ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Self-Esteem and Selected Demographic Characteristics on First Semester Academic Achievement of Students Enrolled in a College of Agriculture
Author: Gaspard, Mae B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Colleges,Academic Achievement,Multiple Regression Analysis,Demography,Introductory Courses,Required Courses,College Freshmen,Student Characteristics,Questionnaires,Student Records,Agricultural Education,Predictor Variables,Self Esteem,Influences,Performance Factors

The primary purpose of this study was to determine the influence of self-esteem and selected demographic characteristics on academic achievement among students at the freshman level in the College of Agriculture at Louisiana State University. The sample of the study was all students at Louisiana State University enrolled in the Introduction to Agriculture course which was a requirement for agriculture students at the freshman level. Three instruments were used for data collection. The Adult Form of the Coopersmith Inventory was administered at the beginning of the first semester of college enrollment. A researcher designed questionnaire was used to collect demographic information. A third instrument was a recording form on which data from the Office of the University Registrar were downloaded and stored. Using multiple regression analysis, a significant model was identified which explained 7.7% of the variance in academic achievement. The variable that had the greatest impact on academic achievement was membership in a departmental student organization. The variables membership in a service organization, participation in sports, and the pretest self-esteem score also entered the model. (Contains 3 tables.)
Impacts of American Agricultural Education Student Teachers on Eleven Community Members in a New South Wales, Australia Community: A Qualitative Study
Author: Bunch, Tera
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Education Programs,Action Research,Agricultural Education,Foreign Countries,Teaching Methods,Student Teacher Attitudes,Qualitative Research,Outcome Measures,Program Effectiveness,Interviews,Service Learning,Followup Studies,International Educational Exchange,Teacher Exchange Programs,College School Cooperation,Community Education,Community Benefits

The purpose of this study was to evaluate the influences of American agricultural education student teachers on a rural community in New South Wales, Australia. The study analyzed interviews with eleven participants of the American student teacher program in a rural New South Wales community. Results of the study were formulated by two researchers. Both researchers were student teachers in the New South Wales community for ten weeks and taught agriculture in one of the community's two high schools. After one year, the researcher returned to the community and interviewed eleven individuals involved with the program. Interviewed participants were questioned based on a predetermined protocol. Interviews were transcribed, coded and categorized into themes by researcher two. Using participatory action research, the researchers were able to identify areas of influence suggested by participants. Participants identified nine areas of influence made by the American agricultural education student teachers within the school and community: cultural awareness, stereotypes, language, classroom distractions, teaching methods awareness, cultural changes in community members, student performance, community unification and impact of student teacher presence.
Considering Professional Identity to Enhance Agriculture Teacher Development
Author: Shoulders, Catherine W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agriculture,Professional Development,Professional Identity,Agricultural Education,Secondary School Teachers,Teacher Education,Constructivism (Learning),Teacher Attitudes,Teacher Role,Gender Differences

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009). Currently, there is a gap in determining the effects of addressing the professional identity of agriculture teachers in professional development. We posit that, due to its production-based history melding with recent reform efforts, many agriculture teachers have entered an era of professional development that centers around ideals that are inconsistent with those of their professional identity. This paper serves to identify areas of research still necessary in order to enhance the effectiveness of agriculture teacher professional development.
Agriscience Teachers' Concern Profiles for Content Area Reading Strategies
Author: Warner, Anna J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Content Area Reading,Profiles,Reading Strategies,Reading Ability,Professional Development,Science Teachers,Agricultural Education,Curriculum Implementation,Classroom Techniques,Teaching Methods,Questionnaires,Teacher Surveys,Mail Surveys,Instructional Effectiveness,Instructional Improvement,Teacher Improvement,Improvement Programs,Teacher Effectiveness,Likert Scales,Performance Factors,Barriers

Although students today will need to rely on text more than in the past, American students are struggling to read and comprehend text. Research has supported the ability of content area reading strategies (CARS) to increase students' ability to read and comprehend text. The purpose of this research was to assess agriscience educators' implementation of CARS in their classrooms. A descriptive, census survey of 371 Florida agriscience teachers was completed using a tailored-design, web-based questionnaire. Overall, agriscience teachers' Stages of Concern profiles were non-user profiles. The researchers concluded CARS professional development programs are not meeting the needs of agriscience teachers; thus, these teachers are not progressing through the Stages of Concern and are not implementing CARS at a high level. Research should be completed to develop an Innovation Configuration which would provide a more unified vision for CARS implementation.Practitioners should develop and provide a consistent, in-depth professional development program to provide ongoing training and support of the innovation throughout a several year process. (Contains 3 tables and 2 figures.)
Effects of a Recruitment Workshop on Selected Urban High School Students' Self-Efficacy and Attitudes toward Agriculture as a Subject, College Major, and Career
Author: Fraze, Lacee Brianne
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Urban Schools,Self Efficacy,Agricultural Education,Workshops,High School Students,Student Recruitment,Outreach Programs,Student Attitudes,Student Participation,Questionnaires,Occupational Aspiration,Attitude Change,Program Effectiveness,Participant Satisfaction,Career Guidance,Career Choice

