ethanporcaro/eric-fulltext-meta huggingface dataset:
Moves You? How SBAE Teachers Navigate Program Migration
Author: Haddad, Becky
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Attitudes,Phenomenology,Faculty Mobility,Teacher Persistence,Faculty Development,Learning Processes,Teaching Skills,Teaching Experience,Career Change,Barriers,Researchers,Vignettes,High School Teachers,Educational Environment

Little data exists to examine the stigmatized phenomenon of program mobility within agricultural education. Our research starts the conversation through interviews with eight School-Based Agricultural Education (SBAE) teachers across the United States, using qualitative phenomenology, to provide a unique perspective of retention through migration. We define teacher migration as a program move while choosing to remain in SBAE. Utilizing the theoretical lens of expansive learning through activity systems (Engeström, 2009), we present teacher migration as a means to learn and grow in the craft of teaching within SBAE, particularly among teachers with more than eight years of experience. Although additional efforts are needed to quantify migration within SBAE, and to examine the common narrative, our research reveals program migration to be a relational issue. In our study, participants expressed community, opportunity to learn, and time as functions of support through a career transition. They identified resources and expectations as challenges faced in the migration process. Our research provides a starting place for conversations around teacher migration through a focus on the assets of experience, viewing migration as a means of retention rather than as a function toward attrition.
Perceived Factors That Influence the Success of Vertical Transfer Students in Agricultural Education: A Delphi Study
Author: Tera, Howerton
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Graduation,Undergraduate Students,College Transfer Students,Bachelors Degrees,Success,Academic Persistence,Delphi Technique,College Faculty,Attendance,Learner Engagement,Relevance (Education),Teacher Student Relationship

The purpose of this study was to develop an instrument that can be used to identify factors that influence the success of vertical transfer students in agricultural education. The specific objectives of this study were: identify perceived factors that influence the bachelor's degree attainment of vertical transfer students in agricultural education, and identify trends which impact students' completion of a bachelor's degree in agricultural education transfer students. The framework of this study is based on a union of the Schlossberg's Transition Theory (1981) and Rendón's Validation Theory (1994). The expert panel consisted of ten participants identified as leaders in post-secondary agriscience education. The findings of this study identified factors that are most influential to the bachelor's degree attainment of vertical transfer students in agricultural education. Student attendance and preparation for class were indicated as significant factors influencing persistence to graduation. Courses that are designed to be engaging and present real-life applications promote degree completion were found to be of importance to bachelor's degree completion. Faculty members have a significant role in the successful degree completion of vertical transfer students by developing engaging courses, presenting real-life applications for classroom material, and allowing for meaning relationships to be established with vertical transfer students.
New and Emerging Technologies: Teacher Needs, Adoption, Methods, and Student Engagement
Author: King, Loren G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Technology Uses in Education,Technological Advancement,Adoption (Ideas),Technology Integration,Needs,Curriculum Implementation,Teaching Methods,Learner Engagement,Secondary School Teachers

Inclusion of new and emerging technologies within agriculture, food, and natural resources education curricula is essential to empowering learners for future success. In the field of Agriculture, Food, and Natural Resources (AFNR) Education, however, scant literature exists exploring teacher adoption of new and emerging technologies within their curriculum. In the absence of such research, AFNR Education is left to wonder if interventions are needed to increase the currency of AFNR curricula. Grounded in Diffusion of Innovations Theory, the current study sought to address this challenge in Michigan by analyzing teacher perceived needs, curricular implementation, teaching methods, and student engagement associated with 15 new and emerging AFNR technologies. Teachers perceived the highest needs related to teaching blockchain technology, unmanned aerial vehicles, and precision agriculture sensors. The most commonly taught technologies were genetic modification, value-added processes, and precision agriculture sensors. Across the 15 technologies, lecture was identified as the most common teaching method. Teachers reported student engagement was higher than average when teaching 11 of the 15 new and emerging technologies. In total, findings indicate clear opportunities to increase coverage of new and emerging AFNR technologies in Michigan. Further, the Diffusion of Innovations Theory offers insights into structuring interventions to increase curricular inclusion.
Predictors of Job Satisfaction among Extension Program Assistants
Author: Windon, Suzanna R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Extension Education,Paraprofessional Personnel,State Universities,Predictor Variables,Individual Characteristics

