ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Enrollment in Agriscience on Students' Performance in Science on the High School Graduation Test
Author: Theriot, Paul J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Science Achievement,Exit Examinations,Effect Size,Multiple Regression Analysis,Comparative Testing,Agricultural Education,Predictor Variables,State Surveys,Grade 11,Student Records,Academic Records,Achievement Gains

This study determined whether enrollment in agriscience education was related to high school students' science achievement. The results of the mandatory high school graduate exit exams were used to measure science achievement. All test scores from non-special education students were utilized for the study. The comparison of the science achievement of agriscience education students to that of non-agriscience education students revealed that there were significant differences in scores on the science test and the subtests. The effect size for each of these areas was either small or of negligible practical significance. Regression analyses were used to determine if enrollment in agriscience education explained variance in the science scores, after controlling for variance attributed to age, grade level, gender, ethnicity, 504 status, and socioeconomic status. Significant models with moderate or large effect sizes existed that explained a portion of variance in scores on the science tests and subtests. However, after controlling for the six variables listed above, the contribution of enrollment in agriscience education to the science test and subtest scores was negligible. This result is positive evidence for the value of agriscience education since agriscience education students acquire knowledge, skills, and experiences substantially beyond the academic content in the courses. (Contains 5 tables.)
Evaluation of Agricultural Professionals' Perceptions and Knowledge on Sustainable Agriculture: A Useful Step in the Development of an Online Extension Program
Author: Menalled, Fabian D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Knowledge Level,Extension Education,Sustainable Development,Interest Inventories,Action Research,Questionnaires,Agricultural Occupations,Agricultural Skills,Needs Assessment,Program Attitudes,Individual Characteristics

This study assessed needs, knowledge, and interests of agricultural professionals who were likely to enroll in an online extension course in sustainable agriculture. The objectives of the study were: to (1) describe their demographic characteristics, (2) identify their concerns and interests related to farming, (3) evaluate participants' knowledge and adoption of sustainable farming practices, and (4) use the evidence to implement a distance education program in sustainable agriculture. A questionnaire was distributed electronically through mailing lists and Web sites. Responses were analyzed using a text analysis and a Chi-square test to evaluate the existence of associations between interests and knowledge in sustainable agriculture. Despite the study participants' diverse professions and backgrounds, they identified similar constraints impeding the adoption of sustainable farming practices. They further proposed solutions, many of which are supported by current agroecological research, indicating a vast knowledge base regarding sustainable farming. The findings were used to develop and deliver an online extension program in sustainable agriculture. This study highlights the importance of understanding the levels of knowledge, concerns, and interests of the targeted audience. Incorporating this understanding into an extension program through peer-to-peer collaboration in discussion forums and electronic mail could facilitate the dissemination of innovate education approaches to teach sustainable agriculture. (Contains 2 tables and 1 figure.)
Examining iPod Use by Texas Agricultural Science and Technology Teachers
Author: Murphrey, Theresa Pesl
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Access to Computers,Agriculture,Internet,Career Development,Handheld Devices,Technology Uses in Education,Teaching Methods,Technological Literacy,Teacher Attitudes,Statistical Analysis,Science Teachers

The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while agricultural science and technology teachers have knowledge of iPods, mp3 players and related technologies, there is little support for them to actually create their own podcasts, use them in the classroom, or promote them for student use. It was concluded that teachers were generally &quot;late adopters&quot; or &quot;laggards,&quot; while students were &quot;innovators&quot; or &quot;early adopters.&quot; Both teachers and students alike have access to computers and Internet connections, with a large number of teachers reporting that students own iPods or mp3 players which could be utilized for academics. Teachers reported strong interest in pre-produced curricula and FFA materials, particularly for training materials for career development events, which could be used on iPods or mp3 players. Recommendations for encouraging teacher adoption and use of iPods and similar technologies were provided. (Contains 8 tables.)
Agricultural Science and Technology Teachers' Perceptions of iPod and Mp3 Technology Integration into Curricular and Cocurricular Activities
Author: Murphrey, Theresa Pesl
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Response,Agricultural Education,Technology Integration,Educational Technology,Technology Uses in Education,Teacher Attitudes,Questionnaires,Handheld Devices,Use Studies,Mail Surveys,School Activities

