Pub Date : 2018-02-01DOI: 10.22606/JAER.2018.31002
Mark Benjamin, R. John
Differences in reading, mathematics, and writing achievement of Grade 7 students as a function of mobility were examined with and without controls for economic status in this investigation. Data were obtained from the Texas Education Agency Public Education Information Management System for the 2002-2003 through the 2007-2008 school years. Statistically significant differences were revealed in reading, mathematics, and writing test scores as a function of student mobility, both when controlling for and not controlling for economic status. Mobile students had statistically significantly lower reading, mathematics, and writing test scores than did non-mobile students for all 6 school years. Implications for policy and practice and suggestions for future research were made.
{"title":"Mobility and Academic Achievement for Texas Grade 7 Students: A Multiyear Investigation","authors":"Mark Benjamin, R. John","doi":"10.22606/JAER.2018.31002","DOIUrl":"https://doi.org/10.22606/JAER.2018.31002","url":null,"abstract":"Differences in reading, mathematics, and writing achievement of Grade 7 students as a function of mobility were examined with and without controls for economic status in this investigation. Data were obtained from the Texas Education Agency Public Education Information Management System for the 2002-2003 through the 2007-2008 school years. Statistically significant differences were revealed in reading, mathematics, and writing test scores as a function of student mobility, both when controlling for and not controlling for economic status. Mobile students had statistically significantly lower reading, mathematics, and writing test scores than did non-mobile students for all 6 school years. Implications for policy and practice and suggestions for future research were made.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87529470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.22606/JAER.2018.31007
Stivaktakis Stathis, K. Eva
The primary purpose of this paper is to highlight the crucial importance of integrating art with science. To do so the paper provides a justification of the inclusion of the arts in the science curriculum, by drawing extensively on both theoretical and empirical work. Thus the paper discusses both the epistemological rationale and the pedagogical rationale behind the integration of art and science. It then provides concrete examples as teaching/learning possibilities with regard to the teaching and learning of science through the arts. The paper makes it quite clear that the inclusion of the arts in the science curriculum can be justified on both epistemological and pedagogical grounds and not simply because the inclusion of the arts makes science learning interesting.
{"title":"Learning Science through the Arts: The Theory and the Educational Possibilities","authors":"Stivaktakis Stathis, K. Eva","doi":"10.22606/JAER.2018.31007","DOIUrl":"https://doi.org/10.22606/JAER.2018.31007","url":null,"abstract":"The primary purpose of this paper is to highlight the crucial importance of integrating art with science. To do so the paper provides a justification of the inclusion of the arts in the science curriculum, by drawing extensively on both theoretical and empirical work. Thus the paper discusses both the epistemological rationale and the pedagogical rationale behind the integration of art and science. It then provides concrete examples as teaching/learning possibilities with regard to the teaching and learning of science through the arts. The paper makes it quite clear that the inclusion of the arts in the science curriculum can be justified on both epistemological and pedagogical grounds and not simply because the inclusion of the arts makes science learning interesting.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74853615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.22606/jaer.2018.31005
Berman Judith Lapidot, Firstater Esther
This paper describes the results of a quantitative research study, pre and post design, conducted in a multicultural teachers' college in Israel, with the purpose of investigating differences between student-teachers who completed a “Human Sexuality” course and a control group, which did not. Three variables were examined: knowledge, attitudes concerning different aspects of human sexuality and self-efficacy to deal with sex education. The main findings of the research indicate a significant increase in knowledge and self-efficacy of the students, both Jews and Arabs, in the research group, but not in the control group. Attitudes were more progressive in the research group after the course, but did not change in the control group.
