ethanporcaro/eric-fulltext-meta huggingface dataset:
Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships
Author: Tummons, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Agricultural Education,Beginning Teachers,Congruence (Psychology),Expectation,Interaction,Beginning Teacher Induction,Multivariate Analysis,Secondary School Teachers,Social Support Groups,Regression (Statistics),Questionnaires,Likert Scales,Statistical Analysis

Educational leaders have widely implemented mentoring and induction programs to support beginning teachers as they enter the profession. A variety of contextual factors within the mentoring dyad and program may impact the mentoring relationship and subsequent support received by the beginning teacher. The purpose of this study was to describe the relationship among mentoring Expectation Congruency, Interaction, and Psychosocial Support received by agriculture teachers participating in Beginning Teacher Mentor/Induction program. Researchers collected mentoring relationship data from 83 first and second year agriculture teachers participating in a state-mandated mentoring and induction program, with a 95.35% response rate. We used a hierarchical multivariate linear regression to determine the proportion of unique variance in Psychosocial Support attributable to differences in Expectation Congruency, Interaction time, and covariates identified through a review of literature. Researchers concluded differences in Expectation Congruency and Perceived Similarity each explained a large (d &gt;1.0) proportion of variance in Support received by beginning teachers in the Acceptance, Counseling, Friendship, and Role Model functions. Variation in interaction time did not explain significant proportions of variance in support received for any psychosocial support constructs.
Consideration of Agricultural Education as a Career: A Statewide Examination by High School Class Year of Predicting Factors
Author: Thieman, Erica B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Career Choice,High School Students,Predictor Variables,Occupational Aspiration,Parent Influence,Teacher Influence,Student Recruitment,Teacher Recruitment,Instructional Program Divisions,Role Models,Regression (Statistics),Surveys

The shortage of teachers in Illinois is reflective of a recent trend where agricultural education graduates of in-state post-secondary institutions have not met the need for the number of available teaching positions. The retirement of the many teachers from the Baby Boomer generation is looming over the profession, making recruitment efforts essential (Illinois Board of Education Report, 2014). With secure funding sources of higher education dwindling, efficiency and effectiveness of recruitment efforts are critical if agricultural education is to continue to survive and thrive by facilitating a steady stream of highly qualified teacher candidates into the field. The purpose of this study was to examine factors influencing high school student consideration of agricultural education as a future career. We included students in grades 9 through 12 (n = 817) from 56 different agricultural education programs. Within the overall sample, parental support and a student's report of their agriculture teacher emerged as the most powerful predictors, while noteworthy differences arose across class years. These findings possess significant implications for the timing and focus of recruitment efforts.
Exploring the Relationship between Critical Thinking Style and Water Conservation Behavior: Implications for Extension
Author: Owens, Courtney T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Extension Education,Critical Thinking,Conservation (Environment),Correlation,Cognitive Style,Program Development,Water,Online Surveys,Questionnaires,Statistical Analysis,Adults,Individual Characteristics,Behavior,Attitudes

In the past several years Cooperative Extension has focused on developing educational programs that address water conservation, specifically for individuals using exorbitant amounts of water, with limited success. However, few research studies have examined how the way people think, including their critical thinking styles, can be used to inform extension program development. The purpose of this study was to address this gap in the literature by examining how people who use a lot of water think critically and whether their critical thinking style influenced their engagement in water conservation (or lack thereof). Responses were obtained from 932 Florida residents identified as high water users via an online survey. The findings revealed respondents engaged in a low level of landscape water conservation behaviors. The results also showed relationships did exist between critical thinking style and level of engagement in landscape water conservation behaviors implying critical thinking styles should be considered when developing extension programs in this area. Recommendations include using critical thinking style to tailor programs that bring educational awareness of landscape water conservation to high water users.
Development and Validation of an Instrument to Assess Youth Motivation to Participate in Career Development Events
Author: Knobloch, Neil A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Construction,Program Validation,Career Development,Youth Programs,Student Motivation,Student Educational Objectives,Student Participation,Attitude Measures,Test Reliability,Test Validity,Questionnaires,Factor Analysis,Self Efficacy,Cost Effectiveness,Educational Attainment,Relevance (Education),Educational Benefits

