ethanporcaro/eric-fulltext-meta huggingface dataset:
International Agricultural Education from 1975 to Present: A Research Synthesis
Author: Wright, Kendall M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,International Education,Educational Research,Transformative Learning,Study Abroad,Global Approach,Extension Education,Foreign Countries,Developing Nations

With the increasing interdependence of international agriculture, agricultural education has, and will, continue to play a significant role in the success of all nations' agriculture. The purpose of this research synthesis was to examine the literature on international agricultural education since 1975 to identify major research themes and determine if the transformative learning process is present. Inclusion criteria for this synthesis included a) publish date after 1975 in a peer- reviewed journal, b) address international agricultural education, c) demonstrate at least one stage of transformative learning, and d) be identified through search strategies. Seventy-one articles were identified. Themes in current research included studies on education abroad, explorations of other nations' agricultural education systems, globalization of American curriculum, and extension efforts abroad. The most common stage of transformative learning present in articles was the critical assessment of assumptions. Recommendations include further research on the impact of international experiences on secondary agriculture teachers and to increase the use of the transformative learning theory (Mezirow, 1991) as a theoretical lens in international agricultural education research.
Using a Latent Class Forest to Identify At-Risk Students in Higher Education
Author: Pelaez, Kevin
Date: 2019-06-00
Type: Journal Articles
Subjects: At Risk Students,College Students,Identification,Multivariate Analysis,Data Analysis,Introductory Courses,State Universities,Supplementary Education,Instructional Effectiveness,Intervention

Higher education institutions often examine performance discrepancies of specific subgroups, such as students from underrepresented minority and first-generation backgrounds. An increase in educational technology and computational power has promoted research interest in using data mining tools to help identify groups of students who are academically at-risk. Institutions can then implement data-informed decisions to help promote student access, increase retention and graduation rates, and guide intervention programs. We introduce a latent class forest, a latent class analysis and a random forest ensemble that will recursively partition observations into groups to help identify at-risk students. The procedure is a form of model-based hierarchical clustering that relies on latent class trees to optimally identify subgroups. We motivate and apply our latent class forest method to identify key demographic and academic characteristics of at-risk students in a large enrollment, bottleneck introductory psychology course at San Diego State University (SDSU). A post hoc analysis is conducted to measure the efficacy of Supplemental Instruction (SI) across these groups. SI is a peer-led academic intervention that targets historically challenging courses and aims to increase student performance. In doing so, we are able to identify populations that benefit most from SI to guide program recruitment and help increase the introductory psychology course success rate.
Error Analysis of Passive Voice Employed by University Students&apos; in Writing Lab Reports: A Case Study of Sudan University of Science and Technology (SUST) Students&apos; at Faculty of Sciences, Chemistry Department
Author: Abualzain, Osama Yousif Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Writing (Composition),Technical Writing,Error Patterns,Grammar,Chemistry,Science Instruction,College Faculty,Teacher Attitudes,Knowledge Level,English (Second Language),Interference (Language)

The study aims at analyzing errors made by Sudan University of Science and Technology students' at faculty of Sciences-Chemistry Department in employing passive voice in writing lab reports. The study focuses precisely on identifying the types of errors occurred in using passive voice and the reasons behind these errors. Descriptive qualitative method is adopted and applied to obtain and process the gathered data. To run this study and to collect reliable data, thirty chemical students are chosen randomly as the subject of the study. Samples of the students' lab reports are collected and analyzed. The collected data is analyzed according to the Dulay et al. (1982) Surface Strategy Taxonomy model. Teachers' questionnaire is also used to find out the sources of the students' errors from the teachers' point of view. The findings of the study reveals that the majority of the students' errors are categorized as omission and misinformation whereas additions and misordering errors are fewer and unconsidered. According to the teachers, these errors are attributed to the interference of the mother tongue, lack of knowledge and carelessness of the students.
Information and Communication Technology (ICT) and Its Practice in Educational Evaluation
Author: Hernández, Ronald M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Internet,Evaluation Methods,Faculty Development,Computer Assisted Testing

