ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes, Educational, and Career Choices of Food and Agricultural Sciences Institute Participants
Author: Faulkner, Paula E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Careers,Agricultural Education,Minority Groups,Laboratory Experiments,High School Students,Student Surveys,Ethnic Groups,Educational Opportunities,Employment Opportunities,Student Attitudes,Career Choice,Discussion (Teaching Technique),Experiential Learning,Program Effectiveness,Program Evaluation,College Choice,Influences,Measures (Individuals),Longitudinal Studies,Food Service,Agricultural Occupations

Ethnic minority students traditionally pursue degrees and careers in the food and agricultural sciences at rates lower than their non-minority counterparts. To help improve upon this situation, the Food and Agricultural Sciences Institute (FASI) was created to expose academically talented high school students to opportunities within the food and agricultural sciences. FASI provided a week of laboratory experiments, classroom discussions, hands-on activities and demonstrations, and tours of departments in a college of agricultural sciences. Building upon prior research that had assessed the immediate and short term benefits of FASI, this study examined long-term contributions to the attitudes, educational, and career choices of the 1994-2001 FASI participants. Participants from these years were studied because they would have now graduated from high school given that they were high school sophomores and juniors when they participated in FASI. Fifty-seven individuals responded to a survey instrument. The major finding was that the respondents had positive attitudes toward the food and agricultural sciences, but few had pursued degrees or careers in the food and agricultural sciences. Personal factors, parents, and family members most influenced their educational and career choices. (Contains 4 tables.)
Selected Effects of a Curriculum Integration Intervention on the Mathematics Performance of Secondary Students Enrolled in an Agricultural Power and Technology Course: An Experimental Study
Author: Parr, Brian
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Technology Education,Relevance (Education),Integrated Curriculum,Mathematical Concepts,Comprehension,High School Students,Experimental Groups,Control Groups,Statistical Analysis,Curriculum Development,Academic Ability

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who participated in the traditional curriculum and instruction. This study included teachers and students from 38 high schools in Oklahoma (18 experimental classrooms; 20 control classrooms). Students were enrolled in an APT course in the spring of 2004. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study's null hypotheses. The math-enhanced curriculum and aligned instructional approach did not significantly affect (p greater than 0.05) a student's mathematics ability as measured by a traditional test of student math knowledge or by an &quot;authentic&quot; assessment of student ability to use math to solve workplace problems. Thus, the study's null hypotheses were not rejected. However, because of incomplete implementation of the treatment as reported by some experimental teachers coupled with an intervention time frame of only one semester, a one-year replication of the study is recommended. (Contains 5 tables and 1 figure.)
Exploring Principals' Perceptions of Supervised Agricultural Experience
Author: Rayfield, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Agricultural Education,Rural Areas,Principals,Administrator Attitudes,High School Students,Technology Education,Professional Recognition,Field Experience Programs,Academic Achievement,Supervision

This study explored the perceptions of principals at high schools with agricultural education programs in regard to Supervised Agricultural Experience (SAE). There is evidence that suggests that high school principals' attitudes may both directly and indirectly affect factors that influence school climate and student achievement. In this study, principals were found to value SAE. No differences were found in the perceptions of those with prior experience in Agricultural Education/Supervised Agricultural Experiences or those who lead urban/rural schools. This is a promising finding since many of today's principals possess less experience with agricultural education and rural communities. The majority of principals in this study did not recognize their teachers for conducting SAEs. Teacher recognition for SAE participation was most likely given in the form of face-to-face conversation and not in the direct formal evaluation processes. A strong relationship was found to exist between the value principals possess of Career and Technical Education (CTE) and their value of SAEs. National and state staff should consider developing more award programs where principals and teachers can be recognized for SAE participation. In-service should be targeted at principals who do not value Career and Technical Education in general. (Contains 5 tables and 1 figure.)
Secondary Agricultural Science as Content and Context for Teaching
Author: Roberts, T. Grady
Date: 2009-00-00
Type: Journal Articles
Subjects: Agriculture,Role,Agricultural Education,Secondary Education,Educational Philosophy,Lifelong Learning,Integrated Curriculum,Pedagogical Content Knowledge,Outcomes of Education

