ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Time Spent Student Teaching on the Decision to Enter the Field: A Longitudinal Study
Author: Doss, William
Date: 2020-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Career Choice,Student Teaching,Agricultural Education,Teacher Qualifications,Secondary School Teachers,Teacher Shortage,Decision Making,Teaching Experience,Teaching Methods,Grading,Time Management,Laboratory Procedures,Learning Activities,Student Teacher Attitudes,Teacher Burnout,Comparative Analysis

Due to the lack of qualified agricultural education teachers needed to fill yearly vacancies on the secondary school level, educators at Texas Tech University conducted a longitudinal study concerning how student teachers spend their time during their student teaching experience in an attempt to identify if this time spent has an impact on the decision to enter the field. Findings showed student teachers were engaged for a total of 713.83 to 931.23 hours on average during their student teaching experience. Longitudinally, time spent in the classroom, in FFA activities, and in SAE observations varied at different points in the semester. A logistic regression revealed 18-28% of the variance in the decision to teach may be explained by the amount of time grading student work and with laboratory preparation and maintenance. Recommendations for practice include encouraging student teachers to participate in as many activities as possible. Further research should be conducted to identify more factors influencing the decision of student teachers to enter the field.
Interventions: Relieving Achievement Pressure
Author: Stegmeir, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Seniors,College Bound Students,College Applicants,College Preparation,Admissions Counseling,Stress Variables,School Counselors,Stress Management

Applicants from high-performing high schools routinely enter the college admission process overscheduled and overwhelmed. Stress and sleep-deprivation have reached epidemic proportions at competitive high schools, while rates of depression and anxiety among US teens and young adults have skyrocketed. For this generation of students, the stakes have never seemed higher when it comes to college admission--leading more and more young adults to prep for higher education in ways that are both unhealthy and unsustainable. Rather than giving their students a leg up, an emerging body of evidence shows that hyper-competitive and overly demanding high school experiences can take the joy out of learning, undermine mental health, and leave teens less prepared to make the most of their college years. A new narrative--one that designates perfection as a prerequisite for admission--is increasingly driving the way students select classes and schedule their time out of school. And the messages colleges send to prospective teens can inadvertently add fuel to the fire. Students who are fixated on grades, test scores, and performance can find themselves in a lose-lose situation. Not only do they put their mental and physical health at risk, they often fail to develop the skills needed to successfully navigate life after high school. This article shares four ways counselors can help students take a more balanced approach to the college admission process.
A Path Analysis of Five-Factor Personality Traits, Self-Efficacy, Academic Locus of Control and Academic Achievement among Online Students
Author: Bahçekapili, Ekrem
Date: 2020-06-00
Type: Journal Articles
Subjects: Personality Traits,Self Efficacy,Locus of Control,Academic Achievement,Grade Point Average,Electronic Learning,College Students,Foreign Countries,Student Characteristics,Distance Education,Correlation

This study tests the direct and indirect effects of online learners' personality traits, self-efficacy, and academic locus of control variables on grade point average (GPA) via path analysis. The participants of the study are 525 online learners from two different universities in Turkey. The results of the study reveal a good fit of the proposed model. Relationships in the research model show that self-efficacy has a positive direct effect and external academic locus of control has a negative direct effect on academic achievement. Conscientiousness, openness, and neuroticism have an indirect effect on the GPA, mediated by self-efficacy and external academic locus of control. Results are interpreted with the intent of providing an enhanced understanding of the importance of personality in students' success at online learning experience. [Paper presented at the International Eurasian Educational Research Congress (3rd, May 31-Jun 3, 2016).]
The Relationship of Prior FFA Membership on Perceived Ability to Manage an FFA Chapter
Author: Ferand, Natalie K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Membership,Student Organizations,Correlation,Agricultural Education,Educational Background,Professional Development,Program Administration,Educational Needs,Vocational Education,Youth Clubs,Self Efficacy,Knowledge Level,High School Teachers

