ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Experiences in a Required Reading in the Content Area Course
Author: Hasselquist, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Literacy Education,Reading Skills,Content Area Reading,Misconceptions,Agricultural Education,Student Attitudes,Teaching Methods,Required Courses

Strong literacy skills are needed to be successful in the 21st century. All teachers are charged with developing students' literacy skills and abilities. To help better prepare preservice teachers for this task, students at the University of Missouri are required to take a Reading in the Content Area (RICA) course. This intrinsic case study focused on preservice agriculture teachers who were nearing completion of the RICA course. Two focus groups were conducted with a total of nine participants. Four themes emerged from the data: 1. students held misconceptions and concerns that were dispelled, 2. the structure and content made it an impactful, yet incomplete, experience, 3. they recognized the importance of literacy in agricultural education, and finally 4) they were still hesitant to use literacy in their future classrooms. Recommendations for practice include: adding a literacy component to microteaching experiences, developing confidence surrounding literacy assessment abilities, and providing preservice teachers with literacy strategies specific to agricultural education.
Chinese ESL Learners&apos; Perceptions of English Language Teaching and Learning in Australia
Author: Fan, Jie
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Student Attitudes,Second Language Instruction,Foreign Countries,Asians,College Students,Cultural Differences,Teaching Methods,Evaluation Methods,Barriers,Teacher Role,Student Role,Learning Activities,Student Participation,Grammar,Communication Skills,Writing Instruction

In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners' needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.
Analyzing Student Process Data in Game-Based Assessments with Bayesian Knowledge Tracing and Dynamic Bayesian Networks
Author: Cui, Yang
Date: 2019-06-00
Type: Journal Articles
Subjects: Educational Games,Student Evaluation,Data Analysis,Bayesian Statistics,Formative Evaluation,Elementary School Students,Grade 5,Classification,Reliability,Accuracy,Scoring,Computer Games,Science Education,Science Process Skills,Feedback (Response),Mastery Learning

Digital game-based assessments generate student process data that is much more difficult to analyze than traditional assessments. The formative nature of game-based assessments permits students, through applying and practicing the targeted knowledge and skills during gameplay, to gain experiences, receive immediate feedback, and as a result, improve their skill mastery. Both Bayesian Knowledge Tracing and Dynamic Bayesian Networks are capable of updating students' mastery levels based on their observed responses during the assessment. This paper investigates the use of these two models for analyzing student response process data from an interactive game-based assessment, Raging Skies. The game measures a set of knowledge and skill-based learner outcomes listed in a Canadian Provincial Grade 5 science program-of-study under the Weather Watch unit. To evaluate and compare the performance of Bayesian Knowledge Tracing and Dynamic Bayesian Networks, the classification consistency and accuracy are examined.
Assessing the Impact of a Geospatial Data Collection App on Student Engagement in Environmental Education
Author: Norton, Evan
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,Geographic Information Systems,Data Collection,Learner Engagement,Environmental Education,Handheld Devices,Field Instruction,Access to Information,Instructional Effectiveness,Science Curriculum,Natural Resources,Public Schools,Middle School Students,Outreach Programs,College School Cooperation,Student Attitudes

A critical component of environmental education is to ensure student understanding and use of available technologies to better experience and analyze spatially distributed features of the environment. Combining mobile technologies with geographic information systems in field data collection may provide a unique opportunity for students to feel engaged in what they are learning and take ownership of their learning process. We customized an open access data collection application using Collector for ArcGIS and investigated its impacts on student engagement and perception of the incorporation of technology within an environmental science curriculum. Analyses of pre- and post-surveys indicate that the inclusion of geospatial technologies as a part of environmental curricula allows students to take the lead on their own research, view field data interactively as opposed to looking at a database in hindsight and analyze multiscale data as it is presented during field data collection. The findings of this study are consistent with previous studies, suggesting a strong association between the inclusion of geospatial technologies as a part of curricula and student engagement.
Exploring the Relationship between Teachers&apos; Locus of Control with Different Variables
Author: Kiral, Bilgen
Date: 2019-06-00
Type: Journal Articles
Subjects: Locus of Control,High School Teachers,Foreign Countries,Teacher Characteristics,Gender Differences,Marital Status,Age Differences,Status,Specialization,Teaching Experience,Institutional Characteristics,Socioeconomic Status,Educational Attainment,High Schools

