Download or read book THE INFLUENCE OF SECONDARY AGRICULTURAL EDUCATION STUDENT SUPERVISED AGRICULTURAL EXPERIENCE PARTICIPATION ON CAREER DECISION SELF EFFICACY written by Darla Joanne Romberger and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As experiential learning can play an important role in an individuals career decision self-efficacy, this descriptive study sought to describe and compare secondary agricultural education students and secondary non-agricultural education students perceptions of career decisions with the intent of improving access to experiential learning opportunities at the secondary level. Using a descriptive research design, the study utilized the Career Decision Self-Efficacy Scale (CDSES) to measure the five subscales of career decision-making: self-appraisal, occupational information, goal selection, planning, and problem-solving. Data was collected from three sample populations. The first sample was drawn from a population of secondary agricultural education students enrolled in one of eight programs in Central Pennsylvania. The second sample was drawn from a population of secondary students not enrolled in agricultural education from one suburban high school in Central Pennsylvania. The third sample was drawn from agricultural educators in one of eight programs in Central Pennsylvania. Agricultural Education students reported higher means in all five subscales of the CDSES compared to the non-Agricultural Education students. Both the Agricultural Education and non-Agricultural Education populations reported the highest means in Self-Appraisal (M=3.83, M=3.69) and Problem-Solving (M=3.78, M=3.72), respectively. Data for overall SAE participation was consistent with prior research. Agricultural Education students with greater participation in SAE activities reported higher means in all areas of the CDSES. Recommendations from study results include a greater inclusion and implementation of Foundational SAEs into Agricultural Education programs, expand experiential learning opportunities for non-CTE students, and further research into quantifying the impact of experiential learning participation on future employment of high school graduates.

Download or read book Determining the Relationship Between Levels of Achievement in Supervised Agricultural Experience and Career Choice written by Jason K. Perry and published by . This book was released on 2016 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: Agricultural education is made up of classroom instruction, FFA participation, and supervised agricultural experience. This research project investigated Illinois agriculture teachers' perception of the impact of students' supervised agricultural experience projects on the students' career choice after high school. Also, this research sought to determine if teachers perceived students with higher levels of achievement in FFA proficiency awards (with their supervised agricultural experience projects) had a greater link to students' career choices. A survey was e-mailed to all 386 Illinois agriculture teachers and 87 submitted responses. Most responses indicated a link between students' supervised agricultural experience project in high school and their career choice after high school. There was also a weak positive correlation found between supervised agricultural experience and career choice (as perceived by teachers). However, this research had a narrow focus and a low response rate, so generalizations should be held until it has been repeated to determine if any trends exist.

Download or read book Assessing Student Knowledge and Perceptions of Factors Influencing Participation in Supervised Agricultural Experience Programs written by Lauren Joanna Lewis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess student knowledge and perceptions of factors influencing participation in Supervised Agricultural Experience (SAE) programs. This descriptive study was conducted in 120 randomly selected agricultural education programs throughout four purposively selected states representative of the National FFA regions. Within each state the programs randomly selected to participate were from FFA divisions characterized as having urban city-centers with outlying rural/suburban areas. Students in Florida, Indiana, Missouri, and Utah completed a researcher-designed questionnaire assessing knowledge and perceptions on factors influencing SAE participation. A response rate of 43.3% (N = 120, n = 52) was achieved, with questionnaires completed by 1,038 students. According to findings of this study 45.6% (n = 473) of the students participated in SAE programs, with most categorized as an entrepreneurship SAE and classified as a livestock project. Students could only identify at most three of five SAE categories, and those without a SAE program were either not or somewhat familiar with the five SAE categories. Students surveyed in Missouri and Utah appeared to have the strongest SAE knowledge. Each state appeared to have three main types of school resources available for use by student SAE programs. Student perceptions indicated that teachers did encourage all students to have a SAE program and apply for awards and recognition; however, most did not receive awards and recognition for their SAE program. Students reported receiving SAE help from their teacher on a monthly basis most frequently. Most students used a paper-based SAE record book which they updated weekly or monthly. Students on average received a total of nine to 34 days of classroom SAE instruction and a total of eight to 33 days of classroom recordkeeping instruction during enrollment in agricultural education courses. Factors such as enjoyment of agricultural education courses, parental and teacher support and encouragement, resources (money and facilities), and opportunities for awards and recognition did not seem to influence student SAE participation. Contrary to previous research, involvement in community and school activities did not seem to negatively influence student SAE participation. Students did not believe they needed more SAE and recordkeeping instruction.

