ethanporcaro/eric-fulltext-meta huggingface dataset:
Whose Job Is It, Anyway? The Place of Public Engagement in The Liberal Arts College
Author: Christie, Luke D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Liberal Arts,Teacher Surveys,School Community Relationship,School Community Programs,Relevance (Education),Value Judgment,Institutional Mission,Tenure,Faculty Promotion,Merit Rating,Teacher Evaluation,Gender Differences,Teacher Attitudes,Regression (Statistics),School Support,College Programs

The calls for academics to engage the public have grown, motivated by concerns for civic health and for maintaining public and political support for higher education and academic research. Whatever its value to the public sphere, there is still considerable uncertainty about whether and how public engagement counts--is it valued by colleagues and institutions in promotion and tenure decisions? We sought to provide evidence to assess the value of public engagement with experimental and observational methods set in a survey of faculty from seven liberal arts colleges. We find that public engagement is valued and engaged by these faculty, with variation observed by institution, mode of public engagement, and college division (arts faculty the most supportive and science faculty the least). We recommend institutions communicate clearly how they value public engagement; until that point, academics should tread carefully as they seek public audiences and partnerships.
The Role of Research in Online Curriculum Development: The Case of &quot;EarthLabs&quot; Climate Change and Earth System Modules
Author: McNeal, Karen S.
Date: 2014-11-00
Type: Journal Articles
Subjects: Curriculum Development,Climate,Earth Science,Online Courses,Research Utilization,Role Perception,Educational Research,Evidence Based Practice,Active Learning,Inquiry,Cognitive Processes,Systems Approach,Interviews,Eye Movements,Pretests Posttests,Secondary School Students,Teacher Attitudes,Learning Modules,Observation,Undergraduate Students

This study reports on an effort to illustrate the coupling of educational research with ongoing curriculum development to promote effective and evidence-based online learning. The research findings have been used to inform the &quot;EarthLabs&quot; curriculum development team as they revise existing modules and create new modules, in order to represent the ways in which such research findings can be used to improve similar online curriculum materials and enhance student learning outcomes. &quot;EarthLabs&quot; curriculum is a suite of online inquiry-based activities that promote understanding of Earth system science. Assessments were employed to understand student learning about complex climate systems as a result of their engagement with the online &quot;EarthLabs&quot; curriculum. Collection of pre- and postcourse student assessment data (n = 205), classroom observations during implementation (n = 6), teacher interviews (n = 7), and eye-tracking data (n = 49) were included in the study. Qualitative and quantitative findings show that &quot;EarthLabs&quot; classroom implementation significantly improves students' conceptual and systems understanding and that students and external users are appropriately engaged with the online materials. These findings have been applied to evaluating the efficacy of the &quot;EarthLabs&quot; program in reaching target programmatic and learning goals, as well as to developing a broader understanding of the cognitive challenges students have in navigating complex Earth systems phenomena, where continued &quot;EarthLabs&quot; program revision has occurred through design-based research.
A Measurement Model of Gestures in an Embodied Learning Environment: Accounting for Temporal Dependencies
Author: Andrade, Alejandro
Date: 2017-00-00
Type: Journal Articles
Subjects: Measurement,Interaction,Models,Educational Environment,Correlation,Markov Processes,Predictor Variables,Comparative Analysis,Pretests Posttests,Bayesian Statistics,Statistical Analysis,Probability,Grade 3,Grade 4,Questionnaires,Interviews,Computer Simulation,Nonverbal Communication,Motion,Time,Multivariate Analysis,Qualitative Research

Interactive learning environments with body-centric technologies lie at the intersection of the design of embodied learning activities and multimodal learning analytics. Sensing technologies can generate large amounts of fine-grained data automatically captured from student movements. Researchers can use these fine-grained data to create a high-resolution picture of the activity that takes place during these student-computer interactions and explore whether the sequence of movements has an effect on learning. We present a use-case modelling of temporal data in an interactive learning environment with hand gestures, and discuss some validity threats if temporal dependencies are not accounted for. In particular, we assess how, if ignored, the temporal dependencies in the measurement of hand gestures might affect the goodness of fit of the statistical model and would affect the measurement of the similarity between elicited and enacted movement. Our findings show that accounting for temporality is crucial for finding a meaningful fit to the data. In using temporal analytics, we are able to create a high-resolution picture of how sensorimotor coordination correlates with learning gains in our learning system.
Advisory Councils in Tennessee School-Based Agricultural Education Programs
Author: Taylor, Samantha
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Advisory Committees,Teacher Attitudes,Role,Models,Questionnaires,Secondary Schools

