ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of the Order of Abstraction and Type of Reflection on Content Knowledge When Teaching Experientially in a High School Classroom
Author: DiBenedetto, Catherine A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Experiential Learning,Reflection,Pedagogical Content Knowledge,Skill Development,Teaching Methods,Discussion (Teaching Technique),Computation,Randomized Controlled Trials,Control Groups,Experimental Groups,Achievement Tests,Scores,Cognitive Tests,Abstract Reasoning,High School Students,Statistical Analysis,Pretests Posttests

In classrooms today, teachers continue to strive to enhance student knowledge and application by designing learning environments which create experiences for students to interact collaboratively, solve problems, think critically, and learn by doing. Research has indicated that teacher knowledge of the experiential learning cycle has become increasingly important to assess what was learned. This exploratory study sought to determine the effect of reflection-in and reflection-on-action regarding content knowledge, the effect the order of abstraction had on content knowledge, and if any interaction existed between type of reflection and order of abstraction on content knowledge scores of secondary agriscience students. Utilizing a 2 x 2 randomized experimental design, research was conducted in a secondary agriscience classroom. How order of abstraction and type of reflection were implemented were found to be significant in the development of discussion skills. Agriscience teachers should be made aware of the benefits on student learning outcomes when effective concrete experiences are designed for their students to engage, reflect, conceptualize, and experiment.
Connecting Problem-Solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects
Author: Bush, Sarah A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Cooperative Learning,Peer Evaluation,Secondary School Students,Agricultural Education,Summer Programs,Learning Experience,Statistical Analysis,Quasiexperimental Design,Teamwork,Cognitive Style,Group Dynamics,Change Agents,Student Attitudes

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help meet the current demand of employment in the various disciplines within agriculture. Many of these summer programs offer secondary students opportunities to learn more about agriculture, and gain experiences as they work in teams to consider the agricultural issues they may face upon entering the workforce. While adaption-innovation theory has been used in agribusinesses across the world to provide explanation to how people work together in teams to solve complex ill-defined problems, little is known regarding the degree the theory applies to secondary student learning in groups. This study utilized a quantitative, quasi-experimental design to further explore how high school students' problem-solving styles impact their perceptions of group members in a cooperative learning experience while participating in the Virginia's Summer Residential Governor's School for Agriculture program. The findings and recommendations can assist instructors in providing cooperative learning experiences to their students and further maximize high school student's experiences in working in teams and solving complex ill-defined problems associated with agricultural issues.
Examining the Relationship between the Perceived Adequacy of Tools and Equipment and Perceived Competency to Teach Agricultural Mechanics
Author: McCubbins, O. P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Agricultural Machinery,Teacher Competencies,Questionnaires,Teacher Surveys,Correlation,Teaching Skills,Teaching Experience,Knowledge Base for Teaching,Educational Technology,Educational Resources,Educational Equipment,Statistical Significance,Self Efficacy,College Faculty

Agricultural mechanics holds an important place in agricultural education programs. Teacher efficacy in regards to teaching agricultural mechanics is also important. We used a questionnaire to survey agricultural education teachers in Iowa regarding agricultural mechanics. Spearman Rho correlations were used to determine the magnitude of the relationship between teachers' perceived competency to teach agricultural mechanics skills and the adequacy of tools and equipment available to teach agricultural mechanics skills in school-based agricultural education (SBAE) programs. Correlations between tool adequacy and perceived competency to teach agricultural mechanics skills were identified as statistically significant (p &lt; 0.05) in all 54 content areas addressed within the instrument. The results of the present study aligned with prior research regarding perceived competency and available teaching resources. The possibility exists that a lack of competency in a given skill area may result from, or may result in, a lack of adequate tools and equipment available to teach within that particular skill area. Perhaps the converse is instead true. We recommend that program stakeholders work to ensure that teachers are competent, and have access to adequate tools and equipment necessary, to teach agricultural mechanics.
Seeing What They See--A Photovoice Analysis of Exploratory Early Field Experiences
Author: Baker, Marshall A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teachers,Preservice Teacher Education,Observation,Observational Learning,Photography,Agricultural Education,Undergraduate Students,Production Techniques,Video Technology,Teaching Methods,Qualitative Research,Constructivism (Learning)

