Shetay Ashford-Hanserd, Kristy L Daniel, Dana M. García, Jenn L. Idema
To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students’ persistence to degrees in STEM. We documented potential factors that influence students’ persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM.
{"title":"Factors that Influence Persistence of Biology Majors at a Hispanic-Serving Institution","authors":"Shetay Ashford-Hanserd, Kristy L Daniel, Dana M. García, Jenn L. Idema","doi":"10.9741/2578-2118.1048","DOIUrl":"https://doi.org/10.9741/2578-2118.1048","url":null,"abstract":"To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students’ persistence to degrees in STEM. We documented potential factors that influence students’ persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123956928","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}
This national study used the Delphi method to identify perceived barriers women face in the pursuit of STEM careers. The study used a series of three web-based questionnaires. The first round of the study used a questionnaire with an open-ended question to facilitate the generation of a wide array of response categories. In round two, respondents were asked to rate the 24 perceived barriers from round one on a Likert-type scale and to make changes as necessary. In round three, respondents were asked to provide a dichotomous indication of whether they agreed or disagreed with each of the items. Consensus on 22 perceived barriers was reached after three rounds. The major barriers identified by the respondents were: male domination of STEM careers, lack of awareness of educational and career opportunities, STEM education and toys directed at boys, a lack of female mentors/role models, minimization of barriers, personal expectations, the time required to become proficient in a STEM field, lack of encouragement from men, and the perceived glass ceiling of women in STEM careers. It is recommended that future research focus on the efficacy of formal, informal, and non-formal education models toward increasing awareness of educational and career opportunities in STEM. Researching effective methods to recruit and retain females in STEM degree programs is also suggested.
{"title":"Addressing the Gender Gap: Women’s Perceived Barriers to Pursuing STEM Careers","authors":"M. Swafford, Ryan G. Anderson","doi":"10.9741/2578-2118.1070","DOIUrl":"https://doi.org/10.9741/2578-2118.1070","url":null,"abstract":"This national study used the Delphi method to identify perceived barriers women face in the pursuit of STEM careers. The study used a series of three web-based questionnaires. The first round of the study used a questionnaire with an open-ended question to facilitate the generation of a wide array of response categories. In round two, respondents were asked to rate the 24 perceived barriers from round one on a Likert-type scale and to make changes as necessary. In round three, respondents were asked to provide a dichotomous indication of whether they agreed or disagreed with each of the items. Consensus on 22 perceived barriers was reached after three rounds. The major barriers identified by the respondents were: male domination of STEM careers, lack of awareness of educational and career opportunities, STEM education and toys directed at boys, a lack of female mentors/role models, minimization of barriers, personal expectations, the time required to become proficient in a STEM field, lack of encouragement from men, and the perceived glass ceiling of women in STEM careers. It is recommended that future research focus on the efficacy of formal, informal, and non-formal education models toward increasing awareness of educational and career opportunities in STEM. Researching effective methods to recruit and retain females in STEM degree programs is also suggested.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122317658","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}
Agricultural education programs are experiencing pressure to change from a variety of educational and societal influences. This pressure is not new to agricultural education programs. The evolution of vocational agriculture from 1945 to 1963 provides a historical example of vocational education change as a result of social influences. Rural America experienced unprecedented emigration after World War II. The loss of students from farming families, the intended recipients of vocational agriculture, should have hampered local programs, but in fact the opposite occurred: enrollment in vocational agriculture continued to grow. We examine how vocational agriculture teachers transformed local programs to match their emerging clientele before the Vocational Education Act of 1963.
{"title":"The Development of Vocational Agriculture before the Vocational Education Act 1963","authors":"Michael J. Martin, Tracy Kitchel","doi":"10.9741/2578-2118.1076","DOIUrl":"https://doi.org/10.9741/2578-2118.1076","url":null,"abstract":"Agricultural education programs are experiencing pressure to change from a variety of educational and societal influences. This pressure is not new to agricultural education programs. The evolution of vocational agriculture from 1945 to 1963 provides a historical example of vocational education change as a result of social influences. Rural America experienced unprecedented emigration after World War II. The loss of students from farming families, the intended recipients of vocational agriculture, should have hampered local programs, but in fact the opposite occurred: enrollment in vocational agriculture continued to grow. We examine how vocational agriculture teachers transformed local programs to match their emerging clientele before the Vocational Education Act of 1963.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130398390","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}
This paper details a survey study of high school counselors’ awareness of and comfort with advising students in technician/technologist careers. The survey focused on careers designated as Bright Outlook by the US Department of Labor to explore familiarity with these careers, the effectiveness of the current career advising process, and recommendations on additional support or resources. Results indicate participants were more familiar with technician/technologist careers in health and medicine than those in engineering or other areas of science. Counselors acknowledged the importance of familiarity with a career in the career advising process, but communicate a number of challenges they face in meeting this need. The participants provide specific recommendations for additional supports, and future research in this area is recommended.
