Brandie Disberger, Shannon Washburn, G. Hock, Jonathon Ulmer
This longitudinal qualitative phenomenological case study seeks to understand beginning agriculture teachers’ experiences and how their attitudes toward teaching evolve over time. The research included visits to the teachers’ facilities, monthly interviews, reflection exercises, and focus groups. Initial coding included magnitude and in vivo coding methods followed by rounds of focused, axial, and theoretical coding. Based on the individual and collective experiences of the eight teachers gathered monthly over three years, their experiences at the beginning of the year followed a similar path to prior studies. However, following the mid-fall semester “slump” the agriculture teachers in their first, second, and third years had a different experience than prior studies suggested. They experienced a second spring semester “slump” in their attitude toward teaching. While some teachers finished the year strong, others struggled to the end. The teachers described their attitudes toward teaching as more extreme in the monthly interviews but held an overall positive attitude toward teaching when reflecting on the year as a whole at the conclusion of each of the three years. Facilitators of early career teacher support programs should become aware of the highs and lows beginning teachers face and develop programs to help them navigate the challenging times. Recommendations for future research included conducting a similar study with a more diverse population of teachers in a variety of schools and communities.
{"title":"A qualitative analysis of agriculture teacher’s attitudinal changes toward the teaching profession in the first three years of teaching","authors":"Brandie Disberger, Shannon Washburn, G. Hock, Jonathon Ulmer","doi":"10.5032/jae.v64i1.30","DOIUrl":"https://doi.org/10.5032/jae.v64i1.30","url":null,"abstract":"This longitudinal qualitative phenomenological case study seeks to understand beginning agriculture teachers’ experiences and how their attitudes toward teaching evolve over time. The research included visits to the teachers’ facilities, monthly interviews, reflection exercises, and focus groups. Initial coding included magnitude and in vivo coding methods followed by rounds of focused, axial, and theoretical coding. Based on the individual and collective experiences of the eight teachers gathered monthly over three years, their experiences at the beginning of the year followed a similar path to prior studies. However, following the mid-fall semester “slump” the agriculture teachers in their first, second, and third years had a different experience than prior studies suggested. They experienced a second spring semester “slump” in their attitude toward teaching. While some teachers finished the year strong, others struggled to the end. The teachers described their attitudes toward teaching as more extreme in the monthly interviews but held an overall positive attitude toward teaching when reflecting on the year as a whole at the conclusion of each of the three years. Facilitators of early career teacher support programs should become aware of the highs and lows beginning teachers face and develop programs to help them navigate the challenging times. Recommendations for future research included conducting a similar study with a more diverse population of teachers in a variety of schools and communities.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117891","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}
Gangseok Hur, T. G. Roberts, John Diaz, David Diehl, J. C. Bunch
Faculty members’ network characteristics influence their teaching and the types of information they acquire. Given the gap in empirical knowledge on agriculture university faculty members’ teaching-focused networks, this mixed-methods study focused on identifying characteristics of agriculture university faculty members’ teaching-focused personal networks. We also investigated why faculty members communicated and what topics they discussed with their teaching-focused contacts. Social network theory (Borgatti & Halgin, 2011) and social capital theory (Lin, 2001) guided this study. Utilizing egocentric network analysis, we found that agriculture university faculty members typically communicated with a few close individuals within their departments and in the same discipline. Further, the qualitative study indicated that faculty members’ main rationales for interacting with their teaching-focused contacts were their contacts’ expertise in teaching and subject matter, personal and professional relationships, and approachable personality. In addition, faculty members communicated with their contacts for advice and feedback, information and resources about teaching, administrative matters, and emotional support. The findings showed that faculty participants’ teaching-focused contacts significantly benefited their teaching enhancement and professional development. The study offers valuable insights into faculty members’ teaching-focused personal networks and implications for faculty instructional development.
