ethanporcaro/eric-fulltext-meta huggingface dataset:
Prevent-Teach-Reinforce for Young Children: A Program Description and Demonstration of Implementation in an Early Childhood Setting
Author: Fronapfel, Brighid
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Implementation,Early Childhood Education,Case Studies,Program Descriptions,Behavior Problems,Functional Behavioral Assessment,Teaching Methods,Program Effectiveness,Intervention,Child Behavior,Prevention,Reinforcement,Models,Behavior Modification,Fidelity,Behavior Rating Scales,Toddlers,Preschool Children,Autism,Aggression,Positive Behavior Supports,Check Lists

This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that interferes with their learning and social development. This article contains a description of the PTR-YC model and presents a case study demonstrating the use of the model in an early childhood educational setting. The case study illustrates the PTR-YC process as implemented by a school-based team and presents the effectiveness of the procedures.
Beginning SBAE Teachers&apos; Metal Fabrication Knowledge Needs: Implications for Teacher Preparation
Author: Swafford, Marshall
Date: 2018-00-00
Type: Journal Articles
Subjects: Metallurgy,Agricultural Education,Agricultural Engineering,Teacher Education Programs,Knowledge Level,Job Skills,Teacher Competencies,Equipment,Student Evaluation,Laboratories,Manufacturing,College Faculty,Teacher Educators,Surveys,Statistical Analysis,Likert Scales,Preservice Teacher Education,Delphi Technique

While agricultural mechanics, which includes metal fabrication, continues to be popular among school-based agricultural education (SBAE) students (Hubert &amp; Leising, 2000), the number of required courses in agricultural mechanics for teaching certification in agricultural education is relatively low (Blackburn, Robinson, &amp; Field, 2015). Despite the minimal required coursework, Saucier and McKim (2010) argued that all SBAE teachers who instruct agricultural mechanics should be technically competent. To ensure preservice teachers are technically prepared to enter the profession, this study, guided by the model for teacher preparation (Whittington, 2005), sought to determine the essential metal fabrication knowledge and skills which beginning SBAE teachers should possess prior to beginning a career in agricultural education. Results from this study identified eight essential knowledge and skill areas categorized into four categories, metal fabrication equipment, metal fabrication production, student assessment, and laboratory management. Preservice teacher programs should be evaluated to determine if they are effectively preparing teachers in the curriculum area of metal fabrication. Teacher educators and professional development staff should plan professional education programs for in-service teachers in this agricultural mechanics area.
A National Analysis of School-Based Agricultural Education Involvement, Graduation, STEM Achievement, and Income
Author: McKim, Aaron J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,STEM Education,Science Achievement,Mathematics Achievement,Income,High School Graduates,Educational Attainment,Graduation Rate,Correlation,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Public Schools,Enrollment Trends,Longitudinal Studies,High School Students,Student Surveys,Statistical Analysis,Postsecondary Education,Grade Point Average,Predictor Variables

The progression of research on school-based agricultural education (SBAE) has been limited, in part, due to a lack of nationwide, student data detailing the effectiveness of SBAE. Using an ecological systems perspective, the relationships between SBAE enrollment; graduation rates; postsecondary science, technology, engineering, and mathematics (STEM) achievement; and income were explored using data from a nation-wide, longitudinal study conducted from 2002 to 2012. Results indicate SBAE students were more likely to be male, white, and have a lower socioeconomic status than students not enrolled in SBAE. With regard to graduation rates, SBAE enrollment was a statistically significant, positive predictor of high school graduation. In fact, students enrolled in SBAE were 1.16 times more likely to graduate high school than students not enrolled in SBAE. In the analysis of STEM achievement, SBAE enrollment was a statistically significant, negative predictor of postsecondary science, math, and overall STEM GPA. With regard to income, each additional Carnegie unit of SBAE was related to $1,850.67 more annual income for high school graduates and $457.40 more annual income for postsecondary graduates. Findings are discussed in relation to the ecological systems theory, with an emphasis on recommendations for research and practice.
Why?
Author: Vernon, J. Scott
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Philosophy,Autobiographies,Personal Narratives,College Faculty,Career Choice,Teaching (Occupation)

Dr. J. Scott Vernon presented the 2017 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in San Luis Obispo, California in May, 2017. The article is a philosophical work based upon the author's experiences in the agricultural education profession.
A Capstone Experience: Impacts of a Behavioral Style Learning Unit on Soft Skill Development and Team Dynamics
Author: Sandlin, M'Randa R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Job Skills,Agricultural Education,Undergraduate Students,Student Attitudes,Best Practices,Cognitive Style,Student Behavior,Student Needs,Teamwork,Collegiality,Correlation,Peer Relationship,Group Dynamics,Social Sciences,Holistic Approach,Mixed Methods Research,Student Evaluation,Cooperation,Communication Skills,Problem Solving,Content Analysis

