ethanporcaro/eric-fulltext-meta huggingface dataset:
Employment Skills for 21st Century Workplace: The Gap between Faculty and Student Perceptions
Author: Hodge, Kay A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Employment,Speech Communication,Time Management,Critical Thinking,Job Skills,Ethics,Leadership,College Faculty,Business Education,College Students,Student Attitudes,Teacher Attitudes,Foreign Students,Second Language Learning,Creativity,Self Management,Problem Solving,Language Skills

This study compared the perceptions of college business faculty and students regarding the business competencies needed to get a job after graduation. The population for this research consisted upper-level students (n = 254), who were enrolled in business classes at a Midwest university and faculty members (n = 37) teaching in the business area at the same institution. This research highlighted a gap that may exist regarding skills needed for employment. Nonparametric analysis showed significant differences existed between U.S. students (n = 214) and international students (n = 44) in the areas of leadership, creativity, and the value of a 2nd language. The analysis also showed significant differences between faculty members and U.S. students in the areas of management, time management, personal management, critical thinking, problem solving, writing, speaking, and leadership and between faculty members and international students in the areas of time management, personal management, critical thinking, writing, speaking, listening, ethics, and the value of a 2nd language. (Contains 7 tables.)
Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers
Author: Dainty, Julie D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Social Integration,Consumer Science,Teacher Persistence,Educational Quality,Performance Factors,Secondary School Teachers,Student Development,Teacher Surveys,Likert Scales,Interest Inventories,Teaching Experience,Institutional Characteristics,Teaching Skills,Work Ethic,Teacher Education,Influences,Home Economics

The impact of teacher retention on quality education has inspired a great deal of research. Although many factors have been identified as contributors, few have been specific to the career and technical education (CTE) area and the diversity of CTE programs demands a more specific approach. The purpose of this study was to identify specific factors affecting the retention of Family and Consumer Sciences (FACS) teachers in Kansas. Major findings include that administrative support and gaining student respect are important for the social integration of teachers. As evidence of the desire to be successful in their teaching role, FACS teachers strongly agreed with their commitment to improve student performance, student engagement, accessing resources, school reputation, incorporating new ideas, and adolescent issues. Additionally, institutional factors that were found extremely important to their willingness to continue teaching were inner sense of knowing they were doing a good job, adequate time to complete job responsibilities, and administrative support for program development. (Contains 1 figure and 6 tables.)
Collaboration as a Tool to Improve Career and Technical Education: A Qualitative Study of Successful Collaboration among Extension Agents and Agricultural Science Teachers
Author: Murphrey, Theresa Pesl
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Agents,Science Teachers,Agricultural Education,Collegiality,Teacher Collaboration,Qualitative Research,Vocational Education Teachers,Best Practices,Barriers,Performance Factors,Focus Groups,Mail Surveys,Teacher Attitudes,Teacher Surveys,Educational Improvement,Group Dynamics,Success,Program Effectiveness

Collaboration among Extension agents and agricultural science teachers has the potential to increase the reach of both organizations to serve clientele in obtaining critical skills and knowledge important to Career and Technical Education. However, successful collaboration requires that barriers be minimized and aspects of facilitation be maximized. This paper sought to document best practices of collaboration among agents and teachers across [state]. Study findings revealed that both agricultural science teachers and Extension agents see value in collaborating with one another. Barriers to collaboration included lack of time to collaborate, the number of schools in a county, the size of the county compared to the location of schools, and negative personal views toward individuals (competition). Recommendations for establishing successful collaboration have been provided.
Teacher Internships as Professional Development in Career & Technical Education
Author: Stephens, Geralyn E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Advisory Committees,Professional Development,Vocational Education,Cooperative Education,Educational Legislation,Federal Legislation,Internship Programs,Learning Activities,Teacher Education Programs,Curriculum Development,Secondary School Teachers,Performance Factors,Change Strategies,Educational Change

The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development activities to be sustained and directly related to the instruction being provided by the CTE teacher. Teacher internships can provide a viable option for ensuring teachers participate in this level of professional development. This article explores how CTE teacher internships, in occupationally related workplaces, can be used to satisfy the requirement. A review of related activities that incorporate Advisory Committees and Cooperative Education placements is discussed. The concept of work-based Teaching Teams that include academic teachers is also explored.
Enhancing Collaboration among Math and Career and Technical Education Teachers: Is Technology the Answer?
Author: Morgan, A. Christian
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Collaboration,Cooperation,Vocational Education Teachers,Teaching Methods,Professional Development,Science Teachers,Science Education,Science Achievement,Mathematics,Mathematics Instruction,Mathematics Teachers,Technology Uses in Education,Partnerships in Education