Career development events develop career and life skills in youth, but limited work has been done to assess the motivation of students who participate in these events. The purpose of this study was to validate an instrument developed to measure youth motivation to participate in career development events. An instrument grounded in expectancy-value motivation was developed to assess student motivation of youth participants (N = 2,153) at 12 career development events in various domains at the state level. Four factors--self-efficacy, cost &amp; utility value, intrinsic value, and attainment--explained 60% of the variance in youth motivation to participate in state career development events. Youth were most motivated to participate in career development events based on the cost &amp; utility factor, therefore, they were willing to put forth the time and effort to participate in career development events because they felt career development events would help them achieve their goals. However, youth coaches should consider using strategies to develop youth self-efficacy to perform the tasks in career development events as it explained 39% of the variance in youth motivation. Coaches should also consider the role interest motivation plays a role as it was highly correlated with self-efficacy.
Extension Agents&apos; Perceptions of a Blended Approach to Onboarding
Author: Harder, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Attitude Measures,Blended Learning,Educational Technology,Technology Uses in Education,Focus Groups,Qualitative Research,Faculty Development,Online Courses,Conventional Instruction,Barriers

Extension organizations are challenged to provide onboarding to new employees that is comprehensive and high quality, yet cost-effective. The purpose of this study was to explore Extension agents' perceptions of participating in an onboarding program that used a blended approach involving face-to-face and online learning components. The objectives were to (a) describe the perceptions of participants in the Fall 2014 cohort, (b) describe the perceptions of participants in the Spring 2015 cohort, and (c) compare the perceptions between the Fall 2014 and Spring 2015 cohort participants. Two focus groups were conducted with participants from each cohort and a cross-case analysis was conducted with the data. Results showed participants were open to the blended approach and liked being able to work asynchronously but desired improvements in quality, communication, interaction, and applicability. A review of the process with greater consideration of, and adherence to, the principles of adult education is recommended.
Influence of Knowledge of Content and Students on Beginning Agriculture Teachers&apos; Approaches to Teaching Content
Author: Rice, Amber H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Agricultural Education,Prior Learning,Interviews,Teacher Attitudes,Grounded Theory,Teaching Methods,Enrollment,Self Concept,Pedagogical Content Knowledge,Teacher Education,Observation

This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five beginning teachers were interviewed and observed teaching a lesson. The researchers found beginning teachers' knowledge of content and students greatly influenced how they broke down content knowledge for student understanding. Five major themes emerged: students' prior knowledge and enrollment in sequences of courses influenced content covered, student engagement methods were not primarily driven by content, differing perceptions of content difficulty for students shaped teaching decisions, deconstructing content for students was deemed important by teachers, and teachers engaged in a form of learning egocentrism. These findings support further research on teachers' development of pedagogical content knowledge, including knowledge of content and students overtime as it was found to be an influential knowledge base. Recommendations include providing teachers with more opportunities to explore integrating student's prior knowledge into the curriculum and incorporating student thinking about agriculture content more specifically in teacher preparation.
Saving Citrus: Does the Next Generation See GM Science as a Solution?
Author: Rumble, Joy N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Production,Genetics,Food,Student Attitudes,Agricultural Education,Online Surveys,Predictor Variables,Science Education,Undergraduate Students,Likert Scales,Regression (Statistics)

Citrus is one of Florida's most prominent commodities, providing 66% of the total United States' value for oranges. Florida's citrus production decreased 21% in 2014 from the previous season, partly due to the disease citrus greening. The science of genetic modification (GM) is one of the most promising solutions to the problem. However, a majority of American adults believe foods produced using GM science are unsafe for consumption. This study investigated the diffusion of GM science among Millennial students in a College of Agriculture at a land-grant university and their intent to consume citrus from a tree developed with GM science. An online survey collected data about Rogers' diffusion of innovation model characteristics and intent to consume GM citrus from 98 respondents. Relative advantage and compatibility of GM science were rated most favorably; observability was rated the lowest. The majority of respondents were likely or extremely likely to consume fruit or juice from GM trees. Compatibility was the only significant predictor of likelihood to consume GM citrus. A better demonstration of GM science's relative advantage, compatability, trialability, complexity and observability through formal education is needed to improve GM science adoption by Millennials.
The Impacts of a School Garden Program on Urban Middle School Youth
Author: Duncan, Dennis W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Gardening,School Activities,Program Effectiveness,Urban Youth,Urban Schools,Middle School Students,Statistical Analysis,Questionnaires,Agricultural Education,Experiential Learning,Food,Case Studies

