Agricultural and Biological Sciences › General Agricultural and Biological Sciences

Diverse Educational Innovations Studies

Works Count: 110639

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Description

This cluster of papers focuses on agricultural education, school gardening, and experiential learning in the context of science achievement, career and technical education, youth leadership development, and STEM integration. It explores topics such as teacher preparation, student motivation, and the impact of school gardens on academic outcomes.

Keywords

Agricultural Education; School Gardens; Experiential Learning; Science Achievement; Career and Technical Education; Youth Leadership Development; Extension Education; STEM Integration; Teacher Preparation; Student Motivation

Colormute: race talk dilemmas in an American school

2005-10-01

Mica Pollock

Preface ix Acknowledgments xiii Introduction 1 One WeDon't Belong to Simple Race Groups, but We Do 18 Two Race Doesn't Matter, but It Does 44 Three TheDe-Raced Words We Use … Preface ix Acknowledgments xiii Introduction 1 One WeDon't Belong to Simple Race Groups, but We Do 18 Two Race Doesn't Matter, but It Does 44 Three TheDe-Raced Words We Use When Discussing Plans for Racial Equality Can Actually Keep Us from Discussing Ways to Make Opportunities Racially Equal 74 Four The More Complex Inequality Seems to Get, the More Simplistic Inequality Analysis Seems to Become 109 Five TheQuestions We Ask Most about RaceAretheVery Questions We Most Suppress 147 Six Although Talking in Racial Terms Can Make Race Matter, Not Talking in Racial Terms Can Make Race Matter Too 172 Moving Forward 210 Practically Speaking: Words for Educators in Particular 220 Note 227 Bibliography 251

Teachers for our nation's schools

1991-05-01

John I. Goodlad

1. A Nation Awakening. 2. Reasonable Expectations. 3. Legacies. 4. The Institutional and Regulatory Contest. 5. Teachers of Teachers. 6. Becoming a Teacher. 7. Programs for Teachers. 8. An Agenda … 1. A Nation Awakening. 2. Reasonable Expectations. 3. Legacies. 4. The Institutional and Regulatory Contest. 5. Teachers of Teachers. 6. Becoming a Teacher. 7. Programs for Teachers. 8. An Agenda for Change. 9. Renewal at Northern State University: A Fable. Appendix A: Technical Reports. Appendix B: Commissioned Papers. Appendix C: Occasional Papers. Appendix D: The Center for Educational Renewal.

Scientific Research in Education

2002-03-28

Richard J. Shavelson , Lisa Towne

Researchers, historians, and philosophers of science debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for evidence-based policy and practice in educationa now codified … Researchers, historians, and philosophers of science debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for evidence-based policy and practice in educationa now codified in the federal law that authorizes the bulk of elementary and secondary education programsa have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fielda including education researcha develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

National Science Education Standards

1996-06-01

Rodger W. Bybee , Audrey B. Champagne

Digest of Education Statistics, 2011. NCES 2012-001.

2012-06-01

Thomas D. Snyder , Sally A. Dillow

National Center for Educational Statistics

2007-10-30

Jetta Culpepper

Nebraska Symposium on Motivation, 1989.

1989-01-01

David H. Krantz

Canalization of Development and Genetic Assimilation of Acquired Characters

1959-06-01

C. H. Waddington

Summer Learning and the Effects of Schooling.

1981-03-01

Randall Collins , Barbara Heyns

Teachers for Our Nation's Schools

1991-05-01

Allan A. Glatthorn

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Chance Orders of Alternating Stimuli in Visual Discrimination Experiments

1933-03-01

Louis W. Gellermann

(1933). Chance Orders of Alternating Stimuli in Visual Discrimination Experiments. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 42, No. 1, pp. 206-208. (1933). Chance Orders of Alternating Stimuli in Visual Discrimination Experiments. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 42, No. 1, pp. 206-208.

Content Analysis: Review of Methods and Their Applications in Nutrition Education

2002-07-01

Nancy L. Kondracki , Nancy S. Wellman , Daniel Amundson

Evidence-Based Education Policies: Transforming Educational Practice and Research

2002-10-01

Robert E. Slavin

At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th century … At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th century is now beginning to affect educational policy. This article discusses the promise and pitfalls of randomized and rigorously matched experiments as a basis for policy and practice in education. It concludes that a focus on rigorous experiments evaluating replicable programs and practices is essential to build confidence in educational research among policymakers and educators. However, new funding is needed for such experiments and there is still a need for correlational, descriptive, and other disciplined inquiry in education. Our children deserve the best educational programs, based on the most rigorous evidence we can provide.

Analyzing Data Measured By Individual Likert-Type Items

1994-12-31

Dennis L. Clason , Thomas J. Dormody

Using individual (not summated) Likert-type items (questions) as measurement tools is common in agricultural education research. The Journal of Agricultural Education published 188 research articles in Volumes 27 through 32. … Using individual (not summated) Likert-type items (questions) as measurement tools is common in agricultural education research. The Journal of Agricultural Education published 188 research articles in Volumes 27 through 32. Responses to individual Likert-type items on measurement instruments were analyzed in 95, or more than half, of these articles. After reviewing the articles analyzing individual Likert-type items, 5 1 (54%) reported only descriptive statistics (e.g., means, standard deviations, frequencies/percentages by category). Paired Likert-type items or sets of items were compared using nonparametric statistical techniques (e.g., chi-square homogeneity tests, Mann-Whitney-Wilcoxon U tests, Kruskal-Wallis analysis of variance tests) in 12 (13%) of the articles. Means for paired Likert-type items were compared using parametric statistical procedures (e.g. t-tests or analysis of variance F-tests) in 32 (34%) of the articles.