The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which learning occurs? In exploring this issue, theoretical bases and conceptual models for agriculture as content and context are presented. It was concluded that there are theoretical bases for viewing agriculture both as content and context for teaching agriculture at the secondary level. Accordingly, a model is proposed that acknowledges that agriculture provides a rich context in which learning can occur. Today's agricultural educators teach both agricultural content and knowledge from other domains, yielding integrated curriculum. Learning occurs in complex social environments with teacher-to-learner and learner-to-learner interactions. Agricultural education has dual outcomes: a skilled agricultural workforce and successful citizens that are agriculturally literate contributors in a democratic society. The two aforesaid outcomes are not mutually exclusive, and former students (and lifelong learners) may move in and out of gainful employment in the agricultural industry throughout their lifetime. (Contains 3 figures.)
When Leadership Counts: Engaging Youth through the Washington Leadership Conference
Author: Stedman, Nicole L. P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Organizations (Groups),Leadership,Leadership Training,Conferences (Gatherings),Self Concept,Agricultural Occupations,Career Guidance

The National FFA Organization continues to be a leader in the positive development of youth. Programs sponsored by the FFA provide youth with opportunities to develop their capacity for leadership and citizenship. The Washington Leadership Conference (WLC) is a weeklong conference during the summer that culminates the FFA experience. The WLC's objectives range from defining authentic leadership and relationship building to evaluating ethical decisions and serving communities. Over a 3-year period (2003, 2004, and 2005) the WLC showed consistent results in creating a positive change in the leadership development of its attendees. The greatest area of change was in the WLC's ability to impart new knowledge in its participants, demonstrated by ease of recall for specific facts. However, once participants returned home there was a slight decrease in their ability to carry out behaviors related to the leadership competencies taught at WLC. Overall, results were favorable as to the accomplishment of the WLC's programmatic objectives. Continual support from chapter advisors and online resources would ideally increase the behavioral aspects of students becoming more civically engaged in their home communities and carrying out positive leadership behaviors. (Contains 6 tables.)
Issues Facing Urban Agriscience Teachers: A Delphi Study
Author: Warner, Wendy J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Delphi Technique,Urban Teaching,Agriculture,Likert Scales,Teaching Conditions,Federal Legislation,Teacher Responsibility,Perception,Stereotypes,Agricultural Education,Parent Participation,Program Budgeting,Educational Finance,Time Management,Urban Areas

This national study used the Delphi technique to identify the issues facing urban agriscience teachers. The first round of the study used a questionnaire with one open-ended question to generate responses from the expert panel. In the second round, respondents were asked to rate their level of agreement with 72 issues identified in round one using a Likert-type scale. In round three, participants were asked to indicate their agreement or disagreement with 49 statements retained from round two. Consensus was reached on 17 issues facing agriscience teachers in urban areas which were identified as: challenges presented by the No Child Left Behind legislation; lack of awareness of agriculture by parents, faculty, community and students; lack of parental involvement; budgets and school funding; and time management. (Contains 2 tables.)
Does a Math-Enhanced Curriculum and Instructional Approach Diminish Students' Attainment of Technical Skills? A Year-Long Experimental Study in Agricultural Power and Technology
Author: Young, R. Brent
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Technology Education,Secondary School Curriculum,Alignment (Education),Integrated Curriculum,Relevance (Education),Mathematical Concepts,Control Groups,Research Design,Statistical Significance,Teaching Methods,Comparative Analysis

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the traditional APT curriculum and instruction. This study included teachers and students from 32 high schools in Oklahoma (16 experimental classrooms; 16 control classrooms). Students were enrolled in an APT course during the 2004-2005 school year. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study's null hypothesis. The measure of students' technical competence did not reveal results that held statistical significance and supported use of the experimental treatment. (Contains 2 tables and 1 figure.)
Designing Professional Development Opportunities for Teachers that Foster Collaboration, Capacity Building and Reflective Practice
Author: Klentschy, Michael P.
Date: 2005-00-00
Type: Journal Articles
Subjects: Science Teachers,Faculty Development,Professional Development,Pedagogical Content Knowledge,Professional Recognition,Program Design,Educational Opportunities,Reflective Teaching,Teacher Collaboration