In order to fill the need in the agriscience teacher shortage, preservice agriscience teacher education needs to seek preservice teachers who may not have had a traditional school-based agriculture background. The influx of new teachers without a school-based agricultural education background brings both opportunities and challenges. Gaps in needs between those teachers who had and those teachers who did not have school-based agricultural education and FFA membership have different teacher professional development needs. This study investigated the professional development need areas based on a needs assessment that investigated knowledge, relevance, and mean weighted discrepancy scores of agriscience teachers who were or were not FFA members. Participants across both groups indicated professional development needs for FFA chapter management. Teachers who were not previously FFA members identified stronger needs across 11 of 13 items. There was a significant difference found between the two groups for four of the 13 chapter management items. Recommendations for future research and programmatic development consisted of the consideration of specific sessions of a basic FFA knowledge with a second session that focuses on technical skill attainment.
Understanding Knowledge Creation Processes among Rural Communities in Post-Conflict Settings in Colombia
Author: Frias-Navarro, Rosalba
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Rural Extension,Knowledge Management,Institutional Cooperation,Conflict

The purpose of this research was to identify how the knowledge creation process (KCP) takes place among Suyusama, an organization that carries out specific extension functions and advisory services, and the rural communities in Nariño, Colombia. Specifically, the study determined how new knowledge was created, disseminated, and materialized into products, services or systems. Colombia, as a country emerging from conflict, faces considerable challenges to improve rural livelihoods in its agricultural sector. To gain productivity and food security within a sustainable management of natural resources requires a conceptual framework for planning and implementing programs to strengthen agricultural extension and advisory systems. Grounded Theory Methodology was employed in order to create theory from the systematic analysis of data, obtained from field observations and in-depth interviews with members of the local community organizations. The result was a theoretical explanation of the KCP that occurs from the autonomous work of the community with the accompaniment of a mentor organization in a multicultural and diverse meeting scenario, where the dialogue of knowledge and cooperation is promoted by integrating traditional and contemporary knowledge. This work is also an academic contribution to exemplify the distinction between tacit and explicit knowledge and the interorganizational ontological dimension in which a knowledge-creation spiral takes place in a rural context.
Becoming Pedagogical: Sustaining Hearts with Living Credos
Author: Leggo, Carl
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Professional Identity,Creativity,Writing (Composition)

From September to December 2009, a class of teacher candidates completed a Bachelor of Education course titled English Language Arts: Secondary Curriculum and Instruction. The instructor introduced himself at the beginning of the course as an a/r/tographer who is an artist, a researcher, and a teacher. He invited students to think about the possibilities of their being a/r/tographers, and to think about how they live in the world, as well as in their new emerging identities in the Bachelor of Education program, as artists and researchers and teachers. The teacher candidates were invited to think about how they were &quot;becoming pedagogical,&quot; and how they could sustain their hearts in the dynamic and complex process of becoming pedagogical. They were reminded that teacher candidates are not learning a toolbox of skills and strategies for teaching; they are learning how to navigate the tangled and complex world of human beings in communities called schools.
Let&apos;s Do It First and Talk about It Later: Rethinking Post-Secondary Science Teaching for Aboriginal Learners
Author: Hogue, Michelle M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Oral Tradition,Western Civilization,Learning Theories,Science Education,Pilot Projects,Introductory Courses,Chemistry,Hands on Science,Teaching Methods,Course Descriptions,American Indian Education,Canada Natives,Undergraduate Students,Foreign Countries,Culturally Relevant Education,American Indian Culture,Indigenous Knowledge,American Indian Students

As an oral culture, Aboriginal ways of knowing and learning come through practice and practical application first, rather than through theory or text. For Aboriginal students, the Western methodological approach to learning theory first, poses a counterintuitive near insurmountable roadblock, particularly in science. This paper presents the results of two successful pilot course offerings of an introductory chemistry course in a First Nations' Transition Program; a course that engaged Aboriginal students in a creative, hands-on, practical way. The medicine wheel, in the context of the four seasons (spring, summer, autumn, and winter), is used as the frame to teach chemistry concepts from an Aboriginal cultural lens and beginning with hands-on methodology to establish context and develop experience before bridging to Western theory.
Combining Like Terms: A Qualitative Meta-Synthesis of Algebra I Interventions in Mathematics and Special Education
Author: Dibbs, Rebecca A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Algebra,Intervention,Special Education,Mathematics Education,Mathematical Logic,Instructional Effectiveness,Educational Research,Difficulty Level,Students with Disabilities,Student Centered Learning,Learning Disabilities,Elementary Secondary Education,Higher Education,Student Journals,Discussion (Teaching Technique),Group Activities,Classroom Techniques

Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified.
Ensuring Success in School Is about More than Getting A&apos;s: Layered Stories
Author: McKamey, Corinne
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Scheduling,Educational Change,Educational Policy,Policy Formation,Theater Arts,Urban Schools,English Language Learners,Context Effect,Student Experience,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Educational Environment,Teaching Conditions

I begin this paper with a reader's theatre text that represents the multiple perspectives of a student, teacher, student teacher, and administrator about a high school class schedule change. In presenting a text that portrays multiple points of view upon what would seem to be an everyday experience in an urban high school, I aim to show the complexity of how different people in different roles respond and manage their context in response to a single policy decision. After the reader's theater and before I continue with the rest of the paper, I invite you the reader to consider your interpretations of and associations with the text. I conclude by arguing that we need to be attuned to the complex ways that policy decisions inform and constrain the actions of people within educational contexts.
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
Author: Miciak, Jeremy
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Dyslexia,Disability Identification,Best Practices,Definitions,Etiology,Intelligence Quotient,Response to Intervention,Brain,Student Reaction

This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a &quot;hybrid&quot; dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed &quot;hybrid&quot; method demonstrates strong evidence for valid decision-making and directly informs intervention.
Exploring Intergroup Dialogue as a Sociocritical Pedagogy in Preservice Early Childhood Education
Author: Minkoff, Andrea C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Intergroup Relations,Critical Theory,Preservice Teacher Education,Early Childhood Education,Preservice Teachers,Self Concept,Inclusion,Student Empowerment,Student Diversity,Reflection,Practicums,Young Children,Mentors,Culturally Relevant Education,Racial Identification,Social Justice

This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which participation in intergroup dialogue shaped participants' sense of identity, the ways in which they &quot;saw&quot; multiple and intersecting identities in schools and classrooms, and how participants envisioned dialogue impacting their future early childhood classrooms. Data collection methods included qualitative analysis of written reflections from participants during and after intergroup dialogue as well as interviews with participants 6 months after participating in intergroup dialogue. Results suggest that intergroup dialogue contributed to participants' sense of self as related to their praxis by expanding their sense of identity to be more inclusive and aware of dimensions of power and privilege. Additionally, participants came to see issues of identity with young learners in more complex ways. Furthermore, participants experienced a sense of empowerment around navigating and engaging this complexity with their students. This study demonstrates that intergroup dialogue offers participants a space within a teacher education program for sociocritical reflection and identity expansion. Implications for teacher education are discussed.
Reflections on School Engagement: An Eco-Systemic Review of the Cree School Board&apos;s Experience
Author: Visser, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Tribes,Boards of Education,Culturally Relevant Education,Language of Instruction,American Indian Languages,Barriers,Educational Environment,Urban Schools,Emotional Disturbances,Behavior Problems,Educational History,At Risk Students,Educational Policy,Cultural Influences,Racial Bias,Teacher Attitudes,Parent Attitudes,Parent Role,Academic Persistence,Student Characteristics,Attendance

