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

The Evaluation of Critical Thinking Dispositions in High School Agriculture Teachers

J. C. Ricketts, C. Lewis, & P. E. Faulkner
Teachers are continually asked to develop students who are critical thinkers. Gaining an understanding of critical thinking and the capacity to think critically is essential for educators in agriculture. While critical thinking of secondary and postsecondary students has been widely studied, there is limited research that examines teachers’ critical thinking and its influence on students’ critical thinking. The purpose of this study was to develop a critical thinking disposition profile of high school agriculture teachers in Tennessee, and examine their Engagement, Cognitive Maturity, and Innovativeness (EMI)…

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In Journal, Quantitative, Teaching & Learning in Undergraduate Academic Programs, Vol. 67

Investigating Structured Communication between Teacher Candidates and Cooperating Teachers at Multiple Universities

Chris L. Hunt & Don W. Edgar
Preservice teaching experiences lay the foundation for agricultural education graduates to enter the teaching field (Lawver & Torres, 2011). The overall teacher candidate experience allows candidates to develop lessons and lead classroom learning events while participating in courses that allow them to actually be “students of education” (Edgar, 2007, p. 2). Furthermore, teaching-efficacy has shown to impact individual’s entrance to the field of teaching (Wolf, et al., 2010). The purpose of this study was to assess teaching efficacy and the relationship of teacher candidates and cooperating teachers via a structured communication instrument. To determine if a difference existed in teaching efficacy an ANOVA was used. The overall model was not significant (Between Groups, F = .57 and p = .69)…

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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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