ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Shortage in School-Based, Agricultural Education (SBAE): A Historical Review
Author: Eck, Christopher J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Agricultural Education,Vocational Education Teachers,Vocational Education,Educational Legislation,Federal Legislation,Faculty Mobility,Teacher Supply and Demand,Educational History,Educational Trends,Trend Analysis

Ongoing teacher shortages in SBAE have been a concern dating back to the Smith-Hughes Act of 1917 (Hillison, 1987). This historical inquiry identified the longitudinal trends revealed by data derived from the supply and demand studies of SBAE teachers over a 51-year period, and how the studies and their reporting procedures evolved. On average, between 50% and 60% of graduates prepared to teach SBAE nationwide did so during their first year after graduation. The studies' research teams changed eight times, including 12 lead investigators from eight institutions and, in the case of two reports, the National FFA Organization assisted. Reporting cycles also changed over time. Perhaps the long-term graduates-to-entrants trend should be accepted as canon and stakeholders redouble efforts to recruit a larger pool of future teachers and improve the likelihood of graduates who enter the profession also choosing to remain.
The Gameplay Loop Methodology as a Tool for Educational Game Design
Author: Czauderna, André
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Instructional Design,Literacy,Refugees,Children,Game Based Learning,Semitic Languages,Methods,Video Games,Foreign Countries,At Risk Persons,Educational Objectives,Teaching Methods

The field of game design for educational content lacks a focus on methodologies that merge gameplay and learning. Existing methodologies typically fall short in three ways: they neglect the unfolding of gameplay through players' actions over a short period of time as a significant unit of analysis; they lack a common consideration of game and learning mechanics; and they falsely separate the acts of playing and learning. This paper recommends the gameplay loop methodology as a valuable tool for educational game design, as it addresses these major shortcomings. Furthermore, this paper outlines how this methodology can be supported by knowledge from subject-specific didactics--considering both the curriculum and its mediation (contributed by experts from educational practice) as well as methods of player-centered design--in order to ensure the appropriateness of learning objectives and techniques of mediation in the context of a particular field of knowledge, the game's appeal to its target group, and the effectiveness of the learning mechanics. A case study of the design and production phases of Antura and the Letters, a literacy game for Arabic refugee children, illustrates the uses of the gameplay loop methodology situated in the described broader approach to educational game design. Finally, this paper explains the results of an impact study revealing that the approach indeed provides the opportunity to merge playing and learning.
Why Do They Leave and Where Do They Go? A Qualitative Study of Illinois School-Based Agriculture Teachers Who Left the Profession
Author: Solomonson, Jay K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education Teachers,Faculty Mobility,Teacher Persistence,Teacher Shortage,Occupational Aspiration,Expectation,Life Satisfaction,Career Choice,Teacher Attitudes

Approximately half of a million educators move or leave the profession each year with an estimated 41% of all educators exiting within the first five years. Additionally, agriculture teacher preparation programs are not producing enough graduates to meet current demands with 1,476 agricultural teacher vacancies existing in 2016 and only 772 individuals completing an approved teacher preparation program to become fully licensed. While the lack of young people entering the teaching profession is concerning, researchers have suggested teacher attrition is the predominant reason behind the ongoing teacher shortage. The purpose of this qualitative study was to identify factors influencing former agriculture teachers' decision to leave the classroom. Themes developed that stem from unrealized expectations for one's career and the belief that being an excellent agriculture teacher is incompatible with a satisfying personal life. A final theme indicated the need for additional support alongside a philosophical shift in the profession that dictates &quot;more is not always better.&quot; Recommendations are made for further research along with ideological and practical shifts needed within the profession to improve teacher retention.
The Influence of Video Games on Vocabulary Acquisition in a Group of Students from the BA in English Teaching
Author: Camacho Vásquez, Gonzalo
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Action Research,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Learner Engagement,Language Tests,Video Games,Student Attitudes,Teacher Attitudes,Diaries,Foreign Countries,Undergraduate Students

This article is the product of an Action Research study that aimed at demonstrating the effects of videogames on vocabulary acquisition in a group of 15 students from 8th semester of the program of B.A. in English of the University of Tolima. The analysis of results, gathered by vocabulary tests and students and teachers' journals, showed that the participants could acquire a considerable amount of vocabulary. The experience enhanced the participants' engagement and interactions inside and outside the class. The study allowed the creation of categories de palabras that may serve as a base for further research and implementation in the classroom. Video games seem to be a new trend brought for technology for purposes of pleasure and they have been proved in the educational field as a possible learning mediation, and they will be soon replaced by new devices that could not be considered as an alternative to learn.
Project-Based Learning as a Catalyst for Students and Teacher Autonomy Development: The Experience in a State School in Nilo, Cundinamarca
Author: Agudelo, Jose Fabián
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Personal Autonomy,Grade 10,Student Attitudes,Teacher Attitudes,Student Behavior,Teacher Behavior,Foreign Countries,English (Second Language),Second Language Learning,English Teachers,Secondary School Students,Secondary School Teachers,Instructional Effectiveness