School gardens have been an active part of United States schools since 1890, when the first school garden was established in Roxbury, Massachusetts. Since the turn of the 20th century school gardens have greatly expanded to include inner city schools in some of the largest metropolitan areas of the country. Since the early 1990s, school gardens have continued to rise in popularity and have been incorporated into the curriculum for state departments across the US. The purpose of this study was to determine what aspect (planting, maintaining, harvesting, cooking, etc.) of an urban school garden program had the greatest positive outcome (educational, personal, etc.) on urban middle school youth. A quantitative questionnaire was used to measure the outcomes on students (n = 31) who worked in an urban school garden through the enrollment of their agriscience connections course. Data analysis indicated that the cultivation construct had the greatest positive outcome on urban middle school youth; students who had a family garden were more interested in participating in the school garden; and students greatly enjoyed the culinary aspects of school garden programs, with all construct items having at least 60% of respondents agreeing or strongly agreeing with each statement.
Why Agriculture Teachers Leave: A National Examination of Turnover Intentions and Work-Family Conflict
Author: Sorensen, Tyson J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Faculty Mobility,Intention,Family Work Relationship,Gender Differences,Predictor Variables,Teacher Surveys,Regression (Statistics),Statistical Analysis

Using data from a random sample of secondary school agriculture teachers in the United States, this study explored the work-family conflict and turnover intentions of agriculture teachers. Additionally, this study sought to determine the relationship between work-family conflict and turnover intentions among agriculture teachers. Work-family conflict was split into two domains, work interference with family and family interference with work. Teachers reported the higher level of work-family conflict within the work interference with family domain. However, agriculture teachers in this study identified moderately low turnover intentions. The three variables of interest (i.e., work interference with family, family interference with work, and turnover intentions) were compared by gender with no statistically significant differences identified. The final objective of this study was to determine the relationship between the two work-family conflict variables and turnover intentions. The model predicted 18% of the turnover intentions among agriculture teachers. Only one of the predictor variables, work interference with family, was identified as a statistically significant predictor of turnover intentions. The implications of work-family conflict, specifically work interference with family, are discussed and recommendations for research and practice are explored.
Impacts of an Agricultural Leadership Extension Program for County Officials
Author: McKee, Valerie Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Extension Education,Agricultural Education,Leadership Training,Program Descriptions,Alumni,Social Networks,Program Improvement,Affective Behavior,Cognitive Processes,Outcomes of Education,Qualitative Research,Interviews

Agricultural leadership extension programs aim to expand the horizons of leaders through study and experiences. These programs can have direct implications for communities when they are designed and delivered for county officials. This study specifically examined a leadership program administered in Texas which has graduated five classes of county commissioners and judges over the past decade, boasting 54 alumni. Given that the program had not been evaluated, this study used qualitative methodology to determine the program's impacts on community leaders. Eleven program graduates were interviewed as well as asked to provide artifacts representing impacts of the program. Categories emerged from the data and were identified as: affective impacts, behavioral impacts, and cognitive impacts. Data revealed that the social networks and relationships participants gained was an overarching outcome of the program as these influenced the affective, behavioral, and cognitive impacts of the program. Several recommendations for further research, program modifications, and community leadership opportunities resulted from the study. Findings provide insight for those seeking to improve programming for agricultural leadership extension programs.
Supervised Agricultural Experience Programs: An Examination of the Development and Implementation of Urban Programs
Author: Rubenstein, Eric D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,Agricultural Education,Program Development,Program Implementation,Qualitative Research,Focus Groups,Observation,Comparative Analysis,Teacher Participation,Teacher Role,Supervision,Student Interests,Partnerships in Education,School Culture,Case Studies,Semi Structured Interviews,School Community Relationship,Parents,Secondary Education