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Science Observed: Perspectives on the Social Study of Science.

1984-09-01

J. Scott Long , Karin D. Knorr-Cetina , Michael Mulkay

Nebraska Symposium on Motivation, 1959

1960-07-01

Marshall R. Jones

The effects of professional development on science teaching practices and classroom culture

2000-01-01

Jonathan Supovitz , Herbert M. Turner

The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon … The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963–980, 2000

Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science.

1991-01-01

Stella S. Gomes , Jeannie Oakes , Tor Ormseth +2 more

Pupils' views of the role and value of the science curriculum: A focus-group study

2001-05-01

Jonathan Osborne , Sue Collins

Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that … Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed.

Toward the development of an elementary teacher's science teaching efficacy belief instrument

1990-11-01

Iris M. Riggs , Larry G. Enochs

Handling Nonresponse In Social Research

2001-12-31

James R. Lindner , Tim H. Murphy , Gary E. Briers

This study was designed to describe and explore how nonresponse in the Journal of Agricultural Education has been handled historically. All articles (N=364) published in the Journal of Agricultural Education … This study was designed to describe and explore how nonresponse in the Journal of Agricultural Education has been handled historically. All articles (N=364) published in the Journal of Agricultural Education during the years 1990 through 1999 were analyzed using content analysis techniques. Study findings show that not mentioning nonresponse error as a threat to external validity of a study, not attempting to control for nonresponse error, or not providing a reference to the literature were, unfortunately, the norm and not the exception. This study provides three statistically sound and professionally acceptable procedures and protocols for handling nonresponse: Method 1—Comparison of Early to Late Respondents; Method 2—Using "Days to Respond" as a regression variable; and Method 3—Compare Respondents to Nonrespondents.

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STEM education K-12: perspectives on integration

2016-03-01

Lyn D. English

This commentary was stimulated by Yeping Li's first editorial (2014) citing one of the journal's goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of … This commentary was stimulated by Yeping Li's first editorial (2014) citing one of the journal's goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning. The STEM acronym is often used in reference to just one of the disciplines, commonly science. Although the integration of STEM disciplines is increasingly advocated in the literature, studies that address multiple disciplines appear scant with mixed findings and inadequate directions for STEM advancement. Perspectives on how discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. Such approaches include core concepts and skills being taught separately in each discipline but housed within a common theme; the introduction of closely linked concepts and skills from two or more disciplines with the aim of deepening understanding and skills; and the adoption of a transdisciplinary approach, where knowledge and skills from two or more disciplines are applied to real-world problems and projects with the aim of shaping the total learning experience. Research that targets STEM integration is an embryonic field with respect to advancing curriculum development and various student outcomes. For example, we still need more studies on how student learning outcomes arise not only from different forms of STEM integration but also from the particular disciplines that are being integrated. As noted in this commentary, it seems that mathematics learning benefits less than the other disciplines in programs claiming to focus on STEM integration. Factors contributing to this finding warrant more scrutiny. Likewise, learning outcomes for engineering within K-12 integrated STEM programs appear under-researched. This commentary advocates a greater focus on these two disciplines within integrated STEM education research. Drawing on recommendations from the literature, suggestions are offered for addressing the challenges of integrating multiple disciplines faced by the STEM community.

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The Fifth Branch: Science Advisers as Policymakers.

1991-09-01

Nelson W. Polsby , Sheila Jasanoff

Multiple Regression in Behavioral Research.

1974-09-01

Daniel James Amick , Fred N. Kerlinger , Elazar J. Pedhazur

Nebraska Symposium on Motivation, 1969.

1971-10-01

Shalom H. Schwartz , William J. Arnold , David Levine

Theory in Practice: Increasing Professional Effectiveness.

1975-06-01

Craig C. Lundberg , Chris Argyris , Donald A. Schön

Rasch Analysis for Instrument Development: Why, When, and How?

2016-11-18

William J. Boone

This essay describes Rasch analysis psychometric techniques and how such techniques can be used by life sciences education researchers to guide the development and use of surveys and tests. Specifically, … This essay describes Rasch analysis psychometric techniques and how such techniques can be used by life sciences education researchers to guide the development and use of surveys and tests. Specifically, Rasch techniques can be used to document and evaluate the measurement functioning of such instruments. Rasch techniques also allow researchers to construct “Wright maps” to explain the meaning of a test score or survey score and develop alternative forms of tests and surveys. Rasch techniques provide a mechanism by which the quality of life sciences–related tests and surveys can be optimized and the techniques can be used to provide a context (e.g., what topics a student has mastered) when explaining test and survey results.

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Elementary Survey Analysis.

1973-03-01

Lewis F. Carter , James A. Davis

American Secondary Education

1928-02-01

Charles H. Judd

National Council of Teachers of Mathematics

1979-11-01

Organized groups of teachers of mathematics or of individuals preparing to become teachers of mathematics may petition the NCTM Board of Directors to become affiliated with the Council. Affiliated Groups … Organized groups of teachers of mathematics or of individuals preparing to become teachers of mathematics may petition the NCTM Board of Directors to become affiliated with the Council. Affiliated Groups are entitled to send a delegate to the delegate Assembly, which is held each year in conjunction with the NCTM Annual Meeting. The Assembly is a highly respected and influential recommending body of the Council that discusses and votes on resolutions concerning matters pertinent to mathematics education.