{"title":"Exploring teaching-focused personal networks of agriculture university faculty members: A mixed-methods egocentric network approach","authors":"Gangseok Hur, T. G. Roberts, John Diaz, David Diehl, J. C. Bunch","doi":"10.5032/jae.v64i1.28","DOIUrl":"https://doi.org/10.5032/jae.v64i1.28","url":null,"abstract":"Faculty members’ network characteristics influence their teaching and the types of information they acquire. Given the gap in empirical knowledge on agriculture university faculty members’ teaching-focused networks, this mixed-methods study focused on identifying characteristics of agriculture university faculty members’ teaching-focused personal networks. We also investigated why faculty members communicated and what topics they discussed with their teaching-focused contacts. Social network theory (Borgatti & Halgin, 2011) and social capital theory (Lin, 2001) guided this study. Utilizing egocentric network analysis, we found that agriculture university faculty members typically communicated with a few close individuals within their departments and in the same discipline. Further, the qualitative study indicated that faculty members’ main rationales for interacting with their teaching-focused contacts were their contacts’ expertise in teaching and subject matter, personal and professional relationships, and approachable personality. In addition, faculty members communicated with their contacts for advice and feedback, information and resources about teaching, administrative matters, and emotional support. The findings showed that faculty participants’ teaching-focused contacts significantly benefited their teaching enhancement and professional development. The study offers valuable insights into faculty members’ teaching-focused personal networks and implications for faculty instructional development.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357734","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}
Gangseok Hur, Debra Barry, Carla Jagger, Katrina Alford, T. G. Roberts
Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.
{"title":"Investigating the impacts of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation model","authors":"Gangseok Hur, Debra Barry, Carla Jagger, Katrina Alford, T. G. Roberts","doi":"10.5032/jae.v64i1.37","DOIUrl":"https://doi.org/10.5032/jae.v64i1.37","url":null,"abstract":"Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41819931","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}
School-based agricultural education (SBAE) teachers face challenges and difficulties while working in the agricultural education profession. Burnout, work and family life balance, and time management are just a few of the challenges. The professional development needs of agricultural educators should be addressed. Fessler and Christensen (1992) indicated a teachers’ work and personal lives change throughout their career, therefore, professional development differs from the beginning of their profession. Malcolm Knowles' (1980) theory of andragogy was utilized as the conceptual framework for this study. The purpose of this study was to evaluate the professional development needs of SBAE teachers in the state of Iowa. The SBAE teachers are perceived to have some level of professional development needs for topics related to program design and management. Leadership and SAE development were reported to represent areas of need. Professional development focusing on the development and use of advisory councils should be provided for Iowa SBAE teachers at various venues. The Iowa SBAE teachers should use the SAE For All (National Council for Agricultural Education, 2017) guide as a resource for developing and advising students on SAE projects.
{"title":"Determining the professional development needs of Iowa school-based agricultural education teachers related to program design, leadership, and SAE development","authors":"Mark S. Hainline, S. Smalley","doi":"10.5032/jae.v64i1.26","DOIUrl":"https://doi.org/10.5032/jae.v64i1.26","url":null,"abstract":"School-based agricultural education (SBAE) teachers face challenges and difficulties while working in the agricultural education profession. Burnout, work and family life balance, and time management are just a few of the challenges. The professional development needs of agricultural educators should be addressed. Fessler and Christensen (1992) indicated a teachers’ work and personal lives change throughout their career, therefore, professional development differs from the beginning of their profession. Malcolm Knowles' (1980) theory of andragogy was utilized as the conceptual framework for this study. The purpose of this study was to evaluate the professional development needs of SBAE teachers in the state of Iowa. The SBAE teachers are perceived to have some level of professional development needs for topics related to program design and management. Leadership and SAE development were reported to represent areas of need. Professional development focusing on the development and use of advisory councils should be provided for Iowa SBAE teachers at various venues. The Iowa SBAE teachers should use the SAE For All (National Council for Agricultural Education, 2017) guide as a resource for developing and advising students on SAE projects.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114485","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}
Michael J. Martin, Katherine Hartmann, Shannon Archibeque-Engle
The FFA for All campaign from the National FFA Organization represents an important step for diversity, equity, and inclusivity in the youth organization. The challenge of making the FFA more inclusive for diverse students presents question for investigation. What elements within the FFA represented barriers to people of color from participating in the FFA? This study utilized a framework of Critical Whiteness Studies to explore how the traditions and ritual of the FFA manifest Whiteness. Traditions and ritual of the FFA were chosen as data sets as these activities are codified as potentially routine activities for all FFA chapters and members. The study found that Whiteness appeared in a variety of the FFA rituals and traditions, including the FFA Creed, FFA Opening Ceremonies, and FFA Award Systems. Whiteness emerged through the concept of meritocracy as well as the ideological representations found with the FFA rituals and traditions. These elements of Whiteness may help explain why students of color have not been equally represented in the FFA as White students. The study concludes with recommendations for action for making the FFA diverse, equitable, and inclusive for all students to fulfill the promises of the FFA for All campaign.
