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Author: Lockie Renee Breeding Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to describe experiences National Association of Agricultural Educators Outstanding Young Member award winners would have liked to have had prior to becoming an agriculture teacher. A modified Delphi method was implemented to collect data utilizing three rounds of researcher-developed questionnaires. Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. Items failing to reach consensus of agreement, established a priori, after round three were not included in the final compiled list of experiences. Data were analyzed for means, frequencies, and percentages. The panel of experts included the Outstanding Young Member award winners (N = 29) from 2010-2014. Response rates for rounds one, two, and three were 79.3% (n = 23), 79.3% (n = 23), and 75.9% (n = 22) respectively. This study focused on three main questions: 1) Which aspects of teaching agriculture were the panelists most prepared for by their teacher preparation program? 2) Which aspects were they least prepared for? 3) What experiences would these panelists have liked to have had prior to becoming an agriculture teacher? The major findings of this study revealed multiple aspects of teaching agriculture that panelists were adequately prepared for by their teacher preparation programs including teaching animal science, teaching FFA, classroom instruction, and developing curriculum, yet there were aspects that panelists agreed they were not prepared for including planning for retirement and work-life balance. Additionally, the panelists agreed upon multiple experiences they would have liked to have had prior to becoming an agriculture teacher. These included work-life balance, working with the community, time management strategies, and greenhouse operations. The findings of this study may serve as suggestions for topics to be covered by teacher in-service workshops and throughout teacher preparation programs. Teacher preparation and in-service should focus on planning for retirement and work-life balance. Other additions to curriculum may include greenhouse operations and time management strategies. Finally, it is suggested that teacher preparation programs perform a needs assessment of their students to determine strengths and weaknesses for each program. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155202
Author: Lockie Renee Breeding Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to describe experiences National Association of Agricultural Educators Outstanding Young Member award winners would have liked to have had prior to becoming an agriculture teacher. A modified Delphi method was implemented to collect data utilizing three rounds of researcher-developed questionnaires. Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. Items failing to reach consensus of agreement, established a priori, after round three were not included in the final compiled list of experiences. Data were analyzed for means, frequencies, and percentages. The panel of experts included the Outstanding Young Member award winners (N = 29) from 2010-2014. Response rates for rounds one, two, and three were 79.3% (n = 23), 79.3% (n = 23), and 75.9% (n = 22) respectively. This study focused on three main questions: 1) Which aspects of teaching agriculture were the panelists most prepared for by their teacher preparation program? 2) Which aspects were they least prepared for? 3) What experiences would these panelists have liked to have had prior to becoming an agriculture teacher? The major findings of this study revealed multiple aspects of teaching agriculture that panelists were adequately prepared for by their teacher preparation programs including teaching animal science, teaching FFA, classroom instruction, and developing curriculum, yet there were aspects that panelists agreed they were not prepared for including planning for retirement and work-life balance. Additionally, the panelists agreed upon multiple experiences they would have liked to have had prior to becoming an agriculture teacher. These included work-life balance, working with the community, time management strategies, and greenhouse operations. The findings of this study may serve as suggestions for topics to be covered by teacher in-service workshops and throughout teacher preparation programs. Teacher preparation and in-service should focus on planning for retirement and work-life balance. Other additions to curriculum may include greenhouse operations and time management strategies. Finally, it is suggested that teacher preparation programs perform a needs assessment of their students to determine strengths and weaknesses for each program. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155202
Author: Barrick, R. Kirby Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 446
Book Description
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
Author: Aaron J. McKim Publisher: ISBN: Category : Agriculture Languages : en Pages : 83
Book Description
The purpose of this study was to investigate the relationships between three teacher development experiences and early career agriculture teachers' efficacy. Additionally this study sought to define the relationship between five teacher efficacy constructs and career commitment among early career agriculture teachers in five western states. A census of all agriculture teachers in their first five years of teaching school-based agriculture in California, Idaho, Oregon, Utah and Washington was attempted. Early career teachers' perceptions of the impact of three teacher development experiences, agriculture teacher preparation, student teaching and professional development experiences, were measured. Five areas of teacher efficacy were measured: classroom management, instructional strategies, leadership of students, ability to teach science and ability to teach math. This study found that math and science teaching efficacy were the lowest efficacy areas for these early career agriculture teachers. The perceptions of the impact of teacher development experiences were significantly related to teacher efficacy in the majority of teacher efficacy areas. Additionally, this study found that the five teacher efficacy areas measured were all significantly correlated with career commitment. These findings led the researcher to conclude that increased efforts need to be made to improve early career agriculture teachers' efficacy in math and science teaching. Additionally, the researcher concludes that agriculture teacher preparation, student teaching and professional development experiences are significant to the development of these early career agriculture teachers' efficacy. Lastly, classroom management efficacy, instructional strategies efficacy, leadership of students efficacy, ability to teach science efficacy and ability to teach math efficacy are all significant components to the retention of these early career agriculture teachers; therefore, future research should investigate specific experiences that related to increased agriculture teacher efficacy in those five areas.
Author: Thoron, Andrew C. Publisher: IGI Global ISBN: 1668434229 Category : Education Languages : en Pages : 381
Book Description
The preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.
Author: Thomas Levine Publisher: Routledge ISBN: 1135020736 Category : Education Languages : en Pages : 244
Book Description
This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.
Author: National Research Council Publisher: National Academies Press ISBN: 0309132215 Category : Education Languages : en Pages : 221
Book Description
During the next ten years, colleges of agriculture will be challenged to transform their role in higher education and their relationship to the evolving global food and agricultural enterprise. If successful, agriculture colleges will emerge as an important venue for scholars and stakeholders to address some of the most complex and urgent problems facing society. Such a transformation could reestablish and sustain the historical position of the college of agriculture as a cornerstone institution in academe, but for that to occur, a rapid and concerted effort by our higher education system is needed to shape their academic focus around the reality of issues that define the world's systems of food and agriculture and to refashion the way in which they foster knowledge of those complex systems in their students. Although there is no single approach to transforming agricultural education, a commitment to change is imperative.
Author: Lockie Renee Breeding
Author: Lockie Renee Breeding
Author: Barrick, R. Kirby
Author: Aaron J. McKim
Author: Thoron, Andrew C.
Author: United States. Education Office
Author: Thomas Levine
Author: Gustav William Gehrand
Author: 
Author: 
Author: National Research Council