ethanporcaro/eric-fulltext-meta huggingface dataset:
Millennial and Non-Millennial Agriculture Teachers&apos; Current and Ideal Emphasis on the Three Components of the Agricultural Education Program
Author: Shoulders, Catherine W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Generational Differences,Teaching Methods,Intention,Teacher Behavior,Youth Programs,Work Experience Programs,Conventional Instruction,Laboratories,Teacher Attitudes,Teacher Surveys,Statistical Analysis,Preferences,Secondary Education

Classroom and laboratory instruction, FFA, and SAE have long represented the complete agricultural education program via the three-component model. While the model depicts three circles of equal size to represent these components, the focus and level of emphasis of each component within the agriculture program is the decision of the agriculture teacher. The purpose of this study was to describe [State] agriculture teachers' behavioral intentions and actual behaviors regarding emphasis of each component in the profession's three-component model. Results of this descriptive study indicated the average program emphasized instruction most, FFA next, and SAE least. However, the majority of respondents indicated a disparity between the emphasis of each component in their current program and their ideal program. Most respondents indicated their ideal program would emphasize instruction, FFA, and SAE equally. Differences between Millennial and Non-millennial teachers indicate the younger generation spent more time on FFA than the older generations, while the older generation wanted more personal time than their younger peers. We recommend further research be conducted to determine whether these results are found among other populations, as well as to uncover the reasons behind these results.
Using Audience Segmentation to Tailor Residential Irrigation Water Conservation Programs
Author: Warner, Laura A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Water,Natural Resources,Use Studies,Neighborhood Improvement,Extension Education,Discriminant Analysis,Cluster Grouping,Change Strategies,Training Methods,Audience Analysis,National Surveys,Likert Scales,Demography,Comparative Analysis,Social Behavior,Behavior Standards,Preferences,Statistical Analysis

Today's complex issues require technical expertise as well as the application of innovative social science techniques within Extension contexts. Researchers have suggested that a social science approach will play a critical role in water conservation, and people who use home landscape irrigation comprise a critical target audience for agriculture and natural resources professionals. This study was conducted to examine the possible role of an audience segmentation approach in addressing the complex issue of water resources. This research used descriptive discriminant analysis to assign national irrigation users to previously identified subgroups found in the literature (the water considerate majority, the water savvy conservationists, and the unconcerned water users) and compare characteristics to identify differences on a national scale. Results revealed the nation's irrigation users are fairly water conscious. The findings implied unique subgroups exist among targeted Extension audiences relevant to specific behaviors, and Extension programs should focus on different programmatic objectives for targeting different subgroups. Differences were found among the three subgroups in water conservation behaviors, personal and social normative beliefs, use of landscape professionals for irrigation maintenance, and learning preferences. Recommendations were provided on how to use the results to develop impact-driven Extension programs.
Capital A, Capital E--Ripples in the Agricultural Education Pool
Author: Newman, Michael E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Philosophy,Conference Papers,Relevance (Education),Population Growth,Sustainable Development,Instruction,Theory Practice Relationship,Evidence Based Practice

Dr. Michael E. Newman presented the 2016 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Kansas City, Missouri in May, 2016. The article is a philosophical work based upon the author's experiences in the agricultural education profession.
Discovering Quality in Teacher Education: Perceptions Concerning What Makes an Effective Cooperating Teacher
Author: Stewart, Josh
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Teacher Effectiveness,Teacher Qualifications,Agricultural Education,Teacher Characteristics,Inservice Teacher Education,Preservice Teacher Education,Delphi Technique,Likert Scales,Job Performance,Caring,Interpersonal Communication,Moral Values,Program Development,Mentors,Professionalism

With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014; Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose of this study was to identify which characteristics define an effective cooperating teacher in agricultural education. We utilized Roberts' (2006) Model of Effective Cooperating Teachers and the Delphi methodology to identify characteristics of effective cooperating teachers from expert panels of agricultural educators in Missouri, North Carolina, Oregon, and Texas. The findings of this study revealed nine themes, which define effective cooperating teachers. We propose a new model defining the characteristics of effective cooperating teachers and recommend teacher educators work to create an assessment using these characteristics.
The Conflicts of Agriculture: Exploring the Agricultural Ideologies of University Agricultural Education Students
Author: Martin, Michael J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Ideology,Conflict,Undergraduate Students,Land Grant Universities,Focus Groups,Student Attitudes,Values,Role of Education,Professional Identity,Familiarity

