ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Effectiveness of Management Development Institutions of Higher Education on the Basis of the Factor and Criterion Model
Author: Badrtdinov, Nail N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Management Development,Higher Education,Planning,Models,Colleges,Literature Reviews,Philosophy,Psychology,Teaching (Occupation),Governance,Educational Administration,Administrator Effectiveness,Cost Effectiveness,Costs,College Role,Competition,Leadership Training,Educational Policy,Professional Development

The relevance of the investigated problem is conditioned by absence of the single approach to the common criteria and mechanisms of a pedagogical educational establishment's assessment; the current assessment principles of planning and management are out-of-date. The aim of this article is to analyze theoretical approaches and concepts of management efficiency; to develop an assessment model to identify management efficiency of an educational establishment of pedagogical profile of higher education on the basis of the distinguished parameters, factors and criteria. This model was implemented in 6 universities of Russia and involved the participation of 212 teachers and 680 students. The main methods of our research are: theoretical analysis of scientific literature in area of philosophy, psychology, pedagogics and management to determine the concept &quot;Management of a pedagogical institution of higher education&quot;; designing a factor-criterion model, which would allow to consider this problem as a complex concept and assess the management efficiency of an educational establishment of pedagogical profile of higher education. The concepts (target, system, balance of interests, functional, compositional) and approaches (integral, level, time) of management efficiency assessment are analyzed in the article. Two groups of parameters of management efficiency of a higher educational establishment are distinguished. The first group includes parameters that characterize activity of an institution of higher education: economic efficiency, social efficiency, quality of education. In the second group, parameters that characterize management are included: orientation on innovations, human resources policy, and management system. These parameters embrace all aspects of an educational establishment activity and were chosen as the basis of factor-criterion model of management efficiency assessment of an educational establishment of pedagogical profile of higher education. Selected parameters in this model are specified by factors and criteria. The materials of the article present a practical value not only for educational establishments of pedagogical profile but also for the whole system of higher professional education. The presented factor-criterion model is a tool for assessing management efficiency of different educational establishments.
Novice Agriculture Teachers' General Self Efficacy and Sense of Community Connectedness
Author: Langley, G. Curtis
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Agricultural Education,Role,Novices,Culture Conflict,Well Being,Teacher Persistence,Multiple Regression Analysis,Interpersonal Relationship,Measures (Individuals),Cultural Differences,Statistical Analysis,Beginning Teachers,Likert Scales

The attrition rate for novice teachers can range between 20%-50% in the first five years. This problem has concerned researchers in school-based agricultural education because of the shortage of agriculture teachers and high demands of the job. Researchers narrowed down the reasons why teachers leave the profession including the role of self-efficacy. While self-efficacy of novice teachers in the classroom has been researched, general self-efficacy of novice teachers has not been examined. We investigated the influence of moving into a new community and adjusting to the new culture and social connections of the new community on the teacher's self-efficacy. The purpose was to determine if culture shock and social connectedness explained general self-efficacy of novice agriculture teachers. It was concluded that the construct of core beliefs and how people react internally to their community within the culture shock theory significantly explained a proportion of the variance in general self-efficacy. The findings implied that the culture distance experienced by a novice teacher in a new community could affect their general well-being and ability to accomplish their goals.
Learning Outcomes in Vocational Education: A Business Plan Development by Production-Based Learning Model Approach
Author: Kusumaningrum, Indrati
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational Education,Planning,Production Techniques,Business,Models,Educational Research,Questionnaires,Student Attitudes,Teacher Attitudes,Action Research,College Faculty,College Students,Foreign Countries,Outcomes of Education

This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a business plan by production-based learning approach, valid trials were conducted by experts, to evaluate the business plan design in stages. Validation process was done by three experts on the business plan content, content quality, and suitability to the material. The results of the draft business plan has been said to be valid for use on learning in vocational education after it is being revised and improved in accordance with experts' advice. Through the business plan by using production-based learning approach, it becomes one of the bridges that can help students to learn entrepreneurship and growing interest in it. In addition, the learning outcomes in vocational education is not merely capable of producing the products but could think of innovation products. The resulting product is analyzed and clearly described in the business plan. Thus, by the end of the business plan produced by students can be more serious in learning, because students know the resulting product must be qualified and able to compete in the marketplace. Business plan of production-based learning approach has the power to encourage students to become more serious in the classroom.
Teaching Transformational Leadership to Undergraduate Agricultural Leadership Students: Using the Personality Trait of Agreeableness to Improve Understanding
Author: Lamm, Kevan W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Undergraduate Students,Agricultural Education,Personality Traits,Leadership Training,Altruism,Empathy,Caring,Student Surveys,Student Attitudes,Likert Scales,Leadership Styles,Questionnaires,Statistical Analysis,Multiple Regression Analysis

