ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Relationship between Service-Learning Participation and the Educational Success of Underrepresented Students
Author: Song, Wei
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Minority Group Students,Disproportionate Representation,Service Learning,Academic Achievement,Outcomes of Education,Grade Point Average,Academic Persistence,School Holding Power,Graduation Rate,College Credits,Federal Aid,Grants,Probability,Scores,Regression (Statistics),Longitudinal Studies

Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Service-learning (SL) offers students an opportunity to engage in community work and improve skills that might contribute to their educational success in college. The present study aimed to investigate the impact of SL courses on students' academic outcomes (fourth-year cumulative GPA) and persistence (fourth-year cumulative units earned, retention, and graduation) at a large Midwestern university, with a focus examining service-learning's impact on underrepresented students. Results showed that SL participation was positively related to underrepresented students' cumulative GPA, retention, and graduation, but was not related to units earned. The relationship between SL and academic outcomes, however, were not consistent across the colleges included in the study. In some colleges, SL had negative relationships with underrepresented students' academic outcomes and persistence. The differential findings across the colleges suggest that university-wide studies of SL should take into account particular practices within SL courses that promote and limit underrepresented students' capacity to optimize educational outcomes.
Professional Development Needs of Mid-Career Agriculture Teachers
Author: Smalley, Scott W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Faculty Development,Educational Needs,Experienced Teachers,Phenomenology,Qualitative Research,Time Management,Educational Planning,Expectation,Barriers,Social Networks,Stress Management,Teacher Participation,Professional Associations,Communities of Practice,Teacher Persistence

Nationwide, agricultural education faces a shortage of teachers (National Teach Ag Campaign, 2014; Foster, Lawver, &amp; Smith, 2016). To remedy this, both recruitment and retention efforts are necessary. While extensive research in agricultural education has focused on needs of beginning teachers, less research has focused on needs of agriculture teachers at later career stages. As such, the purpose of this phenomenological qualitative study was to explore challenges, activities, and professional development needs of mid-career agriculture teachers, particularly those within the &quot;Experimentation/Activism&quot; and &quot;Reassessment/Self-Doubt&quot; stages identified by Huberman (1989). The study narrowly focused on a census of 35 teachers from across the country who applied for a professional development program designed for mid-career agriculture teachers. Mid-career teachers identified lack of time, course planning, and programmatic expectations as challenges or obstacles. The teachers reported a desire to fulfill professional development needs by networking, reenergizing, and improving stress management. Specifically, teachers reported participating in professional organizations, joining teacher listservs, and networking through the National Association of Agricultural Educators' Communities of Practice for engagement and support. Findings suggest continued professional development offerings and additional research related to mid-career agriculture teacher well-being are warranted.
Psycho-Ecological Systems Model: A Systems Approach to Planning and Gauging the Community Impact of Community-Engaged Scholarship
Author: Reeb, Roger N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Involvement,Scholarship,Systems Approach,Action Research,Participatory Research,Service Learning,Models,Intervention,Undergraduate Students,Graduate Students,Qualitative Research,Statistical Analysis

This article presents the Psycho-Ecological Systems Model (PESM)--an integrative conceptual model rooted in General Systems Theory (GST). PESM was developed to inform and guide the development, implementation, and evaluation of transdisciplinary (and multilevel) community-engaged scholarship (e.g., a participatory community action research project undertaken by faculty that involves graduate and/or undergraduate students as service-learning research assistants). To set the stage, the first section critiques past conceptual models. Following a description of GST, the second section provides a comprehensive description of PESM, which represents an integration of three conceptual developments: the ecological systems model (Bronfenbrenner, 1979), the biopsychosocial model (Kiesler, 2000), and the principle of reciprocal determinism (Bandura, 1978). In the third section, we discuss implications of PESM for community-based research. A greater emphasis on the development of integrative conceptual frameworks may increase the likelihood that community-based research projects will: (a) address complex questions; (b) develop and implement efficacious (and sustainable) transdisciplinary (and multilevel) projects; (c) assess constructs at multiple levels using a blend of quantitative and qualitative approaches; and (d) utilize multiple research designs and methods to systematically examine hypotheses regarding a project's influence on outcome variables and process variables.
Why &quot;Where&quot; Matters: Exploring the Role of Space in Service-Learning
Author: Bailey, Megan Snider
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Qualitative Research,Case Studies,College Students,Reflection,Tax Credits,Poverty Areas,Neighborhoods,Low Income Groups,Taxes,Income,Volunteers,School Space,Interviews

