ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging Water Issue Knowledge Gaps between the General Public and Opinion Leaders
Author: Lamm, Kevan W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Water,Public Policy,Public Opinion,Agricultural Education,Agricultural Occupations,Natural Resources,Conservation (Environment),Knowledge Level,Leadership Training,Comparative Analysis,Questionnaires,Likert Scales,Statistical Analysis,Legislation,Pollution,Government Role

Global conflicts have rapidly made water the most contentious issue in the world today. Considering water drives health, industry, recreation, and the agricultural food system it is no surprise that it has become such a hot topic. As a result, the general public has an increased interest in water-focused policy; policy that can have a large impact on the agriculture industry. Agricultural and natural resource opinion leaders may differ or agree with the general public on water related issues, as well as perceptions of government influence. Identifying similarities and differences will allow agricultural educators to identify ways to resolve disagreements through improved education, communication and messaging, and leadership development of agricultural and natural resource opinion leaders. The findings indicated there are significant differences between agricultural and natural resource opinion leaders and the general public as it related to their knowledge of water issues and perceptions of government support for individual decision-making regarding environmental issues. Based on these findings it is suggested agricultural educators establish a common language that can be used with all audiences to discuss water issues, develop educational programming to assist opinion leaders when addressing observed knowledge gaps, and create educational coalitions to provide source credibility across audiences.
Youth-Driven Youth-Adult Partnerships: A Phenomenological Exploration of Agricultural Education Teachers' Experiences
Author: Watson, Jennifer M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Interpersonal Relationship,Youth,Adults,Agricultural Education,Agricultural Engineering,Phenomenology,Teaching Experience,Cooperation,Learner Engagement,Research Methodology,Qualitative Research,Semi Structured Interviews,Agricultural Occupations,Motor Vehicles,Secondary School Teachers,Observation

This phenomenological study explores the dimensions of youth-adult partnerships (YAPs) in agricultural mechanics classrooms in three rural schools. YAPs presume a positive learning collaboration between young people and adults who work together to achieve meaningful community-based change. Previous research on the development of YAPs has focused on non-school settings. However, in these agricultural mechanics courses, as part of a safety-focused curriculum, teachers engaged students in a collaborative project to build and install cost-effective rollover protective structures (CROPS) for local farmers' tractors. Thus, the CROPS project provided a unique opportunity to explore the inclusion of youth-driven YAPs as an engagement model for teachers, students, and the broader community. The findings from this secondary analysis of interview data from CROPS project teachers are threefold. First, evidence emerged of the experiential, communal/collective, and youth-driven aspects of YAPs in teacher- student and student-student collaborations. Second, shifts in power balances present a key dimension of the youth-driven dimension of YAPs. Third, the CROPS project aligns well with a youth-driven YAP in that it promoted high-quality student engagement within the learning system. Finally, we discuss the implications for integrating YAPs into agricultural education projects and suggestions for further research.
Examining the Common Core State Standards in Agricultural Education
Author: McKim, Aaron J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Agricultural Education,Teacher Attitudes,Familiarity,Faculty Development,Needs Assessment,Reading Instruction,Mathematics Instruction,Writing Instruction,Language Arts,Questionnaires,Statistical Analysis,High Schools,Secondary School Teachers

The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with, current level of integration, and professional development needs related to the Common Core State Standards. Our research identified the majority of responding teachers were somewhat familiar with the CCSS. Additionally, teachers had varying levels of agreement that the CCSS would help their teaching, yet the majority of agriculture teachers in our study reported they had somewhat implemented the CCSS. In an effort to identify the professional development needs of teachers concerning these standards, we used the CCSS to develop 11 needs assessment competencies related to math, reading, and writing. Respondents identified the highest professional development need areas in topics related to developing students' abilities to write and do mathematics problems in the context of agriculture. These findings are discussed using the theory of planned behavior; recommendations for practice and future research are also highlighted.
Technology Usage of Tennessee Agriculture Teachers
Author: Coley, Michael D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Agricultural Education,Technology Integration,Teacher Surveys,Access to Computers,Technological Literacy,Barriers,Teacher Attitudes

