bluuebunny/crossref_metadata_2025 huggingface dataset:
Stability in a Transitional Time: Factors Contributing to Agricultural Educator’s Decision to Remain in the Profession
Authors: Norris William , Swortzel Kirk , McCubbins OP
Published: January 2025

Agricultural education’s most pressing issue is a lack of qualified classroom teachers. In 2020-2021, 30 states reported the loss of over 70 agricultural education positions, with many schools closing these positions due to inadequate staffing. Furthermore, in 2021-2022, there were 1,680 agricultural education vacancies nationwide and only 789 graduates of license-eligible agricultural education teacher preparation programs. The teacher attrition rate is cited as one of the main contributors to the shortage of agricultural educators. While many studies have examined why teachers leave the profession, the purpose of this study was to ascertain the impacts of various personal, employment, and instructional factors on the decision of agricultural educators to remain in the profession. It was determined that participating agricultural educators valued all individual personal, employment, and instructional factors as Somewhat Impactful or Moderately Impactful in their decision to remain in the profession. Furthermore, the results from the Multivariate Analysis of Variance (MANOVA) suggested that Florida agricultural educators regarded the impact of personal factors and employment factors statistically more in their decision to remain in the profession than agricultural educators in Georgia. A Principal Component Analysis was used to assess correlations between each personal, employment, and instructional factor and reduce the data to the most influential components. This analysis reduced the data from the original twenty-two factors to seven principal components: 1.) Teacher Support 2.) Working with Students 3.) Resource Management 4.) Retirement 5.) Location of Employment 6.) Personal/Family Expectations 7.) Professional Development.
Describing Instructional Method Use for Early, Middle, and Late Career Stage School-based Agricultural Education Teachers
Authors: Doss Will , Rayfield John
Published: January 2025

Instructional methods are the cornerstone of all teaching and learning strategies. This study explored instructional method use by early, middle, and later career agricultural education teachers. One-hundred nine teachers responded to an online questionnaire. These teachers were evenly split in terms of gender and more than three to one were traditionally certified versus alternatively certified. Cooperative learning, demonstration, and lecture were reported as the most frequently used instructional methods across the career stages. Demonstration, discussion, and lecture were the instructional methods in which teachers reported having the most training. Teachers in this study were most confident in using demonstration and least confident in using role play. Demonstration and role play both held the top and bottom spots when teachers were asked about effectiveness related to their instructional methods. Several moderate to strong relationships exist between perceived confidence in using instructional methods and the effectiveness of the given instructional method. Framing instructional method use as a line of inquiry is important within the agricultural education discipline as we continue to see an increase in alternative certification teachers entering the profession and as a lens to study changes in agricultural education teachers throughout their careers.
Oklahoma School Superintendents Perceptions Toward School-Based Agricultural Education
Authors: Eck Christopher , Smith Nathan
Published: January 2025

Superintendents play a key role related to influence and decision making at the school building level. This study aimed to determine the perceptions of superintendents across [State] related to school-based agricultural education (SBAE). The Theory of Reasoned Action and Planned Behavior undergirded this study. This non-experimental descriptive research study aimed to reach school superintendents across [State] who had one or more SBAE teachers in their district (N = 367). The 35-item instrument spanned three constructs including, SBAE program perceptions, SBAE course perceptions, and SBAE teacher perceptions, along with personal and professional characteristic questions. Nine items represented the construct of SBAE program perceptions, which resulted in a grand mean of 3.36. The second research objective measured superintendents’ perceptions of SBAE courses, resulting in a grand mean of 3.29, with mean scores ranging from a low of 1.42 to a high of 3.65 on a five-point scale. The final construct aimed to establish superintendents’ perceptions of SBAE teachers across [State], of which participants held a positive perception overall (grand mean = 3.26). Although this study has been replicated in three states with similar outcomes, additional research is necessary to determine administrator perceptions in states with perhaps less agricultural support.
Lead teacher perspectives of virtual CASE Institute professional development
Authors: Rice Amber , Hasselquist Laura , Smalley Scott
Published: January 2025

