ethanporcaro/eric-fulltext-meta huggingface dataset:
The Coach Phenomena: Examining the Validity of the Kolb Educator Role Profile in Preservice Agricultural Education
Author: Baker, Marshall A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Measures (Individuals),Self Evaluation (Individuals),Test Validity,Coaching (Performance),Agricultural Education,Preservice Teachers,Teacher Role,Preferences,Experiential Learning,Expertise,Teaching Methods,State Universities,Facilitators (Individuals),Student Evaluation,Teacher Student Relationship

Over the last three years, agricultural educators have demonstrated a strong preference for the coaching role, as defined by the Kolb Educator Role Profile (KERP). The purpose of this collective case study was to better understand why this dominant coach preference exists in Oklahoma preservice agricultural educators. Kolb Educator Role Profile (KERP) results, and semi-structured interviews to understand the choice rationale of preservice agricultural educators, were coded to determine the assessment's qualitative validity. Two theoretical themes to address key issues emerged: (a) KERP theoretical perspectives and (b) espoused theories. An adapted KERP framework reflects the case's diverging conceptualizations. Four theoretical categories describe the educator roles in agricultural education: (a) the friend, (b) the know-it-all, (c) the sounding board, and (d) the career development event (CDE) coach. Two theoretical categories capture conceptualization of learning modes: (a) student-first versus book-knowledge focus and (b) dialogue versus hands-on focus. Espoused theories of the preservice agricultural educators reveal KERP item statements were chosen that (a) reflect how I was taught, (b) connect to what I am good at, (c) involve action and real-world, (d) let agricultural education be different, (e) focus on personal growth of students, (f) are what I think students like, and (g) I understand. Recommendations for both improved validity and practice are provided.
Understanding How Students&apos; Beliefs Influence Their Expectancy to Possess Effective Writing Skills in the Future
Author: Ruth, Taylor K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Writing Skills,Beliefs,Expectation,Student Attitudes,College Freshmen,Value Judgment,Anxiety,Success

In order to address complex challenges of the 21st century, colleges of agriculture have to produce career ready graduates. Despite industry professionals consistently identifying writing as an essential skill for perspective employees, they have identified a lack of writing skills amongst college graduates. To help prepare the future workforce, there is a need to understand what influences college of agriculture students to believe they will be successful at writing in the future. This study used a conceptual framework that consisted of expectancy value theory (EVT), self-efficacy theory, and writing apprehension. An online survey was distributed to freshman in the College of Agricultural, Consumer, and Environmental Sciences at the University of Illinois at Urbana-Champaign and was completed by 368 respondents. Students neither agreed nor disagreed that writing offered them intrinsic value or caused writing apprehension, but they did agree it provided utility and attainment value. Additionally, students agreed they possessed self-efficacy and would be successful at writing in the future. Increased utility value, attainment value, intrinsic value, and self-efficacy led to increased expectancy to succeed at writing while increased writing apprehension decreased expectation for success. Agricultural educators and communicators should consider these findings when teaching writing skills.
Using Inquiry to Develop Agricultural Education Preservice Teachers&apos; Disciplinary Literacy Pedagogy
Author: Lemley, Stephanie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Agricultural Education,Secondary School Students,Preservice Teachers,Scaffolding (Teaching Technique),Content Area Reading,Content Area Writing,Agricultural Engineering,Teaching Methods,Lesson Plans,Practicums,Learner Engagement,Case Studies,Teacher Education Programs

In this study, we examined using a Disciplinary Literacy Project (DLP) to develop secondary agricultural education preservice teachers' disciplinary literacy perspectives and practices. Our findings revealed that the three preservice teachers developed a deeper understanding of agricultural literacies and applied this knowledge in different ways to scaffold students' engagement with discipline-specific practices. Implications include that disciplinary literacy inquiry projects can strengthen beginning teachers' understanding of discipline-specific literacy practices and habits of thinking and encourage teachers to scaffold their students in authentic disciplinary practices.
Co-Creativity through Play and Game Design Thinking
Author: Arnab, Sylvester
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Video Games,Design,Teaching Methods,Higher Education,Foreign Countries,Problem Solving,Cooperative Learning,Empathy,Art,Teamwork,College Students,Games,Educational Technology,Technology Uses in Education,Student Attitudes

