ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Advisors Who Work with High-Achieving Students
Author: Johnson, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Advising,College Faculty,Teacher Attitudes,Undergraduate Students,High Achievement,Honors Curriculum,Teacher Student Relationship,Semi Structured Interviews,Phenomenology,Qualitative Research,Referral,Goal Orientation,Social Support Groups

Honors programs in higher education are designed to optimize high-achieving students' potential by addressing their particular academic and developmental needs and common characteristics. To better understand the needs of honors students, this study aims to describe the culture of advising high-achieving students through the lens of the academic advisors who work with them. Through this description, the authors hope to better situate honors advising within the greater field of academic advising. With limited research available on advising honors students, the authors aim to extend the literature in this area. This study was guided by the following two research questions: (1) How do honors advisors describe their work with high-achieving students?; and (2) How does the phenomenon of honors advising fit into the greater context of the academic advising profession? Following approval from the university's Institutional Review Board (IRB), participants were recruited via the email listservs of both the National Collegiate Honors Council (NCHC) and the NACADA Commission for Advising High Achieving Students, as well as a newsletter affiliated with Student Affairs Professionals in Higher Education (NASPA). Twenty-eight academic advisors expressed an interest in participating in the study, with 22 completing the informed consent to participate in an interview. The 22 participants represented 6 honors colleges, 13 honors programs, and 3 other academic units across 20 different institutions in the United States. Each advisor participated in one individual, semi-structured phone interview. The parallels between honors advising-as-teaching and honors teaching form the essence of advising undergraduate honors students. Honors advising takes a constructivist approach, where the advisor challenges students to tackle complex, real-world problems both in and out of the classroom; mentors students while connecting them to opportunities for tackling these problems; and supports students through engaging dialogues about their goals and interests.
Examination of the Effect of the GEMS Program on Problem Solving and Science Process Skills of 6-Year-Old Children
Author: Unal, Merve
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Mathematics Instruction,Instructional Effectiveness,Kindergarten,Young Children,Problem Solving,Science Process Skills,Pretests Posttests,Experimental Groups,Control Groups,Statistical Significance,Scores,Mixed Methods Research,Outcomes of Education

The aim of this study is to determine the problem solving skills and science process skills of six-year-old children who attended kindergarten and whether or not there is a difference in problem solving skills and science process skills of children receiving and not receiving the education with GEMS program. In the study using the experimental model with pre-test, post-test and control group, the sample group consisted of a total of 25 children including 11 children in experimental group and 14 children in control group who attended the preschool education. The &quot;GEMS Program&quot; was applied throughout a school year after applying pre-test to the children in the experimental group. In the scope of the study, &quot;General Information Form&quot; to obtain the data about the children and their families, &quot;Parental Evaluation Form&quot; including the evaluation of the parents about their children, &quot;Problem Solving Scale in Science Education (PSSSE)&quot; to determine the problem solving skills of the children, and &quot;Science Processes Observation Form (SPOF)&quot; to measure the science process skills of the children were used. According to the results of the study, while a statistically significant difference was observed between the Problem Solving Scale in Science Education mean scores of the children in the experimental group who participated in the GEMS Education Program and of the children in the control group, no statistically significant difference was observed between the mean scores obtained by the children in the experimental group from Science Processes Observation Form and the mean scores of the children in the control group.
Applying Eye-Tracking Research in Education and Communication to Agricultural Education and Communication: A Review of Literature
Author: Leggette, Holli R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Agricultural Education,Educational Research,Communication Research,Classroom Techniques,Comparative Analysis,Beginning Teachers,Experienced Teachers,Educational Environment,Advertising,Purchasing,Decision Making,Communications,Recall (Psychology),Retention (Psychology),Attention,Multivariate Analysis,Measurement Equipment,Costs