全国FFA组织发起的FFA for All运动代表了青年组织多元化、公平和包容性的重要一步。使FFA对不同的学生更具包容性的挑战提出了一个值得研究的问题。FFA内部有哪些因素阻碍了有色人种参与FFA?本研究利用批判性白度研究的框架来探讨FFA的传统和仪式如何体现白度。选择FFA的传统和仪式作为数据集，因为这些活动被编纂为FFA所有分会和成员的潜在例行活动。研究发现，白度出现在FFA的各种仪式和传统中，包括FFA信条、FFA开幕式和FFA颁奖系统。白人是通过精英统治的概念以及FFA仪式和传统中发现的意识形态表征而出现的。这些白人因素可能有助于解释为什么有色人种学生在FFA中没有与白人学生同等的代表性。该研究最后提出了行动建议，以使FFA多样化、公平和包容所有学生，以实现FFA for all运动的承诺。
{"title":"A critical whiteness exploration of the National FFA Organization","authors":"Michael J. Martin, Katherine Hartmann, Shannon Archibeque-Engle","doi":"10.5032/jae.v64i1.34","DOIUrl":"https://doi.org/10.5032/jae.v64i1.34","url":null,"abstract":"The FFA for All campaign from the National FFA Organization represents an important step for diversity, equity, and inclusivity in the youth organization. The challenge of making the FFA more inclusive for diverse students presents question for investigation. What elements within the FFA represented barriers to people of color from participating in the FFA? This study utilized a framework of Critical Whiteness Studies to explore how the traditions and ritual of the FFA manifest Whiteness. Traditions and ritual of the FFA were chosen as data sets as these activities are codified as potentially routine activities for all FFA chapters and members. The study found that Whiteness appeared in a variety of the FFA rituals and traditions, including the FFA Creed, FFA Opening Ceremonies, and FFA Award Systems. Whiteness emerged through the concept of meritocracy as well as the ideological representations found with the FFA rituals and traditions. These elements of Whiteness may help explain why students of color have not been equally represented in the FFA as White students. The study concludes with recommendations for action for making the FFA diverse, equitable, and inclusive for all students to fulfill the promises of the FFA for All campaign.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344647","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 student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers’ perceptions of important elements of the student teaching experience both before and after the student teaching experience. The preservice teachers perceived the most important element of the student teaching experience was the cooperating teacher/student teacher relationship. Additionally, there was a negative change in the perceived level of importance for all students to have an SAE requirement, with accurate record books and diversity within the students’ SAEs from much importance to medium importance. When placing preservice teachers for the student teaching internship, teacher educators might consider placing a higher emphasis on the cooperating teacher/student teacher relationships. Secondly, when placing preservice teachers for the student teaching internship, teacher educators could choose internship sites that emphasize SAE programs and have diverse facilities. Finally, we recommend future research could be conducted to further explore the role of the cooperating teacher and the important aspects of the cooperating teacher/student teacher relationship.