The integration of hard and soft skills has become increasingly important to employers. Colleges of agriculture and natural sciences can facilitate the development of these skills in their students. The purpose of this study was to explore impacts of a behavioral style learning unit on soft skill development with 15 students enrolled in a senior-level undergraduate capstone course. The research objectives were to (a) explore students' preflections and reflections for indications of soft skill development, (b) explore team dynamics, and (c) identify best practices for integrating a behavioral style learning unit into a capstone course. Qualitative content analysis methods and basic quantitative methods were used to examine the preflections and reflections of the students. Students found the behavioral assessment improved understanding of their own behavioral needs, and allowed them to flex their style to meet the needs of team members. Relationship compatibility, based on behavioral styles within teams, correlated with the ability of team members to accurately perceive their contributions to tasks, relative to peer-based perceptions of contributions. Based on these results, it is recommended that a behavioral style learning unit, or a similar psychological type unit, be integrated into courses where soft skills are a desired student learning outcome.
Predicting Consumers&apos; Local Food Attitude with Personal Values and Local Food Online Videos
Author: Qu, Shuyang
Date: 2018-00-00
Type: Journal Articles
Subjects: Food,Information Dissemination,Public Opinion,Video Technology,Economic Factors,Social Influences,Values,Surveys,Predictor Variables,Attitude Measures,Behavior,Interviews,Likert Scales,Multiple Regression Analysis,Statistical Analysis

This study assessed how the personal value associated with local food messages in an online video format influenced U.S. consumers' attitudes toward local food. To accomplish this, we created two video treatments focusing on how local food supports the local economy and strengthens social connections, respectively. We developed two scales to measure the personal values (personal value of supporting the local economy and personal value of strengthening social connection). These values were associated to the video treatments' message frames. Descriptive analyses revealed a neutral personal value of supporting local economy and strengthening social connection among U.S. consumers, and a positive attitude toward local food. Multiple regression indicated that the personal value associated with the video treatment was not always a stronger predictor of attitude than the other personal value. In fact, we found that the personal value of supporting the local economy was a more significant predictor of local food attitude than personal value of strengthening social connection in both video treatments.
A Study on the Algebraic Working Processes of Senior High School Students in Ghana
Author: Apawu, Jones
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Algebra,Mathematics Instruction,Student Surveys,Qualitative Research,Coding,Mathematical Concepts,Problem Solving,Secondary School Mathematics,Mathematical Logic,Word Problems (Mathematics),Structured Interviews,Statistical Analysis

The aim of this study was to examine the working processes employed by Ghanaian senior high school students when dealing with tiling pool problem algebraically. The study employed survey design, with a total sample of 304 Senior High School Form 1 students from three Senior High Schools in the Central Region of Ghana. Data were collected through Super Item test based on Structure of the Observed Learning Outcome (SOLO) taxonomy. Qualitative data were coded and analysed into themes. The results showed that most of the students surveyed were unfamiliar with the tiling pool problem and could not find a link between the algebraic concepts learnt and non-routine problems. It is recommended that high school teachers should consider students' working processes as integral part of their instructions and assessments.
A Collaborative Educational Intervention Integrating Biology and Physics in Radiation Oncology: A Design Research Case Study
Author: Tracey, Monica W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Case Studies,Learning Problems,Interdisciplinary Approach,Communication Skills,Biology,Physics,Science Instruction,Cooperative Learning,Physicians,Scientists,Radiation,Medical Research,Group Discussion,Inquiry,Decision Making,Evidence Based Practice,Oncology,Computer Simulation,Computer Mediated Communication,Hospitals,Instructional Design,Professional Development,Patients,Physician Patient Relationship,Observation,Online Surveys,Qualitative Research,Statistical Analysis

Instructional design focuses on solving problems in a multitude of contexts. As such, designers are investigators, gathering evidence to optimally design solutions to learning problems within the identified context. The challenge described in this case study was the need to create an educational activity to promote interaction and collaboration among an interdisciplinary participant group comprised of physicians, radiobiologists, and radiation physicists. Based on the premise that interdisciplinary medical research collaboration requires a shared understanding of authentic problems from multiple perspectives, this design research case documents the design and implementation of an online case study incorporating collaborative inquiry in interdisciplinary teams with the intended outcome of building or strengthening interdisciplinary communication skills. Contextual factors--including the design team and design process--influencing the design of the activity are documented. Results indicate that using an interactive online case study as the basis for collaborative inquiry in small, interdisciplinary teams followed by a summative, large group discussion resulted in (1) evidence-based treatment decisions based on the data supplied in the case study and (2) participation of all disciplines in team interactions. Outcomes also indicated the building or strengthening of interdisciplinary communication skills and the understanding of the value and contribution of all three fields to radiation oncology treatment resulted in the participation of the online case study.
Self-Regulation and &quot;Time off &quot;: Evaluations and Reflections on the Development of a Blended Course
Author: Spadafora, Natalie
Date: 2018-04-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Teaching Methods,Undergraduate Students,Student Attitudes,Instructional Effectiveness,Barriers,Self Management,Student Experience,Likert Scales,Statistical Analysis,Curriculum,Interviews