This paper reports the findings of a graduation thesis which intended to identify the effects that Project-Based Learning implementation had on the development of autonomy of a group of tenth grade English language learners and their teacher. In this Action Research study, several instruments were used. An initial questionnaire to confirm perceptions; a student's attitude scale to assess how students worked, both individually and in small groups; small group conferencing, which enabled students to speak about their projects; a teacher-research journal with teacher's reflections on the implementation and effectiveness of the action strategies; and students' journals containing reflections on the different stages of the process. The data gathered showed that PBL work led to both learners and their teacher having more positive attitudes and behaviors towards their own academic activities and teaching practice, respectively. This methodology encouraged learners to become decision makers, to gain responsibility and confidence, and to raise awareness of their role in the classroom, while also promoting the development of several features of the teacher's teaching style. Thus, knowledge in the classroom was built cooperatively.
Shaping Narrative Writing Skills through Creating Picture Books
Author: Pérez-Gómez, Francisco Antonio
Date: 2019-00-00
Type: Journal Articles
Subjects: Narration,Writing Skills,Picture Books,Writing (Composition),Skill Development,Writing Instruction,Writing Processes,Elementary School Students,Grade 5,Second Language Learning,English (Second Language),Teaching Methods,Illustrations,Creative Writing,Story Telling,Foreign Countries,Self Expression

This research sets out to unveil the potential enrichment of initial narrative writing processes in a group of EFL 5th graders through the implementation of picture books as useful tools which can be used to shape the natural ability of telling an event or a sequence of events systematically of EFL students at this level. In this qualitative approach study, writing was regarded as a formal description of structured data which is outlined in the mind, and which has different cognitive stages and works with pre-established categories, as proposed by Flower and Hayes (2008); furthermore, the learning was contemplated from a genre-based approach in which recognizing the needs and proficiencies of the students was the major concern, and this was fueled and supported by the use of familiar routines and cyclical activities in social contexts during the writing process. After following up and analyzing the whole process 5 graders went through in terms of creating a narrative story embodied in the form and principles of a picture book, it was determined that thanks to the use of illustrations, and words students were able to tell simple but meaningful and creative stories about characters (mostly creatures) they used as the protagonists in their picture books. Equally, it was found that the habitual written practices they were exposed to, contributed to a significant extent, to the enhancement of basic narrative writing skills as they were able to express their view of reality in a concrete and simple form, place their basic grammar and lexicon to the service of the narrations they were trying to render and most importantly, they displayed a better capacity of telling an event or a sequence of events systematically.
The Reciprocal Teaching Model in the Development of Writing in Tenth Graders
Author: Cárdenas, Karen Julio
Date: 2019-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Instructional Effectiveness,Secondary School Students,Grade 10,Writing Skills,Second Language Learning,English (Second Language),Writing Workshops,Reading Strategies,Vocabulary Development,Syntax,Error Patterns,Writing Improvement,Portfolios (Background Materials),Writing Instruction,Teaching Methods,Writing Evaluation,Self Efficacy,Foreign Countries

This article presents an action research study. Its purpose was to determine the extent to which the Reciprocal Teaching model (RT), proposed by Palincscar and Brown (1984), impacts tenth grader's English writing skills. The research work included: (1) A diagnostic stage to determine the participant's initial difficulties in regards to their writing skills; (2) An action stage that consisted of the implementation of some workshops based on the RT model and focused on reading strategies, namely predicting, clarifying, questioning, and summarizing. (3) An evaluation stage where key findings indicated the usefulness of RT for building confidence in the students and for developing their writing skills as they were able to expand their vocabulary spectrum, reduce syntax errors, and improve the content, organization and punctuation of their writing. Findings also suggested that assessing writing performance through portfolios was useful to enhance the school curriculum because students engaged in their own learning and participated actively in the process.
The 3-I Process: A Career-Advising Framework
Author: Gordon, Virginia N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Development,Career Guidance,College Students,Academic Advising,Career Planning,Interpersonal Communication,Communication Skills,Inquiry,Faculty Advisers,Decision Making,Nontraditional Students,Student Diversity,Minority Group Students,Listening,Technology Uses in Education,Questioning Techniques

