ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Agricultural Education Program and Human Influences on Career Decision Self-Efficacy
Author: Marx, Adam A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary Education,Agricultural Education,Career Choice,Decision Making,Self Concept Measures,Self Efficacy,Vocational Maturity,High School Students,Student Surveys,Influences,Learning Experience,Expectation,Career Development,Workshops,Student Participation,Competition,Correlation,Statistical Analysis

The purpose of this study was to determine the relationship between career decision self-efficacy (CDSE) and components of the secondary agricultural education program. Additionally, the authors sought to describe secondary students' CDSE and career decision influences. This study's design was descriptive and relational and incorporated high school junior and senior student responses (n = 114) to surveys. Taylor and Betz' (1983) Career Decision Self-Efficacy Scale, Short Form (CDSE-SF) was incorporated in addition to instruments developed solely for this study. This study's findings revealed secondary agricultural education students were mostly confident in their career decisiveness across all five constructs of the CDSE-SF. Participation in Career Development Events (CDEs) revealed low correlations with four constructs in the CDSESF. Supervised Agricultural Experiences (SAEs) did not highly influence this group of participants' career decisions. The authors also discuss the perceived influence of identified persons and other components of the secondary agricultural education program based on student responses. Recommendations are made to teachers and parents to improve secondary students' career decision-making.
Walking with Giants
Author: Wardlow, George W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership,Educational Research,Educational History,Scholarship,Technological Advancement,Energy,Information Technology,Partnerships in Education,Cooperation,Research Projects

Dr. George W. Wardlow presented the 2013 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Columbus, Ohio in May, 2013. While the focus of the article is on the importance of research to the profession, it is intended as a philosophical work.
Students' Perceptions of Agriscience When Taught through Inquiry-Based Instruction
Author: Thoron, Andrew C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Attitudes,Active Learning,Inquiry,Teaching Methods,Student Surveys,Secondary School Students,Secondary School Science,Attitude Measures,Instructional Effectiveness,Student Satisfaction

United States science scores have remained stable over the past 12 years, and as a result secondary school students have been deemed less proficient than international peers. Additionally, there has been increased pressure for accountability from both teachers and students. This highly competitive performance-based classroom environment has threatened student motivation. Due to this, many have moved away from an emphasis on rote memorization and lessened the threat of performance testing by using inquiry and problem solving strategies as a way to provide more autonomy in the classroom. Agricultural education has joined the movement in providing autonomy in the classroom through inquiry-based teaching methods. This study investigates the perceptions of school-based agriscience students toward agriscience and inquiry-based instruction when taught through inquiry-based instruction. The perceptions of 170 secondary agriscience students who responded to the questionnaire indicated more favorable attitudes toward agriscience. Participants also had positive responses to items regarding agriculture's importance to society, and influence in their daily lives. It is recommended that inquiry-based instruction be utilized in the agriscience classroom to promote student learning and motivation. Further investigations on the impacts of student motivation in the classroom when inquiry-based instruction is utilized in school-based agriscience education should be investigated.
Exploring the Technical Expression of Academic Knowledge: The Science-in-CTE Pilot Study
Author: Pearson, Donna
Date: 2013-00-00
Type: Journal Articles
Subjects: Pilot Projects,Agricultural Education,Experimental Groups,Control Groups,Vocational Education,Pretests Posttests,Science Achievement,Integrated Curriculum,Science Instruction,Teaching Methods,Scientific Concepts,Hierarchical Linear Modeling,Science Teachers,Secondary School Science,Secondary School Teachers,Vocational Education Teachers,Research Design,Secondary School Students

The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation's (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, &amp; Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis indicated that the intervention had a statistically significant positive impact on posttest science achievement for students in the 2nd, 3rd, and 4th quartiles on pretest science achievement. We interpreted the intervention's effects as small for participants in the 2nd quartile and as moderate for those in the 3rd and 4th quartiles. Relative to the control group, the intervention ap-peared to have no impact on students in the 1st quartile on pretest science achievement.
The Relationship between Students' Leadership Style and Self-Directed Learning Level
Author: Strong, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Leadership Styles,Student Leadership,Correlation,Independent Study,Active Learning,Transformational Leadership,Undergraduate Students,Interpersonal Relationship,Task Analysis,Student Attitudes,Personality Traits,Statistical Analysis,Questionnaires