A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs. Teacher professional development programs in science have consistently been designed to address system wide needs. These needs may or may not have been consistent with the needs of individual teachers. In today's climate of standards, assessment and accountability, a paradigm shift is necessary for systems to improve teaching and learning in their classrooms. This paradigm shift must focus to recognize the power of practitioner knowledge and utilize that knowledge base as a starting point for the design of professional development programs. Increasingly, systems must design professional development programs that are site-based, collaborative, focus on the analysis of practice in the context of teaching and learning, and be exposed to alternatives.
Learning Effectiveness of a Strategic Learning Course
Author: Burchard, Melinda S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Theories,Learning Strategies,Pretests Posttests,Program Effectiveness,Effect Size,Program Evaluation,Disabilities,Intervention,Metacognition,Postsecondary Education,College Students,Statistical Analysis

The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students assessed personal gains through pretest and posttest assessments of both metacognitive awareness and regulation. Pretest-to-posttest gains were statistically significant with large, meaningful effect sizes for program participants, including students with disabilities. Evidence supports the effectiveness of the program and, by extension, the value and importance of learning strategies instruction as a powerful educational intervention for students with disabilities. (Contains 3 figures and 2 tables.)
Context in an Interdisciplinary Algebra Writing Assignment
Author: Staats, Susan
Date: 2009-00-00
Type: Journal Articles
Subjects: Writing Assignments,Undergraduate Students,Content Area Writing,College Mathematics,Teaching Methods,Essays,Persuasive Discourse,Interdisciplinary Approach,Writing Exercises,Student Diversity,Algebra,Mathematics Instruction,Immigrants,Public Health,World Problems,Relevance (Education),Diseases,Foreign Countries,Computation,Statistical Analysis,Developmental Programs

Teaching mathematics in real-word contexts is a strategy to make math relevant for undergraduate students. However, very little research exists on students' methods of integrating contextual and mathematical knowledge through writing. This study uses an interdisciplinary writing assignment to investigate the relationship between students' written portrayal of context and mathematical argumentation. A qualitative analysis of 41 essays found that writing contextual details was associated with the use of multiple data sources and with the mathematical support of an argument. Writing about contextual details allows a student to create a sense of cohesion between mathematics and the thesis of the essay. The study suggests that pre-writing activities connecting context and mathematics may help students integrate interdisciplinary knowledge. (Contains 1 figure.)
The Assessment of a Tutoring Program to Meet CAS Standards Using a SWOT Analysis and Action Plan
Author: Fullmer, Patricia
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Tutoring,Tutorial Programs,Program Evaluation,Academic Standards,Accreditation (Institutions),Laboratories,Writing (Composition),Reading Centers,Science Laboratories,Mathematics Tests,Formative Evaluation,Evaluation Methods,Use Studies

This article summarizes the use of SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis and subsequent action planning as a tool of self-assessment to meet CAS (Council for the Advancement of Standards in Higher Education) requirements for systematic assessment. The use of the evaluation results to devise improvements to increase the effectiveness of the program and its services fulfills Part 13: Assessment and Evaluation of the CAS standards. Professional tutors in the reading, writing, and mathematics developmental laboratories of the Learning Resource Center (LRC) of Lincoln University, Pennsylvania welcomed the use of SWOT analysis and developed an evidence-based action plan to increase the effectiveness of the program.
Creating a New Professional Association
Date: 2009-00-00
Type: Journal Articles
Subjects: Position Papers,Professional Associations,Developmental Programs,Institutional Mission,Group Dynamics,Program Development,Organizational Change,Performance Technology,Planning Commissions,Strategic Planning,Reading Programs,Feasibility Studies

This position paper investigates the merits and potential benefits of creating a new, more comprehensive professional association for members of the learning assistance and developmental education profession. This was the task assigned to the College Reading and Learning Association/National Association for Developmental Education (CRLA/NADE) Working Group by the CRLA and NADE national executive boards. This Working Group considered not only the issue of effectiveness of the current professional associations but also the merits of expanding the mission and vision of a new professional association. Building upon the success of CRLA and NADE, the Working Group identified many ways a new association could better serve members and have a greater influence on student success and in society (CRLA/NADE Taskforce, 2007).
Theory to Practice: Vocabulary Instruction in Community College Developmental Education Reading Classes: What the Research Tells Us
Author: Willingham, Donna
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Research Methodology,Relevance (Education),Dictionaries,Developmental Studies Programs,Vocabulary Development,Communication Skills,Community Colleges,College Students,Teaching Methods,Reading Instruction,Special Needs Students,Morphology (Languages),Mnemonics,Group Discussion,Discussion (Teaching Technique)

