ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of English in Teaching Mathematics and Science: The PPSMI Policy vis-à-vis the DLP
Author: Yunus, Melor Md
Date: 2017-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language of Instruction,Mathematics Instruction,Science Instruction,Preservice Teachers,Questionnaires,Foreign Countries,Bilingual Education Programs,Second Language Instruction,Language Usage,Language Attitudes,Educational Policy,Student Attitudes,Qualitative Research,Statistical Analysis

In spite of English being regarded as the second most important language in Malaysia, it is still treated as a foreign language inevitably. The recently introduced Dual Language Progamme (henceforth DLP) which uses English as the medium of instruction in teaching Mathematics and Science is alleged to be a reflection of the less successful English for teaching Mathematics and Science policy (hereafter PPSMI). Therefore, this paper aims to examine the perceptions of pre-service teachers towards the use of English in teaching Mathematics and Science and establish its connections with the DLP. Data were collected through questionnaire which involved 50 respondents. Findings showed that the respondents held unfavourable perceptions of the PPSMI policy which in turn justified the emergence of the DLP. Implications of the study and suggestions for future research are also discussed.
Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD
Author: Bradley, Cathy A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Empowerment,Evidence Based Practice,Educational Strategies,History,Disabilities,Educational Legislation,Educational Quality,Equal Education,Federal Legislation,Educational Trends,Teamwork,Teacher Qualifications,Teacher Characteristics,Educational Improvement

Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate interventions to students with EBD will assist in building student's self-esteem and increase capacity. Moreover, school staff can directly impact the student's value-expression function providing a perception of acceptance in the school social culture increasing positive student engagement (Blumenfeld &amp; Raymond, 2000, Nieto &amp; Boyd, 2008). The purpose of this article is to provide the history of EBD and educational laws, discuss importance of collaboration and role of the Multi-Disciplinary Team, and discuss three recommendations to improve the outcomes of students identified as EBD.
Teaching with Animals: The Role of Animal Ambassadors in Improving Presenter Communication Skills
Author: Fuhrman, Nicholas E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Animals,Communication Skills,Environmental Education,Semi Structured Interviews,Audio Equipment,Comparative Analysis,Self Esteem,Psychological Patterns,Career Choice,Anxiety,Preservice Teacher Education,Qualitative Research,Undergraduate Students,Video Technology,Females,Student Attitudes,Program Effectiveness

Much is known about the benefits of interacting with animals for learners. However, little is known about the animals' potential influence on the communication ability of the presenter/educator. The purpose of this qualitative study was to describe the experience of undergraduate students who used live animals (baby chicks, turtles, salamanders, and non-venomous snakes) during in-class and outreach presentations and the animals' role in influencing their communication ability. The influence of an instructor who teaches with such animals was also examined. A purposive sample of students enrolled in an introductory environmental education course open to all majors was obtained and five students agreed to participate in semi-structured interviews. Once audio was recorded and transcribed, the constant comparative method was used to analyze the data. Six reoccurring themes emerged. Presenting with a live animal (1) helped students feel less nervous while teaching, (2) increased presenter confidence, (3) promoted flexibility while teaching, (4) encouraged audience analysis, (5) helped create a positive, comfortable learning environment, and (6) influenced student career decisions. These themes aligned with Bandura's triatic reciprocality model. Pre-service teacher education programs may consider using small, live animals, when relevant, with apprentice teachers as they can equally benefit the presenter and learning environment.
Power of Statistical Tests Used to Address Nonresponse Error in the &quot;Journal of Agricultural Education&quot;
Author: Johnson, Donald M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Agricultural Education,Effect Size,Risk,Journal Articles,Periodicals,Research Methodology,Guidelines,Statistical Bias,Error of Measurement,Authors

