ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Longitudinal Relationship among Elementary and Middle School Students&apos; Multicultural Acceptance, Self-Concept, and Community Consciousness Using the Latent Growth Model
Author: Eun-Ju, Choi
Date: 2021-03-00
Type: Journal Articles
Subjects: Longitudinal Studies,Elementary School Students,Middle School Students,Cultural Awareness,Cultural Pluralism,Cultural Background,Social Integration,Self Concept,Social Attitudes,Racial Attitudes,Foreign Countries

As the proportion of multicultural family increases in Korea, there has been an acceleration in the emergence of a multicultural and multiracial society, resulting in more students with different cultural backgrounds in schools. Therefore, it is necessary to achieve harmony and integration among people from various cultures and backgrounds. The purpose of this study was to identify how multicultural acceptability affects self-concept and community consciousness by using longitudinal data collected for elementary and middle school students using a latent growth model, and to confirm the relationship between these variables. As a result of the study, first, it was confirmed that the multicultural acceptance of elementary and middle school students influences the development of self-concept and community consciousness. Second, a positive correlation was found between the three variables of multicultural acceptance, self-concept, and community consciousness. This study has implications for establishing educational measures relating to multicultural acceptance, self-concept, and community consciousness for adolescents, who are at the stage where perceptions and attitudes toward diverse races and different cultures are cultivated.
What Is Open Pedagogy? Identifying Commonalities
Author: Tietjen, Phil
Date: 2021-05-00
Type: Journal Articles
Subjects: Open Education,Open Educational Resources,Teaching Methods,Instructional Innovation,Definitions,Educational Research,Research Needs,Guidelines,Sustainability,Databases,Research Reports

Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.
Analysis of Success Indicators in Online Learning
Author: Idrizi, Ermira
Date: 2021-05-00
Type: Journal Articles
Subjects: Success,Online Courses,Educational Technology,Technology Uses in Education,Personality Traits,Cognitive Style,Gender Differences,Difficulty Level,Instructional Materials,Conventional Instruction,Academic Achievement,Emotional Response,At Risk Students,Student Characteristics,College Students,Foreign Countries,Grade Point Average,Student Interests

This article examines the impact of personality traits, learning styles, gender, and online course factors (course difficulty, group affiliation, provided materials, etc.) in the academic success of students taking online courses and their overall success rate through traditional classes. Students' performance in the online learning environment is still a new perception, and a fair numbers of details are still unknown, in stark contrast to the details known in regard to traditional learning methods. Different types of learners respond differently to online and traditional courses. A case study was performed in which students were asked to attend two online courses, with different difficulty levels, during one semester. One-way analysis of variance was used to determine which factors are significant for the academic performance of students taking online courses, as well as for their overall academic success. Findings from the case study indicate that female students score slightly better, course difficulty has impact on test results, emotional students are more susceptible to online environments, and learning styles are more difficult to identify in online classes.
A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities
Author: Moon, Jewoong
Date: 2021-05-00
Type: Journal Articles
Subjects: Open Educational Resources,Interaction,Students with Disabilities,Learner Engagement,Student Needs,Access to Education,Electronic Learning,Self Management,Barriers,Accessibility (for Disabled),Educational Research

This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners' self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities.
Perceptions of Arkansas Agriculture County Extension Agents toward Urban Agriculture
Author: Dobbins, Catherine E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitudes,Extension Agents,Urban Areas,Agriculture,Urban Extension,Food,Knowledge Level,Barriers

As interest in local food development and urban agriculture increases, the Cooperative Extension Service is challenged to serve local and urban food communities in Arkansas. Urban farmers in Arkansas have differing motivations for operation than those in production agriculture, so understanding agricultural county agents' perceptions of urban farmers is critical for program development and implementation in this sector and to bridge any gaps between Extension and urban producers. This study was conducted to determine the perceptions of, awareness of, ability to assist with, and barriers to working with urban farmers in Arkansas. An emailed instrument was sent to Arkansas staff chairs and agricultural county agents and data were analyzed using descriptive statistics. A total of 57 agents participated in the survey. Responses from agents in more populous regions of Arkansas were comparatively analyzed to those from less populous regions. Results indicated agents infrequently interacted with urban farmers in their counties, yet believed Extension was a valuable resource for urban farmers and that more resources should be allocated to developing urban farming programming. Respondents also self-identified as having low levels of personal knowledge relating to urban agriculture, with 72% of respondents indicating they were not knowledgeable or slightly knowledgeable about urban agriculture. There was a significant difference between the responses of agents in more populous counties and those in less populous counties. Future research aims to conduct a similar survey relating to local food in Arkansas, not just urban agriculture.
Pre-Service Teachers Self-Perceived Training Needs Associated with Program Design and Management and Leadership and SAE Development
Author: Hainline, Mark S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Needs,Agricultural Education,Agriculture Teachers,Program Design,Program Administration,Leadership,State Universities,Program Development,Preservice Teacher Education

