Jefferson D. Miller, Kylie Hackworth, Casandra Cox, Jill Rucker, Karli S Yarber
Research on blogs’ role in public relations about animal agriculture production is limited at best. This case study set out to describe the characteristics of selected bloggers’ writing about protein-related topics and issues, with a special focus on how the protein industry was represented, what themes were most common, and what the tonal characteristics of the blog posts were. Researchers used a content analysis approach to describe the content of 37 blog posts from eight purposively selected blogs that contained posts about protein-related topics. The content analysis showed at least three types of blogs about protein—organizational, which included meat industry organizations as well as activist groups that seek to effect changes in the protein industry; professional, which included blog entries by experts (such as dieticians) representing their own opinions; and personal, which included lifestyle bloggers who were not experts but who provided information to readers on a variety of topics. In terms of themes, four prominent overarching themes were identified by coders, including environment, consumption of protein, alternative protein sources, and alternative dieting. Tones associated with the environmental theme were mostly negative toward the protein industry. Tones associated with the consumption of protein were mostly positive toward the industry. Tones in the blog entries about alternative protein sources and alternative dieting were mixed—both positive and negative toward the protein industry.
{"title":"Themes and Tones of Blog Posts about Animal Agriculture and Protein Production","authors":"Jefferson D. Miller, Kylie Hackworth, Casandra Cox, Jill Rucker, Karli S Yarber","doi":"10.5032/jae.2022.03016","DOIUrl":"https://doi.org/10.5032/jae.2022.03016","url":null,"abstract":"Research on blogs’ role in public relations about animal agriculture production is limited at best. This case study set out to describe the characteristics of selected bloggers’ writing about protein-related topics and issues, with a special focus on how the protein industry was represented, what themes were most common, and what the tonal characteristics of the blog posts were. Researchers used a content analysis approach to describe the content of 37 blog posts from eight purposively selected blogs that contained posts about protein-related topics. The content analysis showed at least three types of blogs about protein—organizational, which included meat industry organizations as well as activist groups that seek to effect changes in the protein industry; professional, which included blog entries by experts (such as dieticians) representing their own opinions; and personal, which included lifestyle bloggers who were not experts but who provided information to readers on a variety of topics. In terms of themes, four prominent overarching themes were identified by coders, including environment, consumption of protein, alternative protein sources, and alternative dieting. Tones associated with the environmental theme were mostly negative toward the protein industry. Tones associated with the consumption of protein were mostly positive toward the industry. Tones in the blog entries about alternative protein sources and alternative dieting were mixed—both positive and negative toward the protein industry.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102543","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}
Jay K. Solomonson, Trent Wells, Mark S. Hainline, Bryan D. Rank, Matthew Wilson, S. Rinker, S. Chumbley
Agricultural teacher education programs are designed to prepare competent teachers who are ready to teach students in public schools. One aspect of agricultural teacher education is ensuring teachers are ready to lead instruction in various aspects of school-based agricultural education (SBAE), such as teaching students various technical agriculture skills. As part of a larger study, we used a three-round Delphi study to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Plant Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. A panel of 27 experienced SBAE teachers nominated by their colleagues contributed data for our study. Eighteen teachers participated in all three rounds. At the conclusion of our Delphi study, we identified 82 technical agriculture skills. To help ensure teachers are competent and prepared to teach courses in the Plant Systems pathway, we suggest several approaches agricultural teacher educators should consider: (1) facilitating opportunities to implement technical agriculture skill development opportunities within agricultural teacher education programs, (2) engaging with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 82 skills as a springboard to facilitate future scholarly inquiry on the topic. While our results are not generalizable beyond the SBAE teachers in Illinois and Iowa, we do believe our findings are valuable to SBAE stakeholders. To enhance generalizability and provide a more thorough exploration of teachers’ technical agriculture skill needs, replication of our study should occur in other states.
