ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching STEM through Horticulture: Implementing an Edible Plant Curriculum at a STEM-Centric Elementary School
Author: Graves, Leila A.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Horticulture,Gardening,Elementary School Teachers,Grade 3,Case Studies,Professional Development,Teacher Attitudes,Educational Change,Teaching Methods,Instructional Materials,Curriculum Development,Grade 4,Grade 5,Agriculture,Agricultural Education,Elementary School Science,Elementary School Students,Qualitative Research,Interviews

School gardens are ideal places for students to ask and answer questions about science. This paper describes a case study of two 3rd grade teachers and two STEM coordinators who were recruited to implement and evaluate a horticultural-based curriculum developed for this study. Informed by the Teacher-Centered Systemic Reform model we conducted a case study analysis of the beliefs and practices of these four educators. Teachers made curricular decisions based on their confidence teaching about plants, the accessibility of curricular materials, perceptions of relevancy of lessons to academic science standards, and the time constraints. One STEM coordinator reported that the curriculum addressed academic science standards, was relevant to students' lives, and provided hands-on inquiry activities connected to the school garden. The subsequent STEM coordinator, along with the teachers, believed that garden plants do not address science standards and instead support enrichment activities. We conclude that professional development on horticultural-based curriculum for both teachers and STEM coaches is warranted.
Using the Tuning Protocol to Generate Peer Feedback during Student Teaching Lesson Plan Development
Author: Paulsen, Thomas H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Teaching,Student Teachers,Teacher Attitudes,Teacher Education,Teacher Education Programs,Peer Evaluation,Lesson Plans,Instructional Development,Agricultural Education,College Students,Preservice Teachers,Reflection

Self-adequacy during the student teaching experience is high on the list of concerns expressed by student teachers (Fritz &amp; Miller, 2003; Ng, Nicholas, &amp; Williams, 2010). That factor, in combination with others, determines student teachers' goals and sparks their motivation to engage in effective instructional planning (Baylor &amp; Kitsantas, 2005). The purpose of this study was to determine student teachers' perceptions of the use of the tuning protocol, a formalized process of reflective practice and peer review (Allen &amp; McDonald, 1993; Easton, 2009), to revise lesson plans. When open coding was used to analyze student teachers' perceptions, four themes emerged: benefits, drawbacks, structure of the tuning protocol, and recommendations for future use. The majority of student teachers were satisfied with the outcomes of the tuning protocol review process and planned to use it in their professional careers. Recommendations for use of the tuning protocol in various stages of the teacher education program are presented.
Teacher-Perceived Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics
Author: McCubbins, O. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Safety,Agricultural Machinery,Instructional Materials,Teacher Attitudes,Research Methodology,Questionnaires,Laboratory Equipment

Agricultural mechanics is an important component of a well-rounded school-based agricultural education (SBAE) program. Within agricultural mechanics courses lies a plethora of topics and skills to be covered. Adequate tools and equipment are vital in preparing students to fill an expanding, 21st century workforce. The issue of inadequate teaching materials has been well documented throughout the entire educational system, and such inadequacies may leave gaps in students' ability to become proficient within agricultural mechanics. A paper-based questionnaire was distributed to all teachers in attendance at the Iowa teachers' conference. This descriptive study sought to identify teacher-perceived adequacy of available tools and equipment to teach agricultural mechanics in Iowa. The researchers found that many agricultural education teachers in Iowa are ill-equipped to teach many concepts within agricultural mechanics due to a reported lack of adequate tools and equipment. Agricultural education teachers in SBAE programs should ensure adequate tools and equipment to meet curricular and industry standards. It is recommended to examine purchasing decisions of tools for inclusion in the agricultural mechanics laboratory as well.
An Examination of Pre-Service Agricultural Science Teachers&apos; Interest and Participation in International Experiences: Motivations and Barriers
Author: Murphrey, Theresa Pesl
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Agricultural Education,Preservice Teacher Education,College Students,Barriers,Student Motivation,Student Participation,Mixed Methods Research,Online Surveys,Interviews,Preferences,Student Attitudes,Experiential Learning,Study Abroad