The purpose of this study was to explore the experiences of Curriculum for Agricultural Science Education (CASE) lead teachers (LTs) who facilitated a CASE virtual professional development (PD) institute during the summer of 2021. The central research question that guided the study was how effective were virtual CASE PD institutes from the LT perspective? This research employed a single case study design where the CASE virtual PD institutes held during summer 2021 served as the case. Participants included 23 CASE LTs who participated in focus group interviews and feedback via Flipgrid technology. Secondary data sources included a document analysis of the CASE LTs and Hosts Facebook group. Four themes emerged from data analysis: maintaining the integrity of CASE, face-to-face preference for virtual delivery, hurdles unique to virtual PD, and organizational structure for future virtual PD. Recommendations for practice include streamlining processes associated with virtual PD including building community and engagement strategies, alignment with the CASE model and philosophy, additional training for LTs on technology use and delivery methods for virtual platforms, and clearer division of responsibilities for CASE staff, LTs, and hosts. Recommendations for future research include a qualitative exploration into the experiences of participants and follow-up studies to gauge participant implementation of CASE curriculum after attending virtual PD.
The teaching techniques of Alabama’s traditionally and alternatively certified school-based agricultural education instructors
Authors: Hancock Garrett , Hancock Clare , McKibben Jason
Published: January 2025

There are numerous techniques and methods used in school based agricultural education. These techniques are vital to the goal of educating a diverse and expansive population that exist within secondary agricultural science courses. Agricultural educators, both traditionally and alternatively certified, know and understand the value of using multiple techniques to differentiate one’s instruction. It has also been previously identified that, while there are some similarities, these two certification groups do have unique professional development needs. This study sought to identify the techniques being taught to and utilized by [State]’s agriculture instructors. Through the identification of these techniques, key differences between traditionally and alternatively certified instructors can be identified. Based on the findings of this study, techniques that had a higher average of training received were more likely to be used by both certifications. Between traditionally and alternatively certified instructors, an increase in training received and decrease in utilization was seen across most of the specific techniques for alternatively certified instructors. Individual techniques also called to question the over-training or underutilization of that technique. While there are key differences across the certification types, the findings indicate more training may be needed in an effort to promote the use of different techniques in Agricultural Education.
Localized land-grant partnership for STEM integration through AFNR: High school teachers’ experiences
Authors: Charoenmuang Mingla , Knobloch Neil , Wang Hui-Hui
Published: January 2025

Agriculture, Food, and Natural Resources (AFNR) provides authentic and relevant context for applying STEM concepts to solve real-world challenges. Land-grant institutions have the expertise, mission, and infrastructure to make connections with K-12 teachers and students locally and support the integration of AFNR in STEM teaching. This study leveraged existing capacities of the land-grant system to develop a localized education partnership within the tripartite mission of teaching, research, and extension. An exploratory descriptive research described high school teachers’ perceptions and experiences within the partnership when we implemented the LOCAL STEM Model that led to teachers’ experience at a local research station and conducting a STEM-AFNR project with their students. The professional development workshop prepared teachers to work across disciplines and use the hydroponics topic to teach their classes. They collaborated internally during the professional learning community and were supported by partners from the land-grant university. Regarding the showcase event, teachers discussed students’ career exposure, career readiness skills, real-world experiences, and the pedagogical values of the event. For the overall experience, teachers discussed their professional growth, teaching ideas, farm-based experience, how they expanded and connected to resources, and how they engaged others in the project. This study described how the model can serve as a transferable example to help local high schools contextualize STEM using AFNR context with support from local partners at a local research station, Extension, and industries. Our findings have practical implications for program developers in terms of teacher development; student engagement; the model implementation; and future partnerships.
Voices from the field: Agriculture educators’ insights on equity in agricultural education
Authors: Lemley Stephanie , Alley Kathleen , Clary Renee
Published: January 2025

We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges.
Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational adequacy and equal treatment. The professional development helped alleviate the educational adequacy barrier. More research is needed to elicit the role of professional development programs in counteracting equity barriers.
A call to better qual: A philosophical and methodological examination to phenomenological research
Authors: Mott Rebecca , Haddad Becky
Published: January 2025

In 2007, Kim Dooley advanced a conceptual framework for qualitative work within agricultural education. To date, little has examined JAE’s adherence to this call or promoted opportunity to further develop qualitative research within AAAE. In answer to Dooley’s call, we specifically explored the key tenets of phenomenology, JAE’s published work using this methodology, and opportunities for writers and reviewers to grow in undertaking phenomenological work. After illuminating the historical and philosophical tenets of phenomenology, we engaged a content analysis to examine JAE’s adherence to the same. We offer this work as a guide and starting point for further development and rigor when using phenomenology to engage in qualitative work within agricultural education and propose recommendations to writers and reviewers looking to advance their phenomenological approach.
Examining the Implementation of Competition by Minnesota School-Based Agricultural Education Teachers
Authors: Ramstad Joseph , Easterly Tre , Loizzo Jamie , Bunch JC
Published: January 2025