Advisory councils are essential to successful, working relationships among school-based agricultural education programs and the surrounding community. The purpose of this study was to describe how school-based agricultural education programs implement and utilize advisory councils in Tennessee and to determine agricultural education teachers' perceptions of program advisory councils. We found 76.5% of program respondents had an active advisory council. Respondents perceived advisory councils positively; however, most teachers felt they could better utilize their advisory council. The belief that the agricultural education teacher is the leader of the program's advisory council was also implied. Future research is needed to further strengthen methods to enhance the use of an advisory council. In addition, professional development programs focused on how to best establish and utilize an advisory council is recommended.
Gaining Insight by Transforming between Temporal Representations of Human Interaction
Author: Lund, Kristine
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Network Analysis,Interaction,Models,Emotional Development,Teacher Student Relationship,Case Studies,Documentation,Research Methodology,Researchers,Data Analysis,Suprasegmentals,Psychological Patterns,French,Foreign Countries

Recordings of human interaction data can be organized into temporal representations with different affordances. We use audio data of a learning-related discussion analyzed for its low-level emotional indicators and divided into four phases, each characterized by an overarching emotion. After arguing for the relevance of emotion to learning, we examine this original analysis with the help of three different representations, transforming the data between them in order to connect micro- and macro-levels of analysis and give meaning to these connections. The first is a FRIEZE representation showing the temporal distribution of the low-level indicators of emotion as well as the phases. The second is an epistemic network analysis with an aggregated representation that shows how the pattern of associations among indicators of emotion differs between phases. The third is a transcription of the original data that re-anchors the aggregation back into the temporal interaction, giving it meaning. This is a methods paper, and if the findings are not specifically focused on measuring learning, the data do concern a student narrative of interactions with her teacher. More importantly, the stage is set for giving meaning to micro- and macro-connections in pedagogical contexts, with a view to automated analyses.
An Investigation of Factors That Influence the Hypothesis Generation Ability of Students in School- Based Agricultural Education Programs When Troubleshooting Small Gasoline Engines
Author: Blackburn, J. Joey
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Agricultural Machinery,Power Technology,Troubleshooting,Hypothesis Testing,Cognitive Style,Age Differences,Grade Point Average,Knowledge Level,Problem Solving,Questionnaires,College Students,Predictor Variables,Cognitive Ability,Regression (Statistics),Workshops,Criterion Referenced Tests,Statistical Analysis,Goodness of Fit

The purpose of this study was to determine if selected factors influenced the ability of students in school-based agricultural education programs to generate a correct hypothesis when troubleshooting small gasoline engines. Variables of interest included students' cognitive style, age, GPA, and content knowledge in small gasoline engines. Kirton's Adaption-Innovation Inventory was employed to assess cognitive style and a researcher developed criterion-referenced test was utilized to determine small gasoline content knowledge. Students were assigned randomly, by cognitive style, to generate a hypothesis for either a simple or complex small gasoline engine problem. A similar number of students were able to correctly hypothesize the fault in their assigned engine regardless of cognitive style. However, differences were noted between the more adaptive and more innovative students. A binary logistic regression revealed that as cognitive style score increased, the odds of generating a correct hypothesis decreased. Additionally, older students were more likely to generate an incorrect hypothesis. Teachers should encourage students to hypothesize when engaged in problem solving activities, but should be aware of individual differences such as cognitive style.
Talk with Me: Student Behaviours and Pronoun Use as Indicators of Discourse Health across Facilitation Methods
Author: Epp, Carrie Demmans
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Behavior,Computer Mediated Communication,Form Classes (Languages),Language Usage,Correlation,Student Attitudes,Learning Experience,Interaction Process Analysis,Data Analysis,Online Courses,Data Collection,Computational Linguistics,Discourse Analysis,Teacher Student Relationship,Graduate Students,Statistical Analysis,College Faculty,Qualitative Research