American agriculturalists are divided on a variety of issues related to production and consumption of food. Broadly speaking, two groups have emerged along two ideological lines: agrarian populism, which articulates conventional agricultural values, and neo-agrarianism, which shares some nonconventional agricultural values. Although both groups may find common ground, their ideological differences have led to conflict. Land-grant institutions are not immune to this type of conflict. This study examined how differing agricultural ideologies affected the experiences of agricultural education undergraduates at a land-grant institution. Two focus groups of agricultural education students at [University] were set apart to explore their agriculture values. Three themes emerged from this study: (a) acknowledgement of different agriculture values; (b) deeply rooted agriculture values; and (c) conflicts arising from differing agriculture values. Arguments from some students centered on agrarian populist ideological ideals, including traditional agriculture, farming, and rural lifestyle values and were often rooted in emotions. They were concerned about protecting a way of life, which they felt was being threatened by others. Some participants who had more neo-agrarian agriculture values did not freely present their arguments; but, seemed more comfortable promoting some of the more traditional agrarian populist ideals.
Student Teaching Changed Me: A Look at Kolb&apos;s Learning Style Inventory Scores before and after the Student Teaching Experience
Author: Smith, Kasee L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Measures (Individuals),Scores,Student Teaching,College Students,Pretests Posttests,Student Development,Experiential Learning,Outcomes of Education,Agricultural Education,Student Evaluation,Preferences

Student teaching as the culminating experience of a teacher preparation program has been shown to be of great importance in the preparation of pre-service agricultural educators (Harlin, Roberts, Mowen, Edgar, &amp; Briers, 2007; Roberts, Mowen, Edgar, Harlin, &amp; Briers, 2007; Kitchel &amp; Torres, 2006, 2007; Myers &amp; Dyer, 2004). Kolb's Learning Style Inventory (KLSI) is an instrument designed to examine individual preference for learning in four learning modes: active experimentation (AE), reflective observation (RO), concrete experience (CE), and abstract conceptualization (AC). In addition, the KLSI examines learning preferences in the dimensions of grasping and transforming experience. This descriptive study examined the KLSI scores for two semesters of student teachers (N = 37) from Texas A&amp;M University at both the beginning and end of their student teaching experience. Student teachers were observed as falling into all nine learning styles as indicated by Kolb and Kolb (2013) at both the beginning and end of the student teaching experience. Results indicated that there was wide range of changes in individual student teachers. Active experimentation was the learning mode showing the greatest amount of change among the population, and changes in the group were more apparent in the dimension of transforming experience than in grasping experience.
Assessing the Relationship of Teacher Self-Efficacy, Job Satisfaction, and Perception of Work-Life Balance of Louisiana Agriculture Teachers
Author: Blackburn, J. Joey
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Teacher Attitudes,Family Work Relationship,Agricultural Education,Likert Scales,Teacher Shortage,Teaching (Occupation),Faculty Mobility,Teacher Effectiveness,Teacher Persistence,Questionnaires

Agricultural education has faced a national shortage of qualified teachers since 1965. Initiatives, such as NAAE's TeachAg Campaign, seek to alleviate this shortage through recruitment of new agriculture teachers. However, turnover in the teaching profession remains a problem, with attrition rates approaching 60% reported in some research studies. Factors such as teacher self-efficacy, job satisfaction, and work-life balance have been reported to influence teachers' decision whether or not to remain in the profession. The purpose of this study was to describe Louisiana agriculture teachers' levels of teacher self-efficacy, job satisfaction, and perception of work-life balance. Overall, teachers reported being efficacious in their chosen career and satisfied with their job. Additionally, these teachers reported being able to achieve balance in their career and that their family life did not interfere with work. These teachers were undecided as to whether work interfered with their family. It is recommended that further research be completed to understand why this and other studies reported teachers to be satisfied and efficacious, yet a high turnover of agriculture teachers exists. Teachers who excel at balancing teaching and their personal lives should be utilized as workshop presenters to assist other teachers in attaining balance.
Determining Change in Students&apos; Writing Apprehension Scores in a Writing Intensive Course: A Pre-Test, Post-Test Design
Author: Fischer, Laura M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Skills,Pretests Posttests,Scores,Anxiety,Program Effectiveness,Self Esteem,Writing Instruction,Mixed Methods Research,Student Attitudes,Undergraduate Students,Likert Scales,Phenomenology,Student Surveys,Tests,Writing Apprehension

