ethanporcaro/eric-fulltext-meta huggingface dataset:
We're Here, We're Queer, but We're Just like Heterosexuals: A Cultural Studies Analysis of Lesbian Themed Children's Books
Author: Esposito, Jennifer
Date: 2009-00-00
Type: Information Analyses
Subjects: Picture Books,Sexual Orientation,Homosexuality,Females,Childrens Literature,Mothers,Social Attitudes,Social Bias,Cultural Influences,Sexuality,Consciousness Raising,Social Theories,Popular Culture

Heteronormativity creates heterosexuality as the quintessential ideal of sexuality, as the most natural state of being. This normalization, in turn, marginalizes homosexuality so that it becomes viewed as unnatural and immoral. Berlant and Warner (1998) go on to argue that one way heteronormative forms of intimacy get reinscribed is through love plots. This idea is important because the storylines of lesbian families in children's picture books often represent heteronormative love plots. As Rofes (1998) argues, often "a lesbian couple simply serves to replace a heterosexual couple as the source of knowledge and authority within the family" (p. 18). Such a substitution of a lesbian couple for a heterosexual one means that social issues like homophobia do not have to be addressed. The lesbian family, in this instance, lives and loves just like the heterosexual family. Thus, in the world of children's picture books, the lesbian family becomes insulated from its own marginalization. It is, therefore, important to understand how lesbian families are represented in a heteronormative society. To examine such representation, five children's picture books that include lesbian mothers and their children are analyzed in this article: (1) "Is Your Family Like Mine?" by Lois Abramchik; (2) "Asha's Mums" by Rosamund Elwin and Michele Paulse; (3) "Molly's Family" by Nancy Garden; (4) "Heather Has Two Mommies" by Leslea Newman; and (5) "The Daddy Machine" by Johnny Valentine. Using evidence from the picture books, four themes are examined: (1) Problematizing of not having a daddy; (2) De-queering; (3) "Don't ask, don't tell" policy; and (4) Catalyst for heterosexual growth. The texts examined here have posited that lesbian families are "just like" heterosexual families. The intended message seems to be that because lesbian families mimic heterosexual families, they should be accepted.
Integrating Effective and Beneficial Interventions to Increase Student Attendance in an Elementary School Setting
Author: Peek, Sarah D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Attendance,Teacher Attitudes,Intervention,Teacher Surveys,Administrator Attitudes,Integrated Services,Program Effectiveness,Improvement Programs,Truancy,Elementary Education

The action research study revealed the effectiveness of recent interventions to the attendance process of a single elementary school located in the Southern United States. The study evaluated the benefits and impact of the interventions, and other possible interventions to increase student attendance. An explanation of each intervention is provided, and the data collected is discussed. If schools do not address reasons for absences, failure to make adequate yearly progress (AYP) in the area of attendance is possible. The results identify the value of the interventions. (Contains 7 tables.)
The Effects of the Peer Tutoring Program: An Action Research Study of the Effectiveness of the Peer Tutoring Program at One Suburban Middle School
Author: Grubbs, Natalie
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Program Effectiveness,Peer Teaching,Teacher Surveys,Teacher Attitudes,Mail Surveys,Middle Schools,Formative Evaluation,Teaching Methods,Observation,Student Attitudes,Attendance Patterns,Intervention,Tutoring

The results of a study that examined the peer tutoring program at a middle school are discussed in this article. In an effort to determine ways to improve the peer tutoring program an action research (AR) mixed design study was developed. AR is practitioner based research. Its purpose is to examine the work of practitioners for effectiveness and to suggest changes in the program if ef ectiveness is not demonstrated. AR is a collaborative process of inquiry that integrates the perspectives of colleagues to make appropriate changes for the betterment of program delivery (Stringer & Dwyer, 2004). The data substantiates the need for peer tutoring and provides information for making improvements to increase ef ectiveness as well as program participation. (Contains 4 tables.) [The research was completed under the direction of Susan Boes who also helped with design suggestions and all revisions.]
A New Delivery Method in School Counseling: Closed-Circuit Television
Author: Banke, Mallory P.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Delivery Systems,Television,Technology Uses in Education,Grade 2,Elementary School Students,Rural Schools,Statistical Analysis,Outcome Based Education,Learning Modules,Family Environment,Differences,Time Management