This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study found Tennessee agriculture teachers have been slow to adopt technologies for classroom use. Many of the teachers had limited access to the various technologies. Over half of the teachers did not have access to new educational technologies such as a Smartboard, student response clickers, iPads, iPods, or smartphones. Additionally, there was limited access to most social networks, several web tools, a commercial learning management system, and social bookmarking sites. Cost, time, and availability of technology were recognized as barriers to technology integration. It is recommended further research be conducted on a larger scale to examine technology integration in agriculture classrooms. As well, classroom observations and interviews with teachers and administrators can provide a more in-depth understanding of current technology usage in agricultural education.
Examining Year-Long Leadership Gains in FFA Members by Prior FFA Involvement, Class Year, and Gender
Author: Rosch, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Transformational Leadership,Predictor Variables,Junior High School Students,Agricultural Occupations,Nonprofit Organizations,Student Leadership,Student Attitudes,Self Efficacy,Student Motivation,Leadership Training,Models,Statistical Analysis,Measures (Individuals),Pretests Posttests,Student Surveys,Likert Scales

Students (N = 160) in three diverse FFA chapters were surveyed in early fall, midwinter, and late spring in regard to their leadership skills, confidence in leading, and motivation to engage in leadership-oriented behaviors. The results indicated small-to-moderate gains in transformational leadership skill and a marginally significant small-to-moderate decrease in &quot;social-normative&quot; motivation to lead, i.e., motivation based on a feeling of responsibility towards one's organization. Further analysis revealed that students exhibit a moderate decrease in non-calculative motivation to lead in the spring semester. Female students made significant gains in transformational leadership skill and marginally significant gains in their leadership self-efficacy and transactional leadership skill as well as showed a decrease in their social normative motivation to lead. No changes emerged in the male students. Analysis by class year showed that juniors in high school made larger gains in overall capacity than in other class years, especially in their confidence in leading their peers. Prior FFA involvement did not emerge as a significant predictor of leadership development. These results imply the need for focused training of FFA advisors in regard to the leadership growth of students and, potentially, in the administration of opportunities for leadership.
Applying Alternative Teaching Methods to Impart a Rounded, Liberal Arts and Sciences (LAS) Education: Students' Reflections on the Role of Magazines as Instructional Tools
Author: Sithole, Alec
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Interdisciplinary Approach,Liberal Arts,Science Education,Student Attitudes,Reflection,Periodicals,Instructional Materials,Supplementary Reading Materials,Newspapers,Introductory Courses,Physics,Student Surveys,College Students,Attitude Measures,Creativity,Concept Formation,Information Dissemination,Communication (Thought Transfer),Journal Articles,Student Motivation,Reading Motivation,Academic Persistence,Scientific Concepts,Learning Activities

In a constantly and rapidly changing social world, students from all disciplines ought to attain a rounded education within the tradition of a &quot;Liberal Arts and Sciences&quot; (LAS) context. Students outside of the natural sciences must be encouraged to appreciate the place of those sciences in their lives. Conversely, students in the natural sciences must be encouraged to envision the role of other subjects in their lives. In order to accomplish this, however, we need to go beyond basic instructional approaches by applying alternatives such as using magazines and newspapers. This paper reports students' reflections on the use of newspapers as supplementary instructional materials to enhance learning. Data were collected from an introductory liberal arts physics course using a survey instrument. The survey had five descriptive measures: student perceptions; creativity based on activities learned; ability to link concepts learned in class to articles in the news journal; ability to impart knowledge acquired; and identifying lessons based on a case study of a selected news article from the newspaper. Student reflections indicate that magazines can effect a positive learning experience and stimulate curiosity to read. It is concluded that this approach can be used to enhance student motivation and persistence in introductory classes, particularly in schools where resources are limited.
Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach
Author: Can, Ömer Sinan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Instruction,Probability,Persuasive Discourse,College Students,Mathematics Education,Quasiexperimental Design,Experimental Groups,Control Groups,Teaching Methods,Comparative Analysis,Achievement Tests,Statistical Significance,Constructivism (Learning),Science Education,Pretests Posttests,Scores,Statistical Analysis,Foreign Countries

