ethanporcaro/eric-fulltext-meta huggingface dataset:
Earth Sciences Teaching Difficulties in Secondary School: A Teacher&apos;s Point of View
Author: Chakour, Radouan
Date: 2019-00-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Secondary School Teachers,Barriers,Secondary School Science,Natural Sciences,Biological Sciences,Teacher Education,Teacher Qualifications,Foreign Countries,Teacher Attitudes,Student Motivation,Attention,Knowledge Base for Teaching

The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigative tool, we used a questionnaire and semi-directive interviews with nearly 122 secondary school teachers of Life and Earth Sciences (LES). The results of our survey revealed that the major difficulties that hinder the teaching of natural sciences are mainly related to the teachers' university studies. Most of them had training in biology as well as in the relationship that the natural sciences maintain within time and space, the limited abstraction capacity of unmotivated learners, and the inadequacy of their prerequisites in these sciences. On the other hand, they were aware of the demotivating geological knowledge taught to the learners and the lack of initial and continuous training for teachers, especially for those who specialized in natural sciences.
Towards Professionalism and Police Legitimacy? An Examination of the Education and Training Reforms of the Police in the Republic of Ireland
Author: Thompson, Jeremy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professionalism,Police,Police Education,Educational Change,Professional Education,Ethics,Universities,Police Community Relationship,Professional Development

In this paper, we present a thought piece examining recent core policing reforms introduced in the Republic of Ireland (ROI), responding to a perceived crisis of legitimacy, for An Garda Síochána (AGS) (translated: 'The Guardian of the Peace'). Central to this process is the critical reform of the education and training of police and their relationship to the professionalisation and legitimacy of policing. In this paper, we put forward an explorative analysis of the potential link between the professional education of police and their perceived legitimacy. A literature review was carried out on the reform process, including the related elements of police education, training, professionalisation, community policing, police legitimacy, code of ethics (CoE) and police culture. We consider the espoused ambition to professionalise policing via processes including the provision of professional learning in universities and how this might be deemed to contribute (or not) to legitimacy. While no empirical research to date has been carried out on these specific reforms in the ROI, the reform recommendations had several resonances with broader examination of the themes and challenges (in particular police ethics and culture) associated with reform of democratic policing in other jurisdictions, particularly with respect to increasing professional learning and perceived police legitimacy.
Perceived Hunger in College Students Related to Academic and Athletic Performance
Author: Hickey, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Hunger,Academic Achievement,Athletics,Performance,Food,Food Service,Grade Point Average,Welfare Services,Preferences

The current study examines perceived hunger, which may result from food insecurity, and its effect on academic and athletic performance in students on a liberal arts college campus in New Hampshire. It also examines how students compensate for hunger and their preferences for different types of resources to address hunger. A review of the literature on food insecurity in college students informed the development of a questionnaire on hunger. A mixed-method approach was used to collect qualitative/quantitative data from students of different disciplines. Three hundred and seventy-one students had complete surveys. Thirty-six percent and 34% of students reported that their academic and/or athletic performance, respectively, had been affected by hunger. Forty-seven percent of students responded they would consider taking advantage of an on-campus food pantry. In an open-ended question, students reported concerns about the social stigma related to economic instability and utilizing a food pantry. Our research findings support many on-campus initiatives including the creation of a student-run on-campus food pantry, longer dining common hours, a Swipe It Forward program, and the creation of a task force to address food insecurity on campus and to work with college systems to develop opportunities to better serve students at the college.
Assessment of Predictive Power of the Felder &amp; Silverman Learning Styles Model on Students&apos; Performance in an Introductory Physics Course
Author: Caceffo, Ricardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Prediction,Cognitive Style,Models,Science Achievement,Introductory Courses,Physics,Classification,Individual Differences,Preferences,Graduate Students,Identification