The research was conducted with 335 Anatolian high school teachers working in Aydin province during 2015-2016 academic year to investigate the relationship between teachers' locus of control and different variables. &quot;Multidimensional Locus of Control Scale&quot; was used in the research which is one of the quantitative research methods. The research findings showed that teachers mostly exhibited internal locus of control and this was followed by external and chance locus of control. There was no significant difference in the locus of control according to teachers' gender, marital status, length of service at that school and love the profession. The teachers' locus of control showed significant difference according to age, seniority, teaching specialty and socio-economic status of the school. Based on these findings, the research signified the important of aware raising activities to increase teachers' internal locus of control and delivering practice-based training to teachers through the support of academics working in his field.
The Strategies for Designing Activity Related to Listening/Following Skills and Assessment Rubric
Author: Sonmez, Hulya
Date: 2019-06-00
Type: Journal Articles
Subjects: Listening Skills,Learning Activities,Instructional Design,Scoring Rubrics,Preservice Teachers,Foreign Countries,Turkish,Middle School Students,Language Acquisition,Student Attitudes,Preservice Teacher Education,Instructional Effectiveness

This study deals with the experience of prospective teachers of Turkish in creating activities by using strategies suitable for verbal communication skills and designing an assessment tool to evaluate such activities. The aim of this study is to provide the participants with the necessary knowledge about activity designing strategies as well as to improve their proficiency as teachers to develop and use a suitable assessment tool so that the activities could be evaluated. The study has been carried out in accordance with the mixed research design in which the quantitative and qualitative data collecting processes are used together. The result of the review shows that the completed activity designing strategy and the rubric that evaluates the activities support the participants' proficiency in designing the teaching process suitable for listening/following activities and help them during the teaching process. Based on those findings, it has been concluded that the information acquired during a systematical and planned listening/following process has a positive effect on prospective teachers' skills to design a teaching process.
Freshmen&apos;s Anxiety in an Intensive Listening Class: A Qualitative Study
Author: Angellia
Date: 2019-06-23
Type: Journal Articles
Subjects: College Freshmen,Listening Skills,Anxiety,English Language Learners,English (Second Language),Foreign Countries,Intensive Language Courses,Student Attitudes,Coping,Difficulty Level,Stress Variables,Knowledge Level,Symptoms (Individual Disorders),Self Efficacy,Classroom Environment

Listening skill is an ability to understand a spoken language. It is also one of the important skills that people actively use in their daily lives. For learning English language at the Faculty of Language and Arts (FLA) at Universitas Kristen Satya Wacana (UKSW) Salatiga, Indonesia, there are several listening classes. One of them is Intensive Listening class, which is often considered as one of the most difficult listening classes by freshmen. Freshmen seem to be quite anxious in attending this class, and because of that anxiety, it is hard for them to attend the class comfortably. Even though not all freshmen thought that way, listening is still often considered as a complex skill, even among sophomores or older students. Thus, this research aims to investigate students' sources of anxiety and ways to remedy it. The participants in this study were 2017 students. The population was 80 students of four parallel intensive listening classes and all the students were selected as the respondents. In other words, the whole population was used as the sample of this study. Data were collected through interviews and questionnaires. Findings revealed that 46 out of 80 students admitted that they felt anxious while the remaining 34 students admitted they did not feel anxious during the intensive listening. In this research, the symptoms, levels, and the reasons for being anxious in the intensive listening class are explained.
An Enrichment Program for Students with High Intellectual Ability: Positive Effects on School Adaptation
Author: García-Perales, Ramón
Date: 2019-00-00
Type: Journal Articles
Subjects: Academically Gifted,Foreign Countries,High Achievement,Talent Identification,Enrichment Activities,Elementary School Students,Intelligence,Student Adjustment,Program Effectiveness,Student Needs,Student Diversity

