ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Prior Experience in Secondary Agricultural Mechanics Affect Pre-Service Agricultural Education Teachers' Intentions to Enroll in Post-Secondary Agricultural Mechanics Coursework?
Author: Wells, Trent
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Agricultural Education,Agricultural Engineering,Prior Learning,Secondary School Teachers,Correlation,Teacher Education,Teacher Attitudes,Teacher Education Programs,Agricultural Machinery,Questionnaires,Statistical Analysis

Agricultural mechanics coursework has historically been considered an important and necessary construct of the secondary agricultural education curriculum (Burris, Robinson, &amp; Terry, 2005). With expectations of offering secondary agricultural mechanics coursework apparent, it is vital that agricultural education teachers be prepared to address these curriculum needs. Recent evidence (Burris, McLaughlin, McCulloch, Brashears, &amp; Fraze, 2010) indicated that many agricultural education teachers (particularly early-career teachers) felt less comfortable teaching agricultural mechanics than other agricultural content areas. Hubert and Leising (2000) indicated, on average, potential agriculture education teachers are only required to enroll in two (2) three-credit hour courses to meet certification requirements. The purpose of this study was to describe potential relationships between the quantity of agricultural mechanics training and skills received at the secondary and at the post-secondary levels. Correlations were calculated to determine the magnitude of these relationships. Statistically significant, positive correlations were found in each of the skill areas. The researchers recommend that agricultural mechanics coursework be increased and enhanced at teacher preparation institutions. Also, the modernization of secondary and post-secondary agricultural mechanics facilities and curricula to reflect increases in available technologies should be considered as a method to enhance students' interests in the content area.
Agricultural Education in an Urban Charter School: Perspectives and Challenges
Author: Henry, Kesha A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Urban Schools,Charter Schools,Barriers,Qualitative Research,Phenomenology,Administrator Attitudes,Teacher Attitudes,Teaching Experience,Instructional Effectiveness,Semi Structured Interviews,Relevance (Education),Secondary School Curriculum

Urban school districts are viable recruitment sources for higher education in agriculture and have the ability to play a significant role in efforts to increase agricultural education program numbers at the secondary level. Secondary school increases should lead to growth in agricultural college enrollments across the country. Increasing agricultural literacy and overall enrollment at the collegiate level provides opportunities to increase minority populations pursuing higher education and careers in agriculture. Social Cognitive Career Theory (SCCT) drove this study with qualitative methods used to explore instructional perspectives of three adults associated with the agricultural education program at an urban charter school. A phenomenological approach guided collection of qualitative data. Consensus was reported through participant belief that inclusion of agricultural education courses into curricula played a major role in breaking students' stereotypes regarding agricultural careers and higher education opportunities. Although participants believed agricultural education vital to instruction, challenges to teaching agricultural education in urban schools led them to focus on STEM related agricultural careers as opposed to agricultural production careers.
Analyzing Moir's Curve: A Quantitative Look at Attitudinal Changes in Induction-Year Agricultural Educators
Author: Rayfield, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Attitude Change,Agricultural Education,Beginning Teacher Induction,Demography,Attitude Measures,Teacher Attitudes,Predictor Variables,Teacher Characteristics,Work Attitudes,Job Satisfaction,Factor Analysis,Regression (Statistics)

With the challenge of creating a competent workforce to fill the shortage of agricultural educators nationwide, researchers have suggested a detailed examination of induction-year teachers to increase retention is critical. Multiple studies have depicted the importance of examining attitudes of induction-year and early career agricultural educators to develop quality induction-level support for this group. Moir (1990) conducted a qualitative study that resulted in the suggestion of six attitudinal phases all induction-year teachers experience, and described a predictive curvilinear relationship between attitude and time over the course of their first year teaching. As part of a larger study, the purpose of this study was to investigate the relationship among demographic variables and induction-year teachers' attitudes toward teaching. Using a repeated measures design, induction-year teachers' (n = 197) attitudes were measured at six points during the 2011-12 school year in relation to the Moir's (1990) model. Findings showed that although minor changes in attitude among respondents occurred, respondents were generally positive in attitude toward their career and did not experience the high levels of fluctuation as suggested by Moir (1990). Additionally, upon completion of a forced entry linear regression, demographic characteristics were not found to be significant predictors of induction-year teachers' attitudes toward teaching.
Sidewalks and City Streets: A Model for Vibrant Agricultural Education in Urban American Communities
Author: Brown, Nicholas R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Case Studies,Program Development,Urban Extension,Urban Programs,Models,Horticulture,Innovation,Qualitative Research,Semi Structured Interviews,Observation,Content Analysis,School Community Programs,High Schools,Program Attitudes,Advocacy,Urban Renewal,Educational Cooperation

