ethanporcaro/eric-fulltext-meta huggingface dataset:
Intent to Teach: Perspectives from Pre-Service Agricultural Education Teachers
Author: Eck, Christopher J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Agriculture Teachers,Intention,Student Motivation,Preservice Teacher Education

Historically, less than two-thirds of all newly certified agricultural education students enter the school-based agricultural education (SBAE) teaching profession. Teacher educators must understand preservice teachers' intention to teach to help fulfill the demand for SBAE teachers. This study examines the motivations to consider a teaching career in SBAE for eight Oklahoma State University pre-service teachers in the early, mid, and late stages of their teacher education coursework. Qualitative methods were employed to describe these individuals' intention to teach SBAE. Interviews and artifacts in the form of participant autobiographies were collected and analyzed. Intent to teach for these pre-service teachers was tied to the following six categories: expectations of the teaching profession, love of the FFA, need for relevant instruction, community, variety of learning environments, and career intent, which were framed according to the theory of planned behavior (Ajzen, 1991. Additional research should investigate what sustains teachers over time once they enter the profession.
Development of a Primary School Teacher on the Philosophy with Children: An Action Research
Author: Boyraz, Celal
Date: 2021-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Action Research,Educational Philosophy,Grade 3,Foreign Countries,Teacher Attitudes,Content Analysis,Teaching Methods,Diaries,Video Technology,Validity,Reliability,Outcomes of Education

This study aims at providing a detailed description of the ways to understand the development process of a primary school teacher on philosophy with children (PwC) approach. Action research was used as the research method since the problems determined in the current study can be iteratively solved with the development of the teacher. The study group consists of a teacher in a primary school located at the center of Bayburt, Turkey in the 2018-2019 academic year and 20 third-grade students. Qualitative data collection methods; observation, interview, field notes and diaries were used. A systematic analytical method was applied and the data were analyzed using a content analysis approach. The primary school teacher was provided with training on the PwC approach and eight action cycles were conducted regarding the implementation of this approach. Observations and interviews conducted in this process indicated that there are developments in the teacher in implementing the PwC approach and these developments positively affect some skills of the students. Based on the findings obtained in the current study, the authors made some recommendations for practice and future studies.
The Role of NFA Camps in Agricultural Education for Rural African American Boys in North Carolina
Author: Jones, Susan L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Camps,Agricultural Education,Rural Areas,African American Students,Males,Learning Activities,Educational Objectives,Program Descriptions

The New Farmers of America (NFA) was a national organization existing from 1934 to 1965 when it merged with the National Future Farmers of America (FFA) Organization. S. B. Simmons, a leader in agricultural education throughout African American public schools, and early founder of the NFA, worked diligently to provide a place for rural African American boys to develop leadership, citizenship, sportsmanship, and moral values. This place existed in the form of a North Carolina NFA camp. Established in 1953, the North Carolina NFA Camp, located in Onslow County, saw boys from across the state for a week-long experience. The benefits of the camp branched further than simply learning to start a campfire or host a cookout. Later dedicated the S. B. Simmons Camp, rural African American boys benefited from leadership classes, recreational activities, and even public speaking opportunities to further develop themselves. Although no longer in existence, the morals imprinted in students at the S. B. Simmons Camp are ever apparent today at the remaining North Carolina FFA camp and throughout the National FFA Organization.
School-Based Agricultural Education Teachers&apos; Experiences during a Year-Long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum
Author: Wells, Trent
Date: 2021-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,Field Tests,STEM Education,Inquiry,Active Learning,Curriculum,Teaching Experience,Curriculum Implementation,Agricultural Engineering

Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers' (2003) diffusion of innovations theory, we sought to study six teachers' experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam's (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students' needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers' agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.
Navigating the Social Landscape of School-Based Agricultural Education: A Hermeneutic Phenomenology
Author: Traini, Haley Q.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Hermeneutics,Phenomenology,Teacher Shortage,Secondary School Teachers,Teacher Attitudes,Accountability,Work Environment,Educational Environment