Writing skills are one of the most important skills college graduates need to possess; however, college graduates struggle to complete written communications proficiently in the workforce. Previous researchers have explained that college instructors must understand the students' fears with writing in order to create effective writing curriculum. Writing apprehension has been described as one of the main factors hindering students' motivation to write and confidence to complete writing responsibilities. In the college setting, negative views toward writing cause low motivation to enroll in writing courses or take the course seriously; ultimately, writing apprehension causes students to not make writing a priority. Using the theoretical framework of self-efficacy, this paper sought to explore how a writing intensive course changed a student's confidence or belief in their writing skills, and in turn, how the intensive writing course improved their writing apprehension. A two-phase, convergent parallel design mixed methods study was used to determine what change, if any, occurred during the writing intensive course. The findings showed writing apprehension, or avoidance-like attitudes, may be diminished in undergraduate students throughout the duration of a writing intensive course. Recommendations for practitioners and future research are also provided.
School Culture&apos;s Influence on Beginning Agriculture Teachers&apos; Job Satisfaction and Teacher Self-Efficacy
Author: Hasselquist, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: School Culture,Beginning Teachers,Agricultural Education,Job Satisfaction,Self Efficacy,Teacher Persistence,Data Collection,Multiple Regression Analysis,Statistical Significance,Social Support Groups,Collegiality,Questionnaires,Likert Scales

This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three states and stepwise multiple regression techniques were used to analyze the data. The researchers found that colleague support was statistically significant contributors to beginning teachers' efficacy. District and school administration, colleague, and financial supports were all statistically significant contributors to teachers' job satisfaction. These findings provide support for further research to explore gaps in the profession's understanding of the role school culture plays for agriculture teachers. Recommendations include incorporating positive relationship-building techniques into pre-service and teacher induction programs and making beginning teachers aware of materials used in promoting agricultural education programs and building administrative relationships.
A Bakhtinian Reading of John Donne's Parody Poem &quot;The Bait&quot;
Author: Alareer, Refaat
Date: 2017-02-00
Type: Journal Articles
Subjects: Poets,Poetry,Parody,Literary Styles,Literary Devices,Literary Criticism,Literature Appreciation

While conventional critics seek the comic aspect of parody, modernist critics credit parody with questioning mainstream literary trends and subverting literary production. For instance, Mikhail Bakhtin believes in parody's power to create &quot;a decrowning double&quot; by turning the official worldview up-side-down. For experimental poets like John Donne, parody transcends mere comical imitation into a serious practice. Donne, having lived in the heyday of the Renaissance with its overemphasis on decorum and courtly love, sought refuge in parody to resist and disturb existing norms of versification and offer an alternative worldview. This paper examines John Donne's parody poem &quot;The Bait&quot; in the light of Bakhtin's concept of parody as a decrowning double. The analysis shows that not only had Donne resorted to parody to criticize the society, but he also employed it to undermine established rules of poetry. The study concludes that Donne used parody to create an important platform to liberate poetry from dominant modes of versification, invite readers, often by means of defamiliarisation, to reconsider their stance and literary taste, and promote experimental styles; thus, Donne transcends the norms of prevalent courtly love poetry once and for all.
Pre and Post Test Evaluations of Students in the Needs-Analysis Based EAP Course at Undergraduate Level
Author: Nafissi, Zohreh
Date: 2017-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Pretests Posttests,Needs Assessment,Student Evaluation,College Entrance Examinations,Test Preparation,Graduate Students,English (Second Language),Language Tests,Statistics,Qualitative Research,Statistical Analysis,Questionnaires,Semi Structured Interviews,Content Analysis,Performance Based Assessment,Achievement Gains,Likert Scales,Course Evaluation,Test Format,Foreign Countries,Structured Interviews

Iran's education system is exam-based and to gain admission to universities at undergraduate, graduate, and postgraduate levels, candidates have to sit a competitive examination. For this reason, developing an EAP course which prepares the candidates for these examinations is of crucial importance. The present study attempted to develop an EAP course for the selected number of undergraduate students of Statistics at Alzahra University and Shahid Beheshti University in Tehran. The aim was to prepare these students for the English language section of the entrance examination for MS degree in Statistics and then to determine if there was any significant difference between students' performance in their pre and post tests. Both quantitative and qualitative research methods were applied in this study and different instruments such as a questionnaire, semi-structured and structured interviews, and analysis of texts, were used to gather needs analysis data. The results indicated that the majority of participants preferred the presence of more ESP courses at universities. There was also a significant difference between pretest and posttest scores of the participants who took part in the EAP course.
Special Education Debate
Author: Bogg, Natalie
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Education,Achievement Gap,Minority Group Students,Dropout Rate,Regular and Special Education Relationship,Special Needs Students,Graduation Rate,Dropouts,At Risk Students

