Download or read book A Qualitative Study of Responses to Program Reform Collaboration and Subsequent Outcomes of Teacher Education in Agriculture Programs written by Cynthia Anne Shelley and published by . This book was released on 2002 with total page 498 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 2002 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Agriculture s Role in K 12 Education written by National Research Council and published by National Academies Press. This book was released on 1998-06-22 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways in which examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could enhance the continued education of K-12 teachers, improve school science programs, and increase collaboration with other professional societies and science teachers. This booklet presents the proceedings of this forum. Chapters include: (1) A Scientist's Role in K-12 Education; (2) Scientist and Teacher Partnerships; (3) Sustaining Support for Science Education; and (4) Future Roles for Professional Societies and Scientists. (ASK)

Download or read book Reform Considerations for an Agricultural Teacher Education Program A Case Study written by Candi J. Thorson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationwide agricultural teacher education programs have suffered from decreased student enrollment. In order to supply qualified agriculture teachers, teacher education programs must evaluate and possibly undergo reform. This ethnographic case study outlines a two-step reform process using the agricultural teacher education program at the University of Illinois, which had begun to suffer from a large decline in student enrollment. A conceptual model called the Agricultural Education Networked Learning Circle for Teacher Preparation (AENLC) was introduced to guide this process. The model demonstrated the collaborative nature of an effective teacher education program and can be used to evaluate and provide direction to key individuals involved in educating the pre-service teacher. Seventeen stakeholders were identified to participate in phase one. Using a three-level approach, participants identified five areas of program improvement: 1) faculty recruitment and retention; 2) courses and curriculum; 3) certification options; 4) student professional development; and 5) student recruitment. From those themes the local program developed a master plan for reform and brought the plan before a national panel of stakeholders to evaluate in phase two. Twenty-one stakeholders were identified to participate in phase two. Phase Two focused on conceptualizing agricultural education at the national level and then using that conceptualization to evaluate the master plan and make recommendations for the local program. Two pertinent areas were identified for program improvement: 1) student recruitment and 2) graduate program changes. Recommendations from the group were consistent with literature and the study provided preliminary data on the practicality of the conceptual model in program reform or renewal in other programs. The local program may now use the recommendations to refine a master plan that can be implemented and evaluated.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 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 1998 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Emerging Research in Agricultural Teacher Education written by R. Kirby Barrick and published by Information Science Reference. This book was released on 2024-05-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.

Download or read book An Analysis of Certain Activities of Teachers of Agriculture as a Basis for Determining Content in the Teacher training Program written by Everett Lewis Austin and published by . This book was released on 1928 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Early Field Experiences in Agricultural Teacher Education written by Michael Steven Retallick and published by . This book was released on 2005 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this dissertation was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. The dissertation was divided into three papers. The first paper was a descriptive census study of all active agricultural teacher education programs (N=82). The results of the study provide a general profile of EFE in agricultural teacher education. EFE is a required component of teacher education and offered multiples times. The requirements include completing the experience within agricultural education, a minimum number of contact hours, and minimum number of lessons planned and taught. Placement restrictions and minimum qualifications for cooperating teachers are reported. Many of the similarities among EFE requirements seem to end at broad categorical levels. Most programs report having requirements; however, the means by which each program completes the requirements vary. The second paper described the implementation of EFE. A content analysis of documents (syllabi, handbooks, and forms) from 38 agricultural teacher education programs identified a lack of integration of theory and practice. EFE seemed to focus more on procedural activities and less on the development of critical thinking and reflection. The documents show that few programs define or articulate the intended interaction expected of those involved in the EFE. The third paper presents the Structure and Content of EFE Model, which consists of three primary components (foundation, organization, and implementation). The foundation for EFE is teacher education standards and conceptual framework. The organization of EFE consists of type of experiences, placement, and creation of EFE documents. The implementation addresses participant interaction, learning outcomes, and learning strategies. The model will be useful to teacher education as a framework for the development, reorganization, and evaluation of EFE programs.

Download or read book Where Do We Go from Here written by Jane E. Neapolitan and published by Peter Lang. This book was released on 2006 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Textbook

Download or read book Research Priorities and Factors Affecting Research in Agricultural Education in the United States written by Luis F. Silva-Guerrero and published by . This book was released on 1988 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New York State Adult Education Programs in Agriculture written by Linda Diane Whiteman and published by . This book was released on 1980 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Agricultural Education Teacher Preparation Programs Toward Distance Education written by Susanne J. Nelson and published by . This book was released on 2003 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify if differences existed in perceived barrier factors and perceived attitude factors toward distance education between faculty and administrators in the decision stage and those in the implementation stage of distance education technology adoption. Information was gathered from teaching faculty and program leaders involved in agricultural education teacher preparation programs across the United States during the 1999-2000 academic year. The barrier statements were reduced to nine barrier factors and the attitude statements were reduced to five attitude factors through Principal Components Analysis. Respondents were grouped into the decision stage or the implementation stage of distance education technology adoption according to Rogers' (1995) innovation-decision process. Statistically significant differences existed for various technology types between the groups for both barrier factor scores and attitude factor scores. The following conclusions were formulated from this study: (a) a majority of the participants were in the decision stage of the innovation-decision process for distance education technology adoption; (b) on-line delivery of courses was the distance education technology most respondents were currently using or planning to use; (c) distance education was not a major factor helping to meet program level goals; (d) training opportunities were available for faculty who teach using distance education; (e) the majority of the population indicated they were not adequately supported by the department to teach using distance education technologies; (f) participants were planning to have resources available for students taking courses via distance education technologies, yet were noticeably indecisive for some resources; (g) cost barriers, course quality, student contact, and equipment concerns were considered barriers for a majority of the respondents; (h) each type of distance education technology had barrier factors that showed significant differences between participants in the decision stage and those in the implementation stage; (i) overall the respondents' attitudes were favorable to distance education, but significant differences in attitude factor scores were evident between deciders and implementers when viewed by type of distance education technology; (j) all but one of the barrier factor scores were considered reliable, and (k) all of the attitude factor scores were considered reliable.

