ethanporcaro/eric-fulltext-meta huggingface dataset:
A Description of the Professional Identities of Arkansas Agriculture Teachers
Author: Shoulders, Catherine W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Professional Identity,Teacher Characteristics,Faculty Development,Knowledge Level,Teacher Attitudes,Teacher Role,Teacher Participation,Interaction

After decades of research in agricultural education on teacher knowledge, needs, behaviors, satisfaction, and attrition, calls for additional research and reform have remained fairly consistent. One potential factor influencing the rate at which these challenges are overcome is teacher professional identity, which shapes how teachers interpret and respond to knowledge delivered through professional development. Shoulders and Myers (2011) suggested the unique circumstances of agricultural education lead teachers to maintain a professional identity different than that of other educators, but little research has been conducted with regard to the professional identities of agriculture teachers. Using the theories of constructivism and planned behavior, this study utilized a researcher-adapted survey to describe the professional identities of Arkansas agriculture teachers. Findings indicated teachers identified as agriculture teachers more so than agriculturalists or educators, the professional identity of the agricultural educator was significantly different than that of the educator or the agriculturalist, and length of teaching experience was not related to professional identity score. We recommend teacher educators include the development of professional identity as a component of all professional development experiences. Recommendations for further research include qualitative investigation into the ways in which agriculture teachers' professional identities manifest in the agriculture program.
Instrument Validity in Manuscripts Published in the &quot;Journal of Agricultural Education&quot; between 2007 and 2016
Author: Gates, Hailey R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Validity,Agricultural Education,Periodicals,Specialists,Journal Articles,Authors,Behavior Theories

We examined authors' treatment of instrument validity in a stratified random sample (n = 94) of quantitative studies published in the Journal of Agricultural Education from 2007 to 2016. A majority (78.7%) of studies reported use of either a researcher-developed instrument (41.5%) or an existing instrument modified by the researchers (37.2%). In 67.0% of articles, authors validated the instrument for the study reported; in 16.0%, the authors claimed instrument validity based on previous studies. Authors made no claim for instrument validity in 11.7% of articles and claimed an unspecified form of validity in another 11.7%. Among the 72 articles where specific validity claims were made, 67 (93.1%) claimed face and content validity, either alone or in combination with other forms of validity. Claims for content, concurrent, and discriminant validity, either alone or in combination with other forms of validity, were made in 11 (15.3%) of the 72 articles. Among 70 articles claiming face, content, or construct validity, 91.4% included a description of the validation panel; panelists were most often described as 'experts' (70.3%), although their area(s) of expertise were specified in only 29.7% of articles. We conclude with specific recommendations intended to shift the profession's subjective norms related to instrument validity.
Student Perceptions of Workforce Readiness in Agriculture
Author: Hendrix, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Agricultural Education,Student Attitudes,Self Efficacy,Competence,Career Readiness,Job Skills,Employment Qualifications

The purpose of this study was to examine postsecondary agriculture students' perceptions of and their personal competence in various workforce readiness skills. In addition, we sought to determine students' views of the importance of workforce readiness skills. The findings indicate that the participants felt most confident in their abilities to work independently and without supervision, demonstrate loyalty, and act in a manner that displays responsibility and respect for others. They felt least confident in all areas of communication, but especially in written formats such as formal reports and documents. Rankings of skill importance revealed that participants believed maintaining harmony in the workplace and building positive relationships were considered to be most essential, with personal responsibility and communication close behind. Finally, an analysis of entry-level job announcements indicates that the skills most sought by employers include communication, teamwork, attitude, creativity, flexibility, and independence.
A Practical Solution to Developing County Extension Director&apos;s Leadership Skills: Exploring the Design, Delivery and Evaluation of an Online Leadership Development Program
Author: Sowcik, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Extension Agents,Extension Education,Leadership Training,Online Courses,Educational Technology,Technology Uses in Education,Skill Development,Program Effectiveness,Student Satisfaction,Knowledge Level

County Extension Directors (CED) are tasked with a myriad of responsibilities, many of which are directly related to leadership skills. Despite the identification of competencies and skills needed by CEDs in order to maintain successful programs, little research has been conducted on actual Extension leadership programming. Even more uncommon in the literature is the evaluation of CED leadership development programs that utilize online delivery. Thus, the purpose of this study was to explore the outcomes of a primarily online leadership development program with the goal of developing 21st century soft skills in CEDs. The Leadership Short Course was built upon the leadership development foundations of Moore and Rudd (2005), Owen (2004) and Sanders (2014), while the program evaluation framework utilized the Kirkpatrick (1976) model to evaluate program participant reactions, learning, and behavior changes. Key findings indicate that the design and delivery of the program resulted in high participant satisfaction and significant increases in leadership knowledge and skill level. Positive outcomes in this type of online programming has implications for the design and implementation of future CED leadership programs.
An Analysis of Education-Related Policies Regarding the Participation Potential of Homeschool Students in Agricultural Education and FFA
Author: Kararo, Matthew J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Home Schooling,Agricultural Education,Career Choice,High School Students,Youth Programs,Agricultural Occupations,Program Effectiveness,State Policy,Access to Education,Enrollment,Public Schools

The number of parents in the U.S. choosing to homeschool their children is steadily growing. With a strong demand for college graduates in food, agriculture and natural resources careers, there is an opportunity for homeschooled high school students to explore agricultural careers and develop entrepreneurship and leadership skills through Agricultural Education and FFA programs. The homeschool population has largely been an untapped market of potential participants for Agricultural Education and FFA programs. This is important because increasing access for all students, including non-traditional students, is an organizational goal for National FFA. Yet, few researchers have investigated current and potential intersections of school-based Agricultural Education, FFA participation, and homeschoolers. This study analyzed the potential of homeschool student participation in secondary agriculture programs, specifically school-based Agricultural Education and FFA, for all 50 states. Each state's potential with regards to homeschool student participation was determined by a qualitative policy analysis utilizing evaluation coding. States were delineated into categories based upon their part-time public school enrollment policies, homeschooling regulations, and FFA membership requirements as defined in state FFA constitutions. Current program participation pathways were defined as well as strategies for increasing homeschool student awareness of and access to Agricultural Education programs and FFA membership.
Exploring the Effect of Personal Norms and Perceived Cost of Water on Conservation
Author: Ali, Amanda D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Water,Conservation (Environment),Urban Areas,Intention,Behavior,Standards,Individual Characteristics,Attitudes,Behavior Change,Social Attitudes,Social Influences,Gardening

In recent studies, between 50% to 75% of residential water was used for outdoor irrigation (Milesi et al., 2012). Turfgrass lawns are widely used in outdoor landscapes and are the largest irrigated crop by total area in the United States (Milesi et al., 2005). Consequently, as more American homes utilize turfgrass lawns, outdoor irrigation is expected to increase (Devitt, Carstensen, &amp; Morris, 2008). Increases in outdoor water usage coupled with urbanization pressures water resources and intensifies the need for conservation. This study utilized hierarchical multiple regression to determine factors affecting urban residents' intent to engage in water conservation. It also evaluated the effect of the Theory of Planned Behavior (TPB) variables on intent to conserve water, then included perceived cost of water and personal norms as additional factors affecting intent to conserve. A total of 1,809 urban residents in the U.S. were surveyed via a researcher-developed questionnaire using non-probability purposive sampling. Findings revealed both social and personal norms had strong effects on intent to conserve water. Recommendations follow that social and personal norms be made known to target audiences and used collectively in extension water conservation programs to promote behavior change.
Understanding Democratic and Distributed Leadership: How Democratic Leadership of School Principals Related to Distributed Leadership in Schools?
Author: Kilicoglu, Derya
Date: 2018-09-00
Type: Journal Articles
Subjects: Democratic Values,Participative Decision Making,Teacher Attitudes,Leadership Styles,High Schools,Secondary School Teachers,Teamwork,Foreign Countries,Principals

The purpose of this study was to determine democratic and distributed leadership perceptions of teachers in their school and to explore the relationship between democratic and distributed leadership. This study intended to enrich and expand scholarly reflections on democratic and distributed leadership as regards considering the association between them, thereby deepening our understanding of leadership. Correlational research design was used as a research design in the study. Study population included teachers working at high schools in Eskisehir district in Turkey. Stratified sampling was used as a sampling method. The study sample included 462 teachers working at high schools. Descriptive statistics for democratic leadership suggested that respondent teachers perceive democratic leadership in their school in moderate level. Support and supervision were perceived as distributed leadership functions of the leadership team in schools. Regarding the leadership team characteristics, it was concluded that leadership teams are moderately perceived as coherent. The study results also revealed that there is a strong relationship between democratic leadership, distribution of leadership functions and coherent leadership team characteristics.
Exploring Undergraduate Students&apos; Attitude toward Undocumented Immigration: Implications for Agricultural Education
Author: Qu, Shuyang
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Immigration,Multicultural Education,Undocumented Immigrants,Attitude Measures,Gender Differences,Political Attitudes,Race,Correlation,Agricultural Education,Agricultural Production,Immigrants,Mass Media Effects

Undocumented immigration has become a hot political topic. Considering the significant role undocumented immigrants play in U.S. agricultural and natural resources industry and the voting power of the undergraduate students, this study assessed undergraduate students' attitudes toward undocumented immigrant issues. Using a slightly altered Attitudes toward Illegal Aliens Scale, we found the undergraduate students in general had an undecided attitude concerning issues toward undocumented immigration in the U.S. We also found students' gender, political beliefs, and race played a significant role in the development of their attitude toward immigration issues. We recommend agricultural educators to integrate immigration issues and intercultural courses in their programs to help students better understand immigration issues and prepare students to work in the agricultural industry where they will inevitably encounter these issues. Future research should investigate factors that specifically shapes undergraduate students' attitudes toward immigration issues, such as past experiences with immigrants and media exposure.
Determining the Difficulties Female Managers Experience in Higher Education and the Factors Supporting Them
Author: Karadag, Nazife
Date: 2018-09-00
Type: Journal Articles
Subjects: Females,Women Administrators,Higher Education,College Faculty,Barriers,Motivation,Gender Issues,Social Attitudes,Foreign Countries,Gender Bias,Administrator Characteristics

The purpose of the study is to analyse managerial process of women managers in higher education institutions. The study was conducted with qualitative research methods and descriptive case study design was used. The study group of the research consists of 15 instructors determined with criterion sampling techniques within purposive sampling methods. The criteria taken into consideration during the determination of the sampling were the instructors to be woman and they should have the managerial positions in higher education. Data of the study were collected by the interview form prepared by the researcher. The participants were reached via telephone or e-mail. The participants answered the open-ended questions prepared in a semi-structured form. Content analysis technique was used in analysing of the data. While conducting content analysis, codes were initially created in accordance with the data. In line with the findings, it was observed that management process of female managers were shaped as the factors effective in becoming manager, sources of motivation, the barriers they encountered in their managerial process, the reflection of management process on their private life, the perceptions and attitudes towards female managers and the precautions to be taken for increasing the effectiveness of female managers.
The Effect of Motivational Language on School Culture and Work-Related Quality of Life in Turkish School Settings
Author: Ozen, Hamit
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Motivation,Language Usage,Work Environment,Teacher Motivation,Correlation,Quality of Life,Principals,Communication Strategies

The relationship between motivational language, school culture and work-related life quality was researched by structural equation modeling (SEM) in this study. The population of the research was composed of 378 school teachers teaching at different schools of in Manisa province of Turkey. The volunteer teachers were selected using convenience sampling method. A qualitative design of correlational research model was employed. The correlations among the variables, and the research questions were tested employing SEM. We offered three models. The first model was not verified but the second and the third models were verified according to the data obtained from the survey. As a result of the research, the motivational language (ML) did not have a correlation with school culture (SC) and work-related life quality (WRQoL) in model 1. WRQoL did not show a correlation with ML but it had a relationship with SC in the model 2. SC showed a good correlation with work-related life quality but it did not show a relation with ML in model 3.
A Common Book: A Novel Approach to Teaching and Learning
Author: Ferguson, Kristen A.
Date: 2018-09-00
Type: Journal Articles
Subjects: Outcomes of Education,Teaching Methods,Learning Processes,Books,Undergraduate Students,College Faculty,Teacher Attitudes,Course Content,Literacy,Program Descriptions,Foreign Countries,Critical Thinking

Most research on common book programs focuses on student outcomes. This paper presents a study about the impact of a common book program on teaching and learning practices at a small mainly undergraduate university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as their perceptions of the program's impact on student learning. In Phase 2, we conducted interviews with business faculty, who were early program adopters (N=8). Most respondents believed that students benefited from the program. Faculty members perceived the common book program as a tool that facilitated course content and enhanced students' literacy. While responses were mixed about the perceived impact on teaching practices, faculty members interviewed felt that the common book program created opportunities for discussion about teaching and learning.
Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments
Author: Rawle, Fiona
Date: 2018-09-00
Type: Journal Articles
Subjects: Feedback (Response),Teaching Assistants,Teacher Attitudes,Student Attitudes,Writing Assignments,Learner Engagement,Undergraduate Students,Science Instruction,College Science,Introductory Courses,Biology,Scientific Literacy,Foreign Countries,Formative Evaluation,Writing Skills