The purpose of this study was to examine the extent to which school-based agricultural education (SBAE) teachers implement competition within their programs. A quantitative instrument was designed to carry out the four research objectives of the study. The instrument was distributed to a non-probability convenience sample of 72 SBAE instructors who attended the [state] agricultural educators’ association conference. Data were interpreted and analyzed utilizing descriptive statistics. The results of this study revealed that teachers tend to have a desire and the skills to implement competition within their classroom, but lack the physical resources, curricular materials, and in some cases, the professional development experiences to implement competition to their desired extent within their classroom settings. Further research is needed in order to more fully explore how we can better support teachers who wish to implement competition within the classroom and the motives teachers have in selecting competitive elements within their classrooms. Further research should also be done to understand how teachers modify curricular resources to meet the goals and desires of their students and their programs.
Utilizing framing theory to construct a typology of farm to school in Georgia
Authors: Davidson Jade , Peake Jason
Published: January 2025

Farm to School is one experiential learning approach for educating children about agriculture, food, nutrition, and the environment. On a national level, Farm to School loosely began with The Department of Defense (DoD). On a state level, Georgia Organics is usually credited with formalizing Farm to School in Georgia, but tension exists because other organizations have long used Farm to School concepts. Framing theory was used to explore key messages about Georgia Farm to School’s program in the past and present, as well as future directions. Respondent-driven sampling was used to recruit participants. The “seeds” or initial wave of participants were the past and present directors (n = 2) of Farm to School at Georgia Organics, which is listed by the National Farm to School Network as the key contact for the state. Narrative inquiry and analysis were the main collection and analysis methods used. Six issues frames emerged: background experiences; the problem of child nutrition; the rise of the Georgia Farm to School Alliance; ownership and language; COVID-19’s impact; and reimagining Farm to School. Future research should evaluate the breadth of Farm to School and explore how the tension between educators could impact the future of Farm to School. Practitioners should evaluate whether these messages align with their missions. Researchers and practitioners alike should consider how to redefine Farm to School to better suit how it is practiced.
Implementing traditional school-based agricultural education in an urban context
Authors: Martin Michael , Mumma Kaley , Van Der Kamp Blake
Published: January 2025

The implementation of urban school-based agricultural education programs has been a topic of growing interest. The literature indicates that urban programs are increasing in numbers and yet also presents unique challenges in implementation and programming. This case study examined a program which had traditional programmatic elements but in an urban community. The program utilized some traditional elements such as a barn with livestock and greenhouse focused on floral production. The program also layered elements of non-traditional programs including an emphasis on DEI work, deemphasizing the FFA, and curriculum to food production in the greenhouse. The implications of this case study for urban program design are important in that there is no one size fits all in programming for urban programs.
Student Autophotography of Perceived Leadership Competency Development during a Short-Term Domestic Study Tour
Authors: Carson Hunter , Humphrey Newlin , Coleman Bradley , Cline Lauren
Published: January 2025

Many higher educational institutions offer existing travel abroad study experiences. On the rise are short-term domestic travel experiences with the large cultural diversity present in the United States. As accessibility to study abroad programing is continuously faced with barriers such as cost, perceived safety, opportunity cost, and language, could domestic study programs offer equitable alternatives? With leadership experience being a necessary and sought after skill by students and employers, to what capacity does domestic travel provide participants leadership development? This autophotography study utilized photo-caption data to investigate the perceived leadership competencies developed by state FFA officers during a short-term domestic travel experience. Participant photo-caption responses communicated limited leadership competency development. Rather, participants conflated agricultural experiential exposure and gained social capital as perceived leadership competency development. Recommendations include developing leadership curriculum grounded in theory for both domestic and abroad travel experiences, front loading leadership competency development goals to participants, introducing post-trip interviews in future studies, and replicating the study within a global context in a travel experience abroad to understand perceptions beyond a domestic experience.
Using Audience Segmentation to Identify Target Audiences for Climate-Smart Beef Production Communication
Authors: Orton Ginger , Fischer Laura , Kitten Kylie
Published: January 2025