The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology teachers see iPod and mp3 technologies as beneficial, yet some teachers find this technology to be unusable due to campus restrictions and student abuse. Teachers provided a multitude of possible applications for iPod and mp3 technologies: contest preparation and team training, general classroom enhancement, specific classroom content areas that could benefit, applications for absence/make-up work and homework support, use with substitute teachers, assisting special populations, use for organization of content, and additional creative applications. Overall, teacher reaction to the use of iPod and mp3 technologies was positive and yielded findings that can be useful to teachers, researchers, and providers of educational content. This article strives to give voice to the individual teacher. (Contains 1 figure.)
Perceptions of the National Agriscience Teacher Ambassador Academy toward Integrating Science into School-Based Agricultural Education Curriculum
Author: Myers, Brian E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Integrated Curriculum,Teacher Attitudes,Barriers,Teaching Methods,Educational Strategies,Teacher Competency Testing,Science Curriculum,Measures (Individuals),Enrollment Influences,School Support

The purpose of this study was to determine perceptions of participants in the 2007 National Agriscience Teacher Ambassador Academy (NATAA) toward integrating science into the agricultural education curriculum. NATAA participants felt that students are more motivated to learn, better prepared in science, provided more opportunities to solve problems, and have a deeper understanding of agriculture when science is enhanced in the agriculture curriculum. Time, support, resources, and funding were recognized as barriers to integrating science. Teachers felt that integrating science had an impact on student enrollment as well as stakeholder support for the agriculture program. Teacher preparation programs are a catalyst to helping teachers learn to integrate science into the program. NATAA participants reported using teacher-oriented inquiry strategies between three and four times per week, while using student oriented inquiry a little over once per month. (Contains 6 tables.)
Changes in Student Teachers' Intention to Teach during Student Teaching
Author: Roberts, T. Grady
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Career Choice,Intention,Teaching Experience,Student Teacher Attitudes,Attitude Change,Predictor Variables,Teaching (Occupation),Measures (Individuals),Preservice Teacher Education,Comparative Analysis

Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little change from the beginning of student teaching to the middle of the experience. There was a 7% increase in those who indicated they did not intend to teach from the beginning of student teaching to the end of the experience. The researchers recommend that decision to teach be monitored early in the preservice teaching career to determine when this decision is typically made as well as including other efficacy variables for determinants of career choice. (Contains 4 tables and 1 figure.)
Encouraging Engagement: An Emerging Role for School Based Family Workers in English Secondary Schools
Author: Rose, Richard
Date: 2008-00-00
Type: Journal Articles
Subjects: Secondary Schools,Teacher Attitudes,Family Involvement,Partnerships in Education,Educational Policy,Foreign Countries,Role Perception,Caseworker Approach,Coordinators,Coordination,Parent Attitudes,Student Attitudes,School Community Relationship

The establishment of positive relationships between home and school has long been recognised as a desirable state which can have a significant bearing upon the success of students both academically and socially. By contrast, when relationships between schools and parents or carers falter, the consequences can be detrimental to all parties and in some instances can lead to disaffection and the perpetuation of negative attitudes towards schooling. The &quot;Every Child Matters&quot; agenda established by the UK government emphasises the need for schools to consider the development of all students, not only in respect of academic attainment, but also with due regard to their social, economic and health needs. With this demand has come a recognition that this ambition requires much greater cohesion across professional and voluntary services working in partnership with schools. Government initiatives such as the establishment of full service extended schools, Excellence in Cities and Sure Start have led to innovative approaches for the support of young people who may be at risk of exclusion, disaffection or disengagement with the education system. Evaluations of the efficacy of such initiatives are only just being made and it is therefore important that researchers gather data, which may inform further developments and policy at school, local authority and national levels. This paper describes one initiative, the use of family workers in school, and considers how service users perceived this system. Research into the efficacy of two extended secondary schools afforded the author an opportunity to examine in detail how the role of family workers had been developed within those schools and what their impact was upon students, parents and the schools themselves.
Integrated but Not Included: Exploring Quiet Disaffection in Mainstream Schools in China and India
Author: Yan, Feng
Date: 2008-00-00
Type: Journal Articles
Subjects: Inclusive Schools,Disabilities,Ability Grouping,Foreign Countries,Teaching Methods,Special Needs Students,Mainstreaming,Student Needs,Educational Environment,Regular and Special Education Relationship,Curriculum Development,Student Empowerment,Competition,Equal Education,Barriers