Download or read book Understanding Agriculture written by National Research Council and published by National Academies Press. This book was released on 1988-02-01 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the widespread recognition among experts that our educational system needs to change in order to provide the skills and knowledge necessary to ensure the future vitality of U.S. agriculture. Understanding Agriculture focuses on agricultural literacy (education about agriculture) and vocational agricultural education (education in agriculture). The section on agricultural literacy addresses the teaching of science through agriculture, teacher education and training, model educational programs, community support, and agricultural career exploration programs. Vocational agricultural education is examined in terms of program enrollment, availability and content, supervised occupational experiences, the Future Farmers of America program, and teacher education and supply.

Download or read book Youth Organization and Supervised Agricultural Experience Program Participation as Predictors of Agricultural Education Student Career Maturity written by Abrahim Rahim Ibn Bakar and published by . This book was released on 1992 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989-04 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Career Courses on Career Self Efficacy and Outcome Expectations written by Celeste Spier and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine two required career courses to determine if they produced an increase in career self-efficacy and outcome expectations, and which components of the learning theory from Social Cognitive Career Theory have the strongest influence. Participants were undergraduate business students at a midsized, Midwestern university enrolled in two required career courses and a comparison group of students not yet enrolled in the courses. Students took four measures (i.e., Career Exploration and Decisional Self-Efficacy Scale, Career Search Self-Efficacy Scale, Career Expectations Survey Scale, and Career Exploration and Decision Learning Experiences Scale) at two points in time0́3once before the first course and once after the second course. The main purpose of the study was to examine the process by which required career courses affect career development using social cognitive career theory (SCCT) as a theorical framework. Following three two-factor ANOVAs, the courses did not have an effect on career decision self-efficacy, career search self-efficacy, or outcome expectations. Further analysis on the specific learning experiences used in the courses using multiple regression analyses were not conducted due to low reliability scores. Implications and recommendations for future practice and research are discussed.

Download or read book Factors Influencing Supervised Agricultural Experience Earnings of Ohio FFA State Degree Recipients as Reported on the Ohio FFA State Degree Application written by Steven Jon Gratz and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There are numerous benefits for agricultural education students to conduct a supervised agricultural experience program. One benefit for agricultural education students who complete a supervised agricultural experience is a return on their time and/or money invested. The purpose of this study was to identify factors that influenced the economic return on a student2s time and/or money invested in his or her supervised agricultural experience using data collected from the recipients of the State FFA Degree in Ohio during the 2002-2003 academic year. Initial factors considered were classified into three categories: personal characteristics, school-based characteristics, and community characteristics. Personal characteristics included type of SAE, FFA district in which the student resided, and the gender of the applicant. School-based characteristics included number of teachers of agriculture, high school attendance rate, and high school grade point average. Community characteristics included county population for teens (ages 15-19), teen poverty level (ages 15-19), and county per capita income. Results of the study indicated that there was a difference in the amount of economic return among males and females, type of supervised agricultural experience, and FFA members in different FFA districts throughout the state of Ohio. Interestingly, these factors were all classified as personal characteristics, indicating that the factors affecting the amount of earnings from an FFA member2s SAE were attributed to their personal characteristics.

Download or read book The Mediating Impact of Student Self efficacy written by Michael Palumbo and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the influence of living-learning communities on first-year students at a large Mid-Atlantic university. Students were asked to complete the Career Decision Self-Efficacy Scale and the Academic Major-Fit Scale in the beginning of their first semester in college, and then again mid-way through their second semester. The final results included 21 participants. No significant difference in career decision self-efficacy was found from the pre-test (prior to their experience in the living-learning community) and the post-test. Two factors of perceived fit in the Academic Major-Fit Scale did show significant increases. These were academic major commitment, and academic major satisfaction. The results suggest that living-learning communities do not directly aid students in their academic or career development.

Download or read book Factors Influencing the Attrition of Agricultural Education Majors at Tarleton State University written by Jericha Hopson and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what factors influence the attrition of Agricultural Education majors at Tarleton State University. This research will assist departmental faculty in determining what key factors attribute toward attrition among current student who were previously enrolled as Agricultural Education majors. According to public graduation records, Tarleton State University has one of the leading programs generating certified Agri-science teachers in Texas. Understanding factors leading to attrition of majors in the program will allow faculty to better utilize resources and increase retention. According to Beggs, Mullins, Bantham and Taylor (2008) a student's choice of college major represents a major life decision most frequently identified as a regret for the student. Connors (1998) suggested that the future of agricultural education hinges upon the profession being proactive and addressing the issues that secondary agricultural education programs will face. Even with successful recruitment, Dyer, Beja and Ball cite that agriculture programs would have to more than double enrollment to satisfy the growing demand for graduates by both industry and education (2003). Choosing the right major in college is becoming increasingly important for young students today. Students have to take into account many things when choosing college major, and many factors can influence a student's decision, including parents, coaches, religious figures, or any role models in a student's life. Participation in agriculture clubs such as FFA and 4-H can also have an effect on students' career choices.

