ethanporcaro/eric-fulltext-meta huggingface dataset:
The Community Diagnostics and Social Impact Toolkit: Development and Validation of a Reliable Measure
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Community Attitudes,Rural Areas,Test Construction,Test Validity,Agricultural Education,Community Development

Although there are questions concerning the extent of the problems facing rural Americans, there is considerable evidence that many nonmetropolitan communities are facing a multitude of serious challenges. These issues do not exist as distinct and unrelated problems. For instance, one cannot focus exclusively on depopulation without also confronting economic decline and lack of employment opportunities, deteriorating social bonds, cultural atrophy, decaying infrastructure, and so on. Rural communities are systems in which each problem is linked, and managing these issues requires a holistic approach. Despite the need for robust diagnostic tools to support agricultural educators to work with communities there has been a notable gap in empirical tools to do so. The purpose of the study was to develop and validate an instrument to gauge community perceptions according to the Community Capitals Framework. The results of the study found the proposed instrument demonstrated content, response process, and internal structure validity based on a pilot of six counties in Georgia. Furthermore, the scale demonstrated initial consequential validity based on county level comparisons and statistically significant observed differences.
A Multilevel Framework and Method for Learning Analytics Integrated Learning Design
Author: Law, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Integrated Curriculum,Curriculum Design,Taxonomy

Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that: (1) there is a tight coupling between the learning outcome (LO) goals, task sequence design, and the learning analytics and feedback in each case; and (2) the learning analytics to be deployed and the feedback to be provided to learners and/or teachers are integral to the learning design (LD) rather than constructed after the LD is completed. Learning design frameworks in the literature have focused on generic learning task taxonomies and are unable to scaffold LA-integrated LD practice. This paper proposes a multilevel framework for LA-integrated LD, which provides a hierarchically nested multilevel structure for the design of LD and LA elements based on 60 STEM curriculum units collected from authentic classrooms. The framework includes a design process model in the form of a Learning Design Triangle and the concept of Learning Analytics integrated Curriculum Component Design Patterns (LACCDP). Operationalization of the framework is illustrated using one STEM curriculum unit. This framework can be adopted for professional learning and technology development to support LA-integrated LD practices.
Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves
Author: Knight, Simon
Date: 2020-00-00
Type: Journal Articles
Subjects: Rhetoric,Documentation,Writing (Composition),Learning Analytics,Writing Evaluation,Academic Language,Technology Uses in Education

Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However, there is no shared corpus of texts annotated by these tools, nor is it clear how the tool annotations compare. Thus, resources are scarce for comparing tools for both tool development and pedagogic purposes. In this paper, we conduct such a comparison and introduce a sample corpus of texts representative of the particular genres, a subset of which has been annotated using three rhetorical analysis tools (one of which has two versions). This paper aims to provide both a description of the tools and a shared dataset in order to support extensions of existing analyses and tool design in support of writing skill development. We intend the description of these tools, which share a focus on rhetorical structures, alongside the corpus, to be a preliminary step to enable further research, with regard to both tool development and tool interaction.
Solar Car Chassis Design and Optimization Using PBL and Design of Experiment
Author: Moayyedian, Mehdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Projects,Teamwork,Design,Experiments,Problem Based Learning,Problem Solving,Motor Vehicles,Safety,Power Technology,Foreign Countries,Undergraduate Students

A beneficial project is defined and implemented for the senior project of bachelor students of mechanical engineering program in the school of engineering at American University of The Middle East (AUM). Students need to design, analysis, and optimize a solar car chassis using Design of Experiment (DOE). It is required that the design process and DOE implementation are conducted in 14 weeks based on Problem Based Learning (PBL) method. The main elements of PBL for this project are the ability to understand the project, analyze and resolve problems, and have a teamwork and leadership ability in addition to independent responsibility. The design of the chassis and an analysis of the stress loads are conducted using SolidWorks. Four designs are proposed to obtain an optimum design using DOE and PBL. By optimizing the chassis design, students determined the factor of safety of 10.8 and the weight of 56.4 kg.
Theoretical and Operational Reflections on the Interdisciplinary PBL Simulation for Conflict Negotiation and Communication at the University of Helsinki
Author: Wood, Graham
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Problem Based Learning,Conflict Resolution,Communication Skills,Intensive Language Courses,Undergraduate Students,Law Students,Social Sciences,Simulation,Vignettes,Teamwork,Violence,Student Attitudes,Foreign Countries

