ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpersonal Leadership Competencies of Extension Agents in Florida
Author: Harder, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Extension Agents,Interpersonal Competence,Leadership Qualities,Training,Conflict Resolution,Professional Development,Interpersonal Relationship

Extension's ability to purposively develop the capacity of its agents to effectively work with and lead people is limited by a lack of data that identifies for which competencies agents need training. Interpersonal leadership competencies are widely recognized as important for Extension professionals and the literature indicates they are linked with job satisfaction, motivation, and performance. The Borich method was used to identify priority training needs for Extension agents in Florida within the interpersonal leadership domain. A Principal Component Analysis revealed the interpersonal leadership competencies could be operationalized into two latent constructs, conflict management and group leadership. Competencies for which training is most needed were mostly part of the conflict management construct. The results can be used to intentionally design professional development programs, improve the state's competency model, and inform future research related to conflict in Extension.
What Is the Role of the Prison Library? The Development of a Theoretical Foundation
Author: Finlay, Jayne
Date: 2018-12-00
Type: Journal Articles
Subjects: Library Role,Correctional Institutions,Institutionalized Persons,Librarians,Program Effectiveness,Learning Theories,Criminology,Library Services,Well Being,Mental Health,Motivation,Knowledge Level,Reading,Individual Development,Social Capital,Family Literacy,Correctional Education,Special Libraries

There has been little examination of how criminological theory may help to inform library practice in correctional settings. This article takes steps to address this deficit by presenting a new and timely approach to prison library research. It suggests that situating prison library research within the disciplines of librarianship, education and criminology can lead to a deeper understanding of the contribution made by libraries to the lives of those in prison. The authors propose a theoretical model which draws on theories of desistance, informal learning theories and critical librarianship. This model can be used by both library and education researchers and practitioners to build a body of evidence on the value of the prison library and may act as a roadmap to good practice. It is an initial framework, intended to be adapted and refined as more empirical evidence is collected in this area.
Communicating with 4-H Stakeholders: Examining Social Media Use in Rural and Urban Programs
Author: Beattie, Peyton N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Youth Programs,Social Media,Communication Strategies,Extension Agents,Motivation,Innovation,Social Theories,Social Change,Rural Areas,Urban Areas

Traditionally, 4-H agents have been communicating with stakeholders through newsletters; either in print or online. 4-H agents have used social media as an additional tool to communicate with their stakeholders since its introduction. Social media communication can help maintain or increase stakeholder involvement in the 4-H program because a large percentage of the population is active on social media. Using Uses and Gratifications Theory and Diffusion of Innovations Theory as frameworks, this study sought to determine how Florida 4-H agents engaged with their stakeholder audiences using social media, and vice versa. The uses and gratifications motivations for engaging in media were used to understand what motivations were used to engage their audience and what type of posts (according to motivation) stakeholders were engaged in most. The diffusion of innovations innovation-decision process helped to understand the audiences' decision to engage in posts dependent upon the motivation used. The results of this study concluded the selected 4-H programs differed in the content that they posted but the 4-H stakeholders did not differ in how they engaged in their respective programs posts.
Evaluating Interdisciplinary Teaching: Curriculum for Agricultural Science Education
Author: Pauley, Catlin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Agricultural Education,Science Education,Secondary School Curriculum,Intention,Secondary School Teachers,Science Instruction,Teacher Certification

Interdisciplinary learning experiences (i.e., experiences which illuminate learning of, and connections among, multiple disciplines) are essential to building a more robust understanding of the interconnections of multiple systems. Having an interdisciplinary understanding positively influences the ability of learners to contribute to solving wicked problems (e.g., soil degradation, climate change), most of which fall within the realm of agriculture, food, and natural resources (AFNR). Therefore, within AFNR Education, preparing learners via interdisciplinary experiences could empower the next generation of problem solvers. The Curriculum for Agricultural Science Education (CASE) has emerged as a potential method for teaching AFNR and science in an interdisciplinary way. However, research has yet to evaluate the impact of CASE on teachers' intentions to teach science within curricula. In this study, intentions to teach science were compared between CASE-certified and non-CASE-certified educators via a national survey of 212 randomly sampled teachers, 81 of whom were CASE-certified. Within four of the eight courses evaluated, CASE-certified teachers intended to teach more science than non-CASE-certified teachers, while non-CASE-certified teachers intended to teach more science in the remaining four courses. The findings suggest opportunities to enhance the interdisciplinary structure of CASE curriculum and/or explore alternative models for facilitating interdisciplinary learning within AFNR Education.
Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers
Author: Hendon, Tori
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Cooperating Teachers,Agricultural Education,Student Teachers,Teacher Effectiveness,Teacher Attitudes,Teacher Characteristics,Career Readiness