{"title":"Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway","authors":"Jay K. Solomonson, Trent Wells, Mark S. Hainline, Bryan D. Rank, Matthew Wilson, S. Rinker, S. Chumbley","doi":"10.5032/jae.2022.03100","DOIUrl":"https://doi.org/10.5032/jae.2022.03100","url":null,"abstract":"Agricultural teacher education programs are designed to prepare competent teachers who are ready to teach students in public schools. One aspect of agricultural teacher education is ensuring teachers are ready to lead instruction in various aspects of school-based agricultural education (SBAE), such as teaching students various technical agriculture skills. As part of a larger study, we used a three-round Delphi study to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Plant Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. A panel of 27 experienced SBAE teachers nominated by their colleagues contributed data for our study. Eighteen teachers participated in all three rounds. At the conclusion of our Delphi study, we identified 82 technical agriculture skills. To help ensure teachers are competent and prepared to teach courses in the Plant Systems pathway, we suggest several approaches agricultural teacher educators should consider: (1) facilitating opportunities to implement technical agriculture skill development opportunities within agricultural teacher education programs, (2) engaging with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 82 skills as a springboard to facilitate future scholarly inquiry on the topic. While our results are not generalizable beyond the SBAE teachers in Illinois and Iowa, we do believe our findings are valuable to SBAE stakeholders. To enhance generalizability and provide a more thorough exploration of teachers’ technical agriculture skill needs, replication of our study should occur in other states.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47280376","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, James "J.C." Bunch, John Diaz, David Diehl
The social aspect of faculty instructional development programs is increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective instructional development programs help develop faculty’s educational knowledge, attitudes, and teaching practices, little research has investigated how instructional development programs help faculty develop their teaching-focused social capital. To address this knowledge gap, this study examined the impact of an instructional development program, Teacher’s College, on faculty participants’ teaching-focused social capital development. The findings from the mixed-methods study indicated that Teacher’s College positively affected faculty participants’ teaching-focused social capital by promoting connections with individuals across the college and providing a supportive learning community. This study also found that online and socially distant meetings due to the pandemic and geographic distances diminished faculty participants’ opportunities to develop their social network and social capital. Based on the findings, we propose recommendations for Teacher’s College and future research in the evaluation of faculty instructional development programs.
{"title":"The Impact of an Instructional Development Program on College of Agriculture Faculty Members’ Teaching-focused Social Capital: A Mixed Methods Approach","authors":"Gangseok Hur, T. G. Roberts, James \"J.C.\" Bunch, John Diaz, David Diehl","doi":"10.5032/jae.2022.03247","DOIUrl":"https://doi.org/10.5032/jae.2022.03247","url":null,"abstract":"The social aspect of faculty instructional development programs is increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective instructional development programs help develop faculty’s educational knowledge, attitudes, and teaching practices, little research has investigated how instructional development programs help faculty develop their teaching-focused social capital. To address this knowledge gap, this study examined the impact of an instructional development program, Teacher’s College, on faculty participants’ teaching-focused social capital development. The findings from the mixed-methods study indicated that Teacher’s College positively affected faculty participants’ teaching-focused social capital by promoting connections with individuals across the college and providing a supportive learning community. This study also found that online and socially distant meetings due to the pandemic and geographic distances diminished faculty participants’ opportunities to develop their social network and social capital. Based on the findings, we propose recommendations for Teacher’s College and future research in the evaluation of faculty instructional development programs.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663062","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}
Taylor Wilkins-Brittain, S. Smalley, Mark S. Hainline
Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all aspects of SBAE programs (i.e., classroom instruction, FFA membership, and Supervised Agricultural Experience [SAE] programs). Nine SBAE teachers from various career phases participated in semi-structured interviews with open-ended questions. Three main themes emerged from the interviews: communication, inclusiveness for a complete program, and transfer of responsibility for provided services. Future research should take a deeper look into the issue of providing free and appropriate public education (FAPE) for students with disabilities in SBAE programs. Additionally, future research needs to occur on each component (classroom, SAE, and FFA) of SBAE to ensure students with disabilities are being included to the fullest potential or what resources could be provided to assist educators.