The importance of creating global mindedness within pre-service agricultural science teachers through international experiences cannot be overstated. However, providing opportunities for international experiences and college students selecting to participate in these opportunities are two very different actions. Mechanisms must be put in place that can impact behavior and motivate participation. The theoretical framework for this study was based on the theory of planned behavior and motivation. Understanding why students do or do not participate in international experiences allows the development of programs to meet the targeted needs of students. The purpose of this descriptive study was to investigate pre-service agricultural science teachers' perspectives of and motivation for international experiences in order to facilitate the development of effective international experiences. The methodology employed mixed methods that included both an online survey and interviews. The total population consisted of 39 college students of whom 31 completed the online survey and of these seven were interviewed. Findings revealed a preference for travel to a developed country as a group as well as the importance of hands-on activities and advance planning. The data provides suggestions for program planning and program preferences for college students preparing to be agricultural science teachers.
Using Perceived Differences in Views of Agricultural Water Use to Inform Practice
Author: Lamm, Alexa J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Water,Agricultural Occupations,Knowledge Level,Attitude Measures,Public Opinion,Local Government,Decision Making,Agricultural Education,Natural Resources,Ecology,Learning

Water use has become increasingly contentious as the population grows and water resources become scarcer. Recent media coverage of agricultural water use has brought negative attention potentially influencing public and decision makers' attitudes towards agriculture. Negative perceptions could result in uninformed decisions being made that impact the agricultural industry such as increased regulation and decreased permitting. Without adequate water resources the agricultural industry will be unable to enhance or even sustain current production. This study uses knowledge gap theory to identify and compare public and local decision makers' attitudes towards and perceptions of agricultural water use to inform educational programs and communication approaches that could assist in educating and informing about agricultural water use. The findings revealed the public had a positive attitude towards agricultural water use, which significantly differs from decision makers, who were neutral. The public is also more interested in learning about water issues, while decision makers appear to be more apathetic. The findings imply there is a need for education and communication in this realm, particularly with decision makers that are working closely with water authorities in driving water policy.
Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice
Author: Clark, Taylorann K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Teachers,Critical Thinking,Electronic Journals,Electronic Publishing,Communities of Practice,Computer Mediated Communication,Incidence,Taxonomy,Coding,Difficulty Level,Preservice Teacher Education,Problem Solving,Evaluative Thinking,Creative Thinking,Thinking Skills,Student Teaching,Constructivism (Learning),State Universities,Correlation,Data Analysis,Qualitative Research

Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in their preparatory programs. This study determined the frequency in which student teachers at Iowa State University posted blogs in an electronic community of practice at each level of critical thinking, the relationship between the number of blogs posted by each student teacher and student teachers' average level of critical thinking displayed in those blog posts. The Florida Taxonomy of Cognitive Behavior was used to code student teacher blog posts. Six levels of critical thinking, according to Bloom's Taxonomy of Educational Objectives, were present. Of the student teachers' blog posts (n = 942), 89.5% (f = 843) were at lower-order levels of critical thinking, consistent with prior research. The results did not indicate a significant relationship between the number of posts per student teacher (N = 21) and student teachers' average level of critical thinking. Teacher preparation programs should focus on modeling critical thinking in order for student teachers to incorporate and practice problem-solving, evaluating, creating, and many other critical thinking skills during the student teaching experience.
Examining Undergraduate Student Attitude towards Interdisciplinary Education
Author: DiBenedetto, Catherine A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Undergraduate Students,Student Attitudes,Interdisciplinary Approach,Goal Orientation,Sustainability,Sustainable Development,Student Interests,Food,Hunger,Agricultural Production,Nutrition,Diseases,Water,Economics,Plants (Botany),Predictor Variables,Attitude Measures,Likert Scales,Multiple Regression Analysis