In 2005, The National Council for Agricultural Education (NCAE) unveiled The Long Range Goal for Agricultural Education also known as 10 x 15. According to NCAE, the primary goal of 10 x 15 was to create 10,000 new agricultural education programs by 2015 that focused on an integrated model of classroom and laboratory instruction, experiential learning, leadership, and personal skill development. In an effort to meet this goal, NCAE identified a need to design programs that focused on specific customers and communities. Urban programing was one area of emphasis cited in the report. In light of the call for several thousand new agricultural education programs nationwide and the dearth of literature to support direction for creating new programs, this instrumental case study resulted in a deeper understanding of the process that led one urban school district to create a new, community-focused agricultural education program. Five themes emerged that informed a model for originating future urban agricultural education programs: 1) reasoned motivation, 2) hourglass advocacy, 3) intentional innovation, 4) community rejuvenation, and 5) program regeneration. Each theme is presented in the sequence in which it unfolded and, subsequently, resulted in the creation of an urban agricultural education program.
Preservice Agricultural Education Teachers' Perceptions of Teaching Assistants: Implications for Teacher Education
Author: Shoulders, Catherine W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teacher Education,Preservice Teachers,Teaching Assistants,Student Teacher Attitudes,Qualitative Research,Educational Quality,Student Experience,Interviews,Credibility,Classroom Environment,Reliability,Teacher Student Relationship,Teaching Methods

Graduate assistants have an impact on undergraduate education through course instruction. For preservice agricultural education teachers, experiences with teaching assistants may be particularly influential, as their observations of educators could impact their perceptions and beliefs toward teaching. This qualitative study utilized data collected through individual interviews of six preservice agricultural education teachers at the University of Florida to explore preservice agricultural education teachers' perceptions regarding the quality of education received when instructed by a teaching assistant. We found that participants held mixed feelings about teaching assistants' impact on educational quality, and offered five areas of quality indicators participants used to gauge teaching assistant quality. The findings can be utilized to guide teacher educators in addressing students' experiences with teaching assistants in order to enhance their overall educational experience.
Economic Impacts and Program Involvement in Agricultural Mechanics Competition Projects in Texas
Author: Hanagriff, Roger D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Economic Impact,Agricultural Engineering,Mechanics (Process),Competition,Science Projects,Agricultural Education,Program Effectiveness,Program Evaluation,Demography,Participation,Correlation,Investment,Input Output Analysis,Incidence,Cost Effectiveness,Program Costs,Surveys,Statistical Analysis

Supervised Agricultural Experience (SAE) is a well-documented, valuable, and integral part of agricultural education programs (Bryant, 2003; Cheek, Arrington, Carter, &amp; Randall, 1994; Deyoe, 1953; Dyer &amp; Osborne, 1996; Moore, 1988; Roberts &amp; Harlin, 2007). Cole and Connell (1993) found that there was little research regarding the economic value of SAEs; they suggested that measuring the cost and economic benefits of SAEs would provide valuable information in communicating additional benefits of SAE programs. Hanagriff, Murphy, Roberts, Briers, &amp; Lindner (2010) suggested economic values are best derived from measuring spending and that research should be undertaken to understand the economic value of educational programs, especially in high cost areas such as agricultural mechanics. This study found that 45% of agricultural education program are involved in agricultural mechanics show projects, which potentially relates to $5.5 million in direct spending and $10 million in economic impacts. Additionally, programs with agricultural mechanics show projects recognize greater participation in agricultural mechanic SAEs, are more active in using record books, are larger in program size, and recognize greater financial support.
The Thornless Rose: A Phenomenological Look at Decisions Career Teachers Make to Remain in the Profession
Author: Clark, Mindi S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Phenomenology,Decision Making,Teacher Persistence,Agricultural Education,Faculty Mobility,Attrition (Research Studies),Job Satisfaction,Experienced Teachers,Teacher Characteristics,Sustainability,Social Support Groups,Family Work Relationship,Teaching Load,Aging (Individuals),Stress Management,Teacher Burnout,Semi Structured Interviews,Data Analysis,Qualitative Research