The purpose of this integrative literature review was to synthesize the eye-tracking literature related to education and communication in the Social Sciences Citation Index (SSCI) to formulate a conceptual model and develop a research agenda that guides eye-tracking research in agricultural education and communication. To do so, we reviewed the literature to identify basic elements of eye-tracking research, examined specific variables related to eye-tracking research, and synthesized the findings into a conceptual model. We found and reviewed 77 articles published between 2010 and 2016 within education (56) and communication (21). Research implications for agricultural education included an examination of classroom management practices, a comparison of novice and experienced instructors, and an exploration of educational settings. Research implications for agricultural communication included tracking fixation and frequency of eye movement when viewing advertisements and understanding the relationship between brand placement and buying decisions. Synthesizing the research in education and communication, we identified the audiences, concepts, environments, and variables related to eye tracking that could be investigated within agricultural education and communication. In conclusion, we found a lack of agricultural education and communication studies cited in the SSCI, eye-tracking technology provides variables to support a multivariate approach in agricultural education and communication, and eye-tracking equipment is expensive, which may limit diffusion in some settings.
Flipped Programs: Traditional Agricultural Education in Non-Traditional Programs
Author: Yopp, Ashley M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Familiarity,Agricultural Education,Case Studies,Secondary School Students,Agricultural Production,Social Cognition,Learning Activities,Teacher Attitudes,Urban Areas,Correlation,Course Content,Rural Areas

In this collective case study, we described three agricultural education programs that challenge stereotypes of agricultural education in urban settings. We observed and interviewed teachers in different environments and, in many cases, while working with students. Observations were made in classrooms and laboratories at secondary schools, in livestock barns, greenhouses, and vineyards on school farms. We explored the reciprocal relationship between personal, behavioral, and environmental determinants of social cognitive theory within and among components of the total agricultural education program model. In each program, all three components of the total agricultural education program model were being implemented using a combination of activities and curriculum that would often be considered traditional content. According to teachers, agriculture was a novel, captivating topic for students. Students' lack of familiarity with production agriculture provided opportunities for students to experience something new.
School Administrators&apos; Self-Efficacy Beliefs and Leadership Styles
Author: Cobanoglu, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Effectiveness,School Administration,Administrators,Administrator Attitudes,Self Efficacy,Leadership Styles,Elementary Schools,Secondary Schools

The effectiveness of schools, that is, their ability to achieve their pre-determined goals depends on many variables but especially the effectiveness of the administrators who are responsible for the implementation of the educational programs and curricula. An administrator must have a healthy perception of being &quot;an effective administrator&quot; in order to be able to demonstrate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.
Communicating to Landowners in the Texas Little River Watershed: A Descriptive Analysis of Their Communication Preferences for Receiving Water-Related Information
Author: Dewald, Stacey
Date: 2018-00-00
Type: Journal Articles
Subjects: Ownership,Land Use,Agricultural Education,Extension Education,Microbiology,Water Quality,Water,Best Practices,Access to Information,Preferences,Web Sites,Attitude Measures,Social Media,Information Sources,Trust (Psychology),Computer Mediated Communication,Specialists,Information Dissemination

Elevated levels of bacteria impact the use of the Little River watershed in Texas. The amount of bacteria entering the waterway could be reduced if landowners within the watershed received water-related information and adopted best management practices. However, landowners' access to water-related information is limited, perhaps, because the information is not targeted to them and their preferences. Therefore, to identify landowners' communication preferences for receiving water-related information, we assessed 275 landowners in the Texas Little River watershed using a paper questionnaire. Respondents preferred water-related information delivered via websites monthly and direct mailings quarterly, twice annually, and annually and least preferred social media platforms as a communication medium. Yet, we found no statistically significant differences between respondents' demographics and their preferred communication mediums. Furthermore, respondents identified Texas A&amp;M AgriLife Extension as the most trustworthy source of water-related information. Water resource experts, therefore, should disseminate information using websites and direct mailings in partnership with Texas A&amp;M AgriLife Extension. Further research should be conducted using observations, focus groups, and interviews during the watershed-based planning process to understand reasons for landowners' communication preferences. [This research was supported by Texas Water Resource Institute and Texas Commission on Environmental Quality under the Clean Water Act Section 319(h) Nonpoint Source (NPS) Grant Program, Grant No. 131527 SRS M1502190.]
Interdisciplinary Learning Opportunities in Agriculture, Food, Natural Resources, and Science: The Role of The Teacher
Author: McKim, Aaron J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Agricultural Education,Food,Teaching Methods,Science Education,Natural Resources,Structural Equation Models,Teacher Attitudes,Science Instruction,Pedagogical Content Knowledge,Intention,Teacher Surveys

