ethanporcaro/eric-fulltext-meta huggingface dataset:
The Lure of Autocratic Education in a Somewhat Democratic Society
Author: Coulter, Xenia
Date: 2020-11-00
Type: Journal Articles
Subjects: Democracy,Authoritarianism,Teaching Methods,Governance,Educational Practices,Educational Philosophy,Dialogs (Language),College Faculty,Teacher Attitudes,Teacher Student Relationship,Student Diversity,Learning Activities,Cooperative Learning,Inquiry,Thinking Skills,Power Structure,Decision Making,Learning Processes,College Students,Efficiency,Progressive Education,Questioning Techniques,Institutional Mission,College Administration

The United States (US) has since its inception considered the education of its citizens as critical for preserving democracy. The recent attractiveness of autocratic leaders, not only in the US but across the world, raises questions about the dominant educational model now in place. We argue that the authoritarian and business-oriented structure and the information delivery model of learning today produce students who learn to rely on ready-made answers from those in authority. We describe, in contrast, the educational practices and philosophies of John Dewey and Socrates that expect students to find and evaluate their own answers. We also describe our experiences as professors in an American public university that for some time promoted through its policies and procedures equality between teacher and student and diversity among students through individualized learning activities. The result, we argue, were students comfortable with dialogic learning, collaborative inquiry, and independent thinking. We also describe how, despite its initial promise, our college, along other such schools, could not be sustained. We suggest that while the fragility of democratic education may be due to external factors over which we have no control, it is also due to certain human traits: a predisposition for efficiency and immediate decision-making, which makes it difficult to acknowledge ignorance or engage in self-examination; and the need for control, the lure of power and its corollary, the will to submit. If teachers would critically examine their reliance upon lectures, textbooks, and exams and consider other models of teaching, we believe they could, within their own classrooms, create communities of dialogue, collaboration, and free thought. We call upon both teachers and students to explore ways of learning that are inherently democratic and will help democracy, not autocracy, flourish in society and all its institutions.
Influence of Physical Facilities on Academic Performance in Constituency Development Fund (CDF) Built Secondary Schools in Rachuonyo South Sub-County, Kenya
Author: Ojuok, J. O.
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Academic Achievement,Secondary School Students,School Buildings,Science Laboratories,Classroom Environment,Computer Centers,Principals,Administrator Attitudes,Educational Facilities Design,Correlation,Educational Resources

In 2013 and 2014, over 50% (728 out of 1336 and 778 out of 1491) of candidates enrolled in constituency development fund (CDF) built secondary schools in Rachuonyo South sub-County got E to D grades which are below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses at tertiary and university levels. It is against this background that this study purposed to establish the influence of physical facilities on student academic performance in CDF built secondary schools in Rachuonyo South sub-County. The study objectives were: to establish the influence of science laboratory, classroom quality and computer laboratory on student's performance at KCSE. The study was guided by Education Production Function Theory based on the input and output variables. Descriptive Survey and Correlation research designs were used. The study population was 42 principals of CDF built secondary schools and 1 sub-County Quality Assurance and Standards Officer (SCQASO). The sample comprised 37 principals of the 37 secondary schools, and 1 SCQASO. Data was collected using questionnaires, interview schedule and document analysis guide. The instruments were validated for content and face validity. A test-retest correlation of r=0.7 showed that the instruments were reliable. Descriptive statistics as well as linear multiple regressions were used in data analysis. The results of the study revealed that the three variables, science laboratory, quality classroom and computer laboratory (which are components of physical facilities) had weak but significant relationship with student performance in KCSE. The study recommended that the Government should provide requisite facilities to guarantee quality education in CDF secondary schools. These findings will guide the government on resource allocation to these schools.
Comparative Analysis of Students&apos; Perceived Agripreneurship Competencies and Likelihood to Become Agripreneurs Depending on Learning Approach: A Report from Uganda
Author: Mukembo, Stephen C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Entrepreneurship,Youth Employment,Active Learning,Student Projects,Developing Nations,Foreign Countries,Gender Differences,Food,Agricultural Education,Instructional Effectiveness,Self Efficacy,Secondary School Students,Adolescents,Experiential Learning,Intention,Competence

