Journal of agricultural education最新文献_第3页

Navigating a culture of evidence: The lived experiences of college of agriculture faculty regarding the academic assessment of students 驾驭证据文化:农业学院教师关于学生学术评估的生活经验

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.109

Benita Komunjeru, Richie Roberts

{"title":"Navigating a culture of evidence: The lived experiences of college of agriculture faculty regarding the academic assessment of students","authors":"Benita Komunjeru, Richie Roberts","doi":"10.5032/jae.v64i2.109","DOIUrl":"https://doi.org/10.5032/jae.v64i2.109","url":null,"abstract":"The accountability movement has created tensions among key actors at institutions of higher education in the U.S. in recent years. As such, a need existed to examine the lived experiences that influenced faculty (n =6) in the College of Agriculture (COA) at [State] University as they engaged in various forms of assessment to evaluate student learning. As a result of our phenomenological analysis, three themes emerged. The themes combined to form the phenomenon’s essence, which was that assessment of student learning outcomes was a product of (a) presage, (b) process, and (c) context variables that shaped faculty’s lived experiences. In particular, presage variables represented the individual traits that influenced the assessment process such as faculty’s beliefs, personal traits, professional backgrounds, and previous teaching experiences. Meanwhile, contextual variables were the unique factors and conditions that affected assessment such as course goals and objectives as well as university policies. Finally, process variables represented the specific activities that affected student learning and instructional practices. Going forward, we recommend that COA’s create faculty development opportunities that encourage faculty to reflect and explore alternative strategies that may enhance learning and promote greater equity in the academic assessment of students.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43056841","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

Involvement of urban agricultural education students in FFA activities and opportunities 城市农业教育学生参与FFA活动和机会

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.57

Stephen McBride, Allen Talbert, SeéTrail Mackey

{"title":"Involvement of urban agricultural education students in FFA activities and opportunities","authors":"Stephen McBride, Allen Talbert, SeéTrail Mackey","doi":"10.5032/jae.v64i2.57","DOIUrl":"https://doi.org/10.5032/jae.v64i2.57","url":null,"abstract":"Students in large cities across the United States can better understand agriculture through their involvement in School-Based Agricultural Education (SBAE). Since the passage of the Smith-Hughes Act in 1917, Agricultural Education has been a pathway that encourages students to continue schooling and connect with future careers. We conducted a descriptive study to explore the involvement of 2021-2022 high school Agricultural Education students in the National FFA Organization. Involvement was calculated through self-reported participation in chapter activities, officer positions, FFA degrees, and contests or events. Additionally, the study evaluated students’ curiosity toward stretching or embracing as well as their overall adaptability in different situations. The study occurred in the fall of 2021 with 543 respondents from 18 urban SBAE programs in 12 states completing the online survey. Respondents reported self-perceived moderate curiosity, very strong adaptability, and light involvement in FFA. For urban SBAE students, involvement in FFA was not affected by demographics other than those in the 12th grade were more involved. This could imply study respondents who see the value in the organization’s leadership training or college and career readiness are the most curious and adaptable toward being involved in the organization.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512621","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

Evaluating the preparation of pre-service school-based agricultural education teachers in laboratory-based courses 评估职前农业教育校本教师在实验室课程中的准备情况

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.71

Kevin Sanders, S. Smalley, Mark Hainline

{"title":"Evaluating the preparation of pre-service school-based agricultural education teachers in laboratory-based courses","authors":"Kevin Sanders, S. Smalley, Mark Hainline","doi":"10.5032/jae.v64i2.71","DOIUrl":"https://doi.org/10.5032/jae.v64i2.71","url":null,"abstract":"This study sought to examine laboratory-based instruction for pre-service school-based agricultural education (SBAE) teachers at various institutions across the nation. While research has indicated that laboratory-based instruction in SBAE programs is commonplace (Shoulders & Meyers, 2012), a myriad of literature has noted SBAE teachers are not adequately prepared to teach, manage, and facilitate learning activities in SBAE laboratories upon completing their teacher education programs (Burris et al., 2005; Hainline & Wells, 2019; Shoulders, 2012). \u0000To better understand the current state of SBAE pre-service teacher training in laboratory instruction, we surveyed 33 agricultural education certifying institutions across the country. Many of these institutions indicated they required pre-service teachers to take two laboratory-based instruction courses in the areas of agricultural mechanics (96.9%) and welding metal fabrication livestock (83.9%). However, only 46.7% of the responding institutions required students to take a greenhouse management course, and 29% required pre-service teachers to take a meat science course. The findings of this study also highlight if the laboratory-based courses had a pedagogical component, and the teacher educators were asked to provide their perceptions for a need for expansion of instruction in each context. Recommendations for practice and further investigation were provided. ","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47131030","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