The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is a quasi-experimental study. The experimental group consisted of 20 students, and the control group consisted of 21 pre-service teachers. While the teaching probability argumentation based science learning approach was applied to the teacher candidates in the experimental group, traditional methods were applied to the control group. As a data collection tool, the Probability Achievement Test with 15 open-ended questions, which was prepared by the researcher himself, was used. As a result of the application, statistical significant differences were found between the probability successes of the experimental group and control group in favor of the experimental group.
Frequency of Applying Different Teaching Strategies and Social Teaching Methods in Primary Schools
Author: Ivic, Sonja
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Education,Teaching Methods,Foreign Countries,Elementary School Teachers,Teacher Attitudes,Conventional Instruction,Social Influences,Teacher Surveys,Statistical Analysis

The question that every modern teacher raises in their daily work is the reflection on selecting teaching strategies and social forms of teaching. Unlike traditional teaching strategies in which knowledge transfer is mainly done by the teacher while the students are passive listeners and recipients of such knowledge, modern teaching strategies enable active student involvement in the teaching process. Thus, student creativity comes first, which is the goal of modern teaching anyway. The main objective of this analysis is to examine which approach the Croatian primary school teachers prefer in order to determine how frequently their classroom methods include traditional or modern teaching strategies. Results of this analysis indicate that traditional teaching strategies still dominate Croatian classrooms, especially primary school ones and they can be seen as an additional motivation to study this problem with the aim of modernizing the teaching process.
A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams
Author: Ball, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Motivation,Coaching (Performance),Career Development,Teacher Behavior,Learning Strategies,Agricultural Education,Professional Development,Semi Structured Interviews,Qualitative Research,Teaching Methods

This intrinsic case study examined the case of students on CDE (Career Development Event) teams preparing for state competitive events and the teacher preparing them in a school with a previous exemplary track record of winning multiple state and national career development events. The students were interviewed multiple times during the 16-week preparation period before, during, and after the district and state CDEs. From the interview data it was found the teacher used a variety of motivational strategies when preparing CDE teams. The teacher shifted the use of both extrinsic and intrinsic motivation strategies based on students' needs. The teacher also utilized performance strategies including both coaching and learning strategies, to develop students' competitive drive and content knowledge. From the findings it is recommended that CDE coaches assess students' needs and utilize the successful coaching behaviors and strategies accordingly.
Student Teacher Activities--Are They Relevant? The University Supervisor&apos;s Perspective
Author: Paulsen, Thomas H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Student Teacher Supervisors,Behavior Theories,Teaching Skills,Geographic Regions,Cooperating Teachers,Supervisor Supervisee Relationship,Agricultural Education,Likert Scales,School Community Relationship,Information Seeking,Field Experience Programs,Educational Planning,Adult Education,Student Teacher Evaluation

The traditional student teaching experience includes a complex, triadic relationship between student teacher, cooperating teacher, and the university supervisor. Studies seeking to understand this experience from the perspectives of the student teacher and cooperating teacher are commonly found in the literature; yet research specific to the university supervisor has been considered meager at best. Building upon Ajzen's Theory of Planned Behavior, we sought to reveal the university supervisor's voice regarding the relevance of traditionally required student teaching skills and activities commonly included in the capstone student teaching experience. A descriptive census study consisting of university supervisors (N = 62) from the North Central Region of the American Association for Agricultural Education (AAAE) was implemented. A document analysis of agricultural education student teaching handbooks from the North Central AAAE region provided the foundation for a researcher-developed, expert-panel validated instrument consisting of student teaching skills and activities organized into eight constructs. University supervisors considered seven of the eight constructs as very relevant for inclusion in the capstone student teaching experience. We conclude that university supervisors in the North Central Region of AAAE perceive activities and skills commonly required of student teachers as important to the capstone student teaching experience. Future activities should be aligned with those included in national performance-based, subject-specific assessments commonly being adopted by teacher preparation programs. Future research should seek to determine alignment of best practices in SBAE national standards-based assessments.
The Relationship between Agriculture Knowledge Bases for Teaching and Sources of Knowledge
Author: Rice, Amber H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Pedagogical Content Knowledge,Mathematics Education,Models,Teacher Education Programs,Teaching Experience,Employment Experience,Internship Programs,Internet,Social Media,Faculty Development,Multiple Regression Analysis,Statistical Significance,Predictor Variables,Correlation,Teachers,Teacher Surveys,Likert Scales