Ensuring food security for a growing populace amidst an aging farmer population together with a decline in youth engagement in agriculture remains a global challenge. This is more distressing for developing countries, such as Uganda, that rely on subsistence farming to meet their food production demands, including job-creation for at least 75% of their populations. Therefore, the need exists to interest young people to lead innovative enterprises as agripreneurs to overcome poverty, food insecurity, and youth unemployment. A quasi-experimental, nonequivalent control group design was used in this study. The findings indicate that a statistically significant (p &lt; 0.01) main effect existed between groups for perceived agripreneurship competencies depending on the instructional approach. Students in the treatment group had higher adjusted marginal mean scores for perceived agripreneurship competencies than members of the counterfactual group, which implied they benefited from a project-based learning approach. However, because the females had lower agripreneurial intentions than males regardless of group, additional research is needed on how to engage and inspire females to pursue agripreneurial ventures, i.e., increase their intentions, if doing such would improve the individuals' economic livelihoods.
Too Many Essays!
Author: Dobson, Ashley
Date: 2018-00-00
Type: Journal Articles
Subjects: Essays,College Applicants,College Admission,Anxiety,Student Experience,Writing Skills

According to the Higher Education Research Institute, 35 percent of first-time freshmen applied to seven or more colleges during the Fall 2016 admission cycle. More than 80 percent of first-time freshmen apply to at least three colleges each year. But more applications mean more essays for students. And more colleges seem to be requiring unique essays to try and get to know the students better. With students having to write 10 or more essays for their college applications, it seems like the process has possibly spiraled out of control. But Ethan Sawyer, also known as The College Essay Guy, sees it differently. He views it as an opportunity for students to get creative. Sawyer has four steps for making the college application essay writing process as easy as possible for students and a way to cut down on the overall number they need to write. He calls it a &quot;Venn diagram approach.&quot; The four steps are presented in this article along with discussion on possible topics on college essays.
Elevating the Impacts of Research in Agricultural Education
Author: Lindner, James R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Research,Periodicals,Research Methodology,Reputation,Citation Analysis,Databases

Dissemination of research is a critical part of the research process. Researchers in agricultural education have long embraced this process. However, the Internet has changed the ways in which research is disseminated, with the potential for much broader impacts around the world. The purpose of this study was to provide a benchmark of the current impact of research in agricultural education by examining how journals and researchers in the field fare on commonly used research metrics. It was concluded that many of the common journals in agricultural education are not even listed in the indices that provide metrics to assess journals. It was also concluded that many researchers in agricultural education are not taking steps to provide public profiles of their research and thus do not have individual researcher metrics. In some ways, we are invisible to the broader scientific community. Practical suggestions are provided to elevate the reputations of our journals and the reputations of our researchers.
The Recruit: A Futurist Story about Race and College Admissions
Author: Thompson, London
Date: 2020-00-00
Type: Journal Articles
Subjects: College Admission,Critical Theory,Race,Racial Bias,Futures (of Society),Student Recruitment,African American Students,Human Capital,Social Justice,Power Structure,Equal Education

&quot;The Recruit,&quot; told through the lens of Critical Race Theory (CRT), harnesses counter-storytelling to paint a cogent picture of how programs supposedly meant to address issues of social justice, in and of themselves, become new and more insidious versions of their predecessors. CRT posits that racism is inextricably embedded into the legal frameworks that govern every aspect of American society (Hiraldo, 2010, p. 54). &quot;The Recruit&quot; is set in a not so distant &quot;utopian&quot; future, where college admissions officers employ the same tactics football coaches use to find qualified black male athletes. They: (1) scout talent; (2) establish collaborative partnerships with high school coaches; (3) spend time cultivating one-on-one relationships with recruits; (4) visit homes to talk with parents and families; (5) host special visit days for student-athletes whom they wish to recruit; and (6) search far and wide for the most talented prospects (as opposed to recruiting from a small number of high schools)&quot; (Harper, 2018, p. 16).
Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes
Author: Tummons, John D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Teaching Methods,Inquiry,Agricultural Education,Teacher Role,Literacy Education,Pedagogical Content Knowledge,Formative Evaluation,Grouping (Instructional Purposes),Vocational Education,Program Effectiveness,Faculty Development,Vocational Education Teachers