In the face of increasing consumer scrutiny of the food supply chain, communication practitioners have been determined to understand public perceptions of the food production process from ‘farm to fork.’ The beef industry has been of particular interest due to the relatively high production emissions and an increased level of public support for environmentally friendly food behaviors, such as eating less beef. To address these concerns, the USDA and industry organizations are creating programs to incentivize and promote climate-smart beef production practices. Further, a new market is being created, where products may be labeled as ‘sustainable’ or ‘climate-smart.’ In order for this market to thrive, communicators and educators must strive to educate the public about these production practices; however, little is known about how to educate the public and market these climate-smart production techniques to the public. This study sought to identify and describe unique target audiences for educational communication about climate-smart beef production using audience segmentation. Through a K-means cluster analysis, we identified four strategic target audiences based on respondents’ climate change concern, political ideology, trust in science, and perception of the environmental responsibility of the beef industry. After, we described each cluster’s demographic characteristics, beef consumption frequency, attitude toward sustainable food products, and preferred communication sources to inform strategic communication efforts. This study provides insight and recommendations for educators and other practitioners communicating about climate-smart beef as well as areas of future research into this emergent area.
Perceptions of agriculture teachers and school administrators toward compensation and extended contracts
Authors: Still Steven , Solomonson Jay
Published: January 2025

Recruitment and retention of agriculture teachers is a major concern in the field of school-based agricultural education (SBAE). A major reason cited for this concern is perceived shortcomings in teacher compensation. To remedy this factor, Illinois implemented an extended contract grant program to provide agriculture teachers with additional compensation for their work outside of their normal contract time, implementing the three-circle model of SBAE instruction. The purpose of our study was to investigate the perceptions and attitudes of Illinois agriculture teachers and school administrators toward the teacher Three Circle Grant program. We designed and administered electronic questionnaires to investigate how agriculture teachers are compensated for their time, perceptions of compensation of agriculture teachers receiving and not receiving the extended contract grant, and agriculture teachers’ and school administrators’ attitudes towards the Three Circle Grant program. Our findings revealed that the ThreeCircle Grant is a major factor for agriculture teachers staying in their current teaching positions, and those teachers not receiving it want it in future contracts. We further discovered significant differences between agriculture teachers receiving the grant and those that do not, in their beliefs of adequate compensation for time conducting FFA and SAE responsibilities. Additionally, 80% of administrators stated that the grant is a major factor in recruiting and retaining agriculture teachers in their school districts. While findings were not generalizable beyond the population, there are implications for agricultural teacher preparation programming across America to address the lack of compensation outside of school hours if retention is to be improved.
Evaluating land-based learning as a pedagogical approach
Authors: McKim Aaron J. , Palmer Abbey , McKendree Robert , Warsaw Phillip , DeDecker James
Published: January 2025

Founded on the principles of place-based education, land-based learning collaboratively engages learners and community members in a four-step process of identification, understanding, intervention, and evaluation to enhance the sustainability of community-based agricultural systems. While scholars have provided the philosophical foundation for land-based learning, there have been no quantitative evaluations of learners engaged in this innovative pedagogical approach. Therefore, the current study explored students from two high schools in Michigan’s Upper Peninsula who participated in a land-based learning experience focused on increasing local food purchasing within their high school cafeterias. Using pre-experience and post-experience surveys, student learning gains in local food awareness, local food behaviors, and eight leadership factors were evaluated. Results from the research include statistically significant gains in local food awareness, local food behaviors, empowerment efficacy, and decision making when comparing post-experience data to pre-experience data. Findings contribute to the nascent body of literature suggesting land-based learning is an effective pedagogical tool for promoting student growth. Recommendations for expanding the use of land-based learning; increasing funding to support its implementation; and targeted scholarship to inform the growth of land-based learning are also explored.
Does the Mentorship of Cooperating Teachers Meet the Needs of Their Student Teachers?: A Mixed-Methods Exploration
Authors: Nesbitt Heather , Barry Debra
Published: January 2025

The student teaching internship experience is one of the most fundamental experiential learning opportunities for pre-service teachers during their traditional university certification process. During the internship, cooperating teachers play a pivotal role in creating an impactful experience for their student teachers. Cooperating teachers are being asked to take on the role of mentor when leading their student teachers to develop stronger teaching skills and the ability to manage a school-based agricultural education program. However, cooperating teachers are not always clear about their exact roles as a mentor and are in need of additional preparation and support. This study compares the perceived demonstration of mentorship by cooperating teachers and the observation of this mentorship by the student teacher after the implementation of a cooperating teacher support program at [university department]. The results suggest cooperating teachers are utilizing best practices for mentoring within all three areas of social support, professional support, and role modeling. The need for cooperating teachers to explain to student teachers why they do what they do was revealed. Further research in the preparation and support of cooperating teachers is necessary to continue to paint a picture of how these mentor behaviors are being implemented across the profession.
Developing Deeper Understandings through an Agricultural Literacy Professional Development
Authors: Lemley Stephanie , Alley Kathleen , Morrison Carley
Published: January 2025