Despite decades of research about the agriculture teacher shortage problem, we still know little about the ways in which secondary agriculture teachers assume their roles and responsibilities as members of social and cultural communities. Expanding how we have historically researched this problem is crucial, especially if we hope to mitigate the teacher shortage problem. Therefore, the purpose of this study was to use a hermeneutic phenomenology to explore the experiences of secondary agriculture teachers as they navigate, manage, and attend to the landscape of practice in which they live and work. Our specific research questions included, 1) how do agriculture teachers conceptualize the social landscape of SBAE? and 2) how does the landscape influence the way they go about their work? When interpreting the findings through the theoretical lens of Landscapes of Practice, five themes emerged: 1) multiple accountability partners, 2) different people, different expectations, 3) no room for error, 4) arms race, and 5) validation. Our findings illuminate the struggles agriculture teachers encounter as they manage the different people and practices of their work. As a result, we offer implications and recommendations to help propel the profession forward and pose critical questions to further critique current systems in SBAE.
How Primary Teachers Use Games to Support Their Teaching of Mathematics
Author: Russo, James
Date: 2021-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Game Based Learning,Mathematics Instruction,Foreign Countries,Teacher Motivation,Instructional Effectiveness,Teacher Attitudes,Teaching Methods,Learner Engagement

Mathematical games are widely employed by Australian primary school teachers to support mathematics instruction. Despite broad usage, prior research has not focused on the how and why games are employed from a teacher perspective. Australian primary school teachers (n = 248) completed a questionnaire designed to probe their experience with mathematical games in the classroom, specifically; motivation for and frequency of game usage, game execution within lesson routines and structures, and, perceptions of the efficacy of games to achieve pedagogical objectives. Almost all the primary teachers self-reported playing mathematical games in their classrooms a minimum of once a week. Games were utilised in differing pedagogical capacities, for example, as a 'warm-up' exercise, to introduce new mathematical concepts, to consolidate skills and knowledge, and for fluency practice. Consistent with prior research, teachers viewed games as highly effective for engaging students in mathematics. Teachers also viewed games as being effective for developing all four proficiencies highlighted in the Australian Curriculum: Mathematics (ACARA, 2019); fluency, understanding, problem-solving, and reasoning. Interestingly, despite the burgeoning use of digital games, only two out of the 248 teachers surveyed mentioned a computer game or digital application as their favourite game to use in a mathematics lesson. A substantial majority of teachers nominated favourite games that involved minimal or no materials, in particular, playing cards and/ or dice, pen and paper, and oral games. Implications of these findings are discussed and future research directions are recommended. This study has taken steps towards deepening our mathematics educational community's understanding of primary teachers' use and experience of games.
Mentoring Mentality: Understanding the Mentorship Experiences of National FFA Officers
Author: Shellhouse, Jarred A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Experience,Agricultural Education,Student Organizations,Program Effectiveness,Interpersonal Relationship,Administrators,Administrator Attitudes

National FFA officers are propelled into a very public position when elected to serve the organization. With an expectation to serve as leaders, officers spend the year interacting with FFA members, sponsors, legislatures, parents, teachers, and others. In order to perform in the highest capacity, they often turn to mentors to guide them through personal and professional development. Little is currently known about what makes mentorship effective for students who undergo an extensive, culminating leadership development experience. This qualitative study examined the mentoring experiences of 12 past national FFA officers over the course of four life stages, beginning the year prior to election as national officer and concluding at least two years following their year of service. Using a phenomenological approach through a lens of mentor relationship theory and leader-member exchange, a journey map was created to better understand how these individuals describe mentorship and the quality of mentorship experienced over the course of the four life stages. Findings indicated effective mentorship must have high affect and professional respect, with contribution and loyalty being less important to the relationship. Implications exist for protégés, mentors, and leadership practitioners who facilitate mentorship programs or have direct mentor-protégé relationships with college-aged students.
Familial, Societal and Situational Factors Influencing Career Choice among Adult Learners in Ghana
Author: Fenu, Ignatius Kofi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Career Choice,Family Influence,Social Influences,Environmental Influences,School Counselors,Preservice Teacher Education,Preservice Teachers,Teaching (Occupation)

