ethanporcaro/eric-fulltext-meta huggingface dataset:
A Measure of Students' Motivation to Learn Science through Agricultural STEM Emphasis
Author: Chumbley, Steven Boot
Date: 2015-00-00
Type: Journal Articles
Subjects: Postsecondary Education,STEM Education,Agricultural Education,Student Motivation,Correlation,Questionnaires,Student Surveys,Self Efficacy,Grades (Scholastic),Self Determination,Gender Differences,Instructional Program Divisions,Career Development,Secondary School Students

There is an increased demand for motivated high school students to enter postsecondary STEM fields. Agriscience education is an innovative curriculum that can motivate students and spark interest in STEM. To recruit students to such programs, we must understand what motivates them. The purpose of this study was to determine how the secondary agriculture students conceptualized their motivation to learn agriscience. A descriptive-correlational research design was utilized with a modified version of the Science Motivation Questionnaire II (SMQ II) used as the survey instrument. Overall, students were found to have moderate levels of motivation in agriscience courses. Grade motivation and self-efficacy were found to be the motivational constructs that meant the most to students. Students were least motivated by self-determination. Getting an A and the chance to receive higher grades in their agriculture science courses were found to be the highest motivators. Researchers found that there were no significant correlations between gender or grade level and motivation to learn science. Females generally had higher motivation within self-determination and grade motivation than males. Additional research is needed in this area to determine what factors may exist that are preventing highly efficacious females from choosing STEM careers.
An Examination of University Agricultural Education Faculty Attitudes toward the Implementation of High Impact Learning Experiences
Author: Murphrey, Theresa Pesl
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Attitudes,College Faculty,Learning Experience,Teacher Surveys,Teacher Characteristics,Teaching Experience,Influences

Meaningful learning is a goal across the broad field of agricultural education and high impact learning (HIL) experiences are a mechanism to facilitate that goal. The purpose of this study was to examine university agricultural education faculty attitudes toward the implementation of HIL. Faculty (n=85) from 10 agricultural education departments nationwide responded to a survey about perceptions of HIL experiences for undergraduate and graduate students. The majority of respondents reported that as a student they had participated in HIL experiences such as study abroad, research projects, internships, and student teaching. However, neither participation as a student nor current involvement in HIL activities influenced their perceptions of HIL. Characteristics that influenced perceptions included teaching experience and departmental support. Respondents with less teaching experience possessed a stronger perception of the benefit of HIL and those who perceived they had departmental support reported less concern for barriers (i.e., time and planning) to HIL implementation. Findings revealed a need for support and training related specifically to the implementation of study abroad activities.
The Infusion of Inquiry-Based Learning into School-Based Agricultural Education: A Review of Literature
Author: Wells, Trent
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Inquiry,Active Learning,Problem Based Learning,Academic Achievement,Teaching Methods,Literature Reviews,Models

Demands for increases in student achievement have led education professionals to incorporate various and rigorous teaching strategies into classrooms across the United States. Within school-based agricultural education (SBAE), agriculture teachers have responded to these challenges quite well. SBAE incorporates a wide variety of teaching and learning strategies, theories, and ideas into its conceptual framework. One such teaching and learning strategy is referred to as inquiry-based learning, commonly known in SBAE as problem-based learning. This method emphasizes cognitive development, critical thinking, and intellectual growth in students. The purpose of this study was to develop an understanding of the emergence and current utilization of inquiry-based learning in SBAE. We found that inquiry-based learning has been a long-standing staple in SBAE, particularly in terms of increasing the achievement of agricultural students. As a result, a model of the use of inquiry-based learning in SBAE programs was developed. Recommendations, discussion, and implications for research and classroom practice were included in this study.
Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity
Author: Tajik, Leila
Date: 2016-09-00
Type: Journal Articles
Subjects: Instructional Design,Reflective Teaching,Teacher Education,Teacher Education Programs,Second Language Instruction,Language Teachers,Teacher Improvement,Instructional Improvement,Recall (Psychology),Journal Writing,Data Analysis,Institutes (Training Programs),Foreign Countries,English (Second Language),Interviews

Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers asked participants to take part in stimulated recall prior to and after the course and to write reflective journals. Thematic analysis of the stimulated recall interviews and journals showed improvements in teachers' reflective teaching as a result of attending the reflective course.
The Bridges and Barriers Model of Support for High-Functioning Students with ASD in Mainstream Schools
Author: Holcombe, Wendy
Date: 2016-09-00
Type: Journal Articles
Subjects: Barriers,Autism,Pervasive Developmental Disorders,Student Needs,Educational Experience,Guidelines,Statistical Analysis,Models,Inclusion,Outcomes of Education,Teacher Attitudes,Educational Strategies,Gifted Disabled,Foreign Countries,Evidence Based Practice,Mental Health,Case Studies,Academic Achievement,Well Being,Learner Engagement,Anxiety,Self Management,Personal Autonomy,Program Descriptions,Online Surveys

National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication
Author: Heinert, Seth B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Educational Experience,Agricultural Education,Empathy,Theory Practice Relationship,Extracurricular Activities,Outcomes of Education,Student Recruitment,Industry,International Education,Experiential Learning,Seminars,Foreign Students,Intercultural Communication,Travel,Interpersonal Relationship,Leadership Training,Undergraduate Students,Interviews,College Faculty

University graduates are entering a workforce where global competencies are important; yet, a vast majority graduate with limited international educational experience. The purpose of this basic qualitative study was to describe themes of international educational experiences currently being offered to students of agricultural leadership, education, extension, and communication. The study was guided by Roberts' (2006) model of experiential learning contexts. Interviews were conducted with twelve faculty representing diverse departments of agricultural leadership, education, extension, and communications geographically from the West, Southeast, Northeast, and Midwest. Participants indicated five major themes of international educational experiences: curricular experiences, seminars, interactions with international students, co-curricular and extracurricular activities, and international travel. Overall intended outcomes from cited international educational experiences were global awareness, applying theory to practice, providing on roads for students and recruitment, empathy, meeting demand for global learners from industry, and for them to be &quot;life changing.&quot; Recommendations for practice and future research are addressed, as are possible implications for the discipline.
Reflective Teaching and Self-Efficacy Beliefs: Exploring Relationships in the Context of Teaching EFL in Iran
Author: Babaei, Mehdi
Date: 2016-09-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Attitudes,Self Efficacy,Beliefs,Language Attitudes,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Questionnaires,Likert Scales,Correlation,Multiple Regression Analysis,Learner Engagement,Predictor Variables,Metacognition,Structural Equation Models,Classroom Techniques

This article reports on a study that explored the relationship between reflective teaching and teachers' self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, &amp; Dadvand, 2010) and Teachers' Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, &amp; Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections between the components of the two constructs were investigated using Structural Equation Modelling. While most of the components of both variables were significantly interrelated, some were not, and Cognitive Reflection and Efficacy for Classroom Management had a negative relationship. The results are discussed in light of the literature, and suggestions for further research are presented.
Evaluating Extension Based Leadership Development Programs in the Southern United States
Author: Lamm, Kevan W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Training,Agricultural Education,Extension Education,Program Effectiveness,Program Evaluation,Participant Characteristics,Demography,Participant Satisfaction,Prior Learning,Leadership Role,Administrator Education,Cooperative Education,Online Surveys,Graduate Surveys,Student Surveys,Questionnaires,Individual Characteristics

The ability to evaluate and accurately articulate the outcomes associated with leadership development programs is critical to their continued financial and administrative support. With calls for outcome-based accountability, the need for rigorous evaluation is particularly relevant for those programs administered through the Cooperative Extension Service (CES). Using Bandura's (1977) Social Learning Theory, a robust evaluation of agricultural leadership development programs administered through the CES in the southern region of the United States was conducted. Several key findings are examined, specifically: program participant demographics match parity requirements for CES programming; program participants are highly satisfied with their program experience; and program participants have held a large number of leadership roles within their communities and industries.
The Effect of Strategic Message Selection on Residents' Intent to Conserve Water in the Landscape
Author: Warner, Laura A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Water,Conservation (Environment),Extension Education,Behavior Change,Predictor Variables,Intention,Attitudes,Attitude Change,Communication Strategies