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Characteristics and Implications of Integrating Science in Secondary Agricultural Education Programs written by Gregory Wade Thompson and published by . This book was released on 1996 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to determine how state, regional, and national winners of the National FFA AgriScience Teacher of the Year Awards Program perceived the impact that integrating science has had on their agricultural education program. This study also described the characteristics of the programs and the recipients of the FFA AgriScience Teacher of the Year Program. Procedures. The population included all winners of the National FFA AgriScience Teacher of the Year Awards Program from 1988-1995 $(N=253).$ The instrument was sent to a purposive sample of 187 agriscience teachers that were still teaching that resulted in 131 useable responses (71%) representing 42 states. Findings. The National FFA AgriScience Teacher of the Year Awards Program winners perceived that integration of science was an effective delivery method for agricultural education. This was evident by the fact that over one-third of the items received mean scores greater than 4.0 and 90% of the items received mean scores of 3.0 or greater. Factor analysis with varimax rotation yielded five factors. Analysis of variance (ANOVA) found significant differences among nine groupings of demographic variables and the five factors. Conclusions. The following conclusions were formulated as a result of this study: (a) program support will likely increase if science is integrated into the agricultural education program, (b) total program enrollment, and more specifically the number of high ability students will likely increase if more science is integrated into the agricultural education program, (c) agriscience teachers perceive the lack of appropriate equipment, federal, state, and local funds, and the need for more agriscience inservice as barriers to integrating science, (d) undergraduates will be better prepared to teach if they receive instruction on how to integrate science and if students student-teach with a cooperating teacher that integrates science, and (e) that production agriculture and agricultural mechanics are usually the first areas of the curriculum to be cut when teachers integrate more science into their agricultural education program.

Download or read book Perceptions of Relationships Between Global Issues and School Based Agricultural Education Instruction by Agricultural Education Pre Service Candidates In Service Educators and Teacher Educators written by Carson Letot and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Global learning began as an expanded approach to world studies and in recent decades has taken on the role of studying both global concepts and issues. The integration of global learning into comprehensive education will help prepare globally competent individuals to join the workforce. Recent studies have called for a targeted approach using specific subsets of global learning like Education for Sustainable Development (ESD). The United Nation's Sustainable Development Goals (SDGs), a tool launched in 2015, has gained standing throughout higher education as a framework for addressing ESD and global competency. Studies have documented SDG value in organizing global learning instruction as well as the ability of the SDGs to assist in indicating progress towards addressing global issues. While SDGs are becoming a familiar resource at the post-secondary level, recent recommendations have suggested introduction of the SDGs earlier in secondary education to encourage the development of globally competent graduates, and as it pertains to graduates entering agricultural industries, individuals ready to work in global systems. Gaps exist in the literature that describe the levels of awareness, perceived importance, and perceived utility of SDGS by current school-based educators and pre-service candidates preparing to become school-based agricultural educators. Additionally, background experiences that have been cited as pathways for global competency improvement have not been investigated for their contribution to increased confidence and self-efficacy in agricultural educators to integrate global issues into their instruction. To address the gaps in the literature and add to the knowledge base for agricultural educators, a mixed methods study was initiated with two aims: (a) Describe the design and delivery of global issues in agriculture classrooms and (b) Identify influences on how and why global issues are integrated in agriculture classrooms. The first phase consisted of a qualitative exploration of sentiments from agricultural teacher educators to inform a quantitative approach in phase two. Four distinct themes emerged from the review and coding of the transcripts from the agricultural teacher educators (n=8): Theme 1 - Personal Perceptions, Theme 2 - Pedagogical Design, Theme 3 - Education Systems, and Theme 4 - Barriers. Each theme was converted into a series of questions within the quantitative instrument and supplemented by questions from a review of the related literature. The survey instrument "Perceptions of Global Issues" was distributed to three populations along the agricultural teacher education continuum: pre-service school-based agricultural education student teaching candidates (n=210), in-service school-based agricultural educators (n=423), and agricultural teacher educators (n=63). Results from the analysis indicate low levels of awareness, importance, and implementation of issues related to SDG's 6 "Clean Water and Sanitation", 14 "Life Below Water", and 16 "Peace Justice, and Strong Institutions", with large discrepancies between importance and implementation found in SDG 6. SDG 4 "Quality Education" was identified in all three populations as the SDG raking highest in each category and featured the smallest discrepancy. Further investigation identified numbers of individuals who participated in a select set of background experiences that possibly contribute to global competency, Significant differences in confidence to teach with global issues integrated into instruction existed between groups who did and did not participate in each experience. Future work should be conducted to determine the influence teacher preparation has on global issues instruction.

Download or read book Developing a School university Partnership in Response to Calls for Reform in Teacher Education written by Elizabeth Marie Aitken and published by . This book was released on 1992 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: