ethanporcaro/eric-fulltext-meta huggingface dataset:
Successful Secondary Agricultural Programs outside the Classroom: A View of Champions
Author: Bolton, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Success,Secondary School Curriculum,Agricultural Education,Program Effectiveness,Best Practices,Models,Performance Factors,Delphi Technique,Online Courses,Likert Scales,Demography,Relevance (Education),College School Cooperation,Participant Satisfaction

This study sought to identify traits and characteristics of secondary agricultural education programs contributing to success. A three round modified Delphi survey technique was utilized to frame this study. The researchers utilized purposive sampling to select members for the jury comprised of secondary agricultural instructors identified as high quality (n = 65). High quality programs were determined based on the results of various activities and competitions a program would participate in including CDE's, LDE's, Agriscience Fair Divisions, State Fair livestock shows, State Officer Elections, and National Chapter Awards. Data collected identified important factors associated with high performing SAE programs and that students should be actively involved with an SAE project. Additionally, important factors included that students should experience some kind of personal growth as they develop through a program and that students should be taught and prepared so they are able to take part in both program activities and eventually a career. The FFA program should be operated so that it is molding students into productive members of society. The FFA advisor should also be passionate and have a willingness and availability to work with members. Success does not only rely on instructors but is also dependent upon students.
Learning Styles as the Predictor of Academic Success of the Pre-Service History Teachers
Author: Elban, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Academic Achievement,History Instruction,Preservice Teachers,Teacher Education,Correlation,Measures (Individuals),Grades (Scholastic),Gender Differences,History,Foreign Countries

In this study, the relations between learning styles and academic success of pre-service history teachers were examined. The study group of this research was comprised of 142 pre-service history teachers, who attended Bayburt University, Faculty of Humanities and Social Sciences, Department of History in spring quarter of 2017-2018 academic year. &quot;Grasha-Reichmann Learning Style Scale&quot; was used in collection of data for the research. As per the academic success of the pre-service history teachers, averages of their four major area course grades were recorded. In the analysis of the research data, descriptive statistics, t-test for the independent groups, and multiple regression analysis were used. It was understood that the dominant learning styles of pre-service history teachers were, respectively, dependent, independent, participant, collaborator, avoidant, and competitive learning styles. Also, it was found that gender variable has no significant effect on pre-service history teachers' learning style. In the regression analysis, it was discovered that the learning styles of pre-service history teachers are predictive for their academic success. Moreover, it was understood that only participant and competitive learning styles significantly predicted the academic success. In other words, learning styles of pre-service history teachers accounted for 28% of academic success of the pre-service history teachers.
Job Stress, Burnout, and Professional Development Needs of Mid-Career Agricultural Education Teachers
Author: Smith, Amy R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Persistence,Teacher Burnout,Stress Variables,Job Satisfaction,Faculty Development,Secondary School Teachers,National Standards,Online Surveys,Teacher Attitudes

Retaining high quality school-based agricultural education teachers is a growing concern across the United States. This study focused on mid-career agricultural education teachers' perceptions of job stress, burnout, job satisfaction, and professional development needs related to National Quality Program Standards for Secondary Agriculture Education (The National Council for Agricultural Education, 2009). The target population for this study was participants in the 2013 NAAE eXcellence in Leadership for Retention (XLR8) professional development program. Overall, XLR8 participants indicated the highest levels of job stress related to Standard 2--Experiential Learning and Standard 7--Program Planning and Evaluation. Participants were least stressed over Standard 6--Certified Agriculture Teachers and Professional Growth, which also ranked lowest in terms of desired professional development. The most sought-after area of professional development included Standard 2--Experiential Learning and Standard 1--Program Planning and Instruction. Findings suggest XLR8 participants experience &quot;moderate&quot; levels of burnout in each of three categories measured by the Maslach Burnout Inventory for Educators, however are generally satisfied with their job.
&apos;More than Just Waste Paper&apos;--It Could Be an Indicator of a Stereotypical Image of a Scientist
Author: Karacam, Sedat
Date: 2018-00-00
Type: Journal Articles
Subjects: Stereotypes,Scientists,Preservice Teachers,Student Attitudes,Freehand Drawing,Phenomenology,Content Analysis,Science Instruction,Science Experiments,Scientific Research,Cognitive Tests,Personality Measures,Projective Measures

The purpose of this study was to investigate the meanings assigned by pre-service teachers to the wastepaper basket and waste (crumpled) papers in their drawings of a scientist. The study was carried out with 220 pre-service teachers during the 2015-2016 academic years. A phenomenological research method was used. First, the pre-service teachers were administered the 'Draw-A-Scientist Test' in order to identify their images of a scientist and then they were asked to describe and explain the scientist they drew. And a semi-structured interview was performed with the 34 pre-service teachers who included a wastepaper basket and waste paper in their drawings in order to identify the meanings assigned to the wastepaper and wastepaper basket by these teachers. The data were analysed by using content analysis. The results of the analysis showed that with these figures the pre-service teachers revealed their belief that when scientists conduct research, they follow a confirmatory experimental process in a similar manner to the way school science experiments. Based on these results, it can be suggested in the analysis of the drawings that waste paper and wastepaper baskets can be regarded as indicators of the stereotypical image of scientists and of the scientific method they use.
Prospective Preschool Teachers&apos; Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills
Author: Uyar, Rabia Ozen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Academic Achievement,Goal Orientation,Self Control,Critical Thinking,Cognitive Style