{"title":"Preparing Students for a Bright Outlook: Survey of the Preparation of High School Counselors for Advising on Technician Careers","authors":"S. Ferguson, Benita Kluttz-Drye, Katrina A. Hovey","doi":"10.9741/2578-2118.1046","DOIUrl":"https://doi.org/10.9741/2578-2118.1046","url":null,"abstract":"This paper details a survey study of high school counselors’ awareness of and comfort with advising students in technician/technologist careers. The survey focused on careers designated as Bright Outlook by the US Department of Labor to explore familiarity with these careers, the effectiveness of the current career advising process, and recommendations on additional support or resources. Results indicate participants were more familiar with technician/technologist careers in health and medicine than those in engineering or other areas of science. Counselors acknowledged the importance of familiarity with a career in the career advising process, but communicate a number of challenges they face in meeting this need. The participants provide specific recommendations for additional supports, and future research in this area is recommended.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114458394","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}
The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers.
{"title":"Problems Faced by Secondary Technology Education Novice and Veteran Teachers","authors":"Sally E. Arnett-Hartwick, J. Cannon","doi":"10.9741/2578-2118.1055","DOIUrl":"https://doi.org/10.9741/2578-2118.1055","url":null,"abstract":"The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131916524","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}
The purpose of this study was to compare the sense of community of South Korean high school students as measured by a Korean version of the Sense of Community Index 2 (KSCI2) and examine the effect of two factors of the KSCI2, reinforcement of needs and influence, on students’ life satisfaction as measured by the Satisfaction with Life Scale (SWLS). A total of 375 Korean high school students provided usable data from three vocational high schools specializing in agriculture, electronics and engineering, and business and marketing, and one Meister high school specializing in automotive. Descriptive statistics, independent t-test, one-way ANOVA, and path analysis with structural equation modeling (SEM), were performed to analyze data. Findings suggested that there were statistically significant differences in reinforcement of needs, influence, and life satisfaction, for the gender of students and school specialties. First, male students scored higher than female students on reinforcement of needs and influence. Next, male students were more satisfied with their lives than female students. For reinforcement of needs, students specializing in automotive scored higher than those specializing in business and marketing. For influence, students specializing in automotive scored higher than those specializing in all the other three specialties. Finally, both factors of reinforcement of needs and influence had positive effects on students’ life satisfaction. Implications and suggestions for further studies are discussed.
{"title":"The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties","authors":"HwaChoon Park, Sangsoo Lee","doi":"10.9741/2578-2118.1050","DOIUrl":"https://doi.org/10.9741/2578-2118.1050","url":null,"abstract":"The purpose of this study was to compare the sense of community of South Korean high school students as measured by a Korean version of the Sense of Community Index 2 (KSCI2) and examine the effect of two factors of the KSCI2, reinforcement of needs and influence, on students’ life satisfaction as measured by the Satisfaction with Life Scale (SWLS). A total of 375 Korean high school students provided usable data from three vocational high schools specializing in agriculture, electronics and engineering, and business and marketing, and one Meister high school specializing in automotive. Descriptive statistics, independent t-test, one-way ANOVA, and path analysis with structural equation modeling (SEM), were performed to analyze data. Findings suggested that there were statistically significant differences in reinforcement of needs, influence, and life satisfaction, for the gender of students and school specialties. First, male students scored higher than female students on reinforcement of needs and influence. Next, male students were more satisfied with their lives than female students. For reinforcement of needs, students specializing in automotive scored higher than those specializing in business and marketing. For influence, students specializing in automotive scored higher than those specializing in all the other three specialties. Finally, both factors of reinforcement of needs and influence had positive effects on students’ life satisfaction. Implications and suggestions for further studies are discussed.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128554141","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}
The purpose of this study was to identify the competencies that are required for entry-level forestry and fire management technicians. The strategy is a part of a larger goal to develop the STEM identity of Nez Perce students through the integration of relevant competencies in middle and high school curriculums. The DACUM process was used. Through this groupware process, nine experts from the Nez Perce Natural Resources produced a competency profile consisting of 12 duties and 79 tasks, along with general knowledge and skills, attitudes, tools, and future trends. Findings indicate that the experts view relevant cultural competencies as central to the function of the job and not as mere enablers. This has implications for how content is integrated, taught, and assessed in schools.
{"title":"Developing STEM Identity of Nez Perce Students: Identifying Entry-Level Competencies for Forestry and Fire Management","authors":"R. Dixon, K. Eitel, Yudi Zhu","doi":"10.9741/2578-2118.1045","DOIUrl":"https://doi.org/10.9741/2578-2118.1045","url":null,"abstract":"The purpose of this study was to identify the competencies that are required for entry-level forestry and fire management technicians. The strategy is a part of a larger goal to develop the STEM identity of Nez Perce students through the integration of relevant competencies in middle and high school curriculums. The DACUM process was used. Through this groupware process, nine experts from the Nez Perce Natural Resources produced a competency profile consisting of 12 duties and 79 tasks, along with general knowledge and skills, attitudes, tools, and future trends. Findings indicate that the experts view relevant cultural competencies as central to the function of the job and not as mere enablers. This has implications for how content is integrated, taught, and assessed in schools.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"318 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122429993","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}
The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increases a student’s understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results included encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents, and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty.
