Author: Cynthia Anne ShelleyPublisher:
ISBN:
Category :
Languages : en
Pages : 498
Book Description
A Qualitative Study of Responses to Program Reform, Collaboration and Subsequent Outcomes of Teacher Education in Agriculture Programs
Author: Cynthia Anne ShelleyPublisher:
ISBN:
Category :
Languages : en
Pages : 498
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 596
Book Description
Agriculture's Role in K-12 Education
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309060486
Category : Technology & Engineering
Languages : en
Pages : 57
Book Description
The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways in which examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could enhance the continued education of K-12 teachers, improve school science programs, and increase collaboration with other professional societies and science teachers. This booklet presents the proceedings of this forum. Chapters include: (1) A Scientist's Role in K-12 Education; (2) Scientist and Teacher Partnerships; (3) Sustaining Support for Science Education; and (4) Future Roles for Professional Societies and Scientists. (ASK)
Reform Considerations for an Agricultural Teacher Education Program: A Case Study
Author: Candi J. ThorsonPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Nationwide agricultural teacher education programs have suffered from decreased student enrollment. In order to supply qualified agriculture teachers, teacher education programs must evaluate and possibly undergo reform. This ethnographic case study outlines a two-step reform process using the agricultural teacher education program at the University of Illinois, which had begun to suffer from a large decline in student enrollment. A conceptual model called the Agricultural Education Networked Learning Circle for Teacher Preparation (AENLC) was introduced to guide this process. The model demonstrated the collaborative nature of an effective teacher education program and can be used to evaluate and provide direction to key individuals involved in educating the pre-service teacher. Seventeen stakeholders were identified to participate in phase one. Using a three-level approach, participants identified five areas of program improvement: 1) faculty recruitment and retention; 2) courses and curriculum; 3) certification options; 4) student professional development; and 5) student recruitment. From those themes the local program developed a master plan for reform and brought the plan before a national panel of stakeholders to evaluate in phase two. Twenty-one stakeholders were identified to participate in phase two. Phase Two focused on conceptualizing agricultural education at the national level and then using that conceptualization to evaluate the master plan and make recommendations for the local program. Two pertinent areas were identified for program improvement: 1) student recruitment and 2) graduate program changes. Recommendations from the group were consistent with literature and the study provided preliminary data on the practicality of the conceptual model in program reform or renewal in other programs. The local program may now use the recommendations to refine a master plan that can be implemented and evaluated.
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Resources in Education
Author: Emerging Research in Agricultural Teacher Education
Author: R. Kirby BarrickPublisher: Information Science Reference
ISBN:
Category : Education
Languages : en
Pages : 0
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.
An Analysis of Certain Activities of Teachers of Agriculture as a Basis for Determining Content in the Teacher-training Program
Author: Everett Lewis AustinPublisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 402
Book Description
Early Field Experiences in Agricultural Teacher Education
Author: Michael Steven RetallickPublisher:
ISBN:
Category :
Languages : en
Pages : 226
Book Description
The primary purpose of this dissertation was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. The dissertation was divided into three papers. The first paper was a descriptive census study of all active agricultural teacher education programs (N=82). The results of the study provide a general profile of EFE in agricultural teacher education. EFE is a required component of teacher education and offered multiples times. The requirements include completing the experience within agricultural education, a minimum number of contact hours, and minimum number of lessons planned and taught. Placement restrictions and minimum qualifications for cooperating teachers are reported. Many of the similarities among EFE requirements seem to end at broad categorical levels. Most programs report having requirements; however, the means by which each program completes the requirements vary. The second paper described the implementation of EFE. A content analysis of documents (syllabi, handbooks, and forms) from 38 agricultural teacher education programs identified a lack of integration of theory and practice. EFE seemed to focus more on procedural activities and less on the development of critical thinking and reflection. The documents show that few programs define or articulate the intended interaction expected of those involved in the EFE. The third paper presents the Structure and Content of EFE Model, which consists of three primary components (foundation, organization, and implementation). The foundation for EFE is teacher education standards and conceptual framework. The organization of EFE consists of type of experiences, placement, and creation of EFE documents. The implementation addresses participant interaction, learning outcomes, and learning strategies. The model will be useful to teacher education as a framework for the development, reorganization, and evaluation of EFE programs.
Where Do We Go from Here?
Author: Jane E. NeapolitanPublisher: Peter Lang
ISBN: 9780820481784
Category : Education
Languages : en
Pages : 268
Book Description
Textbook