This article represents the culmination of a two-year qualitative case study concerning how 33 students in a service-learning course understood poverty as they prepared taxes for low-income families through the IRS's Volunteer Income Tax Assistance program. Because the tax site communities are seen as community partners in their own right, this research takes up Clark &amp; Young's (2005) and Siemers, Harrison, Clayton, &amp; Stanley's (2015) call to attend to the spatial effects of service-learning. It finds that the &quot;where&quot; of service-learning matters as deeply as the &quot;what&quot; given that service placements--particularly in hometowns or college communities--cause students to interact in the spaces served in new ways. Service-learning encourages an unpacking of the ways that inequalities are mapped onto particular spaces (e.g., &quot;ghettos,&quot; &quot;safe neighborhoods,&quot; etc.). By attending to conceptualizations of communities, service-learning helps students tease out spatial inequities and power structures at work in those communities.
Analyzing the Relationship between Four Teacher Competence Areas and Commitment to Teaching
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Competencies,Teacher Persistence,Teaching Experience,Models,Teacher Surveys,Statistical Analysis

The success of education depends on highly competent teachers committed to stay in the teaching profession. In agricultural education, the need for teachers committed to teaching agriculture is heightened by the identified shortage of teachers. Previous research has linked teacher competence, most commonly operationalized as self-efficacy, and commitment to teaching. However, research has not explored the relationship between specific teacher competence areas in agricultural education and commitment to teaching. In this study, we explored the relationship between four discipline-specific competence areas (i.e., intra-curricular facilitation, pedagogy, program management, and technical knowledge) and commitment to teaching among school-based agriculture teachers. First, teacher competence in the four areas were compared by career phase, with statistically different levels of intra-curricular facilitation competence identified among teachers with varying levels of teaching experience. Therefore, career phase was included when analyzing the relationship between teacher competence and commitment to teaching. The final model, predicting commitment to teaching, was statistically significant. One of the four competence areas, technical knowledge, was identified as a statistically significant, positive predictor of commitment to teaching. The findings are discussed along with implications for teacher education and recommendations for further research.
Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory
Author: Rice, Amber H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Pedagogical Content Knowledge,Agricultural Education,Preservice Teachers,Beginning Teachers,Plants (Botany),Grounded Theory,Teacher Attitudes,Prior Learning,Secondary School Teachers,Interviews

This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture teachers' PCK in the plant sciences. The three major components that shaped the participants' PCK were: integrated belief systems, experiences prior to and during inservice, and the influence of the school and community context. A substantive level theory was developed that illustrated relationships between these three main components and their impact on participants' PCK. Recommendations from this study include conceptualization of experienced agriculture teachers' PCK for a variety of agriculture topic areas and exploration into the development of PCK in preservice and beginning teachers.
A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education
Author: Smith, Kasee L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Teaching Methods,Agricultural Education,STEM Education,Experiential Learning,Learning Theories,Scientific Concepts,Introductory Courses,Experimental Groups,High School Students,Pretests Posttests,Scores,Student Attitudes,Preferences,Comparative Analysis,Statistical Analysis,Cognitive Processes

