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Journal of Agricultural Engineering Research最新文献

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Ethnic/Racial Differences in 1-Year Persistence Rates by Institutional Status at Texas 4-Year Universities over Time 德克萨斯州四年制大学不同机构地位的1年升学率的民族/种族差异
Journal of Agricultural Engineering Research Pub Date : 2017-11-09 DOI: 10.22606/JAER.2017.24008
R. Ballinger, J. Slate
{"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}
引用次数: 1
A Journey from within: The Virtual Mentoring CASE Model 从内部出发的旅程:虚拟指导案例模型
Journal of Agricultural Engineering Research Pub Date : 2017-11-09 DOI: 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}
引用次数: 7
Impartation of Argumentation Skills: Impact of Scaffolds on the Quality of Arguments 辩论技巧的传授:论据对辩论质量的影响
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/JAER.2017.23006
Aviva Klieger, Amira Rochsar
{"title":"Impartation of Argumentation Skills: Impact of Scaffolds on the Quality of Arguments","authors":"Aviva Klieger, Amira Rochsar","doi":"10.22606/JAER.2017.23006","DOIUrl":"https://doi.org/10.22606/JAER.2017.23006","url":null,"abstract":"Teaching via inquiry has been found to be a strategy suitable for the development of argument skills. The influence of the impartation of argumentation skills on the quality of the High school students’ written argumentation was tested in the present study. Twenty written arguments in bio-inquiry papers were analysed by using two complementary tools: Toulmin’s Argument Pattern to analyse the components and a modification of Toulmin’s Argument Pattern to evaluate the quality of the written arguments. The various tools enabled us to pinpoint the differences between two groups: one group that did not receive scaffolds for constructing arguments and a group that received scaffolds for writing arguments. The findings indicate that impartation of argumentation skills improves the argumentation abilities and level. Students who received scaffolds for writing an argument wrote more and different types of arguments for each claim and wrote a higher quality argumentation in bio-inquiry papers.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79023271","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}
引用次数: 3
Student Achievement Differences as a Function of Principal Longevity 校长寿命对学生成绩差异的影响
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/JAER.2017.23003
Hafedh Azaiez, J. Slate
{"title":"Student Achievement Differences as a Function of Principal Longevity","authors":"Hafedh Azaiez, J. Slate","doi":"10.22606/JAER.2017.23003","DOIUrl":"https://doi.org/10.22606/JAER.2017.23003","url":null,"abstract":"In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined. Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals. Data were collected from 9,196 campuses across the United States. For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed. For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure. Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus. School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal’s placement.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82514668","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}
引用次数: 3
The Impact of Video Feedback on Acquiring Competency in Basic Surgical Skills (Sterile Working) in an Undergraduate Medical Training Program: A Comparative Effectiveness Analysis 视频反馈对本科医学培训项目中获得基本外科技能(无菌工作)能力的影响:比较效果分析
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/JAER.2017.23007
M. Muêssig, J. Sterz, M. Stefanescu, B. Bender, S. Hoefer, M. Ruesseler
{"title":"The Impact of Video Feedback on Acquiring Competency in Basic Surgical Skills (Sterile Working) in an Undergraduate Medical Training Program: A Comparative Effectiveness Analysis","authors":"M. Muêssig, J. Sterz, M. Stefanescu, B. Bender, S. Hoefer, M. Ruesseler","doi":"10.22606/JAER.2017.23007","DOIUrl":"https://doi.org/10.22606/JAER.2017.23007","url":null,"abstract":"","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86017502","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}
引用次数: 2
Differences in Academic Performance between Elementary Charter Schools and Traditional Public Schools 特许小学与传统公立学校的学习成绩差异
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/JAER.2017.23004
Martha L. Escalante, J. Slate
{"title":"Differences in Academic Performance between Elementary Charter Schools and Traditional Public Schools","authors":"Martha L. Escalante, J. Slate","doi":"10.22606/JAER.2017.23004","DOIUrl":"https://doi.org/10.22606/JAER.2017.23004","url":null,"abstract":"In this study, the degree to which differences were present in reading for Grade 3 students; in reading and writing for Grade 4 students; and in reading and science for Grade 5 students between charter and traditional elementary public schools in Texas was determined. Participants in this study were Grades 3, 4, and 5 students who took the 2015 State of Texas Assessments of Academic Readiness Reading, Writing, and Science tests. Grade 3, 4, and 5 students who were enrolled in traditional public schools had statistically significantly higher reading, mathematics, writing, and science scores than did students enrolled in charter schools. Implications of these results are provided.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216838","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}