Based on state and federal statistics, minority students are not being over identified for Special Education, the students in Special Education have a lower dropout rate than the students in general education, and students in Special Education show growth towards closing their learning gap. There are three controversial issues concerning Special Education and achievement. First is the concern that minority groups are over identified as Special Needs. The data indicates this may be occurring to some degree, but has lessened in the last few decades for some groups. Then there are the twin issues of closing the achievement gap between Special Education and regular education students and eventual high school graduation rates for Special Needs students. The new high school exit exam requirements heighten concerns of these issues. These topics are tackled herein through a pro and con debate. Natalie Bogg completed the Con side and Pro Rebuttal and Vernette Hansen completed the Pro side and Con Rebuttal.
Branches Investigation of the Religious Beliefs in Various Terms of Variables of the Turkish National Team Athletes in Individual
Author: Altungül, Oguzhan
Date: 2017-04-00
Type: Journal Articles
Subjects: Religious Factors,Beliefs,Athletes,Team Sports,Foreign Countries,Athletics,Religion,Surveys,Likert Scales

In general, and broadest sense, the word religion; &quot;No matter what submission to a higher authority, to accept orders and provisions that arising from this authority as the rules that must be followed, when the prize comply with these rules will be taken when the penalty point against is the general name of a living system into believing the area. The study's population is the athletes participating in the competition in individual branches of the Turkish national team. The sample of the study is 50 females and 102 males totally 152 national athletes who representing Turkish National Team in individual branches such as Boxing (46), Taekwondo (30), Wrestling (76). Personal Information Survey and Religious Belief Scale were used in collecting the data. When the data analyzed statistically, it is determined that there is significant differences in terms of gender, marital status and level of education. As a result, it is emerged that, religious is known by everyone unheeded by someone but believed to be in every respect and worshipping in availability by the elite athletes and in terms of sports and athletes it is different in normal people.
Using Films in Vocabulary Teaching of Turkish as a Foreign Language
Author: Iscan, Adem
Date: 2017-05-00
Type: Journal Articles
Subjects: Teaching Methods,Films,Vocabulary Development,Turkish,Second Language Instruction,Literature Reviews,Foreign Countries,Foreign Students,Reading Skills,Skill Development

The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching and there are many studies in this subject, very few studies have been done in our country and this is not enough. In this study, the development of Turkish vocabulary of foreign students through films has been discussed. Examples of activities aimed at the development of reading skills through films that teachers can use in foreign language are presented.
Impact of a Longitudinal Lecture Series on Pre-Dental Student Recruitment
Author: Shapiro, Jonathan
Date: 2017-05-00
Type: Journal Articles
Subjects: Dentistry,Student Recruitment,Dental Schools,Outreach Programs,Likert Scales,Undergraduate Students,Introductory Courses,Longitudinal Studies,College Admission,Student Surveys,Statistical Analysis

The expanding number of dental schools has not resulted in a rise in dental school applications; therefore, there is a need to identify and retain pre-dental students in the applicant pool. One way to do this is to introduce an outreach program by dental schools. A limited number of studies have been done on the impact of outreach programs on dental school recruitment. This study was done to examine the effectiveness of an outreach program initiated at the Harvard School of Dental Medicine (HSDM). Third- and fourth-year dental students provided 12 hours of lectures, two hours of case-based learning, and two hours of hands-on laboratory experience to pre-dental students over 12 weeks in a course called Introduction to Dentistry. The course was given in 2015 and 2016 and the participants were surveyed before and after the course to determine their interest in and knowledge of dentistry, and their attitude toward HSDM. After the course, pre-dental students had better understanding of the dental profession overall, were more comfortable conversing about dentistry, and were more likely to apply to HSDM in the future. Dental outreach programs can maintain or increase interest in applicants who were previously interested in applying to dental school; however, admissions committees must carefully consider an applicant's entire academic and personal background. Participation in an outreach program is not an indication of an applicant's overall suitability for dentistry in general or for a particular dental school's program.