Training undergraduate agricultural students to be strong, positive leaders will have a large impact on the industries they work within and therefore should be of utmost importance to agricultural educators. Transformational leaders (TL) tend to have higher performing, more satisfied teams; consequently, development of TL characteristics should result in a more productive future workforce. The personality trait of agreeableness has been associated with the interpersonal aspects of leadership; however, the literature is unclear whether agreeableness is a significant predictor of TL. The purpose of this study was to examine the relationships between the personality trait agreeableness and TL in undergraduate agricultural leadership students. The findings indicated the facets of agreeableness had more predictive power on TL than the broader trait of overall agreeableness. Recommendations include framing TL development in a personality context. When discussing personality, a review of the facets of agreeableness should result in more meaningful learning for participants.
Perceptional Peculiarities and Selective Attitude of Teenagers towards the Pieces of Traditional Applied and Decorative Arts
Author: Kamak, Abdikarim
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Products,Fine Arts,Student Attitudes,Folk Culture,Knowledge Level,Foreign Countries,Teaching Methods,Art Education,Adolescents,Secondary School Students

The objective of this article is to eliminate the specifics of traditional applied and decorative arts as a special kind of fine arts and the results of the authors' experimental work on revealing of the peculiarities of children's perception of the art pieces. Methods: for revealing the level of the school students' knowledge of the traditional applied and decorative arts formed before the experiment, we used a series of traditional methods; we included the following adapted evaluative testing in the experimental research: selective method, valuation engagements method, free descriptions method, and instructive descriptions method. Results: development of the children's ability to perception and formation of their conscious attitude towards the pieces of traditional applied and decorative arts, considering its specifics, such as: archaic nature, functionality, materiality, forming and significance in the spiritual and cultural life are the relevant academic and pedagogic issues in the system of the &quot;Fine Arts&quot; discipline. The methods of experiment provided an opportunity for the school students' task-oriented perception, awareness of their attitude towards the pieces of art and accumulation of the analysis skills, evaluation of the pieces of traditional applied and decorative arts, as well as for defining their concept of the beauty (in forms, techniques of performance, decoration etc.). Thus, the results of pedagogic influence and statistical experimental data define the significance of the studied issue.
The Positive Effect of Evaluation on Improving E-Learning Courses Addressed to Adults: A Case Study on the Evolution of the GSLLLY Courses in Greece over a Decade
Author: Korres, Maria Pavlis
Date: 2017-01-00
Type: Journal Articles
Subjects: Electronic Learning,Case Studies,Lifelong Learning,Educational Improvement,Strategic Planning,Instructional Design,Course Descriptions,Teacher Attitudes,Student Attitudes,Statistical Analysis,Course Evaluation,Adult Education,Adult Educators,Adult Students,Foreign Countries

The General Secretariat for Lifelong Learning and Youth (GSLLLY), the strategic national entity for Adult Education in Greece, has designed and implemented various e-learning courses offering flexibility beyond time and space restrictions. The courses run in two consecutive periods, the first one from 2008 to 2011 and the second one from 2014 to 2016. This paper is focusing on key design and implementation features of the courses in both periods and is analyzing the ways and the level by which the evaluation of the courses of the first period affected positively the design of the courses in the second period by enhancing the strengths and rectifying the weaknesses. Further on the evaluation results of the second period courses clearly showed that the majority of the first period problems have been solved and provided useful material for further improvement.
An Examination of Usability of a Virtual Environment for Students Enrolled in a College of Agriculture
Author: Murphrey, Theresa Pesl
Date: 2014-00-00
Type: Journal Articles
Subjects: Usability,Virtual Classrooms,Agricultural Colleges,Agricultural Education,Educational Technology,Computer Simulation,Computer Software Evaluation,Questionnaires,Qualitative Research,Statistical Surveys,Pretesting,Observation,Focus Groups,Participant Satisfaction,Teaching Methods,Technology Uses in Education,Technology Integration,Student Attitudes,Change Strategies,Feasibility Studies,Technology Planning,Likert Scales,Pretests Posttests

