ethanporcaro/eric-fulltext-meta huggingface dataset:
Agricultural Education Teacher Leaders' Development of Ownership and Responsibility for the Profession through Participation in Continuing Professional Education Program Planning: A Case Study
Author: Westfall-Rudd, Donna M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Leadership,Ownership,Teacher Responsibility,Teacher Participation,Professional Continuing Education,Educational Planning,Faculty Development,Public School Teachers,Adult Education,Case Studies,Content Analysis,Interviews,Focus Groups

Historically, planning and delivery of professional development for public school teachers was centralized in state departments of education and universities, with teachers having little input or control over the content. For many years the literature in adult and continuing education has reflected an emphasis on learner participation in program planning (Houle, 1980; Knowles, 1980; Richey, 1957). Contemporary adult learning theory holds that when adults are integral to the program planning process (Cervero &amp; Wilson, 2006; Little, 1993) they are empowered to address their educational needs in the context of their practice (Cochran-Smith &amp; Lytle, 1999). The purpose of this case study was to examine teacher participation in the planning of continuing professional education within the small field of agricultural education in New York. The over-arching theme that emerged from this study was that when the teachers took primary responsibility for planning their own professional development they, seemed to assume an increased sense of ownership for practice in their profession.
How Do Early Career Agriculture Teachers Talk about Their Time?
Author: Lambert, Misty D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture,Phenomenology,Beginning Teachers,Teaching Conditions,Teacher Attitudes,Time,Working Hours

This phenomenological study of early career agriculture teachers sought to determine the meaning early career agriculture teachers ascribe to their time. Seven teachers with a range of experience from mid-first year to beginning of sixth year were chosen. Interviews were used to make meaning of their time. Five themes were found in the information: (a) the day consists of patterns that vary depending upon the time of the year; (b) there is a conscious allocation of work time; (c) the process of managing time adapts and evolves over time; (d) personal and social time for the teacher is woven into or around work; and, (e) tensions exist between how teachers would like to spend their time and how they actually spend their time. Recommendations include taking stock of workload and personal time, identifying times that are most productive and adjusting their schedule to accommodate, developing a rhythm to their work, making decisions about how to spend time and realizing it is an evolving process. (Contains 5 tables and 1 figure.)
Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model
Author: Scheer, Scott D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Education,Competence,Models,Comparative Analysis,Delphi Technique

The purpose of this study was to compare and contrast an academic extension education model with an Extension human resource management model. The academic model of 19 competencies was similar across the 22 competencies of the Extension human resource management model. There were seven unique competencies for the human resource management model. The integration of the models was informative to support and confirm the educational directions of each model. The human resource management model provided information for potential areas to include in the academic preparation of entry-level educators and agents. The academic extension education model indicated possible educational opportunities for credit and non-credit course work. (Contains 3 tables.)
Agricultural Mechanics Laboratory Management Professional Development Needs of Wyoming Secondary Agriculture Teachers
Author: McKim, Billy R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Agricultural Engineering,Laboratories,Laboratory Safety,Inservice Teacher Education,Educational Needs,Teacher Competencies,Teacher Attitudes,Teacher Characteristics,Faculty Development,Needs Assessment

Accidents happen; however, the likelihood of accidents occurring in the agricultural mechanics laboratory is greatly reduced when agricultural mechanics laboratory facilities are managed by secondary agriculture teachers who are competent and knowledgeable. This study investigated the agricultural mechanics laboratory management in-service needs of Wyoming secondary agriculture teachers who are responsible for managing agricultural mechanics laboratories. Data were collected with a Web-based questionnaire designed to determine teachers' perceptions of the importance of 70 selected agricultural mechanics laboratory management competencies and their self-assessed ability to perform those competencies. The Borich (1980) needs assessment model was used to assess and evaluate the in-service needs of the teachers. This study found that Wyoming secondary agriculture teachers were in need of agricultural mechanics laboratory management in-service education in the areas of: first aid, correcting hazardous laboratory conditions, and general laboratory safety. Wyoming teacher educators, state agricultural education supervisory personnel, and local professional development coordinators should provide pertinent and continuous in-service education for Wyoming secondary agriculture teachers in the area of agricultural mechanics laboratory management through technical workshops, summer professional development conferences, and university instructed agricultural mechanics courses. (Contains 5 tables.)
Organizational Climate of the American Association for Agricultural Education
Author: McKim, Billy R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Professional Associations,Attitudes,Organizational Climate,Group Membership,Self Evaluation (Groups)