{"title":"Preservice teachers’ perceptions of important elements of the student teaching experience","authors":"Peyton Sweet Moore, Bradley M. Coleman, Heather Young, J.C. Bunch, Carla Jagger","doi":"10.5032/jae.v64i1.36","DOIUrl":"https://doi.org/10.5032/jae.v64i1.36","url":null,"abstract":"The student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers’ perceptions of important elements of the student teaching experience both before and after the student teaching experience. The preservice teachers perceived the most important element of the student teaching experience was the cooperating teacher/student teacher relationship. Additionally, there was a negative change in the perceived level of importance for all students to have an SAE requirement, with accurate record books and diversity within the students’ SAEs from much importance to medium importance. When placing preservice teachers for the student teaching internship, teacher educators might consider placing a higher emphasis on the cooperating teacher/student teacher relationships. Secondly, when placing preservice teachers for the student teaching internship, teacher educators could choose internship sites that emphasize SAE programs and have diverse facilities. Finally, we recommend future research could be conducted to further explore the role of the cooperating teacher and the important aspects of the cooperating teacher/student teacher relationship.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43209505","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}
D. Cletzer, Rebecca L. Mott, Jon Simonsen, John Tummons, Jaelyn Pechman
Leaders are needed to address the agriculture industry’s increasingly complex and interconnected problems. Colleges of agriculture who offer leadership development coursework and degree programs often support student organizations to provide critical everyday opportunities for students to practice leadership in an authentic environment. This qualitative case study examined undergraduate students’ perceptions of, and experience with, leadership in student organizations in one Midwestern college of agriculture. Results indicated that students participated in student organizations to find students with similar interests, connect with potential employers, and improve their own employability. Results also indicated that leadership was typically conflated with position, and that industrial approaches to leadership were most common. This study has implications for administrators and faculty responsible for advising student organizations, and, more broadly, for leadership development programs in colleges of agriculture.
{"title":"“Roll up your sleeves and get to work”: Understanding undergraduate leadership experiences in student organizations","authors":"D. Cletzer, Rebecca L. Mott, Jon Simonsen, John Tummons, Jaelyn Pechman","doi":"10.5032/jae.v64i1.33","DOIUrl":"https://doi.org/10.5032/jae.v64i1.33","url":null,"abstract":"Leaders are needed to address the agriculture industry’s increasingly complex and interconnected problems. Colleges of agriculture who offer leadership development coursework and degree programs often support student organizations to provide critical everyday opportunities for students to practice leadership in an authentic environment. This qualitative case study examined undergraduate students’ perceptions of, and experience with, leadership in student organizations in one Midwestern college of agriculture. Results indicated that students participated in student organizations to find students with similar interests, connect with potential employers, and improve their own employability. Results also indicated that leadership was typically conflated with position, and that industrial approaches to leadership were most common. This study has implications for administrators and faculty responsible for advising student organizations, and, more broadly, for leadership development programs in colleges of agriculture.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48016260","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}
Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with technology. This study examined the effects of participation in a virtual mentoring program on the digital literacy, technology self-efficacy, and attitude toward technology of secondary agriculture teachers. We found secondary agriculture teachers who had participated in a virtual mentoring program exhibited higher overall digital literacy levels and technology self-efficacy levels than those secondary agriculture teachers who had not participated in a virtual mentoring program. Pragmatic implications include a defined opportunity for agricultural education leaders to develop appropriate and beneficial tools and materials to assist in-service agriculture teachers in developing digital literacy skills, technology self-efficacy skills, and a positive attitude toward technology. Recommendations for future research include examining different means of establishing virtual mentoring relationships between secondary agriculture teachers and exploring virtual professional development opportunities designed to help educators develop digital literacy, technology self-efficacy, and a positive attitude toward technology.