Educational technology continues to expand with multi-user virtual environments (e.g., Second Life™) being the latest technology. Understanding a virtual environment's usability can enhance educational planning and effective use. Usability includes the interaction quality between an individual and the item being assessed. The purpose was to assess the usability of &quot;AgriCulture Island&quot; in Second Life™ to identify possible issues, understand of the severity of these issues, and how they could be effectively addressed in order to use Second Life™ as a teaching tool. The framework allowed the identification of constructs that further defined usability related to assessing a virtual environment. Both quantitative and qualitative methods were employed including pre/post questionnaires, observations, and a focus group session. The study engaged 12 participants during summer 2012 from a college of agriculture. Findings revealed that participants accepted Second Life™ more after initial exposure. Additionally, participants indicated the experience felt &quot;real&quot; and they could sense others in the environment. Observation data provided a picture of participant interaction with the virtual environment. Elements documented were assistance needs, satisfaction, confusion, and deviation from task. The importance of understanding educational technology usability cannot be underestimated. This study adds to the educational technology literature and provides recommendations for use.
Perceived Self-Efficacy of Preservice Agriculture Teachers toward Specific SAE Competencies
Author: Rubenstein, Eric D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teacher Education,Preservice Teachers,Agricultural Education,Competency Based Teacher Education,Experiential Learning,Hands on Science,Minimum Competency Testing,Teaching Skills,Prior Learning,Questionnaires,Likert Scales,Relevance (Education),Student Teacher Attitudes,Statistical Analysis

Since its inception, school-based agricultural education in the United States has utilized the home project method, later known as a supervised agricultural experience program (SAE), as a way to provide students with contextual, hands-on learning experiences outside of class that complement classroom learning. While most teachers realize the benefits of SAE programs, the use of SAE has declined over time, and many agriculture teachers new to the profession may not be as proficient in implementing SAE programs. Therefore, the purpose of this study was to determine preservice agriculture teachers' self-efficacy of the AAAE-SAE Competencies. Results indicated that 95% of the respondents considered SAE to be important or somewhat important components of agricultural education. Additionally, all respondents reported to have moderately high efficaciousness for their ability to perform all of the SAE competencies. What is more, few differences were found between preservice teachers who possessed SAE and agricultural education experience versus preservice teachers who had little or no experience with SAE and agricultural education. The researchers recommend that teacher preparation program in agriculture continue to provide instruction over SAE and should implement learning experiences in SAE that provide authentic, relevant instruction to preservice teachers on developing, implementing, maintaining, sustaining, evaluating, and supervising an SAE program.
A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections
Author: Lambert, Misty D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Comparative Analysis,Preservice Teachers,Student Teacher Attitudes,Reflective Teaching,Reflection,Self Evaluation (Individuals),Oral Language,Written Language,Semi Structured Interviews,Case Studies,Educational Benefits,Summative Evaluation,Teacher Education Programs,Data Analysis

Teacher reflection continues to be a key component of many preservice teaching programs across the United States. In Agricultural Education, reflection begins in the early field experience and continues throughout the teacher education program as an important opportunity to assess students' proficiency of teaching concepts, thought process, and growth over time. The purpose of this study was to examine the topics of preservice teachers' reflections and compare the effectiveness of written and reflective interviews. We examined the written and reflective interviews of four preservice teachers over three reflection cycles, comparing themes, levels of reflection, and completeness to determine the benefit of multiple methods of reflection. Applying the theory of preservice teacher concerns, we found participants tended to report more task reflection than self-concerns or impact concerns when given open-ended reflection prompts. Moreover, written reflections tended to be more summative in nature, while reflective interviews provided more support and detail. The findings indicate reflection across multiple methods may provide a more complete assessment of student proficiency. Teacher education programs could benefit from these findings by analyzing their means of facilitating preservice teacher reflection.
Unravelling Secondary Students' Challenges in Digital Literacy: A Gender Perspective
Author: Argelagós, Esther
Date: 2017-01-00
Type: Journal Articles
Subjects: Secondary School Students,Computer Literacy,Gender Differences,Internet,Cognitive Processes,Cognitive Style,Problem Solving,Online Searching,Search Strategies,Search Engines,Foreign Countries,Task Analysis,Data Analysis,Coding