This quantitative cross-sectional survey study sought to determine three significant but under-researched factors influencing adult learners' career choice in Ghana. A sample of 350 respondents was selected through stratified sampling to engage in this survey. Analysis of the data obtained showed statistically significant relationships between specific familial, societal, and situational factors and the career choices of the study respondents. Consequently, employing school counselors' services to orient parents/guardians on career choices among trainee teachers is regarded as imperative for developing positive attitudes towards teaching. This outcome was also observed as a measure to mitigate the high turnover rate among professional teachers. Findings from this study set the tone for further studies to investigate the influence of demographic factors on teaching as a career.
Improving Equity in Tertiary Education in Ghana
Author: Osei-Tutu, Ellen Mabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Postsecondary Education,Enrollment,Access to Education,Adult Students,Evening Programs,Gender Differences,Students with Disabilities,Geographic Regions,Private Colleges,Affirmative Action,Inclusion,Online Courses,Blended Learning,Public Colleges,Partnerships in Education,Educational Finance,Resource Allocation

The United Nations sustainable development goals in education aim at inclusive and quality education for all. To achieve this, Ghana has a Draft Inclusive Education Policy which seeks to address the diverse learning needs of all citizens. Furthermore, the 1992 constitution provides the legal basis for the provision of higher education to be equally accessible to all. Equity in education means making sure that equitable and quality education is accessible to all students irrespective of their background. This paper based on review of literature, sought to identify interventions implemented in enhancing equity in tertiary education institutions, identify gaps which remain and suggest strategies to close these equity gaps. The gaps include enrolment by gender, disability issues and spatial disparity.
Optimizing Employee Efforts: The Implications of Job Design for Administrative Staff Performance in Higher Education
Author: Salifu, Inusah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Administration,Administrator Role,Individual Characteristics,Job Performance,Work Environment,Correlation,Job Skills

This study examined the effects of job design on administrative staff performance in higher education in Ghana. It further sought to establish whether the administrators' selected demographic characteristics had any relationships with main job design effects on their performances in assigned roles. Four hundred and twenty participants drawn from the administrative sections of five universities in Ghana were purposively sampled. Data were analyzed using descriptive and inferential statistics. The study identified that job design had many effects on administrative staff performance, including being able to specialize in a particular task and gain in-depth knowledge of task performance. The research also found significant associations between the staff's selected demographic characteristics and the key job design effects on staff performance.
Pre-Service Teachers&apos; Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement
Author: Kartal, Büsra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Positive Attitudes,STEM Education,Preschool Education,Elementary Education,Grade Point Average,Academic Achievement,Departments,Instructional Program Divisions,Gender Differences,Self Efficacy,Professional Development,Access to Information,21st Century Skills,Foreign Countries

STEM education has benefits for students, such as increasing achievement and improving attitudes, motivation, interest toward STEM disciplines, and higher-order thinking skills. Teachers' characteristics, perceptions, and attitudes related to STEM influence teachers' implementation of integrative STEM approaches and, as a result, shape the learning environment. This study examined 513 pre-service teachers' attitudes towards STEM in terms of multiple variables (department, class level, gender, having a traineeship, or information about STEM) and investigates the relationship between participants' attitudes and academic grade point averages. Participants were pre-service preschool, classroom, science, and mathematics teachers that can be considered the basis of the STEM pipeline. Data were collected via a survey and were analyzed using descriptive statistics, t-test, ANOVA, and Pearson product-moment correlation. Results show that pre-service science teachers, senior pre-service teachers, and participants who had information or a traineeship about STEM had more positive attitudes towards STEM. There was no relationship between attitudes and grade points. It was also seen that the attitudes towards engineering-technology explain the most variance in the attitudes towards STEM. Therefore, the teacher preparation programs should give more attention to integrate the courses of science, technology, engineering, and mathematics and help the pre-service teachers (regardless of their departments) to realize the connectedness of STEM subjects.
Formative Assessment with Game-Based Technology
Author: Grier, Donovon
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Game Based Learning,Technology Uses in Education,Educational Technology,Summative Evaluation,College Students,Computer Assisted Testing,Student Attitudes