This article discusses the application of game design thinking as a learning process for scaffolding co-creativity in Higher Education based on the GameChangers initiative (gamify.org.uk) part-funded by the Higher Education Funding Council of England (HEFCE). Taking into account the relationship between play, technology and learning, the game design thinking approach fully embraces and accommodates for the creation and development of games of any typology (board games, card games, digital games, etc.) and playful solutions (gamified products) as freely chosen by the learners, aligning with the importance of autonomy, relatedness and purpose in motivating learners to be deeply engaged in the process. Through this process, learners are expected to gain valuable knowledge in creative and collaborative problem solving and experience game design and development process towards addressing real challenges and opportunities in their communities. The focus of the process is on the creative process rather than the end products/solutions produced by the learners. The paper will specifically discuss the methodology and findings from an experimental module developed based on the approach involving four cohorts of Level two undergraduate students (n=122, 2017-2019). The students came from the different schools and faculties at Coventry University, UK. Based on the qualitative feedback and reflections collected through the Module Evaluation Questionnaire (MEQ) and the final reflection pieces, the co-creative process inspired by play and games demonstrates that through the process, students discover the importance of elements such as empathy, purpose, meaning, art, creativity and teamwork in their learning regardless of the specific disciplines they are pursuing.
Educating for Co-Production of Community-Driven Knowledge
Author: Magnussen, Rikke
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Use,Early Adolescents,Foreign Countries,College School Cooperation,School Community Relationship,Disadvantaged Environment,Game Based Learning,Urban Planning,Access to Information,City Government,21st Century Skills,Grade 7,Grade 9,Problem Based Learning,Citizen Participation,Neighborhood Improvement

In this paper, we present the project, Community Drive, as well as the theoretical and empirical background on which the project is based. Through technical and humanistic collaboration, the project aims to create models that allow children and young people to participate in overcoming future challenges in cities by becoming active and contributing participants in research and development efforts. Further, the project contributes knowledge about community-driven game tools, user-driven big data and the Internet of Things and their connection with intelligent and socially responsible urban development. The project is conducted in cooperation with the city of Copenhagen, local schools and Aalborg University. Community Drive involves students, aged 10-13, attending schools in deprived neighbourhoods near Aalborg University Copenhagen in southern Copenhagen. This area is characterised by a high rate of unemployment, low income and residents with little or no education. As a result, resources have been allocated for reconditioning the subsidised housing in this area. In this paper, we discuss the ways in which Community Drive, initiated in May 2018, is based on the results of pilot projects conducted from 2014 to 2017. Overall, these studies showed that tasking students with changing their living conditions by redesigning their neighbourhoods is a strong motivational factor. During the redesign process, students were able to construct game-based models of various residents' needs and argue for redesigns based on their knowledge about the area and the ability of certain designs to fulfil the needs of various groups of residents living in the area. We also present initial results from collaboration workshops between schools and professional external local partners. These results show that three themes are central for the collaboration process: building local contact, meaningful local ownership and real challenges and applicable solutions.
Success, Balance, but Never Both: Exploring Reified Forms of Success in School-Based Agricultural Education
Author: Traini, Haley Q.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Beginning Teachers,Family Work Relationship,Success,Teacher Attitudes,Secondary School Teachers

This study utilized a case study design to explore how early career agriculture teachers in Oregon conceptualize success and work-life balance in school-based agricultural education. Wenger's (1998) theory of Communities of Practice, precisely the concept of reification, served as the framework for our study. Our population included 52 agriculture teachers who attended an early career teacher workshop and participated in a seminar on work-life balance. Overall, participants grappled with several tensions regarding notions of success, work-life balance, and the interactions between the two. Findings concluded &quot;success&quot; has been reified to equate the number of awards won, active FFA members, or money earned and, one can be a successful agriculture teacher, a balanced agriculture teacher, but never both. As agriculture teachers strive for success and balance, they encounter emotions of guilt, judgment, fear, and pressure. While participants acknowledged the tensions that exist between notions of success and notions of balance, any progress on achieving such balance is done in vain as no examples of balanced agriculture teachers exist, and messages about success and work-life balance are paradoxical and unsubstantiated. While this study focused on one state, it provides valuable insight into how agriculture teachers are defining and thinking about success.
A Metric for Predicting Student Motivation to Participate in a Study Abroad Course
Author: Raczkoski, Brandon M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Motivation,Factor Structure,Expectation,Value Judgment,Factor Analysis,College Students,Agricultural Education,Test Validity,Cost Effectiveness

This study investigated the factor structure of the Perceived Costs of Studying Abroad Instrument (PCoSAI), as adapted from the expectancy-value-cost model instrument, with exploratory factor analysis (EFA) from 1 independent sample of students enrolled in a College of Agricultural Sciences and Natural Resources (CASNR) at Oklahoma State University (OSU). The EFA sample of 381 students was assessed during an in-class recruitment event for international courses or experiences offered through the CASNR during the 2017 Fall semester. The participants included 113 male and 268 female students; 118 had previously traveled abroad at least once. The mean composite score for the sample varied from average to somewhat below average and evinced substantial differences among scores. A 4-factor solution was considered using principal axis factoring with a Promax rotation. Selected extraction criteria and parameter estimates supported the 4-factor PCoSAI explaining 81% of the variance. Cronbach's alpha scores for the four sub-scales ranged from .90 to .93. The study produced a usable instrument for determining incoming students' motivation to participate in study abroad experiences. Future research should employ a confirmatory factor analysis to confirm the factor structures.
Wild Leaves on Narrow STEMs: Exploring Formal and Non-Formal Education Tensions through Garden-Based Learning
Author: Cramer, Sarah E.
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Nonformal Education,Gardening,Public Schools,Teaching Methods,Program Effectiveness,Rural Schools,Program Administration,Elementary School Teachers,Nonprofit Organizations,National Programs,School Districts,Classroom Environment,Technology Integration,State Standards,Experiential Learning

School gardens and garden-based learning, though not new in the landscape of United States public education, have gained great popularity in recent years. Scholars from myriad disciplines have examined school garden programs' impact on outcomes ranging from standardized test scores to childhood obesity. As school gardens become commonplace across the country, scholars and practitioners must ask critical questions about program efficacy, sustainability, educational philosophy, and teaching methods. The public school garden site is a unique environment in which constructivist, non-formal educational philosophies are entangled in the structure of standardized, formal education. To examine these tensions and consider opportunities for student learning and the ongoing evolution of public education, we conducted a qualitative case study of a school garden program transitioning from non-profit to public school district control. We conceptualize the non-profit era of the Midwest Garden Education Project as an example of a non-formal education paradigm, and the school district-funded era as its formal education counterpart. Using the findings that emerged from this research, we argue for public education to embrace non-formal learning in the school garden, and put forth a call for broader legitimation of garden-based learning in curriculum.
A Social-Ecological Resilience Perspective for the Social Sciences of Agriculture, Food, and Natural Resources
Author: Pauley, Catlin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Ecology,Social Systems,Social Sciences,Natural Resources,Agriculture,Food,Agricultural Education,Systems Approach

Scholarship within the social sciences of agriculture, food, and natural resources (AFNR) exists, in part, to inform solutions to complex problems. Increasingly, complex problems are found at the nexus of social and ecological systems; therefore, scholarship within the social sciences of AFNR must mirror this social-ecological characteristic. Existing AFNR social science literature on resilience lacks the required social-ecological perspective, conceptualizing resilience as an individual characteristic. The absence of a social-ecological perspective of resilience fails to holistically address the complexity of AFNR systems and the challenge therein. Therefore, the current manuscript seeks to inform social science scholarship within AFNR by foregrounding social-ecological resilience as a necessary approach to addressing the complexity of challenges found throughout AFNR systems. Included in the discussion is a critical review of individual resilience, an introduction to adaptation and transformation, an outline of social-ecological resilience, an in-depth analysis of the seven principles of social-ecological resilience, and a discussion of social-ecological resilience thinking applied to the seven research priority areas described by the American Association for Agricultural Education. In total, the current manuscript paves the way for additional systems-based research in the AFNR social sciences by introducing critical concepts and approaches related to social-ecological resilience.
An Examination of Changes in Student Course Evaluations of CALS Faculty after Participating in a Faculty Development Program
Author: Roberts, T. Grady
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Evaluation,Student Evaluation of Teacher Performance,Faculty Development,College Students,College Faculty,Scores,Agricultural Colleges,Beginning Teachers,Teacher Improvement,Teacher Effectiveness