Changing individuals' behaviors is a critical challenge for Extension professionals who encourage good irrigation practices and technologies for landscape water conservation. Multiple messages were used to influence two predictors of behavioral intent informed by the theory of planned behavior, Florida residents' (N = 1,063) attitude and perceived behavioral control. Individuals were randomly assigned to one of four treatment groups, each receiving a different strategically framed message. This article contributes to the literature on landscape water consumption behaviors by (a) demonstrating that messages can be used to positively affect both attitude and perceived behavioral control and (b) identifying specific message frames that may be used to realize greater impact. Two gain-framed message treatments both significantly increased participants' attitude and perceived behavioral control, and one of the loss-framed messages significantly increased participants' attitude. Results are discussed with practical application to promotion of landscape water-conservation behaviors and implications for future research.
Leadership Programming: Exploring a Path to Faculty Engagement in Transformational Leadership
Author: Lamm, Kevan W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Training,Transformational Leadership,Governance,Accountability,Statistical Analysis,Agricultural Education,Teaching Methods,Land Grant Universities,Educational Change,Higher Education,Faculty Development,Grounded Theory,Pretests Posttests,College Faculty

Transformational leadership has served as a model for positive, individual-focused leadership, based on its emphasis on motivation and higher levels of organizational performance. Change is a constant for faculty that become leaders within the Land Grant University System. Changes to governance and accountability of institutions and threats to research through commercial or political interests reflect the need for positive and effective leaders. The purpose of this study was to examine if participation in LEAD21, a leadership development program intended for land grant universities' colleges of agricultural, environmental, and human sciences and NIFA, changes participant levels of transformational leadership. Results indicated overall level of transformational leadership rose by an average of 7%. This finding was unexpected based on previous research that found statistically significant changes in transformational leadership dimensions of 1% - 2%. These results are encouraging, considering transformational leaders tend to lead higher performing organizations. Agricultural educators and leadership development professionals can use the results of this study to inform future teaching practices. The empirical evidence that transformational leadership development within a sample of emerging leaders is encouraging. The continuation and expansion of leadership development programs focused on transformational leadership dimensions are encouraged.
Factors Contributing to Attrition as Reported by Leavers of Secondary Agriculture Programs
Author: Lemons, Laura L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Performance Factors,Secondary School Teachers,Teacher Shortage,Teacher Persistence,Interviews,Dropout Attitudes,Dropout Research,Teaching Experience,Etiology,Semi Structured Interviews,Work Ethic,Employment Opportunities,Expectation,Teacher Responsibility,Job Satisfaction,Interpersonal Relationship,Dropout Characteristics

There exists in our profession a persistent shortage of quality teachers in our high school agricultural education classrooms. A multitude of studies have identified challenges faced by agriculture teachers, however, few, if any, have investigated reasons for attrition by directly asking leavers why they left. This study sought to identify reasons for leaving the profession as perceived by former high school agriculture teachers. Nine former secondary agriculture teachers were interviewed. Themes emerging from this qualitative case study include 1) passions for the profession, 2) alternative opportunities, 3) expectations, 4) burdens, retrospectively and 5) people. Teachers were passionate about their students, their content area and competition inherent in agricultural education. All of the participants had chosen to accept alternative employment opportunities. Former teachers recalled having high expectations for themselves and their career, and perceiving others to have high expectations as well. The teachers recalled the burdens of their job retrospectively, and people played an integral role in their career as well as their decision to leave the profession. Former teachers were satisfied while teaching, but found greater benefit in alternative opportunities. Recommendations include encouraging realistic expectations, developing mentor programs for novice teachers, and strengthening the benefits of remaining in the profession.
Achieving Next Generation Science Standards through Agricultural Contexts: A Delphi Study of Outdoor Education Experts
Author: Meals, Anthony
Date: 2015-00-00
Type: Journal Articles
Subjects: Outdoor Education,Delphi Technique,Educational Objectives,Outcomes of Education,Program Effectiveness,Barriers,Academic Standards,Science Curriculum,Agricultural Education,Expertise

