Journal of agricultural education最新文献_第7页

How Do I Get There From Here? An Evaluation of 4-H Influence on Participant Career Trajectories 我如何从这里到达那里？4-H对参与者职业轨迹影响的评价

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03197

Megan L. Powell, K. Lamm, D. Croom, L. R. Sapp, Lamm Croom Sapp Powell

引用次数: 0

Implementing Forestry and Natural Resource Curricula in Georgia. A Quantitative Analysis of Perceived Barriers Towards Implementation 在格鲁吉亚实施林业和自然资源课程。对实施障碍的定量分析

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03149

Brandon L. Ray, C. Clemons, Jason D. McKibben, James R. Lindner, Nicholas E. Fuhrman, Rebecca J. Barlow

{"title":"Implementing Forestry and Natural Resource Curricula in Georgia. A Quantitative Analysis of Perceived Barriers Towards Implementation","authors":"Brandon L. Ray, C. Clemons, Jason D. McKibben, James R. Lindner, Nicholas E. Fuhrman, Rebecca J. Barlow","doi":"10.5032/jae.2022.03149","DOIUrl":"https://doi.org/10.5032/jae.2022.03149","url":null,"abstract":"There are fewer forestry/natural resources pathway classes being taught in Georgia high schools in relation to other commonly associated agriculture curricula (Georgia Agriculture Education, 2019). The purpose of this study was to investigate school-based agriculture education (SBAE) teachers’ perceptions of forestry/natural resources curriculum to investigate internal barriers towards implementation of the curricula. The participants of this study were Georgia SBAE agriculture teachers (N = 358). This study utilized a quantitative non-experimental survey research design. The findings of the study yielded data that reveals particular weaknesses in the importance and competence of forestry/natural resources curriculum. There were a significant number of teachers that did not teach a forestry/natural resource pathway. Teacher importance and competence of forestry/natural resources concepts was analyzed and ranked. The data further shows the discrepancy of perceived teacher importance and perceived teacher competence through Mean Weighted Discrepancy Scores (MWDS). MWDS were used to rank forestry/natural resources concepts to identify training needs of teachers within Georgia. Teachers that had more years of experience had the greatest discrepancy between perceived importance and perceived competence. Teachers with no personal experiences in forestry, natural resources, and/or wildlife management had a significant need for training within those concepts. The recommendations of this study support university and state staff address different avenues to market the core subjects within agriculture education, cultivate partnerships with forestry and natural resources professionals, and SBAE teachers should seek to bring individuals into their classroom to promote forestry/natural resources careers.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001179","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

The Impact of an Instructional Development Program on College of Agriculture Faculty Members’ Teaching-focused Social Capital: A Mixed Methods Approach 教学发展计划对农学院教师以教学为中心的社会资本的影响：一种混合方法

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03247

Gangseok Hur, T. G. Roberts, James "J.C." Bunch, John Diaz, David Diehl

{"title":"The Impact of an Instructional Development Program on College of Agriculture Faculty Members’ Teaching-focused Social Capital: A Mixed Methods Approach","authors":"Gangseok Hur, T. G. Roberts, James \"J.C.\" Bunch, John Diaz, David Diehl","doi":"10.5032/jae.2022.03247","DOIUrl":"https://doi.org/10.5032/jae.2022.03247","url":null,"abstract":"The social aspect of faculty instructional development programs is increasingly recognized because the programs' impact is greatly influenced by social interactions among faculty participants. These interactions allow faculty members to reflect on and improve their teaching practices. Although the literature has shown that effective instructional development programs help develop faculty’s educational knowledge, attitudes, and teaching practices, little research has investigated how instructional development programs help faculty develop their teaching-focused social capital. To address this knowledge gap, this study examined the impact of an instructional development program, Teacher’s College, on faculty participants’ teaching-focused social capital development. The findings from the mixed-methods study indicated that Teacher’s College positively affected faculty participants’ teaching-focused social capital by promoting connections with individuals across the college and providing a supportive learning community. This study also found that online and socially distant meetings due to the pandemic and geographic distances diminished faculty participants’ opportunities to develop their social network and social capital. Based on the findings, we propose recommendations for Teacher’s College and future research in the evaluation of faculty instructional development programs.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663062","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: 1