In this era of results based education, professional school counselors must discover the most efficient methods for reaching all children in their school, yet still allow time for individual student care. This quantitative research study describes the utilization of a school's closed-circuit television to present a classroom guidance unit on family diversity. A pre/post survey revealed statistically significant findings that could offer professional school counselors a new way of delivery. (Contains 1 table.)
Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities
Author: Howard, Anissa K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Academic Achievement,School Counselors,Student Participation,Social Support Groups,Counseling Effectiveness,Suburban Schools,High School Students,Correlation,School Counseling,African American Students

Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of &quot;uninvolved&quot; students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results indicated that while involvement in the voluntary support group did not have a significant effect on the school bonding of students, involvement in the voluntary support group may have had a significant effect on the academic achievement of the students. These findings suggest that professional school counselors, school officials, and community agency personnel can collaborate and use extracurricular activities to help target the academic achievement of other uninvolved or off-track students.
Students with Anxiety: The Role of the Professional School Counselor
Author: Hanie, Evelyn H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Disability Identification,School Counselors,Anxiety,School Counseling,Incidence,School Personnel,Counselor Role,Staff Development,Interpersonal Communication,Planning,Anxiety Disorders,Symptoms (Individual Disorders),Cultural Influences,Educational Environment,Classroom Techniques,Coping,Family School Relationship

This paper discusses how school counselors can support students suffering from anxiety. The causes and prevalence of anxiety are presented as well as the differences between normal and problematic anxiety. The role of school personnel in early identification is discussed with particular emphasis on the responsibilities of the school counselor. These responsibilities include education of the staff, facilitation of effective communication, and development of appropriate individual plans for these students.
The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students
Author: Barnett, Cynthia
Date: 2009-00-00
Type: Journal Articles
Subjects: Speech Communication,Agronomy,Communication Skills,Quasiexperimental Design,Integrated Curriculum,Instructional Effectiveness,Control Groups,Experimental Groups,Undergraduate Students,Pretests Posttests,Likert Scales,Scoring Rubrics,Knowledge Level,Agricultural Education

The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182) consisted of students who participated in AgPAQ and five comparison groups: students in a farm management class; students in a stand-alone soil, fertilizer, and water management class; students in a soil, fertilizer, and water management class linked with an English course; and students in a paid volunteer group who had not previously participated in AgPAQ. Instruments included three rubrics that measured performance on written communication, oral communication, and agronomic/economic technical content knowledge. Analyses revealed that AgPAQ participants scored higher than non-AgPAQ participants on measures of oral and written communication in all comparisons. Also, AgPAQ participants scored higher on measures of agronomic/economic technical content knowledge than students in the non-AgPAQ paid volunteer group and students in the stand-alone soil, fertilizer, and water management class. AgPAQ participants also scored higher, but not significantly higher, than students in an English and agronomy linked integration. AgPAQ fostered enhanced learning in oral communication, written communication, and agronomic/economic technical content knowledge. (Contains 5 tables.)
Attitudes and Stages of Concern of Elementary Teachers toward Agriculture as a Context for Teaching across Grade Level Content Area Standards
Author: Bellah, Kimberly A.
Date: 2009-00-00
Type: Journal Articles
Subjects: State Standards,Teacher Attitudes,Elementary School Teachers,Alignment (Education),Interdisciplinary Approach,Integrated Curriculum,Teacher Characteristics,Curriculum Guides,Curriculum Implementation,Questionnaires,Mail Surveys,Agricultural Education,Barriers

The purpose of this study was to describe elementary teachers' attitudes and perceptions toward agriculture and its use as a context for teaching across the grade level content area standards. Further, this study sought to probe more deeply the stages of concern possessed by kindergarten through eighth grade teachers with respect to their use of an agriculture awareness curriculum aligned to content area state standards. Results indicated that elementary teachers generally hold favorable attitudes toward agriculture as a viable integrating tool to teach across disciplines. Elementary teachers who reported using the curriculum were unique in their highest stage of concern, but all of the sample members recorded first or second highest stages of concern at the informational stage, thereby indicating a desire to continue gathering information related to the educational innovation. Users of the curriculum recorded the highest relative intensity in the informational and personal stages of concern and lowest intensities in the refocusing and consequence stages. Nonusers recorded the highest relative intensities in the awareness and informational stages, with lowest relative intensities in the refocusing, consequence, and collaboration stages. Recommendations for focused delivery of professional development activities were made. (Contains 3 tables and 7 figures.)
Summer Enrichment Programs: Providing Agricultural Literacy and Career Exploration to Gifted and Talented Students
Author: Cannon, John G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Career Choice,Enrichment Activities,Talent,Gifted,Summer Programs,Agricultural Education,College Graduates,Alumni,Agriculture,Agricultural Occupations,Surveys,High School Students,College Students,Educational Objectives,Physicians,Student Attitudes,Science Education