In this study, we examined how the Agricultural Science Professional Development (ACRE) Project, an agricultural literacy professional development, influenced secondary agriculture teachers’ agricultural literacy perspectives and practices. We analyzed our data using Moje’s (2015) 4 E’s Heuristic for Disciplinary Literacy Instruction. Our findings revealed that the eight teachers developed a deeper understanding of agricultural literacies and they planned to apply this knowledge in different ways to scaffold students’ engagement with discipline-specific practices.
Effects of Educational Technology on Students’ Academic Achievement in Agricultural Education: A Meta-analysis
Authors: Ma Shuai , Adeyemi Anjorin Ezekiel , Xu Zhihong , Wang Qing
Published: January 2025

The use of educational technology is essential in education, and numerous studies have demonstrated the benefits and effects of implementing educational technology in general education settings. However, there is a research gap concerning the investigation of its impact in the field of agriculture using the meta-analysis method. To address this research gap, we conducted a comprehensive meta-analysis investigating the effect of educational technology on students' academic performance in agricultural education from 2000 to 2022. The study included 14 research works, and the average mean effect size was found to be 0.23 for the fixed-effect model and 0.21 for the random-effect model. Variables such as subjects, educational level, types of educational technology, and sample size were used for moderator analysis. The findings revealed that all four variables significantly moderate the effect size. This suggests that the use of educational technology has a positive impact on students' academic performance in agricultural education. Considering these results, implications for further research and classroom practice are provided.
Gender Bias Experineces in School-Based Agricultural Education
Authors: Mumma Kaley , Hartmann Katherine , Martin Michael
Published: January 2025

Today, women compose 44% of students enrolled in FFA and 50% of leadership positions within FFA are held by women. The increasing number of women in School-Based Agricultural Education (SBAE) will mean these women might encounter gender-based bias. In this study, we interviewed and surveyed women SBAE teachers to explore what form gender bias takes within SBAE. We found women experienced gender bias from students, peers, and from within the agriculture industry. Given these findings, we propose recommendations including trainings and support for students entering the profession and for current teachers, and more research about women agriculture teachers’ experiences in SBAE.
Integrating Socioscientific Issues in School-Based Agricultural Education: Teachers’ Self-Efficacy, Beliefs, & Barriers
Authors: Burrows Michelle S. , Sorensen Tyson J. , Lawver Rebecca G.
Published: January 2025

The purpose of this quantitative survey research study was to describe the integration of socioscientific issue (SSI) integration within school-based agricultural education (SBAE). This research was guided by the SSI-based instruction framework and the three-component model of agricultural education. The population for this study was all SBAE teachers in the U.S. during the 2019-2020 school year. A total of 136 SBAE teachers participated in the study. SBAE teachers’ self-efficacy related to SSI, their perceived need to teach SSI, and barriers to teaching SSI were explored. Survey responses were analyzed using descriptive statistics. Respondents agreed that SSI are needed in agricultural education, but time to develop curriculum and integrate SSI is a barrier. Overall SBAE teachers felt supported by their administration and communities. Recommendations include integration of SSI and the SSI-based instruction framework in both pre-service agricultural teacher preparation programs and in-service teacher professional development. Aligning state and national agricultural education standards to include SSI is also recommended. Further research should be conducted to explore SBAE teachers’ knowledge of SSI, how they are integrating SSI in their classes and what resources and teaching strategies they are using.
"It's Good for the Human Soul": Community Gardening as a Pathway to Civic Action
Authors: Chrissy Pfeil
Published: January 2025

In this study, the author investigates the relationship between community gardening and civic action among undergraduate students through student interviews and narrative analyses utilizing an experiential learning theoretical framework.  Findings suggest that community gardening may be a pedagogical tool that allows students to develop civic knowledge and connect with and learn about their local communities.  Findings also suggest that students describe community gardening as civic actions and discuss how community gardening has resulted in future civic efforts.
A Narrative Inquiry Exploring Young Adults in Production Agriculture Story of Hard Work
Authors: Dado Meikah , Landaverde Rafael , Elliot Jack
Published: January 2025

