ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Time Management Practices on Job Stress Level among Beginning Secondary Agriculture Teachers
Author: Lambert, Misty D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture,Beginning Teachers,Time Management,Secondary School Teachers,Stress Variables,Teacher Attitudes,Correlation,Beginning Teacher Induction,Questionnaires,Teacher Surveys,Measures (Individuals)

Monitoring the stress of teachers continues to be important--particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers' perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure and collect the data. The study was comprised of 36 beginning secondary agriculture teachers in Missouri. A highlight of the findings suggests that beginning teachers tend to perceive themselves as good managers of time when compared to norm data. Additionally, on average, these teachers are not in a state of stress. Low to negligible relationships exist between the seven time management practices and teachers' scores on the job stress, job pressure, and lack of support indices. (Contains 1 figure and 4 tables.)
Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students
Author: Curry, Kevin W., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Biotechnology,Scientific Concepts,Agricultural Education,Higher Education,College Students,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Statistical Significance,Context Effect,Comparative Analysis

The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real-world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi-experimental non-equivalent control-group design with an identical pre/posttest given to each group as a means of assessing content achievement. The experimental treatment, based on the principles of contextual teaching and learning, was not statistically significant (p greater than 0.05), so the study's null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student mastery of scientific concepts related to agricultural biotechnology. (Contains 2 tables.)
Measuring the Relationship between Agriculture Teachers' Self-Efficacy, Outcome Expectation, Interest, and Their Use of Interactive Whiteboards
Author: Bunch, J. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Expectation,Self Efficacy,Agricultural Education,Teaching Experience,Secondary School Teachers,Instructional Effectiveness,Program Effectiveness,Teacher Characteristics,Correlation,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Age Differences,Measures (Individuals),Statistical Analysis,Computer Literacy,Interests

The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers' IWB self-efficacy scores, outcome expectation scores, interest scores, and selected personal and professional characteristics. The findings of this study revealed that as age and years of teaching experience increased, levels of self-efficacy and outcome expectations decreased. Therefore, younger and less experienced teachers were more efficacious and had higher expectations regarding the use of IWBs. Further, this study showed that teachers who perceived they used IWBs more frequently demonstrated higher levels of self-efficacy and outcome expectation. Recommendations and implications point to the creation of professional development opportunities for &quot;digital immigrant&quot; teachers to learn how to use IWBs more effectively and engage students better. In addition, future research should examine how &quot;digital native&quot; teachers are using IWBs as well as other interactive technologies they may be using in their classrooms. (Contains 6 tables.)
Resilient Agricultural Educators: Taking Stress to the Next Level
Author: Thieman, Erica B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Personality Traits,Agricultural Education,Psychology,Job Satisfaction,Teacher Persistence,Teacher Burnout,Resilience (Psychology),Stress Variables,Correlation,Coping,Secondary School Teachers

The goal for this research synthesis was to introduce the concept of resilience to agricultural education and determine if further research is warranted on resilience and positive psychology as they relate to the agricultural educator. The current environment of public schools coupled with the ever-burgeoning responsibilities placed upon the shoulders of educators makes resilience an increasingly vital characteristic to the classroom teacher. Teachers who are resilient are able to persevere through adversity and overcome stress to find success. The study of resilience has a theoretical base in positive psychology (Snyder & Lopez, 2009). Effective coping behaviors used to manage daily stress are essential to teacher retention and job satisfaction for teachers (Carmona, Buunk, Peiro, Rodriguez, & Bravo, 2006). Based on this synthesis of research, a conceptual framework visualizing the relationship between teacher resilience and agricultural educator stress and burnout was developed as well as a list of recommendations for further research. (Contains 3 figures.)
An Internal Evaluation of the National FFA Agricultural Mechanics Career Development Event through Analysis of Individual and Team Scores from 1996-2006
Author: Franklin, Edward A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Agricultural Machinery,Agriculture,Career Development,Instructional Design,Student Organizations,Comparative Analysis,Scores,Predictor Variables,Correlation,Evaluation Methods,Students