Scale Development: Theory and Applications.

1992-11-01

Yu Xie , Robert F. DeVellis

Our Inner Conflicts.

1946-10-01

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue Archives of Neurology & … Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue Archives of Neurology & Psychiatry HomeNew OnlineCurrent IssueFor Authors Publications JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Facial Plastic Surgery JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry (1919-1959) JN Learning / CMESubscribeJobsInstitutions / LibrariansReprints & Permissions Terms of Use | Privacy Policy | Accessibility Statement 2023 American Medical Association. All Rights Reserved Search All JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Forum Archive JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry Input Search Term Sign In Individual Sign In Sign inCreate an Account Access through your institution Sign In Purchase Options: Buy this article Rent this article Subscribe to the Archives of Neurology & Psychiatry journal

Thinking mathematically

2013-06-01

Keri Finlayson

Inquiry and the National Science Education Standards

2000-04-03

Braiding sweetgrass: indigenous wisdom, scientific knowledge, and the teachings of plants

2014-05-22

Theory in Practice: Increasing Professional Effectiveness.

1976-03-01

Marshall W. Meyer , Chris Argyris , Donald A. Schön

Field Research: Strategies for a Natural Sociology.

1974-05-01

Neil M. Palmer , Leonard Schatzman , Anselm L. Strauss

Evaluating Assessment Accuracy: Evaluation of the Suitability of Assessment Standards with Early Childhood Development

2025-06-24

Rembulan Hawnan Wafi M. , Petrus Gulo , Ni Made Ayu Suryanigsih | Jurnal Penelitian Pendidikan/Jurnal penelitian pendidikan

This study aims to evaluate the assessment standards of Rare Muchtary Kindergarten Denpasar through an evaluation of the suitability of the assessment standards with early childhood development. Using an evaluation … This study aims to evaluate the assessment standards of Rare Muchtary Kindergarten Denpasar through an evaluation of the suitability of the assessment standards with early childhood development. Using an evaluation research approach, this study seeks to deeply understand the ongoing assessment practices and their relevance to the stages of child development. Data were collected through direct observation in the classroom, in-depth interviews with teachers and principals, and analysis of assessment standard documents and child development records. The results of this study indicate that Rare Muchtary Kindergarten Denpasar is very administratively compliant with the National Assessment Standards, with high scores on objectives, principles, and various assessment techniques (observations, anecdotal notes, conversations, parent reports). However, there is still an opportunity to improve the accuracy and suitability of the assessment implementation with actual child development.

Exploring the Impact of EFTs on Students’ Understanding of Systems-Based Agricultural Processes

2025-06-23

N. J. Volk , Joy N. Rumble , Sherifat T. Alabi | Journal of Agricultural Education

As the food system, from production to consumption, has increasingly become complex, the need for food literacy among American school-aged children has also increased. Teaching and learning interventions using inquiry-based … As the food system, from production to consumption, has increasingly become complex, the need for food literacy among American school-aged children has also increased. Teaching and learning interventions using inquiry-based learning (IBL) can be used to improve food literacy. The purpose of this study was to determine how an IBL approach paired with electronic field trips (EFTs) impacted students’ ability to understand a systems-based process. The influence of the intervention was examined in a three-part EFT series with a focus on the tomato food system (growing, processing, and consumption) through teacher observational data and student-generated drawings. Teacher observations indicated more than 80% of students demonstrated measured IBL markers. The comparative assessment of students’ pre- and post-series drawings showed an increase in students’ knowledge of the tomato food system. Students retained and built on their pre-existing knowledge of the tomato system, integrating more complex concepts into their post-series drawings. Results substantiate the educational value of EFTs in developing students’ understanding of food systems. We, therefore, recommend the combined use of EFTs and IBL in learning environments to inform complex system topics aimed at improving food and agricultural literacy among elementary school students.

Correlational Study on the Relationship Between Curricula and Indiana Agricultural Educators' Curriculum Use and Pedagogical Design Capacity Enactment

2025-06-23

Mathew Smith , Hui-Hui Wang | Journal of Agricultural Education

When educators utilize curriculum-related resources, they must interpret a variety of curriculum components and determine the value, meaning, and proper sequencing of the curriculum-related resource and the planned instructional episode. … When educators utilize curriculum-related resources, they must interpret a variety of curriculum components and determine the value, meaning, and proper sequencing of the curriculum-related resource and the planned instructional episode. This descriptive study aimed to describe the relationship between Indiana agricultural educators' pedagogical design capacity (PDC) enactment and self-efficacy in relation to third-party curricula, as well as the characteristics of the professional development (PD) provided by curriculum designers. Five third-party curricula, AgEdNet, CASE, ICEV, MyCAERT, and OLT, were selected. Seventy-three agricultural educators (21.1% participation rate) participated in the study. The results showed that Indiana agricultural educators employ various PDC enactments (i.e., adapting and improvising) in response to different curricula. Overall, educators' PDC enactment varied by curriculum, including their PDC enactment, perceptions of the curriculum, and the frequency with which they used the curriculum. A relationship was found between self-efficacy and curriculum use on AgEdNet.com. Additionally, relationships were found between PD and the educators' PDC enactment and their perceptions of the CASE and ICEV curricula. This study provides commentary on factors influencing curriculum enactment, but cannot distinguish between these factors. The study was limited by questionnaire issues, including the relevance of the TSES instrument and the fact that it cannot discriminate between enactment patterns. Future research will focus on validating the conceptual model and further developing the PDC instrument. Further research is also necessary to understand the relationship between PDC enactment and teachers’ knowledge and beliefs.

Adapting to New Program: Challenges Faced and Coping Strategies of Shiftee Students in the BSED Major in Values Education

2025-06-23

Sit C. Ador , Jeany Cerdena , Rose B. Yaras +2 more | International Journal of Social Science and Human Research

The study aimed to explore the Challenges Faced and Coping Strategies of Shiftee Students in the BSED Major in Values Education. The researchers interviewed five shiftee students from the Values … The study aimed to explore the Challenges Faced and Coping Strategies of Shiftee Students in the BSED Major in Values Education. The researchers interviewed five shiftee students from the Values Education program who were selected through a purposive sampling. The data was collected through interviews. The interviews were audio recorded, transcribed, and analyzed using thematic analysis procedure outlined by Braun and Clarke (2012). The study found three main themes based on the responses of the participants. The study revealed the reasons that influenced shiftee students to shift to the Bachelor of Secondary Education (BSED) Major in Values Education, which includes Academic-Related Factors, Influence of Social and Familial Encouragement, and Personal and Professional Goals. The study revealed as well the challenges faced of the participants, which includes Curriculum Transition and Learning Adjustment Difficulties, Social Pressures in a Values-Centered Environment, and Emotional and Psychological Impact of the Shift. For the Coping Strategies of the participants, it includes New Academic Habits and Coping Mechanisms, Forming Supportive Relationships and Social Integration, and Strengthening Self-Reflection and Purpose-Driven Motivation. The study thus, recommends that Shiftee students should engage in continuous self-reflection to clarify their academic goals and view the shift as a meaningful opportunity for both personal and professional growth, educators should promote inclusive and empathetic learning spaces, peers in the Values Education program should support shiftee students, and institutions should develop a comprehensive transition support program designed to assist shiftee students.

Voices from the Classroom: Identifying Animal Science Professional Development Needs of Early-Career Agricultural Educators Who Teach Predominately Minority Students in Low-Income Schools

2025-06-23

William R. Norris , Kalynn D. Baldock | Journal of Agricultural Education

Many early-career educators report a lack of confidence in teaching animal science and suggest that comprehensive professional development would improve their abilities to engage diverse audiences in animal science instruction. … Many early-career educators report a lack of confidence in teaching animal science and suggest that comprehensive professional development would improve their abilities to engage diverse audiences in animal science instruction. This lack of confidence in providing quality instruction in key agricultural education areas could leave some educators vulnerable to attrition. Furthermore, educators who teach in low-income schools and schools with high populations of minorities are at a higher risk of attrition. Guided by the Human Capital Theory, this study aimed to assess the animal science professional development needs of early-career educators who teach predominantly minority students in low-income schools. The population for this study was New Mexico agricultural educators participating in a year-long animal science professional development cohort. This cohort was selected from applicants based on their demonstrated need for animal science professional development. The research objective was evaluated using two focus groups, which were asked about the challenges they experienced when teaching animal science. The results suggested that the participants struggle to teach complex animal science topics such as genetics, reproduction, and carcass/live animal evaluation due to a lack of knowledge, cultural challenges, and difficulty engaging students in the curriculum. We intend to use the results of this study to inform the cohort’s year-long experience and suggest expanding professional development options to educators. We recommend evaluating the current professional development offered to agricultural educators to ensure it meets their needs. We also recommend conducting quantitative and qualitative studies to further evaluate educators’ challenges when teaching animal science.

Understanding Teacher Practices in Outdoor STEM Implementation: A Pedagogical Content Knowledge Perspective

2025-06-20

Sasithep Pitiporntapin , Oraphan Butkatunyoo , Chatsiri Piyapimonsit +3 more | Research in Science Education

The Effect of the Mathaguyod Remediation Program on the Academic Performance of Junior High School Students in Mathematics

2025-06-20

Liera Niña V. Manginsay , Gretchen E. Ondayo , Carlito P. Yurango | Asian Research Journal of Mathematics

This study investigates the impact of the Mathaguyod Program, a structured remediation initiative, on the mathematical performance of Junior High School students in Grades 7–10 at Federico Yap National High … This study investigates the impact of the Mathaguyod Program, a structured remediation initiative, on the mathematical performance of Junior High School students in Grades 7–10 at Federico Yap National High School. The study employed a quasi-experimental pretest-posttest design, involving 50 at-risk students selected based on their poor academic achievement. Grounded in Constructivist Learning Theory, participants received six hours of targeted instruction using learning modules specifically developed for the Mathaguyod Program over two weeks. A 40-item pre- and post-test was used to collect data. Statistical analysis via paired samples t-test revealed a significant increase in post-test scores (M = 22.70, SD = 7.45) compared to pre-test scores (M = 13.72, SD = 4.21), with a t-value of 10.86 and a p-value = .000. The findings suggest that the Mathaguyod Program can significantly improve the mathematical proficiency of struggling students. These results support the broader implementation of evidence-based remediation strategies in junior high school mathematics, highlighting the effectiveness of constructivist approaches in addressing academic challenges.

2024 LLT Annual Report

2025-06-19

| Language learning & technology

Science Communication through Cool Critters: An Informal Learning Experience for Youth

2025-06-18

Jamila Bajelan , Mary J. Harner | Transactions of the Nebraska Academy of Sciences and affiliated societies

There are numerous ways to communicate science and assess the effectiveness of that communication. One approach focuses on increasing awareness, enjoyment, interest, opinion, and/or understanding of science. For this study, … There are numerous ways to communicate science and assess the effectiveness of that communication. One approach focuses on increasing awareness, enjoyment, interest, opinion, and/or understanding of science. For this study, we created an informal learning experience for youth to communicate the science of animals in Nebraska. We developed Cool Critters, a weeklong summer camp for elementary school-aged students, to increase participants' enjoyment, interest, and opinion of Nebraska animals. In 2023, Cool Critters was led in three educational settings in central Nebraska and reached sixty-six participants. Surveys were used to determine the camp's success in effective science communication and whether voluntary/involuntary participation, gender, or grade level affected responses. Statistical tests detected increases in youths’ enjoyment, interest, and opinion of Nebraska animals from participating in Cool Critters, as self-reported by participants and observed by their parents/guardians. No significant differences were detected in youths’ personal responses to Nebraska animals based on involuntary/voluntary participation, gender, or grade level, with the minor exception of higher enjoyment of Nebraska animals reported before camp for participants entering second grade compared to those entering higher grades. Overall, Cool Critters increased participants’ personal responses to Nebraska animals in a positive way and may serve as an example for development and assessment of other place-based programs for youth.

Entwicklung von qualitätsgesicherten außerschulischen Lernorten. Erste Zwischenergebnisse der Bildungsoffensive für Landwirtschaft, Ernährung und Verbraucherschutz

2025-06-18

Stefanie Ortmann , Vera Plähn , Birgit Peuker +1 more | HiBiFo – Haushalt in Bildung & Forschung

Außerschulische Lernorte können schulischen Unterricht anschaulich unterstützen und seine Qualität verbessern. Im Zusammenhang mit der Wertschöpfungskette von Lebensmitteln wurde in Schleswig-Holstein eine Bildungsoffensive ins Leben gerufen. Deren zugrundeliegenden Qualitätskriterien und … Außerschulische Lernorte können schulischen Unterricht anschaulich unterstützen und seine Qualität verbessern. Im Zusammenhang mit der Wertschöpfungskette von Lebensmitteln wurde in Schleswig-Holstein eine Bildungsoffensive ins Leben gerufen. Deren zugrundeliegenden Qualitätskriterien und ihre Umsetzbarkeit bei der Entwicklung und Durchführung der außerschulischen Bildungsangebote stehen im Fokus dieses Beitrages.

Title IX Compliant Botany

2025-06-18

Frederica Bowcutt | IGI Global eBooks

In 1972, Congress enacted Title IX to address gender-based discrimination in Federally funded education. Over fifty years later, the number of women graduating with college degrees in plant science is … In 1972, Congress enacted Title IX to address gender-based discrimination in Federally funded education. Over fifty years later, the number of women graduating with college degrees in plant science is now roughly equal to that of men. However, the percentage who obtain professional positions commensurate with their training after graduation is still lower. On average, those who do get jobs in science are paid less. The gender gap can be explained in part by “a lack of role models, cultures that tend to exclude women, and persistent stereotypes about women's intellectual abilities”. In its most powerful form, education makes possible liberatory learning experiences. “Overcoming sexism as a barrier to learning and including more information about women in curricular content are ways to begin to warm up the science classroom climate for women, making it more female-friendly”.

Supporting STEM Teacher Program Development: The Benefit of a Multifaceted Set of Enablers

2025-06-17

Emma Stevenson , Jan van Driel , Victoria Millar | International Journal of Science and Mathematics Education

Science Beyond Classroom Walls

2025-06-17

Patty McGinnis | Science Scope

Joint statement from NSTA, NCTM, NCSS, and NCSE: Disciplinary teacher organizations urge federal coordination of public education

2025-06-17

| Science Scope

Using Self-Assessment Methods and Techniques in the Context of Evaluative Actions Performed with Romanian Preschoolers

2025-06-17

Loredana-Alina Stan , Dorin Opriş | Revista Romaneasca pentru Educatie Multidimensionala

This study investigates the use of self-assessment in preschoolers by teachers in kindergartens in Romania, in the context of research that shows the essential role of self-regulation skills for child … This study investigates the use of self-assessment in preschoolers by teachers in kindergartens in Romania, in the context of research that shows the essential role of self-regulation skills for child development. We wanted to find the answer to the question of whether there are significant differences between the use of evaluation performed by teacher, self-evaluation and inter-evaluation performed by preschoolers. The use of different self-assessment techniques was also investigated and we also wanted to identify the teachers' expectations regarding continuous training. The results show teachers' choice for classical assessment at significant differences from the use of self-assessment and inter-assessment. Self-assessment techniques based on scoring and correction are most commonly used by teachers, to the detriment of those that require personal reflection or the use of visual tools. There are significant differences and we could observe inconstancy in teachers regarding the use of self-assessment in preschoolers, depending on the didactic degree and work experience, but not according to the environment in which they carry out their activity. The results show that teachers consider continuing education courses the most suitable for better use of self-assessment in preschoolers.

Evaluating BSE Curriculum Effectiveness through Student Feedback: A Descriptive Analysis of Learning Outcomes and Career Preparedness

2025-06-17

Theresa L. Manga | Asian Journal of Education and Social Studies

Aims: To evaluate the effectiveness and relevance of the BSE (Bachelor of Science in Entrepreneurship) by assessing its alignment with educational goals, entrepreneurial skill acquisition, and career preparedness through student … Aims: To evaluate the effectiveness and relevance of the BSE (Bachelor of Science in Entrepreneurship) by assessing its alignment with educational goals, entrepreneurial skill acquisition, and career preparedness through student feedback. Study Design: Descriptive and quantitative study. Place and Duration of Study: The data were collected during January 2025 to February 2025 at the university, specifically at the BS in Entrepreneurship program. Methodology: This study evaluates the performance and relevance of the Bachelor of Science in Entrepreneurship (BSE) curriculum using feedback from students gathered from 225 participants at one institution. The research assesses the alignment of the curriculum with educational objectives, competency development, and professional preparedness. The findings emphasize areas for enhancement, especially in course sequencing, and stress the necessity of incorporating student feedback into curriculum development to improve learning outcomes and career preparedness. The research advances Sustainable Development Goal (SDG) 4 by fostering inclusive and high-quality education. Results: Out of 225 respondents that completed the survey, the BSE curriculum received positive consideration ratings and inclusivity, as well as practicality, goal setting, and skill development, received the highest marks. Additionally, the best-rated components were the curriculum’s alignment with educational development goals (the BSE curriculum received the highest marks for this). However, regarding Curriculum Logical Subject Sequencing, “Curriculum Logical Subject Sequencing” got the lowest mean score of 3.07 which indicates the overarching issue of poor course sequencing that needs rectifying. It was also observed that the responses had a moderate scatter or variability, the standard deviations of 0.57 to 0.67 reflecting different levels of student experience. Conclusion: This study highlights that although the BSE curriculum is deemed effective and relevant, there is an underlying issue with course sequencing structure that can be improved. The study underscores the need to actively continue incorporating student feedback towards the design of the curriculum so as to better address the students’ learning outcomes and career prospects. This is aimed at improving the quality of tertiary education and the alignment of educational programs with the objectives of sustainable development goal number four which aims to provide inclusive and quality education at all levels.

Building Teaching Capacity at the Agricultural Universities in Haiti

2025-06-16

T. Grady Roberts , J. C. Bunch , Absalon Pierre | Routledge eBooks

Intentions and Behavior of the Youth to Work in the Agricultural Sector

2025-06-15

Likin Ruhkmauddin , Nuhfil Hanani , Fitria Dina Riana | Jurnal Teknik Pertanian Lampung (Journal of Agricultural Engineering)

The agricultural sector in Indonesia holds significant business potential, contributing 9.82% to GDP from 2018 to 2021. Despite its importance, this sector faces challenges such as high business risks, social … The agricultural sector in Indonesia holds significant business potential, contributing 9.82% to GDP from 2018 to 2021. Despite its importance, this sector faces challenges such as high business risks, social inequalities, and a lack of young farmer regeneration. This study aims to analyze the influence of attitudes, subjective norms, and perceived behavioral control on the intentions and behaviors of young people working in agriculture. The study was conducted in Kliteh Village, Malo District, Bojonegoro Regency, with 100 respondents aged 17-35 years. The method used was a survey with a simple random sampling technique and data analysis using Structural Equation Modeling-Partial Least Square. Findings indicate that attitudes, subjective norms, and perceived behavioral control positively and significantly influence of intention and behavior of young people to working in agriculture. Additionally, intentions also positively and significantly influence behaviors of young people in the agricultural sector. This research highlights the importance of supporting positive attitudes, social norms, and perceived behavioral control to enhance participation of young people participation in agricultural sector. Keywords: Agricultural Sector, Behavior, Intent, SEM-PLS, Young Generation.

Cultivating Community and Research: The Spelman College Arboretum Project

2025-06-14

Nicole K. Johnston , Nazia Mojib , Jonathan J. Harris +3 more | Integrative and Comparative Biology

Abstract Atlanta, renowned for its extensive urban tree canopies, embodies the concept of a ‘city in a forest’. Spelman College, a historically Black college (HBCU), despite its relatively small footprint, … Abstract Atlanta, renowned for its extensive urban tree canopies, embodies the concept of a ‘city in a forest’. Spelman College, a historically Black college (HBCU), despite its relatively small footprint, acts as a steward for a small but vital portion of this urban forest. This compact campus, a shared habitat for students and a diverse ecosystem of trees, offers a unique living timeline of the institution's history. However, significant opportunities remain untapped in leveraging this environment for research and deeper student engagement with nature. This article describes the unique opportunities and rationale for student-staff collaborations within the Spelman arboretum, highlighting how such partnerships can bridge the gap between urban students and their natural surroundings, expand scientific understanding beyond traditional disciplines, and foster a stronger sense of community. It presents several examples of activities born from the Tree Map project, a faculty learning community initiative—demonstrating the range of potential collaborations—and planning future projects from them. Furthermore, it invites faculty across disciplines to conduct studies within the Spelman arboretum, bringing their science into the public eye and transforming the campus into a dynamic urban laboratory. By showcasing the Spelman arboretum project as a potential model, we aim to inspire a comprehensive approach that utilizes this unique campus environment to ask interesting research questions and unify the college community.