Attrition among the agricultural education profession is concerning as approximately 50% of agriculture teachers leave within the first six years of teaching. Therefore, the purpose of the phenomenological study, conducted from an emic perspective, was to explore and describe secondary agriculture teachers' experiences related to remaining in the profession past the point of retirement eligibility. Four themes emerged from the study: (a) Career teachers experienced a transformative shift in mid-career, leading to career sustainability; (b) Career teachers experienced an abundance of support from students, parents, administrators, and community; (c) Career teachers maintained a balance between work and personal life; and (d) Career teachers reduced their workload later in their careers to coincide with aging. The essence deduced from the data revealed that teachers balanced work, family, and community life, reduced known stressors, and found satisfaction that led to long-term engagement in the profession. The emergent metaphor of this phenomenon was the Thornless Rose and served as the structural framework for reporting the findings. The results of this study can serve as a transferrable means to help teachers remain in the profession.
How a Serious Digital Game Affected Students' Animal Science and Mathematical Competence in Agricultural Education
Author: Bunch, J. C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Games,Animal Husbandry,Mathematics Achievement,Agricultural Education,Lecture Method,Discussion (Teaching Technique),Teaching Methods,Instructional Effectiveness,Diseases,Secondary School Curriculum,Quasiexperimental Design,Statistical Significance,Control Groups,Experimental Groups,Student Characteristics,Delivery Systems,Standardized Tests,Multiple Choice Tests,Multivariate Analysis,Statistical Analysis

The purpose of this study was to compare the effectiveness of the lecture and discussion teaching methods and digital game-based learning on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma. Three research questions guided the study, which utilized a quasi-experimental, between-groups design. No statistically significant differences (p &gt;0.05) were found between the counterfactual group and the treatment group regarding animal science competency and mathematics achievement. As such, the researcher failed to reject the null hypotheses aligned with the study's research questions. However, this study demonstrated that teachers using a serious digital game in the context of animal science did not diminish their students' achievement. As a result, it can be recommended that teachers should consider incorporating this teaching method into their existing pedagogical practices without fear of decreasing student learning and achievement. Another implication for practice is the importance of providing prolonged and sustained professional development opportunities for in-service teachers to learn how to use a digital game-based delivery method effectively to increase student achievement in agriculture and mathematics.
Vocational Programs in the Federal Bureau of Prisons: Examining the Potential of Agricultural Education Programs for Prisoners
Author: Coppedge, Ricky H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Vocational Education,Correctional Education,Institutionalized Persons,Agricultural Education,Educational History,Federal Legislation,Job Training,Labor Force Development,Educational Legislation

The Federal Bureau of Prisons has a long-standing desire to be the pinnacle in corrections and correctional education. In 1891 Congress passed the Three Prisons Act, which established the federal prison system, prior to this Act federal inmates were housed in state, city, and county jails (Keve, 1991). The Act not only established the first three prisons, but also allotted $100,000 to each institution to create workshops for the employment of inmates (Fields, 2005). These workshops culminated the early precursors of Vocational Training; programs that have grown and have become a cornerstone in correctional education over the past century. In 1930 Congress passed an Act establishing the Federal Bureau of Prisons. The Act charged the new Bureau with establishing industries and farms with activities to provide for the proper rehabilitation and reformation of inmates (H.R. 7832). The programs that resulted from this charge have grown and changed over the century, where they were once agriculture based they have grown to include a variety of occupational skills to better aid inmates. Through continued research vocational training has proven to be a key implement that aids in reducing recidivism.
Importance and Capability of Teaching Agricultural Mechanics as Perceived by Secondary Agricultural Educators
Author: Shultz, Matthew J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Mechanics (Process),Secondary School Teachers,Inservice Teacher Education,Teacher Competencies,Teacher Attitudes,Safety,Scores,Questionnaires,Teacher Characteristics,Knowledge Base for Teaching

Agricultural mechanics instruction is a long-standing and significant part of secondary agricultural education. Similar to the broader agricultural industry, agricultural mechanics instruction is in a constant state of dynamic change. Educators must be proactive to ensure agricultural mechanics curriculum retains its relevance within this changing environment and that educators are prepared to facilitate that change. The agricultural mechanics in-service needs of secondary agricultural educators in Iowa were examined. Researchers used descriptive measures and mean weighted discrepancy scores to determine teacher perceptions of content importance, teaching competence, and in-service training needs. The areas of highest perceived importance were welding safety, construction and shop safety, and shielded metal arc welding. Agricultural mechanics instructors rated themselves least prepared to teach computer aided design, profile leveling, and hot metal work. As shown by mean weighted discrepancy scores, areas of highest additional training need were global positioning systems, electrical safety, and computer aided design.
Supervision of Agricultural Educators in Secondary Schools: What Do Teachers Want from Their Principals?
Author: Paulsen, Thomas H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Agricultural Education,Supervisory Methods,Andragogy,Teacher Attitudes,Nonformal Education,Questionnaires,Online Surveys,Likert Scales,Teacher Supervision,Teacher Surveys,Principals,Preferences,Instructional Improvement