An interdisciplinary approach has been adopted for undergraduate Law and Social Science students attending separate seven-week intensive language communication courses run at the University of Helsinki. The challenge has been to anchor this pedagogical development within theoretical frames of reference that contextualise the interdisciplinary PBL simulation. Focus is placed on one of the simulations - Bradford Simulation, based on the 1995 riots involving the Pakistani immigrant community in the English city of Bradford. Conflict encompasses multidimensional problems and synthesising interdisciplinarity with the PBL simulation attempts to create a learning environment in which students can gain an insight into the intricacies of conflict analysis, management and resolution. Considerations of student identity and learning factors are recognised. Key operational management factors requiring advanced organisational and communication skills by the teacher are also broached. Whilst positive outcomes have accrued there are limitations that have compromised the activity.
The Role of Collaboration throughout the Agricultural Education Student Teaching Experience
Author: Smalley, Scott W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Teachers,Student Teaching,Agricultural Education,Student Teacher Attitudes,Technology Uses in Education,Cooperating Teachers,Teacher Student Relationship,Peer Relationship

When educators collaborate to create different products, construct knowledge, and solve problems, they develop their collegiality and it motivates them to return each year. Vygotsky's Sociocultural Theory (1962) aided in the understanding of pre-service teachers' experiences related to collaboration during their teacher preparation program. The purpose of this study was to investigate the collaborative efforts conducted among student teachers hosted in school-based agricultural education programs. Findings in this study indicated that working with other teachers enhanced pre-service student teacher's ability to create activities. Participants believed technology could enhance collaboration. Collaboration occurred with various audiences throughout the student teaching semester with participants indicating they primarily worked with their cooperating teacher, other student teachers, and agriculture teachers. Many regularly collaborated with their former high school agriculture teacher. The results indicate that teacher preparation programs need to develop collaborative opportunities throughout the collegiate experience. [This paper is a product of the Iowa Agricultural and Home Economics Experiment Station, Ames, Iowa.]
The Success Trap: A Case Study of Early Career Agricultural Education Teachers&apos; Conceptualizations of Work-Life Balance
Author: Traini, Haley Q.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,Agricultural Education,Secondary School Teachers,Beginning Teachers,Teacher Attitudes,Family Work Relationship,Teacher Responsibility,Teacher Shortage,Context Effect,Success

Little progress has been made to understand the (in)abilities of school-based agricultural education (SBAE) teachers to balance their work and life responsibilities. Nevertheless, advancing this conversation is critical, especially in light of ongoing teacher shortage trends. In response, this study's purpose was two-fold: (1) examine how early career teachers in Louisiana co-constructed their conceptualizations of work-life balance as SBAE teachers, and (2) illuminate the contextual factors that shaped how the early career teachers negotiated meaning regarding their reified views of work-life balance. When interpreting findings through the lens of landscapes of practice, five themes emerged: (1) The Success Trap, (2) The Work Eclipse, (3) Aspired Boundaries, (4) Grin and Bear It -- Silence, and (5) Undercurrents of Change. The findings speak against the dominant narrative perpetuated by various actors and forces in the discipline that have championed the notion that work-life balance should be the ultimate goal. Instead, our findings problematize this notion by illuminating how early career teachers in Louisiana visualized success and work-life balance in diverse and complex ways. As a result, researchers offer implications and recommendations to help reimagine how early career teachers can better traverse issues of work and life in the SBAE landscape.
The Validation of the Effective Teaching Instrument for School-Based Agricultural Education Teachers
Author: Eck, Christopher J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Validity,Teacher Effectiveness,Agriculture Teachers,Teacher Evaluation,Test Reliability,Teacher Characteristics