The profession of agricultural education is experiencing shortages across the nation. Texas is critically impacted due to the renewed emphasis of career and technical education. This leads to questions about the preparedness of recent college graduates to handle the demands placed upon agricultural educators. Starting in 2012, Texas Tech University restructured the courses within the Department of Agricultural Education and Communications to better prepare graduates. The purpose of this study was to evaluate the agricultural education program at Texas Tech University by examining the preparedness of student teachers as determined by the cooperating teachers. A survey containing the characteristics of effective agricultural teachers identified by Roberts and Dyer (2004) was administered to cooperating teachers of Texas Tech University student teachers. The cooperating teachers evaluated the importance of the characteristics and the preparedness of Texas Tech University student teachers. The results of this survey were analyzed using a Borich needs assessment model. Texas Tech University cooperating teachers perceived student teachers to be most prepared in the categories of personal qualities and community relations and found the student teachers need further development of skills related to the categories of Supervised Agricultural Experience (SAE) and program planning/management.
Topic Familiarity Matters: A Critical Analysis of TOEFL iBT Reading Section
Author: Toker, Deniz
Date: 2019-05-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Computer Assisted Testing,Test Validity,Multiple Choice Tests,Test Items,Reading Tests,High Stakes Tests,Advantaged,Disadvantaged,Familiarity,Test Wiseness,Construct Validity

The central purpose of this paper is to examine validity problems arising from the multiple-choice items and technical passages in the Test of English as a Foreign Language Internet-based Test (TOEFL iBT) reading section, primarily concentrating on construct-irrelevant variance (Messick, 1989). My personal TOEFL iBT experience, along with my knowledge of assessment issues, urged me to critically analyze this particular section so that stakeholders and test designers might revisit the construct of reading, particularly on high-stakes tests, ensuring that test-takers are neither advantaged nor disadvantaged at the time of the test. I attempted to bring to light, or at least point out, the inevitable consequences of using multiple-choice items and the presence of technical terminology in reading passages in such a critical test by drawing on pertinent research. While the findings of some of the research concur with the primary assertion of this paper, others contrast with it. These different perspectives are discussed thoroughly in order to include two sides of the story. I conclude that investigating the significant ramifications of aforementioned factors is a crucial step in establishing the validity of reading sections of all similar tests serving as &quot;both door-openers and gatekeepers&quot; (Bachman &amp; Purpura, 2008).
Evaluating the Virginia Agriculture Leaders Obtaining Results (VALOR) Program: Blogs as a Reflection Process
Author: Bush, Sarah A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Leadership Training,Agricultural Education,Adult Education,Capacity Building,Skill Development,Reflection,Student Experience,Outcomes of Education,Adult Students

Leadership inquiry lacks robust studies designed to understand processes as opposed to outcomes. This qualitative case study explored the process of reflection through blogs to evaluate the Virginia Agriculture Leaders Obtaining Results (VALOR) program. We open-coded blog entries for reflection on capacity building and competency development through experiences within the program. Expanded thinking, competency development, and interconnectedness emerged as themes through a collaborative process. Additionally, we identified four subthemes within the themes: change, self-awareness, networking, and affiliations. The majority of intended VALOR program outcomes were readily discussed within emergent themes and the reflection process. The findings within this study support transformative learning and communities of practice as pathways for increasing knowledge and capacity to become change agents. Focus on increasing opportunities for participants to explore applications of newly created knowledge can benefit the program and overall development of participants and their communities.
The Role of Language Objectives: Strengthening Math and Science Teachers&apos; Language Awareness with Emergent Bilinguals in Secondary Classrooms
Author: Hansen-Thomas, Holly
Date: 2018-00-00
Type: Journal Articles
Subjects: Metalinguistics,Bilingualism,Teaching Methods,Teacher Attitudes,Second Language Learning,Thinking Skills,Course Content,Native Language,Mathematics Teachers,Science Teachers,Faculty Development,Learning Theories,Middle School Teachers,High School Teachers,Spanish,English (Second Language),Native Language Instruction,Bilingual Education,Discourse Analysis,Language Role,Language Usage