Evaluating Pesticide Applicator Training in Spanish: An Oregon Interagency Pilot

2025-06-13

Virginia Balbi , Kristin Schaedel , Flor Servin +7 more | Journal of Agromedicine

This project aimed to evaluate and address barriers for Spanish-speakers seeking pesticide applicator licensing in Oregon, including lack of language-appropriate educational resources. An interagency collaboration between the Hood River Soil … This project aimed to evaluate and address barriers for Spanish-speakers seeking pesticide applicator licensing in Oregon, including lack of language-appropriate educational resources. An interagency collaboration between the Hood River Soil & Water Conservation District, Washington State Department of Agriculture, Oregon Department of Agriculture, Oregon State University, and the Mid-Columbia orchard community, resulted in the first-of-its-kind Spanish language private pesticide applicator pilot training in Oregon. Participants (n = 40) took pesticide licensing examinations in Spanish for both Oregon and Washington immediately after a 2.5 day in-person training. Examinations contained questions based on pesticide labels in English, as testers must prove proficiency in reading and understanding labels. Surveys and interviews were used to evaluate this training. Collaborators identified several barriers to access at every stage of examination-preparation. Over half of the participants (56%) had 6+ years of experience working with pesticides, and 55% reported an educational attainment of 8th grade or less. All participants indicated the training being offered in Spanish was a very important reason for attending. Six testers passed the Washington licensing examination (15%); among that group, two passed the Oregon licensing examination (5%). Spanish-speaking workers face gaps in access from studying to testing for applicator licensing. Recent federal regulatory changes may prompt other states/municipalities to increase Spanish language access for pesticide applicators. The interstate, interagency nature of this collaboration has proven essential in addressing the wide range of unmet needs in Oregon. Low pass rates among participants, however, suggest a need to explore potential program improvements, additional supports, and/or policy changes.

Resources and Strategies to Build Vaccine Confidence among Adults

2025-06-13

Kathryn A. Stofer , Alissa V. Katsaras , Skye Dougan +2 more | EDIS

As Extension continues to expand its purview in adult immunization education, it should provide strategies for communicating one-on-one and in smaller and larger groups, as well as links to resources … As Extension continues to expand its purview in adult immunization education, it should provide strategies for communicating one-on-one and in smaller and larger groups, as well as links to resources to build confidence and promote access for adults who have lower confidence in or who may face barriers to vaccination in Florida. This publication is part of the Adult Vaccination in Florida series which examines the general trends in and reasons behind adult perceptions of vaccination. Written by Kathryn A. Stofer, Alissa V. Katsaras, Skye Dougan, Miranda Jones, and LaToya J. O’Neal, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2025.

Farmers' motivation for learning and developing new skills

2025-06-13

Suzanna Windon , Carolyn Henzi , Claudia Schmidt | Advancements in Agricultural Development

This study utilized an online survey to examine the relationships between farmers' self-leadership skills, job motivation, and motivation for learning and developing new skills. A self-selected, chain-referral sampling strategy, a … This study utilized an online survey to examine the relationships between farmers' self-leadership skills, job motivation, and motivation for learning and developing new skills. A self-selected, chain-referral sampling strategy, a convenience sampling, was employed, resulting in 59 responses. The results show statistically significant positive associations among the variables. Farmers’ motivation for learning and development was moderately associated with job motivation (r = .34, p ≤ .05) and self-leadership (r = .40, p ≤ .05). A stronger association was found between job motivation and self-leadership (r = .59, p ≤ .05). These findings suggest that higher motivation is linked to stronger self-leadership competencies among farmers. Chi-square analysis indicated a significant association between motivation for learning and gender (χ² = 67.31, p ≤ .05), with no significant associations found for age, educational level, employment status, tenure in farming, farm size, land ownership, or number of agricultural commodities produced. The findings suggest that extension services should enhance farmers’ motivation for continuous learning and skill development through targeted educational interventions. These insights should guide future research and practical initiatives, ensuring farmers have the necessary skills and support to succeed in an ever-changing agricultural environment.

Module Quality, Perceived Values, and Relevance: Implications on Grade 12 Learners Cookery Performance

2025-06-13

Mary Kristine G. Sumayang , Raquel A. Saab | International Journal of Research and Innovation in Social Science

As the education sector adapts to post-pandemic challenges, modular learning has become a vital tool in delivering practical subjects like cookery. This study focuses on how cookery modules shape students’ … As the education sector adapts to post-pandemic challenges, modular learning has become a vital tool in delivering practical subjects like cookery. This study focuses on how cookery modules shape students’ learning by evaluating their quality, perceived value, and relevance in developing both theoretical knowledge and hands-on skills. Using a descriptive-correlational research design, data were collected from 70 cookery students in a public high school in Misamis Oriental through a validated questionnaire with open-ended questions supplemented by an analysis of their cooking performance ratings. Descriptive statistics were used to measure module quality, perceived values, and cookery performance, while Spearman’s Rho was applied to determine significant relationships among variables. Results showed that students rated module quality as “Moderate” and perceived its value and relevance as “High.” However, their cookery performance was only “Satisfactory,” and no significant correlation was found between their evaluation of the modules and their actual performance. Students’ responses from the open-ended questions pointed to challenges like lack of hands-on practice, comprehension difficulties, and limited resources. The study concludes that while students value the modules, their performance is shaped more by external and internal learning conditions. It recommends integrating more practical activities, strengthening instructional support, and improving resource access to enhance students’ skill development in cookery.