Higher education educators are transitioning to more student-centered learning approaches, including designing educational material and actively teaching. Further, young adults ages 18-26 typically make up higher education classrooms. Young adults in higher education are at a fundamental phase where they make decisions that affect their education and career. More specifically, young adults with a background in production agriculture can be at a crossroads when it comes to returning to the agricultural operation or determining different career paths. There is a sizeable research emphasis on the stress, work-life balance, and mental health of owners or operators of agricultural operations. However, there is very little research regarding the impact working and living in the agricultural operation has on the children or young adults of the farmers or ranchers. This study uses a qualitative narrative inquiry approach to examine young adults who grew up in production agriculture and their relation to hard work. Story episodes served as the unit of analysis, where the story episodes occur within the small stories of each participant that then live within the meganarrative. The meganarrative describes how young adults feel pressure to return to the agricultural operation, may feel guilty for leaving, and have poor work-life balance. However, above all, they have a deep sense of appreciation for production agriculture and their work ethic gained from working on the farm or ranch. Higher education educators can use this information when designing education material. Further, this information is helpful for agricultural industry with topics such as succession planning.
Watch Your Language: A Corpus Linguistics Analysis and Systematic Review of Feedback
Authors: Schmidt Kirby , Amy R. Smith  , Josh Stewart
Published: January 2025

The purpose of this systematic review of literature was to examine the language surrounding a primary role associated with supervision: feedback. Feedback is powerful and foundational to the on-going professional and personal development of teacher candidates, yet the meaning of the word on its own is taken-for-granted, undefined, and often left to the reader to make their own interpretation. This review is guided by the theoretical tool of corpus linguistics analysis to understand the relationship of words associated with feedback in the context of literature, which provides clarity on the possible representations and meanings of feedback. Clarity of language leads to clarity of research methods, findings, and future direction for practitioners. The existing use of the word feedback reveals more about the agency of those involved with the phenomenon, as well as the implications of this viewpoint. Based on the findings of this review, recommendations and implications for future research and practice involving supervision, and feedback are made to strengthen and unify the field around the subtle, yet impactful use of the word feedback in terms of information, process, or event.
Development of a Concept Inventory of Inheritance for High School Agricultural Education
Authors: Jin Ying , Mosley Chaney
Published: January 2025

This study developed three versions of a concept inventory of inheritance tailored for high school agricultural education. These inventories can be used as formative assessments to inform teachers about students’ understanding of inheritance within the context of agriculture or as summative assessments to evaluate learning outcomes. Existing concept inventories in genetics related concepts lack real-world agricultural applications. Our inventories incorporate areas within agriculture, such as animal systems and plant systems, providing students with a deeper understanding of the concept of inheritance. Developed primarily by high school agriculture teachers, these inventories reflect real-world experiences and observations, offer valuable insights into students’ misconceptions, gauge preparation, measure instructional effectiveness, and provide a comprehensive view of learning progressions. We utilized confirmatory factor analysis, Rasch model, and distractor analysis to examine the psychometric properties of the concept inventories.
Retaining School-Based Agricultural Educators: A System Dynamics Approach
Authors: Marzolino Tiffany , McKim Aaron
Published: January 2025

The teacher retention issue has been plaguing school-based agricultural education (SBAE) since the 1970’s. This issue has been investigated from a multiplicity of angles by researchers throughout the discipline. A major gap in the literature, however, comes from the absence of a systems perspective which relates these various empirical studies to one another. This philosophical manuscript proposes a representation of one of the many systems teachers may navigate as they choose whether to remain in or leave the profession. Utilizing literature from the Journal of Agricultural Education, scholarship within the Theory of Margin, experiential knowing, and feedback from current and former teachers, a casual loop diagram (CLD) was constructed to represent one of the systems potentially present in SBAE. This model demonstrates how teachers navigate periods of margin deficit, where their workload is greater than their ability to achieve it. Analysis of the proposed CLD demonstrates there may be an overreliance on the noble sacrifice mindset and an underutilization (or prohibition) of boundary setting driving teachers’ decision to leave the profession.
Future Workforce for America: Exploring Ecological Impacts on Youth Motivations to Pursue Careers in Agriculture
Authors: Daniel Nyarko Ayisi , Masambuka-Kanchewa Fallys , Martin Michael
Published: January 2025

