ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of How Attire Shapes High School Students&apos; Perceptions of Agriculture Teachers
Author: Shoulders, Catherine W.
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Agricultural Education,Secondary School Teachers,Dress Codes,Clothing,Qualitative Research,Student Attitudes,Pictorial Stimuli,Teacher Characteristics,Perception,Student Experience,Interviews,Comparative Analysis,Gender Differences

An individual's attire sends messages to those who view them (Damhorst, 1990), and the clothing choices made by teachers may influence students' perceptions of the school (Workman &amp; Freeburg, 2010). A majority of teacher dress codes require formal clothing (Workman &amp; Freeburg, 2010); however, agricultural education teachers often work in educational environments which are more work-oriented than the traditional classroom (Shoulders &amp; Myers, 2012). This qualitative study explored students' perceptions of agriculture teachers based on their attire. Participants were shown an image of a teacher in attire ranging from casual to formal and asked questions about the teacher's knowledge, discipline, respect, and ability to relate to students. Participants' perceptions were similar regarding the formally and informally dressed general education teacher, but differed based on their involvement with the school's agriculture program when viewing formally and informally dressed agriculture teachers. These findings suggest that while agriculture teachers' attire may influence students' perceptions of the teacher, the manner in which the attire shapes those perceptions may differ based on students' experiences in agricultural education.
A National Study of Work Characteristics and Work- Family Conflict among Secondary Agricultural Educators
Author: Sorensen, Tyson J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Family Work Relationship,Work Environment,Teacher Role,Teacher Salaries,Teaching Experience,Scheduling,Class Size,Gender Differences,Family Environment,Predictor Variables,Conflict,Rating Scales,Online Surveys,Role,Family Influence

Data from a random sample of secondary school agriculture teachers in the United States were utilized to explore work characteristics and their relationship to work-family conflict, specifically how the work role interfered with the family role. Nine workplace characteristics (i.e., salary, work hours per work week, weekend work hours, years of teaching experience, number of agriculture teachers within the school, school community type, number of students per class, work salience, and perceived family-supportive work culture) were explored by gender. Two of the workplace characteristics, years of teaching experience and salary, were significantly different for male and female agriculture teachers. An analysis was conducted of the relationship between identified workplace characteristics and teachers' perceptions of their work role interfering with their family role. In total, the workplace variables accounted for 22% of the variance in teachers' perceptions of work interfering with their family. Four of the workplace variables (i.e., perceived familysupportive work culture, number of agriculture teachers per school, work salience, and work hours per work week) were statistically significant predictors of work interfering with family. Recommendations and implications for the agriculture teaching profession are discussed in light on these findings.
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers
Author: Rupprecht, Silke
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Teacher Effectiveness,Qualitative Research,Interviews,Teacher Attitudes,Foreign Countries,Intervention,Pilot Projects,Mixed Methods Research,Control Groups,Comparative Analysis,Pretests Posttests,Outcomes of Education,Stress Management,Coping,Measures (Individuals),Statistical Analysis,Quasiexperimental Design

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot nonrandomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method design. The sample was comprised of 32 German school teachers (93% female) which were distributed to a control and intervention group. Compared to the control condition, the intervention showed medium to high effect sizes on most outcome variables at post-test and results were sustained at follow-up. Mediation analyses showed that changes in mindfulness at post-test mediated changes in outcome variables at follow-up. Unexpectedly, the intervention seemed to negatively affect teacher engagement. Qualitative interviews highlighted the way mindfulness may influence teacher engagement and improve performance. Limitations of this study and future directions of research are discussed.
Facilities in School-Based, Agricultural Education (SBAE): A Historical Inquiry
Author: Twenter, Jason P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education,Educational Facilities,Educational Facilities Improvement,Federal Legislation,Educational Finance,Educational Philosophy,Content Analysis,Educational Practices,Educational Change,Space Utilization,Elementary Secondary Education,Educational Equipment,Educational History

Vocational education, including SBAE, reoriented as its role in U.S. public schools and society changed. However, the types of facilities in which to teach SBAE have remained somewhat consistent, even as the program's curriculum became less dominated by a production agriculture orientation. We examined the historical evolution of learning spaces and related resources for teaching SBAE. Findings revealed the need for specialized facilities in SBAE was emphasized by several early 20th century education philosophers and elected officials. The work of these early supporters of vocational training coupled with significant national and international events contributed to enactment of key federal legislation, which provided impetus to states and local schools to fund learning spaces for SBAE. The spaces included classrooms, agricultural mechanics laboratories, greenhouses, land laboratories, and food processing centers as locations for students to learn, apply, and develop knowledge, attitudes, and skills. Going forward, we suggest a diverse stakeholder group examine the facility and equipment needs of SBAE as related to enhancing its ability to prepare students for career pathways and/or pursue postsecondary education aligned with entry into STEM-related occupations. We also recommend systematic efforts to forecast trends likely to presage the facility and equipment needs of SBAE in the future.
A Content Analysis of the 2016 National Teach Ag Day&apos;s Facebook Posts
Author: Meyer, Diane C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,Social Media,Web 2.0 Technologies,Agricultural Education,Advocacy,Career Choice,Teacher Recruitment,Individual Characteristics,Communication Strategies,Audience Awareness,Career Guidance

