The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

Ethnic minority students traditionally pursue degrees and careers in the food and agricultural sciences at rates lower than their non-minority counterparts. To help improve upon this situation, the Food and Agricultural Sciences Institute (FASI) was created to expose academically talented high school students to opportunities within the food and agricultural sciences. FASI provided a week of laboratory experiments, classroom discussions, hands-on activities and demonstrations, and tours of departments in a college of agricultural sciences. Building upon prior research that had assessed the immediate and short term benefits of FASI, this study examined long-term contributions to the attitudes, educational, and career choices of the 1994-2001 FASI participants. Participants from these years were studied because they would have now graduated from high school given that they were high school sophomores and juniors when they participated in FASI. Fifty-seven individuals responded to a survey instrument. The major finding was that the respondents had positive attitudes toward the food and agricultural sciences, but few had pursued degrees or careers in the food and agricultural sciences. Personal factors, parents, and family members most influenced their educational and career choices.

<p>The objectives of this study are described as follows: (1) To examine the conditions of<br />social, economic and demographic characteristics of poor farmer families who live at<br />uplands and lowlands areas, (2) to describe the social-cultural and agroecosystem<br />conditions of poor farmer families who live at uplands and lowlands areas, (3) To<br />explain type of gender relations of poor farmer families who live at uplands and<br />lowlands areas, and (4) to analyze factors that influenced subjective family well-being<br />of poor farmer families who live at uplands and lowlands areas. The chosen research<br />sites were Nanggung Sub-district, Bogor District as an upland area, and West Teluk<br />Jambe Sub-district, Karawang District, West Java Province as a lowland area. The total<br />of 189 farmer families was used for this study (n= 90 in uplands district areas, and n=<br />99 in lowlands district areas). It was found that the conditions of social-cultural and<br />agroecosystem differ between upland and lowland areas. In general, both upland and<br />lowland areas gender roles on farming activities, in terms of access and control to<br />agricultural resources, were dominated by men. Family well-being was directly<br />influenced by higher education of husband and wife, indirectly influenced by less<br />economic pressure of the family, directly influenced by higher gender relations between<br />husband and wife, and directly influenced by less or higher external support. Thus,<br />wealthy farmer families were the family that had educated husband and wife, less<br />economic pressures, equal gender relations and partnerships, and less or more receive<br />external supports. It is recommended that the next study should add variables of family<br />coping strategies related to family economic pressure and gender roles between husband<br />and wife.</p>

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Evidence-based instructional strategies are considered fundamental for educating students with special needs. The use of study skills is an instructional strategy is considered beneficial as students can locate, organize and recall concepts. This study's main purpose was to measure the effect of special education teachers' qualification for using evidence-based strategies in Kuwait's public elementary inclusive schools. The study's research was three-fold which was to: (1) determine the effect size of evidence-based congnitivism instructional strategies (e.g., study skills, concept mapping, and reciprocal teaching), (2) measure the effects of special education teachers' education qualifications and teaching experiences on using evidence-based congnitivism instructional strategies, and (3) provide recommendations for administrators and special education teachers in Kuwait's public elementary inclusion schools. Data were collected using a questionnaire that found reciprocal teaching the most important strategy. It was concluded that while there were no significant differences found in teacher' educational qualifications, there were significant differences in teachers' teaching experiences. Based on these conclusions, the following recommendations were made which include: providing specialized professional training workshops for special education teachers, specifically addressing qualifications which are not special education related and changing recruitment policies and requirements for teachers who specialize in teaching students with special needs in inclusive classrooms.