The purpose of this study was to conduct an internal evaluation of the National FFA Agricultural Mechanics Career Development Event (CDE) through analysis of individual and team scores from 1996-2006. Data were analyzed by overall and sub-event areas scores for individual contestants and team event. To facilitate the analysis process scores were aggregated by National FFA regions. Since the population of contestants competing by states was known descriptive statistics were used to compare mean scores by regions. States from the Central Region having consistently placed teams in the top-ten include Missouri, Minnesota, Montana, and Iowa. Mean overall event scores ranged from 13.45 (out of 30) to 59.29 (out of 100). Findings revealed the scores posted by individuals and teams from the Central FFA Region were significantly higher than those of the Western, Eastern, and Southern FFA Regions. The variables of industry and marketing system score, explained 40% of the variance in the overall individual event score. (Contains 2 figures and 10 tables.)
Florida Preservice Agricultural Education Teachers' Mathematics Ability and Efficacy
Author: Stripling, Christopher T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teacher Education,Teacher Education Programs,Preservice Teachers,Satisfaction,Extension Education,Self Efficacy,Mathematics Achievement,Mathematics Skills,Required Courses

The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal mathematics efficacy, and moderately efficacious in their mathematics teaching efficacy. Additionally, the associations between mathematics ability and mathematics coursework suggest that preservice teachers that completed an advanced mathematics course in high school and/or college scored higher on the mathematics assessment than preservice teachers that completed a basic or intermediate mathematics course in high school and/or college. However, only a small percentage of the preservice teachers completed an advanced mathematics course in high school and/or college. Based on the data collected in this study, the teacher education program at the University of Florida may need to further evaluate its mathematics coursework requirements. (Contains 5 tables and 2 figures.)
Teacher Induction Programs in Agricultural Education: Description of the Role of AAAE Higher Education Teacher Preparation Programs
Author: Franklin, Edward A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Faculty Workload,Agricultural Education,Beginning Teacher Induction,Beginning Teachers,Student Teachers,State Departments of Education,Colleges,Mentors,School Districts,Higher Education

The purpose of this study is to report findings from a survey of AAAE-member colleges and universities' involvement in professional induction activities of agricultural education teachers. The basis for this research comes from five teacher induction program goals proposed by Johnston and Kay (1987) that serve as a context for presenting the data. Responses were obtained from 62 AAAE-member institutions representing Puerto Rico and 37 states. Beginning teacher induction activities are conducted by 66% of AAAE-teacher preparation institutions. The majority (73.3%) conduct workshops targeting beginning teachers. Slightly more than half (55.1 %) indicated that no other faculty besides agricultural education faculty are involved in induction activities, and 18.4% conduct induction activities as part of a formal agreement with school districts. The institutions participate through collaboration with state departments of education and state teachers associations; provide mentoring to new teachers, and consultation. Teacher induction is generally not counted in the faculty workload and is recognized as a service to the profession. Finally, the total number of student teachers prepared, the total number accepting teaching positions, participating in teacher induction activities and the number not returning after their first year is reported. (Contains 3 tables.)
A Delphi Approach to the Preparation of Early-Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?
Author: Saucier, P. Ryan
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Machinery,Teacher Education Programs,Teacher Educators,Delphi Technique,Preservice Teachers,Teacher Qualifications,Job Skills,Knowledge Level,Agricultural Engineering,Motivation