As agriculture continues to evolve and become more complex, the demand for qualified college graduates to fill agricultural careers exceeds supply. This study focused on a summer enrichment program that strives to expose gifted and talented students to the diverse nature of agricultural careers through the integration of agriculture and science. The purpose of this study was to examine the program's effect on its alumni. Specific objectives were to develop demographic information, to ascertain the perceptions of the influence of the program on knowledge and perceptions of agriculture, to ascertain the influence of the program on career choices, and to identify career choices. The average alumnus is a white female who resides in an urban area with a population greater than 20,000. She is not an FFA or 4-H member. The program has a considerable influence on alumni knowledge and perceptions of the agricultural industry, specifically for those who do not have a traditional agricultural education background. The program did not have an overwhelming influence over alumni career choices, and the alumni identified numerous career choices, with medicine/physician being chosen by the greatest number of participants. (Contains 8 tables.)
The Current Status of Classroom Inclusion Activities of Secondary Agriculture Teachers
Author: Hoerst, Caryn M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Opportunities,Researchers,Teaching Methods,Inclusive Schools,Mainstreaming,Special Needs Students,Teacher Attitudes,Secondary School Teachers,Student Needs,Classroom Techniques,Teacher Competencies,Teacher Education,Knowledge Base for Teaching

The current status of classroom inclusion activities among agriculture teachers in comprehensive secondary agricultural education programs in Ohio is reported. The researchers describe secondary agriculture teachers' needs related to teaching learners with special needs in inclusion classes, given legislative mandates. Specifically, the researchers describe the teaching techniques used, the comfort level with various techniques used, and the services/resources provided to teachers when teaching learners with special needs in inclusion classes. Secondary agriculture teachers generally felt comfortable teaching in inclusion classes yet reported the need to obtain more knowledge in order to clarify how an inclusion classroom should function. Various techniques for teaching learners with special needs were deemed successful, unsuccessful, comfortable to use, and uncomfortable to use by the teachers studied. The researchers concluded that restructuring preservice agriculture teacher programs to include more instruction on how to teach learners with special needs was necessary. Teachers of learners with special needs in inclusion classrooms also need pertinent services, resources, and inservice educational opportunities to stay current in teaching practices and policies for teaching in inclusion classes. (Contains 5 tables.)
Relationships between Special Education Confidence, Knowledge, and Selected Demographics for Agricultural Education Student Teachers
Author: Kessell, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Agricultural Education,Disabilities,Knowledge Level,Correlation,Self Esteem,Special Needs Students,Special Education,Gender Differences,Age Differences,Educational Legislation,Teacher Competencies,Knowledge Base for Teaching

The purpose of this study was to describe the relationship between special education confidence, knowledge, and selected demographics of agricultural education student teachers in the American Association of Agricultural Education southern region. A significant, low, positive association existed between total confidence and knowledge of providing a least restrictive environment. Statistically significant relationships occurred between student teachers' confidence scores and selected demographics. If a student teacher felt prepared to teach special needs students in agricultural classrooms and laboratories and had spent time with a special needs person outside an academic setting, they were statistically more confident in teaching special needs students. A statistically significant relationship occurred between student teachers' special education knowledge scores and selected demographics. Gender, age, and spending time with a special needs person outside an academic setting were associated with knowledge scores. As age and spending time with a special needs person increased, knowledge of disabilities and special education laws increased. Female student teachers had more knowledge about disabilities and special education laws than males. Additional research on the dynamic effects of time spent with special needs populations, in and outside academia, and feelings of preparedness for teaching special needs students is needed. (Contains 4 tables.)
A Trend Study: Technology Adoption in the Teaching-Learning Process by Secondary Agriscience Teachers--2002 and 2007
Author: Kotrlik, Joe W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Trend Analysis,Agricultural Education,Learning Processes,Secondary School Teachers,Questionnaires,Technology Integration,Gender Differences,Predictor Variables,Benchmarking,Educational Technology,Multiple Regression Analysis