Producing competent, qualified, effective teachers to meet a growing nationwide demand is a daunting task. Identifying and preparing school-based agricultural education [SBAE] teachers is no exception. The purpose of the study was to validate and refine a 58-item effective teaching instrument for SBAE teachers. The population of interest was SBAE teachers nationwide (N = 12,690). Through principal component analysis, 26 of the original 58 items were retained as measures of SBAE teacher effectiveness. The instrument was validated and found to have acceptable Cronbach's alpha levels for each of the six components. As a result, we conclude the instrument is appropriate for measuring the effectiveness of SBAE teachers and recommend it being used with other teachers, especially those in the Career and Technical Education fields.
Will the First through Fifth Years Please Stand Up? Quantifying National SBAE Teacher Experience
Author: Haddad, Becky
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Agriculture Teachers,Teaching Experience,Teacher Associations,Beginning Teachers,Experienced Teachers,Teacher Recruitment,Teacher Persistence

Research often references years of experience specific to participants, yet no compiled report exists for secondary school-based agricultural education (SBAE) to holistically quantify years of teaching experience. In addition, definitions accounting for experience fall short of capturing the myriad ways experience counts in the broader teaching profession. Our study addresses this missing piece of the teacher retention puzzle. Using Quiñones, Ford, and Teachout's (1994) conceptual framework for work experience measures, our study quantified teacher experience in the National Association for Agricultural Education (NAAE). We analyzed National SBAE teacher experience through descriptive statistics, compared experience by region using an ANOVA model, and compared SBAE to the national teaching profession. We found practical significance in the difference between SBAE's population of 1-3 year teachers and 10-19 year teachers compared to the national teacher average. We pose questions around teacher recruitment and retention relative to the specific experience demographic of SBAE and the generational trends accompanying such demographics.
Secondary Transition Predictors of Postschool Success: An Update to the Research Base
Author: Mazzotti, Valerie L.
Date: 2021-02-00
Type: Journal Articles
Subjects: Predictor Variables,Students with Disabilities,Adjustment (to Environment),Secondary School Students,Correlation,Success

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.
Exceptions to Copyright for Scientific and Educational Purposes
Author: Sitdikova, Roza Iosifovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Copyrights,Intellectual Property,Federal Legislation,Access to Information,Legal Responsibility,Laws

Copyright is a legal term that defines the rights that are given to the owners of the works in return for their intellectual and artistic works (according to the World Intellectual Property Organization). It establishes an appropriate balance between the benefits of the owner of the work and the common good. Apart from the exclusive rights of the owner of the work, this term also includes the regulations for public access to the works protected by the copyrights and the utility of these works for the common good. In this respect, with the copyright, the work owner is subject to some exceptions and limitations for the common good. Copyright restrictions are set depending on the development and needs of society. To ensure a fair balance of private, social, and public interests, copyright provides for the free use of works without the author's consent and without payment of remuneration. Such restrictions are necessary for the progressive development of society in all areas. Of course, one of the essential copyright restrictions that stimulate the development of new technologies and innovations is limitations for scientific and educational purposes.
Formation of Meta-Subject Results in Teaching a Foreign Language
Author: Mustafina, Lilia Rashidovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Communication Skills,Personality Traits,Age Differences,Generalization,Student Motivation,Educational Technology,Elementary School Students,Metalinguistics,Communicative Competence (Languages),Foreign Countries

The modern system of national education, developing in the competence paradigm, puts on the agenda the need to form students' communicative skills that belong to the category of critical competencies of a meta-subject nature. The article discusses the methodological features and pedagogical conditions for forming meta-subject skills of schoolchildren in foreign language lessons. An attempt is proposed to determine the characteristics of the meta-subject approach, including a complex of personality traits that allow the student to act in a given communication situation at the level determined by the age-related psychological characteristics and the possibilities of the social experience of a younger student. The authors used the following research methods: utilizing the study and generalization of pedagogical experience and the survey method, the communicative, regulatory - behavioral and motivational characteristics of a younger student, which must be taken into account when introducing pedagogical technologies focused on meta-subject results in foreign language lessons, are concretized. The analysis of the real practice of an educational activity is aimed at establishing a set of features of the pedagogical support of the meta subject approach within the framework of the &quot;foreign language&quot; discipline in primary school. Based on the analysis of scientific literature on research and practical experience, several strategies have been identified that ensure the effective implementation of meta-subject results in younger students in foreign language lessons.
Student Professional Competencies as Perceived by Community Service-Learning Partners
Author: Andrade, Maureen Snow
Date: 2020-00-00
Type: Journal Articles
Subjects: Competence,Professional Development,Program Effectiveness,Service Learning,School Community Relationship,College Students,Community Attitudes,Employer Attitudes,Student Characteristics,Responsibility,Maturity (Individuals),Teamwork,Partnerships in Education,Value Judgment,Public Colleges