According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should &quot;prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels&quot; (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators is no more apparent than in the curriculum area of agricultural mechanics. Saucier and McKim (2010) stated that all school-based agriculture educators who instruct agricultural mechanics must be technically competent and be able to safely manage the school laboratory for effective student instruction. The model for teacher preparation in agricultural education (Whittington, 2005) served as the conceptual framework. The study sought to determine the essential agricultural mechanics skill areas that Missouri agriculture educators must possess prior to beginning a career in agricultural education. Results of this study identified essential agricultural mechanics skill areas that range from laboratory management to soldering. Teacher educators and state supervisory staff should review these skill areas and plan professional development education for current Missouri agricultural educators who have in-service needs in these skill areas. In conclusion, preservice programs in Missouri should be evaluated to determine if they are indeed effectively preparing teachers in the curriculum area of agricultural mechanics. (Contains 4 tables and 1 figure.)
Assessing the Teacher Self-Efficacy of Agriculture Instructors and Their Early Career Employment Status: A Comparison of Certification Types
Author: Robinson, J. Shane
Date: 2012-00-00
Type: Journal Articles
Subjects: Employment Level,Self Efficacy,Agricultural Education,Supervisors,Teacher Certification,Alternative Teacher Certification,Secondary School Teachers,Comparative Analysis,Teacher Persistence,Academic Achievement,Teacher Characteristics,Beginning Teachers

The purpose of this descriptive-correlational study was to assess the level of teacher self-efficacy of first-year, secondary agricultural education teachers in Oklahoma at the beginning and end of their entry-year in the profession and describe their early career retention. This study found that these first-year teachers increased their level of teacher self-efficacy throughout the year. The alternatively certified (AC) teachers indicated the largest amount of perceived growth across three teacher self-efficacy constructs. However, when considering the assessment scores of university supervisors, it was found that traditionally certified (TC) teachers outperformed their AC counterparts by roughly a one-half point margin on each construct. Further, statistically, the TC teachers performed significantly better on the student achievement indicators standard than did the AC teachers. It was found that the difference in effect size between TC and AC teachers was between &quot;medium&quot; and &quot;large&quot; for all constructs. Finally, this study revealed that, statistically, the TC teachers had significantly higher retention rates as compared to their AC teacher counterparts. (Contains 4 tables.)
Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers
Author: Foor, Ryan M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Teaching,Teaching Experience,Novices,Mentors,Teacher Persistence,Teacher Attitudes,Self Efficacy,Correlation,Teacher Surveys,Measures (Individuals),Predictor Variables,Beginning Teacher Induction,Secondary School Teachers

Mentoring and induction programs are popular within the public school system in the United States. Additionally, content-based mentoring programs exist, such as those within agricultural education. A number of studies yielded results that showed a relationship between mentoring/induction participation and teacher retention. The importance of the abilities and beliefs the mentor teacher contributes to the mentoring process cannot be neglected. An understanding of how mentor teachers perceive themselves in their abilities and beliefs is critical in the selection and training of mentor teachers. The purpose of the study was to describe mentor teachers' abilities and beliefs related to the mentor--novice teacher relationship. The design of the study was descriptive in nature. Survey research methods were utilized in the data collection process among cooperating (mentor) teachers for the student teaching experience of an agricultural education teacher preparation program. Data were collected on participants' perceptions of their abilities and beliefs related to the mentoring relationship. Overall, mentor teachers strongly agree with the statements related to their abilities and beliefs. A substantial relationship emerged between the two variables. The items utilized in the instrument can be used to guide the selection and training of mentor teachers, hopefully resulting in positive mentoring relationships. (Contains 3 tables and 1 figure.)
Evidence for Experiential Learning in Undergraduate Teaching Farm Courses
Author: Mazurkewicz, Melissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Evidence,Experiential Learning,Teaching Methods,Course Descriptions,Agricultural Education,Sustainability,Qualitative Research,Sampling,Colleges,Undergraduate Students,Undergraduate Study,Grounded Theory

Higher education institutions are attempting to use teaching farms to provide hands-on learning experiences to students, but there is a lack of research on the degree of cognitive engagement at teaching farms. Kolb's model provided the theoretical framework for assessing evidence of experiential learning in courses using teaching farms. Qualitative methods were used to examine syllabi from courses that use teaching farms at higher education institutions. Syllabi were collected using a snowball sample. Overall there was evidence for the presence of both concrete experience and active experimentation in the syllabi. Practitioners should be cognizant of when activities are intended to facilitate students to enter the reflective observation and abstract conceptualization stages. Opportunities for experience that are included in teaching farm courses should have purpose and be more than just mere activity. (Contains 1 figure.)
The Impact of Preparing Agriculture Faculty to Influence Student Critical Thinking Disposition
Author: Burbach, Mark E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Thinking Skills,Grade Point Average,Maturity (Individuals),Agriculture,Critical Thinking,Course Content,Faculty Development,Agricultural Education,Teacher Educators,Innovation,Learner Engagement,Regression (Statistics),College Faculty,Undergraduate Students

