Journal of agricultural education最新文献_第10页

Examining Differences in Noncognitive Skills for State-Level Career Development and Leadership Development Event Participants 考察州一级职业发展和领导力发展活动参与者非认知技能的差异

Journal of agricultural education Pub Date : 2022-06-30 DOI: 10.5032/jae.2022.02251

Kasee L. Smith, B. Thapa

{"title":"Examining Differences in Noncognitive Skills for State-Level Career Development and Leadership Development Event Participants","authors":"Kasee L. Smith, B. Thapa","doi":"10.5032/jae.2022.02251","DOIUrl":"https://doi.org/10.5032/jae.2022.02251","url":null,"abstract":"Educators are increasingly pressured to include experiences for students which will help develop noncognitive skills. Noncognitive skills lie outside of the physiological ability to process information and encompass adjacent concepts including soft-skills, 21st century skills, or employability skills. Grit, optimism, and self-efficacy are three noncognitive skills which overlap substantially with the three-component model for agricultural education. In agricultural education, Career and Leadership Development Events (CDE/LDE) allow students to work persistently toward a task and develop expectations for ability to perform and outcomes of the competitive event along with other actions researchers have concluded can help build noncognitive skills in adolescents. This study was designed to describe the grit, optimism, and self-efficacy of CDE & LDE competitors in Idaho and determine if differences exist between students who performed at the gold-rank level, and those who did not receive a gold ranking in their respective events. This study was a census of all students (N = 413) who competed at a CDE or LDE at the 2018 Idaho Leadership Development Conference. Results of independent samples t-tests revealed differences between both grit and self-efficacy scores of participants based on ranking and differences in self-efficacy based on event type. The conclusions drawn from this study allow us to recommend areas for continued examination related to noncognitive skills in agricultural education, and practical solutions for agricultural educators to enhance noncognitive skills in their classrooms.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44833605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Induction Programs for Beginning Agriculture Teachers: Research-Based Recommendations on Program Structure and Content 农业初级教师入门课程:基于研究的课程结构与内容建议

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01132

Brandie Disberger, Shannon G. Washburn, G. Hock, J. Ulmer

引用次数: 0

The Impact of a Project-Based Learning Experience on the SAE Self-Efficacy of Preservice Teachers 基于项目的学习体验对保留教师SAE自我效能感的影响

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01029

Jessica M Toombs, Christopher J. Eck, J. Robinson

{"title":"The Impact of a Project-Based Learning Experience on the SAE Self-Efficacy of Preservice Teachers","authors":"Jessica M Toombs, Christopher J. Eck, J. Robinson","doi":"10.5032/jae.2022.01029","DOIUrl":"https://doi.org/10.5032/jae.2022.01029","url":null,"abstract":"The Supervised Agricultural Experience (SAE) program is a valuable component of school-based agricultural education (SBAE). SAE component outcomes consist of real-world career exposure and skill development through experiential learning. Unfortunately, the SAE program is often the weakest component of SBAE in local programs. As such, SBAE teachers regularly request professional development in supervising student SAE projects. To address this need, we evaluated preservice teachers’ self-efficacy for teaching SAE throughout a semester-long course focused on the topic. We were especially interested in how self-efficacy changed over time, and we used an explanatory mixed-methods approach to do so. Our findings revealed that preservice teachers increased their perceived SAE self-efficacy by one full point on a 5-point scale, as a result of the course, when comparing data from Week 1 to Week 16. Financial data records of SAEs were perceived as the lowest SAE self-efficacy item for preservice teachers. Focus group members identified mastery experiences in the form of experiential learning and vicarious experiences of course instructors as contributing factors to their increase in SAE self-efficacy. It was recommended to course instructors to continue experiential learning projects and employing current and previous SBAE teachers as course instructors and guest speakers while also revising instruction related to The Agricultural Experience Tracker. Peer institutions should consider an experiential learning experience in relation to SAE supervision in their SBAE teacher preparation program.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Agricultural Leadership: A National Portrait of Undergraduate Courses 农业领导力：本科课程的全国性写照

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01165

D. Cletzer, Rebecca Mott, J. Simonsen, Jonathan Tummons, Jaelyn Peckman, Kate Preston

引用次数: 3

Students’ Motivation to Learn Science Through Undergraduate -level Agricultural Coursework 从本科农业课程看学生学习科学的动机

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01182

S. Chumbley, Mark S. Hainline, Trent Wells, J. Haynes

引用次数: 0

Accomplishments and Challenges Experienced by Beginning Agriculture Teachers in their First Three Years: A Collective Case Study 初任农业教师前三年的成就与挑战:集体个案研究

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01115

Brandie Disberger, Shannon G. Washburn, G. Hock, J. Ulmer

引用次数: 0

Insights from Second Generation Agriculture Teachers on Career Choice and Identity 第二代农业教师对职业选择与认同的见解