The purpose of this study was to determine if selected high school students' participation in a summer agricultural communications workshop affected their self-efficacy and attitudes toward agriculture as a subject, college major, and/or as a career. Data were gathered from an accessible population (N = 145), from which a purposive sample (n = 94) was derived. Data were collected with researcher-developed questionnaires, adapted from Mitchell's (1993) study of Ohio State University minority students' knowledge, perceptions, and career aspirations related to agriculture. Results indicated that urban students' pre-workshop attitudes were positive toward agriculture as a subject, college major, and as a career, and were significantly more positive after participation in the summer agricultural communications workshops. Students may be more likely to study agriculture, pursue college majors in agriculture, and choose agricultural careers if they favorably viewed teachers' workshop participation and/or their friends successfully completing workshop tasks. Additional research should be conducted on the importance of teacher influence on a student's self-efficacy in agricultural science subjects. (Contains 6 tables and 1 figure.)
An Organizational Approach to Understanding Evaluation in Extension
Author: Lamm, Alexa J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Education,Program Implementation,Systems Approach,Extension Agents,Teacher Surveys,Predictor Variables,Teacher Behavior,Organizational Change,Organizational Climate,Organizational Culture,Organizational Theories,Audits (Verification),Accountability,Performance Factors,Teacher Characteristics,Evaluation Needs,Program Evaluation

The majority of funding for Extension comes from local, state, and federal dollars; therefore the primary driver for evaluation is accountability for public funds. Evaluation has always been a part of Extension program implementation; however, these efforts have historically been considered a necessary component rather than a priority. The need for Extension to demonstrate public value is increasing due to county and state budget cuts. The ability to provide credible information depends primarily on the evaluation activities of Extension professionals. The purpose of this research was to use an organizational framework to examine how organizational evaluation structures influenced evaluation behaviors of Extension professionals. A survey was used to collect data from Extension professionals in eight state Extension systems to examine how their perceptions of specific organizational and individual evaluation factors influenced their engagement in evaluation behaviors. The results show changes at multiple levels within an Extension system can be used to predict behavior. Extension leaders can impact the level at which programs are evaluated by making changes to their own behavior and establishing a social culture that is more supportive of evaluation. In addition, an emphasis on evaluation skill development for Extension professionals is needed. (Contains 4 tables and 1 figure.)
Greenhouse Facility Management Experts Identification of Competencies and Teaching Methods to Support Secondary Agricultural Education Instructors: A Modified Delphi Study
Author: Franklin, Edward A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Delphi Technique,Teacher Effectiveness,Agricultural Education,Facilities Management,Measures (Individuals),Horticulture,Teaching Methods,Teacher Competencies,Questionnaires,Secondary School Teachers,Needs Assessment,Laboratory Procedures,Laboratory Safety,Laboratory Training,Educational Needs,Identification

In this study the Delphi technique has been used to develop a list of educational competencies for preparing secondary agricultural education instructors to effectively manage their school greenhouse facilities. The use of specialized facilities in agricultural education requires appropriate preparation of agricultural education teachers. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Thirteen experts from multiple schools and universities took part in the investigation. The study used a series of three web-based questionnaires to determine competencies that teachers need to know, to be able to perform, and to identify effective teaching methods for teachers to obtain these competencies. The first round instrument consisted of three open-ended questions, and a series of questions to validate the background of the members of the panel. In the second round, respondents were asked to rate each competency and teaching method using a seven-point Likert-type scale. Median scores and interquartile values were calculated. Panel members were sent a copy of their individual responses as well as the group responses for review. In the third round, panel members were requested to indicate their level of agreement with each item using a five-point Likert-type scale. (Contains 3 tables.)
Teaching Effectively: Award Winning Faculty Share Their Views
Author: Maxwell, Lucas D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Recognition (Achievement),Interviews,Course Content,College Faculty,Awards,Teacher Attitudes,Phenomenology,Teacher Characteristics,Best Practices,Teaching Methods,Change Strategies,Educational Strategies,Agricultural Education