Service learning is a high-impact practice that helps students develop professional competencies such as teamwork, communication, critical thinking, and problem solving. This study investigated community partners' perceptions of students' professional competencies and their impact. Findings indicate that professional competencies had a significant impact on partner perceptions of project quality and value, while the overall predictability of the model to examine partners' perceived likelihood to work on future projects with students was low.
Unfurling Your Community-Engaged Work into Multiple Scholarly Products
Author: Doberneck, Diane M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Faculty Publishing,Writing for Publication,Authors,Research Tools,Scholarship,Success,Intellectual Disciplines,Teacher Promotion,Tenure,Doctoral Dissertations,Community Involvement

Navigating academic publishing challenges community-engaged scholars and practitioners, many of whom have mastered disciplinary writing but are unsure of how to write about community engagement experiences. The Unfurling Tool helps authors co-envision products with community partners, identify scholarly products for both academic and public audiences, and consider how to disseminate multiple products from a single community-engaged project. By unfurling a project, authors may communicate the rich complexity of their community engagement experiences to multiple audiences.
Coping Processes of South African First-Year University Students: An Exploratory Study
Author: Engelbrech, Liesel
Date: 2020-00-00
Type: Journal Articles
Subjects: Coping,College Freshmen,Dropout Rate,Stress Variables,Universities,Student Attitudes,Stress Management,Intervention,Well Being,Student Adjustment,Foreign Countries,Social Support Groups,Information Sources,Models,Personality Theories

South African higher education institutions (HEIs) face significant challenges with high first-year student drop-out rates due to various stressors students are facing. The current study explores the coping of first-year students studying at a South African university. This qualitative study followed an exploratory, descriptive, interpretive strategy to gain a deeper understanding of students' coping during their first academic year at university. Ten participants were recruited through a trusted gatekeeper using purposive voluntary and later snowball sampling methods. Data were collected using the Mmogo method[superscript ®] and semi-structured individual follow-up interviews. Interactive qualitative and thematic analyses generated three themes: (1) the availability of and access to coping resources for first-year students; (2) coping strategies first-year students rely on to manage stressors at university; and (3) the effectiveness of selected coping strategies. Understanding the coping of first-year students could assist HEIs in intervening and supporting first-year students appropriately, to enhance their first-year experience (FYE) and overall student well-being. Though limited to a small qualitative study, the contribution to FYE literature is through exploring nuanced coping resources, strategies, and the effectiveness thereof for students, which challenges the 'one-size-fits-all' approach many universities may use. However, there are strategies and awareness of resources that could, in general, be helpful.
Effective Institutional Intervention Where It Makes the Biggest Difference to Student Success: The University of Johannesburg (UJ) Integrated Student Success Initiative (ISSI)
Author: van Zyl, André
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,College Students,Intervention,Data Use,Academic Support Services,Program Effectiveness

Low levels of student success in South Africa have persisted as a seemingly intractable problem. There have been some gains in student success over time, but with a participation rate of approximately 18%, the current success rates still represent massive financial and human losses to the country. Internationally there is a trend to move towards interventions that are more strongly data-informed at every step and the available evidence indicates that these interventions are more likely to have the desired effect. This article reports back on the first 24 months of implementation of one such intervention, namely the Integrated Student Success Initiative (ISSI), at the University of Johannesburg (UJ). The ISSI uses data to inform every step of the process which includes planning, selection and targeted intervention and evaluating possible impacts. The ISSI is showing promise as an effective strategy for improving student success and is allowing the institution to focus its limited resources where they have the potential to make the biggest difference.