All students are in some stage of academic and career planning; which also means they are in various phases of exploration and decision making. Some are just beginning to think about the career and life decisions they will need to make, while others are taking action to implement the decisions to which they have made a commitment. How students go through these developmental phases during their college years is unique to the individual. This article, and the two that will follow, outline a career advising framework that entails three aspects of the career-advising process. The 3-I Process integrates the career component into academic advising. INQUIRE, INFORM, and INTEGRATE are natural phases in the academic and career decision making process. Regardless of the type of student or the type of career concern that needs to be addressed, communicating with students is at the heart of advising. It has been said that 90 percent of a working day is spent in some form of communication, such as listening, speaking, writing, and reading. Advisors may be the most informed people on campus in certain areas, but if they cannot communicate effectively, their knowledge will not be useful. Good communicators are able to: (1) Concentrate on what the student is saying; (2) Screen out distractions; (3) Focus on nonverbal messages; (4) Listen for the key points the student is trying to make; and (5) Reflect back to the main ideas that are presented. This article also provides examples of questions advisors might ask in the areas of self-knowledge, occupational information and decision making, to assist students who may be struggling with career plans.
Gender and the Faculty Care Gap: &quot;The Obvious Go-To Person&quot; for Canadian University Students&apos; Personal Problems
Author: Dengate, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Natural Sciences,Engineering Education,Mental Health,Teacher Student Relationship,Foreign Countries,Work Environment,Undergraduate Students,Mental Disorders,Stress Variables,Work Attitudes,Comparative Analysis,Teaching Load,Faculty Workload,Gender Differences,Women Faculty,Suicide,Caring,Institutional Characteristics,Rape

A mixed methods analysis of Canadian natural sciences and engineering faculty's workplace experiences revealed a gendered care gap with women reporting greater responsibility for students' personal and mental health problems, including suicidal thoughts and behaviour, and sexual assault. Statistical results demonstrated that women were approached by a significantly greater number of students to discuss serious non-academic issues and experienced more stress as a result. A comparative qualitative analysis found faculty's responses to students' problems were informed by gendered cultural care expectations that require women to be more supportive than men. However, female and male faculty's care burden may also be exacerbated by institutional factors, including senior administrative positions, undergraduate class loads, and teaching courses with mental health-related content. As such, the care gap is relevant to understanding the extent to which gender inequality is embedded within the structure of universities.
Students&apos; Discipline Management in Strengthening Modern Human Resources
Author: Ilyasin, Mukhamad
Date: 2019-00-00
Type: Journal Articles
Subjects: Human Resources,Discipline,Islam,Religious Education,Principals,Assistant Principals,Student Attitudes,Teacher Attitudes,Student Behavior,Classroom Techniques,Administrator Attitudes,Foreign Countries,Case Studies,Student Evaluation,Academic Achievement

This research is aimed to describe how students' discipline management is applied in order to weakening human resources in 21st century. This research was conducted at three different Islamic schools called &quot;madrasah&quot; i.e. Madrasah Aliyah Negeri (MAN) Makassar, MAN Batu, Malang, and MAN Insan Cendekia Paser, East Kalimantan. In this case, &quot;madrasah&quot; principal, vice principal, classroom teachers, dormitory teachers, and students became participants in this research. In this case, the researcher observed and interviewed the subject in order to describe deeply regarding with the application of students' discipline management. The result shows that there are four discipline methods applied at MAN Makassar, MAN Batu, MAN Insan Cendekia Paser i.e. the art of distribution, the control of activity, the organization of geneses, and the composition of forces. Other than that, medium to create discipline atmosphere is also appeared from hierarchical observation, normalizing judgement, and examination. Future implication regarding with students' discipline management is also discussed in this research.
Innovation of Learning Management in Madrasah Level
Author: Zamroni
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Foreign Countries,Educational Quality,Educational Innovation,Educational Improvement,Planning,Learning Activities,Integrated Learning Systems,Educational Technology,Technology Uses in Education