Monitoring and evaluating programs and outcomes is common practice in educational arenas; less frequent in professional societies and organizations. A clear understanding of the climate of an organization is important, potentially providing leadership with an understanding of how to improve the functionality of an organization. The purpose of this study was to describe how individual members of the American Association for Agricultural Education (AAAE) perceived working together and to describe the level of support within the profession for the 2007-2010 version of the National Research Agenda (NRA). Overall, AAAE members' perceptions varied greatly. Most members agreed to some extent that the AAAE organization allowed members to be involved in the sharing of ideas and information in a nonthreatening, supportive environment. Additionally, most members indicated that within the organization there was an expectation and support of new ideas and practices. However, results indicated AAAE members held mixed beliefs regarding the collective accountability for excellence in performance of shared outcomes within the organization. The NRA priorities were well-understood, useful, and worthwhile to a majority of the membership. Data suggested that the average member believed others in the profession were less supportive than they were of the NRA priorities. (Contains 6 tables.)
Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study
Author: Smalley, Scott W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teacher Education,Agricultural Education,Documentation,Educational Objectives,Activities,Delphi Technique

The purpose of this Delphi study was to identify the purpose, expected outcomes, and methods of documenting preservice teacher early field experience (EFE) activities in agricultural teacher education programs. A Delphi technique was used to electronically collect data via email and SurveyMonkey[R]. An expert panel was established and after three rounds of questioning, the panel identified 16 purpose statements, 14 activities and 9 methods of documenting EFE. The findings of this study, as established by a panel of experts who reached consensus, indicated that EFE should be documented via a combination of journaling and portfolio development. The verification of these documents should be completed by the cooperating teacher and through university assessments. Documentation of an EFE experience can be accomplished through journaling, cooperating teacher signature, reflective paper or a review of collective documents. The results of this study can be used to modify and improve EFE by clarifying the purpose, activities and ways of documented activities in agricultural teacher education programs. This study will aid the profession in providing a more congruent EFE experience for preservice teachers. (Contains 3 tables.)
Evaluating the Influences on Extension Professionals' Engagement in Leadership Roles
Author: Nistler, Deborah L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Agents,Volunteers,Professional Associations,Influences,Leadership,Professional Development,Recruitment,Delphi Technique

Developing leadership within any type of volunteer organization can be a difficult task; however fostering commitment long term has been a proven key component to the sustainability of such organizations (Collins, 2001). Extension professionals rely heavily on their professional organizations to offer stability and professional development on a national basis, thereby strengthening the extension profession as a whole. Within the 4-H youth development field, this stabilizing organization is the National Association of Extension 4-H Agents (NAE4-HA). While over 1,200 extension 4-H professionals gather annually to engage in organizational activities at their national meeting, the board has found it increasingly more difficult to recruit and retain leadership at the national level. Previous research shows in order for volunteers to partake in leadership opportunities they must feel the benefits outweigh the costs (Inglis, 1994). In order to further understand the membership and determine their motivations a Delphi study was conducted to determine why the current NAE4-HA leadership team chose to step up and lead. As a result, professional development and recruitment efforts were suggested to assist in developing NAE4-HA leaders for the future, essentially enhancing leadership development within Extension professionals themselves and the communities they serve. (Contains 4 tables.)
An Exploration of Reflection: Expression of Learning Style in an International Experiential Learning Context
Author: Lamm, Alexa J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Style,Experiential Learning,Agricultural Education,Reflection,Adult Students,Student Journals,Content Analysis,Study Abroad,Foreign Countries