Teacher collaboration has been recognized as a vital component to student success. This project represents an evaluation of the researchers' initial efforts toward providing in-service education for teachers focused on collaboration between math and CTE teachers. The purpose of this study was to (1) describe selected characteristics of secondary teachers of math and CTE, (2) describe their perceptions concerning the "value of" and their "willingness to implement" the instructional practices and activities presented during a professional development seminar, and (3) assess their views about the use of emerging technology for teacher collaboration. Survey responses indicated that using the Math-in-CTE Model was valued. Overall, respondents valued technology but seemed a bit reserved about the likelihood of implementing and using technology. Results imply that teachers with positive attitudes and self-efficacy for adopting the model may struggle to implement collaboration due to a lack of time and access to technology. (Contains 1 figure and 2 tables.)
A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education
Author: Young, R. Brent
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Agricultural Education,Rating Scales,Teaching Experience,Cooperating Teachers,Vocational Education,Student Characteristics,Profiles,Questionnaires,Mail Surveys,Participant Satisfaction,Program Effectiveness,Teacher Student Relationship,School Community Relationship,Student Leadership

This study was an inquiry of secondary teachers' perceptions of the agricultural education student teaching experience in North Dakota. The sampling frame (N = 89) included all secondary teachers in the state; the final return rate was 74%. The instrument included 16 items identifying selected characteristics of secondary teachers and their schools. The agriculture teachers also rated 34 elements of the student teaching experience using a summated-rating scale (&quot;5&quot; = &quot;High Importance...&quot;1&quot; = &quot;No Importance&quot;). Teachers rated 31 of 34 elements as having &quot;much importance&quot; or greater (M [greater than or equal to] 4.00). Seven of the ten highest rated elements were from the core area &quot;Cooperating Teacher-Student Teacher Relationships.&quot; Recommendations and implications suggest a need for greater emphases in pre-service and in-service education regarding the importance of SAEs, careful consideration of student teacher placements, and future inquiry regarding student teachers' perceptions of the student teaching experience. (Contains 3 tables.)
Agricultural Teacher Perceptions of School Components as Motivational Factors to Continue Teaching and Demotivational Factors to Discontinue Teaching
Author: Rice, Joshua E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Discipline Problems,Discipline,Agricultural Education,Teacher Motivation,Teacher Persistence,Performance Factors,Teacher Attitudes,Questionnaires,Mail Surveys,Student Motivation,Classroom Environment,Learner Engagement,Science Laboratories

The purpose of the study was to analyze agricultural education teachers' attitudes toward selected school components as motivational factors to continue teaching and demotivational factors to discontinue teaching. Using a mail questionnaire, the researchers employed a census study of agricultural education teachers in West Virginia (N = 90). Researchers used mean scores to assess teachers' perceptions of the selected motivational and demotivational factors. Teachers agreed that: &quot;Having highly motivated students within the agricultural education program;&quot; and &quot;having good classroom and laboratory conditions,&quot; were the top motivational factors. The top demotivational factors were: &quot;a lack of student motivation for agricultural education;&quot; and &quot;student discipline problems in classrooms and laboratories.&quot; (Contains 2 tables.)
The Impact of a College Survival Skills Course and a Success Coach on Retention and Academic Performance
Author: Allen, Ivan H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Technical Institutes,Academic Achievement,School Holding Power,Daily Living Skills,Skill Development,Achievement Gains,Coaching (Performance),Academic Persistence,Mathematics Achievement,Integrated Services,Intervention,Program Effectiveness,Educational Improvement,Improvement Programs,Student Improvement

Student retention is an ongoing concern of many postsecondary institutions (Kuh, 2008). Student engagement might be a key to addressing retention issues in terms of building relationships between students and their college. One technical college has found that attrition in learning support math courses contributes greatly to the overall college retention issue and that academic success in these courses has some influence. Drawing from current literature, the college addressed this issue by developing both a College Survival Skills course for learning support math students and by hiring a person to serve students in the role of Success Coach. After a year of implementing both interventions, data has begun to show improvements in semester retention, persistence to graduation, and academic success. (Contains 3 tables.)
The Relationship between Self-Concept and Self-Ratings of Generalizable Skills of Students in Postsecondary Career and Technical Programs
Author: Kraebber, Sharon L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Occupations,General Education,Learning Strategies,Job Skills,Communication Skills,Correlation,Self Concept,Self Evaluation (Individuals),Interpersonal Competence,Listening Skills,Skill Development,Basic Skills,Vocational Education,Measures (Individuals),Adult Students