As members of a profession committed to the dissemination of rigorous research pertaining to agricultural education, authors publishing in the Journal of Agricultural Education (JAE) must seek methods to evaluate and, when necessary, improve their research methods. The purpose of this study was to describe how authors of manuscripts published in JAE between 2006 and 2015 tested for nonresponse error. Results indicated that none of the studies' tests had acceptable power to detect small effect sizes, 14.3% had acceptable power to detect medium effect sizes, and 43% of the studies' tests did not have acceptable power to detect large effect sizes. These findings suggest that while authors frequently find no difference between respondents and others, the tests used to detect these differences are often not powerful enough to do so, leading to higher than acceptable risk for Type II error. Using the theory of planned behavior as a framework, we highlight these findings to spur change within the profession's expectations of reporting statistical power when testing for nonresponse error and offer a primer to improve researchers' perceived behavioral control over reporting power. We also offer specific suggestions for conducting and reporting the results of tests for nonresponse bias.
Basic Writing and the Conflict over Language
Author: Fox, Tom
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Language Usage,Language Attitudes,Educational Innovation,Educational Policy,Progressive Education,Access to Education,Higher Education,Acceleration (Education),Writing Instruction,Discourse Analysis,Mainstreaming,Student Placement

David Bleich's exploration of language conflicts in the university in &quot;The Materiality of Language: Gender, Politics, and the University&quot; helps explain the ongoing struggle over basic writing as between two radically different understandings of language. Progressive educators and writing teachers see language as rhetorical and contextual, &quot;material&quot; in Bleich's terms. Policy makers, large-scale writing assessment designers, and public discourse generally see language as ahistorical and decontextualized, involving ladders of skills to be mastered, or &quot;sacralized.&quot; This article examines the struggle between these materialist innovations and repressive policy mandates and assessments as a manifestation of this root struggle over language. The ongoing nature of this struggle, having occurred in this country for over a century, means progressive programs must maintain a stance of constant vigilance, innovation, and subversion. The outcome critically affects efforts to increase access to higher education.
Basic Writers in Composition's Public Turn: Voice and Influence in the Basic Writing Classroom
Author: Minnix, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing (Composition),Writing Instruction,Citizenship Education,Social Influences,Empowerment,Citizen Participation,Civics,Public Opinion,Curriculum Development,Personal Narratives

While basic writing has made a public turn by incorporating service learning and community literacy pedagogies, basic writers are not often discussed in the vast and growing research on public writing in composition studies. Scholarship on public writing in composition has produced important discussions of the outcomes of public writing pedagogy, but the &quot;incomes&quot; of public writing--the experiences, cultural and linguistic differences, and knowledge of and dispositions towards public life--that students bring to public writing classrooms have gone largely unexplored. Scholars and teachers of basic writing can productively challenge public writing pedagogy to attend to these incomes by expanding their research on socioeconomic and cultural difference and access to students' writing in the public realm. I develop this argument out of current educational research on youth and civic engagement, beginning with a discussion of what Meira Levinson has called the &quot;civic empowerment gap&quot; among poor and minority students. I argue that the literacy narrative is a genre that provides students with rich opportunities to explore and negotiate the &quot;incomes&quot; they bring to public writing, as well as a genre that can be utilized and adapted for public persuasion.
A Multidimensional Needs Assessment of Social Emotional Learning Skill Areas
Author: Yopp, Ashley
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Needs Assessment,Social Development,Emotional Development,Models,Faculty Development,Teacher Competencies,Questionnaires,Weighted Scores,Educational Indicators,Pedagogical Content Knowledge,Sample Size,Statistical Analysis,Accuracy,Rating Scales

Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, &amp; Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural education teachers in core SEL skill areas. Data were collected with three forms of a paper questionnaire to determine teachers' self-perceived levels of competence in core SEL skill areas. Twenty SEL indicators were assessed in four ways (Importance, Ability to Perform, Knowledge, and Ability to Teach), and then used to create three latent variables (Performance Competence, Knowledge Competence, and Consequence Competence), which served as dimensions of professional development needs. Agriculture teachers perceived the importance of all core SEL skill areas as having average or greater importance, their ability to model core SEL skill areas as average or greater, their knowledge of core SEL areas as average or greater, and possessing average or greater ability to teach core SEL skill areas. The findings of this study support the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2003) report and emphasize the importance of SEL in agricultural education.
&quot;Ideas about Human Possibilities&quot;: Connecticut's PA 12-40 and Basic Writing in the Era of Neoliberalism
Author: Sullivan, Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: State Legislation,Remedial Instruction,Educational Legislation,Neoliberalism,Community Colleges,State Universities,College Admission,Cutting Scores,Ethnography,Access to Education,Basic Writing,Social Justice,Developmental Studies Programs,Writing Instruction,College Students,At Risk Students,Program Effectiveness,Semi Structured Interviews,Student Characteristics,Student Attitudes