This study was designed to determine agriscience teachers' adoption of technology for use in instruction and to determine if their technology adoption and perceived barriers to technology adoption had changed since the 2002 benchmark study. This study was part of a larger study of technology adoption by secondary career and technical education teachers. Data were collected with a mailed questionnaire with telephone follow-up to a random sample of secondary agriscience teachers in Louisiana. Teachers have increased their technology adoption for use in instruction over the past 5 years, although they still do not have access to the technology they need to use technology fully in their instruction. They continue to perceive that moderate barriers exist that prevent them from integrating technology into their teaching, with no change over the past 5 years. Agriscience teachers were experiencing some technology. Teachers continue to use traditional sources for their technology training. The availability of technology and gender are strong predictors of the extent to which agriscience teachers had adopted technology in their teaching. (Contains 7 tables.)
Integrating Academics into Agriculture Programs: A Delphi Study to Determine Perceptions of the National Agriscience Teacher Ambassador Academy Participants
Author: Myers, Brian E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Delphi Technique,Education Courses,Agricultural Education,Professional Development,Teacher Education Programs,Curriculum,Educational Philosophy,Educational Change,Cooperation,Teacher Attitudes

This study investigated the perceptions of participants in the National Agriscience Teacher Ambassador Academy as to the next steps the agricultural education profession should take to move forward in the area of integrating academic subject matter into agricultural education courses. All members of the 2007 Academy participated in the study. These expert teachers identified key action items in the area of curriculum, professional development, teacher preparation program, the need for a philosophical shift, and collaboration. Through use of the Delphi technique, consensus was reached on 34 different recommendations in these five areas. (Contains 3 tables.)
Curricular Needs of Students with Specific Learning Disabilities in Illinois Secondary Agricultural Education Programs
Author: Pense, Seburn L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Mainstreaming,Learning Disabilities,Agricultural Education,Special Needs Students,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Curriculum Development,Student Needs,Questionnaires,Profiles,Student Characteristics

The purpose of this descriptive census survey of secondary agricultural education teachers was to describe the curricular and classroom needs of students with specific learning disabilities (SLD) in their programs. The study found students with SLD make up 23% of the students enrolled in Illinois secondary agricultural education programs. Agricultural education teachers perceived resources for students with SLD as inadequate. Half of the respondents (51%) indicated a need to revise the state core curriculum for agriculture to better serve these students. Although respondents noted that students with SLD fell behind in class and caused delays for other students, they welcomed their presence in the classroom and acknowledged the importance of students with SLD to the agricultural workforce. (Contains 11 tables.)
Are Teachers Ready to Integrate Science Concepts into Secondary Agriculture Programs?
Author: Scales, Jason
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Biological Sciences,Grade 9,Scientific Concepts,Secondary School Curriculum,Grade 10,Grade 11,Teacher Competencies,Teacher Attitudes,Pedagogical Content Knowledge,Knowledge Base for Teaching,Integrated Curriculum,State Standards

For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support. The purpose of this study was to assess the confidence and competence of agriculture instructors to teach concepts related to science. The sample was derived from the population of agriculture instructors teaching in secondary schools of a selected Missouri. For this descriptive research, an instrument was developed to assess the instructors' perceived level of competence to teach selected grade level expectations (GLE) for science in grades 9 to 11. A second instrument, obtained from the American Board for Certification in Teacher Excellence, was used to assess the general biological science knowledge of the teachers. Agriculture instructors perceive that they are competent to teach nearly all of the selected concepts associated with the selected GLE. On the other hand, less than 10% of the teachers scored high enough on the examination to indicate proficient knowledge of biological science, raising questions regarding their competence to teach this subject matter. (Contains 4 tables.)
Winning the War: A Historical Analysis of the FFA during World War II
Author: Wolf, Kattlyn J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Occupational Aspiration,Organizations (Groups),War,Time Perspective,United States History,Student Participation,Armed Forces,Primary Sources

The United States' participation in World War II affected millions of men, women, and children, both at home and around the world. The war effort also affected the Future Farmers of America (FFA). FFA members, agriculture teachers, and national FFA officers all volunteered to serve their country during the war. Local FFA chapters and individual FFA members joined with other citizens to support the war effort. The national convention of the FFA and local FFA chapter operations were affected during the war years. Thousands of former FFA members left their homes and farms to enlist in the armed forces. Many gave the last full measure of sacrifice, their own lives, to the call of liberty. The gallantry of several FFA members was recognized with military honors, media features or commemorated in song following the war. This historical study researched the activities of local FFA chapters, the national FFA organization, and individual FFA members during World War II. Historical events were documented with primary and secondary sources including books, magazines, personal letters, personal communications, and reports available from the National FFA Archives. (Contains 1 table.)