As the global population grows, concern for a food shortage may be looming. As the next generations of agricultural and natural resource leaders are prepared to address this challenge, input throughout multiple disciplines is required to solve this dilemma. Undergraduates must be prepared to engage in problem solving and entrepreneurial thinking if our society hopes to conquer this shortage. Opportunities to engage in interdisciplinary education can offer learning experiences focused on bridging research and policy, exploring real world problems, and developing solutions for socio-environmental issues. As interdisciplinary education in academia gains momentum, exploration is needed to understand the factors and influences affecting student attitude towards enrollment in interdisciplinary courses. This research examined the relationships between undergraduate goal orientation and attitude towards participation in interdisciplinary education specifically addressing, &quot;How do we sustainably feed nine billion people by 2050?&quot; Data was collected from a convenience sample of undergraduates who responded to Vandewalle's (1997) goal orientation and a researcher-developed instrument. Findings indicated undergraduates were most interested in nutrition followed by human disease management and water issues and least interested in economic concerns and plant disease management issues. Learning goal orientation and performance goal orientation--prove were found to influence attitude toward interdisciplinary education.
Identification of the Competencies Needed to Apply Social Marketing to Extension Programming: Results of a Delphi Study
Author: Warner, Laura A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,Marketing,Behavior Change,Extension Education,Agricultural Education,Delphi Technique,Skill Development,Needs Assessment,Individual Characteristics,Knowledge Level,Comprehension,Research Methodology,Data Analysis,Communication Skills,Publicity,Leadership Qualities,Professionalism,Ethics,Planning,Program Development,Program Implementation,Program Evaluation,Systems Development,Educational Benefits,Barriers,Likert Scales

The purpose of this study was to identify the specific competencies needed to apply social marketing, a promising approach to behavior change, to Extension programming. A modified Delphi study was used to achieve group consensus among a panel of experts on the skills, characteristics, and knowledge needed to successfully apply this behavior change approach within the context of Extension. Findings are comprised of thirty-seven competencies within eight categories: (a) Personal attributes; (b) Knowledge and understanding; (c) Research and analysis; (d) Communication; (e) Leadership; (f) Professionalism and ethics; (g) Program-planning, implementation, and evaluation; and (h) System thinking. Additional findings include identification of barriers and motivators related to the adoption of social marketing. The resulting competencies may be used for self-assessment, the identification of potential partnerships, and needs assessments to reveal educational opportunities and assist in the prioritization of future professional development.
Multicultural Competence: A Case Study of Teachers and Their Student Perceptions
Author: Vincent, Stacy K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,Teacher Attitudes,Multicultural Education,Interpersonal Competence,Secondary School Teachers,Agricultural Education,Teacher Competency Testing,Teacher Evaluation,Student Evaluation of Teacher Performance,Student Organizations,Group Membership,Racial Distribution,Comparative Analysis,Ethnic Diversity,Questionnaires

The purpose of this study is to describe the level of multicultural competence among secondary agriculture teachers in schools with a minimum of 30% ethnic minority student enrollment. Using the Multicultural Skills Awareness and Skill Survey-Teacher Form, teachers assessed their multicultural competence as did their students assess the teacher's multicultural competence. For comparison purposes, teachers were grouped by the ethnic diversity of their FFA chapter membership: diverse and non-diverse FFA membership. From the findings, teachers within a diverse FFA membership had a higher multicultural competence level (by the teacher and the students) then did teachers within a non-diverse FFA membership. When combining both teacher groups together, the results suggest that students perceive their teachers to be more multicultural competent then the teachers perceive themselves. The results and recommendations are provided as to the development of teachers that are multicultural competent.
The Meaning and Relevancy of Innovation and Entrepreneurship: An Exploration of Agriculture Teacher Preparation and Perspectives
Author: Mars, Matthew M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Agricultural Education,Teacher Education Programs,Case Studies,Qualitative Research,Relevance (Education),Familiarity,Educational Practices,Concept Teaching,Instructional Innovation,Innovation,Semi Structured Interviews,Student Teacher Attitudes,Intention,Graduate Students,Educational Change,Land Grant Universities

Innovation and entrepreneurship are central components of the nation's current economic strategy and thus have direct influence over workforce competitiveness within agricultural industries and environments. In this multiple case study, the experiences and perspectives specific to these two components of 21 graduate students preparing or further preparing for careers as school-based agriculture teachers at three Land Grant universities are qualitatively explored. The study reveals how the participants generally understand innovation and entrepreneurship, as well as provides indication of how the formal, non-formal, and informal/incidental learning that takes place during graduate programs of study influence how the participants' relate the two concepts to their future roles as school-based agriculture teachers. Recommendations for including principles and concepts of innovation and entrepreneurship in graduate-level agriculture teacher preparation programs are developed.
An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education
Author: Smith, Kasee L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teaching Methods,Student Projects,Educational History,Concept Formation,Educational Change,Qualitative Research

Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to examine the underlying educational intent for the use of the project method. The study was developed to determine the circumstances surrounding the origination of the method and the original intent for the project method, along with events which may have led to shifts in the purpose for integrating project-based learning in agricultural education. Findings substantiate the initiation of project-based learning in agricultural education with Rufus Stimson, who likely intended the method as a way to apply concepts learned in classes. Modern project-based learning has essentially shifted in intent and is now viewed as a method for students to acquire new knowledge and learn new concepts in agriculture as well as other academic areas. The historical examination of this topic allows for context with which SAE reform may be considered, and allows a more complete understanding of the factors behind the shift in intent for project-based learning both in classroom and SAEs.
A Qualitative Analysis of Teachers&apos; Perceptions of Common Core State Standards in Agricultural Education
Author: Stair, Kristin S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Common Core State Standards,Grounded Theory,Educational Policy,Agricultural Education,Teacher Attitudes,Structured Interviews,Curriculum Implementation

After the implementation of No Child Left Behind in 2002, national educational standards reform has supported the idea that improvements in education can result from rigorous standards that uniformly evaluate learning. Educational assessment, however, is under increased scrutiny and teachers, students, as well as educational policy makers struggle to balance curriculum reforms. The purpose of this qualitative research study was to determine the perceptions of agricultural education teachers regarding implementing Common Core State Standards in their programs. Data were collected through five structured interviews conducted with agricultural education instructors adopting the Common Core State Standards curriculum within their classrooms and analyzed using the constant comparative method. Overall, teachers were positive about the implementation of Common Core State Standards in their programs; however, teachers acknowledged challenges to implementing these standards, including a sense of voicelessness and complacency. Teachers also expressed a perception of helplessness with the ever-changing cycle of educational initiatives.
The Chasm between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers
Author: Roberts, Richie
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Epistemology,Agricultural Education,Preservice Teachers,Teaching Methods,State Universities,Experiential Learning,Educational Philosophy,Qualitative Research,Student Attitudes

Recent trends in epistemological research suggest that teachers' epistemological beliefs influence the approaches he or she employs in both teaching and learning. Therefore, the purpose of this instrumental case study was to understand the initial epistemological positions of pre-service agricultural education teachers at Oklahoma State University. The study's findings are reported through five themes. Themes one, two, three, and four align with Perry's (1970) four epistemological positions. However, the fifth theme represents an interesting departure from the theory. This theme showcases the lack of continuity between participants' articulated views and how they propose to operationalize those beliefs as an agricultural educator. As such, we recommend examination into the following questions, &quot;Does the chasm exist beyond first year pre-service teachers?&quot; and &quot;How can the chasm be bridged?&quot;
Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students
Author: Blackburn, J. Joey
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,Statistical Analysis,Problem Solving,Correlation,Agricultural Education,Innovation,Metacognition,Engines,Fuels,Creativity Tests,Agricultural Machinery,Workshops,Faculty Development,Undergraduate Students

The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and hypothesis generation on the problem solving ability of school-based agricultural education students. Problem solving ability was defined as time to solution. Kirton's Adaption-Innovation Inventory was employed to assess students' cognitive style as either &quot;more adaptive&quot; or &quot;more innovative.&quot; Students were assigned randomly, by cognitive style, to solve either a simple or complex problem in small gasoline engines. A three-way independent analysis of variance revealed that a statistically significant interaction effect between the independent variables did not exist. Additionally, the two-way interactions between cognitive style and problem complexity, and cognitive style and hypothesis generation were not statistically significant. A statistically significant interaction effect did exist, however, between problem complexity and hypothesis generation. A simple main effects test revealed the students who hypothesized their problem correctly were the most efficient at solving the problem. Future research should require students who generate an initial incorrect hypothesis to re-hypothesize prior to attempting to solve the problem. Educators should encourage students to engage in metacognitive activities, such as hypothesizing, prior to engaging in problem solving activities.