This paper quotes the qualitative data from one author's recent research (Feng, 2006, 2007) in China and the other author's ongoing PhD research in India. Both studies used multi-methods of data collection in mainstream school settings. This paper discusses the relatively under-researched topic of &quot;quiet disaffection&quot; of pupils with diverse educational needs in mainstream schools in China and India. It follows the description by Rudduck et al, (1996) that some pupils are quietly and invisibly disaffected. The paper argues that integration--rather than inclusion--in the learning contexts in these two countries is the main source of this kind of disaffection in schools. It further identifies issues relating to ability grouping, school curriculum, teaching strategies, empowerment and whole-school approaches for the provision of inclusive education. Recommendations are made to better address the needs of disaffected pupils in order to more fully engage them in schools.
Lost in Transition? A Comparison of Early &quot;Drop Out&quot; from Education and Training in England and France
Author: Hayden, Carol
Date: 2008-00-00
Type: Journal Articles
Subjects: Compulsory Education,Foreign Countries,Dropout Prevention,Dropout Programs,School Holding Power,Comparative Education,Student Participation,Academic Achievement,Educational Policy,Policy Analysis,Transitional Programs,Youth Programs

It is argued that the social control function of education and training is becoming increasingly explicit in England and France. Education and training can be viewed as a form of custody for young people, with enforced participation post 16 planned in the near future in England. Compulsory education for this age group is not currently planned in France, although secondary schools are legally supposed to be under an obligation to follow up and offer help (including the chance to go back and repeat a year) to any child who leaves school without qualifications. England and France share much in common in terms of the social patterning of which young people are likely to become &quot;lost in transition&quot;, with social class and ethnicity remaining powerful predictors. Responses to the problem are similar, as in the growth of individualised support and plans to increase apprenticeships. However, France still places more emphasis on &quot;insertion&quot; into the mainstream of ideas, rather than choice and different pathways and routes, as in England. There are powerful political and social incentives to address the needs of these young people, whatever the political stance taken. Hopefully, these incentives mean that those &quot;lost in transition&quot; will reduce, in a way that respects individual choice, through the various initiatives both ongoing and being planned in France and England.
What Works for Teachers of Students with Emotional and Behavioural Difficulties in Hong Kong's Special Schools
Author: Chong, Stella
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Schools,Teacher Effectiveness,Emotional Disturbances,Focus Groups,Interviews,Foreign Countries,Teaching Methods,Behavior Disorders,Special Needs Students,Cultural Influences,Aggression,Interpersonal Competence,Special Education,Classroom Techniques,Interdisciplinary Approach,Teacher Competencies

In Hong Kong, students with emotional and behavioural difficulties (EBD) are generally shunned by teachers in mainstream schools both because of their misconduct and as a result of their disaffected attitude towards learning. Consequently, these students are generally placed in special schools. This paper is the first of its kind to report research findings in all seven EBD schools in Hong Kong. Focus group interviews were conducted to find out what were the most effective teaching approaches to meet the needs of these students. The present study found that there are general and distinctive approaches employed by teachers, some of which appear to be culturally oriented. This paper argues that teachers in Hong Kong tend to intertwine their cultural background and life experiences with commonsense logic in managing their disaffected students. It was also apparent from the study that the majority of their practices and epistemological knowledge are underpinned by some sound theoretical frameworks. Several implications are drawn from the findings.
Responding to School Disaffection: Insights from the Republic of Ireland
Author: Murphy, Timothy
Date: 2008-00-00
Type: Journal Articles
Subjects: Equal Education,Foreign Countries,Educational Policy,Change Strategies,Educationally Disadvantaged,School Holding Power,Academic Persistence

