ethanporcaro/eric-fulltext-meta huggingface dataset:
Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses
Author: Johnson, Donald M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Undergraduate Study,Agricultural Education,Technology Uses in Education,Educational Technology,Correlation,Technological Literacy,Internet,Surveys,College Faculty,Undergraduate Students

Students and faculty in a land-grant college of agriculture were surveyed to determine their perceptions of current and future Information and Communication Technology (ICT) use in undergraduate agriculture courses. There was a large, positive relationship (r = 0.83) between student and faculty perceptions of the extent to which 40 specific ICT tasks were required in undergraduate courses. Students and faculty ranked the same five ICT tasks (receive email, send email, search the Internet, submit assignments as email attachments, and use Blackboard© to acquire course information) as being the most frequently required. Students and faculty agreed that all database tasks and many of the intermediate to advanced spreadsheet, word processing, graphics, Internet, and miscellaneous tasks were seldom required in undergraduate agriculture courses. While a majority of students and faculty indicated that future ICT use should be maintained at the current level in each of seven broad ICT areas, there were significant (p &lt; 0.05) differences between faculty plans and student recommendations for future use of the Internet, databases, computer graphics, and specialized applications. Students were undecided to moderately positive about their course-related ICT experiences. These results indicate a need to better integrate intermediate and advanced ICT tasks into undergraduate courses.
Two Decades of Agricultural Literacy Research: A Synthesis of the Literature
Author: Kovar, Kristin A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Literacy,Knowledge Level,Literature Reviews,Journal Articles,Bibliometrics,Educational History,Periodicals,Conferences (Gatherings),Coding,Program Effectiveness,Models,Teachers,Students,Adults,Educational Assessment

The purpose of this investigation was to identify and synthesize research related to agricultural literacy since the publication of Understanding Agriculture--New Directions for Education (1988). The researchers sought to determine where agricultural literacy research was published, which populations were targeted, the purpose of the research, and the findings of agricultural literacy studies published between 1988 and 2011. Overall, a total of 49 studies were found - 17 studies in the Journal of Agricultural Education, seven studies in the NACTA Journal, three studies in the Journal of Extension, 18 studies in national or regional American Association for Agricultural Education (AAAE) conference proceedings, and four miscellaneous studies. The populations targeted in agricultural literacy research were teachers, students, and non-educator adults with elementary teachers and students being the most frequently targeted populations. The purposes of the respective studies were coded into three specific areas: (a) assess agricultural literacy; (b) test the effectiveness of an agricultural literacy program; or (c) develop a framework or guide used to assist educators. While the programs were found to be successful in increasing agricultural literacy, many populations assessed were found to be agriculturally illiterate. Further research is warranted to explain areas of deficiency in agricultural literacy.
Student Apathy as Defined by Secondary Agricultural Education Students
Author: De Lay, Ann M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Agricultural Education,Phenomenology,Student Attitudes,Student Experience,Focus Groups,High School Students,Educational Quality,Learner Engagement,Teaching Methods,Educational Environment,Secondary School Teachers,Teacher Influence,Qualitative Research,Interviews

Student motivation continues to be a source of concern for educators. This phenomenological study captured the voices of secondary agriculture students as they shared their perspectives and experiences surrounding student apathy. Four focus group interviews were conducted at four central California high schools with distinguished agriculture programs. The following question guided the research: What experience do secondary agriculture students have with student apathy in their academic environments? Findings suggest student apathy is born of personal choice and grown through mediocre teaching, archaic assessment and the absence of learning purpose. Recommendations suggest students, teachers, the local school and teacher educators form a unified front to combat the phenomenon through purposeful and consistent action.
Louisiana Secondary Agricultural Educators' Perceptions of an International Experience toward Their Teaching Career
Author: Danjean, Shelli
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary Education,Secondary School Teachers,Agricultural Education,Teacher Attitudes,Global Approach,Teaching (Occupation),Study Abroad,Barriers,Teacher Participation,Faculty Development,Educational Benefits,Statistical Significance,Behavior Theories,Teacher Characteristics,Career Development,Rating Scales