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children's levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity.
School-Based Agricultural Education Teachers&apos; Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture
Author: Smalley, Scott
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Shortage,Labor Turnover,Faculty Development,Teacher Persistence,Teaching Skills,Classroom Techniques,Student Motivation,Laboratories,Individualized Education Programs,Students with Disabilities,Decision Making,Skill Development,Performance Based Assessment,Test Construction,Pedagogical Content Knowledge,Biotechnology

Across the nation, there is a large shortage of teachers in several subject areas (Daniel, 2015; Milliard, 2015; Sutcher, Darling-Hammond, &amp; Carver-Thomas, 2016). In agricultural education, many teachers are leaving the profession within the first five years of beginning their teaching careers (Tippens, Ricketts, Morgan, Navaro, &amp; Flanders, 2013). Professional development opportunities for teachers can be utilized to retain teachers in the profession (Touchstone, 2015). The purpose of this study was to evaluate the professional development needs of Iowa school-based agricultural education teachers in the areas of teaching, classroom management, and technical agriculture. Motivating students to learn, teaching in a land laboratory, proper implementation of Individualized Education Program (IEP) for students with disabilities, teaching students decision-making skills, and developing performance-based assessment instruments were the teaching and classroom management items that SBAE teachers expressed the highest perceived levels of professional development needs. The items with the highest perceived training needs were teaching knowledge and skills in biotechnology, integrating current advances in agriculture technology into the curriculum, teaching knowledge and skills in agribusiness, teaching about public issues regarding agriculture, and teaching knowledge and skills in agricultural mechanic. Future research should be conducted to determine what agriculture technology and biotechnology professional development is needed by in-service teachers.
Professional Development Engagement and Career Satisfaction of Agriscience Teachers
Author: Easterly, R. G., III
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Agricultural Education,Job Satisfaction,Active Learning,Workshops,Careers,Correlation,Teacher Participation,Teacher Characteristics,Educational Attainment

Teachers should possess a set of professional commitments, which includes active participation in professional development that leads to student learning. The purpose of this study was to explore the relationship between professional development engagement and career satisfaction. This study used a quantitative descriptive correlational research design. A purposive stratified sample of states and a census of teachers in those states were used. The Tailored-Design Method, using multiple points of contact with various modes was used to collect data with minimal survey error. There was a response rate of 72.5% (n = 892). The mean score for the professional development engagement was 118.3 (SD = 13.4; n = 858) on a 150 point scale. Agriscience teachers participated in workshops at a higher rate than any other type of professional development. Levels of implementation varied among types of professional development. The mean score for career satisfaction was 19.9 (SD = 4.4; n = 878) on a 25 point scale. Professional development engagement and career satisfaction had a moderate positive correlation (r = 0.34). These findings showed a high level of participation in professional development, especially workshops and a high level of career satisfaction. Recommendations for practice and future inquiry are provided.
STEM Knowledge, Learning Disabilities and Experiential Learning: Influences of Sequencing Instruction
Author: Smith, Kasee L.
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Learning Disabilities,Experiential Learning,Learning Strategies,Teaching Methods,Preferences,Learning Theories,Symptoms (Individual Disorders),Cognitive Style,Scores,Individualized Instruction,Sequential Learning,Affective Behavior,High School Freshmen,Agricultural Education,Student Characteristics