A serious issue facing the agricultural education profession is a lack of qualified teachers. The profession recognizes there is a need to recruit new teachers and retain existing teachers. With these goals in mind, the National Teach Ag Campaign was established as an effort to encourage students to pursue a career in agricultural education and to support existing instructors. Each year, the campaign celebrates National Teach Ag Day to highlight this campaign and encourage others to help reach the initiative's goals. The purpose of this study is to explore how the National Teach Ag organization used Facebook for its annual &quot;Teach Ag Day&quot; campaign. Guided by the conceptual framework of communicative functions, a census of all posts on the National Teach Ag Facebook page for a three-week period was selected for this quantitative content analysis to evaluate general Facebook page attributes, post characteristics, engagement indicators, and communicative functions. The majority of posts contained text, graphics, hashtags, and links. Community Building was the most prevalent communicative function. The campaign demonstrated many best practices to engage audiences on Facebook, but future efforts should incorporate more videos and respond to comments. Future research should explore the reach and sentiment of shared Teach Ag Day posts.
Examining Thought Processes to Understand the Impact of Water Conservation Messages on Attitude
Author: Rumble, Joy N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Water,Semi Structured Interviews,Qualitative Research,Attitude Measures,Social Responsibility,Consciousness Raising,Information Dissemination,Adults

Water availability issues have plagued many regions around the world and is viewed as the top issue facing the world. As a result, encouraging water conservation has become a priority for agricultural communicators. Previous research suggests strategically framed messages can impact attitudes about water conservation, but whether this change is a result of deep thoughts or simple cues has not been explored. This study used semi-structured qualitative interviews to explore the thought processes of individuals who irrigate their home landscape by presenting them with strategically framed messages. This audience was targeted due to the high volumes of water they use for irrigation. The interview process sought to understand how this group processed communication by asking participants to list their thoughts and verbalize their feelings toward a personal and a social message. The analysis was guided by the Elaboration Likelihood Model. The findings suggested participants processed the messages peripherally or retained their initial attitude. The findings implied this particular audience had more favorable thoughts toward the social benefits of water conservation than personal benefits. Future messages developed to promote water conservation should focus on the social benefits to promote increased change.
Concerns of Female Preservice Teachers in Teaching and Supervising the Agricultural Mechanics Laboratory
Author: Tummons, John D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Preservice Teachers,Agricultural Education,Secondary School Students,Agricultural Engineering,Case Studies,Qualitative Research,Trust (Psychology),Supervision,Laboratories,Skill Development,Safety,Instruction,Barriers,Equipment,Student Teacher Attitudes,Coping,Student Characteristics,Teacher Competencies,Help Seeking,Role

Agricultural mechanics is a top career choice among secondary students enrolled in agricultural programs. Secondary agricultural mechanics teachers provide hands-on skill instruction with shielded metal arc welders, oxyfuel torches, and various hand tools in their agricultural mechanics laboratories. Preservice agriculture teachers have reported lack of preparation to adequately teach in this potentially dangerous environment. This qualitative case study explored the concerns of preservice teachers about teaching secondary students in the agricultural mechanics laboratory and how those concerns evolved over time. Researchers used a constructivist epistemology and open coding to identify and explore emergent themes. Three themes emerged from the data: 1) issues of trust and control in supervising laboratory students manifest themselves as a professional threat, 2) mechanics skill and supervisory skill development coincided with a change in focus toward student safety and learning, and 3) the agricultural mechanics laboratory provides unique instructional challenges and opportunities. Although each preservice teacher differed in their development, the authors identified persistent issues with agricultural mechanics skill knowledge and student trust.
Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring
Author: Dorner, Helga
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Computer Mediated Communication,Mentors,Student Satisfaction,Online Surveys,Educational Technology,Technology Uses in Education,Preservice Teacher Education,Faculty Development,Teachers,Cooperation,Self Efficacy,Technological Literacy,Regression (Statistics),Statistical Analysis

This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees' satisfaction, although preservice and inservice teachers' perceptions about the mentor's activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring.
Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning
Author: Robinson, Heather A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Online Courses,Cooperative Learning,Learning Activities,Semi Structured Interviews,Teaching Experience,Classroom Techniques,Communication Strategies,Computer Mediated Communication,Performance Factors,Technical Support,Design Preferences,Computer System Design,Instructional Design,Graduate Study,Teacher Surveys,Teacher Attitudes,Qualitative Research

The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning.
Examining the Characteristics and Content of Instructor Discussion Interaction upon Student Outcomes in an Online Course
Author: Hoey, Rebecca
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Study,College Faculty,Graduate Students,Teacher Student Relationship,Computer Mediated Communication,Online Courses,Outcomes of Education,Teacher Effectiveness,Educational Quality,Student Attitudes,Academic Achievement,Distance Education,Interpersonal Communication,Student Satisfaction,Course Evaluation,Student Evaluation of Teacher Performance,Integrated Learning Systems,Statistical Analysis,Regression (Statistics)