As societies across the globe are becoming interdependent, it is becoming increasingly essential for secondary agricultural educators to integrate an international component into the agricultural curriculum. The purpose of this study was to evaluate secondary agricultural educators' perceptions of participating in an international experience (IE) toward their teaching career. This study showed that more than three-fourths of secondary agricultural educators perceived participation in an IE to be beneficial to their careers, and nearly three-fourths perceived participation to be relevant to their careers. It is concluded that secondary agricultural educators perceive minor barriers to participation in an IE. In addition, secondary agricultural educators who perceive participation in an IE to be beneficial and relevant to their careers also perceive locations to be more appealing and activities to be more important than those who do not. Further, secondary agricultural educators who perceive participation in an IE to be relevant to their career perceived fewer barriers to participation in an IE. However, there were no statistically significant differences between perceived barriers of secondary agricultural educators who perceive participation in an IE to be beneficial to their career and those who do not perceive participation to be beneficial to their career.
Measuring Florida Extension Faculty's Agricultural Paradigmatic Preferences
Author: Warner, Laura A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Extension Education,Sustainability,Preferences,College Faculty,Extension Agents,Agricultural Education,Teacher Attitudes,Models,Likert Scales,Surveys,Statistical Analysis

The demand for sustainable agriculture has increased, and many institutions, including the University of Florida, have adopted agricultural sustainability as a major goal. Extension has been identified as a critical information source, important in disseminating sustainable agricultural growing techniques. However, research has demonstrated that an institution's goals may not be represented by the actions and beliefs of its staff members (Eveland, 1986; Minarovic &amp; Mueller, 2000). While Extension faculty have been identified as change agents in the shift to a more sustainable agriculture, the literature contained little regarding Florida Extension agents' attitudes towards this topic. The study and its findings were framed by Mitzel's model of teaching and learning, and we sought to describe Florida Extension agents through an exploration of the presage variables associated with their teaching. This study utilized an updated Alternative and Conventional Agricultural Paradigm (ACAP) scale instrument to quantitatively measure Florida Extension agents' agricultural paradigms. The sample included 188 randomly selected Extension faculty working across all disciplines. Within a potential score range of 24-120, and higher values indicating stronger alignment with sustainable agriculture, the Sustainability Score mean for Florida Extension agents was 80.64. The study identified three paradigmatic groups: Conventionals, Moderates, and Sustainables. We documented elements of Florida Extension professionals' presage variables and determined that there is no disconnect between University of Florida Extension faculty and their organization's goals related to sustainable agriculture.
Assessing the Impact of a Semester-Long Course in Agricultural Mechanics on Pre-Service Agricultural Education Teachers' Importance, Confidence, and Knowledge of Welding
Author: Leiby, Brian L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Preservice Teachers,Agricultural Education,Welding,Self Esteem,Knowledge Level,Student Attitudes,Standards,Courses,Pretests Posttests,Comparative Analysis,Correlation,Statistical Analysis

This study sought to assess the perceptions of Oklahoma pre-service agricultural education teachers regarding the importance of identified welding skills standards and their confidence to teach them, based on a semester-long course on metals and welding. This study also sought to determine pre-service teachers' knowledge of welding prior to and at the end of instruction. It was found that pre-service teachers rated the seven constructs above average in importance; yet, they had below average confidence in their abilities to teach them at the beginning of the semester and between average and above average confidence at the end of the semester, which resulted in large practical effect sizes. Further, they increased their knowledge score from an F at the beginning of the semester to a C at the end of the semester, which was both statistically and practically significant. These pre-service teachers should be followed, longitudinally, to determine if and when they are able to fully master the skills and teach them effectively in the classroom and laboratory settings. Because agricultural mechanics is a vast field, future research should assess pre-service teachers' perceived levels of importance and confidence in areas outside of welding, such as electricity, plumbing, and small gas engines.
Assessing the Motivators and Barriers Influencing Undergraduate Students' Choices to Participate in International Experiences
Author: Bunch, J.C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Barriers,Student Participation,Study Abroad,Agricultural Education,Land Grant Universities,Comparative Analysis,Student Characteristics,Predictor Variables,Student Surveys,Statistical Analysis,Multiple Regression Analysis

