ethanporcaro/eric-fulltext-meta huggingface dataset:
Textbook Broke: Textbook Affordability as a Social Justice Issue
Author: Jenkins, J. Jacob
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,Costs,Social Justice,Minority Group Students,Low Income Students,First Generation College Students,Undergraduate Students,Barriers,Hispanic American Students,At Risk Students,Student Attitudes,Stress Variables

In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER's specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.
Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town
Author: Cox, Glenda
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Textbooks,Social Justice,Equal Education,Higher Education,Foreign Countries,Economic Status,Cultural Influences,Political Influences,College Faculty,Teacher Attitudes

There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser's (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through &quot;parity of participation&quot;. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
Toward a Holistic Agricultural Student Recruitment Model: A National Analysis of the Factors Affecting Students&apos; Decision to Pursue an Agricultural Related Degree
Author: Alston, Antoine J.
Date: 2020-05-00
Type: Journal Articles
Subjects: Student Recruitment,Holistic Approach,Agricultural Education,College Students,National Surveys,Student Attitudes,Student Characteristics,Gender Differences,Racial Differences,Enrollment Influences,Land Grant Universities

Currently, the agricultural industry struggles to fill positions with qualified agricultural workers. Therefore, it is critical to attract high caliber individuals to agricultural degree programs that are prepared to enter the workforce with the skills needed to navigate complex issues and problems. The purpose of this national study was to identify key factors that influence the recruitment of agriculture students at land-grant and non-land-grant universities. Using Chapman's model of student success as our conceptual lens, we tested 66 factors identified in the literature as successful recruitment strategies for colleges of agriculture based on students' personal characteristics as well as key external influences. We discovered statistically significant (p &lt; 0.05) differences existed based on students' gender and race/ethnicity. To better operationalize the findings from this study for U.S. colleges of agriculture, we developed the agricultural student recruitment model (ASRM). The model visually represents the distinct but intersecting factors that most profoundly influence students' academic degree decisions. Moving forward, we recommend colleges of agriculture use the ASRM as a tool to better resonate with populations that may lack representation in their degree programs and the state's agricultural industry.
Teaching Students with Special Needs in School-Based, Agricultural Education: A Historical Inquiry
Author: Teixeira, Kathryn L.
Date: 2020-05-00
Type: Journal Articles
Subjects: Special Needs Students,Agricultural Education,Equal Education,Inclusion,Students with Disabilities,Federal Legislation,Public Schools,Vocational Education,Access to Education,Youth Programs,Teaching Methods,Teacher Competencies,Teacher Education,Elementary Secondary Education,Educational Legislation,Educational Quality,Higher Education

The purpose of this historical study was to investigate the inclusion of students with special needs in school-based, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education's efforts to meet the learning needs of special education students by providing modified lessons and learning environments, inclusive SAEs and FFA activities, and focused teacher preparation. Challenges and concerns regarding the placement of special needs students in school-based, agricultural education are also discussed, as well as opportunities for related research in the future, especially about their participation in the FFA.
Addressing the Gender Gap: Women&apos;s Perceived Barriers to Pursuing STEM Careers
Author: Swafford, Marshall
Date: 2020-05-00
Type: Journal Articles
Subjects: Gender Bias,Barriers,Females,STEM Education,Career Choice,Equal Opportunities (Jobs),Social Bias,Equal Education,Toys,Mentors,Role Models,Expectation,Time,Gender Differences,Work Environment

This national study used the Delphi method to identify perceived barriers women face in the pursuit of STEM careers. The study used a series of three web-based questionnaires. The first round of the study used a questionnaire with an open-ended question to facilitate the generation of a wide array of response categories. In round two, respondents were asked to rate the 24 perceived barriers from round one on a Likert-type scale and to make changes as necessary. In round three, respondents were asked to provide a dichotomous indication of whether they agreed or disagreed with each of the items. Consensus on 22 perceived barriers was reached after three rounds. The major barriers identified by the respondents were: male domination of STEM careers, lack of awareness of educational and career opportunities, STEM education and toys directed at boys, a lack of female mentors/role models, minimization of barriers, personal expectations, the time required to become proficient in a STEM field, lack of encouragement from men, and the perceived glass ceiling of women in STEM careers. It is recommended that future research focus on the efficacy of formal, informal, and non-formal education models toward increasing awareness of educational and career opportunities in STEM. Researching effective methods to recruit and retain females in STEM degree programs is also suggested.
Factors That Influence Persistence of Biology Majors at a Hispanic-Serving Institution
Author: Ashford-Hanserd, Shetay
Date: 2020-05-00
Type: Journal Articles
Subjects: Academic Persistence,Biology,Majors (Students),Hispanic American Students,Undergraduate Students,STEM Education,Disproportionate Representation,Minority Group Students,Career Choice,Learning Experience,Employment Opportunities,White Students,Role Models,Mentors,Employment Potential,Decision Making,Self Motivation,Influences