Describing the Inclusiveness of Students with Disabilities in Iowa School-based Agricultural Education Programs 描述爱荷华州学校农业教育项目中残疾学生的包容性

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03001

Taylor Wilkins-Brittain, S. Smalley, Mark S. Hainline

{"title":"Describing the Inclusiveness of Students with Disabilities in Iowa School-based Agricultural Education Programs","authors":"Taylor Wilkins-Brittain, S. Smalley, Mark S. Hainline","doi":"10.5032/jae.2022.03001","DOIUrl":"https://doi.org/10.5032/jae.2022.03001","url":null,"abstract":"Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all aspects of SBAE programs (i.e., classroom instruction, FFA membership, and Supervised Agricultural Experience [SAE] programs). Nine SBAE teachers from various career phases participated in semi-structured interviews with open-ended questions. Three main themes emerged from the interviews: communication, inclusiveness for a complete program, and transfer of responsibility for provided services. Future research should take a deeper look into the issue of providing free and appropriate public education (FAPE) for students with disabilities in SBAE programs. Additionally, future research needs to occur on each component (classroom, SAE, and FFA) of SBAE to ensure students with disabilities are being included to the fullest potential or what resources could be provided to assist educators.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48315568","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

Curricular Resource Use and Pedagogical Design Capacity of Florida Agricultural Education Teachers 佛罗里达州农业教育教师的课程资源利用与教学设计能力

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03059

R. G. Easterly, Debra M. Barry

{"title":"Curricular Resource Use and Pedagogical Design Capacity of Florida Agricultural Education Teachers","authors":"R. G. Easterly, Debra M. Barry","doi":"10.5032/jae.2022.03059","DOIUrl":"https://doi.org/10.5032/jae.2022.03059","url":null,"abstract":"A nationwide standardized curricular resource does not exist for school-based agricultural education. Teachers rely on several resources to develop instruction for students. Pedagogical Design Capacity (PDC) examines teachers’ capacity to perceive and mobilize existing resources to develop instructional episodes. The purpose of the study was to determine the curricular resources used by Florida school-based agriculture education teachers and examine the PDC of Florida teachers for the resources they use. A census of Florida agriculture teachers was employed using an online instrument developed by the researchers adapted from previous studies. A response rate of 49.6% (n = 248) was obtained. The instrument was developed to determine the resources used by Florida teachers and examine their PDC with each resource. Respondents indicated using a mean of 8.6 resources with varying degrees of frequency. Various patterns of curricular use for the resources were found. Correlations between the use of specific resources was not found above a moderate level. Florida agriculture teachers rely on a variety of resources to develop instruction. These findings point to the potential for the continued development of various types of resources including resources that generate ideas for teachers, resources that provide lesson structure, as well as scripted lesson plans. We recommend future studies to examine the design features of specific curricular resources that can inform the development of future resources. We also encourage instruction to help inservice and preservice teachers understand and develop their PDC.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46118357","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

When Teaching Hurts: Exploring the Secondary Traumatic Stress Experiences of Early-Career SBAE Teachers 当教学伤害:早期职业SBAE教师的二次创伤应激体验探讨

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03216

Kirby J. Schmidt, D. B. Milliken, Amy M. González Morales, Haley Q. Traini, Jonathan J. Velez

{"title":"When Teaching Hurts: Exploring the Secondary Traumatic Stress Experiences of Early-Career SBAE Teachers","authors":"Kirby J. Schmidt, D. B. Milliken, Amy M. González Morales, Haley Q. Traini, Jonathan J. Velez","doi":"10.5032/jae.2022.03216","DOIUrl":"https://doi.org/10.5032/jae.2022.03216","url":null,"abstract":"Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012617","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: 1

Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs 密歇根农业、食品和自然资源教育项目的核心学术课程

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03233

Josephine Forbush, A. McKim, R. McKendree

{"title":"Core Academic Offerings in Michigan Agriculture, Food, and Natural Resources Education Programs","authors":"Josephine Forbush, A. McKim, R. McKendree","doi":"10.5032/jae.2022.03233","DOIUrl":"https://doi.org/10.5032/jae.2022.03233","url":null,"abstract":"Offering core academic credits (e.g., math, science) for completing agriculture, food, and natural resources (AFNR) coursework at the secondary school level has the potential to increase the strength of the AFNR program as well as student interdisciplinary learning. Informed by the Career and Technical Education Student Typology, we explored the scope of core academic offerings in Michigan AFNR programs, including the frequency of core academic offerings, AFNR course types in which core academics are offered, and types of core academic credit obtained. Findings indicate 95.00% of Michigan teachers responding to the survey offered some form of core academic credit through their AFNR coursework. Additionally, findings suggest science is the most obtained core academic credit and the predominance of core academic credit is being offered in introductory course types within AFNR programs. These findings, among others, were synthesized into three conclusions which focus on the frequency of core academic offerings, strength of science as an integrated discipline, and identified opportunities to expand core academic offerings. The paper concludes with a roadmap for continued efforts to enhance core academic offerings and AFNR programs via a combination of research and practice.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060141","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

What is the Meaning of Youth Livestock Production? A Hermeneutic Phenomenological Study 青年畜牧业生产的意义是什么？解释学现象学研究

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03083

Rebecca L. Mott, Jon Simonsen, John Tummons, R. Vandermause, Anna Ball, D. Cletzer, Jaelyn Peckman

{"title":"What is the Meaning of Youth Livestock Production? A Hermeneutic Phenomenological Study","authors":"Rebecca L. Mott, Jon Simonsen, John Tummons, R. Vandermause, Anna Ball, D. Cletzer, Jaelyn Peckman","doi":"10.5032/jae.2022.03083","DOIUrl":"https://doi.org/10.5032/jae.2022.03083","url":null,"abstract":"Raising livestock for food production is a unique cultural phenomenon. It has been well documented that showing livestock as part of 4-H contributes to practical skills, knowledge, and life skills. While it is common to view livestock production through skills-based or economic lenses, there are subtle nuances of the phenomenon, social, cultural, and emotional aspects that are harder to capture. The purpose of this study was to generate an interpretation of the meaning of livestock production for long-standing 4-H livestock project members, and to uncover how these project experiences manifest in other aspects of members' lives. This project answers the question, \"What does it mean to be a livestock producer?\" Based on the assumption that understanding is rooted in lived experience, we used a Hermeneutic approach to examine transcripts of in-depth audio recorded interviews with 4-H members who are high school juniors or seniors and have been enrolled in livestock projects throughout their entire 4-H careers. In an additional photo elicitation activity, we examined participants' reflections on livestock photographs from their childhood. We uncovered two overarching patterns, paradoxical in nature: a) Livestock Production as a Culture of Care and Connection; and b) Livestock Production as a Culture of Loss and Misunderstanding. Patterns illuminated in this research inform educational experiences surrounding youth livestock production. This study also adds to agriculture industry's understanding of how youth experience growing up in livestock production. Finally, this study provides insight into the importance of exploring the ways livestock producers engage with consumers about agriculture.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48526528","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

The Perceptions of School-Based Agriculture Teachers on Extended Contracts 学校农业教师对扩展合同的认知

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03183

Kendra Weakland, Kevin W. Curry

引用次数: 0

Extension Education Trends and Research Needs: Views from Professionals and Faculty 推广教育趋势与研究需求：来自专业和教师的观点

Journal of agricultural education Pub Date : 2022-09-30 DOI: 10.5032/jae.2022.03073

Joseph L. Donaldson, Donna L. Graham, Shannon Arnold, Lisa K. Taylor, K.S.U. Jayaratne

{"title":"Extension Education Trends and Research Needs: Views from Professionals and Faculty","authors":"Joseph L. Donaldson, Donna L. Graham, Shannon Arnold, Lisa K. Taylor, K.S.U. Jayaratne","doi":"10.5032/jae.2022.03073","DOIUrl":"https://doi.org/10.5032/jae.2022.03073","url":null,"abstract":"This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094087","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: 1