Leadership is a versatile process that requires working with others in personal and professional relationships to accomplish a goal. Cultivating leadership skills is important for students who are developing professional competencies. Leadership characteristics and abilities should be evaluated to assist in learning student traits to better prepare students for their professions. This study examined the relationship between students' leadership style and self-directed learning levels. This was a descriptive and correlational study with undergraduate students enrolled in agricultural leadership courses (N = 138). The theoretical framework for this study was based on transactional and transformational leadership theory, self-directed learning theory, and andragogy. Students were more oriented toward relationship leadership style versus task orientation. Task oriented leadership style was found to be correlated with students' self-directedness levels. Professional development specialists and human resources trainers should develop comprehension on the effects of how employee leadership style may influence other job performance variables. Agricultural leadership researchers and practitioners should gain a better understanding of variables that may affect students' leadership styles in order to best prepare students for future leadership oriented careers. Agricultural education faculty could gain a better understanding of the academic and professional leadership experiences that most interest students.
Coping Mechanisms Utah Agriculture Teachers Use to Manage Teaching Related Stress
Author: Lawver, Rebecca G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Coping,Stress Management,Questionnaires,Time Management,Secondary School Teachers,Teacher Characteristics,Likert Scales,Online Surveys,Work Environment,Faculty Development,Teacher Motivation,Correlation,Teacher Attitudes,Tenure,Stress Variables,Job Satisfaction,Statistical Analysis

The purpose of this study was to examine the level of occupational stress among Utah agriculture teachers, and to determine the coping mechanisms utilized to manage teaching related stressful events. Teachers were asked to rank their level of occupational stress according to the scale used by the American Psychological Association Stress in America report. Additionally, respondents completed the Ways of Coping Questionnaire (Folkman &amp; Lazarus, 1988) to identify a significant stressful teaching related event and further evaluate the coping mechanisms used to manage that event. Upon identifying coping mechanisms teachers utilized, results were analyzed and compared to demographic characteristics using Pearson bivariate correlation. Results concluded that agriculture teachers reported statistically higher levels of stress than the average American. A statistically significant correlation was found between age and level of stress, indicating that levels of stress increase as agriculture teachers age. Additionally, significant correlations existed between age, length of teaching, time spent on teaching and teaching related tasks, and type of certification related to preference for specific coping mechanisms.
Teachers' Perceptions Regarding Experiential Learning Attributes in Agricultural Laboratories
Author: Shoulders, Catherine W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Experiential Learning,Learning Motivation,Teaching Methods,Student Attitudes,Student Behavior,Learning Experience,Agricultural Education,Laboratories,Prior Learning,Ownership,Family Involvement,Teacher Education,Secondary School Teachers,Teacher Characteristics,Statistical Analysis,Likert Scales,Online Surveys,Teacher Surveys

In laboratory settings, research has found a mismatch between teachers' practices and the likelihood they have to influence students' perceptions and behaviors in laboratory work. Various attributes of experiential learning can enhance learning experiences, yet many have not been subject to exploration in agricultural education. This nonexperimental, descriptive study sought to investigate how teachers' perceptions of the attributes which can make up experiential learning activities and how their ability to address these attributes might be associated with the different learning environments found in agricultural laboratories. Results indicated teachers found student ownership and the types of motivation students respond to as most important attributes, while duration of the activity and background knowledge of the students were found to be least important. Further, teachers reported the actions required during an activity and types of motivation were most frequently able to be addressed, while use of senses and family involvement were least frequently able to be addressed. These results, along with those associating specific laboratory settings with teachers' ability to address various experiential learning attributes, hold implications for teacher training related to the use of experiential learning within laboratory settings.
Classroom Instruction and FFA/SAE Responsibilities Creating the Most Stress for Female Teachers in the Southeast
Author: King, Diana L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Women Faculty,Teacher Persistence,Gender Differences,Job Satisfaction,Stress Variables,Teacher Competencies,Agricultural Education,Teacher Educators,Teacher Responsibility,Questionnaires,Statistical Analysis,Teacher Characteristics,Likert Scales

Teacher attrition research in agricultural education has found that teachers are at high risk of leaving the profession early in their careers (Kelsey, 2006; Myers, Dyer, &amp; Washburn, 2005; Heath-Camp &amp; Camp, 1990). In addition, female teachers are more likely to leave the profession than male teachers (Kelsey, 2006; Thompson, 1986). Identified dissatisfiers include lack of administrative support and working long hours (Boone, 2003; Moore &amp; Camp, 1979). Lazarus's Theory of Psychological Stress indicates that once a teacher appraises a stressor they will seek to master, tolerate, or reduce the demands of the stressor (Lazarus, 1991). If mastery is not deemed possible, toleration and/or reduction of stressor demand could result in attrition from the profession. By identifying specific stressors related to classroom instruction and FFA/SAE responsibilities, coping strategies may be developed to aid in reducing stress for female teachers. Results indicated that preparing proficiency applications, planning FFA banquet, preparing CDE teams, paperwork/reports, creating new curriculum, and lack of teaching materials were the FFA/SAE responsibilities and classroom responsibilities creating the highest amount of stress. Time management strategies, especially related to planning spring semester events when FFA banquets are held and applications are due, may be useful for the teachers in this study.
Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers
Author: Stripling, Christopher T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Agricultural Education,Teaching Methods,Mathematics Skills,Methods Courses,Mathematics Instruction,Quasiexperimental Design,Control Groups,Scores,Statistical Analysis,Mathematics Tests,Pretests Posttests,Teacher Education Programs,Statistical Significance