Social scientists viewed job satisfaction as a worker's emotions and experience at workplace and his or her responses to that experience. The program assistants are essential extension employees who help extension educators recruit clientele and deliver educational programs. This study was conducted to determine the factors affecting program assistants' job satisfaction. An online questionnaire was utilized to collect data from 149 Ohio State University Extension program assistants. Findings showed that employees job satisfaction does not relate to age, years of service, gender, children living at home under 18, education, program areas, and marital status. Approximately 98% of the variation in overall job satisfaction can be explained by program assistants' satisfaction with pay, promotions, fringe benefits, rewards, organizational procedures, co-workers, the work itself, and communication. The employees showed less satisfaction with pay and promotions. Organization leaders and human resource development professionals should explore all possible alternative ways to enhance the job satisfaction levels of extension program assistants. Moreover, they need to consider addressing issues related to extension program assistants pay and promotion opportunities.
An Examination of Postsecondary Agricultural Education Instructors&apos; Perspectives of the Case Study Instructional Technique and the Development of a Model to Encourage Use
Author: Huynh, Phuong Bach
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Agricultural Education,Teacher Attitudes,Case Method (Teaching Technique),College Instruction,Technology Integration,Models

In an effort to evaluate the current use of case studies as a teaching technique in postsecondary agricultural education and to develop a model for integrating technologies into the case study technique (CST), a qualitative study was conducted that explored the current use of case studies, examined the effectiveness of the technique, and explored the technology skills held by instructors. Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST to students included (a) preparation for real-world application of knowledge, (b) development of higher-order thinking skills, and (c) communication skills improvement. Limitations of CST included (a) students' lack of prior experience, (b) difficulty for instructors to find quality cases, and (c) the need for skilled facilitators. Ways to address these limitations were identified through the research and involved the integration of technology. Research findings provided a foundation for the development of a model to integrate technology with CST. While further research is needed to confirm the effectiveness of the model, the research implies that the use of the resulting model could increase the use of CST and improve teaching effectiveness.
Assessing School-Based Agricultural Education Teacher Familiarity, Knowledge, and Perceptions of Supervised Agricultural Experience Categories
Author: Doss, William
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Field Experience Programs,Program Attitudes,Teacher Attitudes,Familiarity,Classification,Standards

Changes in Supervised Agricultural Experiences (SAEs) and a lack of SAE category knowledge have been identified as causes to declining SAE participation (Dyer &amp; Osborne, 1995; Steel, 1997; Wilson &amp; Moore, 2007). Recently, the National Council for Agricultural Education and the National FFA Organization have redefined SAE and created new categories for SAEs in an attempt to be more inclusive of agricultural projects and to increase participation. This descriptive study assessed (n=116) school-based agricultural education (SBAE) teachers' knowledge in categorizing SAE scenarios into previous and new SAE categories. Teacher familiarity with old and new categories was determined as well as teacher practices and opinions on new categories. Results indicated teachers were more familiar with old SAE categories than new categories. SBAE teachers consistently scored lower on their ability to classify SAE scenarios with new SAE categories compared to old categories. Teachers thought new categories were more difficult to teach students and most teachers had not taught their students information on new categories. This led to the recommendation for streamlined communication between decision-making groups in the agricultural education community and SBAE teachers in the field. Various forms of professional development are needed for teachers in the area of SAE categorization.
Beyond Magic Words and Symbols: Rethinking Common Practices in Quantitative Research
Author: Johnson, Donald M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Research,Statistical Analysis,Behavior Theories,Periodicals,Agricultural Education,Editing,Guidelines,Mentors,Writing for Publication,Validity,Research Reports,Reliability,Educational Research

One of the keystones of scientific disciplines is the production and dissemination of quality, valid research. Within the Journal of Agricultural Education, traditions passed down from mentor to mentee have led to the establishment of magic words and symbols that, while used to meet criteria for acceptance for publication, actually obscure and obfuscate the research process. When used inappropriately, these terms can suggest appropriate methodology to the uninformed reader or reviewer, perpetuating the publication and dissemination of invalid research. Using the theory of planned behavior as a framework, this research note seeks to highlight some of the more common magic words and symbols used in manuscripts within the Journal of Agricultural Education and offers information to enable researchers to cease inappropriate use of these terms in an effort to enhance the validity of research published within the journal. This research note was an invited presentation at the 2019 American Association for Agricultural Education Conference and was approved for publication by the Chair of the Journal of Agricultural Education's Editing Managing Board.
Comparing Experiential Learning Techniques and Direct Instruction on Student Knowledge of Agriculture in Private School Students
Author: Bradford, Timothy, Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Direct Instruction,Agricultural Education,Private Schools,Grade 10,Knowledge Level,Instructional Effectiveness,High School Students,Pretests Posttests,Biology