Experiential learning techniques have been used in agricultural education programs for decades. An essential part of this experiential learning process is reflection. Kolb (1984) stated &quot;knowledge results from the combination of grasping experience and transforming it&quot; (p. 41) in a process that involves using reflection. Few researchers have tried to understand how learning style affects reflection when experiential learning techniques are employed. Using Kolb's theory of experiential learning, the researchers explored how adult learners reflected during an experiential learning program in Costa Rica, based on analysis of reflective journals. Participants also completed the Kolb's learning style inventory to determine individual preferred learning styles. The researchers examined the journals of participants for evidence of their expressed learning style and used content analysis to interpret the categorical thematic expressions of the participants. Results indicated that themes surrounding learning style were evident throughout the journals and varying levels of reflection were discovered. The results of this research imply educators should consider multiple methods of reflection when developing experiential learning programs. (Contains 1 figure.)
Outcomes of Integrated Agriscience Processes: A Synthesis of Research
Author: Wilson, Elizabeth B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Science Education,Integrated Activities,Secondary Education,Educational Research,Secondary School Students,Secondary School Teachers,Academic Achievement,School Holding Power,Student Attitudes,Science Process Skills,Teacher Attitudes,Self Efficacy,Faculty Development

As the trend to integrate science and agriculture education has reemerged, so has the research related to the integration of science into secondary agricultural education. The American Association of Agricultural Education responded to this trend by creating a special interest group called "Strengthening Academic Learning through Agricultural Education." In 2005, Myers and Osborne developed the "Conceptual Model for Strengthening Academic Learning through Agricultural Education" to guide this group in identifying existing gaps in the literature and to help provide a directional path for future research. The purpose of this study was to use that conceptual model to review research, to make conclusions regarding the outcomes of efforts to integrate science and secondary agricultural education, and to identify gaps in the existing research. Recommendations and future questions for integrating science and agricultural education were posed by the authors. (Contains 1 figure.)
A Qualitative Study of Agricultural Literacy in Urban Youth: What Do Elementary Students Understand about the Agri-Food System?
Author: Hess, Alexander J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary Education,Agricultural Education,Urban Youth,Semi Structured Interviews,Elementary School Students,Gardening,Misconceptions,Knowledge Level,Field Trips,Agriculture,Schemata (Cognition),Piagetian Theory,Food

Agricultural literacy of K-12 students is a national priority for both scientific and agricultural education professional organizations. Development of curricula to address this priority has not been informed by research on what K-12 students understand about the agri-food system. While students' knowledge of food and fiber system facts have been studied, in-depth research into broader student understandings of the system have largely been ignored. This study employed semi-structured interviews to compare urban elementary students' understandings with nationally developed benchmarks for agri-food system literacy. Findings indicate that no participant had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or a visit to a relative's garden were the most frequently mentioned agricultural experience. Participants could readily name common food items, but could not accurately elaborate on the origins of common foods. Post-production activities, like food processing, were not well understood. Students' agriculturally related experiences did not appear to influence their understanding about where food comes from or what happens to food as it travels from farm to plate. (Contains 5 tables.)
Perceptions and Barriers of Four Female Agricultural Educators across Generations: A Qualitative Study
Author: Baxter, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Baby Boomers,Foreign Countries,Agriculture,Barriers,Generational Differences,Attitude Measures,Teacher Attitudes,Gender Differences,Teacher Qualifications,Stereotypes,Stress Variables,Women Faculty,Secondary School Teachers,Equal Opportunities (Jobs)

The purpose of this descriptive study was to discover the perceptions and barriers of four female agriculture educators across generations in a non-traditional field of agriculture. The United States Department of Labor (2006b) defined a non-traditional job as any occupation where one gender comprises 25% or less of the total employment. Four female agriculture teachers across three generations were interviewed with the open-ended question: "What have been your personal and professional experiences in teaching agricultural education?" The teachers selected were from three generations: early Baby Boomer (Vietnam Generation), late Baby Boomer (Me Generation), Generation Xer, and Millennial. The themes revealed in the study were: qualifications to teach agricultural education, challenges in teaching agricultural education, stress in teaching agricultural education, and stereotyping of agricultural education teachers. Females teaching high school agricultural education expressed they needed to prove they were qualified; prove women can perform agricultural education duties; overcome resentment from students; balance family and work; and break the stereotype of a high school agricultural education teacher.
Assessing the Learning Needs of Student Teachers in Texas regarding Management of the Agricultural Mechanics Laboratory: Implications for the Professional Development of Early Career Teachers in Agricultural Education
Author: Saucier, P. Ryan
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Needs Assessment,Agricultural Engineering,Agricultural Education,Laboratory Safety,Equipment Maintenance,Professional Development,Educational Needs,Teacher Competencies,Student Characteristics