A Delphi survey was conducted with 30 outdoor education experts in Kansas. Participant responses helped frame a Kansas definition of outdoor education and identified essential educational goals and outcomes, critical components for effective outdoor education programming, and barriers facing outdoor education in Kansas. The study highlights contributions outdoor education could have for implementation of the Next Generation Science Standards (NGSS) curriculum framework in Kansas through agricultural education.
Physical Facilities for Holistic Education: Lessons from Secondary Schools in Kiambu and Samburu Counties, Kenya
Author: Ndirangu, Waweru Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Educational Facilities,Secondary Schools,Mixed Methods Research,Principals,Secondary School Teachers,Questionnaires,Interviews,Observation,Sustainability

This paper is premised on the background that the majority of researchers and educationists who have contributed to the discourse on education for sustainability seem to be in agreement that management of physical facilities are critical ingredients in achieving holistic and sustainable education. The study examined the application of physical facilities as determinants of holistic education in Kiambu and Samburu Counties, Kenya. The study employed an explanatory mixed methods research design, using a sample size of 707 respondents. The main research instruments used to collect data were questionnaires, interview guides and observation checklists. The findings revealed mixed results with principals attaching higher premium than the senior teachers and students on the use of physical facilities as a determinant of holistic education. The test of hypothesis revealed a significant relationship between physical facilities and holistic education. The regression analysis corroborated by qualitative data from interviews and observations led to the conclusion that the use of academic and nonacademic dynamics such as physical facilities were viable and timely ingredients for sustainable and holistic educational development. It was thus recommended that educationists and school leaders and managers should adopt a well-balanced combinations of academic and non-academic variables such as physical facilities and environmental management in designing holistic education to replace the traditional use of only academic excellence.
Prospective Science Teachers' Subject-Matter Knowledge about Overflow Container
Author: Ültay, Eser
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Foreign Countries,Case Studies,Elementary School Science,Physics,Interviews,Science Instruction,Science Education,Pedagogical Content Knowledge

The purpose of this study was to determine prospective science teachers' subject-matter knowledge (SMK) about overflow container. This study was carried out in the form of a case study in spring term of the academic year of 2013-2014 with seven sophomore prospective science teachers who were studying at Elementary Science Teaching Department in Education Faculty in a university on the north coast of the Black Sea Region in Turkey and who passed General Physics course. Interviews consisting of seven questions which were supported with a case text were used to collect data. Data obtained from the study were presented in a matrix. It was found that prospective science teachers have some alternative conceptions about overflow container and their SMK was inadequate. Furthermore, their SMK did not show difference between the upper group's participants whose GPA scores were higher than 2.50 out of 4.00 and lower group's participants whose GPA scores were lower than 2.50 out of 4.00. It was suggested that instructors should have been informed about prospective teachers' alternative conceptions and conceptions they have difficulty in learning, and they should have planned their teaching appropriately.
The Importance of Source: A Mixed Methods Analysis of Undergraduate Students&apos; Attitudes toward Genetically Modified Food
Author: Ruth, Taylor K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Attitudes,Food,Genetics,Biotechnology,Concept Formation,Mixed Methods Research,Information Sources,Opinions,Attitude Change,Credibility,Knowledge Level,Predictor Variables,Undergraduate Students,Probability,Persuasive Discourse,Prior Learning,Pretests Posttests,Risk,Statistical Analysis,Likert Scales,Questionnaires,Interviews

Even though science says genetically modified (GM) foods are safe, many consumers remain skeptical of the technology. Additionally, the scientific community has trouble communicating to the public, causing consumers to make uninformed decisions. The Millennial Generation will have more buying power than any other generation before them, and more research needs to be done to examine what factors influence their attitudes toward GM food. Guided by the elaboration likelihood model, the purpose of this study was to investigate the influences on undergraduate students' attitude formation after receiving information about GM food. A convergent mixed methods design was used to collect data. This study found that message source had limited influence on students' attitudes toward GM food, but risk perception, knowledge, and source credibility were significant predictors of their change in attitude. Participants also expressed wanting to learn more about the technology. Recommendations were to increase knowledge of GM food among university students to promote use of the central processing route and to further investigate influences on students' change in attitude.