The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the mathematics ability scores of the participants, and a statistically significant difference was found based upon the MTIS treatment. Based on the results of this study, the MTIS treatment should be considered for use in an agricultural teaching methods course to increase the mathematics ability of preservice agricultural education teachers.
Louisiana Extension Educators' Perceptions of the Benefit and Relevance of Participating in an International Extension Experience toward Their Career
Author: McClure, Carli
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Teacher Attitudes,Career Development,Extension Agents,International Educational Exchange,Barriers,Travel,Online Surveys,Statistical Analysis,Costs,Time,Foreign Countries

The purpose of this study was to assess Extension educators' perceptions of the benefit and relevance of an international Extension experience (IEE) toward their career. It was concluded that almost two-thirds of Extension educators perceive that participation in an IEE is beneficial and relevant to their careers. Further, Extension educators perceive the following barriers to participation in an IEE: a) cost, (b) time commitment, and (c) work obligation. Extension educators who perceive participation in an IEE as beneficial and relevant to their career perceive the locations rated for an IEE to be more appealing and the activities they experience during an IEE to be more important than Extension educators who do not perceive an IEE as beneficial or relevant to their career. However, no differences exist in Extension agents perceptions of barriers between educators who perceive participation in an IEE as beneficial and relevant to their career and those who do not perceive that an IEE as beneficial and relevant. As a result of these findings, it can be recommended that Extension administrators should put forth an effort to promote and create opportunities for Extension educators to participate in an IEE.
Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of Agriculture Classrooms
Author: Estepp, Christopher M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Undergraduate Students,Student Motivation,Expectation,Values,Goal Orientation,Success,Agricultural Education,Correlation,Statistical Analysis,Learning Strategies,Questionnaires

Recent reports have indicated that many undergraduate students have become unmotivated and unengaged in the learning process. As a result, calls have been made for instructors in higher education to implement classroom interventions to help better engage students in the learning process. Research has shown that creating a hospitable learning environment can help increase students' motivational levels, which should help increase student engagement. One possible way of creating a hospitable classroom environment is by increasing professor/student rapport. Therefore, the purpose of this study was to determine the relationships between professor/student rapport and students' motivation, operationalized as expectancy for success and values/goals. This study was conducted with students enrolled in large classes (50 or more students) in the College of Agricultural and Life Sciences at the University of Florida. Participants in this descriptive correlational study mostly agreed that they possess good rapport with their instructors. Additionally, results showed that students have higher than intermediate levels of expectancy for success and values/goals for the class. Lastly, a moderate positive relationship was found between rapport and students' expectancy for success and a substantial positive relationship was found between rapport and values/goals.
Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics
Author: Stripling, Christopher T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Mathematics Instruction,Mathematics Education,Mathematics Skills,Preservice Teachers,College Students,Mathematics,Self Efficacy,Teacher Education,Mathematical Concepts,STEM Education,Research Design,Correlation,Elementary Secondary Education

The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen moderate associations were found between the variables in this study. In addition, categorical differences in mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy were found related to presage variables of the preservice teachers. Based on the results of this study, further research is warranted to determine the most appropriate means for preparing Florida preservice agricultural education teachers for teaching contextualized mathematics.
Effective Professional Development in Agriscience Education: An Examination of Core Features
Author: Shoulders, Catherine W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Integrated Activities,Inservice Teacher Education,Faculty Development,Teacher Participation,Teacher Surveys,Educational Change,Teacher Attitudes,Active Learning,Inquiry,Educational Practices,Laboratory Experiments,Questionnaires,Instructional Innovation,Program Effectiveness,Scientific Literacy,Teacher Behavior

Reform efforts that are designed to increase student achievement often include in-service teacher professional development (PD) as a foundational component. However, the content and activities included in PD sessions varies greatly. Guided by Desimone's (2009) Core Features of Professional Development, this study sought to describe agriscience teachers' perceptions regarding various aspects of science integration based on their participation in PD. Participant responses to the survey instrument differed after attending the PD from what was reported prior to the event, supporting previous research regarding the effectiveness of PD on teacher behavior change. A comparison of the participant responses based on attending the PD prior to or following the restructuring of the PD or the number of times the respondent participated in the PD did not show practical differences, indicating that a PD's repeated participation and the inclusion of active learning in PD were not directly influential in its effectiveness.
Profiling the Youth Leader: Personality and Emotional Intelligence Trends and Their Relationship to Leadership Skills
Author: McElravy, L. J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Personality Traits,Emotional Intelligence,Youth Programs,Leadership Training,Summer Programs,Age Differences,Predictor Variables,Attitude Measures,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Surveys,Questionnaires,Regression (Statistics),Correlation,Student Surveys,Factor Analysis

The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, &amp; Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills in youth participating in summer leadership conferences. Emotional intelligence and age predicted the youths' self-perceived leadership skills. The potential need for youth leadership development programming to include, and perhaps even focus on, emotional intelligence is outlined.