Teaching presence facilitates students' social and cognitive presence in online courses. Instructor interaction in discussion forums, a widely adopted instructional strategy, establishes teaching presence but research on the optimal frequency and content of instructor interaction in discussion is underdeveloped. This research evaluated 1625 instructor posts in 36 graduate-level courses in education to determine their impact on students' perceptions of the quality of the instructor and course, students' perceptions of their learning, and students' actual achievement. Findings suggest the frequency of instructor interaction in discussion has no effect on student outcomes, but posts that are instructional improve students' perceptions of their learning, and posts that are conversational improve students' perceptions of instructor and course quality, and their actual academic achievement. Implications for instructors and policymakers are addressed.
Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Agricultural Education,Multiple Regression Analysis,Predictor Variables,Classroom Techniques,Educational Strategies,Leadership Training,Science Instruction,Mathematics Instruction,Models,Teaching Experience,Beginning Teachers,Measures (Individuals),Teacher Surveys,Teacher Student Relationship

The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification were all statistically significant, positive predictors of one or more of the five self-efficacy areas. Additionally, a significant, negative relationship between additional teachers and math teaching self-efficacy was discovered, suggesting predictors are influenced by positive or negative vicarious experiences and/or social persuasion. Findings are explored using concepts from broader self-efficacy literature.
Few and Far Between: Describing K-12 Online Teachers&apos; Online Professional Development Opportunities for Students with Disabilities
Author: Rice, Mary F.
Date: 2017-12-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Elementary Secondary Education,Disabilities,Educational Technology,Technology Uses in Education,Teacher Attitudes,Administrator Attitudes,Semi Structured Interviews,Compliance (Legal),Meetings,Participative Decision Making,Phenomenology

Online teacher professional development (oTPD) researchers have been concerned with design features, teacher change in practice, and student learning, as well as establishing guidelines for directing funding support. Even so, previous work suggests that high-quality instructional support for all students with disabilities is still on the horizon. As a response to the need for better instruction, professional development for SWD has emerged in all settings, including teachers who are not just receiving oTPD, but who are online teachers themselves. The purpose of this study was to use online teachers' descriptions of their oTPD for SWD to learn about the professional learning opportunities available to teachers around serving SWD and their families. Teachers and administrators from various online/virtual learning schools around the country participated in this study. Even though teachers had SWD in their courses and were directly responsible for SWD, most teachers and administrators described few professional development opportunities for learning to teach SWD in the online learning environment beyond giving and receiving information about legal compliance. Findings also raise concerns about the tensions between macro- and micro-development opportunities available to teachers and whether they are positioned to take advantage of these to build strong professional networks.
Supervised Agricultural Experience Instruction in Agricultural Teacher Education Programs: A National Descriptive Study
Author: Rank, Bryan D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Agricultural Education,Problem Solving,Field Experience Programs,Experiential Learning,Preservice Teachers,Preservice Teacher Education,Supervision,College Faculty,National Surveys,Statistical Analysis,Competency Based Teacher Education

Faculty in agricultural teacher education programs are responsible for preparing future teachers to lead effective school-based agricultural education programs. However, agriculture teachers are having difficulty implementing supervised agricultural experience (SAE), even though they value it conceptually as a program component. In an effort to improve SAE instruction in teacher education, the American Association for Agricultural Education has adopted a guiding philosophy and competencies for teacher preparation in SAE. Using these documents, the purpose of this national descriptive study was to identify where and to what extent SAE instruction was included within agricultural teacher education curriculum and describe the level of SAE instruction occurring in agricultural teacher education programs in the United States. Findings of this study indicate that there was a broad range in the level of instruction occurring for each of these competencies among teacher education programs. These results provide a snapshot of one-moment-in-time and serve as a starting point for a conversation about how supervised agricultural experience should be taught in agricultural teacher education. It is recommended that supervised agricultural experience competencies be taught using inquiry-based or problem-solving methods guided by the experiential learning process.
Teachers&apos; Beliefs about the Purpose of Agricultural Education and Its Influence on Their Pedagogical Content Knowledge
Author: Rice, Amber H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Agricultural Education,Pedagogical Content Knowledge,Grounded Theory,Experienced Teachers,Agriculture,Teacher Characteristics,Teacher Education Programs,Inservice Teacher Education,Faculty Development,Plants (Botany),Secondary School Teachers,Qualitative Research,Observation,Interviews

The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching theme that emerged during data collection and analysis was the influence of beliefs on participants' PCK. This finding guided subsequent data collection and analysis that focused on what was shaping the participants' PCK in plant sciences. The integrated beliefs system was the driving force in shaping the participants' PCK and the primary component of this system was the participants' beliefs about the purpose of agricultural education. These individual purposes for agricultural education included: career preparation, college preparation, practical life skills, agricultural literacy, and student individualization. These purposes influenced the type of experiences teachers sought out to develop new knowledge and how they transferred that knowledge in the classroom. These findings support further examination of how beliefs about the purpose of agricultural education are influencing teacher knowledge and practice.