{"title":"Describing the Inclusiveness of Students with Disabilities in Iowa School-based Agricultural Education Programs","authors":"Taylor Wilkins-Brittain, S. Smalley, Mark S. Hainline","doi":"10.5032/jae.2022.03001","DOIUrl":"https://doi.org/10.5032/jae.2022.03001","url":null,"abstract":"Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all aspects of SBAE programs (i.e., classroom instruction, FFA membership, and Supervised Agricultural Experience [SAE] programs). Nine SBAE teachers from various career phases participated in semi-structured interviews with open-ended questions. Three main themes emerged from the interviews: communication, inclusiveness for a complete program, and transfer of responsibility for provided services. Future research should take a deeper look into the issue of providing free and appropriate public education (FAPE) for students with disabilities in SBAE programs. Additionally, future research needs to occur on each component (classroom, SAE, and FFA) of SBAE to ensure students with disabilities are being included to the fullest potential or what resources could be provided to assist educators.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48315568","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 nationwide standardized curricular resource does not exist for school-based agricultural education. Teachers rely on several resources to develop instruction for students. Pedagogical Design Capacity (PDC) examines teachers’ capacity to perceive and mobilize existing resources to develop instructional episodes. The purpose of the study was to determine the curricular resources used by Florida school-based agriculture education teachers and examine the PDC of Florida teachers for the resources they use. A census of Florida agriculture teachers was employed using an online instrument developed by the researchers adapted from previous studies. A response rate of 49.6% (n = 248) was obtained. The instrument was developed to determine the resources used by Florida teachers and examine their PDC with each resource. Respondents indicated using a mean of 8.6 resources with varying degrees of frequency. Various patterns of curricular use for the resources were found. Correlations between the use of specific resources was not found above a moderate level. Florida agriculture teachers rely on a variety of resources to develop instruction. These findings point to the potential for the continued development of various types of resources including resources that generate ideas for teachers, resources that provide lesson structure, as well as scripted lesson plans. We recommend future studies to examine the design features of specific curricular resources that can inform the development of future resources. We also encourage instruction to help inservice and preservice teachers understand and develop their PDC.
{"title":"Curricular Resource Use and Pedagogical Design Capacity of Florida Agricultural Education Teachers","authors":"R. G. Easterly, Debra M. Barry","doi":"10.5032/jae.2022.03059","DOIUrl":"https://doi.org/10.5032/jae.2022.03059","url":null,"abstract":"A nationwide standardized curricular resource does not exist for school-based agricultural education. Teachers rely on several resources to develop instruction for students. Pedagogical Design Capacity (PDC) examines teachers’ capacity to perceive and mobilize existing resources to develop instructional episodes. The purpose of the study was to determine the curricular resources used by Florida school-based agriculture education teachers and examine the PDC of Florida teachers for the resources they use. A census of Florida agriculture teachers was employed using an online instrument developed by the researchers adapted from previous studies. A response rate of 49.6% (n = 248) was obtained. The instrument was developed to determine the resources used by Florida teachers and examine their PDC with each resource. Respondents indicated using a mean of 8.6 resources with varying degrees of frequency. Various patterns of curricular use for the resources were found. Correlations between the use of specific resources was not found above a moderate level. Florida agriculture teachers rely on a variety of resources to develop instruction. These findings point to the potential for the continued development of various types of resources including resources that generate ideas for teachers, resources that provide lesson structure, as well as scripted lesson plans. We recommend future studies to examine the design features of specific curricular resources that can inform the development of future resources. We also encourage instruction to help inservice and preservice teachers understand and develop their PDC.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46118357","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}
Kirby J. Schmidt, D. B. Milliken, Amy M. González Morales, Haley Q. Traini, Jonathan J. Velez
Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession.