Faculty development programs in agricultural colleges have aimed to improve teaching and learning in undergraduate and graduate courses. The purpose of this study was to examine how students perceived instructor teaching behaviors after instructors participated in the Teacher's College program at the University of Florida. Student course evaluation scores were used as an indicator of instructor behaviors. A paired samples t-test was used to compare participant's student evaluation scores before with their student evaluation scores after the program. Results indicated a statistically significant difference between scores, demonstrating slightly higher student evaluation scores after completion. It was also found faculty had higher student evaluation scores for classes they taught during the semester of participation. Lastly, this study compared student evaluation scores for courses before, during, and after faculty members' completion of the program with their department student evaluation averages. Results indicated before Teacher's College, faculty members had slightly lower student evaluation averages compared to department averages. Student evaluation averages were found to be slightly higher than department averages during and after Teacher's College. Although variations were found between graduate and undergraduate-level courses, this study supports the use of faculty development programs as a strategy to improve teaching behaviors of faculty.
Benefits of Using Service-Learning in the Preparation of Teachers: An Analysis of Agricultural Education Teacher Educators&apos; Beliefs and Intentions
Author: Roberts, Richie
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Benefits,Service Learning,Agricultural Education,Teacher Educators,Beliefs,Intention,Teaching Methods,Teacher Behavior,Teacher Characteristics,Community Involvement

In the 1990s, higher education institutions began to dedicate substantial resources to support the integration of service-learning (SL) in courses across university campuses. However, a dearth in the knowledge base endures in regard to understanding how faculty members', and especially agricultural education teacher educators', underlying beliefs about the benefits of SL may influence their intentions and associated planned behaviors. This study, therefore, sought to understand the behavioral beliefs and intentions of agricultural education teacher educators regarding their use of SL as a method of instruction. To accomplish this, we used descriptive statistics to describe results derived from measures of relationships among the variables of interest. Overall, the teacher educators perceived that SL could provide benefits to classrooms and communities. Findings also revealed statistically significant relationships (p &lt; 0.05) among the dependent variables and participants' prior SL experiences. Despite reporting positive beliefs about the method, participants generally indicated they did not intend to use or highlight SL in their teaching methods courses. Future research should explore the chasm that exists between teacher educators' beliefs and their intentions to use the method in the preparation of agricultural education teachers.
Examining the Relationship between Parental Attitudes and the Study Habits of Gifted Children
Author: Sayi, Aysin Kaplan
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Study Habits,Gifted,Children,Correlation,Parenting Styles,Early Adolescents,Democratic Values,Child Development,Parent Role,Student Responsibility,Foreign Countries,Gender Differences,Age Differences,Family Role,Study Skills

Gifted children are the group which has a high level of mental potential, and managing the school with this potential generally without studying, therefore having no effective studying habits. Another important factor in developing study habits is parental attitudes. The aim of this study is to examine the relationship between the parental attitudes and the study habits of gifted children. In this scope, parents' attitudes were classified into democratic, authoritarian, permissive and overprotective which were put forward by Baumrind (1966; 1971) in his studies, and the study habits were handled as two dimensions as study quality and study responsibility. In the study, the relational screening model one of the quantitative research methods was used. The research was carried out 2016-2017 and its participants consist of 100 gifted children aged between 7-12 and their 100 parents. As the data collection tools, Parental Attitude Scale contains 62 items developed by Demir and Sendil (2008) and 23-items Study Habits Scale developed by Çalikoglu (2009) were used. The findings were obtained through independent t-test, mean, Pearson Product Moment Correlation coefficient and regression analysis. As a result of the study, no difference was found between the study quality which comprises technical issues such as taking notes, repeating, study responsibility and total study habits regarding age and gender. It was found that families generally held democratic and overprotective attitudes, there was a relationship between democratic attitude and study quality and democratic attitude increased the quality of child's study. For this reason, it is essential to train families on study habits and the impact of the family on this issue.
Interdisciplinarity and the Undisciplined Student: Lessons from the Whittier Scholars Program
Author: Kjellberg, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Programs,Interdisciplinary Approach,Scholarship,Majors (Students),Program Effectiveness,Student Development,Reflection,Perspective Taking,Self Concept,Social Cognition

Researchers typically embark on interdisciplinarity after the acquisition of disciplinary expertise. This article explores the possibility of teaching interdiciplinarity to undergraduate students who have not yet mastered or are in the process of mastering a discipline or disciplines. It focuses on junior-year students in the Whittier Scholars Program at Whittier College and uses the term &quot;interdisciplinary consciousness&quot; to describe their developing awareness of multiple disciplinary perspectives. The authors adapt the Toolbox dialogue approach from its usual use with teams of older researchers trained in disciplines for application to pre-disciplinary undergraduates and examine its effectiveness as a method both for fostering and for measuring interdisciplinary consciousness.