Perceptions and Activities of Agriculture Education Teachers in U.S. Institutions of Higher Education Regarding Internationalization of the Agricultural Education Curriculum PDF Download

Author: Michael Jackson Akpan
Publisher:
ISBN:
Category :
Languages : en
Pages : 368

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 500

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Author: Carson Letot
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Global learning began as an expanded approach to world studies and in recent decades has taken on the role of studying both global concepts and issues. The integration of global learning into comprehensive education will help prepare globally competent individuals to join the workforce. Recent studies have called for a targeted approach using specific subsets of global learning like Education for Sustainable Development (ESD). The United Nation's Sustainable Development Goals (SDGs), a tool launched in 2015, has gained standing throughout higher education as a framework for addressing ESD and global competency. Studies have documented SDG value in organizing global learning instruction as well as the ability of the SDGs to assist in indicating progress towards addressing global issues. While SDGs are becoming a familiar resource at the post-secondary level, recent recommendations have suggested introduction of the SDGs earlier in secondary education to encourage the development of globally competent graduates, and as it pertains to graduates entering agricultural industries, individuals ready to work in global systems. Gaps exist in the literature that describe the levels of awareness, perceived importance, and perceived utility of SDGS by current school-based educators and pre-service candidates preparing to become school-based agricultural educators. Additionally, background experiences that have been cited as pathways for global competency improvement have not been investigated for their contribution to increased confidence and self-efficacy in agricultural educators to integrate global issues into their instruction. To address the gaps in the literature and add to the knowledge base for agricultural educators, a mixed methods study was initiated with two aims: (a) Describe the design and delivery of global issues in agriculture classrooms and (b) Identify influences on how and why global issues are integrated in agriculture classrooms. The first phase consisted of a qualitative exploration of sentiments from agricultural teacher educators to inform a quantitative approach in phase two. Four distinct themes emerged from the review and coding of the transcripts from the agricultural teacher educators (n=8): Theme 1 - Personal Perceptions, Theme 2 - Pedagogical Design, Theme 3 - Education Systems, and Theme 4 - Barriers. Each theme was converted into a series of questions within the quantitative instrument and supplemented by questions from a review of the related literature. The survey instrument "Perceptions of Global Issues" was distributed to three populations along the agricultural teacher education continuum: pre-service school-based agricultural education student teaching candidates (n=210), in-service school-based agricultural educators (n=423), and agricultural teacher educators (n=63). Results from the analysis indicate low levels of awareness, importance, and implementation of issues related to SDG's 6 "Clean Water and Sanitation", 14 "Life Below Water", and 16 "Peace Justice, and Strong Institutions", with large discrepancies between importance and implementation found in SDG 6. SDG 4 "Quality Education" was identified in all three populations as the SDG raking highest in each category and featured the smallest discrepancy. Further investigation identified numbers of individuals who participated in a select set of background experiences that possibly contribute to global competency, Significant differences in confidence to teach with global issues integrated into instruction existed between groups who did and did not participate in each experience. Future work should be conducted to determine the influence teacher preparation has on global issues instruction.

Author: Paula Marie Teig
Publisher:
ISBN:
Category :
Languages : en
Pages : 296

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The resurgence of distance education, with the introduction of computer and communication technologies, has brought to the forefront the need for higher education to change the way it engages the lifelong learner. In addition, there is need to revisit the importance of the traditional land-grant mission in public higher education as universities and colleges seek to deliver education to the lifelong learner regardless of location or time. Distance education is becoming viewed as a means of meeting societal needs for lifelong learning. In light of the Kellogg Commission report, the purpose of this research project was to assess the role of distance education in the mission of United States public higher education as perceived by university and college agricultural educators. Agricultural educators, from across the United States, were used as a starting point to identify the role distance education is playing in the mission, vision, goals, and strategic plans at their institutions. The purpose of this study was to determine the perceptions of agriculture educators toward the inclusion of distance education in higher education. The secondary purpose was to identify and examine factors affecting the organizational structure, faculty concerns, and the inclusion of distance education in the mission, vision, and goals and the change process. Conclusions from this study are as followed: 1) Distance education has been accepted as part of the agricultural education culture; however, the implementation of distance education and organizational changes maybe impeded because of respondent concerns regarding distance education and its interaction with a shared vision, the overall mission of the institution, and a lack of consensus among faculty, staff, and administrators, 2) Overwhelming support to nurture widespread adoption of distance education among faculty may be slowed by indefinite opinions regarding support and encouragement from administrators, 3) Respondents were more concerned about the impact of distance education on the technology, pedagogy, and workload, then the impact on their career paths, and 4) The organization's ability to change its structure of distance education initiatives, is dependent on the impact of distance education relative to the interpretation of the mission, vision, and goals of the university.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748

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Author: Pamela Fields
Publisher:
ISBN:
Category : Consultants
Languages : en
Pages : 260

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Author: Reyes L. Quezada
Publisher: Routledge
ISBN: 1317978439
Category : Education
Languages : en
Pages : 169

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This book proposes to excite readers to engage in conversations on how Schools and Colleges of Education can internationalize teacher education programs so that graduates have global teaching experiences, that teacher education curricula include global perspectives, and that there are opportunities to have faculty think and teach from a global perspective. The contributions in this book are by authors who have the knowledge and expertise in international teacher education to answer many questions regarding the development of a 21st century competent global teaching force. They describe their experiences, programs, and support for the goal of continuing to internationalize Schools and Colleges of Education. The book is designed to be interactive - readers are encouraged to engage themselves in the conversation as the editor invites them to e-mail any of the authors to discuss questions posed. Questions addressed in this issue include defining internationalization, global teacher competency, hearing "voices from the field" as graduates and faculty share how internationalization has had an impact on teaching, program development, and professional and personal development. This book was originally published as a special issue of Teaching Education.

Author: Alessandro Bonanno
Publisher: Concept Publishing Company
ISBN: 9788170224648
Category : Business & Economics
Languages : en
Pages : 248

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Author: United States. Congress. House. Committee on Education and Labor. Task Force on International Education
Publisher:
ISBN:
Category : International relations
Languages : en
Pages : 588

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Book Description

Author: Patrick O'Meara
Publisher: Indiana University Press
ISBN: 9780253338167
Category : Education
Languages : en
Pages : 444

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Book Description
More than 40 years ago, recognizing that higher education would have to take responsibility for educating Americans about other world cultures and societies, Congress passed the National Defense Education Act (later known as the Higher Education Act). Title VI of this act has provided extensive support for foreign languages and area studies development in the nation's universities and colleges. As a result, millions of Americans have been able to acquire knowledge about other parts of the world. Today, there are new issues, demands, and perspectives. Americans are more likely than ever to encounter different cultures, business practices, histories, ideologies, and ways of life. In addition, the United States is increasingly called upon to intervene or mediate in regional and local crises far beyond its borders. U.S. educational institutions must continue to help citizens to have informed opinions about complex international problems. Changing Perspectives on International Education is designed to be used by administrators and planners in U.S. education. It covers the field of international studies as it has developed in the United States, from its beginnings and accomplishments under Title VI to the current paradigmatic shifts taking place in research, teaching, and outreach. A major section is devoted to internationalizing the curriculum of K-12 schools. It concludes with a look at future trends and how they may affect international scholarship and training in the new century. It also provides an extensive bibliography of international resources.