The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students' scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.
Promoting Assessment for Learning to Ensure Access, Equity, and Improvement in Educational Outcomes in Ghana
Author: Owusu-Acheampong, Eugene
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Access to Education,Educational Improvement,Inclusion,Student Evaluation,Evaluation Methods,Formative Evaluation,Summative Evaluation,Enrollment Trends,Elementary Secondary Education,Postsecondary Education,Classroom Environment,Educational Policy

This study looked at assessment for learning as a criterion for promoting inclusiveness and equitable access to educational opportunities in Ghana. It compared assessment for learning and assessment of learning and recommended measures to evaluate students' performance to allow for equitable access and progression in education. The study found the deployment of assessment of learning as discriminatory, restrictive, and ineffective for judging the overall worth of students after several years of learning. It is recommended that to ensure equitable access and fairness such that no child is left behind in the Ghanaian educational system, the criteria for progression of students be based on interest and academic strengths using assessment for learning approaches and not necessarily standardized tests.
The Future of Education in Ghana: Critical Education for Socio-Economic Development
Author: Nkansah, Joan Nkansaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Development,Human Capital,Social Change,Educational History,Problem Solving,Foreign Policy,Teacher Role,Student Role,Praxis,Student Centered Learning,Critical Thinking,Higher Education

This research explores how critical education can contribute to the development of critical human capital relevant to Ghana's socio-economic development. Teaching and learning in many Ghanaian classrooms follow a rigid curriculum with limited or no classroom interaction, restricting students' creativity and critical consciousness. A systematic literature review was conducted using scholarly articles and books to identify concepts that promote critical education. The research revealed four concepts (i.e., problem-posing education, teacher and student roles, praxis, and dialogue) and the following about education: education should be about the critical examination of the social world, resulting in actions that serve the best interest of society. The research concluded that critical education could empower students to become critical thinkers, problem-solvers, and change agents who can champion the cause for Ghana's socio-economic development.
The Use of Information and Communication Technology and Social Media to Improve Change Planning and Effectiveness in Teaching and Learning among Ghanaian Graduate Students
Author: Boateng, John Kwame
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Student Attitudes,Peer Relationship,Teacher Student Relationship,Graduate Students,Interaction,Integrated Learning Systems,Social Media,Program Effectiveness,Planning,Educational Change

This study examined constituents of students' perceptions on student-instructor, student-student and student-content interactions in a graduate course at University of Ghana. A survey (n=77) and focus group discussion (n=6), were employed in a Research Methods class at the University. Main constituents of students' perceptions of and preference to student-student, student-instructor and student-content interactions were (1) perceived utility of course management systems and their ease of use; (2) perceived importance of social media and convenient access to instructors; and (3) perceived efficacy of the role of course multi-media and timely receipt of course information. The study concluded that, Sakai is a useful intermediary facilitating feedback provision, effective planning and promoting change in the design, development and delivery of graduate education.
Towards Social Justice Consciousness in Ghana&apos;s Higher Education: Revisiting the Thoughts of Nkrumah and Nyerere
Author: Amuzu, Delali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Higher Education,Cultural Awareness,Cultural Influences,Educational Policy,Educational Change,Equal Education,Culturally Relevant Education,Educational History,African Culture,Racial Bias,Foreign Policy,Politics of Education

This article revisits the thoughts of Kwame Nkrumah and Julius Nyerere on decolonizing higher education in Africa. Their critique of colonial higher education centers on the notion that it was designed to promote the economic aspirations of the colonial metropolis, making it socially unjust, culturally irrelevant, and developmentally inapt. For redemption, African universities should align with the aspirations of their societies and promote African cultural consciousness. Their value-laden thoughts are classified into themes, discussed and consequently recommended as ideas for policy considerations because they are yet to firmly influence Ghana's higher education policy framework despite their relevance. The themes are: liberating the African mind; nurturing African character; owning the African narrative; and the essence of knowledge.