Urban schools and school-based agricultural education programs (SBAE) face challenges to engage students in the educational system. Specifically, urban SBAE programs face unique challenges engaging students in the development and implementation of SAE programs. While SAE continues to be considered a central component to the total SBAE program, a lack of research exists on the utilization of SAE in urban programs. Therefore, this qualitative study sought to identify factors present in the development and implementation of exemplary SAE programs in urban schools. Two urban SBAE programs were purposively sampled through a one-day on-site visit, focus group sessions, and one-on-one interviews. Through the use of the constant comparative method, five themes emerged from the data: 1) Engaged Teachers, 2) In-Class Supervision, 3) Student Interest, 4) Partnerships in SAE, and 5) Development of an SAE Culture. The presence of an SAE culture was found throughout the data and was an essential factor to the development and implementation of student SAE programs. The researchers recommend further investigation of the development of an SAE program and the development of a model to assist agricultural education teachers in successfully creating a culture for SAE in their local SBAE programs.
Exploring the Role of Agriculture Teachers in Core Academic Integration
Author: McKim, Aaron J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Role,Secondary School Teachers,Secondary Education,Core Curriculum,Teacher Competencies,Pedagogical Content Knowledge,Teaching Skills,Predictor Variables,Reading,Interdisciplinary Approach,Writing (Composition),Mathematics,Common Core State Standards,Surveys,Statistical Analysis

Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential solution to students' underperformance in core academics. This study focused on core academic integration in secondary agricultural education classrooms and explored a conceptual model for teachers' core academic integration competence in the areas of math and literacy. Results indicated pedagogical competence and technical knowledge were significant predictors of teachers' reading integration competence. Pedagogical competence was also a significant predictor of respondents' writing and math integration competences. These findings highlight the importance of agriculture teachers' ability to engage students through effective pedagogical strategies as a potential precursor to competence integrating reading, writing, and math. Implications and strategies for utilizing the proposed model and the findings from this research are discussed.
Effect of Training Programme on Developing Functional Sign Language among Parents of Students with Deafness
Author: Bhuvaneswari, N. R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Sign Language,Deafness,Parent Education,Student Needs,Communication Skills,Program Effectiveness,Pretests Posttests,Scores,Hypothesis Testing,Foreign Countries

Parents' involvement is highly needed for ensuring holistic development of their words; however parents can only assist the child when they themselves have adequate knowledge, required skills, and proper awareness regarding various aspects of children's growth and development. To have adequate communication skill among parents, ensuring better language and communication in their words is one of the most significant aspects. Hence, the present study seeks to examine the impact of training programme on developing functional Sign language among parents of students with deafness. Pre-test-post-test experimental design was employed for the study. Samples were selected through convenient sampling. The collected data were analyzed using t-test. Results show statistically significant difference between pre and post test scores of functional Sign language of parents of students with deafness post intervention. However, no significant difference was found out between pre and post test scores of functional Sign language of parents of students with deafness after training programme with reference to their educational status, gender, age, and locality. The findings are presented and discussed as to justify the need for training parents in functional Sign language to develop their communicative skills properly which in turn can ensure better communicative and other allied skills in their words.
Discourse Matrix in Filipino-English Code-Switching: Students&apos; Attitudes and Feelings
Author: dela Rosa, Rona
Date: 2016-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Student Attitudes,Bilingualism,Foreign Countries,Tagalog,Grammar,Surveys,Observation,Statistical Analysis,English (Second Language),Language Teachers,Second Language Learning,Bilingual Students,Second Language Instruction,Teaching Methods

Undeniably, one language may be considered more valuable than other languages. Hence, most bilingual communities suffer from language imbalances. The present study attempts to identify the factors of code-switching during classroom presentations. Its functions were identified through analysing conversational contexts in which it occurs. Through descriptive method, a total of 258 students participated in the study. Findings revealed that the core factor on why students resort to code-switching during classroom presentations is due to a limited English vocabulary. Other factors were explored in the study. These results will provide information and understanding of students' learning motivation by looking into factors that contribute to code-switching during classroom presentations.