Career and technical education (CTE) courses, including agricultural education courses, are home to a disproportionately large number of students with learning disabilities. Agricultural education has been sought as a potential solution to teaching abstract STEM concepts through experiential learning methods. Abstract concepts are noted in the literature as particularly difficult for students with learning disabilities to grasp. This study was designed to describe the changes in pretest and posttest scores on STEM content tests for students when accounting for their preference for grasping information through experiential learning theory and their learning disability classification. When instruction was sequenced to match student learning preference, change scores for students with learning disabilities were increased. When instruction was opposite student preference, students with learning disabilities had lower change scores than those without a learning disability classification. Results highlight the importance of sequencing instruction for both students with and without learning disabilities. Examining students through experiential learning theory may provide a platform for mitigating the effects of learning disabilities on student achievement.
Analyzing Effect of Teachers&apos; Personal Empowerment Perceptions to Their Passion for Working by Various Factors
Author: Sanli, Önder
Date: 2019-06-23
Type: Journal Articles
Subjects: Teacher Empowerment,Work Attitudes,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Motivation,Teacher Attitudes,Gender Differences,Work Experience,Marital Status,Age Differences,Foreign Countries

The aim of this research is to determine the relationship between the elementary, middle and high school teachers' personal empowerment perception and passion for working. During the research, opinions of 890 teachers' chosen from different schools and branches with random sampling technique were collected from those working in Malatya province in the 2016-2017 academic year. As a data collection tool, &quot;Personal Empowerment Scale&quot; and &quot;The Measurement of Engagement&quot; were used. The results of the analyses revealed that the average of the Personal Empowerment scale extent ranges around &quot;frequently&quot;. The perception level of the participants related to personal empowerment scale was in the range of &quot;high&quot;. All the averages related to the measurement of engagement were in the range of &quot;frequently&quot;. It was observed that participants evaluated their level related to the measurement of engagement in high ebb. When the values related to gender variable points to personal empowerment scale's &quot;choice&quot; extent, it suggested that average values related to the perceptions of male teachers are higher than that of the female teachers. It was seen that &quot;effect&quot; behaviors of teachers predicts &quot;vigor&quot; meaningfully. Further, that &quot;content&quot; behaviors of teachers predicts &quot;absorption&quot; meaningfully.
Autonomous Learning Strategies in the Reading Comprehension of High School Students
Author: Medina Coronado, Daniela
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Personal Autonomy,Reading Comprehension,High School Students,Foreign Countries,Cooperation,Planning,Search Strategies,Student Participation

When observing in the high school as well as higher education classrooms, the way adolescents and young people study, the idea of knowing if they have strategies for autonomous learning and if this variable explained to some extent a critical problem in Peru arose: reading comprehension. That is why it was proposed as a purpose of the study, to know if the autonomous learning strategies, its dimensions and indicators have some explanatory power on reading comprehension. Under a causal correlational design of an exploratory nature, the following instruments were applied: Autonomous work strategies questionnaire (CETA) that evaluates the strategies of expansion, collaboration, conceptualization, planning, preparation of exams and participation and PECL 2 test to measure levels of reading comprehension: literal, inferential and evaluative in a group of 144 students from educational institutions from the districts of Majes in Arequipa and Villa Rica in Pasco. Among the most important results was that 79.33% of students reached a level in process regarding the use of autonomous learning strategies and 62.7% reached the same level in reading comprehension. Likewise, it was found that 34.4% of the reading comprehension variable is accounted for the use of autonomous learning strategies. Out of that total, 25.8% for expansion strategies, 14.3% for collaboration strategies, 28.7% for conceptualization strategies, 19.6% for exam preparation strategies and finally, 19.5% for participation strategies.
Artificial Intelligence and Its Implications in Higher Education
Author: Ocaña-Fernández, Yolvi
Date: 2019-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Technology Uses in Education,Technological Literacy,Intelligent Tutoring Systems,Electronic Learning,Educational Trends,Online Courses,Foreign Countries

The new challenges of the information society demand from the university a severe change in its rigid canons of education. The artificial intelligence-based formats promise a very substantial improvement in education for all the different levels, with an unprecedented qualitative improvement: to provide the students with an accurate personalization of their learning according to their requirements, managing to integrate the different forms of human interaction and information and communications technologies. The great challenge of the university of the new millennium lies in the urgent need to plan, design, develop and implement digital skills in order to train better professionals capable of understanding and developing the technological environment according to their needs, as well as implementing the universalization of a digital language supported by programs developed under artificial intelligence formats.