The advancement of technologies in the United States agricultural sector has created a demand for young and innovative workforce to replace the aging working population. While existing research shows that the majority of the youth are not attracted to the agricultural sector's jobs due to their low economic benefits, the motivations for those entering the sector are not yet documented. This study, therefore, employs the Ecological Systems Theory to explore the motivations for youth pursuing agricultural careers in the University. A qualitative content analysis approach was adopted by analyzing 45 video presentations by undergraduate students. The result showed that family influence through practical agriculture engagement, value for sustainability, and connections with educational institutions coupled with school activities and emerging opportunities in the agricultural sectors were the main motivating factors for youth engagement in agriculture studies. Our findings suggest the need to involve the microsystem elements in policies and youth agricultural program development to increase youth involvement in the sector.
Perceptions and Preparedness: An Investigation of Agricultural Education Teachers' Self-Efficacy for Including Students with Learning Disabilities in Supervised Agricultural Experience Programs
Authors: Devin N. Smith  , Clemons Christopher , Jason D. McKibben  , Hillary Miller  , James R. Lindner  , Caroline Dunn
Published: January 2025

This study explored secondary [STATE] school-based agricultural education (SBAE) teachers' perceptions of instructing students with learning disabilities in Supervised Agricultural Experiences (SAEs) programs. The perceived importance and competence levels of SBAE teachers utilizing individualized education programs (IEPs), implementing inclusive classroom practices, and adapting instruction for diverse learners were addressed using Bandura's self-efficacy theory. A post-positivist, descriptive correlational design was used to gather and analyze collected data. The instrument contained 65 questions and statements separated into six sections: 1) Individualized Education Programs (IEPs); 2) best management practices for the agriculture classroom and SAE; 3) implementing teaching strategies based on learning challenges; 4) changes in the IEP population; 5) current IEP population; and 6) personal characteristics. The questions were categorized into sections to determine the educator’s perception of Individualized Education Programs alone before introducing IEPs in the various components of the agriculture classroom. A Borich Model was used to determine the educator’s perceived level of importance as well as the level of competence. Participants (n = 43) acknowledged the high importance of including students with disabilities, needing additional training to utilize student IEPs to tailor instruction effectively, and equipping new teachers with the skills needed for selecting appropriate instructional strategies to improve student learning. These discrepancies suggest a need for targeted professional development to enhance teachers' confidence and skills. The findings highlight areas for improvement, such as effectively using IEPs, implementing best practices for inclusive learning environments in classrooms and SAEs, and selecting appropriate teaching strategies for students with varying needs.
More Than a Lesson: A Qualitative Analysis of Agricultural Educators’ Impact on Students with Adverse Childhood Experiences
Authors: Norris William , Norris-Parish Shannon , Greene Parker
Published: January 2025

School-Based Agricultural Education (SBAE) has impacted millions of students. In the modern secondary classroom, agricultural educators must navigate external factors, such as students experiencing Adverse Childhood Experiences (ACEs). These ACEs can have negative repercussions for the afflicted, including an increased risk of medical issues, drug use, and depression if the ACEs are not properly acknowledged. Guided by the Contemporary Trauma Theory, we sought to investigate the role that agricultural educators play in supporting students with ACEs. Using semi-structured, qualitative interviews with 16 agricultural educators from Oklahoma and Louisiana, we inductively used open and axial coding to identify three emergent themes with seven respective subthemes. First, we identified that agricultural educators often emotionally support students with ACEs regularly due to the close teacher-student relationships and the socioeconomics of the school district. Agricultural educators also have a desire to support students experiencing ACEs. Secondly, students experiencing ACEs are often drawn to agricultural education because of the rapport with the teachers, the experiential nature of the coursework, and the nurturing/inclusive environment in the classrooms. Finally, agricultural educators engage teacher- and school-driven strategies to support students experiencing ACEs. Due to the increased risk of secondary traumatic stress affiliated with emotionally supporting students with childhood trauma, we recommend increasing training for handling ACEs. Additionally, we also recommend cataloging strategies for educators to implement in their classrooms. These strategies can provide guidance to agricultural educators as they navigate emotionally supporting students with ACEs.
Historical Review of Urban Cooperative Extension in the United States
Authors: Campbell Joshua , Edwards M. Craig
Published: January 2025

The United States is increasingly urbanizing, and the communities served by Extension look different today than in 1914 when the nation’s Cooperative Extension Service was established. Many communities are generally more diverse than ever before and face complex challenges unique to urban environments. These factors have led to an ongoing discussion among Extension professionals regarding what form Cooperative Extension programs should take in the future and how strategic approaches to Extension may be different in urban contexts. This debate, however, is not a new one; the trend toward urbanization has been an issue since the early years of the Cooperative Extension Service. Using historical research methods, we analyzed the discussions around urban Extension nationwide from 1914 to the present-day and suggested implications about its future.
Thousand Miles
Authors: Burris Scott
Published: January 2025