Community college biology students' understanding of <i>Vision and Change</i> core concepts

2025-06-12

Noah A. Courtney , Michelle K. Smith , David Esparza | Journal of Microbiology and Biology Education

ABSTRACT The Vision and Change in Undergraduate Biology Education report establishes a set of five core concepts that students should build an understanding of throughout college biology programs. While student … ABSTRACT The Vision and Change in Undergraduate Biology Education report establishes a set of five core concepts that students should build an understanding of throughout college biology programs. While student conceptual understanding is well studied in 4-year contexts, there are minimal studies in community college contexts. Community colleges are unique: 38% of US college students are enrolled in them, many of whom identify as historically underrepresented in STEM. To better understand community college biology students’ learning, we measured their understanding of the Vision and Change core concepts using the General Biology–Measuring Achievement and Progression in Science (GenBio-MAPS) assessment. By analyzing data from over 600 students attending nine different community colleges, we asked the following questions. (i) How do community college biology students perform across the five Vision and Chang e core concepts? (ii) Do institutional-, course-, and student-level variables contribute to variation in community college biology students’ conceptual understanding? We found that students scored highest on Systems items and struggled the most with items about Information Flow. Furthermore, students generally scored lower on questions related to cellular and molecular biology and higher on questions related to ecology and evolution. While demographic factors explained minimal variance, we found that life science majors and students from dominant racial/gender identities scored significantly higher than those who did not identify similarly. We recommend areas for further research into community college biology students’ conceptual understanding and implications for teaching practices that support their academic success.

Shaping Preservice Teachers’ Science Teacher Identity through a Science Museum Internship

2025-06-11

Tanwarat Pinthong , Weeyawat Jaitrong , Jeerawan Ketsing | Asia-Pacific Science Education

Abstract While global research has emphasized the impact of informal learning institutions, such as science museums, on preservice teacher development, there has been limited focus on Asian contexts, particularly regarding … Abstract While global research has emphasized the impact of informal learning institutions, such as science museums, on preservice teacher development, there has been limited focus on Asian contexts, particularly regarding science teacher identity. This study, therefore, explored how the science teacher identity of Thai preservice teachers transformed through their internship experiences at a science museum. Using a qualitative interpretive approach, the study examined how these internship experiences influence identity formation and development. Data were collected through pre-internship life graph narratives and post-internship reflective journals and field notes. The findings, analyzed through interpretative phenomenological analysis, revealed that all participants advanced to a higher identity group following the internship. The study highlights the importance of communities of practice and reflection in shaping science teacher identity and emphasizes the role of informal science institutions in preservice teacher development.

Enhancing Environmental Competence through a STEAM Climate Change Education Program in Lower Elementary Grades

2025-06-11

Jiheon Keum , Seongheui Baek | Asia-Pacific Science Education

Abstract This study examined the impact of a climate change STEAM education program on environmental competence among second graders. Aligned with Korea’s 2015 Revised National Curriculum, the program integrated experiential, … Abstract This study examined the impact of a climate change STEAM education program on environmental competence among second graders. Aligned with Korea’s 2015 Revised National Curriculum, the program integrated experiential, interdisciplinary learning to address climate change in developmentally appropriate ways. Using a quasi-experimental design with 101 students in experimental and control groups, competence was assessed across six subdomains, including environmental information utilization, creative problem solving, and community awareness. Quantitative analysis showed significant gains in environmental information literacy and creative problem solving for the experimental group. Though improvements in reflective thinking, sensitivity, and communication were more modest, teacher observations and student interviews revealed greater engagement, emerging awareness, and small-scale climate actions. The program’s success in a context lacking a dedicated science subject demonstrates the feasibility of teacher-led, STEAM -based curriculum reconstruction in elementary settings. These findings support the potential of integrated, hands-on climate education to build environmental competence and inform future models for early sustainability instruction.

Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Science Teaching

2025-06-10

Heather Johnson , David Stroupe , Scott McDonald +2 more | Proceedings.

Designing for Disruption: Two Teachers’ Culturally Responsive Design Journey in Co-Creating a Land-Based Curricular Unit

2025-06-10

Lili Yan , Melissa Tehee , Breanne Krystine Litts +2 more | Proceedings.

The Value of 4-H to Youth in Florida and Beyond

2025-06-10

Keith G. Diem | EDIS

To maximize the strengths of the 4-H Youth Development Program and to promote its value to the public and funding agencies, Extension staff must know the value of 4-H as … To maximize the strengths of the 4-H Youth Development Program and to promote its value to the public and funding agencies, Extension staff must know the value of 4-H as it is perceived by others. Since parents are key stakeholders in the 4-H program because they approve of their children being members and they are taxpayers and voters, this descriptive survey research involving a randomly selected sample of parents of 4-H club members in Florida aimed to determine what value 4-H brings to youth members, what problems 4-H faces, and what other beliefs parents have about 4-H.