{"title":"Sex Education – Why Bother? The Contribution of a Sex Education Course in a Multicultural College for StudentTeachers","authors":"Berman Judith Lapidot, Firstater Esther","doi":"10.22606/jaer.2018.31005","DOIUrl":"https://doi.org/10.22606/jaer.2018.31005","url":null,"abstract":"This paper describes the results of a quantitative research study, pre and post design, conducted in a multicultural teachers' college in Israel, with the purpose of investigating differences between student-teachers who completed a “Human Sexuality” course and a control group, which did not. Three variables were examined: knowledge, attitudes concerning different aspects of human sexuality and self-efficacy to deal with sex education. The main findings of the research indicate a significant increase in knowledge and self-efficacy of the students, both Jews and Arabs, in the research group, but not in the control group. Attitudes were more progressive in the research group after the course, but did not change in the control group.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90513509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.22606/JAER.2018.31001
Dunham Nicola
The aim of this paper is to explore theoretical frameworks that align with critical pedagogy to inform critical analysis of issues within early childhood education (ECE). This paper is particularly aimed at early childhood student teachers engaging in analysis of discourse and policy associated with ECE in Aotearoa New Zealand, but may hold relevance to other fields and disciplines. The paper begins by defining the concept of critical pedagogy and a theoretical framework, and then proceeds to outline examples of theoretical frameworks relevant to critical pedagogy and ECE. Attention is given to key concepts associated with Freire, Foucault, Bourdieu, and kaupapa Māori. Banking education is the central theme within the framework of Freire; mapping discourse for Foucault, social order and forms of capital for Bourdieu and finally the concepts of ako, poutama and tuakana/teina associated with kaupapa Māori. The paper concludes by highlighting the value of using a theoretical framework informed by critical pedagogy to probe the social landscape for points of inclusion, exclusion and marginalisation. It is concluded that without such a theoretical framework the analysis of educational policy and discourse is likely to verge on a mere stating of current positions, rather than challenging and seeking to reposition issues in support of social justice: a restating as it were.
{"title":"A Discussion on Student Use of Theoretical Frameworks for the Analysis of Discourse and Policy within ECE","authors":"Dunham Nicola","doi":"10.22606/JAER.2018.31001","DOIUrl":"https://doi.org/10.22606/JAER.2018.31001","url":null,"abstract":"The aim of this paper is to explore theoretical frameworks that align with critical pedagogy to inform critical analysis of issues within early childhood education (ECE). This paper is particularly aimed at early childhood student teachers engaging in analysis of discourse and policy associated with ECE in Aotearoa New Zealand, but may hold relevance to other fields and disciplines. The paper begins by defining the concept of critical pedagogy and a theoretical framework, and then proceeds to outline examples of theoretical frameworks relevant to critical pedagogy and ECE. Attention is given to key concepts associated with Freire, Foucault, Bourdieu, and kaupapa Māori. Banking education is the central theme within the framework of Freire; mapping discourse for Foucault, social order and forms of capital for Bourdieu and finally the concepts of ako, poutama and tuakana/teina associated with kaupapa Māori. The paper concludes by highlighting the value of using a theoretical framework informed by critical pedagogy to probe the social landscape for points of inclusion, exclusion and marginalisation. It is concluded that without such a theoretical framework the analysis of educational policy and discourse is likely to verge on a mere stating of current positions, rather than challenging and seeking to reposition issues in support of social justice: a restating as it were.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87972405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.22606/JAER.2018.31003
Chiu Mei-Shiu, D. Jan
{"title":"Development and Validation of the Energy-Issue Attitude Questionnaire: Relations with Energy Knowledge, Affect, and Behavior","authors":"Chiu Mei-Shiu, D. Jan","doi":"10.22606/JAER.2018.31003","DOIUrl":"https://doi.org/10.22606/JAER.2018.31003","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73806921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24005
Mei-Shiu Chiu
The aim of this study was to understand preservice teachers’ changes in their perceived teaching efficacy and theories of mathematics teaching by repeated field-teaching. A mathematics (teaching) methods course was designed to include repeated field-teaching with multiple supports, including course instructors, school teachers, peers, and a course website. The course website was used to organize all course reading materials, discussion, work submission, and research data collection. Compared with that after first filed-teaching, the preservice teachers’ teaching efficacy increased after the second field-teaching in pedagogy-content coordination, fluent teaching process, effective solution to student difficulties, and problem posing. In addition, their theories of effective mathematics teaching changed from teacher-centered, theoretical, and procedural approaches to student-centered, practical, and thematic ones.