The purpose of this photovoice study was to investigate what and how pre-service teachers conceive and make meaning of exploration observations of early field experiences (EFEs). EFEs are vital components of the teacher preparation program and include all activities that occur in pre-service teacher education prior to student teaching, including exploratory observations (Retallick &amp; Miller, 2010). Process coding of 123 photographs and reflective captions led to five themes: (a) optimizing student aperture, (b) affirming the decision to teach, (c) identifying learning strategy outcomes, (d) balancing the three components of agricultural education, and (e) creating a felt need to learn. Praxis included more purposeful inclusion of cooperating teachers as experts, distinguishing between an experience and observation, and seeking those observations outside of agricultural education classrooms.
Preliminary Development of an Attrition Risk Assessment Instrument for Secondary Agricultural Educators
Author: Greenhaw, Laura L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Risk Assessment,Test Construction,Secondary School Teachers,Agricultural Education,Factor Analysis,Career Choice,Expectation,Job Satisfaction,Work Ethic,Faculty Mobility,Test Reliability,Test Validity

Secondary agricultural education has consistently faced a shortage of teachers for the past several decades. Because there are not enough newly qualified teachers certified annually to fill all the vacancies, attrition must be addressed. The purpose of this research was to develop and pilot test an attrition risk assessment instrument. Items were written and included in a preliminary instrument based on existing literature as well as a qualitative study we conducted previously. Principal components analysis resulted in a 25-question instrument, with 17 questions measuring attrition risk in four constructs including alternative career opportunities, expectations versus realities, passions, and people frustrations. Cronbach's alpha indicated overall instrument reliability was a = 0.76. Individual construct reliabilities ranged from a = 0.57 to a = 0.85. Recommendations include further development and refinement of constructs and questions. Additionally, longitudinal data should be collected in order to identify the threshold magnitude of each risk factor that results in actual exit of a teacher from the profession. Finally, implementation of the instrument could assist researchers and teacher educators in identifying the most prevalent risks contributing to teacher attrition in a population.
NSF-OEDG Manoomin Science Camp Project: A Model for Engaging American Indian Students in Science, Technology, Engineering, and Mathematics
Author: Dalbotten, Diana
Date: 2014-05-00
Type: Journal Articles
Subjects: American Indian Students,Elementary Secondary Education,Postsecondary Education,Institutional Cooperation,School Community Programs,Agriculture,Culturally Relevant Education,STEM Education,Experiential Learning,Indigenous Knowledge,Natural Resources,American Indian Culture,Scientists,Partnerships in Education,Mentors,Teachers,Resident Camp Programs

The Manoomin ''wild rice'' Science Camp program, a partnership between the University of Minnesota, the Fond du Lac Tribal and Community College, and the Fond du Lac Band of Lake Superior Chippewa is an example of how a community-based participatory research project can become the catalyst for STEM learning for an entire community, providing effective learning opportunities for grades 5-12 and undergraduate students, elementary and secondary school teachers, and scientists from the reservation, tribal college, and university. Focusing the research on a resource (wild rice) that has important economic, cultural and spiritual meaning for a community, we promote place-based education and support the development of strong science/teacher/community partnerships. Key components of this approach are the Circle of Learning, a conceptual framework that emphasizes trust- and relationship-building between researchers, teachers, students, and American Indian community members, and the Seven Elements of STEM Learning, a pedagogical framework derived from an extensive review of the literature on American Indian education that focuses on a holistic approach to learning that emphasizes the whole student.
Involving People with Autism in Development of Virtual World for Provision of Skills Training
Author: Politis, Yurgos
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Development,Autism,Pervasive Developmental Disorders,Communication Problems,Simulated Environment,Computer Simulation,Educational Technology,Technology Uses in Education,Feedback (Response),Young Adults,Participatory Research

