Pub Date : 2017-02-21DOI: 10.22606/JAER.2017.21002
Hadzigeorgiou Yannis, J. Gillian
{"title":"Toward More Effective Storytelling for Raising Environmental Awareness in Young Students","authors":"Hadzigeorgiou Yannis, J. Gillian","doi":"10.22606/JAER.2017.21002","DOIUrl":"https://doi.org/10.22606/JAER.2017.21002","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83845692","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 : 2017-02-21DOI: 10.22606/JAER.2017.21003
B. Bannier
While research connecting learning and mathematics is relatively abundant, existing research tends to follow a deficit model framework. This qualitative study seeks to identify the ways in which adult women believe they learn mathematics most effectively. Women engaged in fields that are both highly dependent upon mathematical skill and relatively independent of mathematical skill volunteered as participants. Findings reveal that active learning opportunities are perceived as a critical component of learning mathematics, as are the ability and invitation to talk out loud and write freely throughout the learning process. Concrete and logical areas of mathematics, for which real-life connections are often more obvious, are perceived as easier to learn that more abstract and spatial math. In addition, findings suggest that women perceive learning mathematics to be markedly different in adulthood than in childhood. Implications for adult educators engaged in the teaching and communication of mathematical concepts are discussed.
{"title":"Women Learning Mathematics: A Qualitative Study","authors":"B. Bannier","doi":"10.22606/JAER.2017.21003","DOIUrl":"https://doi.org/10.22606/JAER.2017.21003","url":null,"abstract":"While research connecting learning and mathematics is relatively abundant, existing research tends to follow a deficit model framework. This qualitative study seeks to identify the ways in which adult women believe they learn mathematics most effectively. Women engaged in fields that are both highly dependent upon mathematical skill and relatively independent of mathematical skill volunteered as participants. Findings reveal that active learning opportunities are perceived as a critical component of learning mathematics, as are the ability and invitation to talk out loud and write freely throughout the learning process. Concrete and logical areas of mathematics, for which real-life connections are often more obvious, are perceived as easier to learn that more abstract and spatial math. In addition, findings suggest that women perceive learning mathematics to be markedly different in adulthood than in childhood. Implications for adult educators engaged in the teaching and communication of mathematical concepts are discussed.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83571144","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 : 2017-02-21DOI: 10.22606/JAER.2017.21005
Peter Dan
{"title":"Foreign Students’ Impressions of American High Schools","authors":"Peter Dan","doi":"10.22606/JAER.2017.21005","DOIUrl":"https://doi.org/10.22606/JAER.2017.21005","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73613697","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 : 2017-02-21DOI: 10.22606/JAER.2017.21004
Haley Karen, H. Jean, B. Becky, B. Lindsey
Completing a graduate assistantship (GA) is one key experience that can provide both work experience and socialization to a career as well as provide financial assistance in exchange for services. This qualitative study explored the motivation of GAs through an “orientation to work” lens. The findings show that GAs exhibit a high extrinsic motivation (positive or negative) toward their work, and graduate administrative assistants exhibit a higher positive intrinsic motivation to work than graduate teaching assistants or graduate research assistants.
{"title":"Work Orientation of Graduate Assistants","authors":"Haley Karen, H. Jean, B. Becky, B. Lindsey","doi":"10.22606/JAER.2017.21004","DOIUrl":"https://doi.org/10.22606/JAER.2017.21004","url":null,"abstract":"Completing a graduate assistantship (GA) is one key experience that can provide both work experience and socialization to a career as well as provide financial assistance in exchange for services. This qualitative study explored the motivation of GAs through an “orientation to work” lens. The findings show that GAs exhibit a high extrinsic motivation (positive or negative) toward their work, and graduate administrative assistants exhibit a higher positive intrinsic motivation to work than graduate teaching assistants or graduate research assistants.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80072738","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 : 2017-01-01DOI: 10.22606/JAER.2017.24007
M. Evens, J. Elen, F. Depaepe
{"title":"Effects of opportunities to learn in teacher education on the development of teachers’ professional knowledge of French as a foreign language","authors":"M. Evens, J. Elen, F. Depaepe","doi":"10.22606/JAER.2017.24007","DOIUrl":"https://doi.org/10.22606/JAER.2017.24007","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77109661","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 : 2016-11-08DOI: 10.22606/JAER.2016.11003
Jess L. Gregory, Tisha A. McCoy, Michelle F. Baker, Amy L. Fedigan
Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.