Skills needed to manage a laboratory are essential knowledge for all school-based, agriculture teachers who instruct agricultural mechanics curriculum (Saucier, Terry, &amp; Schumacher, 2009). This research investigated the professional development needs of Texas agricultural education student teachers regarding agricultural mechanics laboratory management. Data were collected with a mailed questionnaire to determine student teachers' perceptions of the importance of 70 agricultural mechanics laboratory management competencies and their self-assessed ability to perform those competencies. The Borich (1980) Needs Assessment Model was used to assess and evaluate the professional development needs of these student teachers. The study found that these student teachers were in need of professional development in many areas of laboratory management, such as diagnosing malfunctioning laboratory equipment, repairing laboratory equipment, and administering first aid. (Contains 6 tables and 1 figure.)
Getting to the Bottom Line: How Using Evaluation Results to Enhance Extension Programs Can Lead to Greater Levels of Accountability
Author: Lamm, Alexa J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Education,Accountability,Extension Agents,Attitudes,Evaluation Utilization,Program Evaluation,Behavior

Extension has enhanced the lives of U.S. citizens through adult education in a myriad of ways. However, as budgets get tighter, accountability becomes increasingly more important. Over the years, Extension has reported low level impacts rather than the long-term successes that those working within the system know are occurring. Without enhanced evaluation-driven environments, Extension systems will continue to inadequately report programmatic successes, resulting in a lower perceived public value of Extension programs. The use of evaluation can create an atmosphere which encourages organizational thinking resulting in the types of accountability reports which are adequate for decision making. This study examined how Extension professionals' perceptions of evaluation use related to their evaluation behaviors. The findings suggest a substantial percentage of Extension professionals are doing just enough evaluation to complete mandatory reports. It also showed that Extension professionals who valued their own personal use, but not necessarily organizational use of their evaluations, were more likely to conduct in-depth evaluations. Recommendations for enhancing evaluation driven work environments include clearer communication from administration demonstrating the value of evaluation beyond the role it plays in accountability and working directly with Extension professionals to promote evaluation-oriented conversations rather than just delivering state-led in-service trainings. (Contains 5 tables.)
Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery
Author: Splan, Rebecca K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Undergraduate Study,Mentors,Research Methodology,Agricultural Education,Experiential Learning,Learning Theories,Qualitative Research,Epistemology,Problem Solving,Teaching Methods,Scaffolding (Teaching Technique),Student Research,Research Skills

Experiential learning is a hallmark of undergraduate education programs in the agricultural sciences, and is aligned with constructivist learning theory. This interpretivist qualitative study used historical research methodology to analyze the epistemological underpinnings of constructivism and explore the construct's relationship to undergraduate research, a particular experiential learning context which extends a student's knowledge to scholarly application through discovery-based problem solving. Two pedagogical principles of constructivist learning theory emerged: that learning should be authentic, active and student-centered, and that it must also be facilitated through social negotiation. Both factors are inherent in the learning process when faculty mentors scaffold the creation of new knowledge via undergraduate research. Agricultural educators can take advantage of parallels between constructivism and the scholarship of discovery.
Interactions among Instructional Efficacy, Motivational Orientations, and Adult Characteristics on Master Gardener Tenure
Author: Strong, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Gardening,Adult Educators,Extension Education,Teacher Motivation,Tenure,Instructional Effectiveness,Teacher Characteristics,Teacher Surveys

Master Gardeners serve Cooperative Extension as volunteer educators who deliver horticultural knowledge to citizens across Florida by teaching a broader amount of public constituents than can a single extension agent. The economic value of the Master Gardener participation to Florida Extension was nearly $9,000,000 in 2010. Very little research has been conducted to determine what affects Master Gardener tenure. This study utilized self-efficacy theory and Houle's Typology on adult learning orientations as the overlapping framework to determine what predicts Master Gardener tenure. The research design was survey research, and stratified sampling was implemented to select the population of participants. A mail survey was employed as the data collection method, and the response rate received was 86.78%. Participant age, instructional efficacy, and specific learning orientations were found to significantly affect Master Gardener tenure. Instructional efficacy was the only variable that Master Gardener coordinators can enhance in participants in order to retain quality Master Gardeners. The continued participation from adults in the Master Gardener program improves the goals of Cooperative Extension. This study underscores the importance of preparing current and future Master Gardeners in teaching strategies to retain their participation in order to educate more of the state's citizenry. (Contains 3 tables.)