Coping with transitions during the COVID-19 global pandemic: A case study of early career teachers’ experiences in secondary agricultural Education 应对新冠肺炎全球大流行期间的转变：中等农业教育早期职业教师经验的案例研究

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.108

Raegan Ramage Martin, Janiece Pigg, Richie Roberts, Kristin S. Stair

{"title":"Coping with transitions during the COVID-19 global pandemic: A case study of early career teachers’ experiences in secondary agricultural Education","authors":"Raegan Ramage Martin, Janiece Pigg, Richie Roberts, Kristin S. Stair","doi":"10.5032/jae.v64i2.108","DOIUrl":"https://doi.org/10.5032/jae.v64i2.108","url":null,"abstract":"The year 2020 marked an era of change and demanded that educators across the globe adapt in new and innovative ways. In secondary agricultural education, teachers experienced significant transitions as a majority of K-12 schools shifted to remote, distance, and online instructional models. Therefore, teachers’ position requirements, obligations, and expectations began to shift dramatically, creating unique challenges for early career teachers. As such, the purpose of this study was to explore the transitions that early-career SBAE teachers in [State] experienced while teaching during the COVID-19 pandemic. Through our analysis, four themes emerged: (1) situation, (2) self, (3) support, and (4) strategies. In the first theme, the early career teachers gave voice to how situational factors greatly influenced the professional transitions they underwent as a result of COVID-19. Self, the second theme, represented the different internal mechanisms, or sources of strength, participants used during the transition process. Meanwhile, support reflected the external support systems participants used during their time of transition into a virtual teaching format. The last theme, strategies, provided insight into the approaches that participants used to address and reduce the negative effects of the pandemic on their teaching. Going forward, we provide critical implications to stoke changes so that early career teachers can better cope with transitions during periods of stress in the post-COVID-19 era.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49443453","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

Examining how principals support school-based agricultural education programs 研究校长如何支持校本农业教育计划

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.113

R. G. Easterly, Natalie K. Ferand, Brian Myers, Sebastian Galindo

{"title":"Examining how principals support school-based agricultural education programs","authors":"R. G. Easterly, Natalie K. Ferand, Brian Myers, Sebastian Galindo","doi":"10.5032/jae.v64i2.113","DOIUrl":"https://doi.org/10.5032/jae.v64i2.113","url":null,"abstract":"Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the leadership practices of principals support the culture of exemplary school-based agricultural education programs in Florida. Semi-structured interviews were conducted with five principals who supported SBAE teachers in exemplary programs in Florida. Thematic analysis of the transcripts yielded several emergent themes. The principals relayed value in agricultural education and found that school-based agricultural education programs helped meet their school's overall goals. The principals saw their role as helping the teacher find ways to grow without micromanaging their work. The principals expressed interest in the prospect of professional development to help them support agriculture teachers in their programs. Based on these findings, the authors recommend state and national agricultural education leaders implement professional development opportunities for teachers and principals so they can work in concert to find areas where their goals intersect and focus on strengthening those areas. A model for examining principal support in SBAE is presented based on the findings.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49013028","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

Home demonstration work in North Carolina: Leading the way for rural women 北卡罗莱纳州的家庭示范工作:为农村妇女引领道路

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.107

Daniel Radford, Joy Morgan, Barbara Kirby, Wendy Warner

引用次数: 0

Recruitment strategies used by school-based agricultural educators in Michigan 密歇根州学校农业教育工作者使用的招聘策略

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.49

Kylie M. Nowakowski, Tiffany A. Marzolino, Aaron McKim

引用次数: 0

Metacognition and teacher beliefs 元认知与教师信念

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.61

R. McKendree, Shannon Washburn

引用次数: 0

Are we developing leaders? Connecting undergraduate leadership identities to their needs and contexts 我们在培养领导者吗？将本科生的领导身份与他们的需求和背景联系起来

Journal of agricultural education Pub Date : 2023-06-30 DOI: 10.5032/jae.v64i2.112

Sarah Bush, Anna Pratt Lickley, RyAnna Meacham

引用次数: 0

We’ve crossed a line: A philosophical examination of systemic implications surrounding SBAE teachers’ attempts at boundary setting 我们已经越过了一条线:围绕SBAE教师在边界设置方面的尝试的系统性影响的哲学检查

Journal of agricultural education Pub Date : 2023-03-31 DOI: 10.5032/jae.v64i1.31

Becky Haddad, Haley Q. Traini, Aaron McKim

引用次数: 1