This paper presents the development phase of the of the Virtual World that is going to be used by the Virtual Learning for People with Autistic Spectrum Disorder (VL4ASD) project, which aims to create training materials on conversation skills. This project is geared towards addressing the communication deficits of ASD populations, by exploring the extent to which the use of Virtual Reality (VR) could make an impact on the daily lives of people with those conditions and, thus, address a research gap. The initial results from the feedback sessions are positive towards using VR for training purposes. Feedback from both users and practitioners revealed that the training materials can be very beneficial to the target population. The stated goal of this project of explaining the steps necessary to engage in effective and fruitful conversations for people with ASD through VR, could be helpful to these individuals in their social interactions on a one-to-one basis. A next iteration of the VR training programme should involve having conversations in a more complex group dynamic that would enhance group members' self-confidence and self-esteem. Ultimately, this VR training would assist young adults with ASD in their pursuit of independent living by giving them the opportunity to gain work experience. This study, as a proof of concept, would open the door to developing training for other communication, life, academic and vocational skills, while this training would not only be useful for people with ASD, but the wider population.
Cultural Communication Characteristics and Student Connectedness in an Online Environment: Perceptions and Preferences of Online Graduate Students
Author: Green, Tim
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Educational Technology,Technology Uses in Education,Interpersonal Relationship,Student Surveys,Peer Relationship,Teacher Student Relationship,Interviews,Identification (Psychology),Distance Education,Student Diversity,Cultural Differences,Mixed Methods Research,Scores,Interpersonal Communication,Communication Strategies,Culturally Relevant Education

This multi-year exploratory research examined the perceptions of connectedness of students enrolled in an online cohort-based Master's program in educational technology. The research specifically examined the level of connectedness the graduate students from low-context and high-context cultures felt towards their peers, the professors, and the program. Participants (n = 50) were surveyed on their perceptions of connectedness and what elements of the program and course design led to their level of connectedness. Fourteen participants agreed to follow-up interviews. The data were used to compare how students who identified as low-context culture differed in their perceptions of connectedness to students who identified as high-context culture. The findings suggest that no matter what cultural identification students indicated, the feelings of connectedness toward peers, the professors, and the program were strong. Participants indicated feeling most connected to program professors, primarily due to the intensity and methods of communication. Findings indicate other program and course design elements that led to student connectedness. Implications for online course and program design are discussed.
Elements, Principles, and Critical Inquiry for Identity-Centered Design of Online Environments
Author: Dudek, Jaclyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Criticism,Cooperative Learning,Case Studies,Self Concept,Instructional Design,Guidelines,Online Courses,Computer Mediated Communication,Computer Simulation,Workplace Learning,Professional Development,Liberal Arts,Citizenship Education,Leadership,College Students,College Faculty

Within higher education, a need exists for learning designs that facilitate education and support students in sharing, examining, and refining their critical identities as learners and professionals. In the past, technology-mediated identity work has focused on individual tool use or a learning setting. However, we as professional learning designers sought to explore designs that support critical identity processes across various learning contexts, media, and tools. We have identified the recurring and intertwining themes of visibility, agency, community, competencies, and narrative based on a literature review and professional practice. Along with the exploration of these themes, a design framework that encompasses a set of identity-centered design elements and principles is presented along with self-reflective critical questions intended to aid in design, development, and implementation of online collaborative learning environments. This framework is then applied to a case study to demonstrate how the elements, principles, and critique can be used to understand and evaluate new and preexisting designs.
Do Perceptions of Gifted Intelligence and Normal Intelligence Participants Differ about Social Science and Social Scientists?
Author: Selvi, Sezgin
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Sciences,Social Scientists,Gifted,Intelligence,Qualitative Research,Student Attitudes,Comparative Analysis,Case Studies,Secondary School Students,Foreign Countries,Gender Differences,Freehand Drawing,Portraiture,Content Analysis

This qualitative study was conducted to compare the perceptions of students with gifted intelligence and students with those of normal intelligence about social science and social scientists. The data obtained from 23 gifted intelligent and 23 normal participants within the same age group was analysed using content analysis and results were represented with a straight and systematic language. A significant part of normal participants confused social science teacher with social scientist. Both groups find a social scientist happy. Social scientist was represented as young and dynamic, was thought without hindrance as well. As a common finding, gender is significant for both groups and males were distinguished. They do not sufficiently recognise social scientists. However, normal intelligence participants confuse social sciences with the natural sciences and they give names of both natural scientists and inventors instead of social scientists.
A Study on the Interpretive Structural Model to Discuss the Analysis of Curriculum Planning and Benefit among Cosmetology and Hair Salon Professional Courses in College-Department of Cosmetic Applications and Management
Author: Yeh, Ju-Hsuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Cosmetology,Curriculum Development,Foreign Countries,Models,Teaching Methods,Computer Uses in Education,Educational Technology,Qualitative Research,Statistical Analysis,Focus Groups,Questionnaires,Postsecondary Education