Educational leaders implement professional development activities to facilitate teacher learning and growth. Each summer, scores of secondary agriculture teachers attend Curriculum for Agricultural Science Education (CASE) institutes as a form of professional development. Recently, teacher preparation programs have begun offering CASE institutes for preservice teachers. This study explored the lived experiences of preservice teachers in two CASE institutes. Three central themes emerged from the data: (1) preservice participants wrestled with adoption of inquiry teaching strategies as a teaching method; (2) contextualized literacy in the agriculture classroom helped preservice participants understand their role as a teacher of literacy; and (3) participant content knowledge growth was intertwined with self-growth in formative assessment, classroom management/grouping, and literacy strategies. The findings were presented through vignettes to provide a thick, rich description of the case. Recommendations include offering modified CASE institutes for preservice teachers, use of lead teachers who are familiar with the developmental challenges of preservice teachers, and monitoring participant content knowledge to facilitate growth in pedagogical content knowledge.
The Confused Professional Identity of Native and Non-Native EFL Teacher Educators: Are They Teachers or Researchers?
Author: Mannes, Adina
Date: 2020-11-00
Type: Journal Articles
Subjects: Professional Identity,Native Speakers,Teacher Educators,Researchers,Teacher Role,Teacher Attitudes,Teacher Background,Role Conflict,Foreign Countries,Job Performance,English Teachers,English (Second Language)

The demands of teacher educators underwent a major change. They not only are required to excel in teaching, but also to conduct research as an essential part of their professional life. This ambivalence raises questions regarding their professional identity. How can they identify with their profession if their roles keep changing? Two native and two non-native EFL teacher educators were interviewed about their perception of professional identity regarding being a researcher or a teacher and whether the demand to excel relies also on personal background factors such as being a native English speaker. The results indicated tension between research and teaching, which is a cause of frustration for EFL teacher educators. As for the issue of personal background, most of the interviewees did not believe that such factors are crucial. However, everyday reality in their colleges, where there are more native than non-native English speaker teachers, shows otherwise.
Exploring Stress and Recovery among High-Achieving Career Development Event Teams: A Mixed Methods Study
Author: Bowling, Amanda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Career Development,Competition,Stress Management,Stress Variables,Resilience (Psychology),Sleep,Fatigue (Biology),Teacher Responsibility,Coping,Coaching (Performance),Rural Schools,High School Students,High School Teachers,Metabolism,High Achievement,Wellness

School Based Agricultural Education (SBAE) teachers can experience physiological stress through their various roles and responsibilities, including preparing Career Development Event (CDE) teams. Through CDE participation, students can encounter numerous benefits, but these academic competitions could be catalysts for stress. The purpose of this exploratory case study was to contextualize the experiences of high-achieving SBAE teachers and CDE participants through the lens of stress and resilience. Using a concurrent triangulated mixed methods design, physiological, quantitative data were collected through ambulatory heart rate monitors, and qualitative data were collected through teacher and CDE participant daily journals. We found that teachers encountered stress reactions the majority of the time with little to no recovery, where students experienced a more extensive range of stress reactions and recovery within the quantitative analysis. Both CDE context-specific and role-specific stress catalysts existed within the qualitative and convergent analysis. SBAE teachers and CDE participants should utilize strategies that address both: (1) sleep deprivation; and (2) anticipatory and in-action stress to allow for increased cognitive performance and resilience.
Teachers Can Counsel, Too
Author: Neutuch, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Counseling,High School Teachers,College Choice,College Admission,Decision Making,College Entrance Examinations,Data Use,Writing Instruction,College School Cooperation

The National Association for College Admission Counseling (NACAC) Statement on Counselor Competencies defines college counselors' responsibilities as including &quot;collaborat[ing] with teachers, administrators, and other educators.&quot; The experiences of longtime college counselors, showcase many best practices for working with teachers to advance college counseling goals. Those five best practices are presented in this article: (1) Educating and empowering teachers to talk about college-going and college admission; (2) Working alongside teachers to embed college-related activities in the curriculum; (3) Sharing with teachers data on students' college readiness; (4) Training teachers to write powerful letters of recommendation; and (5) Thanking teachers and respecting their time and knowledge.
Physics Teachers as Physics Experts: Research Participation as Professional Development
Author: Birth, Marisol
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Expertise,Professional Development,High School Teachers,Scientific Research,Teacher Attitudes,Pedagogical Content Knowledge,Program Effectiveness,Research Training,Self Efficacy