Competence in written scientific communication is an important learning outcome of undergraduate science degrees. Writing helps students learn, encourages them to think creatively and critically about their learning, and trains them in communicating their insights as disciplinary experts. However, challenges exist in incorporating writing assignments into large undergraduate science classes, including lack of student engagement and difficulty in providing effective and personalized formative feedback to large numbers of students. Engagement and feedback are especially important for developing writing skills, which require active, reflective, critical attention on the learner's part: it would be very useful if one mechanism could enhance both. We recently integrated audio feedback into the stages of a term-long, multi-part scientific literacy assignment in a large undergraduate biology class at the University of Toronto Mississauga, using it for formative purposes at early stages of the assignment. In order to determine the utility and effect of the audio feedback, we collected data from both teaching assistants (TAs) and students. In general, students felt audio feedback was constructive and engaging, and both TAs and students commented that audio feedback was more personal than written feedback. However, TAs noted that it took longer for them to give audio feedback compared with written feedback, and that they encountered technical issues with emailing audio feedback to the students. Overall, the response to audio feedback from both students and TAs suggested that this approach is logistically feasible and might aid in overcoming the disengagement that is often found in large introductory courses.
Textbook Affordability and Student Acceptance of eTextbooks: An Institutional Case-Study
Author: Benoit, Andy M.
Date: 2018-09-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Costs,Printed Materials,Student Attitudes,College Students,Foreign Countries,Educational Technology,Technology Uses in Education,Ownership

There is significant interest among institutions of higher education in the potential of digital textbooks to enhance student learning and to address issues arising from textbook affordability. Innovations in digital textbook design and delivery infrastructure and the emergence of exemplary practices from early adopters signal that digital reading may be a practical alternative to print. Less well understood, however, is students' experience of textbook affordability, their experience of print and digital textbook utilization, and factors that might influence their acceptance of digital textbooks. This paper explores the results of a semester-long eTextbook research project at a Canadian college and shares six suggestions grounded in student feedback.
Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students
Author: Khan, Ayesha
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Engineering Education,College Students,Stress Management,Metabolism,Physiology,Males,School Schedules

Canadian post-secondary institutions are increasingly introducing a fall break into their term calendars, with the stated goal of reducing student stress and improving academic success. We conducted a pilot study around the time of this fall break during which we collected saliva samples to measure the ratio of two metabolic hormones (cortisol and dehydroepiandrosterone (DHEA)) from first-year male engineering students in order to document possible changes in their stress levels before and after the break. Participants self-identified a particular day in the week prior to the break that they considered to be most stressful, followed by a day in the week after the break that was perceived to be equally stress-inducing. A control sample of student engineers was recruited from another university with equivalent academic rigour but without a fall break. Students who experienced the fall break exhibited a marginally lower ratio of cortisol to DHEA after the break than did those who did not experience the break indicating a difference in psychological stress. Since fall breaks are now increasing in popularity, we make the recommendation that it is imperative to empirically investigate their impact on student mental health.
Imaging Service-Learning in &quot;The Agricultural Education Magazine&quot; from 1929 to 2009: Implications for the Method&apos;s Reframing and Use
Author: Roberts, Richie
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Agricultural Education,Periodicals,Social Influences,Social Justice,Adolescents,Teaching Methods,Instructional Effectiveness,Equal Education,Educational History

Service-learning's (SL) discourse is written as a story of victory, achievement, and transformation in school-based, agricultural education (SBAE). The resources dedicated to improving both learning and communities through SL can be significant. Little work, however, has been put forth to examine this victory narrative's underlying assumptions and implications. Therefore, the purpose of this historical investigation was to explore how SL was imaged in The Agricultural Education Magazine (The Magazine) from 1929 to 2009. Through the analysis of data, SL's imaging in The Magazine appears to have been positioned through three distinct lenses: (a) societal, (b) pedagogical, and (c) social justice. In societally imaged SL, actors emphasized the importance of shaping young adolescents into productive citizens to meet the demands of their society. Meanwhile, the pedagogical lens emerged in response to calls for improved instructional effectiveness; as a consequence, practitioners and scholars outlined how SL could be used to enhance students' academic achievement. The final lens, social justice, arose as a way to address equity, race, and privilege in agricultural education. Based on these conclusions, we offer implications and recommendations that may help reframe SL to respond to contemporary issues and trends in SBAE.