According to the Felder and Silverman Learning Styles Model (FSM), students have learning preferences regarding how information is obtained, processed, perceived and understood. The Index of Learning Styles (ILS) is an online questionnaire created by Felder and Soloman to classify students according to their learning styles. With a priori knowledge of students' learning styles, one might hypothesize that the instructor could adapt his/her class to support, and even improve, students' learning. Still, one question that remains open is whether it is possible to individualize the FSM, i.e., if students of determined learning styles perform different (better or worse) on questions mapped to different styles. In this work, we assessed the correlation between students' performance and their learning styles in an Introductory Physics course. We designed a Learning Styles Classification Method (LSCM) and implemented it online (LSQuiz) to predict individual students' performance on pre-class questionnaires (N = 63). We found that, in general, the ability of the ILS to predict individual student performance on pre-class questionnaires was not better than random, with no significant correlation between students' performance and their learning styles, indicated by a Pearson's correlation coefficient of 0.54. Nevertheless, when independently analyzing the learning styles dimensions, we have identified heterogeneous data between the dimensions, with a greater correlation in the Sequential-Global dimension, with a 0.76 coefficient, followed by a coefficient of 0.50 in the Visual-Verbal and 0.35 in the Sensory Intuitive. We found, however, that the results related to the Sequential-Global dimension are not supported by the internal consistency of that dimension in the ILS (Cronbach's alpha of 0.30). We conclude suggesting that the adoption of customized learning practices in the Visual-Verbal dimension have potential and could be the focus of further studies.
Biomimetic Leadership: From Theory to Practice
Author: Somoza-Norton, Andrea
Date: 2019-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Guidelines,Teaching Methods,Leadership Styles,Graduate Students,Adjustment (to Environment),Individual Development,Stress Variables,Environmental Education,Organizational Change,Social Change,Standards,Systems Approach,Educational Strategies,Administrator Education,Course Descriptions,Surveys,Student Attitudes,Comparative Analysis,Change Strategies

Biomimetic leadership is a pioneering framework viewed through the ecological lens, in which every living system reveals practical applications and sustainable solutions to systemic challenges. Extended office hours and stressful environments have distanced administrators from nature-inspired activities and practices. This mixed methods study explored the impact that teaching biomimetic leadership principles has on educational leadership graduate students. The results indicate an increase in awareness of nature's Life Principles: adapting to changing conditions, integrating development with growth, and being locally attuned and responsive. We found that simply being introduced to biomimetics led to inspiration for aspiring educational leaders.
Cognitive Diagnostic Assessment of Students&apos; Responses: An Example from Energy and Momentum Concepts
Author: Dega, Bekele Gashe
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Energy,Physics,College Freshmen,Foreign Countries,Misconceptions,Multiple Choice Tests,Scores,Motion,Knowledge Level,Diagnostic Tests,Prior Learning,College Science

Students' responses to energy &amp; momentum (EM) concepts were investigated. EM concepts are fundamental and crosscutting in physics. A standardized Energy and Momentum Conceptual Survey (EMCS) test were used to collect quantitative data from 108 first year science students enrolled in a university in Ethiopia. Concentration analysis was used to analyze the responses in terms of concentration score, concentration factor, and concentration deviation. A one-sample t-test was conducted and showed no statistically significant difference (t=0.33, p=0.74) between the average concentration score and the hypothetical random score. A paired-samples t-test was conducted and showed also a no statistically significant difference (t=1.25, p=0.22) between the concentrations of students' responses to the scientific conceptions and misconceptions. The results showed that newly enrolled university science students have low, random and inconsistent conceptual knowledge of core physics concepts. Concentration analysis is recommended for science teachers to diagnose students' level of understanding before instruction.
Intersectional Reculturing for All Students: Preparation and Practices for Educational Leaders
Author: Whitenack, David A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Student Diversity,Educational Policy,Equal Education,Outcomes of Education,Self Concept,Access to Education,English Language Learners,Educational Practices,Students with Disabilities,Administrator Education,Guidelines,Inclusion,Policy Analysis,Educational Philosophy,Individualized Education Programs,National Competency Tests,Disabilities,Educational Legislation,Disadvantaged,Teaching Methods,Elementary Secondary Education

Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem, we introduce the concept of intersectional reculturing as an approach for educators to consider students' intersectional identities in order to address inequitable educational outcomes. We then present a theoretically grounded proposal for intersectionally recultured preparation of educational leaders, including use of a framework aligned with universal design for learning (UDL).
What Administrators Need to Know: Latinx Students, Equity, and the Normative Secondary Transition
Author: Edeburn, Ellen K.
Date: 2019-10-00
Type: Journal Articles
Subjects: Hispanic American Students,Case Studies,Middle School Students,Grade 8,Grade 9,Middle School Teachers,Counselors,Middle Schools,High Schools,School Districts,High School Teachers,Social Capital,Equal Education,Educational Opportunities,Instructional Leadership,Educational Environment