Providing interdisciplinary learning opportunities in agriculture, food, natural resources (AFNR), and science is critically important. School-based agricultural education offers a valuable platform to connect AFNR and science; however, interdisciplinary teaching requires willing and able teachers. The current study considered the intentions of school-based agriculture teachers to teach science within AFNR curriculum. Using the theory of planned behavior, attitude toward teaching science, subjective norms, perceived behavioral control, and perceived science knowledge were considered as independent variables to teaching science within AFNR curriculum. The explanatory model was analyzed using structural equation modeling. In total, school-based agriculture teachers intended to teach science in 39.91% of AFNR curriculum. Only perceived science knowledge was a statistically significant, negative predictor of intended science teaching. Findings pinpoint the need for additional research into the unexpected relationship between perceived science knowledge and science teaching intentions. The need and nature of potential explorations, along with specific recommendations for practice, are discussed.
Teacher-Students&apos; Interaction in Comparison of Teacher&apos;s Self-Perception and Students&apos; Point of View
Author: Balagová, Lucia
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interaction,Self Concept,Teacher Attitudes,Student Attitudes,Grade 12,Secondary School Teachers,Science Teachers,High School Students,Questionnaires,Foreign Countries,Gender Differences

Building a teacher-student relationship is important for creating trust, mutual understanding and respect. The interaction of teacher and students can be found using the 48-item Questionnaire on Teacher Interaction. The result is the Model for Interpersonal Teacher Behavior, consisting of four dimensions, which are further divided into eight sectors to evaluate the teacher. The main goal of our study was to show how the teacher and students perceive the environment of the class, whether their views match, and whether it is a statistical significant dependence among different sectors of the model teacher-students interaction. The sample size consisted of 63 Slovak students of 12th grade and their teacher of biology. Our results have shown that the teacher has evaluated herself similarly to the students, but without a statistical significant difference. In monitoring of the relationship of scales in the whole group of respondents, in the group of male and female respondents we showed statistically significant differences between the sectors. Using of Questionnaire on Teacher Interaction can help mutual knowing of students and teachers and the creation of positive relationships.
Improving Academic Conferences -- Criticism and Suggestions Utilizing Natural Language Processing
Author: Eckhaus, Eyal
Date: 2018-00-00
Type: Journal Articles
Subjects: Criticism,Conferences (Gatherings),Age Differences,College Faculty,Case Studies,Universities,Foreign Countries,Interpersonal Communication,Professional Recognition,Status,Natural Language Processing,Structural Equation Models

This study focuses on the evaluation of academic conferences and ways of improving them. The study includes a case study of one university in Israel. Sixty two academic faculty members from varied departments completed a questionnaire, including 61.7% women and 38.3% men. The research participants were asked a single open question: &quot;What do you think could be improved at conferences?&quot; In addition, age, seniority, and the number of times the respondents had initiated or served as a partner in initiating a conference were also examined. The main findings are as follows: Age predicts seniority. Seniority has a positive effect on the number of times the respondent organized or was a partner in organizing a conference. Seniority has a negative effect on time, i.e., the more senior the faculty member the more he or she would like conferences to be short and to the point. Moreover, the amount of initiatives to organize a conference or to be a partner in establishing a conference has a negative effect on interaction, i.e., the more initiating the faculty member the less he or she is interested in interpersonal interactions at conferences. The wish to space out sessions and lectures has a positive effect on the need to improve the quality of the lectures.
Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon
Author: Lambert, Misty D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Agricultural Education,Experiential Learning,Agricultural Production,Educational Environment,Education Work Relationship,Teaching Methods,Educational Facilities,Costs,Teacher Student Relationship,Learner Engagement,Educational Finance,Educational Resources,Teacher Attitudes