In 2012, the State of Connecticut enacted Public Act 12-40, legislation that dramatically changed the way remedial education was theorized, designed, and delivered at community colleges and regional state universities in Connecticut. One of the most controversial features of this legislative movement was that it appeared to establish a &quot;floor&quot; for matriculation into open admissions institutions in Connecticut--thereby effectively abandoning students who scored below certain cut-off scores (at or below the 8th grade level on our standardized placement test). This essay reports on an ethnographic study conducted with individuals enrolled in one of the first classes designed for this cohort of students. This group of students provides professionals interested in questions related to access and higher education a unique opportunity to reflect on key questions for our profession and our nation, framed and embodied by very real people with unique life histories.
Role of the Agricultural Industry and Judging Events in Formation of the Future Farmers of America
Author: Tummons, John D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agribusiness,Industry,Vocational Education,Judges,Competition,Agricultural Occupations,Educational History,Youth Programs,Student Organizations,Career Development,Program Development

Early agricultural education included youth judging activities, in which farm boys matched skills with students from neighboring schools. In 1925, students competed in a National Dairy Judging Contest in Indianapolis held specifically for vocational students. Based on the success of this contest, the Federal Board for Vocational Education requested the contest committee make arrangements for hosting a national livestock judging contest for vocational students the next year. Representatives from the American Royal Livestock Show agreed to provide a livestock judging contest and educational program specifically for vocational students. In 1926, students from 22 states converged in Kansas City, Missouri to compete in the first National Livestock Judging Contest. Cooperation between Kansas City agribusiness leaders, the Kansas City Star, and the U.S. Department of Education staff led to the development of a National Congress of Vocational Agriculture Students, consisting of agricultural youth showing and judging at the American Royal. The congress played a substantial role in the formation of the Future Farmers of America and shaped many traditions still practiced by the organization today. Authors explore the traditions of judging events and industry sponsorships in the context of today's National FFA Organization.
Remedial, Basic, Advanced: Evolving Frameworks for First-Year Composition at the California State University
Author: Melzer, Dan
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Remedial Instruction,Basic Writing,Writing Instruction,State Universities,Teaching Methods,Writing (Composition),Educational History,College Faculty,State Legislation,Educational Legislation,Developmental Studies Programs

In this essay I conduct a Critical Discourse Analysis of the language surrounding the California State University (CSU) Chancellor's Office latest plan to curb remediation, the Early Start program. I consider Early Start in the context of what I argue is the evolution of three major frameworks for Basic Writing in the CSU: the CSU Chancellor's Office Remedial Writing Framework that focuses on deficiency and gatekeeping; the Basic Writing Framework that developed in the 1970s as a way for CSU's writing teachers to defend access for underserved students; and the emerging Advanced Writing Framework, which eliminates Basic Writing and redefines one semester of composition as advanced and a two semester stretch course as mainstream. I trace three themes in the &quot;discourse event&quot; of Early Start: Early Start's relation to historical discourse on remediation, replication of discourse norms by the media, and faculty complicity in the discourse of the Remedial Writing Framework. Based on my analysis of the ways that it disrupts the dominant discourse of remediation and basic skills, I argue the Advanced Writing Framework provides hope of changing the nature of the discourse.
Perceptual Differences in Quality Standards among Teachers and Related Service Personnel Who Work with Students with Emotional/Behavioral Disorders
Author: Manning, Maria L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Special Education,Special Education Teachers,Teacher Effectiveness,Online Surveys,Teacher Surveys,Teacher Education,Standards,Children,Teacher Student Relationship,Disabilities,Special Needs Students