Community college developmental education students face numerous obstacles as they proceed through their years of higher education. One specific area of need is students' inadequate vocabularies. Advanced communication skills are an integral part of higher education, so students may be at an academic disadvantage if these skills are not well-developed. Developmental students' weak vocabularies compound the other challenges they face. The purpose of this article is to present theoretical frameworks and research perspectives concerning vocabulary instruction with developmental students in order to encourage educators to continue examining this area as a critical component of developmental instruction. Additionally, studies exploring successful strategies for vocabulary growth are presented for educators looking for ways to effectively integrate vocabulary instruction into college developmental reading classes.
Syntegration or Disintegration? Models of Integrating the Arts across the Primary Curriculum
Author: Russell-Bowie, Deirdre
Date: 2009-11-29
Type: Journal Articles
Subjects: Integrated Curriculum,Mathematics Instruction,Models,English Instruction,Foreign Countries,Outcomes of Education,Learning Experience,Academic Achievement,Case Studies,Interviews,Critical Thinking,Visual Arts,Art Education

In a time when schools are focussing on increasing their numeracy and literacy scores, teachers are often required to spend the majority of their time teaching Mathematics and English and have little time left for the arts and other subjects. This has led to some teachers developing integrated programs in order to cover all the required learning experiences. However, practitioners and researchers have found that in many cases, integration results in superficial learning with few subject-specific outcomes being achieved. This paper presents three models or levels of integration (service connections, symmetric correlations and syntegration) where curriculum subjects can work together to achieve subject-specific as well as generic outcomes, then gives examples of how these models can be used within the primary school curriculum. It concludes with a real-life example of a syntegrated learning project. (Contains 3 figures.)
Georgia's Compensation Model: A Step in the Right Direction
Author: Oppong, Nicholas
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Criticism,Science Teachers,Mathematics Teachers,Recruitment,Secondary School Mathematics,Secondary School Science,Elementary School Teachers,Labor Turnover,Federal Legislation,Academic Achievement,Global Approach

This article discusses House Bill 280 as a response to the state of Georgia's drastic need to recruit and produce highly qualified mathematics teachers. The bill attempts to address the shortage of fully certified secondary mathematics and science teachers by offering additional compensation to aide recruitment. The bill also provides incentives for elementary teachers to earn endorsements in mathematics or science. While House Bill 280 may provide some methods for the recruitment of highly qualified mathematics teachers by providing additional compensation, the question of how to retain such highly qualified teachers is still left unanswered. Exploring the evolution of the teacher pay models as well as endeavors in alternative forms of compensation inform the authors' discussion of House Bill 280. This understanding will provide a perspective in a critical evaluation of the bill and corresponding recommendations.
Teacher-Team Development in a School-Based Professional Development Program
Author: Cheng, Lu Pien
Date: 2009-00-00
Type: Journal Articles
Subjects: Grounded Theory,Team Training,Laboratories,Professional Development,Teaching Methods,Administrators,School Based Management,Teacher Collaboration,Teamwork,Grade 2,Elementary School Teachers,Interviews,Participation,Teacher Attitudes,Administrator Attitudes,Comparative Analysis,Trust (Psychology)

This paper documents how a team progressed through the five stages of team development as a result of a school-based professional development program using a laboratory class cycle. Six Grade two teachers and their administrator in a primary school in the southeastern United States participated in the study. All the teachers were interviewed at the end of each laboratory class cycle. Their administrator was interviewed after the program ended. A grounded theory approach and constant comparative method were used. The study revealed how the teachers' participation in the program progressed according to Tuckman and Jenson's (1997) model of team development in the laboratory class cycle. Establishment of trust among teachers and team support over an extended time were identified as important factors in shaping the team development. (Contains 1 table.)
Understanding Rolle's Theorem
Author: Parameswaran, Revathy
Date: 2009-00-00
Type: Journal Articles
Subjects: High School Students,Grade 12,Secondary School Mathematics,Mathematics Instruction,Comprehension,Mathematical Logic,Validity,Mathematical Concepts,Problem Solving,Interviews,Foreign Countries

This paper reports on an experiment studying twelfth grade students' understanding of Rolle's Theorem. In particular, we study the influence of different concept images that students employ when solving reasoning tasks related to Rolle's Theorem. We argue that students' &quot;container schema&quot; and &quot;motion schema&quot; allow for rich concept images. (Contains 1 table and 6 figures.)