This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore's theory on learning: making teaching visible in order to develop the students' thinking. In the contexts of training both before and after service, a study was conducted on how secondary-science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language, rather than content. Based on the current analysis of how content teachers define and employ language objectives in their teaching, this study proposes a few ways to provide math and science teachers with tools for incorporating language into everyday teaching practices. The present study further supports the call for attention on the needs of all content teachers who work with EBs on training in language awareness.
Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-Based Agricultural Education Teachers
Author: Hainline, Mark S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Knowledge Base for Teaching,Teaching Skills,Agricultural Skills,Secondary School Teachers

A historical portion of many school-based agricultural education (SBAE) programs, agricultural mechanics remains popular in schools across the nation. As such, pre-service and in-service teachers should be prepared to effectively deliver agricultural mechanics instruction (Burris, Robinson, &amp; Terry, 2005). Agricultural education researchers (McKim &amp; Saucier, 2012; Pate, Warnick, &amp; Meyers, 2012) have identified many laboratory management competencies and welding skills that teachers should have; however, few knowledge and skill areas in other components of agricultural mechanics (e.g., woodworking, electricity, etc.) have been identified. Through the lens of Roberts and Ball's (2009) content-based model for teaching agriculture, we used the Delphi technique to identify the agricultural mechanics knowledge and skills that Iowa SBAE teachers should possess to provide quality instruction. A panel of 10 expert Iowa SBAE teachers provided the data for the present study. After three rounds, a total of 85 items reached consensus, which included 35 technical skills (e.g., plasma cutting, etc.) and 49 &quot;teacher skills&quot;/laboratory management skills (e.g., ordering consumables). We concluded that SBAE stakeholders in Iowa should ensure that teachers are prepared to teach agricultural mechanics via coursework and professional development opportunities. We recommend that this study be replicated in other states.
Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom
Author: Clemons, Christopher A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Teacher Persistence,Job Satisfaction,Career Choice,Institutional Characteristics,Student Organizations,Teacher Participation,Teacher Characteristics,Influences

This study investigated the characteristics and rationale for teacher longevity and success in the secondary agricultural education classroom. The population was 7,300 (N = 7,300) secondary agricultural education teachers in the United States instructing grades 6-12 during 2017-2018. The sample frame was obtained through the National Association of Agriculture Educators membership list and a random sample (n = 187) of the population was selected using the Cochran's (1977) formula for continuous variables. The instrument used to collect data for this study was developed from a review of existing literature and consisted of 80 statements organized in four categories: influencers for career choice, employer characteristics, role of the FFA Advisor and FFA involvement, personal characteristics and professional growth, and personal characteristic questions. Participants who identified the overall characteristics which reflect their classroom longevity and success were feeling secure in their employment, developing their program, high satisfaction levels received from teaching and the variety of the lessons, and indicated former teachers having the greatest influence on their decision to pursue secondary agricultural education. The findings indicated that there are significant areas of success that should be investigated and revisited to determine the motivation for teachers to remain in the field.
Organizational Priorities for Advancing Cooperative Extension in Selected Urban Counties in Florida
Author: Harder, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Extension,Counties,Needs,Strategic Planning,Resources,Partnerships in Education,Program Implementation

Determining strategies for success within the urban environment is necessary for Cooperative Extension to accomplish its mission, particularly given the large percentage of Americans who now reside in or near cities. Three levels of needs exist within a system such as Extension: primary user, service provider, and system resources. A needs assessment was conducted in 2017 to assess the system resources of UF/IFAS Extension in the counties of one of Florida's four metropolitan areas, as perceived by the county faculty and staff working there. Counties tended to agree that the highest priority needs were to establish guidelines for reporting collective impact efforts in their annual appraisals, and ensuring agents have equal benefits regardless of the county in which they work. A strong emphasis was also placed on making urban Extension visible to stakeholders in the metropolitan environment. UF/IFAS Extension will need to acquire new resources or reallocate existing resources to better equip its agents to be successful serving urban clientele, which may require adopting new funding models to ensure the future viability of the organization.
The Influence of Agriscience Research SAEs on Perceived Self-Efficacy of 21st Century Skill Attainment
Author: Thiel, Brooke L.
Date: 2019-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Correlation,Agriculture,Research,Student Attitudes,Grade 10,Grade 11,Grade 12,High School Students,Critical Thinking,Problem Solving,Communication Skills,Cooperation,Information Literacy,Adjustment (to Environment),Self Management,Productivity,Accountability,Leadership Qualities,Responsibility,Agricultural Education,Skill Development,Self Efficacy