The aim of this study is to explain and predict prospective preschool teachers' academic achievements depending on goal orientations they adopt, their critical thinking dispositions and self-regulation skills. Research sample constitutes of 265 prospective preschool teachers attending the Faculty of Educational Sciences in Cukurova University. Research data were collected with the 2x2 Achievement Goal Orientations Scale, Self-Regulation Questionnaire and Critical Thinking Disposition Scale. Demographical information about prospective teachers' gender, age, grade level and academic grade point averages were obtained with the personal information form. For the analysis of research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis were used. In this study, it was concluded that prospective teachers with high level of learning approach orientation, critical thinking disposition and self-regulation skills had higher levels of academic achievement. However, it was determined that distinguishing variables among prospective preschool teachers with low, medium and high level of academic achievement included learning approach, performance approach goal orientation and critical thinking disposition and self-regulation skills. Correct classification percentage of distinguishing variables according to prospective preschool teachers' levels of academic achievement was determined as 48.8%. Considering the fact that prospective teachers' achievement-goal orientations, critical thinking dispositions and self-regulation skills may increase their academic achievement and shape their future teaching performances, it is suggested to implement programs that will contribute to the development of such skills and orientations among prospective preschool teachers.
School Principals&apos; and Teachers&apos; Problems Related to the Education of Refugee Students in Turkey
Author: Toker Gokce, Asiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Elementary School Students,Elementary School Teachers,Principals,Administrator Role,Teacher Role,Barriers,Student Needs,Student Adjustment,Semi Structured Interviews,Language Skills,Attendance Patterns,Second Language Learning,Turkish

The aim of this study is to determine the problems, the solutions and the suggestions of the school principals and teachers towards the Syrian refugee students in the primary schools in Turkey. The research group of the study included four school principals and six teachers. The research was conducted by qualitative methods. The results revealed that the school principals mostly live communication, adaptation, accreditation, absenteeism, psychological and financial problems related to Syrian refugee students. Teachers also have problems such as communication problems with these students. Principals have opened 'support rooms' for these students; have worked for adaptation of these students, have been in contact with the families. The teachers opened literacy courses and worked to socialize these students with their classmates. Both principals and teachers have primarily proposed the creation of specific curricula for these students and the activities to solve the problem of language and cohesion for these students.
Evaluating First Year Agriculture Teachers&apos; Use of Reflection
Author: Meder, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Agricultural Education,Teacher Education Programs,Preservice Teachers,Reflective Teaching,Pedagogical Content Knowledge,Universities,Secondary School Teachers,Telecommunications,Teacher Attitudes,Student Teaching,Preservice Teacher Education

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine &amp; Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton &amp; Smith, 1995; Kagan &amp; Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine &amp; Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers' gratification with the reflective approaches learned from Iowa State University agricultural education teacher preparation program. The study drew on the theoretical framework of John Dewey and Donald Schon in support of reflection throughout an educator's professional teaching career. This qualitative study consisted of phone interviews with six first-year secondary teachers who graduated from the teacher preparation program. All first-year teachers employed a systematic reflection approach and preferred the following approaches to reflection: written reflection, verbal reflection, or through internal dialogue. First-year teachers indicated they learned how to reflect from student teaching, the tuning protocol process, and in core classes. However, they indicated preservice teachers need more exposure to reflection during their student teaching experience and throughout coursework.
The Effects of Out-of-School Learning Settings Science Activities on 5th Graders&apos; Academic Achievement
Author: Bakioglu, Busra
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Science Tests,Science Instruction,Science Education,Science Achievement,Retention (Psychology),Secondary School Students,Control Groups,Experimental Groups,Pretests Posttests,Scores,Foreign Countries,Learning Activities,Experiential Learning

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the &quot;Let's Solve the Riddle of Our Body&quot; chapter objectives. The pretest/posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let's Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students' achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses did not reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.
Factors Contributing to Illinois School-Based Agriculture Teachers&apos; Final Decision to Leave the Classroom
Author: Solomonson, Jay K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Labor Turnover,Agricultural Education,Faculty Mobility,Teaching Conditions,Teacher Attitudes,Teacher Education,Faculty Development,Teacher Salaries,Teacher Characteristics,Secondary School Teachers,Career Change,Surveys,Statistical Analysis

Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed as a framework for explaining agriculture teacher retention or attrition and includes the multivariate constructs of Personal Factors, Working Conditions, Teacher Development, and Compensation. Demographic characteristics are explored as well as differences between novice and experienced teachers and their perceptions of attrition influences. This study is unique in that it reports survey data from teachers who have left the profession (n = 91) and explores their reflective perceptions about reasons for leaving. Among all teachers, Personal Factors and Teacher Development were found to have the most impact on decisions to leave the profession. Compensation was found to be a more significant attrition influence for novice teachers than for experienced teachers. Recommendations for organizations hoping to promote agriculture teacher retention are discussed.
Informing Urban Landscape Water Conservation Extension Programs Using Behavioral Research
Author: Warner, Laura A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Water,Conservation (Environment),Extension Education,Behavioral Science Research,Online Surveys,Rural Urban Differences,Individual Characteristics,Demography,Statistical Analysis