The parameters are readily interesting: The Cree School Board experience over the past 25 years represents one of the first occurrences worldwide of a society having globally acknowledged that a curriculum, as a whole, did not necessarily fit a specific group, rather than the individuals not performing within a curriculum. As such, this represents a characteristically eco-systemic experiment where a move has been made from the simple--and not-so-unusual observation of poor school performance from a community as a whole--to the conclusion that a curriculum was poorly matched to the group it was set to serve. This assessment has led most notably to the adoption of Cree as the language of instruction in order to increase performance. Statistics for the Cree School Board (CSB), however, are not showing convincing signs of improvement and Cree parents appear increasingly divided in their assessment of how the curriculum now serves their children. The purpose of this article is to throw some light on factors that may explain the difficulties Cree students are facing within school in its present format. The highly topical aspect of this assessment and review is that the characteristics that supposedly make some Cree children difficult to teach in a Western style classroom are attributes often assimilated to children with Social, Emotional, and Behavioural Difficulties (SEBD) in mainstream schools: restlessness, inability to stay indoors, short attention span, rejection of classroom etiquette, and rules. The study suggest that, far from being distinct and dependent on variables that are unique, outcomes such as those recorded in Cree schools, highlight challenges in student engagement encountered by many school environments in the 21st century, particularly inner city schools.
Analysis on the Self-Confidence of University Students According to Physical Activity Participation
Author: Ilhan, Aydin
Date: 2020-08-00
Type: Journal Articles
Subjects: College Students,Physical Activity Level,Student Participation,Foreign Countries,Correlation,Gender Differences,Self Esteem

The purpose of this research with college students who participated in physical activity participation in physical activity among college students is to evaluate the difference between the levels of confidence. Determining the level of self-confidence according to the participation of the university student in physical activity and contributing to the importance of participation in physical activity in their daily lives. To evaluate the difference between the self-confidence levels of university students attending physical activity and university students who do not participate in physical activity. The research is a quantitative study and the universe of the research; university students who attend and do not participate in physical activity. The sample of the research are Pamukkale university students who participated in the physical activity and did not participate in similar characteristics formed 381 university students. ''Personal Information Form'' prepared by the researcher to obtain the personal information of the students and Self Confidence Scale which was developed by Akin (2007) and reliability-validity analysis were used as the data collection tool. In the study, scale method was used from quantitative research designs. The data were analyzed by SPSS 16 and the Independent-Samples T-Test which is a parametric test was applied to find the difference between the students who did not participate in the physical activity. In the light of self-reliance inventory data, it was observed that university students who participated in physical activity had higher level of self-confidence than non-attendants. In addition, males participating in physical activity have higher levels of self-confidence than non-participants. The same is true for female students, but the difference is not as meaningful as the difference between men. As a result of the study, the self-confidence levels of the students engaged in physical activity were higher than those who did not perform physical activity.
Seeking the Elusive Fit: What Do Educational Leaders Look for When Hiring New Teachers for First Nations Schools?
Author: Cranston, Jerome
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Selection,American Indian Education,Canada Natives,Teacher Characteristics,Foreign Countries,Administrator Attitudes,Tribally Controlled Education,Teacher Effectiveness,Teacher Attitudes,Teacher Student Relationship,School Culture,Student Development

This article reports on the preliminary findings of a qualitative research study that explored the perceptions of five directors of education in Manitoba's First Nations' educational authorities as they assess prospective teachers for fit for both their schools and their local communities. The findings of this study illustrate that in order to meet the challenges of teaching effectively in First Nations' schools, those responsible for hiring teachers want to find candidates who (a) contribute to the establishment of a new culture of teaching in the schools, (b) form respectful relationships with students and other members of the particular First Nation community, (c) possess a worldview that is commensurate with those held by First Nations peoples, and (d) are competent to teach academic subjects and also support students' development as Indigenous youth. I conclude with recommendations that can support the preparation of a greater number of prospective teachers capable of teaching effectively in First Nation schools.
Four Winds, Colonialism, and Gayatri Spivak: Toward a Critically (and Historically) Reflective Educative Practice
Author: Kolenick, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Policy,Reflection,Indigenous Knowledge,Educational Practices,Educational Philosophy,Educational History,Canada Natives,American Indians,Foreign Countries,Epistemology,Land Settlement,American Indian Culture,World Views

The Four Directions of the Indigenous Medicine Wheel are drawn upon in an inquiry of colonialism and its implications for educative and academic practice. In this endeavour, Gayatri Spivak's writings offer an account of the influence of colonial history upon the educative practice of the academy in its relationship, for example, with Indigenous peoples and communities.