{"title":"Repeated Field Teaching: Preservice Teachers' Changes in Teaching Efficacy and Theories of Mathematics Teaching","authors":"Mei-Shiu Chiu","doi":"10.22606/JAER.2017.24005","DOIUrl":"https://doi.org/10.22606/JAER.2017.24005","url":null,"abstract":"The aim of this study was to understand preservice teachers’ changes in their perceived teaching efficacy and theories of mathematics teaching by repeated field-teaching. A mathematics (teaching) methods course was designed to include repeated field-teaching with multiple supports, including course instructors, school teachers, peers, and a course website. The course website was used to organize all course reading materials, discussion, work submission, and research data collection. Compared with that after first filed-teaching, the preservice teachers’ teaching efficacy increased after the second field-teaching in pedagogy-content coordination, fluent teaching process, effective solution to student difficulties, and problem posing. In addition, their theories of effective mathematics teaching changed from teacher-centered, theoretical, and procedural approaches to student-centered, practical, and thematic ones.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87373187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24001
R. Sarah, J. Rye, Sarah Selmer, Melissa J. Luna
Practical action research--an iterative and inquiry-based sequence of study--can help guide collaboration in university-school partnerships, in this case, towards the integration of garden-based learning with core disciplines in the elementary curriculum. The study focuses on grade 3 mathematics instruction about measurement and data, the integration of science standards such as structure and function, and math-science practices of attending to precision, modeling, conducting investigations, and interpreting data. Students collect, graph, and make meaning of data as well as solve a problem related to buoyancy of garden produce. Student performance revealed that the majority of students achieved mastery at the distinguished level in producing scaled graphs; and that considerable scaffolding is necessary for students to adequately attend to precision. A field-tested learning cycle is provided, which can be adapted by elementary teachers for classroom instruction and by teacher educators to model for preservice teachers mathematics-science integration that incorporates school gardening.
{"title":"Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level","authors":"R. Sarah, J. Rye, Sarah Selmer, Melissa J. Luna","doi":"10.22606/JAER.2017.24001","DOIUrl":"https://doi.org/10.22606/JAER.2017.24001","url":null,"abstract":"Practical action research--an iterative and inquiry-based sequence of study--can help guide collaboration in university-school partnerships, in this case, towards the integration of garden-based learning with core disciplines in the elementary curriculum. The study focuses on grade 3 mathematics instruction about measurement and data, the integration of science standards such as structure and function, and math-science practices of attending to precision, modeling, conducting investigations, and interpreting data. Students collect, graph, and make meaning of data as well as solve a problem related to buoyancy of garden produce. Student performance revealed that the majority of students achieved mastery at the distinguished level in producing scaled graphs; and that considerable scaffolding is necessary for students to adequately attend to precision. A field-tested learning cycle is provided, which can be adapted by elementary teachers for classroom instruction and by teacher educators to model for preservice teachers mathematics-science integration that incorporates school gardening.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84674053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24009
Zysberg Leehu, Maskit Ditza
Teachers’ professional development and its correlates is a subject yet to be properly explored and conceptualized. We tested the potential associations between teachers’ professional development stage, emotional experiences at work and burnout. We adopted a view of professional development as ‘frame of mind’, shaping perception, emotional reactions, thoughts and function, rather than mere level of skills and knowledge. We hypothesized that teachers’ developmental stages will differentiate their emotional reactions at work and their burnout level. Sample of 133 school teachers representing a broad range of tenure at work reported their self-perceived professional development stage, emotional experiences at work and experience of burnout. Results showed significant differences in positive and negative emotions between the developmental stages, as well as differences in burnout levels. Results are linking emotional experiences and performance among teachers throughout the career span. An integrative framework emerging from our data is presented and further research is called for.
