Results of an assessment to identify potential barriers to sustainable agriculture on American Indian reservations in the Western United States

Purpose: This paper reports the results of survey research conducted with tribal producers between 2011 and 2012 on 19 of the largest American Indian reservations in Idaho, Nevada, North Dakota, Oregon, South Dakota, and Washington. The purpose of the research was to identify potential barriers to sustainable agriculture on reservation lands. This article reports the results of this research in an effort to promote Extension professionals' understanding of these barriers, which may help to improve outreach programs on American Indian reservations. Understanding the obstacles to sustaining agriculture that American Indian tribes face may inform international agricultural outreach efforts to increase food security targeting indigenous and tribal peoples worldwide.

Design/Methodology/Approach: American Indian agricultural producers comprised the study group. Study objectives included: (1) identify agricultural and natural resource issues of greatest concern to a self-selected sample of tribal agricultural producers on reservation lands; (2) evaluate access to Extension and other US Department of Agriculture outreach and assistance programs; and (3) evaluate the quality of these programs in terms of their relativity to tribal needs.

Findings: Study results indicate that tribal agricultural producers surveyed ranked 29 of 39 agricultural and natural resource issues as a concern. Similarly, they rated access to and quality of outreach programs as fair. Further, tribal producers operating on reservation trust land rated issues more severely than did tribal producers operating on fee simple lands.

Practical Implications: Results of this research will help Extension and other outreach professionals to understand the barriers indigenous and tribal peoples face in sustaining agricultural operations, particularly tribal groups living on federally reserved trust lands, such as American Indians. An increased understanding can inform agricultural policy-makers and outreach professionals in improving programs designed to increase agricultural sustainability, improve food security, enhance economic well-being and improve quality of life of indigenous and tribal peoples worldwide.

Originality/Value: This research provides important information to agricultural policy-makers and Extension professionals striving to sustain agricultural productivity and enhance food security with indigenous and tribal peoples.     

University students’ meta-modelling knowledge

Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire.

Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.

Sample: N = 184 students from one German university voluntarily participated in this study.

Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.

Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.

Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article.     

Historical and Sociological Perspectives of the Contemporary Kindergarten in the USA

Kindergarten education in the US has a rich heritage. The roots date back to the influence of Froebel with an emphasis on play and to Susan Blow and her concern for the whole child. Comenius regarded early childhood and kindergarten as an inseparable part of education and society as a whole rather than a separate entity. His belief parallels the contemporary approach to kindergarten, as it is increasingly being viewed on a continuum in the educational process.

Significant societal and educational changes in the US during the last two decades have influenced kindergarten education for five‐year‐olds. The American family structure has been effected by the increased divorce rate, the economy, and the increase in two‐employed parents.

Education changes include a shift to an emphasis on standardised testing at all levels, accountability, and the incorporation of four‐year‐olds in public schools. The result has been a ‘spiraling down’ of academic expectations.

In addition, schools are responding to the needs of demographic shifts in the nature of the population. Increasing numbers of children have multicultural backgrounds and English in their second language.

These societal and educational changes have precipitated the movement to the all day kindergarten. As more and more schools offer an all day experience to kindergarten children, numerous issues surface that challenge the original purpose of kindergarten. Entrance age, screening practices, retention, commercial books and materials are all influencing the nature of the all day kindergarten.

The current focus in the US on developmental appropriate practice places the emphasis on child‐centred programs that utilise hands‐ on learning and attention to the development of the whole child. A strong parent education and involvement component, a rich environment, and a qualified teacher are components of a quality kindergarten program. These issues and trends will be discussed within the context of the historical perspective of kindergarten education. The results of a current and thorough literature review will be shared with participants.     

Between Tradition and Progress: Oldenburg University's Model Plan for Comprehensive Teacher Training

Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.

All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.

The integrated training program includes:

- studies in the areas of education and social science;

- studies in two major subjects which are later to be taught at school;

- practical studies and activities.

The new model leads to the following degrees:

- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;

- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.

Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.

In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.

In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations.     

The Pitfalls of Differentiation in the Financing of Russian Universities

Study objective: To identify the causes and consequences of the growing stratification of universities in terms of the volumes and sources of funding that they have access to as well as in the programs of study that they offer.