{"title":"When Teaching Hurts: Exploring the Secondary Traumatic Stress Experiences of Early-Career SBAE Teachers","authors":"Kirby J. Schmidt, D. B. Milliken, Amy M. González Morales, Haley Q. Traini, Jonathan J. Velez","doi":"10.5032/jae.2022.03216","DOIUrl":"https://doi.org/10.5032/jae.2022.03216","url":null,"abstract":"Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012617","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}
Offering core academic credits (e.g., math, science) for completing agriculture, food, and natural resources (AFNR) coursework at the secondary school level has the potential to increase the strength of the AFNR program as well as student interdisciplinary learning. Informed by the Career and Technical Education Student Typology, we explored the scope of core academic offerings in Michigan AFNR programs, including the frequency of core academic offerings, AFNR course types in which core academics are offered, and types of core academic credit obtained. Findings indicate 95.00% of Michigan teachers responding to the survey offered some form of core academic credit through their AFNR coursework. Additionally, findings suggest science is the most obtained core academic credit and the predominance of core academic credit is being offered in introductory course types within AFNR programs. These findings, among others, were synthesized into three conclusions which focus on the frequency of core academic offerings, strength of science as an integrated discipline, and identified opportunities to expand core academic offerings. The paper concludes with a roadmap for continued efforts to enhance core academic offerings and AFNR programs via a combination of research and practice.
{"title":"Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs","authors":"Josephine Forbush, A. McKim, R. McKendree","doi":"10.5032/jae.2022.03233","DOIUrl":"https://doi.org/10.5032/jae.2022.03233","url":null,"abstract":"Offering core academic credits (e.g., math, science) for completing agriculture, food, and natural resources (AFNR) coursework at the secondary school level has the potential to increase the strength of the AFNR program as well as student interdisciplinary learning. Informed by the Career and Technical Education Student Typology, we explored the scope of core academic offerings in Michigan AFNR programs, including the frequency of core academic offerings, AFNR course types in which core academics are offered, and types of core academic credit obtained. Findings indicate 95.00% of Michigan teachers responding to the survey offered some form of core academic credit through their AFNR coursework. Additionally, findings suggest science is the most obtained core academic credit and the predominance of core academic credit is being offered in introductory course types within AFNR programs. These findings, among others, were synthesized into three conclusions which focus on the frequency of core academic offerings, strength of science as an integrated discipline, and identified opportunities to expand core academic offerings. The paper concludes with a roadmap for continued efforts to enhance core academic offerings and AFNR programs via a combination of research and practice.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060141","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}
Rebecca L. Mott, Jon Simonsen, John Tummons, R. Vandermause, Anna Ball, D. Cletzer, Jaelyn Peckman
Raising livestock for food production is a unique cultural phenomenon. It has been well documented that showing livestock as part of 4-H contributes to practical skills, knowledge, and life skills. While it is common to view livestock production through skills-based or economic lenses, there are subtle nuances of the phenomenon, social, cultural, and emotional aspects that are harder to capture. The purpose of this study was to generate an interpretation of the meaning of livestock production for long-standing 4-H livestock project members, and to uncover how these project experiences manifest in other aspects of members' lives. This project answers the question, "What does it mean to be a livestock producer?" Based on the assumption that understanding is rooted in lived experience, we used a Hermeneutic approach to examine transcripts of in-depth audio recorded interviews with 4-H members who are high school juniors or seniors and have been enrolled in livestock projects throughout their entire 4-H careers. In an additional photo elicitation activity, we examined participants' reflections on livestock photographs from their childhood. We uncovered two overarching patterns, paradoxical in nature: a) Livestock Production as a Culture of Care and Connection; and b) Livestock Production as a Culture of Loss and Misunderstanding. Patterns illuminated in this research inform educational experiences surrounding youth livestock production. This study also adds to agriculture industry's understanding of how youth experience growing up in livestock production. Finally, this study provides insight into the importance of exploring the ways livestock producers engage with consumers about agriculture.