Increasingly, employers desire skills that have traditionally been the purview of high schools and postsecondary career and technical training systems: reading and writing, applied mathematics, and technical and functional skills specific to an occupational area. However, employers also want employees to possess generic skills, employability skills, essential skills, and applied general education skills. These include knowing how to learn, interpersonal skills (e.g., teamwork, leadership, customer service, negotiation), competence in applying general education (e.g., reading, writing, calculating, computing) to workplaces, effective listening and oral communication skills, information gathering and analysis, problem solving, critical/creative thinking, organizing, planning, decision-making, and personal attributes (e.g., motivation, integrity, dependability, self-management). Many of these skills were once reserved for those in management; however, they now are considered necessary for individuals at all levels (Boyette &amp; Conn, 1991; Carnevale, Gainer, &amp; Meltzer, 1990; Coplin, 2003; Gardner, 2004; Lynch, 2000; Nedrow, 2002; Pearlman, 1997; Resnick, 1997; Secretary's Commission on Achieving Necessary Skills [SCANS], 1991). (Contains 1 figure and 6 tables.)
The Professional Development Needs of Academic Teachers Adding Career-Technical Education Licenses
Author: O'Connor, Patrick J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,Vocational Education Teachers,Professional Development,Educational Needs,Academic Education,Transitional Programs,Alternative Teacher Certification,Participant Satisfaction,Teacher Competencies,Portfolio Assessment,Career Change,Program Evaluation

This study reports the results on the needs of an emerging population of Career-Technical Education (CTE) teachers in Ohio. The purposes of the study were to determine the needs of the teachers and the effectiveness of the teacher education program they completed to add the CTE license. Twenty six academic teachers added a CTE license through a modified licensure program at Kent State University over a two year period from 2008-2010. The primary goal of the licensure program was to support the academic teachers in the transition from the academic to the CTE environment. Six data collection sources were used to determine the effectiveness of the program. A profile of the academic teacher was also identified. The results indicate that the academic teachers were successful and satisfied as they made the transition. The teachers also felt least competent in specific CTE competencies such as collaborating with employer/job sites, working with advisory boards and planning work-based learning instructional activities. Suggestions to assist the teachers were provided.
Beyond the Lecture: Interactive Strategies in the Health Profession Education Curriculum
Author: Roberts, Ashley
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Services,Lecture Method,Change Strategies,Educational Strategies,Health Education,Professional Education,Simulation,Clinical Teaching (Health Professions),Clinical Experience,Teaching Methods,Educational Practices,Theory Practice Relationship,Curriculum Implementation

Health care is constantly evolving. Health care professionals and the educators responsible for training those professionals need efficient ways to a) assure new information is getting across to the students and/or professionals, b) relay all new and previous information in a timely manner, and c) correctly utilize the information gathered and observed and apply it to the needs of the patients. Lecture is the original teaching method, but does not cover the dynamic world of health care. Simulations with actors and high-fidelity mannequins are two methods of relaying vital information. Research is limited on these forms of education, but the results are thus far promising.
Business Education University Supervisors' Perspectives of Mentor Teachers' Competencies
Author: Fletcher, Edward C., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Delphi Technique,Mentors,Foreign Countries,Business Education Teachers,Business Education,Supervisors,Teacher Competencies,Administrator Attitudes,College Faculty,Teacher Education Programs,Professional Development,Internship Programs

This study examined the perspectives of an expert panel of 31 business education university supervisors from the U.S. and Canada using a modified Delphi approach regarding the areas in which mentor teachers are typically most and least prepared. Findings indicated business education mentor teachers are most prepared in the areas of classroom management, teaching-related administrative duties, and establishing rapport. However, the expert panel did not reach consensus on the areas in which mentor teachers are oftentimes least prepared. The majority of the university supervisors believed business teacher preparation programs could provide mentor teachers with professional development on mentoring and expectations prior to the internship. (Contains 4 tables.)
Attitudes toward Mathematics Integration and Related Professional Development Needs of Outstanding Agricultural Education Instructors
Author: Anderson, Ryan
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Needs,Educational Attitudes,Teacher Attitudes,Professional Development,Mail Surveys,Integrated Curriculum,Science Teachers,Mathematics Curriculum,Curriculum Enrichment,Teacher Characteristics,Likert Scales,Role Models,Teacher Surveys