{"title":"Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students","authors":"Sally E. Arnett-Hartwick, T. S. Davis","doi":"10.9741/2578-2118.1057","DOIUrl":"https://doi.org/10.9741/2578-2118.1057","url":null,"abstract":"The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increases a student’s understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results included encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents, and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122073437","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}
A. J. Alston, Richie Roberts, Chastity Warren English
This national study examined effective student recruitment and retention practices used by colleges of agriculture in the United States among 1862 land-grant, 1890 land-grant, and non-land-grant institutions. Respondents reported that faculty at colleges of agriculture were primarily white. Through the analysis of sub-group percentages, the researchers found that the ethnic makeup of faculty was not reflective of the general population. The researchers found that administrators from 1862 land-grant institutions reported statistically significant differences (p < .05) regarding the use of specific strategies to target underrepresented populations in student recruitment as compared to other institutional types. Further, 1862 land-grant institutions reported statistically significant differences in student retention strategies (p < .05) as compared to other institutional types regarding the delivery of programs that aimed to retain first-year students. Based on key findings from this investigation, the authors developed the agricultural student retention model (ASRM) to help guide colleges of agriculture in improving their holistic retention program as they navigate inclusive and diverse institutional contexts. Additionally, key recruitment strategies were identified as well, that could facilitate holistic student recruitment efforts. Perhaps more significant progress can be made toward creating a sustainable agricultural workforce that is more reflective of U.S. population demographics using this model.
{"title":"Building a Sustainable Agricultural Career Pipeline: Effective Recruitment and Retention Practices Used by Colleges of Agriculture in the United States","authors":"A. J. Alston, Richie Roberts, Chastity Warren English","doi":"10.9741/2578-2118.1073","DOIUrl":"https://doi.org/10.9741/2578-2118.1073","url":null,"abstract":"This national study examined effective student recruitment and retention practices used by colleges of agriculture in the United States among 1862 land-grant, 1890 land-grant, and non-land-grant institutions. Respondents reported that faculty at colleges of agriculture were primarily white. Through the analysis of sub-group percentages, the researchers found that the ethnic makeup of faculty was not reflective of the general population. The researchers found that administrators from 1862 land-grant institutions reported statistically significant differences (p < .05) regarding the use of specific strategies to target underrepresented populations in student recruitment as compared to other institutional types. Further, 1862 land-grant institutions reported statistically significant differences in student retention strategies (p < .05) as compared to other institutional types regarding the delivery of programs that aimed to retain first-year students. Based on key findings from this investigation, the authors developed the agricultural student retention model (ASRM) to help guide colleges of agriculture in improving their holistic retention program as they navigate inclusive and diverse institutional contexts. Additionally, key recruitment strategies were identified as well, that could facilitate holistic student recruitment efforts. Perhaps more significant progress can be made toward creating a sustainable agricultural workforce that is more reflective of U.S. population demographics using this model.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125895264","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}
This study sought to understand the service-learning beliefs and intentions of agricultural education teacher educators. We collected quantitative data through a web-based survey instrument and course syllabi. Variables yielding statistically significant relationships were analyzed using cluster analysis, which produced three unique clusters operationalized as typologies representing the planned behaviors of teacher educators regarding service learning. For example, the Optimistically Unaware expressed positive beliefs about the method, but did not understand how to integrate service learning in their teaching methods courses. Meanwhile, the Policy-Focused Decision Makers used established education policy as anchors when navigating decisions, such as whether to feature service learning in their courses. Service-Learning Implementers espoused strong beliefs about the method’s potential while also emphasizing how it could be used to enrich the preparation of agriculture teachers. Results point to the potential service learning holds if integrated as a complement to teacher preparation rather than an addition to current practice.
{"title":"Planned Behavior Typologies of Agricultural Education Teacher Educators Regarding Service Learning as a Method of Instruction: A National Mixed Methods Study","authors":"Richie Roberts, M. Edwards, T. Ivey","doi":"10.9741/2578-2118.1062","DOIUrl":"https://doi.org/10.9741/2578-2118.1062","url":null,"abstract":"This study sought to understand the service-learning beliefs and intentions of agricultural education teacher educators. We collected quantitative data through a web-based survey instrument and course syllabi. Variables yielding statistically significant relationships were analyzed using cluster analysis, which produced three unique clusters operationalized as typologies representing the planned behaviors of teacher educators regarding service learning. For example, the Optimistically Unaware expressed positive beliefs about the method, but did not understand how to integrate service learning in their teaching methods courses. Meanwhile, the Policy-Focused Decision Makers used established education policy as anchors when navigating decisions, such as whether to feature service learning in their courses. Service-Learning Implementers espoused strong beliefs about the method’s potential while also emphasizing how it could be used to enrich the preparation of agriculture teachers. Results point to the potential service learning holds if integrated as a complement to teacher preparation rather than an addition to current practice.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132547583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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