The purpose of this phenomenological study was to describe the phenomena of effective teaching for award winning faculty instructors at the University of Missouri. Nine university faculty members were selected to participate in this study based on their recognition as award winning instructors and by nomination from their respective college's academic dean. Each participant took part in a semi-structured interview with a member of the research team. After analysis, several themes were identified and fell into two broad categories dealing first with the act of effective teaching and second, the act of becoming and evolving as an effective teacher. One sub-theme was the need to focus on students. While all acknowledged the importance of course content, they noted that if the focus is not on the student, content is of little consequence. Additionally, sub-themes indicated that effective teaching required dialogue, was relevant and led to critical thinking and progression which caused students to think about content in a new way. Further, themes describing teaching as scholarship and teaching and learning being a process of growth emerged. These themes provide valuable insight into how award winning faculty instructors think about their teaching. (Contains 1 figure.)
Information Needs in a Community of Reading Specialists: What Information Needs Say about Contextual Frameworks
Author: Normore, Lorraine
Date: 2011-12-00
Type: Journal Articles
Subjects: Communities of Practice,Information Needs,Reading Consultants,Focus Groups,Social Environment,Grade 1,Teacher Leadership,Models,Reading Instruction,Elementary School Students,At Risk Students,Professional Development,Teachers,Administrators,Parents,Information Science,Information Seeking,Databases,Internet,Electronic Libraries

Introduction: The perceived information needs of teachers who specialize in reading instruction for at-risk first graders were studied and related to frameworks for the role of social context in information needs, seeking and use. The frameworks considered were: disciplinarity, role theory in work settings, small worlds and information grounds and communities of practice. Method: Two focus groups of Reading Recovery teachers and teacher leaders were conducted to learn the kinds of information each group needed to support their teaching and outreach efforts. Analysis: Participants' suggestions about information needs were gathered and prioritized using participant-generated votes to assign weights to the group's suggestions. The suggestions were organized for ease of interpretation into three groups: communication, specific skills or resource needs and personal professional development. Results: The two groups showed both common and distinct information needs related to their roles as educators, their relationships with administrators, other teachers and parents and the social ties within their professional community. Communication needs, both within their group and to others, especially parents, were noted. Print and audiovisual materials were most valued. Traditionally accepted resource types (e.g., lesson plans, skill sheets) were mentioned, but were not highly valued. Conclusions: Interpreting these data from the different theoretical frameworks provided alternative views of these data. However, doing so resulted in substantial differences in what was learned about the relationship between information needs and social context and about the ability of the frameworks to drive theoretical exploration. These findings enlarge our view of the information needs of professional educators and provide an illustration of the utility of contrasting frameworks for the development of theory. (Contains 3 tables.)
Effects of Inquiry-Based Agriscience Instruction on Student Achievement
Author: Thoron, Andrew C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Teaching Methods,Knowledge Level,Academic Achievement,Science Achievement,Agricultural Education,Inquiry,Instructional Effectiveness,Quasiexperimental Design,Secondary School Curriculum,Intermode Differences,Achievement Gains,Comparative Analysis,Comparative Testing

Testing to build research-based evidence to support teaching methodologies that promote student learning has become increasingly important in a standards-based educational system in the United States. One challenge is the lack of studies that support specific methodologies so teachers and administers can make professional development and curricular decisions. This quasi-experimental study investigated the effect of two teaching methods on student content knowledge achievement. Inquiry-based instruction was compared to the subject matter approach in 15 agriscience education classes found within seven different secondary schools across the United States. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Those students taught through inquiry-based instruction were reported as having higher content knowledge achievement than students taught through the subject matter approach. (Contains 6 tables and 1 figure.)
Seeking Information with an Information Visualization System: A Study of Cognitive Styles
Author: Yuan, Xiaojun
Date: 2011-12-00
Type: Journal Articles
Subjects: Graduate Students,Cognitive Style,Cognitive Tests,Visualization,Information Systems,Multivariate Analysis,Information Science,Information Seeking,Man Machine Systems,Correlation,Likert Scales,Computers,Experiments,Online Searching,Search Strategies,Information Retrieval,Higher Education

