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Teacher Education & School-based Ag. Education

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In Extension Education, Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 67

4-H Members’ Motivating Factors for and Deterrents to Participation in an International Experience Program: Development of the 4-H International Experience Program Questionnaire

J.C. Bunch, Melissa Cater, & Shelli D. Rampold
As transportation and communication systems evolve, the ability of youth to participate in international experience program (IEP) improves. However, not all youth will choose to participate in an IEP even if an IEP is readily available. Understanding the motivating factors for participation in an IEP and deterrents to participation in an IEP can assist program developers better market available experiences. In order to assess factors that inhibit or promote participation in an IEP, valid and reliable instruments are needed. This study describes the development and initial validation of the 4-H International Experience Program Questionnaire, an instrument designed to measure 4-H members’ motivating factors for participation in an IEP and deterrents to participation in an IEP.

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 67

Agriculture Teachers’ Preferred Teaching Partners Based on Physical and Professional Appearance

Hailey R. Gates & Catherine W. Shoulders
As new teachers enter the workplace, their ability to integrate into the school’s professional community is critical to their job satisfaction. While teachers may meet many quality indicators of good teaching, his or her ability to integrate into a professional community can be shaped instead by coworkers’ initial perceptions of his or her physical and professional appearance. In this study, we asked a convenience sample of agriculture teachers attending the National FFA Convention to select their ideal teaching partners based on their physical and professional appearance. Results displayed a strong preference for male teaching partners, regardless of age and attire…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 66

Benchmarking Self-Efficacy of Early-Career Agricultural Science Teachers in [State]

Bodie Carroll, John Rayfield, & Tim Murphy
The purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education: classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted using a random sample of first, second, and third year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents completed an online survey using the Qualtrics™ system. The survey included 49 likert scale…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 66

Are Champions Born or Made? Differences Between Low Performers and High Performers in a Missouri Career Development Event

Erica B. Thieman, William A. Bird, Stacy K. Vincent, & Robert Terry, Jr.
The purpose of this descriptive-correlation study was to describe and identify the differences between high performers and low performers among participants in the Missouri FFA Livestock Evaluation Career Development Event. The variables of interest included: marital status of parents, Free/reduced lunch status, Individual Education Plan (IEP) status, academic grade level, cumulative grade point average, and previous Career Development Event (CDE) experience as factors related to the individual’s performance. Characteristics investigated in this study were determined from a review of related literature on student achievement. This research detected differences…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 65

Professional Development Needs of Tennessee School-Based Agricultural Education Teachers

Danielle E. Sanok, Christopher T. Stripling, Carrie A. Stephens, John C. Ricketts, Christopher M. Estepp, & Nathan W. Conner
School-based agricultural education (SBAE) teachers feel the skills and knowledge they bring into the classroom may be inadequate for providing their students with the tools needed to face the changing world. The purpose of this study was to explore the professional development needs of Tennessee school-based agricultural education teachers. In addition, this study sought to determine if differences existed in the professional development needs of Tennessee school-based agricultural education teachers based on selected demographic variables. The sample for this descriptive study was 127 SBAE teachers in Tennessee. The researchers modified an existing survey instrument and used descriptive statistics to describe the demographic data and professional development delivery preferences. To describe the professional…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Teaching & Learning in Undergraduate Academic Programs, Vol. 65

Migrants, Farming, and Immigration: Beginning a Dialogue in Agricultural Education

Scott A. Beck & Yasar Bodur
Based upon quantitative survey data from 359 students, aged thirty or younger, at a large, state university that serves a relatively balanced rural / urban population, this manuscript outlines what Southern young people, particularly young educators, think they know and what they believe regarding the workers who are essential to their daily diet of fruits and vegetables: America’s immigrant and migrant farm workers. The participants’ attitudes are compared and contrasted with their relevant life experiences and backgrounds such as: gender, race / ethnicity, political affiliation, and agricultural experience. Using a factor analyses, significant clusters of semantically and statistically valid background experience…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 65

Socioscientific Issues-based Instruction: An Investigation of Agriscience Students’ Argumentation Skills based on Student Variables

Jarred D. Wyatt, Catherine W. Shoulders, & Brian E. Myers
Many researchers in science education have recorded high school student achievement in areas of scientific literacy stemming from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe agriscience students’ argumentation skills following a six-week SSI- based instructional unit according to students’ grade level, socioeconomic status, and experiences in agricultural education. Results indicated students improved their argumentation quality from pretest to posttest, but students’ changes in the number of arguments they offered varied by grade level, socioeconomic status, number of completed agriculture classes, and FFA involvement.

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