The purpose of this study was to determine the association between involvement in agriscience research SAEs and student's perceptions of 21st century skill attainment. Tenth through twelfth grade students enrolled at three purposely selected high schools were surveyed to assess their current level of perceived 21st century skills attainment. Selected 21st century skills were defined based upon the standards outlined by the P21 Framework Definitions for 21st Century Skills. According to the findings of this study, students who engaged in agriscience research SAEs expressed higher levels of perceived self-efficacy of 21st century skills in the following 21st century skill constructs: (a) critical thinking and problem solving, (b) communication and collaboration, (c) information literacy, (d) flexibility and adaptability, (e) initiative and self-direction, (f) productivity and accountability, and (g) leadership and responsibility. It is recommended that involvement in agriscience research SAEs be expanded in school-based agricultural education programs as a potential approach to support student development of 21st century skills.
A Learning Analytics Approach to the Evaluation of an Online Learning Package in a Hong Kong University
Author: Foung, Dennis
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Electronic Learning,English for Academic Purposes,Curriculum Design,Learning Analytics,Undergraduate Students,Predictor Variables,Academic Achievement,Outcomes of Education,Instructional Design,Learning Activities,Grades (Scholastic),Student Behavior,Behavior Patterns

In recent years, research using learning analytics to predict learning outcomes has begun to increase. This emerging field of research advocates the use of readily-available data to inform teaching and learning. The current case study adopts a learning analytics approach to evaluate the online learning package of an academic English course in a university in Hong Kong. This study aims to (1) explore the completion pattern of use of the online learning package by students in a generic undergraduate academic skills course; and (2) predict student outcomes based on their online behaviour patterns. Over three academic years, the study examined usage logs for 7000+ students that were available on the university's learning management system. Student assessment component scores, online activity completion rates, and online behavioural patterns were identified and examined using descriptive analysis, bivariate correlation analysis, and multiple regression analysis. The findings reveal insights into different online learning behavioural patterns that would benefit blended course designers. For instance, some students started using the online learning package early in the semester but fulfilled only the minimum required online work, whereas others greatly exceeded the basic requirement and continued doing activities in the online package even after the semester had finished. The relationship between learning activities in the online package and assessment component grades was found to be weak but meaningful. A regression model was developed drawing on the completion rates to predict overall student scores, and this model successfully identified several specific factors, such as total number of attempts and performance in individual online learning activities, as predictors of the final course grade.
The Proficiency, Instructional and Affective Domains of Long Term English Language Learners: A Review of the Research
Author: Artigliere, Marcus
Date: 2019-05-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Learning,Second Language Instruction,Bilingual Education,Language Proficiency,Elementary Secondary Education,Bilingual Students,Curriculum Guides,Student Motivation,Self Concept

The population of English Language Learners (ELLs) in the United States, in the K-12 context, is diverse and comprised of lesser-known subordinate groups including Long-term English Language Learners (LTELLs). The LTELL designation refers to students who, after attending schools for six or more years, still require English as a New Language (ENL) support services (Olsen, 2010b). These students are known to have stalled academic proficiency, and remain in protracted ELL status, unable to master the content necessary to pass the state mandated benchmark English language proficiency tests. There is a small but growing body of literature that addresses LTELL students' academic and social characteristics (e.g. Menken &amp; Kleyn, 2010; Olsen, 2010b). The current review seeks to add to the extant body of knowledge on LTELLs by classifying, synthesizing and evaluating previous scholarship on this population. This review is undergirded by the following research questions: (RQ1) What are the proficiency factors of LTELLs? To what extent do these proficiency factors affect language and literacy development? (RQ2) What are the instructional factors and intervention practices which affect LTELLs? To what extent do these instructional factors impact LTELLs literacy and language development? (RQ3) What are the affective factors which affect performance for LTELLs? To what extent do these affective factors impact LTELLs literacy and language development?