Understanding methods for effectively instructing STEM education concepts is essential in the current climate of education (Freeman, Marginson, &amp; Tyler 2014). Kolb's experiential learning theory (ELT) outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was conducted to test the effect of cognitive sequencing of instruction in the dimension of grasping information through ELT. Two units of STEM-enhanced instruction were develop, each with two separate sequences; one with concepts presented beginning with a concrete experience and moving to an abstract conceptualization and the other in the opposite sequence. Introductory agricultural science courses in four Texas high schools were randomly assigned to one of four experimental groups (n = 121). This experiment utilized a crossover design to allow each student to experience both cognitive sequences (Shadish, Cook, &amp; Campbell, 2002). This portion of a larger study examined the independent variables of cognitive sequence of instruction and student preference for grasping information in relation to the dependent variables of student change score from pretest to posttest for both units of instruction. Findings indicated significant interactions on both units of instruction between student preference for grasping information and cognitive sequence of instruction.
Identifying the Needs of Opinion Leaders to Encourage Widespread Adoption of Water Conservation and Protection
Author: Taylor, Melissa R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Opinion,Leadership Responsibility,Social Networks,Agricultural Education,Extension Education,Teacher Role,Influences,State Surveys,Water,Conservation (Environment),Information Dissemination,Behavior,Attitude Measures,Individual Characteristics,Likert Scales

Opinion leaders are persuasive in convincing others within their social networks to adopt certain opinions and behaviors. By identifying and using opinion leaders, agricultural educators may be able to leverage individuals who have influence on others' opinions, thereby speeding up the adoption of new practices. In this article, we review a statewide survey to define opinion leaders and understand their current water conservation practices. Additionally, by using the theoretical framework of the diffusion of innovations, we explored what subject matter areas opinion leaders are most interested in, and where they go for more information. These findings will identify how agricultural educators can reach opinion leaders to help disseminate important water conservation information. The findings indicated opinion leaders have a good grasp on how to conserve water, but are still misusing water in terms of protecting its quality. Based on these findings it is suggested that agricultural educators develop educational programming focused on improving opinion leaders' knowledge of water pollution; a connection needs to be made between water quality and the environment.
Instructors&apos; Use of the Principles of Teaching and Learning during College Class Sessions
Author: Foster, Daniel D.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teaching Methods,Educational Principles,Transfer of Training,Agricultural Education,Generalization,Faculty Development,Educational Quality,Academic Achievement,Best Practices,Observation

The purpose of this study was to measure the frequency of utilization of the Principles of Teaching and Learning (Newcomb, McCracken, Warmbrod, &amp; Whittington, 2004) during college class sessions. Process-product research was implemented (Gage, 1972; Rosenshine &amp; Furst, 1973) using the Principles of Teaching and Learning Assessment (PTLA) (Foster &amp; Whittington, 2010). Frequency of use of the Principles of Teaching and Learning (PT&amp;L) was measured in six-minute intervals (Webb, 1970) during class sessions. The PT&amp;L most present during classes was: Directed learning is more effective than undirected learning. The PT&amp;L least present during classes was: Transfer of learning is more likely to take place when what is to be transferred is a generalization, a general rule, or a formula. Recommendations included professional development for faculty regarding awareness of the existence of the PT&amp;L, and examples of implementation of the PT&amp;L into classroom learning environments. It was recommended that both incoming and established faculty participate in faculty development regarding PT&amp;L. Further research should be conducted using process-product methodology to describe principles of teaching and learning that most influence student achievement. In addition, research should be conducted to describe quality and intensity of the presence of the PT&amp;L during class sessions.
A Comparative Analysis of College Readiness Assessment Results of Illinois High School Agriculture Students
Author: Mouser, David M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,High School Students,Agricultural Education,Best Practices,Teaching Methods,Leadership Training,Clubs,Experiential Learning,Statistical Analysis,Grade 11,State Boards of Education,College Readiness,Agricultural Occupations,College Entrance Examinations,Females,Peer Groups,Scores