The presence of Islamic education i.e. &quot;madrasah&quot; has significantly contributed to the live of public citizen in Indonesia. Therefore, the existence of &quot;madrasah&quot; education develops in accordance with the needs and demands of society today as well as it be able to adjust the existence of the industrial revolution 4.0. The development &quot;madrasah&quot; education must be done by increasing the quality of human resources, redesigning curriculum development and managing the quality of learning. In this context, as an effort to achieve the above educational goals, new breakthroughs in the field of learning are needed i.e. continuous quality improvement by carrying out various approaches, especially in the field of learning management innovation in order to drive the Islamic education as a central for excellence where the students are able to compete in the midst of the 4.0 industrial revolution era. The existence of learning management essentially aims to build and develop the full potential of learners, and these efforts can only be made if all learning activities are programmed in accordance with the needs of students, parents, and society expectations. Therefore, at the practical level, learning activities are understood to be able to run effectively and efficiently if all of the above activities start from the managerial process, through the learning planning process; learning management; management of students management of quality human resources or professionalism of teachers; development of learning activities and the process of evaluating good learning.
The Role of the Family in Internalizing Islamic Values
Author: Ikhwan, Afiful
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Islamic Culture,Family Role,Cultural Influences,Social Values,Ethics,Moral Values,Family Environment,Parent Role,Religious Education

Education is a conscious and planned effort that is applied to shape the character of a child who is characteristically and adheres to Islamic values in daily life. Thus the role of the family in providing education to children is very urgent to be applied in today's society which experiences moral decadence. The concept of religious values in children developed is the values of rabbaniyah and values of insanity. The steps of family involvement in internalizing ethical values in children are carried out through the stages of value transformation, value transactions, value internalization, and transcendalization of benefits by developing aspects of knowing, doing, and being. The element of knowledge is done by giving insight to children about religious values. The point of doing is made by guiding children. The aspect of being is done by providing an example to children. The three processes are not only carried out in schools but also carried out in the family with the guidance of parents. Also, in the process develops the concept of moral (moral knowing), honest attitude (good feeling), and ethical behaviour (moral behaviour).
Socio-Cultural Diversity as Determinant of Social Studies Students&apos; Academic Performance in Calabar, Cross River State, Nigeria
Author: Cornelius-Ukpepi, Bernedette U.
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Studies,Academic Achievement,Cultural Pluralism,Social Differences,Student Diversity,Achievement Tests,Foreign Countries,Low Achievement,Student Attitudes,Correlation,Teaching Methods,Sociocultural Patterns,Cultural Differences

Students' academic performance in Social Studies has been poor for the past years. Blame has been levelled on teacher factors, students' attitude towards the subject, and lack of learning materials. This study therefore seeks to find out if socio-cultural diversity among students is responsible for their poor performance in Social Studies. The purpose of this study is to examine learners' socio-cultural diversity as determinant of academic performance in Social Studies in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated as a guide. Literature was reviewed based on the two identified variables of social and cultural diversity. Both theoretical and empirical review was carried out. Survey research design was adopted and a sample of 488 students was selected through simple random technique from a population of 5,039. Questionnaire was used for data collection. The instrument was face validated and the reliability estimate was established through the Cronbach Alpha method with coefficient of 0.75 and 0.72. Kuder Richardson formula -20 was used for social studies achievement test with a reliability coeffient of 0.81. Pearson Product Moment Correlation and Independent t-test were employed to test the hypotheses at 0.05 level of significance. The result revealed that, social and cultural diversity significantly influence Social Studies students' academic performance in Calabar Education Zone. It was recommended that, sociocultural diversity of learners should be considered while teaching so that every learner will benefit from the instruction.
A Two-Way Perspective on Social Loafing and Organizational Cynicism
Author: Sarkaya, Sevda Seven
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Foreign Countries,Negative Attitudes,Teacher Behavior,Work Attitudes,Productivity,School Culture,Predictor Variables,Interprofessional Relationship,Trust (Psychology),Affective Behavior,Work Environment,Group Dynamics

The aim of this study is to reveal the effects of the relationship between social loafing and organizational cynicism. The sample of the study was selected using stratified cluster sampling method, comprising 71 schools and 1043 teachers working in primary and secondary schools in Pamukkale district of Denizli province. In the study, relational screening model and quantitative methods were used. The data of the study were collected using Organizational Cynicism Scale and Perceived Coworker Loafing Scale. During the data analysis, parametric tests were used on account of normal distribution. Pearson Product Moment Correlation tests as well as multiple and simple linear regression analyses were performed to examine the sub-problems of the study. Owing to the characteristics of the measurement tool, the predictive power of both variables was measured using a two-way perspective. The results of the study revealed that organizational cynicism is a predictor of social loafing and there is a positive and moderate relationship between them. It was seen that as teachers' organizational cynicism attitudes increased, social loafing behavior also increased. At the same time, social cynicism was found to be the predictor of organizational cynicism and it was suggested that when teachers' social loafing behaviors increased, organizational cynicism attitudes also increased. According to these results, it was concluded that both variables affect each other.