Methods: We used statistical and economic analysis to study the outcomes of university activity. We assessed the interrelationships between the resource base of higher education and the production and economic potential of the Russian regions through the application of an econometric model. We also conducted an empirical analysis of the factors that are influencing the increasing public demand for higher education.

Results: We identified trends in how the demand for higher education has structurally changed between 2001 and 2014. We assessed how sources of funding at universities differ from region to region given the transition to the performance-based contract model. We identified the main risks (pitfalls) associated with the structural misalignment of the demand for higher education and the proposed quotas for public scholarship-funded seats in various fields of study. This process is unfolding against a background of increasing regional differentiation, which is contributing to the stratification of Russian universities in terms of the volumes and sources of their financial support and heightened financial obligations caused by raising the salaries of faculty members and leading to a shortage of funds that are available for facilities maintenance as well as supporting the learning process. This latter factor jeopardizes the quality of educational programs.

Findings: We were able to identify trends in how the demand for higher education is structurally changing in Russian higher education on the basis of an empirical analysis that was carried out using an econometric model. We assessed the impact of the global economic crisis and the effective ability of families to pay for higher education. We also identified the risks (pitfalls) that result from the regional differences in university funding .

Practical significance: Specialists may apply the main arguments and conclusions of the article in the field of economics and management when drafting university financial plans and development strategies.     

Information Skills in Education for Manufacturing Technology: the Case for an Integrated Quality Approach

Considerable ‘user education’ work of high quality has been produced from academic librarians to impart information skills to students on degree-level and diploma BTEC engineering courses. However, in the author's opinion, this lacks a focus on some points of importance for the effective teaching of potential engineers and technologists, This requires the following.

(1) More case-studies of engineering problems highlighting information retrieval aspects.

(2) More accurate grounding in the way engineers actually use information.

(3)Better integration between lectures, information guides, exercises and test material.

(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.

Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK.     

FACULTY ATTITUDES TOWARD INSTITUTIONAL COMPETITIVE STRATEGIES IN U.S. RESEARCH UNIVERSITIES

The present study aims at assessing faculty attitudes toward institutional competitive strategies in U.S. research universities and at exploring some of the correlates of these attitudes.

A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education was surveyed by means of a questionnaire.

The major findings of this study suggest that faculty members at research universities express non‐receptive attitudes toward university generic strategies, although, more productive,more satisfied and more committed faculty members are relatively more receptive toward university strategies than less productive, less satisfied and less committed faculty members.

The meaning and the implications of these findings are discussed.     

The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory.

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.     

Best-bet channels for integrated soil fertility management communication and dissemination along the agricultural product value-chain: a comparison of northern Ghana and western Kenya

Purpose: The aim of this paper is to comparatively assess the most suitable channels for dissemination of agricultural innovations along the entire information value chain.

Design/Methodology/Approach: We calculated information scores to measure channel preference from a randomly selected sample of farmers: 285 in Tamale, Ghana and 300 in Kakamega, Kenya. Using t-tests we compared the information score differences of different channels between farmers who adopted Integrated Soil Fertility Management and those who did not.

Findings: The highest information scores were observed for radio along the entire value chain for both locations. However, farmers in Tamale prefered interpersonal channels for processing information. Radio and farmer field days had the highest rankings for production information at both locations. Radio, workshops and interpersonal channels (traders and neighbours/friends/relatives) were best-bet channels for marketing and procesing information.

Practical implication: Extension agents should place more emphasis on channels such as radio, farmer field days, and workshops as they may offer more efficient delivery of information packages at all levels, whilst recognizing the central role of interpersonal channels.

Theoretical implication: The nexus between the uses and gratification, adoption, diffusion of innovations theories and the collaborative communication theory on one hand, and the agricultural product value chain framework on the other, is highlighted. Farmers’ preference for information channels is not predicated on the stage of the value chain.

Originality/Value: In the current context of weak agricultural knowledge and innovation systems in African agriculture, agricultural producers are poorly informed about the current innovations. This study furnishes empirical evidence on the best-bet information channels to be used by extension workers and change agents to disseminate and communicate system innovations.     

