This study focused on inservice needs of beginning and experienced agriculture teachers in South Carolina. Based on the Borich Needs Assessment Model, a modified list of 50 competencies from previous research was developed to assess needs of South Carolina teachers (N = 105) during the 1999-2000 academic year. Using a census of the population, the perceived level of importance and perceived level of competence of the 50 competencies of the teachers were measured. To determine specific needs, beginning teachers (<5 years experience) and experienced teachers were analyzed separately. Overall inservice needs were analyzed and ranked using Mean Weighted Discrepancy Scores (MWDS). The top five competencies in need by experienced agriculture teachers included: using computers in classroom teaching; preparing FFA degree applications; preparing proficiency award applications; using multimedia equipment in teaching; and teaching recordkeeping skills. In contrast, beginning teachers listed the following top five competencies of need: utilizing a local advisory committee; developing local adult education programs; organizing fund-raising activities for the local FFA chapter; preparing agriculture/FFA contest teams; and developing SAE opportunities for students.
The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if To Dr. William G. Camp, my advisor, you truly were my mentor. Your guidance through this entire process was unbelievable, but much appreciated. You were always there to guide me in the correct direction. You have taught me so much more than how to obtain a doctorate. You have given me the knowledge to succeed in the tenure and promotion area of our profession. Thanks for teaching me the importance of research. Dr. John White, thanks for giving me the support, encouragement and the opportunity to serve as coordinator for the VTAAO. This was one of the greatest experiences of my life. The Ag Alumnus gave me support and reenergized me to do my best. Dr. Bill Wehrenberg, your willingness to serve on my committee from Clemson was beyond the call of duty. Your dedication to the Agricultural Education program at Clemson University has laid the groundwork for the opportunity to build a great program at Clemson.
Traditional delivery of Extension programming changed overnight in March 2020, when the COVID-19 outbreak forced switching traditional methods to virtual delivery. Extension professionals across South Carolina quickly adapted to online delivery. Concerns over instructor preparedness to use online tools, including functions to assure accessibility, did arise. Findings from this non-experimental, descriptive research study suggested Extension professionals used online tools (primarily Zoom). The majority were not comfortable using many of the features that would enhance instruction, including polling, file transfer, and live-streaming media platforms. Additionally, Microsoft Word and PowerPoint skills to assure accessibility for clientele were lacking.
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