Water availability is an important issue addressed by Cooperative Extension programs nationwide. Rapid population growth and urbanization present unique challenges and opportunities for Extension programming. In this study, we explored whether urban Extension audiences in Florida had unique characteristics that could be used to design tailored programs. We used electronic surveys to collect water conservation and landscape management behaviors along with demographic information. Applying audience segmentation concepts, we divided respondents into subgroups by rural-urban continuum codes. We then described the resulting subgroups and made comparisons to identify differences that could inform Extension programming. The most urban residents had lived in Florida the longest, were least engaged in most water conservation practices, most likely to use a professional landscape company for landscape maintenance activities, and most likely to reside in a homeowners' association. The findings revealed somewhat of a disconnect between urban residents and protection of water resources. Understanding these differences among urban audiences can be useful insights to guide impactful Extension programs. Urban landscape water conservation programming should be designed to build a connection between residents and their local water bodies, and should engage the many partners present in urban systems. More research is needed to examine the relationship between residing in more urban areas and engaging less in landscape water conservation practices.
An Investigation of Prospective Mathematics Teachers&apos; Knowledge of Basic Algorithms with Whole Numbers: A Case of Turkey
Author: Tekin Sitrava, Reyhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Problem Solving,Mathematics Skills,Mathematical Concepts,Knowledge Level,Addition,Subtraction,Multiplication,Arithmetic,Middle School Teachers,Secondary School Mathematics

The aim of this qualitative case study is to investigate prospective mathematics teachers' subject matter knowledge of the underlying concepts of standard and nonstandard algorithms used to solve the problems with whole numbers. Twenty three prospective mathematics teachers enrolled in the Elementary Mathematics Education Program of one of the most successful universities in Turkey were the participants of the study. The data was collected through four tasks containing basic algorithms. More specifically, the Ones Task assessed participants' understanding of the underlying place value concepts of standard algorithms. The Andrew Task and the Doubling Task required participants to conceptualize and interpret nonstandard strategies. In the Division Task, participants were expected to provide in-depth explanation for the difference between multiplication and division and between partitive division and measurement division. The content analysis method was used to analyze the data. The results of the study revealed that more than half of the prospective mathematics teachers had knowledge about the place value of 1 in addition and subtraction, and also multiplication. However, most of the prospective teachers could not explain the underlying principle and the meaning of the nonstandard algorithm in subtraction. Similar to their knowledge on subtraction, prospective teachers' knowledge on division was limited.
Turkish Adaptation of Math and Me Survey: A Validity and Reliability Study
Author: Aktas, Meral Cansiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Test Validity,Test Reliability,Student Attitudes,Elementary School Students,Item Analysis,Factor Analysis,Turkish,Translation,Construct Validity,Correlation,Cultural Relevance,Surveys

This research aims to complete Turkish adaptation, validity and reliability studies for the Math and Me Survey developed by Adelson and McCoach for use in determining the students' attitudes towards mathematics in the transition from primary school to middle school. Within the scope of validity and reliability studies for the scale, data gathered from 1169 primary school students had item analysis, exploratory factor analysis and confirmatory factor analysis performed. In line with this, 18 items from the original scale were translated to Turkish and item equivalence between the original English and Turkish translation was ensured. During item analysis to determine the construct validity of the scale, an item with low item total correlation value was removed from the scale. The Cronbach alpha coefficient was calculated as 0.93. The Cronbach alpha coefficients from the scale subdimensions of Enjoyment and Self-Perception were calculated as 0.91 and 0.88. The confirmatory factor analysis results for the scale revealed perfect fit with the construct determined in the exploratory factor analysis results. Thus, the Math and Me survey can be said to be a valid and reliable tool for use in Turkish culture.
An Investigation into the Learning of Ecological Concepts
Author: Toman, Ufuk
Date: 2018-00-00
Type: Journal Articles
Subjects: Ecology,Scientific Concepts,Science Instruction,Concept Formation,Definitions,Foreign Countries,High School Students,Secondary School Students,Science Tests,College Students,Misconceptions

The aim of this research; secondary, high school and university levels of the students to understand the concepts related to ecology of Bayburt in Turkey. In this study, a progressive research method was used. In this method, conceptual understanding test was used as data collection tool. Open-ended test questions were used in this study. The test consisted of 150 students, 50 were from the secondary school, 50 were from the high school and 50 from the university in Bayburt. The data obtained from the test indicate that the meanings of the ecological concept are in different categories and that this concept is not fully understood by the students at all three levels of learning. While students at secondary level relate the concepts related to ecology to their everyday use, high school and university students have more scientific definitions in their descriptions. In addition, misconceptions regarding these concepts have been identified at all levels of learning.