Teaching global climate change to pre-service middle school teachers through inquiry activities

Background Global climate change (GCC) has become one of the most debated socio-scientific issues after an increase in media attention. Recently, there have also been several studies describing students’ and teachers’ alternative conceptions about GCC. Therefore, designing learning environments at the college level that focus on accurate conceptions of GCC has become important in order for pre-service teachers to correct their alternative conceptions. There are, however, a limited number of studies that aim to both increase pre-service teachers’ knowledge about these issues and explore their perceptions of teaching this subject.

Purpose The purpose of this study was to investigate the effects of inquiry-based activities on pre-service teachers’ knowledge about GCC and their perceptions of teaching this subject.

Sample The participants were 102 pre-service middle school mathematics and science teachers who were enrolled in an environmental education course.

Design and methods A one group pre-test–post-test design was employed to identify changes after pre-service teachers engaged in a learning unit on GCC. The inquiry-based GCC unit was implemented during the spring semester at a public university in northeastern Turkey. The unit was implemented over seven sessions. Data were collected through two questionnaires: the ‘GCC content questionnaire’ and the ‘perceptions of teaching GCC questionnaire’. Each questionnaire was administered both before and after implementation of the unit. Content questionnaire responses were analyzed using a paired-samples t-test. Responses to the perceptions of teaching questionnaire were analyzed using inductive open coding.

Results Results indicated that after the implementation the pre-service teachers significantly improved their understanding of GCC across all items in the content questionnaire, saw several benefits of and challenges about teaching GCC, and perceived themselves as better prepared to teach about GCC in their future classrooms.

Conclusions Teacher education programs should integrate inquiry-based GCC instruction to increase pre-service teachers’ knowledge as well as their preparedness to teach about this important planetary issue.     

Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK.

Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.

Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.

Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.

Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.

Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.     

Agricultural information and knowledge network in rural India: a case of Bihar

Purpose: The key informants in a village setup were studied to understand the existing social and knowledge systems of farmers, their structure, and relationships between different actors. The purpose is to identify different channels of information and use them as a means to disseminate agricultural technologies and related information to farmers.

Design: We use the network map analysis in a case study approach as a tool to demonstrate the linkages between the key actors and stakeholders in the information network of farmers.

Findings: The government institutions are well networked among themselves but have limited interactions with non-government sources. Farmers in Bihar have strong linkages with few network actors, who are important nodes in the social knowledge network. The study showed heterogeneity and complexity in the network shape and structure across different districts.

Practical Implications: Knowledge networks and social networks are the drivers of information sharing and play a significant role in the diffusion of agricultural technology and related knowledge. Understanding these networks provides a platform for introducing the agricultural technologies and getting connected to a wider group of farming communities.

Theoretical Implications: The study shows that the network is formed by different actors and their role determine the nature and shape of the network. Knowledge of this heterogeneity is important in designing or revamping agricultural information systems.

Originality: Information and knowledge networks are least explored in the agricultural information dissemination process. Some studies have shown the role of actors and social networks, but this study uniquely explores and presents the heterogeneity of these networks.     

Beyond Sensitivity. LGBT Healthcare Training in U.S. Medical Schools: A Review of the Literature

Purpose: Training future physicians to address the health needs of the lesbian, gay, bisexual, and transgender (LGBT) population can potentially decrease health disparities faced by such individuals. In this literature review, we examine the characteristics and impact of current LGBT healthcare training at U.S. medical schools.

Methods: We performed a comprehensive literature search to identify studies on LGBT healthcare training in U.S. medical schools. Studies published between January 2000 and September 2016 that described the program and reported on at least one quantitative evaluative measure were included in our review.

Results: We found 13 studies meeting our inclusion criteria. The programs had high levels of variability in curricular content, educational strategies used, duration, and evaluation methods. Many programs utilized an interactive experience involving a standardized patient. The majority of participants in such programs felt this approach was an effective learning strategy. All programs reported that participants felt the training improved their ability to provide more effective healthcare to LGBT patients.

Conclusion: Despite wide variability in their training approaches, the 13 programs we reviewed provided data suggesting a positive impact of LGBT healthcare training.     