The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.
Sustainable Water Management within Agriculture, Food, and Natural Resources Education
Author: McKim, Aaron J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Resources,Sustainable Development,Water Quality,Agricultural Education,Food,Faculty Development,Teacher Surveys,Qualitative Research,Feedback (Response),Program Implementation,Fidelity,Pretests Posttests,Alignment (Education),Statistical Analysis,College Programs

Water scarcity is a global problem in which, through consumption and eutrophication of freshwater, agriculture has contributed. The impact of water scarcity necessitates research into how agriculture, food, and natural resources (AFNR) educators can support solutions. A subset of AFNR educators in the Great Lakes Basin participated in a professional development experience designed to introduce how online, sustainable water management tools could be incorporated within AFNR curricula. Participants were then surveyed about past and future intentions to incorporate the tools. Results indicated teachers planned to increase utilization of sustainable water management tools by 3.50 days per school year. Qualitative feedback suggested teachers planned to use the tools to achieve a variety of aims, including teaching about water usage, the relationship between soil and water, and record keeping. Participants were also asked to evaluate the alignment between sustainable water management tools and AFNR education. Teachers perceived the strongest alignment between sustainable water management tools and Environmental Services Systems and Natural Resources Systems pathways. Findings from this mixed-method study are discussed using the Model of Teacher Change, including recommendations for future professional development on sustainable water management and research on increasing the ability of AFNR educators to support water scarcity solutions.
Opinions and Suggestions of Teacher Candidates on the Teaching of the Reading Skill in French Language: The Example of Uludag University
Author: Kartal, Erdogan
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Student Attitudes,French,Content Analysis,Foreign Countries,Second Language Learning,Second Language Instruction,Student Surveys,Turkish,Language Teachers,Teacher Education Programs,Teaching Methods,Reading Instruction,Reading Comprehension

In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills. At the end of the Fall Semester of the 2011-2012 academic year, a survey constituted of three open-ended questions was carried out among teacher candidates studying at the French Language Teaching Programme of the Faculty of Education of Uludag University. Among the 120 students enrolled in the Programme, 64 have participated in the survey voluntarily and expressed their opinions. Students have been priorly informed about the study and the link of the survey prepared via Google Docs has been sent to them through an e-mail where they were asked to fill in the study in Turkish. In the scope of the present work, only student opinions relating to option b of the study's second question, i.e. on the method that should be used in the teaching of the reading skill in French, have been taken into consideration. In this qualitative work based on a case study pattern, opinions have first been sorted out through the content analysis method and have been classified; then, they have been compared with and discussed in the light of opinions and suggestions that already exist in literature. Lastly, findings have been interpreted and presented as a determination.
The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers&apos; Choice to Teach
Author: Ingram, Melissa L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teachers,Phenomenology,Extension Agents,Career Choice,Preservice Teacher Education,High School Students,Student Organizations,Teaching (Occupation),Student Attitudes,Agriculture,Student Characteristics

Nationwide, agricultural education has experienced a shortage of qualified school-based agriculture teachers for over four decades. Students who seek careers as agriculture teachers are often those who participated in agricultural education and FFA in high school. The Ag Ed FITChoice® Model (Lawver 2009; Lawver &amp; Torres, 2012) was used as the investigative framework for this phenomenological study, which sought to explore how active participation in school-based agricultural education programs influenced students' choice to major in agricultural education and pursue a career in teaching. Seven agricultural education majors who participated in agricultural education and FFA in high school participated in a focus group interview. Transcripts of the focus group interview were analyzed and coded for thematic content using open, axial, and selective coding protocols. Five themes emerged from the data, which included, 1) socializer influencers, 2) social value 3) passion for agriculture, 4) alignment with personal values, and 5) agricultural education factors. The agricultural education factors theme was broken into four subthemes, which include agriculture teacher encouragement, FFA events, increased self-efficacy through a quality program, and post-high school opportunities. Based on the findings, implications and recommendations for recruitment are discussed.