In a recent publication, Fitzgerald (2003) inquired if the educational system in the Republic of Ireland was catering adequately for the less able learners and/or those from disadvantaged backgrounds. This paper responds to the question by providing an overview of educational inequality in the Irish context with a particular focus on what are referred to as critical transition points, at which particular cohorts of students are perceived to be in danger of dropping out of the system. It will also provide an examination of the explanations that are typically put forward to explain the persistence of educational inequality in the Republic of Ireland. Such persistence is all the more glaring when one considers the amount of investment that has been allocated to it, particularly since the middle of the 1960s. The concluding section will highlight specific strategies for tackling the vitally important question of educational disadvantage in the Irish context.
The Voices of High School Dropouts: Implications for Research and Practice
Author: Meeker, Steven D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Dropouts,Focus Groups,Graduation,Pregnancy,Credits,Barriers,Dropout Characteristics,High School Equivalency Programs,High School Students,Adolescents,Young Adults,Interviews,Child Rearing,Conflict,Educational Environment,Student Employment,Student Mobility,At Risk Students,Decision Making,Attendance Patterns,Student Attitudes,Teacher Student Relationship,Family Environment,Peer Relationship,Behavior Problems

This study attempts to answer the following research question: What are the factors that prevent students from completing high school? The participants in this study included 228 current and recent students from General Educational Development (GED) programs across the state of Texas. In an effort to gain a clearer picture of circumstances faced by current high school students, only responses from participants in their teens or twenties were considered for the research concerning dropout factors. There were 158 respondents in this category. Data for this qualitative study were collected by means of surveys containing open-ended questions, focus groups, and semi-structured interviews. The significant findings of this study are as follows: (1) More than a quarter of the 158 participants in this study reported that pregnancy and parenting prevented them from graduating high school; (2) More than one-sixth reported that conflicts with school personnel as well as overall school dysfunction played a major part in preventing them from graduating high school; (3) Fifteen indicated that working too many hours prevented them from graduation; and (4) Many participants reported that losing high school credits due to moving from state to state was a significant factor preventing them from graduation. Implications of this study and recommendations for further research are provided.
The Clark/AAC&U Conference on Liberal Education and Effective Practice
Author: Freeland, Richard M.
Date: 2009-00-00
Type: Journal Articles
Subjects: General Education,Adult Educators,Conferences (Gatherings),Educational Practices,Instructional Effectiveness,Instructional Improvement,Alignment (Education),Corporate Education,Focus Groups

On March 12 and 13, 2009, thirty-two educators and leaders from the corporate and nonprofit sectors gathered at Clark University for an extended seminar cosponsored by Clark and the Association of American Colleges and Universities. Their focus was a question of fundamental importance for liberal education: how well do the learning experiences they offer--predominantly academic exercises in traditional classroom settings--align with their professed goals of preparing engaged citizens, effective professionals, and, more broadly, adults equipped to make significant contributions to society? A central goal of the conference was dialogue between educators and successful professionals who had experienced a traditional liberal education as undergraduates. The conference was structured around five questions related to the link between liberal education and "effective practice," the term Clark uses to suggest a range of capacities needed to translate ideas and values into action--qualities such as imagination, resilience, and persistence and the ability to work collaboratively and to manage complexity and uncertainty. The conference did not find ready solutions to the challenges of linking liberal education with a concern for effective practice. Nonetheless, educators and leaders were impressed and encouraged by examples of institutions that have done impressive work in this arena, and they came away from their time together with a heightened commitment to advancing this cause in the institutional and professional settings to which each of them is connected.
Wisdom, Intelligence, and Creativity Synthesized: A New Model for Liberal Education
Author: Sternberg, Robert J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intelligence,Creativity,General Education,Models,Postsecondary Education,Educational Strategies,Educational Innovation,Admission Criteria,Instructional Innovation,Student Evaluation,Value Judgment

WICS (Wisdom, Intelligence, and Creativity Synthesized) provides a unified model of liberal education for admissions, instruction, and assessment that can be used at any level and for any subject matter. One advantage of WICS is that it goes beyond more traditional models that emphasize memory and analytical learning and, as a result, enables all students to capitalize on their strengths and to compensate or correct for their weaknesses. Since it reduces racial, ethnic, and other differences in performance commonly found in traditional assessments, the WICS model provides a basis for tertiary education that represents the realities of the 21st century, rather than those of a bygone era.