Current legislation requires school personnel to identify indicators of quality instruction for all students--including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related service personnel.
How the Quantity of Agricultural Mechanics Training Received at the Secondary Level Impact Teacher Perceived Importance of Agricultural Mechanics Skills
Author: Rasty, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Machinery,Job Skills,Teacher Attitudes,Teacher Education,Correlation,Training,Beginning Teachers,Questionnaires,Likert Scales,Mechanics (Process),Statistical Analysis

Preservice teacher candidates in agricultural education have expressed concerns with teaching agricultural mechanics content yet the number of required courses in agricultural mechanics has dwindled. To determine the root of current teachers' perceptions, it is important to look at the developmental experiences that have led to those perceptions. The theory of social development and knowing that knowledge influences beliefs provided a foundation to describe the relationship between the Iowa agricultural education teachers' perceived level of importance to teach selected agricultural mechanics skills and the quantity of agricultural mechanics training received as a secondary student. Data was collected during the Iowa agricultural education teachers' conference. Thirty-two of the 54 selected agricultural mechanics skills exhibited a significant, positive correlation between the teachers' viewed importance of teaching those skills and the amount of secondary training they received in those skill areas. Experience at the secondary level has an impact on content teachers view as important and post-secondary teacher educators and industry should continue to help beginning teachers receive additional training and support in agricultural mechanics. Additional research should be conducted to determine the factors, in addition to the quantity of secondary training received, which influence teachers' perceived importance to teach agricultural mechanics skills.
Enhancing Extension Programs by Discussing Water Conservation Technology Adoption with Growers
Author: Lamm, Alexa J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Extension Education,Water,Conservation (Environment),Conservation Education,Adoption (Ideas),Engineering Technology,Agricultural Occupations,Social Attitudes,Norms,Social Behavior,Semi Structured Interviews,Water Quality,National Surveys,Performance Factors,Content Analysis

Nursery growers are one of the largest agricultural users of water. Researchers have been developing new water treatment techniques and technologies for nursery growers to assist in preserving this precious resource, yet adoption within the industry has been limited. Extension professionals need to work closely with nursery growers to encourage adoption but the enablers and barriers are largely unidentified in the literature. Twenty-four interviews were conducted with nursery growers nationwide to identify the barriers and enablers to adoption in an effort to provide recommendations for improved extension programming with this audience. The findings revealed nursery growers have a positive attitude towards water conservation but the financial cost of replacing equipment keeps them from adopting. In addition, nursery growers perceive new technologies to be complex and difficult to understand and implement. Extension professionals can leverage this positive attitude and use social norms to assist in overcoming some of the barriers. Using case studies as examples of success stories, partnering with researchers to develop easy to use instructions and integration tools that could be offered online, and assisting growers in connecting with agricultural economists to conduct cost/benefit analysis associated with adoption are a few of the recommendations offered.
The Politics of Extension Water Programming: Determining if Affiliation Impacts Participation
Author: Owens, Courtney T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Extension Education,Politics of Education,Water,Participation,Group Membership,Political Affiliation,Political Attitudes,Conservation (Environment),Social Behavior,Comparative Analysis,Environmental Education,Environmental Influences,Preferences,Delivery Systems,Community Attitudes,Community Surveys,Online Surveys,Likert Scales

Research has found levels of engagement in environmental behaviors and participation in Extension programming around environmental issues are directly associated with political affiliation. Democrat and Independent parties encourage members to vote for stricter environmental regulations, such as water conservation efforts, while Republicans resist. These divergent political behaviors imply that individuals' political affiliation affects their water conservation habits and their attitudes towards environmental issues. Hence, this can be used as a basis for creating appropriate water conservation-focused Extension programs targeting specific populations. However, research on the level of individual engagement in water conservation efforts and participation in Extension programming by political affiliation is lacking. The purpose of this study was to identify how engagement in water conservation behaviors and interest in water focused Extension programs differ by political affiliation. The results show that Democrats are more interested in water-based education when compared to Republicans. These findings have important implications for the development of effective Extension programs designed to assist in water conservation efforts. By understanding the diverse political influences on water conservation behaviors, Extension educators can create appropriate and effective water-based education programs that resonates with all audiences.