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01047

Milan Pozderac, Tymeshia Casey, Tracy Kitchel

{"title":"Insights from Second Generation Agriculture Teachers on Career Choice and Identity","authors":"Milan Pozderac, Tymeshia Casey, Tracy Kitchel","doi":"10.5032/jae.2022.01047","DOIUrl":"https://doi.org/10.5032/jae.2022.01047","url":null,"abstract":"The recruitment and retention of agriculture teachers has been a persistent problem for several decades, requiring unique approaches to solving this issue. This study sought to garner a unique prospective of why and how one enters the profession by understanding why second generation agriculture teachers (SGATs) chose to enter the profession after growing up with a parent who was an agriculture teacher. Through semi-structured interviews three themes emerged. The first theme was experiencing the profession and impact through the SGAT’s father influenced SGAT’s career decision. SGATs felt they were ahead of their high school peers, having learned content knowledge by growing up with their agriculture teacher parent. Second, SGAT’s fathers were role models to them, and they based their own teaching and life strategies off their experiences growing up. SGATs were better able to structure their classroom and lives off both the good and bad experiences growing up with their agriculture teacher parent. Third, SGATs unconsciously inherited identity and beliefs from their fathers. We recommend continued research into the retention of teachers and to recommend teacher recruitment campaigns from students’ points of view regarding teacher impact as that perspective had an impact on the SGATs.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45059033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

College of Agriculture Students’ Transfer Experiences Compared to the Experiences of Their University Peers 农学院学生转学经历与大学同行的比较

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01149

J. Bundy, Michael S. Retallick, E. Foreman, Kelsey Powell

{"title":"College of Agriculture Students’ Transfer Experiences Compared to the Experiences of Their University Peers","authors":"J. Bundy, Michael S. Retallick, E. Foreman, Kelsey Powell","doi":"10.5032/jae.2022.01149","DOIUrl":"https://doi.org/10.5032/jae.2022.01149","url":null,"abstract":"Responses from a random sample of 104 non-COA respondents served as the comparison group. Survey results found statistically significant differences (p < 0.05) between the groups in the manner in which transfer student capital was obtained. COA students tended to use advisors and admissions counselors prior to transfer more than their non-COA peers. However, pre- and post-transfer resources were under-used by both groups. On average, 66.0% of all respondents reported that they planned to transfer to a four-year institution prior to enrollment at their previous institution, but less than 50.0% of respondents used a transfer plan or course equivalency guide to aid in their course planning. Additionally, an average of 76.5% of transfers across both groups reported being aware of post-transfer tutoring services but did not utilize this resources in their first semester. Significant differences (p < 0.05) were observed in the perceived usefulness of post-transfer tutor resources between the two groups. Additional research is needed to determine if observed differences between COA and non-COA students explain variance associated with persistence and completion of a baccalaureate degree.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transformative Learning in an African American Agriculture Course 非裔美国人农业课程中的变革性学习

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01062

Courtney Brown, Lauren Cline, J. Robinson

{"title":"Transformative Learning in an African American Agriculture Course","authors":"Courtney Brown, Lauren Cline, J. Robinson","doi":"10.5032/jae.2022.01062","DOIUrl":"https://doi.org/10.5032/jae.2022.01062","url":null,"abstract":"Despite agricultural education’s prioritized efforts to increase diversity, people of color remain minimally represented. The overwhelming majority of all School-Based Agricultural Education (SBAE) teachers are White, non-Hispanic. The limitations of SBAE teachers’ prior experiences or knowledge base of ethnic and racial diversity could lead to challenges in successfully supporting minority students. Agricultural education programs play an essential role in supporting preservice teachers’ attainment of deeper understanding by providing multicultural education curriculum that encourages growth in their critical awareness of diverse cultures. The purpose of our study was to evaluate the transformative learning experience of students completing an African American (AA) Agriculture course. This study analyzed responses provided by students both at the beginning and end of the course experience to understand if and to what degree the transformative learning process occurred. Findings revealed evidence of transformative learning among the students in the way of six emergent themes that described their perceptions, attitudes, and beliefs about AA agriculture when comparing responses acquired before and after the completion of the course. With the limited representation of AA teachers in SBAE programs, the evaluation of the transformative learning process of students in this course may open the door to create a more culturally inclusive environment in SBAE and the agricultural industry as a whole.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43576464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Meeting the Needs of Gifted and Talented Students in Agricultural Education: An Exploratory Study 满足农业教育人才需求的探索性研究

Journal of agricultural education Pub Date : 2022-04-01 DOI: 10.5032/jae.2022.01013

Olivia Hile, T. Sorensen, A. McKim

{"title":"Meeting the Needs of Gifted and Talented Students in Agricultural Education: An Exploratory Study","authors":"Olivia Hile, T. Sorensen, A. McKim","doi":"10.5032/jae.2022.01013","DOIUrl":"https://doi.org/10.5032/jae.2022.01013","url":null,"abstract":"Agriculture teachers are responsible for the education of a mixed ability classroom, in which there may be students identified as gifted. It is unclear how much preservice preparation agriculture teachers receive in order to challenge this population of students or what inservice teacher professional development needs exist. This study aimed to measure agriculture teacher attitudes toward working with gifted students as well as their preservice teacher preparation and current professional development needs. Just over half of participants that completed a traditional teacher preparation program felt adequately prepared to meet the needs of gifted students in their classrooms. Agriculture teachers mostly agreed that students should be challenged, gifted students are a valuable part of their classroom, and that differentiating for gifted students is important. Responding teachers mostly disagreed that their content knowledge is challenged, gifted students are bored in their classrooms, and that they feel threatened by the intelligence of gifted students in their class. Professional development is needed in creating challenging classroom content, differentiating instruction and teaching problem-solving skills to gifted agriculture students.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0