To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students' persistence to degrees in STEM. We documented potential factors that influence students' persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM.
Framing Open Educational Practices from a Social Justice Perspective
Author: Bali, Maha
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Education,Social Justice,Equal Education,Cooperative Learning,Learning Activities,Collaborative Writing,Web 2.0 Technologies,Online Courses,Student Empowerment

OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin &amp; McLaren 2018; DeRosa &amp; Jhangiani 2017; Koseoglu &amp; Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter's (2018) conceptual framework, which builds on Fraser's model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
Games in Agriculture, Food, and Natural Resources Education
Author: McKim, Aaron J.
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Games,Agricultural Education,Natural Resources,Teaching Methods,Teacher Attitudes,Faculty Development,Attitude Change,Learner Engagement,Secondary School Teachers,Program Effectiveness

Educational games provide learners with team-based, experiential, and problem-centered learning opportunities. Therefore, educational games are recommended to encourage learner success in an increasingly complex and collaborative world. Research exploring interventions to increase teacher affinity toward games is needed to inform expansion of games within classrooms. The current study leveraged the input, environment, and outcomes model to analyze perceptions of games held by school-based agriculture, food, and natural resources (AFNR) educators before and after a professional development experience focused on educational games. Results indicate teachers held a favorable perception of games before engaging in the professional development. Engagement in the professional development was related to only minimal increases in the perceptions held by teachers regarding educational games. Importantly, individual items within the construct illuminate an expanded view of educational games and their utility within AFNR classrooms as a result of the professional development experience. Specifically, respondents saw educational games as being valuable to engage learners in new content, not just as a review tool. Findings suggest a professional development experience related to games may help expand teacher conceptualizations of educational game utility. Specific recommendations are included to expand teacher understanding and use of educational games.
The Development of Vocational Agriculture before the Vocational Education Act 1963
Author: Martin, Michael J.
Date: 2020-05-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Legislation,Federal Legislation,Educational Change,Educational History,Vocational Education Teachers,Rural Population,Social Change,Economic Change,Community Change,Males,Agricultural Occupations,Curriculum Development,Experiential Learning,Student Organizations,Community Cooperation,Enrollment Influences,Migration Patterns

Agricultural education programs are experiencing pressure to change from a variety of educational and societal influences. This pressure is not new to agricultural education programs. The evolution of vocational agriculture from 1945 to 1963 provides a historical example of vocational education change as a result of social influences. Rural America experienced unprecedented emigration after World War II. The loss of students from farming families, the intended recipients of vocational agriculture, should have hampered local programs, but in fact the opposite occurred: enrollment in vocational agriculture continued to grow. We examine how vocational agriculture teachers transformed local programs to match their emerging clientele before the Vocational Education Act of 1963.
Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential
Author: Funk, Johanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Authors,Social Justice,Indigenous Knowledge,Open Educational Resources,Foreign Countries,Inclusion,Web Sites,Social Media,Electronic Publishing,Power Structure,Video Technology,Intellectual Property,Prevocational Education,Biodiversity,Animal Husbandry,Cultural Background,Disadvantaged,Self Determination

Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser's social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters' (2018) and Lambert's (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.
Investigating School Children&apos;s Behavioral and Emotional Problems Using Pediatric Symptoms Checklist-17 in a Structural Equation Modeling Framework
Author: Liu, Jin
Date: 2020-06-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Check Lists,Factor Structure,Error of Measurement,Student Characteristics,Elementary School Students,Grade 1,Grade 2,Young Children,Achievement Tests,Reading Achievement,Mathematics Achievement,Attention,Gender Differences,Behavior Problems,Emotional Problems,Screening Tests,Test Validity

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children's behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants' learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.
Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action&apos;s Frontline Immigration Advice Project
Author: Charitonos, Koula
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Refugees,Coping,Immigration,Foreign Countries,Program Descriptions,Capacity Building,Immigrants,Public Policy,Correlation,Professional Development,Skill Development,Open Education

Britain's asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK's Immigration Services Commissioner (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as 'parity of participation'. We draw on Fraser's work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.