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n = 109) in a fourth-year capstone course participated in this study. We report on the students' perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students' social and academic experiences as they navigate learning in a digital world.
Between Knowing and Learning: New Instructors&apos; Experiences in Active Learning Classrooms
Author: Phillipson, Andrea
Date: 2018-04-00
Type: Journal Articles
Subjects: College Faculty,Beginning Teachers,Active Learning,Teaching Experience,Reflective Teaching,Teacher Attitudes,Student Centered Learning,Transformative Learning,Teacher Role,Role Perception,Educational Development,Research Universities,Foreign Countries,Focus Groups,Independent Study,Attitude Change,Interviews

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)--spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers' educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom.
As Good or Better than Commercial Textbooks: Students&apos; Perceptions and Outcomes from Using Open Digital and Open Print Textbooks
Author: Jhangiani, Rajiv S.
Date: 2018-04-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Student Attitudes,College Students,Printed Materials,Performance,Foreign Countries,Educational Technology,Technology Uses in Education,Grades (Scholastic),Quasiexperimental Design,Psychology,Knowledge Level,Tests,Questionnaires,Statistical Analysis,Multivariate Analysis,Readability,Readability Formulas

The increase in the cost of college textbooks together with the proliferation of digital content and devices has inspired the development of open textbooks, open educational resources that are free, openly licensed, and often peer-reviewed. Although several published studies have investigated the impact of open textbook adoption on educational outcomes, none have separated the effects of textbook openness and format and only two have taken place in Canada (Hendricks, Reinsberg, &amp; Rieger, 2017; Jhangiani &amp; Jhangiani, 2017). This study investigates the perceptions, use, and course performance of Canadian post-secondary students assigned a commercial or open textbook in either print or digital format. Results show that students using the print format of the open textbook perceive its quality to be superior to the commercial textbook. Moreover, students assigned an open textbook in either format perform either no differently from or better than those assigned a commercial textbook. These results are consistent with the existing literature and support the conclusion that the cost savings to students associated with the adoption of open textbooks do not come at the expense of resource quality or student performance.
Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel
Author: McGinn, Michelle K.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Instruction,Learning,Teacher Researchers,Teacher Responsibility,Research,Ethics,Educational Development,Guidance,Professional Associations,Position Papers,Grades (Scholastic),Conflict of Interest,Power Structure,Data Collection,Access to Information,Ownership,Student Recruitment,Informed Consent,Confidentiality

Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education's statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, &amp; Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, &amp; Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically.
Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education
Author: Lock, Jennifer
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Innovation,Higher Education,Evaluation Methods,Teaching Methods,Problem Based Learning,Educational Games,Case Method (Teaching Technique),Technology Uses in Education,Educational Technology,Foreign Countries

Innovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman's (2005) Signature Pedagogies and Tatar's (2007) Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman's (2005) surface, deep and implicit structures. We argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum), meso- (e.g., program), and macro- (e.g., institution) levels. We acknowledge that dynamic tensions continually exist and needs to be thoughtfully navigated in support of innovative assessment and pedagogies in higher education.
Chemistry Professors&apos; Perceptions of Undergraduate Learning
Author: Chichekian, Tanya
Date: 2018-04-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,College Faculty,Undergraduate Students,Teacher Attitudes,Teaching Methods,Student Role,Teacher Role,Active Learning,Semi Structured Interviews,Research Universities,Barriers,Foreign Countries,Inquiry,Learning Processes,Student Research

This study investigated 27 chemistry professors' perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students' curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students' roles toward one of active learning.
Evolving Conceptions of Genre among First-Year Writing Teachers
Author: Tardy, Christine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Teachers,Reflection,Focus Groups,Beginning Teachers,Teacher Attitudes,Literary Genres,College Faculty,Teacher Characteristics,English Instruction,Writing Assignments,Curriculum,Coding,Knowledge Level,Instructional Materials,Interviews

Genre has emerged as a central concept in writing studies, with numerous scholars advocating for its prominent role in writing instruction. Despite this interest in genre, however, research has not explored teachers' understanding of the concept, which is critical to how they address genre in their classrooms. This study traces the evolving conceptions of genre among thirty-three new first-year writing teachers, examining their understandings--and, occasionally, tensions--at different points in time as they encounter the concept in their teacher preparation and with their own students. Through written reflections and focus group interviews, we identify key patterns in how the teachers define genre over time and some of the influences on those dynamic conceptions. Findings from this research have implications for teacher preparation and curriculum development in the context of U.S. college composition.