{"title":"Virtual mentoring in agricultural education: Describing digital literacy, technology self-efficacy, and attitudes toward technology of secondary agricultural educators","authors":"Tiffany Morey, Daniel Foster, John Ewing","doi":"10.5032/jae.v64i1.27","DOIUrl":"https://doi.org/10.5032/jae.v64i1.27","url":null,"abstract":"Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with technology. This study examined the effects of participation in a virtual mentoring program on the digital literacy, technology self-efficacy, and attitude toward technology of secondary agriculture teachers. We found secondary agriculture teachers who had participated in a virtual mentoring program exhibited higher overall digital literacy levels and technology self-efficacy levels than those secondary agriculture teachers who had not participated in a virtual mentoring program. Pragmatic implications include a defined opportunity for agricultural education leaders to develop appropriate and beneficial tools and materials to assist in-service agriculture teachers in developing digital literacy skills, technology self-efficacy skills, and a positive attitude toward technology. Recommendations for future research include examining different means of establishing virtual mentoring relationships between secondary agriculture teachers and exploring virtual professional development opportunities designed to help educators develop digital literacy, technology self-efficacy, and a positive attitude toward technology.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45129651","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}
Haley Q. Traini, Richie Roberts, Ed Osbourne, Travis Park, A. Yopp
Because of discrepancies among U.S. states regarding how they assess school-based agricultural education (SBAE) teacher performance and program quality, little knowledge has existed regarding how these differences might influence critical decisions regarding hiring, pay, promotion, and dismissal. In response, the purpose of our study was to examine commonalities and differences in state-level program quality standards of teacher and program performance expectations for SBAE in the U.S. To accomplish this, we analyzed documents containing teacher and program standards used by state SBAE leaders. Using cognitive sensemaking as our lens, we found states that measured SBAE teacher and program standards using a variety of formats and methods, emphasizing teacher engagement in professional development, organization of course syllabi and lesson plans, program safety, and health protocol adherence. We also found little mention of instructional practice as a prominent metric for success and no delineation regarding standards for teachers' years of experience. We discuss the merits of these documents and encourage practitioners to critically examine their intent and use them moving forward.
{"title":"A national review of state standards relevant to SBAE teacher performance and program quality","authors":"Haley Q. Traini, Richie Roberts, Ed Osbourne, Travis Park, A. Yopp","doi":"10.5032/jae.v64i1.29","DOIUrl":"https://doi.org/10.5032/jae.v64i1.29","url":null,"abstract":"Because of discrepancies among U.S. states regarding how they assess school-based agricultural education (SBAE) teacher performance and program quality, little knowledge has existed regarding how these differences might influence critical decisions regarding hiring, pay, promotion, and dismissal. In response, the purpose of our study was to examine commonalities and differences in state-level program quality standards of teacher and program performance expectations for SBAE in the U.S. To accomplish this, we analyzed documents containing teacher and program standards used by state SBAE leaders. Using cognitive sensemaking as our lens, we found states that measured SBAE teacher and program standards using a variety of formats and methods, emphasizing teacher engagement in professional development, organization of course syllabi and lesson plans, program safety, and health protocol adherence. We also found little mention of instructional practice as a prominent metric for success and no delineation regarding standards for teachers' years of experience. We discuss the merits of these documents and encourage practitioners to critically examine their intent and use them moving forward.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42938905","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}
Matthew Albritton, T. G. Roberts, Catherine DiBenedetto, J. C. Bunch
School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA) treatment based on an experiential learning cycle and specific to each skill was developed to provide guided instruction for technical skills demonstrated in a microteaching. Treatment and control groups were compared and measured on their self-efficacy to teach an agricultural technical skill and their ability to teach an agricultural technical skill. The treatment group received guided instruction for skills and the teaching method while the comparison group were only guided through the teaching method. The treatment group participants increased their self-efficacy to teach and ability to teach agricultural technical skills. The comparison group had no statistically significant changes in self-efficacy or ability to teach agricultural technical skills.
{"title":"Exploring how an integrated skills acquisition activity impacts the teaching ability and perceived self-efficacy to teach agricultural technical skills of preservice teachers","authors":"Matthew Albritton, T. G. Roberts, Catherine DiBenedetto, J. C. Bunch","doi":"10.5032/jae.v64i1.35","DOIUrl":"https://doi.org/10.5032/jae.v64i1.35","url":null,"abstract":"School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA) treatment based on an experiential learning cycle and specific to each skill was developed to provide guided instruction for technical skills demonstrated in a microteaching. Treatment and control groups were compared and measured on their self-efficacy to teach an agricultural technical skill and their ability to teach an agricultural technical skill. The treatment group received guided instruction for skills and the teaching method while the comparison group were only guided through the teaching method. The treatment group participants increased their self-efficacy to teach and ability to teach agricultural technical skills. The comparison group had no statistically significant changes in self-efficacy or ability to teach agricultural technical skills.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379389","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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