Introduction: This study investigated the effect of cognitive styles on users' information-seeking task performance using a knowledge domain information visualization system called CiteSpace. Method: Sixteen graduate students participated in a user experiment. Each completed an extended cognitive style analysis wholistic-analytic test (the Extended CSA-WA test) on cognitive style, and then conducted eight tasks in the CiteSpace system. Analysis: Users' behaviour and performance data were analysed using statistical techniques to explore the relationships among various measures. The techniques include Pearson Correlation, multivariate analysis of variance, Pearson Chi-squared test and non-parametric tests such as Wilcoxon signed-rank test. Results: Results demonstrated that users' cognitive styles did impact their search performance. The wholistic-analytic ratio obtained from the cognitive test is significantly correlated with result correctness. After dividing the subjects into two groups based on the median wholistic-analytic ratio, analysis showed that subjects with wholistic preference felt significantly more satisfied with results than those with analytic preference. Additionally, subjects with analytic preference found significantly more correct answers than those with wholistic preference. Conclusions: These results indicated that cognitive style is an important factor in the study of information science and human-computer interaction. Research in this area provides valuable indication of future information system design. (Contains 4 figures and 6 tables.)
Authoring Wikipedia Articles as an Information Literacy Assignment: Copy-Pasting or Expressing New Understanding in One's Own Words?
Author: Sormunen, Eero
Date: 2011-12-00
Type: Journal Articles
Subjects: Sentences,Biology,Information Literacy,Secondary School Students,Pilot Projects,Geography,Plagiarism,Interviews,Models,Foreign Countries,Encyclopedias,Collaborative Writing,Electronic Publishing,Writing Instruction,Writing (Composition),Writing Assignments

Introduction: We report on a pilot study of students' use of sources in authoring Wikipedia articles. The procedure is demonstrated by investigating how students processed texts from sources to compose their own texts. Method: Four groups of upper secondary school students (aged 17-18 years) participated in an eight-week geography course and seven groups in a corresponding biology course. Each group wrote an article for Wikipedia as part of the course programme. The students' work was observed and they were interviewed. Published Wikipedia articles, cited sources and sources identified in a plagiarism test were also included in the dataset. Analysis: Article sentences and sources were compared and text transformations were classified using an ordered five-category typology ranging from &quot;copy-paste&quot; to &quot;synthesizing across sources&quot;. Descriptive statistics were used. Observation memos and interview transcripts were analysed qualitatively. Results: Students used almost solely Web-based sources. The researchers estimated that about 30 percent of sources used were not cited. The analysis of cited and other identified sources showed that about one third of Wikipedia article sentences were verbatim or slightly edited copies of source sentences. Conclusions: A more analytical approach is needed in the study of the core processes of source-based writing: making meaning from sources and making meaning for texts written. (Contains 3 tables.)
Evaluation of Controlled Vocabularies by Inter-Indexer Consistency
Author: Monreal, Concha Soler
Date: 2011-12-00
Type: Journal Articles
Subjects: Expertise,Information Science Education,Journal Articles,Information Science,Indexing,Evaluation,Reference Materials,Information Retrieval,Classification

Introduction: Several controlled vocabularies are used for indexing three journal articles to check if better or equal consistency rates are achieved with a list of descriptors than with a standard thesaurus and augmented thesaurus. Method: A terminology set for library and information Science was used to build a list of descriptors with equivalence relations (USE and UF), a standard thesaurus and an augmented thesaurus (all the descriptors have scope notes). Subsequently, three articles were indexed by selected indexers with varying degrees of experience: on the one hand Library and Information Science students and, on the other, professionals from various documentation centres. Hooper's measure to find the consistency between pairs of novice indexers and experts has been applied. Analysis: Data were tabulated and analysed systematically according to pairs of novice indexers and experts. Results: The tool with the best results is the list of descriptors (39.5% consistency), followed by the augmented thesaurus (29.8%) and, with an almost identical value, the standard thesaurus (27.5%). Conclusion: It is concluded that the list of descriptors in both groups returns better indexing consistency but more research is required. (Contains 7 tables and 6 figures.)
Supporting Communication and Argumentation in Urban Science Education: Hip-Hop, the Battle, and the Cypher
Author: Emdin, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Schools,Science Education,Popular Culture,Music,Cultural Context,Role,Sociocultural Patterns,Persuasive Discourse,Scientific Concepts,Classroom Communication,Classroom Environment,Student School Relationship,Learner Engagement

This paper is based on an exploration of communication and argumentation in urban science classrooms, and provides a description of the role that Hip-hop based education plays in supporting these major components of science education. The paper is intended to both support, and critique conventional uses of hip-hop based education, and provide insight into the rap battle and the hip-hop cypher; two under-focused upon aspects of hip-hop culture that have tremendous pedagogical potential.