The use of the Internet to learn involves complex cognitive activities. Educational researchers claim more attention in studying the nature of students' challenges when using digital information for learning purposes. Our research investigated in depth the challenges that secondary students face when solving web information-problem tasks. We thoroughly analysed how forty secondary students (18 girls and 22 boys) solved a scholar task using web information. The students' actions on the computer screen were logged. Findings showed specific difficulties in solving digital tasks due to when (1) typing appropriate search terms, and when (2) selecting reliable and useful results from a &quot;search engine results page,&quot; which hinders the correct finding and understanding of web information needed to solve the digital task. In addition, the participants had a lack of reflection regarding the different actions to solve the digital task. Furthermore, our findings revealed that gender was not associated with differences in digital attainment.
Perceived Work-Life Balance Ability, Job Satisfaction, and Professional Commitment among Agriculture Teachers
Author: Sorensen, Tyson J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Family Work Relationship,Job Satisfaction,Teacher Persistence,Teacher Characteristics,Teacher Shortage,Faculty Mobility,Demography,Gender Differences,Statistical Analysis,Likert Scales

Agriculture teachers participate in various work and life roles, which can create challenges when trying to balance the pressures and responsibilities associated with each role. When one is unable to balance and prioritize between roles, both satisfaction and professional commitment may be reduced. The purpose of this study was to describe Oregon agriculture teachers' job satisfaction, professional commitment, and perceived ability to balance work and life roles. Additionally, this study sought to describe the relationship between perceived ability to balance work and life roles, job satisfaction, and professional commitment. Sex, marital status, parental status, and career stage had only small to negligible effects on job satisfaction, professional commitment, and work-life balance. Statistically significant positive correlations were found between job satisfaction, professional commitment, and work-life balance. Implications and recommendations are discussed.
How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers' Abilities to Solve Problems in Agricultural Mechanics
Author: Blackburn, J. Joey
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Problem Solving,Difficulty Level,Preservice Teachers,State Universities,Engines,Auto Mechanics,Knowledge Level,Criterion Referenced Tests,Statistical Significance,Hypothesis Testing,Time on Task,Statistical Analysis

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was administered to determine cognitive style as more adaptive or more innovative. Preservice teachers were assigned randomly, by cognitive style, to solve either a simple or complex problem in a small gasoline engine. The simple problem was related to the electrical system of the engine--specifically, a closed spark plug gap. The complex problem was related to the fuel/air delivery system; specifically, debris was placed into the main jet of the carburetor. To determine content knowledge, students were administered a 30-item, researcher developed criterion-referenced test. The findings of this study indicated that no statistically significant differences existed in content knowledge based on cognitive style. All students were able to solve their problem successfully; however, regarding time to solution, a statistically significant interaction effect existed between cognitive style and problem complexity. A simple main effects test revealed a statistically significant difference between the more innovative students based on problem complexity.
Learning Activities Utilized and Readiness for the Student Teaching Internship
Author: Stripling, Christopher T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Activities,Agricultural Education,Learning Experience,Internship Programs,Student Teaching,Preservice Teachers,Teaching Methods,Teaching Styles,Educational Practices,Self Efficacy,Career Readiness,Questionnaires,Student Teacher Attitudes

Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning activities preservice teachers utilize during instruction and assess preservice teachers' self-perception of preparedness in technical content knowledge and teaching methods after completing their student teaching internship. A majority of the preservice teachers used student-centered activities with the greatest frequency, and did not rely on one category of learning activities a majority of the time. This finding is encouraging since variety is a characteristic of effective teaching, and the types of learning activities utilized support the philosophical beliefs of agricultural education. On the other hand, preservice teachers identified agricultural mechanics, biotechnology, wildlife and fisheries management, and veterinary science as technical content areas in which they possessed less than appropriate content knowledge. A majority of the preservice teachers also perceived themselves as not prepared in instructional methods for wildlife and fisheries management and veterinary sciences. We recommend these technical content areas and pedagogical deficiencies be considered high priorities when developing in-service professional development for new teachers in Florida.