Although there is substantial research that has guided middle school reform, there is insufficient support of Latinx students during their normative secondary transition (middle school to high school). Current research emphasizes that students who are not prepared when entering high school will face grim academic futures. The study explores the experiences of eighth and ninth grade Latinx students, their teachers, and counselors in order to help educational leaders understand how to better address the structure, culture, and organization of agency within the transitional learning environment. Suggestions for responding to inequities, and increasing educational opportunity for Latinx students during the normative secondary transition will be explored.
Encourage Them to Learn: Case Study of Fictitious Product and Virtual Market in Marketing Communications Degree Course
Author: Švec, Václav
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Management Development,Marketing,Economics Education,Student Projects,Active Learning,Teaching Methods,Computer Simulation,Communications,Blended Learning,Online Courses,Comparative Analysis,Universities,Instructional Design,Foreign Countries,Graduate Students,Masters Programs,Instructional Effectiveness

At the Faculty of Economics and Management at the Czech University of Life Sciences Prague (CULS Prague) a wide range of marketing courses are taught, covering many aspects of marketing theory. The curriculum of the majority of marketing courses consists of case studies and project work in teams. The students in their MSc. studies have five marketing subjects in total, and work with different teachers, though the same teaching approach and design (project teaching) is used. In this article, we present the results of a new design for the Marketing Communications course. In this case, students are engaged in designing a real package for a fictitious product, and to enter a virtual market using a wide range of promotional tools. The students then debrief the entire experience as consumers in that virtual market. The course uses a mix of traditional and contemporary teaching techniques in the field of marketing communications. It can be used in traditional or blended learning or adapted for online courses. The innovative course design has been shown to be a key factor to stimulate the students to learn, rather than simply study and repeat their lectures. The learning efficiency compares favourably with the original course design.
Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language
Author: Cocca, Michaela
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Predictor Variables,Language Proficiency,English (Second Language),Student Attitudes,Native Speakers,Educational Quality,Undergraduate Students,Foreign Countries,English Instruction,Student Centered Learning,Cultural Awareness

English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students' achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students' perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils' proficiency more than teachers' teaching abilities and in-class attitude.
Assessment of Knowledge Sharing Factors among Academic Staff in Nigerian Universities
Author: Oyenuga, Olamilekan Gbenga
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Knowledge Management,Teacher Attitudes,Barriers,Information Dissemination,Networks,Intention,Motivation

As a core process to knowledge management that aids innovation and regeneration of knowledge among individuals within institutions, knowledge sharing cannot be overemphasized owing to its importance in gaining competitive edge and sustaining competitive advantage. Therefore, as citadel of learning, academic institutions need to measure the factors that influence knowledge sharing among its scholars using approved multi criteria model such as analytic network process (ANP) in order to formulate and implement research-driven strategies for sharing knowledge in a way that global competiveness will be enhanced. The research design is quantitative and analytical in nature through a survey of experts (Lecturers) with usage of pairwise comparison questionnaire. Sample was drawn through multi-stage sampling procedure and 102 copies of questionnaires were retrieved and found fit for analysis. In addition, Ardichvili's framework of factors contributing to knowledge sharing was adapted within the Nigerian cultural setting in order to widen the scope of knowledge. Data collected were model into clusters in line with ANP technique. The results show that respondents believe that institutional norms factors were better motivator for knowledge sharing of which institutional culture stand out. In spite of the available organizational barriers, academia believe that individual barriers are disastrous to knowledge sharing.
Examining Agricultural Mechanics Projects and Their Use as Supervised Agricultural Experiences
Author: Doss, William
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Mechanics (Process),Program Development,Entrepreneurship,Teacher Attitudes,Student Projects,Program Effectiveness,Experiential Learning,High School Teachers,High School Students