International experiences (IEs) are becoming one of the most critical elements of an undergraduate student's education to address the knowledge needed to become globally competent. However, student enrollment in IEs has been limited. Agricultural educators can more easily influence students' decisions regarding participation in IEs if they understand students' perceptions of associated motivators and barriers. Realizing geographic location may have an impact on students' decisions, this study assessed the motivators and barriers influencing students' choices to participate in IEs at two geographically diverse land-grant universities. Students at both schools perceived the overall importance of participating in IEs as moderately important, and exhibited a neutral level of agreement with the International experience (IE) barrier items. Even though the barriers and the motivators were similar, previous participation levels in IEs were significantly different when the universities were compared. Specific barriers, motivators, and personal characteristics were found to be significant predictors of participation in IEs, and the level of significance varied depending on the university attended. The results confirm that many undergraduate students are not fully engaged in IEs, that agricultural educators should to strive toward eliminating barriers to participation, and that recruitment incentives should be developed based on the needs of the specific university.
Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers
Author: Stripling, Christopher T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Standards,Mathematics Skills,Curriculum,Preservice Teacher Education,Food,Natural Resources,Pedagogical Content Knowledge,Mathematical Concepts,Teaching Methods,Preservice Teachers,Mathematics Tests,Test Items,Item Analysis,Statistical Analysis,Case Studies

The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster Content Standards. To that end, the preservice teachers were not completely proficient in any of the content/process areas and were below proficiency in all of the corresponding NCTM sub-standards for 4 of the 6 content/process areas. They were proficient in 3 of the 13 NCTM sub-standards, moderately proficient in 4 of the 13 NCTM sub-standards, and not proficient in 6 of the 13 NCTM substandards. The results of this study suggest current practices are not sufficient for developing the mathematics content knowledge required for teaching the NCTM sub-standards found within the agricultural education curricula. To prepare preservice teachers for teaching mathematical concepts within the agricultural education curricula, agricultural educators should integrate mathematics subject matter related to the cross-referenced NCTM sub-standards into teacher education coursework, with an emphasis on the 10 NCTM sub-standards in which the preservice teachers were below the proficient level.
The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment
Author: Brown, Nicholas R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Style,Leaders,National Organizations,Student Organizations,Summer Programs,Outcomes of Education,Pretests Posttests,Leadership Training,Statistical Analysis,Nonformal Education,Small Group Instruction,Agricultural Education,High School Students,Recreational Programs

Many state FFA associations conduct summer camps focusing on leadership and personal development for FFA members. Interestingly, little research has been conducted on the impact or outcomes of these common activities. The purpose of this split-plot factorial repeated-measures experiment was to assess the level of campers' learning of the curriculum taught during small group breakout sessions and to study the effects of the learning style of camp Small Group Leaders on student knowledge gain of camp curriculum measured by pre-test and post-test scores. Analysis of variance was utilized to test null hypotheses using an F-ratio to determine the significance (a = 0.05). Although there was a significant difference between pre-test and post-test scores, the interaction of test scores and SGL learning style failed to produce a statistically significant interaction; therefore, there was no significant treatment effect by SGL learning style. Recommendations for camp leaders in response to study results include regular summative assessments of the camp experience, annual evaluations of Small Group Leaders and campers, and the formation of instructional standards and learning goals. Further research was recommended in the impact of teacher learning styles on student academic performance in informal educational settings.
Climbing the Steps toward a Successful Cooperating Teacher/Student Teacher Mentoring Relationship
Author: Jones, Cameron K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Cooperating Teachers,Student Teachers,Mentors,Teacher Student Relationship,Case Studies,Personality Traits,Environmental Influences,Trust (Psychology),Communication Strategies,Values,Teacher Educators,Teacher Education Programs,Semi Structured Interviews,High Schools,Urban Schools,Preservice Teachers,Preservice Teacher Education

Agricultural education cooperating teachers (mentors) are idealized as seasoned professionals, proficient in their craft, and able to transmit tacit knowledge to pre-service teachers (mentees) through demonstration, conversation, and coaching. When the relationship is successful both parties experience positive outcomes that may last a lifetime. Agricultural educators report that cooperating teachers are one of the most important influences on the development of new teachers. The research reported here used instrumental case study design to identify three steps that underpin successful mentoring relationships between cooperating teachers and student teachers in school-based agricultural education. The steps are personality, community and access, and trust and communication. Subthemes of personality included compatibility, similar values, mutual interest in growth, successful conflict resolution, and appreciation of differences. Subthemes of community and access included feelings of belonging and having access to cooperating teachers. Subthemes of trust and communication were based on delegating responsibility, providing accurate feedback, and supporting student teachers to assume the role of teacher. Based on the findings, it is recommended that university-based teacher educators increase opportunities for informal mentoring pairs to emerge. Future research could explore the impact of informal pairing on the development of new teachers compared to formal pairings.
Preparing Agricultural Educators for the World: Describing Global Competency in Agricultural Teacher Candidates
Author: Foster, Daniel D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Global Approach,Preservice Teachers,Agricultural Colleges,Study Abroad,Measures (Individuals),Cultural Awareness,Travel,Experiential Learning,Knowledge Level,Transformative Learning,Likert Scales,Foreign Countries,Statistical Analysis,Secondary Education