{"title":"Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development","authors":"Jess L. Gregory, Tisha A. McCoy, Michelle F. Baker, Amy L. Fedigan","doi":"10.22606/JAER.2016.11003","DOIUrl":"https://doi.org/10.22606/JAER.2016.11003","url":null,"abstract":"Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82382760","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 : 2016-11-08DOI: 10.22606/JAER.2016.11002
Han Shin-Il
The purpose of this study is to analyze peer evaluation essays to determine what college students consider important when evaluating their peers in a PBL class. Discovering and comparing students’ comments regarding high achievers and low achievers during peer evaluation are the specific study objectives. Eleven students taking a class that utilized PBL participated in this study. The participants were tasked with submitting peer evaluation essays after the completion of PBL group activities. Each student was asked to first rank his or her peers and then to explain in essay form the reasons why he or she ranked them in that order. The analytic process for the peer evaluation essay involved qualitative research methods comprised of (1) examining every sentence in the students’ essays and classifying similar words or phrases into a provisional concept, (2) a review by an external educational expert, (3) and member-checking by participating students. Triangulation and member-checking were used for the validation of the study. Upon grouping the sentences in the peer evaluation essays according to similar meanings, words, or concepts, a convergence on 6 to 8 common factors emerged. Eight factors (participation, cognition, preparation, communication, leadership, responsibility, affectivity, skills) were observed when the criteria for the high achievers at peer evaluation were examined. Six factors (participation, cognition, preparation, communication, diligence, cooperation) were identified when the criteria for the low achievers at peer evaluation were analyzed. In addition, factors of cognition, leadership, and participation were most frequently and positively mentioned by students when evaluating high achievers within their groups, while participation and diligence were most frequently and negatively mentioned when evaluating low achievers. Based on the findings, various subject matters are discussed.
{"title":"Analysis of Peer Evaluation Essay in Problem-Based Learning","authors":"Han Shin-Il","doi":"10.22606/JAER.2016.11002","DOIUrl":"https://doi.org/10.22606/JAER.2016.11002","url":null,"abstract":"The purpose of this study is to analyze peer evaluation essays to determine what college students consider important when evaluating their peers in a PBL class. Discovering and comparing students’ comments regarding high achievers and low achievers during peer evaluation are the specific study objectives. Eleven students taking a class that utilized PBL participated in this study. The participants were tasked with submitting peer evaluation essays after the completion of PBL group activities. Each student was asked to first rank his or her peers and then to explain in essay form the reasons why he or she ranked them in that order. The analytic process for the peer evaluation essay involved qualitative research methods comprised of (1) examining every sentence in the students’ essays and classifying similar words or phrases into a provisional concept, (2) a review by an external educational expert, (3) and member-checking by participating students. Triangulation and member-checking were used for the validation of the study. Upon grouping the sentences in the peer evaluation essays according to similar meanings, words, or concepts, a convergence on 6 to 8 common factors emerged. Eight factors (participation, cognition, preparation, communication, leadership, responsibility, affectivity, skills) were observed when the criteria for the high achievers at peer evaluation were examined. Six factors (participation, cognition, preparation, communication, diligence, cooperation) were identified when the criteria for the low achievers at peer evaluation were analyzed. In addition, factors of cognition, leadership, and participation were most frequently and positively mentioned by students when evaluating high achievers within their groups, while participation and diligence were most frequently and negatively mentioned when evaluating low achievers. Based on the findings, various subject matters are discussed.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75539314","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 : 2016-11-08DOI: 10.22606/JAER.2016.11005
E. Donna, W. Bethany