The language of compromise — interpreting industrial requirements in educational terms

There is no doubt that it is possible to identify some of the key factors which operate in the area of interaction between industry and engineering educators, and the following are typical:

— industry must have a clear idea of its requirement for qualified engineers;

— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);

— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;

— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies.     

Farmers’ participation in extension programs and technology adoption in rural Nepal: a logistic regression analysis

Purpose: This paper examines the factors affecting farmers’ participation in extension programs and adoption of improved seed varieties in the hills of rural Nepal.

Methodology/approach: Cross-sectional farm-level data were collected during July and August 2014. A sample of 198 farm households was selected for interviewing by using a multistage, random sampling technique. We employed a logistic regression model, frequency counts, and percentages to analyze the data.

Findings: Adoption decisions were mainly affected by extension-related variables – training, membership in a farmers’ group, and off-farm employment. Extension participation was found to be influenced by socioeconomic variables – age, education, household size, and distance to the extension office. Our findings reveal that distance to the extension office and off-farm employment limited participation in extension activities and adoption, respectively, and education, household size, and group membership stimulated participation in extension programs.

Practical implications: Recognition of the determinants of farmers’ participation in extension services and innovation adoption ensures that targeted extension approaches are used to address these factors in various stages of planning, delivering, and evaluating extension programs.

Theoretical implications: Innovation adoption follows a systematic decision-making process. Although personal characteristics are important, widespread use of new technology requires a conducive social and institutional context. Because contexts vary by country or region, extension services providers should create institutions favorable for innovation adoption within a social system.

Originality/value: This research is original and highly valuable to identify the factors associated with extension participation and innovation adoption in the rural hilly region of Nepal. This also provides a new direction to operationalize farmer-oriented policies of agricultural extension and so can be helpful for agricultural policy-makers in devising programs of extension services.     

Socio-economic Factors Affecting Adoption of Modern Information and Communication Technology by Farmers in India: Analysis Using Multivariate Probit Model

Purpose: The paper analyzes factors that affect the likelihood of adoption of different agriculture-related information sources by farmers.

Design/Methodology/Approach: The paper links the theoretical understanding of the existing multiple sources of information that farmer use, with the empirical model to analyze the factors that affect the farmer's adoption of different agriculture-related information sources. The analysis is done using a multivariate probit model and primary survey data of 1,200 farmer households of five Indo-Gangetic states of India, covering 120 villages.

Findings: The results of the study highlight that farmer's age, education level and farm size influence farmer's behaviour in selecting different sources of information. The results show that farmers use multiple information sources, that may be complementary or substitutes to each other and this also implies that any single source does not satisfy all information needs of the farmer.

Practical implication: If we understand the likelihood of farmer's choice of source of information then direction can be provided and policies can be developed to provide information through those sources in targeted regions with the most effective impact.

Originality/Value: Information plays a key role in a farmer's life by enhancing their knowledge and strengthening their decision-making ability. Farmers use multiple sources of information as no one source is sufficient in itself.     

Place et rôle des stages dans la formation initiale des enseignants en France

Preservice teacher education in France consists of:

subject oriented studies in a university,

recruitment by means of a state competitive examination which may be prepared in a university,

professional training in a training centre, including both subject oriented studies and practice periods in classrooms.

Preschool and primary teacher training includes two years at a university to obtain the required degree for competition and then two years in a college of education. Secondary level teacher training includes more years at a university as the level of competition is high. It takes at least three years to become a graduate, four years in the other case. But the preparation of the competition in itself requires more time for most people. When admitted to the competitive examination, the teacher has one year in a training centre.

This paper will present:

1. the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);

2. the difference and convergence of thinking about practical studies at the two levels: the main principle seems to be that pedagogical and practice studies make up for a lack of theoretical knowledge, but that, consequently, they are not considered really useful for those who do have theoretical knowledge;

3. the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,

4. an innovative approach to this problem by means of a case study which put into practice the hypothesis brought out in the research I have led at the INRP about primary school teacher training.

The organisational models and the place given to practice periods in the whole teacher education raise the problem of what is a professional teacher training and what is its aim.