{"title":"What is the Meaning of Youth Livestock Production? A Hermeneutic Phenomenological Study","authors":"Rebecca L. Mott, Jon Simonsen, John Tummons, R. Vandermause, Anna Ball, D. Cletzer, Jaelyn Peckman","doi":"10.5032/jae.2022.03083","DOIUrl":"https://doi.org/10.5032/jae.2022.03083","url":null,"abstract":"Raising livestock for food production is a unique cultural phenomenon. It has been well documented that showing livestock as part of 4-H contributes to practical skills, knowledge, and life skills. While it is common to view livestock production through skills-based or economic lenses, there are subtle nuances of the phenomenon, social, cultural, and emotional aspects that are harder to capture. The purpose of this study was to generate an interpretation of the meaning of livestock production for long-standing 4-H livestock project members, and to uncover how these project experiences manifest in other aspects of members' lives. This project answers the question, \"What does it mean to be a livestock producer?\" Based on the assumption that understanding is rooted in lived experience, we used a Hermeneutic approach to examine transcripts of in-depth audio recorded interviews with 4-H members who are high school juniors or seniors and have been enrolled in livestock projects throughout their entire 4-H careers. In an additional photo elicitation activity, we examined participants' reflections on livestock photographs from their childhood. We uncovered two overarching patterns, paradoxical in nature: a) Livestock Production as a Culture of Care and Connection; and b) Livestock Production as a Culture of Loss and Misunderstanding. Patterns illuminated in this research inform educational experiences surrounding youth livestock production. This study also adds to agriculture industry's understanding of how youth experience growing up in livestock production. Finally, this study provides insight into the importance of exploring the ways livestock producers engage with consumers about agriculture.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48526528","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, like many other disciplines, is experiencing a shortage of school-based agricultural education (SBAE) teachers. We examined the perceptions of Pennsylvania SBAE teachers regarding extended contracts as they have been identified as a possible tool to improve recruitment and retention. The purpose of the study was to sample SBAE teachers in Pennsylvania to analyze their perceptions of extended contracts' impact on teachers, programs, and the profession. To do so, data were collected from a survey and interviews of SBAE teachers. Survey results revealed SBAE teachers perceive extended contracts to affect recruitment and retention of the profession. Additionally, extended contracts are perceived to be beneficial to the teacher and their program. Qualitative analysis of the interview participants identified three major themes including the need for extended contracts, the lack of knowledge provided on extended contracts, and the desire for consistency across the state.
{"title":"The Perceptions of School-Based Agriculture Teachers on Extended Contracts","authors":"Kendra Weakland, Kevin W. Curry","doi":"10.5032/jae.2022.03183","DOIUrl":"https://doi.org/10.5032/jae.2022.03183","url":null,"abstract":"Agricultural education, like many other disciplines, is experiencing a shortage of school-based agricultural education (SBAE) teachers. We examined the perceptions of Pennsylvania SBAE teachers regarding extended contracts as they have been identified as a possible tool to improve recruitment and retention. The purpose of the study was to sample SBAE teachers in Pennsylvania to analyze their perceptions of extended contracts' impact on teachers, programs, and the profession. To do so, data were collected from a survey and interviews of SBAE teachers. Survey results revealed SBAE teachers perceive extended contracts to affect recruitment and retention of the profession. Additionally, extended contracts are perceived to be beneficial to the teacher and their program. Qualitative analysis of the interview participants identified three major themes including the need for extended contracts, the lack of knowledge provided on extended contracts, and the desire for consistency across the state.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49390318","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}
Joseph L. Donaldson, Donna L. Graham, Shannon Arnold, Lisa K. Taylor, K.S.U. Jayaratne
This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.
{"title":"Extension Education Trends and Research Needs: Views from Professionals and Faculty","authors":"Joseph L. Donaldson, Donna L. Graham, Shannon Arnold, Lisa K. Taylor, K.S.U. Jayaratne","doi":"10.5032/jae.2022.03073","DOIUrl":"https://doi.org/10.5032/jae.2022.03073","url":null,"abstract":"This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094087","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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