Teacher educators face the perpetual challenge of providing pre-service teachers with the most pertinent pedagogical and content-related knowledge and skills to ensure their success in the field of education. Using a modified version of a Borich needs assessment instrument, we assessed the agricultural education training needs of agricultural education pre-service teachers (n = 69) at Iowa State University related to program design and management and leadership and Supervised Agricultural Experiences (SAE) development. The General Program Standards for Agricultural Education, developed by the Iowa Council on Agricultural Education, served as a guide for assessing the areas of pre-service teachers' training needs. Mean weighted discrepancy scores (MWDS) were calculated for needs assessment items which served as a means to rank the areas of needs expressed by the Iowa State University agricultural education pre-service teachers. The areas of training needs were assessed as a whole and by grade classification. Overall, all 25 items included in the instrument were indicated as an area of need and the calculated MWDS ranged from 2.29-9.05, and variance of training needs was discovered between pre-service teachers of various grade classifications. Implications for agricultural education teacher educators and recommendations were discussed.
Personas of Agricultural Education Supporters: A Q-Method Study
Author: Pratt, Anna K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Community Support,Profiles,Preferences,Training,Communication (Thought Transfer),Motivation,Individual Characteristics

Educational partnerships are an essential part of agricultural education programs whereby external supporters give their time, talent, and resources to assist teachers and students. An agricultural teachers' ability to recruit and retain quality supporters relies in part on their understanding of the characteristics and preferences of those individuals. In this study, we utilized a Q-method research design to examine the perspectives that existed related to school-based agricultural education (SBAE) supporter personas in Idaho. Deci and Ryan's (1985) Self Determination theory served as the framework for our study. Our participants included a diverse set of 49 individuals who give their time, talent, or resources to support Idaho SBAE programs. Participants completed a questionnaire, q-sort procedure, and interview to examine components of each respondent's viewpoint related to serving as an agricultural education supporter. Three common viewpoints, or personas, resulted from the data which were classified as: Developers, Amplifiers, and Visionaries. SBAE teachers should recognize that different personas of supporters exist and be intentional with selecting, training, and managing supporters in a manner that benefits the supporters' experience with the SBAE program. Researchers should further explore the experiences and preferences of SBAE program supporters from the supporters' perspective.
Hearing Is Believing: Using Audio Feedback in the Online Interpersonal Communication Course
Author: Hoffmann-Longtin, Krista
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Audio Equipment,Web Based Instruction,Interpersonal Communication,Teacher Student Relationship,Faculty Workload,College Instruction

The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes from the intervention. A review of course data and perceptions indicated gains in student application of course material and satisfaction with the audio feedback mechanism.
Multifaceted Contents and Techniques for Designing Health Communication Courses
Author: Brann, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Health,Communication (Thought Transfer),Curriculum Design,Course Content,Assignments,Controversial Issues (Course Content)

Health communication courses explore health phenomena from various angles. Whether focusing on interpersonal and organizational relationships or addressing community and national campaigns, instructors may choose from various contents to design these courses. This essay highlights critical questions, contents, and activities useful for instructors seeking information for designing health communication courses. Moreover, the authors reflect on sensitive issues unique to these courses that instructors should take into consideration when teaching.
The Effect of Authenticity on Project-Based Learning: A Quasi-Experimental Study of STEM Integration in Agriculture
Author: McKibben, Jason D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Authentic Learning,Active Learning,Student Projects,STEM Education,Agricultural Education,High School Students,Grade 9,Energy,Mechanics (Physics),Hands on Science,Achievement Gains,Concept Formation,Introductory Courses,Integrated Curriculum

Researchers have reported that participation in agricultural education reinforces STEM concepts, often through project-based learning. The use of projects is common in agricultural education. However, the instructional importance of certain elements of these projects is not well understood. We conducted a quasi-experimental study to examine the effect of project authenticity on learning. Agriculture students in Texas were sampled and assigned as a cohort to one of four treatment groups (N = 219). Fourteen cohort groups (class periods) were identified across five sites. Each cohort was randomly assigned to one of four project types to learn about electricity. The four project types varied in their degree of project authenticity. Analysis of covariance (ANCOVA) was used to test the effects of project authenticity on change scores in a pretest-posttest quasi-experimental design. Learning varied on authenticity. A test of project type groups yielded statistically significant results (p &lt; 0.025) with small effect size ([omega]2 = 0.04). Pairwise comparisons revealed no differences between the most and least authentic projects but did reveal statistically significant differences between the two projects with medium levels of authenticity, and the other two (i.e., least authentic and most authentic). The relationship between learning and authenticity was not linear. We recommend that teachers and curriculum designers deliberately consider the importance of authenticity when designing project-based learning opportunities for students.
The Influence of Case on Agriculture Teachers&apos; Use of Inquiry-Based Methods
Author: Bird, Taylor D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture Teachers,High School Teachers,Science Education,Integrated Curriculum,National Curriculum,Curriculum Implementation,Barriers,Academic Standards,Active Learning,Inquiry,Critical Thinking,Professional Development,Teacher Certification,Behavior Patterns,Teacher Effectiveness,Work Experience,Expectation