This study examined the effect of agriculture faculty training in and practice of methodologies to explicitly teach critical thinking skills related to course content and subsequent change in student critical thinking disposition. Twelve instructors in 14 agriculture courses underwent a year-long program of instruction in effective critical thinking development. Students completed the University of Florida-Engagement, Maturity, and Innovativeness assessment (UF-EMI) at the beginning and the end of the semester. Pair-wise comparisons showed significant increases in all three critical thinking dispositions (i.e., engagement, cognitive maturity, and innovativeness). In addition, a step-wise regression on the data gathered at the end of the semester showed that grade point average was positively related to all three critical thinking dispositions and being in one's first year of college was negatively related to each dimension. The 300 course level was negatively related to innovativeness and engagement. Being in the second and third year of college were also negatively related to engagement. This study supports the notion that instructors can influence students' critical thinking disposition within the limited time of a college semester. (Contains 5 tables.)
Assessing the Effect of Using a Science-Enhanced Curriculum to Improve Agriculture Students' Science Scores: A Causal Comparative Study
Author: Haynes, J. Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Achievement,Program Effectiveness,Agricultural Education,Comparative Analysis,High School Students,High Schools,Secondary School Teachers,Teacher Qualifications,Science Curriculum,Secondary School Curriculum,Socioeconomic Status,Control Groups,Experimental Groups,Scores

The academic skills of today's teenagers are diminishing, and are a cause for concern. One of the academic areas in need of improvement is science. The purpose of this causal comparative study was to determine the effect that a science-enhanced, curriculum would have on students' achievement in science. The population for this study consisted of students in secondary agricultural education programs whose instructors held a science credential in Oklahoma during the 2009-2010 school year and were selected by state staff in the Agricultural Education Division of the Oklahoma Career and Technology Education Department to teach the science-enhanced, curriculum. In addition, 10 equally credentialed instructors formed a purposeful comparison group and were selected according to specific variables (e.g., similarity of students' SES status) for equivalency purposes. The findings of this study revealed that a statistically significant difference in students' science achievement did not exist as a result of the treatment. However, small practical differences were detected between the groups, as student performance in the treatment group was more than two and one-half points higher than the means of students' performance scores in the comparison group. Recommendations point to the need for replication of the study over an entire school year. (Contains 4 tables.)
An Analysis of Post-Secondary Agricultural Education Students' Choice to Teach
Author: Lawver, Rebecca G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Characteristics,Student Attitudes,Agricultural Education,Agriculture,Education Courses,Career Choice,College Seniors,Measures (Individuals),Correlation,Student Organizations,Gender Differences,Teaching (Occupation),Questionnaires

The purpose of this study was to identify and describe factors that influence senior agricultural education students' choice to become a secondary agricultural education teacher. The study focused on the extent to which students' beliefs and attitude about teaching influenced their intent to select teaching secondary agricultural education as a career. An adaptation of the FIT-Choice[R] Scale instrument was distributed to senior students enrolled at post-secondary institutions within a nine state area that prepare secondary agriculture teachers. One-hundred forty-five students completed the instrument. Overall, negligible to low relationships were found between students' beliefs about teaching and gender, perceived agriculture experience compared to peers, years enrolled in school-based agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership. Negligible to low relationships were found between students' attitude toward teaching gender, perceived agriculture experience compared to peers, years enrolled in school-based agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership. A moderate relationship was found between students' participation in high school agricultural education courses and their intent to teach agricultural education. Additionally, negligible to low relationships were found with the remaining student characteristics and intent to teach. (Contains 5 tables and 1 figure.)