The purpose of this descriptive study was to examine current agricultural mechanics project construction and its use as a supervised agricultural experience in Texas and was conducted using survey methods. The population was composed of agricultural education teachers who had students with an agricultural mechanics project at one or more of four selected agricultural mechanics project shows from the state. The sampling strategy was purposive in nature and all teachers were surveyed (N = 324). A response rate of 45.1% (n = 146) was achieved. Participants reported 2,626 agricultural mechanics projects were constructed for exhibition by students. Agricultural education teachers reported the majority of the projects used as a student's SAE were classified under the entrepreneurship category. Results indicate teachers believe in-class hours should count toward a student's SAE, agricultural mechanics projects should be used for SAEs, and record books were kept on about half of the projects. Recommendations include using more agricultural mechanics projects as SAEs and providing professional development for teachers in the area of SAE classification and using group projects for SAEs.
Factors Affecting Turnover Intention of Ohio State University Extension Program Assistants
Author: Windon, Suzanna R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Extension Education,Labor Turnover,Job Satisfaction,Intention,Correlation,Age Differences,Experience,Supervisor Supervisee Relationship,Persistence,Employees,Student Recruitment,Extension Agents

Extension program assistants' turnover intention is a key indicator of human resource development practice and overall effectiveness of organizational leadership. We used a survey design with four instruments to investigate the factors that influenced 149 Ohio State University Extension program assistants' turnover intention. The data showed significant associations between employees' age, years of service, job satisfaction, supervisor satisfaction, organizational commitment, and turnover intention. Organizational commitment mediated the relationship between job satisfaction and turnover intention. The research concludes with recommendations that may help to decrease extension program assistants' turnover intention.
Identifying Challenges Pre-Service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching
Author: Wells, Trent
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teaching,Agricultural Education,Curriculum Development,Curriculum Implementation,Cooperating Teachers,Access to Information,Instructional Materials,Self Efficacy

Student teaching is the capstone experience in an agricultural teacher preparation program (Edgar, Roberts, &amp; Murphy, 2011). During student teaching, pre-service teachers work with cooperating teachers to learn to effectively deliver instruction (Feiman-Nemser &amp; Buchmann, 1987) on topics such as agriscience, agricultural mechanics, horticultural science, and so forth, to secondary students. School-based agricultural education (SBAE) also includes instruction in applied academic content (Stubbs &amp; Myers, 2015). Curriculum for Agricultural Science Education (CASE) has emerged in recent years to provide engaging, academically-reinforced coursework for SBAE teachers and students across the United States (CASE, n.d.a). Thus, it is reasonable to expect pre-service teachers may be responsible for teaching CASE coursework at their student teaching placement sites. We sought to identify challenges that pre-service teachers may encounter when teaching CASE coursework. Through two face-to-face focus group interviews conducted at both the mid-semester and end-of-semester student teacher meetings, we identified three primary themes: 1) accessibility to resources; 2) influence of cooperating teachers; and 3) applicability of coursework based on local needs. We concluded these pre-service teachers encountered both positive and negative experiences related to teaching CASE coursework and recommended that pre-service teachers be adequately prepared to engage in CASE coursework prior to student teaching.
Integrating Personal Involvement, Goal Orientation, and Characteristics of Innovations to Inform Fertilizer Best Practice Video Communications
Author: Warner, Laura A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture,Best Practices,Agricultural Production,Water Quality,Innovation,Farm Management,Intention,Goal Orientation

Water quality is a complex issue and residential fertilizer can be one of the many contributors to poor water quality. Working with residential audiences to help them understand and reduce their impacts on water quality is an important task among many agricultural education and Extension professionals. In order to effectively work with residential audiences, we must first understand what influences their intent to engage in fertilizer best management practices. In this research, we paired the Diffusion of Innovations and Elaboration Likelihood Model to examine the influence of perceptions of an innovation's characteristics, personal involvement with water, and communication on intent to engage in fertilizer best management practices. The communication was presented to experimental groups as a 35-second video about fertilizer best management practices. Data were collected via a survey instrument and were analyzed using inferential procedures. Four of the five characteristics of innovations significantly influenced intent to engage in fertilizer best management practices among the control group. However, all five characteristics were significant among the entire sample but the influence was less compared to the control group. Involvement increased intent while the video treatments had little effect. The results of the research support existing findings, but also offer areas of new discovery as well as insights for practice and additional study. Future research should examine the repetition of communication as well as different dimensions of involvement.