Currently, less than 3% of the U.S. population lives on a farm (Riedel, 2006). Technological advances and mechanization coupled with other societal factors, have led to the decline of an agriculturally literate population (Kovar &amp; Ball, 2013). Blair (2009) identified one strategy for increasing agricultural literacy as implementing education that promotes agricultural activities via experience. This quantitative study was conducted at three private schools in Mississippi during the spring of 2015. The primary investigator (PI) taught six (6) lessons contextualized in agriculture to tenth grade students enrolled in advanced biology courses. The study consisted of a control group (no instruction), and two experimental groups; one received direct instruction only, and one was led through various experiences relevant to plant science and agricultural production with a high-tunnel greenhouse. Pre and post-tests assessed knowledge gain. Participants' knowledge scores increased significantly among experimental groups (p &lt; 0.001). Multivariate analysis revealed post-test scores between experimental groups were significantly different (p = 0.016). Further analysis of the data displayed that 67% of the variance in scores was attributed to method of instruction and a strong correlation existed between post-test scores and treatment group (R = 0.820).
Evaluating the Role of Leader Member Exchange in Leadership Development Program Satisfaction
Author: Lamm, Kevan W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Role,Agricultural Education,Predictor Variables,Satisfaction,Program Effectiveness,Leadership Training,Leadership Styles,Natural Resources,Alumni,Student Attitudes,Individual Characteristics

Today's agricultural leaders face complex challenges. On a global scale, pressing issues around land use, food production and security, natural resource management, energy consumption, and climate change drive the need for systemic, innovative, collaborative solutions. For over four decades, adult agricultural leadership programs have represented an intentional investment in fostering leadership development and community participation in response to changing needs of rural and agricultural communities. The current study sought to investigate the role of leader member exchange (LMX) between leadership program participants with their program directors and the satisfaction participants had with their program experience. Through regression analysis LMX was found to be a statistically significant predictor of program satisfaction. Therefore, a recommendation is for program directors, and leadership educators more generally, to be cognizant of not only the content of programs, but also of the relationships they are forming with participants throughout a leadership development program.
Describing the Differences in the Professional Development Needs of Traditionally and Alternatively Certified Agriculture Teachers in Louisiana
Author: Stair, Kristin
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Education,Alternative Teacher Certification,Teacher Certification,Agricultural Education,Teacher Attitudes,Teacher Characteristics,Inservice Teacher Education,Educational Needs,Teacher Competencies

For decades, teacher education programs have suffered from teacher shortages in many content areas. Due to high teacher turnover rate there has been an increase in the number of teachers who are entering the field through alternative certification programs. It has been noted that the professional development needs of traditionally and alternatively certified teachers may differ drastically. The purpose of this study was to identify the professional development needs of agriculture teachers in Louisiana based on certification type. Data were collected at each of the three Louisiana FFA Leadership Camp sessions during the Louisiana Agriculture Teacher's Association meeting held on the first day of camp. In all, 190 agriculture teachers registered for camp and 164 completed the instrument, representing an 86.0% response rate of camp attendees and 62.8% of the total agriculture teacher population. The results from this study indicated that professional development related to Program Management was the only statistically significant difference between the two groups. Specifically, the traditionally certified teachers felt a greater need for professional development in this area. Based on this research, there may be less difference in the professional development needs of teachers based on certification type in Louisiana than expected compared to previous research.
Determining the Effects of the Smartphone as a Learning Tool on the Motivation of School-Based Agricultural Education Students in Louisiana
Author: Smith, H. Eric
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Motivation,Student Interests,Forestry,Secondary School Students