Identifying which online behaviours and interactions are associated with student perceptions of being supported will enable a deeper understanding of how those activities contribute to learning experiences. Student language is one aspect of their interaction in need of greater exploration within discourse-based online learning environments. As a result, personal pronoun usage is explored within online courses where the primary learning mechanism is student discourse. Student posting behaviours and features of their language, specifically their use of personal pronouns and academic vocabulary, are explored from the perspective of how supported students felt in their courses as well as how their communication behaviours and pronoun usage changed over time. Since prior work has shown the relationship between students' sense of support and how instructors choose to manage online discourse, the facilitation methods employed within courses were considered. Findings show those taking instructor-facilitated courses exhibited higher interaction levels, behaved more consistently from week to week, and used personal pronouns more. They also felt more supported. In contrast, those enrolled in peer-facilitated courses felt less supported, were less active, and used fewer personal pronouns. These differences in behaviour, language use, and experience suggest the potential for temporal analytics of student behaviours and pronoun use.
An Exploration of Relationships between Teaching Practices in Secondary Agricultural Education Programs and Student Engagement
Author: Friedel, Curtis R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Surveys,Student Attitudes,Correlation,Teaching Methods,Learner Engagement,Secondary School Teachers,Teacher Student Relationship,High School Students,Scores,Statistical Analysis,Teacher Surveys

This study was designed to explore the relationship between teacher practices and levels of student engagement in secondary agricultural education programs. Most researchers have agreed that student engagement at the secondary level may be measured through three constructs: cognitive engagement, behavioral engagement, and emotional engagement. The intra-curricular components, namely the FFA organization and Supervised Agricultural Experience Program, make secondary agricultural education unique when compared to the foundational classes of math, science, and English. Respondents included a total of 152 agricultural education programs, which were randomly selected within 11 states to participate in the study. One class in each program was surveyed, which totaled 2,106 student respondents. Relationships were identified between specific teaching and advising practices performed by the secondary agricultural educator and their students' level of engagement in classroom, FFA, and SAE activities. Each state is encouraged to replicate this study to determine student engagement levels in classroom, FFA and SAE activities, and then identify the causes and conditions leading to higher and lower levels of student engagement.
A Philosophical Review of Science and Society within Agricultural Education
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Science and Society,Philosophy,Correlation,Role of Education,Teacher Role,Secondary School Teachers,Teacher Characteristics,Educational History

We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education, science, and society were evaluated in light of the call for agricultural educators to illuminate the links between science and society. In our exploration, the feasibility of linking science and society within school-based agricultural education was considered as well as the motivation and competence of current agriculture teachers to link science and society. Three types of secondary agriculture teachers emerged: (a) science illuminators, (b) illumination attempters, and (c) vocational purists. Recommendations are made for research exploring how identified classifications of teachers meet the science and social learning needs of students. Additionally, recommendations include methods for operationalizing agriculture, science, and society connections to enhance student learning and the positive impact of school-based agricultural education.
A Field-Based Biomimicry Exercise Helps Students Discover Connections among Biodiversity, Form and Function, and Species Conservation during Earth&apos;s Sixth Extinction
Author: Soja, Constance M.
Date: 2014-11-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Paleontology,Active Learning,Biology,Anatomy,Biodiversity,Death,Teaching Methods,Outdoor Education,Discussion (Teaching Technique)

In a first-year seminar on mass extinctions, a field-based, paleontology-focused exercise promotes active learning about Earth's biodiversity, form and function, and the biomimicry potential of ancient and modern life. Students study Devonian fossils at a local quarry and gain foundational experience in describing anatomy and relating form to biological function. Another goal is to give students a firsthand opportunity to evaluate the fossil record and what it reveals about past mass extinction episodes on our planet. Students who complete this exercise acquire the basic tools for developing and testing hypotheses. They become more skilled at making observations and inferences about familiar species that live in modern environments and about the strange and marvelous creatures that inhabited Earth's lost worlds. Finally, students gain valuable insights into how bioinspired designs can solve human problems in a sustainable way, elevating their appreciation for the value of species conservation as the Sixth Extinction gains traction.
Rethinking Education in Botswana: A Need to Overhaul the Botswana Education System
Author: Makwinja, Veronica Margaret
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Change,Educational Philosophy,Dropouts,Academic Failure,Educational Quality,Foreign Countries,Academic Standards,Access to Education,Equal Education,Social Change,Barriers,Educational Improvement,Qualitative Research,Preschool Education,Elementary Secondary Education,Higher Education,Vocational Education

Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates. Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country's education system. This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.
Undergraduates Discovering Folds in &apos;&apos;Flat&apos;&apos; Strata: An Unusual Undergraduate Geology Field Methods Course
Author: Abolins, Mark
Date: 2014-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Geology,Field Experience Programs,Measurement Techniques,Student Evaluation,Scores,Skill Development,Maps,Hands on Science,Action Research,Formative Evaluation,Summative Evaluation,Statistical Analysis

Undergraduates learned to measure, map, and interpret bedding plane attitudes during a semesterlong geology field methods course in a field area where strata dip less than 98. Despite the low dip of the strata, 2011 field course students discovered a half-kilometer-wide structural basin by using digital levels and Brunton pocket transits to measure bedding plane attitudes at numerous outcrops along a riparian greenway. Students reproduced faculty dip directions in all five structural domains and mean bedding plane attitudes in four of five structural domains (p &lt; 0.05). Of 21 students who completed a field map, only 6 had trouble either measuring and plotting attitudes or drawing and labeling geologic contacts. The mean student evaluation score was 4.1 on a 5-point scale, and all seven evaluation category means were well within one standard deviation of departmental means. However, the course evaluated poorly relative to the other five junior- and senior-level geology courses taught during fall 2011 because mean evaluation scores for those courses ranged from 4.2 to 4.9. Results show that students can learn to measure, map, and interpret bedding plane attitudes in a field area where strata dip less than 10 degrees.
Placing Ourselves on a Digital Earth: Sense of Place Geoscience Education in Crow Country
Author: Cohn, Teresa Cavazos
Date: 2014-05-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Educational Technology,Technology Uses in Education,Reservation American Indians,American Indian Students,College School Cooperation,Scientists,School Community Relationship,Cultural Influences,Culturally Relevant Education,Curriculum Development,Cooperative Planning,Pretests Posttests,Elementary School Students,Grade 5,Grade 4,Grade 6

Solutions to many environmental challenges now require geoscience expertise, knowledge of global interconnectedness, and an understanding of local cultural nuances, a combination for which geoscientists and our students may not be prepared. The Crow Indian Reservation and its borderlands are a microcosm of these challenges, where geoscience expertise must integrate modern science and local worldviews. We propose sense of place education alongside the use of a digital Earth tool in classrooms as a means of (1) engaging American Indian students and teachers in geoscience, (2) using technology to help students apply geoscience expertise to land management issues in their region, and (3) preparing students for an increasingly intercultural and interdisciplinary future. Developed through a collaborative effort among university geoscientists, tribal college faculty, K-8 teachers, and Crow cultural consultants, the Crow Country Digital Globe integrates the local and global, as well as the experiential and virtual, in geoscience teaching.
Place in the City: Place-Based Learning in a Large Urban Undergraduate Geoscience Program
Author: Kirkby, Kent C.
Date: 2014-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Place Based Education,Earth Science,Urban Areas,Introductory Courses,Program Effectiveness,Laboratories,Science Laboratories,Science and Society,Course Evaluation,Student Attitudes,Educational Change,Student Surveys

One of my principal goals at the University of Minnesota is to transform the university's entry-level geoscience program into an effective ''concluding'' geoscience course that provides students with a clear understanding of the many interactions between Earth processes and human society. Although place-based learning appeared to be a promising way to achieve that goal, I was initially concerned whether the urban character of the university's campus and student body, the program's size, and its rapidly overturning instructional staff might limit its effectiveness. To test its effectiveness in such an educational setting, I incorporated elements of place-based learning into a multiyear renovation of the university's Earth Sciences 1001 (ESCI 1001) laboratory program. Over half of the laboratory exercises are now place-based learning that explore historical interactions of Earth processes and Upper Midwest society. Since the initiative's goals differ from those of traditional introductory geoscience courses, assessment relied on student course evaluations and student perceptions of the place-based materials. After renovation, the place-based ESCI 1001 program was the most highly evaluated entry-level science laboratory program at the University of Minnesota. This confirmed that place-based learning can be a remarkably effective pedagogical approach to undergraduate geoscience education, even in large programs with predominantly urban student populations.