The Curriculum for Agricultural Science Education (CASE) is a national curriculum model used to promote inquiry-based learning, with a focus on facilitating student development of critical thinking skills through hands-on application. However, limited research has been conducted on how agriculture teachers are using the curriculum after completing the required professional development training and its impact on their future classroom instruction. The central research question that guided this study was: how does completion of the Southwestern Land Grant University CASE professional development institute influence behavior patterns of agriculture teachers for incorporating inquiry-based learning through science integration? This research was conducted utilizing a multi-case study design. Nine certified CASE teachers who completed a summer 2018 institute were interviewed, observed, and had lesson plans analyzed. Five major themes emerged from the data: 1) barriers to CASE implementation exist that impacted teacher behavior, 2) experience in industry leads to increased teacher efficacy for inquiry-based strategies, 3) traditionally certified teachers are more likely to fall back on didactic teaching orientations, 4) a disconnect exists between student capacity and CASE expectations of inquiry-based methods, and 5) in state training and networking plays a vital role in teachers' perceptions of CASE. Further research recommendations include expanding the scope of this study to provide insight on how lead teachers, regions, and/or curriculum pathways affect implementation of inquiry-based learning and purposeful science integration. Recommendations for practice include increased collaboration among CASE certified teachers, development of a state-wide online platform, and additional funding opportunities for teachers.
Then What? Quantifying SBAE Teacher Career-Decisions Post-Migration
Author: Haddad, Becky
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Agriculture Teachers,Career Choice,Teaching (Occupation),Teacher Persistence,Teacher Retirement

Complex career decisions, such as teacher mobility, are often reduced to stigmatizing labels that do little to account for the state of teaching as a profession or credit those engaging in migratory decisions as making healthy career choices. Through our study, we focused on understanding workforce mobility, teaching as an unstaged profession, and the current quantifications existing around SBAE teacher migration. We drew on over 100 years of data from California as we quantitatively explored and synthesized the career decisions of migrating SBAE teachers. This snapshot offers a means of understanding the Teacher Career Cycle (Fessler &amp; Christensen, 1992) in light of the implications for the teaching career as a series of choices rather than a stretch of time at an individual school. Implications of this conceptualization of migration stretch beyond SBAE to administration and those tasked with supporting the career trajectory of SBAE teachers across the United States.
What Is the Real Cost of Professional Success? A Qualitative Analysis of Work and Life Balance in Agriscience Education
Author: Clemons, Christopher A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Success,Family Work Relationship,Role Conflict,Agricultural Education,Agriculture Teachers,Secondary School Teachers,Teacher Motivation,Teacher Responsibility,Teacher Student Relationship,Well Being,Resilience (Psychology),Self Efficacy,Quality of Life,Social Support Groups

The purpose of this qualitative study was to investigate United States secondary agriscience teachers' perceptions and attitudes of balancing personal and professional responsibilities. While many researchers are asking educators why they have or would leave the profession others have suggested a more forward-looking approach to why teachers remain in the profession. The theoretical framework for this study was structured in Self-Determination Theory and framed in Attrition Theory. This study addressed two research questions: what are your perceptions of overcoming professional challenges in your career, and how do you evaluate and address your personal wellbeing as an agriscience teacher. Five semi-structured research questions were prepared prior to the telephone interviews. The frame for this study consisted of six women and ten men in 14 states. Independent analysis of participant comments were organized into 19 categories using 318 coded objects. Three emergent themes were developed and included secondary agriscience teacher contributions to the student learning environment, secondary agriscience teacher resilience confronting conflicting experiences between personal and professional responsibilities, and professional motivation and validation of individual self-worth. The findings of this paper identified a connection between professional success through intrinsic motivation affected teacher's personal life and feelings of contentment and happiness. Findings also revealed student success in programs, academic student success in local, state, and the national FFA organization were influential as extrinsic motivators to drive intrinsic happiness.
Developmental Trajectory of Korean Adolescents&apos; Multicultural Receptivity Applying a Latent Growth Model
Author: Lee, Sungsim
Date: 2021-03-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Development,Adolescent Attitudes,Attitude Change,Social Attitudes,Elementary School Students,Middle School Students,High School Students,Longitudinal Studies,Cultural Pluralism,Cultural Awareness,Sense of Community,Teacher Student Relationship,Peer Relationship,Predictor Variables,Foreign Countries

The purpose of this study was to analyze the developmental trajectory of Korean adolescents' multicultural receptivity with a latent growth model. The study was performed using the data of 5,943 students (2,918 boys and 3,025 girls) who sincerely responded to all the questions used as variables in the data in the 2nd, 4th, and 6th years of the Korean Education Longitudinal Study: KELS 2013 by the Korean Educational Development Institute. The research results are as follows: First, adolescents' multicultural receptivity insignificantly decreased, as they grew up. Second, peer relations, teacher relations, and community spirit in the early youth influenced the formation of early multicultural receptivity. Third, teacher relations had a positive relationship with multicultural receptivity and affected the change in multicultural receptivity later. Finally, community spirit had a positive relationship with multicultural receptivity, and as time passes, it affects the decrease of adolescents' multicultural receptivity. In conclusion, this study has the significance that it investigated longitudinal changes in multicultural receptivity. The study reviewed and discussed the implications and limitations of the study based on the research results.