Colleges of agriculture in the US have been challenged to produce candidates prepared with the knowledge, skills, and disposition to engage in a global agricultural industry. Studies show that one of the most influential factors in secondary student perceptions and outlook is their secondary teachers. The adult learning theory of transformative learning by Mezirow indicates a process of making a new or revised interpretation of the meaning of an experience, which guides subsequent understanding, appreciation, and action that is anchored in life experience. To have the most impact, experiences should be grounded in a context that students can relate. Nineteen teacher candidates participated in a course with a short term study abroad component that was grounded in global school-based agricultural education. Students were administered a researcher-developed instrument measuring knowledge, skills and dispositions of global competency three times: round I -prior to the course, round II -after the course prior to the travel experience, and round III after the travel experience. Findings indicated substantial, sustained change in the candidate knowledge, candidate perceptions of knowledge, candidate perceptions of skills, and candidate perceptions of dispositions related to global competency. Further research is recommended to measure impact on practice in the secondary agriscience classroom.
Determining the Effects That the Order of Abstraction and Type of Reflection Have on Content Knowledge When Teaching Experientially: An Exploratory Experiment
Author: Baker, Marshall A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Experiential Learning,Abstract Reasoning,Reflection,Knowledge Level,Fuels,Agricultural Education,Preservice Teachers,Statistical Analysis,Instructional Effectiveness

The purpose of this experimental study was to determine the effects of order of abstraction and type of reflection on student knowledge acquisition. Students were assigned randomly to one of four treatment combinations in the completely randomized 2 x 2 design which included either abstraction prior to or directly after an experience, and either reflection-in-action or reflection-on-action. A Lab-Aids® inquiry-based kit, centered on the principles of biofuels, served as the content for the treatment. The findings of this study indicate that order of abstraction does not have a statistically significant effect on knowledge acquisition scores, but that reflection-in-action did have a statistically significant effect on increasing students' knowledge of the selected biofuel concepts. It is recommended that teachers at both the secondary and university level focus on effective strategies of reflection-in-action to draw deeper, more enduring learning from students' experiences in agricultural education. The study was exploratory in nature, and recommendations were suggested for full-scale replications of the study.
Corn Clubs: Building the Foundation for Agricultural and Extension Education
Author: Uricchio, Cassandra
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Rural Extension,Youth Clubs,Males,Agricultural Laborers,United States History,Public Schools,National Organizations,Outcomes of Education,Educational Benefits,Program Development,Educational Objectives

Corn clubs played an important role in improving agriculture at the turn of the 20th century. Corn clubs were local organizations consisting of boys who cultivated corn on one acre of land under the supervision of a local club leader. The purpose of this historical research study was to document the organization, operation, and outcomes of corn clubs. The corn-club movement was cooperatively promoted by various groups such as universities, public schools, agricultural societies, state departments of agriculture, the United States Department of Agriculture, and various philanthropic groups. Corn clubs operated in both the white and Negro schools. The corn club movement increased the demand for agricultural education in public schools and influenced the development of the National FFA Organization and 4-H Youth Development Organization. Strategies and procedures from corn clubs can be adapted and utilized in agricultural and extension education today.
How Six Women Deans of Agriculture Have Attained Their Leadership Role: A Qualitative Study
Author: Kleihauer, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Deans,Women Administrators,Females,Qualitative Research,Gender Differences,Leadership Styles,Agricultural Education,Experience,Career Development,Social Attitudes,Sex Fairness,Power Structure,Personality Traits,Phenomenology,Semi Structured Interviews,Observation,Human Capital,Gender Discrimination,Higher Education

There is a disproportionate ratio of men to women in leadership roles in higher education and agriculture. The purpose of this qualitative study was to explore the lives of women deans in agriculture in an attempt to conceptualize the leadership styles they have developed as a result of their positions as deans in a predominantly male field. Six women deans of agriculture were interviewed and observed in an attempt to recognize the impact their personal journeys have had in developing their leadership styles and attaining their leadership role. The overarching conclusions for the women in this study was that their leadership role was not limited to their education and work experience, gender, peoples' perceptions of women, fairness, or power. In addition, each of the women deans in this study exhibited personality traits such as surgency, conscientiousness, agreeableness, adjustment, and intellectance, which are traits considered relevant for leadership effectiveness.