引用次数: 1
The Use of Digital Communication to Build Care and Relationships into the Post-Secondary Classroom: A SelfAnalysis of Discourse 利用数字传播在中学后课堂中建立关怀和关系:话语的自我分析
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/jaer.2017.23001
Jennifer Rider
{"title":"The Use of Digital Communication to Build Care and Relationships into the Post-Secondary Classroom: A SelfAnalysis of Discourse","authors":"Jennifer Rider","doi":"10.22606/jaer.2017.23001","DOIUrl":"https://doi.org/10.22606/jaer.2017.23001","url":null,"abstract":"Relationships are central to teaching and learning in higher education contexts. Positive relationships between faculty and students can be built on ethics of care (Noddings, 2005). By increasing rhetorical awareness in online communication with students, faculty can reflect on how discourse forms may mask forms of care toward students (Blommaert, 2005). This study uses a selfanalysis of discourse to focus on how higher-education faculty uses technological tools to incorporate ethics of care into their relationships with students. In exploring the question \"What themes of care can be present in digital discourse?\" fourteen themes of care emerged from the data analysis. The findings offer considerations for discourse use and five tenets for building care into online communication with students.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73996293","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}
引用次数: 0
High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals 高中生学习高等科学的基本原理:心理资本与文化资本分析
Journal of Agricultural Engineering Research Pub Date : 2017-08-01 DOI: 10.22606/JAER.2017.23005
Mei-Shiu Chiu
{"title":"High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals","authors":"Mei-Shiu Chiu","doi":"10.22606/JAER.2017.23005","DOIUrl":"https://doi.org/10.22606/JAER.2017.23005","url":null,"abstract":"This study aimed to identify the psychological capitals (PsyCaps) and cultural capitals (CulCaps) of high school students who chose to study advanced science. Semi-structured interviews were conducted with 47 high school students in Taiwan to obtain the life experiences and rationales that motivated them to study science. Qualitative analysis of the science student data showed that PsyCaps and CulCaps tended to function in pairs and follow a PsyCap–CulCap configuration: interest (optimism)–materials, confidence (self-efficacy)–scores, resilience (control)–strategies, value– authorities, and hope (goal)–designs. The configuration was operated by the mechanism: ideal form of professional self abstracted from domain and social comparisons. Teachers can invite students to reflect on the PsyCap–CulCap configuration to guide them toward appropriate decisions on pursuing a career in science.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83644594","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}
引用次数: 3
Recognition of Prior Learning in Degree Programs in Practice 在实践中对学位课程先前学习的认可
Journal of Agricultural Engineering Research Pub Date : 2017-05-18 DOI: 10.22606/JAER.2017.22008
E. Rolf
{"title":"Recognition of Prior Learning in Degree Programs in Practice","authors":"E. Rolf","doi":"10.22606/JAER.2017.22008","DOIUrl":"https://doi.org/10.22606/JAER.2017.22008","url":null,"abstract":"In the year 2002 Germany ratified the Lisbon Convention which contained the recognition of prior learning. After some changes in the state law on universities and colleges regarding the access to higher education it is now possible for people with advanced vocational training to access higher education. Furthermore, professional skills may be credited toward the study course. Usually, this recognition does not lead to a shortened duration of study. Aalen University developed a model in the area of engineering sciences with a reduced duration of study lasting 7 to 5 semesters. The first group recently graduated.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77509194","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}
引用次数: 2
Critical Policy Analysis: Staring into Space 关键政策分析:凝视太空
Journal of Agricultural Engineering Research Pub Date : 2017-05-18 DOI: 10.22606/JAER.2017.22003)
R. Doherty
{"title":"Critical Policy Analysis: Staring into Space","authors":"R. Doherty","doi":"10.22606/JAER.2017.22003)","DOIUrl":"https://doi.org/10.22606/JAER.2017.22003)","url":null,"abstract":"This paper engages with the relation between what could be characterised as an upsurge in interest around spatial theory across the social sciences and education policy research. A limited review of spatial theory is developed by way of illustrating the ontological and epistemological multiplicity within theorisations of space and place. While eschewing forms of theoretical spatial exuberance, the limited but productive attention to spatial theory in critical policy research is discussed. The paper concludes by attempting to develop a number of possibilities, lines of investigation, in looking towards space and the spatial within critical education policy analysis. In particular, spatial aspects of policy theory, policy discourse and policy at the level of implementation are explored.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91253079","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}
引用次数: 0
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