This article reports on the results of an exploratory phenomenological study of six Nebraska high school physics teachers and their perceived impact of participating in a collaborative scientific research program that provided training in experimental procedures and advanced, extracurricular physics topics, all building on fundamental high school physics concepts. In the context of this paper, subject matter expertise will refer to teachers' understanding and confidence in the subject as well as their view of self as a teacher, scientist, and physicist. A conclusion is drawn that through collaborative scientific research activities, secondary teachers who are teaching physics outside their primary field of training can build confidence in this particularly challenging subject area and achieve a progressive view of self not just as physics teachers but physics experts. This document suggests subject specific on-going teacher professional development opportunities may be crucial to helping physics teachers become physics experts.
Images from the Trenches: A Visual Narrative of the Concerns of Agricultural Education Majors
Author: Roberts, Richie
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Education Majors,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Educational Attitudes,Field Experience Programs,Expectation,Academic Achievement,Self Efficacy,Attitude Change,Secondary Education

This study described how agricultural education majors at Louisiana State University visually represented and narrated their concerns about teaching. To accomplish this, students captured photos during early field experiences (EFEs) and then critically reflected on those experiences through focus group interviews during the Fall 2018 and Fall 2019 academic semesters. As a product of our analysis of data, we offered a visual narrative of students' concerns through three themes: (1) Blurred Expectations: Representations of Incompetence; (2) Framing Success: Depictions of Achievement; and (3) The Narrowest Lens: Views of Time. As a result, the first theme represented how students grappled with feelings of incompetence. In the second theme, they depicted success as a secondary agricultural education teacher as winning banners and awards, from which emerged key tensions. As students assigned meaning to this concern through the co-construction of knowledge, their perspectives began to mature and evolve. The final theme spoke to how the EFEs opened students' eyes to the realities of teaching, especially regarding the time required to be effective. As such, we offered recommendations and implications for teacher preparation programs to better respond to the concerns of agricultural education majors preparing for careers as secondary teachers.
Roles of Special Educators in St. Lucia: Implications of Policy and Practice on Inclusion
Author: Lubin, Jacqueline
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teacher Role,Elementary Secondary Education,Teacher Attitudes,Teacher Responsibility,Behavior Modification,Instruction,Interpersonal Competence,Skill Development,Study Skills,Daily Living Skills,Regular and Special Education Relationship,Discipline,Student Evaluation

Using an adaptation of Brownell and Smith's (1993) conceptual model, this study sought to examine the perception of primary and secondary special educators in St. Lucia of their roles as compared to roles of special education teachers universally. A survey, consisting of 89 Likert-scale statements and five closed ended questions, was administered to the entire population (i.e. 82) of special educators in primary and secondary schools in St. Lucia. The data collected were analyzed using descriptive and inferential statistics including percentages, means, and t-tests. The independent sample t-test was used to determine the difference in the frequency of role engagement between the two groups of special educators. The results revealed that like special educators globally, special education teachers in St. Lucia engaged in all roles under study (i.e., Academic instruction, Non-academic instruction, Instructional Support, Responsive Behavior Management, Special Education Assessment, Classroom Assessment, Special Education Paperwork) but engaged in them at varying degrees. They regarded all but one role (i.e. Responsive Behavior Management) to be very-to-extremely important. Respondents utilized a continuum of practices from exclusionary to inclusionary but made greater use of exclusionary practices. Implications as well as recommendations to improve practice are discussed.
Supporting Students&apos; Psychological Needs and Motivation within School Based Agricultural Education Programs: A Mixed Methods Study
Author: Bowling, Amanda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Needs,Student Needs,Student Motivation,Agricultural Education,Student Organizations,Personal Autonomy,Teacher Student Relationship,Competence,Rural Schools,Suburban Schools,High School Teachers,High School Students,Vocational Education,Teacher Attitudes,Adolescents,Youth Programs

The purpose of this study was to identify the processes School Based Agricultural Education (SBAE) teachers utilize to support students' psychological needs and motivation. SBAE teachers were sampled who taught for five or more years and displayed a range of SBAE successes. Within the five participating schools, all FFA members were recruited to participate. The average student participant was female, a freshman, and identified agriculture as a potential future career. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate and the teachers' autonomy orientation. Grounded theory interviews and observations were utilized to determine the processes of needs support. Through open, axial, and selective coding and the convergent analysis a substantive theory was formed. Within the theory, teacher motivational beliefs emerged as the context of the needs support process and supported the central phenomenon of relatedness. Teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to strengthen student motivation. Students experienced a range of outcomes including support of competence, support and thwart of autonomy, and a range of extrinsic and intrinsic motivational outcomes. The substantive theory can inform in-service, preservice, and teacher educators about the motivational process.