The ways in which pedagogical practices have evolved and how to understand the teaching and learning process are different. With the use of the Internet, the sources of information and evaluation are amplified, and educational agents within virtual education play an important role, reflecting on a new paradigm of learning and knowledge construction. From the theoretical review carried out in this document, aspects for virtual education and the tendency to an evaluative practice that does not deal exclusively with the classroom are exposed, since the intercommunication tools become and contribute to a new pedagogical practice focused on learning, giving rise to a more active role for students.
Examining University-Level Agricultural Students&apos; Safety Climate Attitudes in the Agricultural Mechanics Laboratory
Author: Chumbley, Steven
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Laboratory Safety,Classroom Environment,Agricultural Engineering,Student Attitudes,College Students,Safety Education,Gender Differences,Laboratories

Educational laboratory management is a paramount issue in agricultural education settings. Agricultural mechanics laboratories are found in many agricultural education programs. One of the most important issues an instructor in agricultural education settings faces is safety in the agricultural mechanics laboratory. Identifying and cultivating a culture of safety in students early on is key to reducing injuries and accidents. The purpose of this study was to gauge safety climate attitudes within a university-level agricultural mechanics laboratory. The population for this study was university-level agricultural students who were enrolled in two agricultural mechanics courses. Through the lens of Ajzen's (1991) theory of planned behavior, the students' safety climate attitudes were assessed by the Safety Climate Attitudes Questionnaire. The highest mean scores were found in the constructs of Personal Motivation for Safe Behavior and Positive Safe Practices. The lowest mean scores were found within the constructs of Risk Justification and Fatalism. We recommend that further study of this topic be conducted in additional agricultural education settings to understand students' attitudes toward safety in laboratory environments.
Assessment Challenges &amp; Impact of Formative Portfolio Assessment (FPA) on EFL Learners&apos; Writing Performance: A Case Study on the Preparatory English Language Course
Author: Alam, Md. Jahangir
Date: 2019-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Formative Evaluation,Independent Study,Writing Evaluation,Writing Instruction,Role,Intervention,Intensive Language Courses,Student Attitudes,Foreign Countries,Undergraduate Students,Writing Skills

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners' overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.
A Comparative Analysis of the 2006 and 2018 Undergraduate Programs of Teaching Turkish
Author: Orge Yasar, Funda
Date: 2019-06-00
Type: Journal Articles
Subjects: Undergraduate Study,Preservice Teacher Education,Turkish,Native Language Instruction,Education Courses,Teacher Education Curriculum,Pedagogical Content Knowledge,Foreign Countries

The purpose of this study is to analyze the Turkish Teaching Undergraduate Program implemented since 2006-2007 academic year and the Turkish Teaching Undergraduate Program for 2018, introduced from the autumn semester of 2018-2019 academic year, by comparing their various particulars and dimensions. In the research, the document examination qualitative research method was used. The updated program consists of courses on Pedagogical Knowledge (33%), General Knowledge (18%) and Subject Knowledge (49%). The Updated Undergraduate Program has been supplemented with Pedagogical Knowledge courses and is thus much stronger. In the updated program, General Knowledge courses retain their prior dominance. Nevertheless, Subject Knowledge courses have been decreased in terms of total hours at theoretical and practical levels as well as in the number of credits (TPC) compared to the former Undergraduate Program. One of the positive amendments made in the updated program is expanding the &quot;Teaching Practice&quot; course over a longer time span. As a result, the program is compatible with the Turkish Language Education Program (grades 1-8) planned and implemented by the Turkish Ministry of Education and inclusive of elective courses as well as a pool of relevant elective courses.
Learning Strategies for the Development of the Autonomy of Secondary School Students
Author: Maldonado-Sánchez, Milagros
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Personal Autonomy,Secondary School Students,Foreign Countries,Attention,Cognitive Processes,Memory,Mnemonics,Figurative Language,Concept Mapping,Visual Aids,Self Management,Planning,Self Control,Self Evaluation (Individuals)