The purpose of this study was to determine the outstanding agricultural teachers' attitudes toward mathematics integration and perceived needs regarding academic integration. Participants of this study were selected by a panel of expert, including teacher educators and state staff, who frequently visit agricultural education teachers and observe their teaching. The panel reached a consensus on 26 outstanding agricultural education teachers. An electronic survey instrument was developed by the researcher. The teachers reported having positive attitudes toward mathematics integration. The agricultural teachers had indicated that mathematics is an integral component of agricultural education and the integration of mathematics is vital; this would indicate that the early-adopters had already entered the Persuasion stage. The positive attitudes toward mathematics integration had led the agricultural education teachers to integrate mathematics would indicating that the early-adopters had also entered the decision stage. (Contains 4 tables.)
The Role of Invitational Education and Intelligence Beliefs in Academic Performance
Author: Hossein, Mahdian
Date: 2011-00-00
Type: Journal Articles
Subjects: Intelligence,High Schools,Grade Point Average,Academic Achievement,Path Analysis,Foreign Countries,Sampling,Beliefs,Self Efficacy,Correlation,Questionnaires,Likert Scales

The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academic performance of high school students. The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random sampling The research sample included 540 students (270 females and 270 males). The research instruments were the Invitational Teaching Survey (Amos, Purkey, &amp; Tobias, 1984), and Intelligence Beliefs Questionnaire (Zabihi, 2005). Students' grade point average was used as an indicator of academic performance during high school. Data were analyzed using path analysis of direct and indirect effects of Invitational Education on intelligence beliefs and performance of high school. The results showed that of the sub-components of Invitational Education, as described in the Invitational Teaching Survey (Amos, Purkey &amp; Tobias, 1984), consideration has positive and significant effect on incremental intelligence and performance. Coordination has positive and significant effect on inherent intelligence beliefs. Skill has positive and significant effect on incremental intelligence and performance. Incremental intelligence beliefs have positive and significant effect on performance. Consideration has negative and significant effect on inherent intelligence beliefs. Coordination has negative and significant effect on inherent intelligence beliefs. Inherent intelligence beliefs have negative and significant effect on performance. Skill has negative and significant effect on inherent intelligence beliefs. Consideration, coordination and skill components of Invitational Education have indirect and significant effect on performance through inherent and incremental intelligence beliefs. These findings show that it is necessary to take the role of Invitational Education and intelligence beliefs into account when studying academic performance. (Contains 2 figures and 4 tables.)
The Perceived School Climate in Invitational Schools in Hong Kong: Using the Chinese Version of the Inviting School Survey-Revised (ISS-R)
Author: Ng, Carmen K. M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary Schools,Secondary School Students,School Surveys,Foreign Countries,Grade 11,Translation,Educational Environment,Validity,Reliability,Educational Practices,Student Needs,School Policy

This article describes the use of the Chinese translation of the revised Inviting School Survey (ISS-R; Smith, 2005; Smith &amp; Bernard, 2004) to measure the invitational climate of seven invitational secondary schools in Hong Kong. The five subscales of Chinese version of ISS-R were found to be valid and reliable in a sample of 706 Grade 11 students. Students' perceptions of the invitational climate in the key areas of people, places, processes, policies, and programs (5P's) were analyzed. It is suggested that indications of invitational climate in the 5P's could facilitate teachers' and administrators' consideration in improving invitational practices to cater for the needs of different groups of students. (Contains 4 tables.)
The Role of Feedback in Enhancing Students' Self-Regulation in Inviting Schools
Author: Chung, Y. B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Cultural Context,Mathematics Instruction,Role,Self Management,Self Control,Social Cognition,Sociocultural Patterns,Social Influences,Cultural Influences,Reports,Educational Strategies,Personal Autonomy,Educational Environment

This paper explores the importance of self-regulation and the role of feedback in encouraging such regulation from social cognitive and socio-cultural perspectives. The effects and value of various influences within the social and cultural environment are reviewed. In the context of inviting schools, thought is presented to the issue of how the "Five Ps" (People, Programs, Policies, Places, and Processes) all provide various forms of feedback and input that could encourage self-regulation. In particular, the authors discuss how a reporting system that provides detailed and personalized feedback to students in an inviting setting can be one important way of facilitating students to reach their full potential as autonomous learners. Suggestions for consideration by school staff, and for future researchers, are provided.