Download or read book Effects of Animal Science Agricultural Education Course Completion on Urban High School Students Career Choice written by Kristina Gowans and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on testing the effects of agricultural education on urban high school students0́9 career choices. It looked into how students view agriculture, how they perceive their peers view agriculture, how their demographics are related to career choice, and if their career choice was changed to a different career upon completion of the study. The study showed a positive relationship between completing an agricultural education class in animal science and interest in going into an agricultural career. Further, females in the study were more likely to choose an agricultural career. After the completion of a school-based agricultural education program, both students and their peers had a more positive outlook on agriculture and its possibilities as a career. Students also increased their career self-efficacy score during the completion of an animal science agricultural education course. They became more confident in their ability to make decisions related to their future career.

Download or read book Career Decision Self efficacy Among Students Entering Post secondary Career and Technical Education written by Kathleen Fosbinder Smith and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Popular models of traditional student persistence show a positive relationship to social and academic integration at the learning institution. However, non-traditional students are less integrated socially and academically and are more likely to leave school for reasons beyond the institution's control. Pajares (2002) linked self-efficacy beliefs to academic self-regulation and found that students who believe they are capable of performing the task at hand use more cognitive strategies, work harder, persist longer, and find ways around obstacles. This field study examined popular models of student persistence for traditional and for non-traditional students, along with three years of attrition records at the Tennessee College of Applied Technology in Dickson, Tennessee. It is hypothesized that career decision self-efficacy (the degree to which a student feels confident in his or her choice of training program) is predictive of institutional integration and student success in career/technical education.

Download or read book Identifying Entry level Skills Expected by Agricultural Industry Experts and Determining Teachers Perceptions on Whether They are Being Learned Through Students Participation in the Supervised Agricultural Experience Component of the Secondary Agricultural Education Program written by John W Ramsey and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of Their Decision to Enroll in Agricultural Education written by Katrina Ann Swinehart and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The overall purpose of this study was to describe specific factors that students perceive impact their decision to enroll in Agricultural Education, continue to enroll in Agricultural Education, beliefs around participation in Agricultural Education, and identify student's future ambitions for their educational and career goals. The following research objectives were developed to guide the study: (a) describe the demographics of students enrolled in Agricultural Education, (b) describe enrollment factors that impact a student's decision to enroll in Agricultural Education, (c) describe the motivators for a student's decision to participate in Agricultural Education.(d) describe the beliefs that student's hold about the environment regarding participating in Agricultural Education, (e) describe Agricultural Education students' ambitions and goals for their future education and career, and (f) compare the enrollment factors, motivators for continuing to enroll, beliefs around participating in Agricultural Education, and future ambitions and goals, for students enrolled in Agricultural Education between the three schools involved in this study. This quantitative study utilized descriptive and correlational research methods. The target population consisted of Agricultural Education students at three separate schools: Walter Biddle Saul High School in Philadelphia, Pennsylvania, Bowling Green High School in Bowling Green, Ohio, and Coronado High School in El Paso, Texas. A questionnaire developed by Hoover (1990) and heavily edited by the researcher was distributed to collect data at each of these schools from 520 students. The findings of the study are the following: (a) the students came from a variety of backgrounds, races/ethnicities, and were involved in large number of school activities, (b) the students' strongest reason for initially enrolling in Agricultural Education was the opportunity for hands-on learning, (c) the students' strongest reason for continuing to enroll in Agricultural Education was the opportunity to promote agriculture in their school, (d) the students' strongest belief about participation in Agricultural Education was that any student who was interested in participating should be welcomed to participate in the program. When comparing all of the information from the questionnaires, it was found that the students at each school had independent thoughts.

Download or read book Assessment of Middle School Agricultural Education Experiences Related to High School Agriculture Education Enrollment in Georgia written by David L Chapman (Jr) and published by . This book was released on 2014 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was developed to investigate enrollment trends and the relationship between middle school experiences in agriculture education and subsequent enrollment in secondary school agriculture education programs. The purpose of this study was to determine which individual middle school experiences had the greatest level of influence upon a student's decision to continue enrollment as they transitioned into the secondary school agriculture education program. High school students enrolled in an agriculture course (N=108) were asked to complete a Likert-type survey which indicated the level of influence that various middle school experiences had upon their decision to enroll in the course. The middle school experiences that had the greatest influence upon their enrollment decision included hands on learning, learning about the FFA, learning how agriculture affects their life, learning through their supervised agriculture experience programs, and being an FFA member. It is therefore recommended that the data collected through this study be utilized to inform educational practice and provided opportunities, which will ultimately lead to increased and continual enrollment as students transition from middle school to high school agriculture education programs.