This research aims to analyze the Curriculum planning and benefit between departments of beautification in college and the professional courses by using ISM. To understand the link between different professional courses of beautification in college and find out the connections, Department of Cosmetic Science will be taken as an example. The result will benefit to future developing plans of the courses in Department of Cosmetic Science. The object of this research is all Department of Cosmetic Science in college in Taiwan. All professional courses related with Department of Cosmetic Science were discussed. The content and hierarchy of courses were analyzed and summarized by using ISM. By clarifying the suitability of them as well as promoting Department of Cosmetics Science's future development, all three parties, including the courses, lecturers and students, can achieve the best effect from this research.
Occupational and Educational Biographies of Older Workers and Their Participation in Further Education in Germany
Author: Schmidt-Hertha, Bernhard
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Biographies,Older Workers,Adult Education,Participation,Longitudinal Studies,Multiple Regression Analysis,Control Groups,Predictor Variables,Learning Activities,Transitional Programs,Vocational Education,Statistical Analysis

The adult cohort of the German National Educational Panel Study (NEPS) provides data from six sets of longitudinal data derived from 11,932 German adults. We used the NEPS data to look at the effects of formal education in adulthood and occupational changes on participation in further vocational education and training in order to gain a better understanding of learning activities of older workers. This data enables us to differentiate between upward mobility, downwards mobility and changes at the same level of occupation. In a multi-regression-analysis we control for well-documented predictors--such as level of schooling and vocational education, job status, gender and age as well as for company size. Descriptive results confirm the expected effects, but these effects disappear when the other variables are taken into account.
Lifelong Learning in Policy and Practice: The Case of Sweden
Author: Boström, Ann-Kristin
Date: 2017-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational Policy,Educational Change,Policy Analysis,Foreign Countries,Adult Education,Handicrafts,Social Capital,Well Being,Social Environment

This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting cafés will also be accounted for. The paper also asks the question &quot;Who is getting education and learning in later life?&quot; &quot;What are the criteria that will give individuals access to these possibilities&quot; and &quot;What results can be expected?&quot; The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.
If We Build It, Will They Come? Fielding Dreams of College Access
Author: Bruna, Katherine Richardson
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Education,Partnerships in Education,College School Cooperation,Elementary School Students,College Preparation,Social Justice,Participant Characteristics,Program Implementation,Institutional Mission,Organizational Objectives,Financial Support,Delivery Systems,Program Effectiveness,Academic Persistence,Economic Impact

This article describes the ISU 4U Promise, an innovative college access and affordability initiative. Through this early-commitment partnership program between Iowa State University and Des Moines Public Schools, youth from two urban elementary schools are eligible for tuition awards when they enroll as undergraduates at Iowa State University. Drawing on a review of promise programs in the educational scholarly literature, this article identifies what makes the ISU 4U Promise distinctive among promise efforts in terms of contextual antecedents, implementation processes, and potential institutional outcomes. Unique features include its early childhood focus; sole university sponsorship; &quot;wide-net&quot; reach; and collaborative, critical orientation to education and evaluation. With a bidirectional understanding of knowledge and a bivalent orientation to social justice, the ISU 4U Promise is a promising pathway for universities aspiring to update their approach to college access outreach. Keywords: college access, affordability, promise programs, urban education, university engagement.
Developing Critical Consciousness and Social Justice Self-Efficacy: Lessons from Feminist Community Engagement Student Narratives
Author: Clark-Taylor, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Self Efficacy,Feminism,Case Studies,College Students,Service Learning,Social Theories,Summer Programs,Internship Programs,Reflection,Qualitative Research,Student Participation

As community engagement continues to be institutionalized within colleges and universities, it is increasingly important that it retain its founding mission to prepare engaged citizens to address societal issues and contribute to the public good. Unfortunately, dominant models of community engagement remain charity focused and thereby reinforce social hierarchies that undermine higher education's mission of public good. Though many studies have focused on critiquing charityfocused models of community engagement, few studies offer alternative approaches. Utilizing an intrinsic single-case-study approach, this study investigates what can be learned from the narratives of 12 students in a community engagement program that uses feminist pedagogy. The findings suggest that a feminist approach to community engagement can be a catalyst for students to develop critical consciousness and social justice self-efficacy by addressing issues of privilege and oppression in community-engaged work in ways that current community engagement models have yet to operationalize.