The smartphone is perhaps the most influential device in modern society. Research has indicated students perceived that using smartphones in the classroom aided learning. However, most American high schools ban students from using phones in the classroom. Previous research supports the idea that advanced smartphone applications in student-centered learning environments can improve achievement and motivation. Currently, there is little in the agricultural education literature pertaining to smartphone enhanced learning among secondary agriculture students. This study compared motivational differences between non-equivalent comparison groups. Secondary agricultural students from 13 schools across Louisiana completed the Course Interest Survey to measure motivation during a forestry unit. Data were analyzed using Hierarchical Linear Modeling. The analysis rendered no statistically significant differences between the groups in motivation. It was concluded that smartphones do not reduce motivation and should be considered in agricultural education classrooms where policy permits.
Teacher Self-Efficacy in SBAE Methods Coursework: A Mixed Methods Study
Author: Sheehan, C. Zane
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Teaching Methods,Learner Engagement,Instructional Effectiveness,Classroom Techniques,Agricultural Education,Teacher Education,Microteaching,Context Effect,Student Attitudes

As novice teachers gain experience, they are more efficacious and likely to overcome adversity. The more authentic, rigorous, and frequent the experience in preservice methods coursework, the better prepared candidates are to teach. We used a mixed methods, convergent, nested design to examine the Teacher Self-Efficacy (TSE) of 21 SBAE preservice teaching candidates prior to student teaching. In a teaching methods course that emphasized student engagement and the contextual conditions of learning, we used the Teachers' Sense of Efficacy Scale to quantitatively measure efficacy, while qualitatively measuring TSE using open-ended reflections. We concurrently analyzed data using paired sample t-tests, and deductive open coding and frequency counts. Students were more efficacious, particularly within student-engagement efficacy, following the methods course. While participants most frequently discussed instructional strategies, their richest discussion focused on the value of interest approaches and student engagement. Our study provides evidence that preservice teaching experiences embedded within a methods course significantly shape efficacy. When instructors emphasize student engagement, it is possible to develop student engagement efficacy to a similar, or even greater degree, as both instructional strategies and classroom management efficacy under the same conditions, which may reduce teacher burn out and improve teacher satisfaction.
Seeking and Engaging: Case Study Integration to Enhance Critical Thinking about Agricultural Issues
Author: Akins, Jessica L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Case Studies,Case Method (Teaching Technique),Critical Thinking,Cognitive Style,Undergraduate Students,Scores,Information Seeking,Learner Engagement

The agriculture and natural resources (ANR) sectors are facing many complex and controversial issues today, including animal health, biotechnology, climate change, food safety, food security, invasive species, marketing and trade, and water. Undergraduate students, as the future ANR workforce, must use critical thinking skills to find solutions to these issues. This study sought to determine if a course that integrated case studies, as opposed to a classroom with no case study integration, influenced students' critical thinking. A pretest/posttest, quasi-experimental research design was used to determine if undergraduate students' critical thinking styles changed as a result of the case study integration. Three undergraduate communication courses focused on issues education at three universities were the sample. Based on the results, students were more willing to seek out information and engage with their peers about the issues facing ANR after the course with the case studies integrated. Case studies should be integrated into the classroom to encourage critical thinking based on these findings. Future research should include investigating the effects of using case studies in other undergraduate courses not focused on issues, in graduate courses, and extension education programs that could determine the effect in a non-formal education setting.
The Forms of Dissonance Experienced by U.S. University Agriculture Students during a Study Abroad to Nicaragua
Author: O'Malley, Adam M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Study Abroad,Service Learning,Cultural Awareness,World Views,Cultural Differences,Transformative Learning,Student Attitudes,College Students,Consciousness Raising,World Problems,Global Approach

In spring 2018, nine agriculture students from Louisiana State University traveled to Nicaragua for a study abroad course. During this experience, students explored agricultural industries and engaged in cultural tours as well as in a service-learning project. Evidence has demonstrated that such experiences can transform students' intercultural sensitivity, global knowledge, and views on agriculture. To facilitate such an experience, however, requires educators to design experiences that challenge students' existing values and worldviews -- a concept known as dissonance. Mezirow theorized that when individuals reflect critically on dissonance, it spurs a transformational learning (TL) process. However, knowledge of the types of dissonance that initiate TL in study abroad programs is insufficient. This study, therefore, sought to understand the multiple ways that students experienced dissonance during a study abroad course. Through our analysis, four forms of dissonance emerged: (1) environmental, (2) sociocultural, (3) intellectual, and (4) personal. When viewed through the lens of TL theory, the forms of dissonance appeared to shape and influence how students experienced TL as well as their resulting perspective changes. As a consequence, this study provided important insights into how study abroad courses could be designed and delivered to better encourage the maturation of students' perspectives on global issues and problems.