Agricultural education is defined by a best practice three-component model of instruction that includes a classroom experience, leadership development and FFA involvement, and an experience-based activity through a Supervised Agricultural Experience program (SAE). Based on program of activities award criteria, each year state FFA associations recognize top chapters with gold or silver emblem designations. This quantitative study provides a comparison of eleventh grade Illinois agriculture students from Gold and Silver Emblem FFA chapters to all Illinois eleventh-grade students on college assessments. In addition, it provides a comparison of Illinois agriculture students from Gold and Silver Emblem FFA chapters to all juniors tested from the same schools. Student identification numbers were securely collected from agriculture instructors and principals at qualifying schools and data were compiled by the office of the state board of education. The assessment results were analyzed and compared to determine if there were statistically significant differences that emerged between selected agriculture students and their peers using the ACT assessment designed to measure college readiness. Results indicated that the selected group of agriculture students are as college ready as their peers. Further analysis indicated that female agriculture students perform at a higher level than their peers on college readiness assessments.
Conversing about Citrus Greening: Extension&apos;s Role in Educating about Genetic Modification Science as a Solution
Author: Ruth, Taylor K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Genetics,Food,Agriculture,Online Surveys,Geographic Regions,Attitude Measures,Innovation,Change Agents,Likert Scales,Individual Characteristics,Regression (Statistics),Statistical Analysis

Extension agents across the nation will need to facilitate difficult conversations with the public if genetic modification (GM) science is used to combat citrus greening disease. This study used the innovation characteristics described by Rogers to explore if using GM science as a solution to citrus greening had diffused amongst US residents. An online survey was completed by 1,051 respondents across the US. Respondents were then classified into geographic regions. Demographic differences amongst respondents from the regions were identified; however, respondents from all regions had neutral perceptions of GM science's compatibility, trialability, complexity, and observability. All regions aside from the West agreed there was a relative advantage to using GM science; the West neither agreed nor disagreed. The Midwest was the only region with half of respondents agreeing they would consume GM citrus. All diffusion characteristics aside from observability were predictors of GM citrus consumption, and when accounting for diffusion characteristics, the Midwest was less likely to consume GM products when compared to the Northeast. Recommendations are offered for how extension agents can develop educational programming tailored to the needs of their regions to aid consumers in making educated decisions about GM citrus in the future.
Agriculture Teacher Awareness and Application of Self-Regulation Strategies
Author: McKendree, R. Bud
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,High Schools,Agricultural Education,Rural Education,Educational Strategies,Self Control,Faculty Development,Teacher Motivation,Preservice Teacher Education,Microteaching,Student Teaching,Semi Structured Interviews,Qualitative Research

This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience. Participants were interviewed three times, using symbolic interactionism as the philosophical overview and the Seidman technique of interviewing. Three questions guided this study: (1) How do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation?; (2) In what ways do teachers self-regulate for their own professional growth purposes?; and (3) What strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies associated with self-regulated learning, they most closely associated self-regulation with effort and motivation. Key implications for practice include incorporating a self-regulated learning focus into preservice education, specifically during microteaching and student teaching experiences. Recommendations for future research include exploring the effectiveness of self-regulated learning instructional strategies that hold promise for teaching teachers and students to utilize self-regulation cognitive strategies.
Describing Parents&apos; Perceptions, Valuation, and Support of Study Abroad Programs at Three Southern Land-Grant Universities
Author: Redwine, Tobin
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Value Judgment,Study Abroad,Land Grant Universities,Questionnaires,Attitude Measures,Intention,Experience,Beliefs,Undergraduate Students,Statistical Analysis

Parents are an integral part of the decision to study abroad, but little research investigates parents' perceptions about study abroad. This study uses the Theory of Planned Behavior as a conceptual framework to explain perceptions and value of study abroad by parents of agriculture students Land-Grant universities based on previous international experiences and other beliefs. Researchers delivered a questionnaire to 1511 parents at three universities to measure perceptions and value of study abroad, and intent to support their students' participation in study abroad. We found that parents had little international experience, which may limit their behavioral beliefs and impact their decision to support study abroad. We also found that parents believed short-term, summer programs, that cost between $2000 and $4000 were ideal. Finally, we found that parents believed that study abroad programs were somewhat important and that they were somewhat likely to support their students' participation. Administrators and faculty should consider parent expectations and value when planning study abroad, and work to provide education and outreach to enhance value beliefs and normative beliefs of parents. Further research should explore the predictive value of previous experiences in parents' likelihood to support a students' decision to study abroad.