{"title":"Teachers’ Professional Development, Emotional Experiences and Burnout","authors":"Zysberg Leehu, Maskit Ditza","doi":"10.22606/JAER.2017.24009","DOIUrl":"https://doi.org/10.22606/JAER.2017.24009","url":null,"abstract":"Teachers’ professional development and its correlates is a subject yet to be properly explored and conceptualized. We tested the potential associations between teachers’ professional development stage, emotional experiences at work and burnout. We adopted a view of professional development as ‘frame of mind’, shaping perception, emotional reactions, thoughts and function, rather than mere level of skills and knowledge. We hypothesized that teachers’ developmental stages will differentiate their emotional reactions at work and their burnout level. Sample of 133 school teachers representing a broad range of tenure at work reported their self-perceived professional development stage, emotional experiences at work and experience of burnout. Results showed significant differences in positive and negative emotions between the developmental stages, as well as differences in burnout levels. Results are linking emotional experiences and performance among teachers throughout the career span. An integrative framework emerging from our data is presented and further research is called for.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89547649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24008
R. Ballinger, J. Slate
In this study, the 1-year persistence rates of four ethnic/racial groups (i.e., White, Black, Hispanic, and Asian) were analyzed as a function of institutional status (i.e., stayed or transferred) at Texas 4-year universities. Data were retrieved from the Texas Higher Education Coordinating Board Interactive Accountability system for the thirty-eight, 4-year Texas public universities for the 2014 academic year. For all ethnic/racial groups, statistically significant differences were present in the 1year persistence rates by institutional status. Effect sizes were very large. Regardless of race/ethnicity, students who transferred to another 4-year institution were statistically significantly less likely to persist than their peers who remained at the same 4-year institution. The 1-year persistence rates were 44%, 34%, 31%, and 27% higher for Hispanic, White, Asian, and Black students, respectively, who stayed at the same institution than for Hispanic, White, Asian, and Black students who transferred to a different institution. Based upon these results, implications for policy and for practice for 4-year universities are provided, along with suggestions for future research.
{"title":"Ethnic/Racial Differences in 1-Year Persistence Rates by Institutional Status at Texas 4-Year Universities over Time","authors":"R. Ballinger, J. Slate","doi":"10.22606/JAER.2017.24008","DOIUrl":"https://doi.org/10.22606/JAER.2017.24008","url":null,"abstract":"In this study, the 1-year persistence rates of four ethnic/racial groups (i.e., White, Black, Hispanic, and Asian) were analyzed as a function of institutional status (i.e., stayed or transferred) at Texas 4-year universities. Data were retrieved from the Texas Higher Education Coordinating Board Interactive Accountability system for the thirty-eight, 4-year Texas public universities for the 2014 academic year. For all ethnic/racial groups, statistically significant differences were present in the 1year persistence rates by institutional status. Effect sizes were very large. Regardless of race/ethnicity, students who transferred to another 4-year institution were statistically significantly less likely to persist than their peers who remained at the same 4-year institution. The 1-year persistence rates were 44%, 34%, 31%, and 27% higher for Hispanic, White, Asian, and Black students, respectively, who stayed at the same institution than for Hispanic, White, Asian, and Black students who transferred to a different institution. Based upon these results, implications for policy and for practice for 4-year universities are provided, along with suggestions for future research.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79345135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-09DOI: 10.22606/JAER.2017.24006
H. Owen, R. Whalley
{"title":"A Journey from within: The Virtual Mentoring CASE Model","authors":"H. Owen, R. Whalley","doi":"10.22606/JAER.2017.24006","DOIUrl":"https://doi.org/10.22606/JAER.2017.24006","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81465882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：