2024 Distinguished Lecture, American Association for Agricultural Education
School-Based Agricultural Education Teachers’ Intentions to Use Equipment with Flesh-Sensing Safety Technology
Authors: Kevin Sanders  , Mark Hainline  , Smalley Scott
Published: January 2025

The purpose of this quantitative research study was to describe school-based agricultural education (SBAE) teachers’ experiences, perceptions, and intentions to use flesh-sensing safety technology (FSST) in SBAE laboratory-based instruction. As emerging technology creates new tools and teaching instruments, SBAE teachers can use this new technology to help reduce student injuries and anxiety associated found with using laboratory equipment. A national probabilistic sample was used and a total of 83 SBAE teachers responded to our survey. The Carpentry laboratory was the most commonly (f =17; 20.5%) used laboratory for FSST equipment. One quarter (25.3%) of our sample were currently using FSST in their programs and as many as 30 injuries have been prevented via FSST. Overall, the teachers indicated an average of 92.4 (SD = 15.8) in the agreement of implementing FSST equipment into their programs. Based on the results of this study, it is recommended to incorporate multiple types of FSST equipment into secondary agricultural education programs to help reduce student injuries and increase teacher retention. Furthermore, it is recommended pre-service teachers be introduced to, and receive training on equipment with FSST while in their teacher prep program. It is also recommended that universities, stakeholders, and state-level agricultural education / FFA staff members seek out resources to equip agricultural education programs with FSST equipment. Further research should be conducted to discover what barriers lie in the way for SBAE programs to obtain equipment with FSST, and what FSST equipment is in development for consumers.
Secondary Agricultural Education Instructors’ Perceived Importance and Ability when Accommodating Students with Special Needs
Authors: Ramage Martin Raegan , Roberts Richie , Stair Kristin S. , Blackburn J. Joey
Published: January 2025

Each year, the number of students with a documented disability in public schools in the U.S. has increased. However, SBAE instructors continue to identify a lack of confidence when teaching students with exceptionalities. This lack of confidence has been exacerbated by a lack of professional development regarding teaching students with special needs. To better understand this issue, this investigation sought to describe [STATE] SBAE instructors’ educational experiences in accommodating students with special needs and describe their desired professional development opportunities. This study employed a Borich style online survey in which participants indicated their perceived importance and ability when accommodating different disability categories as well as utilizing specific strategies when teaching students with special needs through mean weighted discrepancy scores (MWDS). Findings identified the need for additional professional development for [STATE] SBAE instructors, specifically concerning disability types of blindness or visual impairment, deafness or hearing impairment, autism, and emotional or behavioral disorders. In addition, agricultural teachers desired to better understand the legal regulations of teaching students with exceptionalities in the classroom as well as through FFA and SAE activities. As a result of the investigation, recommendations for tailoring professional development for [STATE] SBAE instructors were provided. Keywords: agricultural education, school-based agricultural education, students with special needs, professional development, needs assessment
Benefits and Challenges of SAE for All and FFA Affiliation Adoption
Authors: Rada Lavyne L. , Sheehan C. Zane , Smith Amy R. , Livstrom Illana C.
Published: January 2025

Even with measurable benefits of all three School-Based Agricultural Education (SBAE) components, implementation of each component widely varies. Not all SBAE students experience the benefits of FFA and SAE, resulting in young adults who may not be fully prepared for their careers or to enter the workforce. FFA Affiliation and SAE for All are two approaches designed to reprioritize FFA and SAE as integral. As part of a federally funded grant, we used a descriptive case study approach and Diffusion of Innovations theory (Rogers, 2003) to explore the challenges, limitations, and benefits experienced when teachers adopted FFA Affiliation and SAE for All. We found that the stigma of agriculture, student buy-in, limited resources, SBAE jargon, and long-term financial feasibility were challenges for teachers. Teachers described many benefits including increased access, removing barriers, and increased participation. To make adoption easier, teachers wanted additional resources, networking, best practices, and time for problem-solving. Participants’ primary concern was FFA Affiliation’s long-term viability, given the pricing model. We recommend national organizations develop additional resources and provide professional development to support FFA Affiliation and SAE for All and that National FFA reevaluate the FFA Affiliation fee structure.