The purpose of this study was to describe the agriculture knowledge bases for teaching of agriculture teachers and to see if a relationship existed between years of teaching experience, sources of knowledge, and development of pedagogical content knowledge (PCK), using quantitative methods. A model of PCK from mathematics was utilized as a framework to guide the study. On the job teaching experience, teacher preparation program, high school agriculture experience, previous agriculturally related jobs and internships, internet and other media, and professional development were all reported as effective sources of content knowledge. All six of the PCK knowledge constructs were perceived by teachers as possessing them to a fair extent. The content knowledge constructs were rated higher on average than the PCK constructs. Stepwise multiple linear regressions were utilized to determine if linear relationships existed between perceived PCK bases and sources of content knowledge. Four of the PCK knowledge constructs yielded statistically significant predictive models. Six of the seven sources of content knowledge were significant predictors for at least one of the constructs. Future research should include going beyond teachers' perceptions and measuring PCK and examination into the process from the sources of content knowledge to the development of PCK.
Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers
Author: Rice, Amber H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Agricultural Education,Credibility,Grounded Theory,Qualitative Research,Beginning Teachers,Coping,Educational Environment,Departments,Teacher Education Programs,Faculty Development,Teacher Attitudes,Observation,Self Concept,Knowledge Level,Semi Structured Interviews

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This initial finding guided subsequent collection and analysis which focused on how teachers coped with this feeling of inadequacy in content and the underlying influencers that guided those actions. Various coping strategies occurred during planning and in-the-moment teaching stages. Underlying influencers for choosing a particular coping strategy included a combination of internal and external influencers. External influencers included structure of the school environment, individual department structure, and offering agriculture courses for core content credit. Internal influencers included teachers' content interest, perceived credibility as a content teacher, and philosophies regarding agricultural education. Recommendations include reconciling the purpose of agricultural education in teacher preparation programs, creating more accessible professional development opportunities, and examining experienced teachers in the field for similar findings.
Student Perceptions Concerning Their Experience in a Flipped Undergraduate Capstone Course
Author: McCubbins, O. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Technology Uses in Education,Educational Technology,Homework,Video Technology,Tests,Teamwork,Student Attitudes,Teaching Methods,Agricultural Education,Statistical Analysis,Qualitative Research,Student Centered Learning,Surveys,Student Motivation,College Transfer Students,Online Surveys,Likert Scales

Flipped learning is an innovative approach to teaching at the post-secondary level. Traditional methods of initial delivery of curricular content occur before a face-to-face class session. Students must prepare before attending class, as the majority of face-to-face class sessions are utilized for applying curricular content to complex problems. A specific application of flipped learning, Team-Based Learning holds students accountable for the pre-class preparation via an individual test, as well as to their peers via a team test. Students engage and discuss curricular content on the team test as well as application exercises, which are rigorously designed activities aimed at increasing cognitive skills of the students. This study sought to determine students' perceptions of a recently adopted, atypical teaching approach, known as Team-Based Learning in the Iowa State University capstone farm management course (AgEdS 450). Post-course quantitative and qualitative data were collected. Overall student perceptions were positive and supported the adoption of a student-centered course design. It is recommended that dedicated training workshops be developed for faculty members within Colleges of Agriculture that focus on student-centered instruction. Further examination of Team-Based Learning in other courses within Colleges of Agriculture, and Agricultural Education courses specifically, is recommended.