The purpose of this multi-state study was to identify agricultural education teachers' perceived level of importance regarding selected instructional supervisory practices used in the nonformal components of agricultural education. The theoretical frame supporting this study was the theory of andragogy. Data were reported on the perceived importance of 28 instructional supervisor practices. Agricultural education teachers indicated that the instructional supervisor should understand and support the teaching and learning processes used in nonformal settings, provide them with resources, and observe them in aspects of their teaching that transcend the traditional classroom. Female agricultural education teachers perceived all nonformal instructional supervisory practices as more important than did male agricultural education teachers. Researchers recommend that agricultural educators and the principals who supervise them incorporate the supervision of teaching in the nonformal setting into evaluation protocols.
Understanding Students as Followers: Discovering the Influence of Followership Style on Self-Directed Learning
Author: Strong, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Independent Study,Undergraduate Students,Critical Thinking,Statistical Analysis,Agricultural Education,Leadership,Multiple Regression Analysis,Student Characteristics,Questionnaires

The leader has typically been the myopic center of studies involving leadership on the collegiate level. However, that does not give a holistic picture of leadership as a phenomenon. Understanding the relational, influential, and often-reciprocal roles of followers, known as followership, is essential in reaching organizational goals. Understanding the relationship between followership and learning will aid the leader in creating effective followers. The purpose of this study was to assess undergraduate students' levels of followership and self-directed learning in agricultural leadership courses at Texas A&amp;M University. Of the respondents (n = 166), followership styles indicated students were more engaged, but less likely to be critical thinkers and the less self-directed students were more likely to be dependent followers with less critical thinking capacity. Faculty who not only understand their students as learners and followers but utilize strategies to improve their students' learning can produce followers who will have a positive impact on agricultural organizations.
Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers
Author: Stewart, Jessica
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Self Efficacy,Technological Literacy,Pedagogical Content Knowledge,Agricultural Education,Expectation,Teacher Motivation,Preservice Teachers,Beginning Teachers,Experienced Teachers,Teacher Attitudes,Classroom Techniques,Preservice Teacher Education,Educational Change,Constructivism (Learning),Teaching Methods,Mastery Learning,Questionnaires,Multiple Regression Analysis,Correlation,Statistical Analysis

The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and interest, interact with teacher motivation to integrate technology and influence their TPACK. Further, the results suggest that experienced inservice teachers view technology tools as a mechanism to engage students and achieve instructional gains, whereas novice and preservice teachers tend to perceive technology tools primarily as a mechanism for improving classroom management. Implications include continuing to support and enact a shift in preservice teacher education from direct lecture and modeling-based instruction to more hands-on, constructivist methods of teaching that incorporate a variety of mastery experiences.
An Observational Analysis of Agricultural Education Faculty during On-Site Supervisory Visits with Pre-Service Teachers
Author: Rubenstein, Eric D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,College Faculty,School Visitation,Observation,Preservice Teachers,Student Teacher Supervisors,Males,Case Studies,Supervision,Classification,Student Teacher Evaluation,Qualitative Research,Interviews,Supervisor Supervisee Relationship,Meetings,Cooperating Teachers

Historically, university supervisors have struggled balancing their role as a supervisor and evaluator of preservice teachers. A university supervisor's role has transformed to include a greater focus on collaboration between themself and the preservice teacher. This observational case study utilized the Supervisory Options for Instructional Leaders (SOIL) model to identify and classify the level of supervision that was utilized during the on-site visits of four faculty members who each served as university supervisors of preservice teachers at the University of Florida. Results indicated that the university supervisors utilized structured supervision practices. University supervisors conducted supervisory visits that included both pre- and post-observation conferences, as well as an observation of the preservice teacher instructing in a classroom. In addition, university supervisors utilized questioning strategies to guide preservice teachers through reflective practices. The researchers recommend that planning meetings are held to review the supervision techniques used during supervisory visits, to achieve consistency.