{"title":"Look What I Did Today: A Case Study on the Introduction of Social Networking to an Early Childhood Classroom","authors":"E. Donna, W. Bethany","doi":"10.22606/JAER.2016.11005","DOIUrl":"https://doi.org/10.22606/JAER.2016.11005","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88076586","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 : 2016-11-08DOI: 10.22606/JAER.2016.11001
Wagner Anne
Over the course of United States history, there have been numerous attempts to reform school mathematics in order to increase student achievement. Although the methods of reform have varied, a common theme has emerged: the reform encounters a political backlash that forces a retreat into traditional instructional materials and methods. Education leaders, including mathematics education coaches and specialists, are tasked with fostering school mathematics reforms and are unavoidably at the forefront of this ongoing political struggle. Unfortunately, the research community has offered little insight into how education leaders can effectively engage the critics of reforms. This research study examined the beliefs and motivations of the critics of mathematics education reforms and offers suggestions for how education leaders can avoid potential political pitfalls while effectively engaging with these critics.
{"title":"Avoiding Political Pitfalls Associated with School Mathematics Reforms","authors":"Wagner Anne","doi":"10.22606/JAER.2016.11001","DOIUrl":"https://doi.org/10.22606/JAER.2016.11001","url":null,"abstract":"Over the course of United States history, there have been numerous attempts to reform school mathematics in order to increase student achievement. Although the methods of reform have varied, a common theme has emerged: the reform encounters a political backlash that forces a retreat into traditional instructional materials and methods. Education leaders, including mathematics education coaches and specialists, are tasked with fostering school mathematics reforms and are unavoidably at the forefront of this ongoing political struggle. Unfortunately, the research community has offered little insight into how education leaders can effectively engage the critics of reforms. This research study examined the beliefs and motivations of the critics of mathematics education reforms and offers suggestions for how education leaders can avoid potential political pitfalls while effectively engaging with these critics.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77938059","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 : 2016-11-08DOI: 10.22606/jaer.2016.11004
Finn Jane
Living independently is an envisioned post-school outcome for many individuals with disabilities. One roadblock for this outcome for individuals with intellectual disabilities is insufficient self-determination or autonomy skills. The purpose of this study was to determine which autonomy skill (i.e., Self & Family Care, Self-management, Recreation, and Social & Vocational skills) was the greatest predictor of successful independent living as measured on the Transition Planning Inventory2 (Clark & Patton, 2006) with individuals with moderate intellectual disabilities. Results show that Self & Family Care is the greatest predictor of successful independent living. Based on these findings, families and schools should address Self & Family Care curriculum and best practices in order to enable individuals with moderate intellectual disabilities to develop skills necessary for independent living.
{"title":"Successful Transition to Adulthood: Do We Really Need to Teach Shopping, Sex and Social Skills?","authors":"Finn Jane","doi":"10.22606/jaer.2016.11004","DOIUrl":"https://doi.org/10.22606/jaer.2016.11004","url":null,"abstract":"Living independently is an envisioned post-school outcome for many individuals with disabilities. One roadblock for this outcome for individuals with intellectual disabilities is insufficient self-determination or autonomy skills. The purpose of this study was to determine which autonomy skill (i.e., Self & Family Care, Self-management, Recreation, and Social & Vocational skills) was the greatest predictor of successful independent living as measured on the Transition Planning Inventory2 (Clark & Patton, 2006) with individuals with moderate intellectual disabilities. Results show that Self & Family Care is the greatest predictor of successful independent living. Based on these findings, families and schools should address Self & Family Care curriculum and best practices in order to enable individuals with moderate intellectual disabilities to develop skills necessary for independent living.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86260166","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}
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