The objective of this research was to determine the predominant learning strategy that is related to the development of the autonomy of students belonging to the seventh semester from a public educational institution in Lima. It was developed as a substantive research and with a quantitative approach. Its design was non-experimental and cross-sectional-correlational. The population consisted of 171 students, to whom two questionnaires were applied. The results showed that the information coding strategy has more weight on the development of the autonomy of the students in question. Likewise, it is a risk strategy that means that a student who does not manage it, he will always present low levels of autonomous learning.
Multimedia Instructional Unit for the Approach of Statistical Topics in the High School Diploma for Adults Program Using the eXeLearning Technological Tool
Author: Navarro, Carlos
Date: 2019-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Statistics,High School Equivalency Programs,Adult Programs,Spreadsheets,Foreign Countries,Mathematics Education,Mathematics Instruction,Distance Education,Teaching Methods,Instructional Development,Adult Education,Computer Uses in Education,Independent Study

In Costa Rica, before 2016 the subject of statistics was not included in the national high school tests in Mathematics. As of 2016, the test, consisting of 60 items, includes 9 statistical items. On the other hand, teachers in their lessons usually use traditional expository methods, mediated by the use of a blackboard and printed materials. In this context, a need to create and implement new teaching techniques in this area was evident, for which a Multimedia Instructional Unit in Statistics was developed and applied through the eXeLearning technological tool. The instructional unit was applied to a group of 30 students belonging to the high school diploma for adults program from the region of Turrialba in Costa Rica. We used a qualitative, interpretive and naturalistic method based on the generation of analysis categories. It was determined that a simple way to show the information and the inclusion of review activities, exemplification, practice and evaluation activities, is desired and well valued by the students. In addition, it was observed that the technological means promoted student interest and motivation, while facilitating the monitoring of the proposed activities and the automatic generation of progress and evaluation reports. It was concluded that the Multimedia Instructional Unit is a didactic complement to the work of the teacher of mathematics, especially in distance education since it allowed self-taught management of the student and achieved their attention and motivation.
Statistical Consequences of Using Multi-Armed Bandits to Conduct Adaptive Educational Experiments
Author: Rafferty, Anna N.
Date: 2019-06-00
Type: Journal Articles
Subjects: Mathematics,Statistical Analysis,Educational Experiments,Student Behavior,Time Perspective,Differences,Rewards,Sample Size,Effect Size,Educational Technology

Randomized experiments can provide key insights for improving educational technologies, but many students may experience conditions associated with inferior learning outcomes in these experiments. Multiarmed bandit (MAB) algorithms can address this issue by accumulating evidence from the experiment as it runs and modifying the experimental design to assign more helpful conditions to a greater proportion of future students. Using simulations, we explore the statistical impact of using MAB algorithms for experiment design, focusing on the tradeoff between acquiring statistically reliable information from the experiment and benefits to students. We consider how temporal biases in patterns of student behavior may impact the results of MAB experiments, and model data from ten previous educational experiments to demonstrate potential impacts of MAB assignment. Results suggest that MAB experiments can lead to much higher average benefits to students than traditional experimental designs, although at least twice as many participants are needed for acceptable statistical power. Using an optimistic prior distribution for the MAB algorithm mitigates the loss in power to some extent, without significantly reducing benefits to students. Additionally, longer experiments with MAB assignment still assign fewer students to a less effective condition than typical practice of a shorter experiment followed by choosing one condition for all future students. Yet, MAB assignment does increase false positive rates, especially if there are temporal biases in when students enter the experiment. Caution must thus be used when interpreting results from MAB assignment in cases where students can choose when to participate in the experiment. Overall, in scenarios where student characteristics do not vary over time, MAB experimental designs can be beneficial for students and effective for reliably determining which of two differing conditions is better given large sample sizes.
Evaluation of the Impact of Harmony-Meter as a Global Strategy to Reverse Bullying
Author: Talavera, Gabriela Flores
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Intervention,Behavior Modification,Violence,Student Behavior,Skill Development,Emotional Development,Social Development,At Risk Students,Social Problems,Educational Environment,Family Relationship,Teacher Student Relationship,Aggression,Elementary School Students,Foreign Countries

