Perceptions of Agricultural Education Teacher Preparation Programs Toward Distance Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Perceptions of Agricultural Education Teacher Preparation Programs Toward Distance Education PDF full book. Access full book title Perceptions of Agricultural Education Teacher Preparation Programs Toward Distance Education by Susanne J. Nelson. Download full books in PDF and EPUB format.
Author: Susanne J. Nelson Publisher: ISBN: Category : Distance education Languages : en Pages : 346
Book Description
The purpose of this study was to identify if differences existed in perceived barrier factors and perceived attitude factors toward distance education between faculty and administrators in the decision stage and those in the implementation stage of distance education technology adoption. Information was gathered from teaching faculty and program leaders involved in agricultural education teacher preparation programs across the United States during the 1999-2000 academic year. The barrier statements were reduced to nine barrier factors and the attitude statements were reduced to five attitude factors through Principal Components Analysis. Respondents were grouped into the decision stage or the implementation stage of distance education technology adoption according to Rogers' (1995) innovation-decision process. Statistically significant differences existed for various technology types between the groups for both barrier factor scores and attitude factor scores. The following conclusions were formulated from this study: (a) a majority of the participants were in the decision stage of the innovation-decision process for distance education technology adoption; (b) on-line delivery of courses was the distance education technology most respondents were currently using or planning to use; (c) distance education was not a major factor helping to meet program level goals; (d) training opportunities were available for faculty who teach using distance education; (e) the majority of the population indicated they were not adequately supported by the department to teach using distance education technologies; (f) participants were planning to have resources available for students taking courses via distance education technologies, yet were noticeably indecisive for some resources; (g) cost barriers, course quality, student contact, and equipment concerns were considered barriers for a majority of the respondents; (h) each type of distance education technology had barrier factors that showed significant differences between participants in the decision stage and those in the implementation stage; (i) overall the respondents' attitudes were favorable to distance education, but significant differences in attitude factor scores were evident between deciders and implementers when viewed by type of distance education technology; (j) all but one of the barrier factor scores were considered reliable, and (k) all of the attitude factor scores were considered reliable.
Author: Susanne J. Nelson Publisher: ISBN: Category : Distance education Languages : en Pages : 346
Book Description
The purpose of this study was to identify if differences existed in perceived barrier factors and perceived attitude factors toward distance education between faculty and administrators in the decision stage and those in the implementation stage of distance education technology adoption. Information was gathered from teaching faculty and program leaders involved in agricultural education teacher preparation programs across the United States during the 1999-2000 academic year. The barrier statements were reduced to nine barrier factors and the attitude statements were reduced to five attitude factors through Principal Components Analysis. Respondents were grouped into the decision stage or the implementation stage of distance education technology adoption according to Rogers' (1995) innovation-decision process. Statistically significant differences existed for various technology types between the groups for both barrier factor scores and attitude factor scores. The following conclusions were formulated from this study: (a) a majority of the participants were in the decision stage of the innovation-decision process for distance education technology adoption; (b) on-line delivery of courses was the distance education technology most respondents were currently using or planning to use; (c) distance education was not a major factor helping to meet program level goals; (d) training opportunities were available for faculty who teach using distance education; (e) the majority of the population indicated they were not adequately supported by the department to teach using distance education technologies; (f) participants were planning to have resources available for students taking courses via distance education technologies, yet were noticeably indecisive for some resources; (g) cost barriers, course quality, student contact, and equipment concerns were considered barriers for a majority of the respondents; (h) each type of distance education technology had barrier factors that showed significant differences between participants in the decision stage and those in the implementation stage; (i) overall the respondents' attitudes were favorable to distance education, but significant differences in attitude factor scores were evident between deciders and implementers when viewed by type of distance education technology; (j) all but one of the barrier factor scores were considered reliable, and (k) all of the attitude factor scores were considered reliable.
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: Carson Letot Publisher: ISBN: Category : Languages : en Pages : 0
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
Book Description
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: 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: Susanne J. Nelson
Author: Susanne J. Nelson
Author: Barrick, R. Kirby
Author: Carson Letot
Author: Paula Marie Teig
Author: Thoron, Andrew C.
Author: Barnabas Manene Dlamini
Author: United States. Education Office
Author: Maurice Ongalo Udoto
Author: David L. Maxey
Author: Cynthia Anne Shelley