Descriptive Pre-Post study with a single group intervention assesses the impact of the Harmony-meter as a global strategy of intervention to reduce violent behavior in school, improve the harmonic coexistence rates and promote the development of the socio-emotional skills of the members of a school community. The hypothesis is checked. It's based on the assumption that &quot;everything that focuses attention multiplies&quot; therefore, if attention is focused on positive behaviors, then they will be promoted and multiplied, significantly reducing violence in school. That is, there is an inverse relationship proportional to greater positive behaviors less is the violent behavior in the school. The study was worked with 100% of students of a school with serious social problems of vulnerability, family disintegration, gang activity, drug sales and violent behavior among neighbors. Changes in behavior of the different actors are described, raising the quality of healthy coexistence; strengthening family ties, improving teacher-student relationships and converting violent behaviors into harmonic behaviors.
From &apos;Training Wheels for Teaching&apos; to &apos;Cooking in Your Mother-in-Law&apos;s Kitchen&apos;: Highlights and Challenges of Co-Teaching among Math, Science, and Special Education Teacher Candidates and Mentors in an Urban Teacher Residency Program
Author: Ricci, Leila Ansari
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Mathematics Teachers,Science Teachers,Special Education Teachers,Urban Teaching,Individualized Instruction,Secondary School Teachers,Teacher Interns,Cooperating Teachers,Teacher Attitudes,Teaching Experience

Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices emphasizing collaboration and co-teaching among educators. Co-teaching in residencies is an area that remains largely unexplored. This study describes experiences of 37 residents and 35 mentors in three cohorts of a yearlong urban residency program as they engaged in co-teaching together in secondary math, science, and special education classrooms. Data included surveys on co-teaching and collaboration from residents and mentors, along with reflections on highlights and challenges of their co-teaching in the residency. Findings indicate that both residents and mentors had positive perceptions about the benefits of co-teaching, engaged in behaviors associated with effective co-teaching at least 1-2 times per week, and shared ideas related to communication and feedback, varied perspectives and shared ideas, benefits for students, logistics of co-teaching, sharing authority, and the motivation to do better.
School District Superintendents&apos; and Attorneys&apos; Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers
Author: Hainline, Mark S.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Law,Agricultural Education,Legal Responsibility,Teacher Responsibility,Superintendents,Lawyers,Attitudes,Legal Problems

Teachers are tasked with the important role of educating and empowering the Nation's youth. Although teaching is a rewarding vocation, teachers are subjected to risk and liabilities on a daily basis. The rising number of school-based litigation and the litigious nature of today's society bolster the need for teachers to abide and understand the administrative, statutory, judicial, and constitutional laws mandated in the state of Texas. Aside from the general liabilities faced by educators, agricultural science teachers are exposed to additional liabilities due to their unique professional responsibilities. A systematic delivery of educational law training could potentially aid in improving the educational law competency of teachers in Texas. However, educational law training is only viable if the most pertinent educational law issues are being addressed. To identify the most important educational law issues, this Delphi study involved the inquiry of school district superintendents' and attorneys' opinions of the most important educational law issues. The panel indicated teacher rights, student discipline, special education, and teacher's communication with students as the most important general educational laws issues. Moreover, the issues of student safety/supervision, communication with parents and superiors, and financial responsibility were the most important agricultural education-related issues faced by teachers.
Trends and Impact of FFA Affiliation on National FFA Organization Student Membership: A Secondary Analysis of Existing Data
Author: Sheehan, C. Zane
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Group Membership,Student Organizations,National Organizations,Geographic Regions,Regional Characteristics,Differences

FFA, School-Based Agricultural Education's student leadership organization, has experienced significant membership growth in recent years. From 1990-2010, FFA membership increased 31%, yet has experienced a similar increase (28%) in just the last eight years, the same time affiliation became a membership option. The purpose of this study was to examine recent FFA membership trends based on current membership options: optional dues-based membership and mandatory affiliation membership. A secondary analysis of FFA chapter membership roster records and annual state reports during the previous four complete academic years beginning in 2013-2014, was completed following the steps of Knowledge Discovery in Databases (KDD). As of 2017, over two-thirds (70.57%) of chapters are still dues-paying chapters. However, when analyzing membership type by FFA members, over half (51.54%) of all FFA members are members through affiliation. When looking at members within each region, the majority of members from the Central, Eastern, and Southern region are dues paying members while the majority of members in the Western region are affiliated members. Additionally, a stronger relationship may exist between national recognition and FFA affiliated chapters than for FFA dues; there may be a relative advantage in national award programs for affiliated chapters.