A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

Abstract

This intrinsic case study examined the case of students on CDE (Career Development Event)

Teacher Philosophies of Career Development Events: Implications for Curriculum in Agriculture, Food, and Natural Resources Education

“…To do this, a review was conducted of outcomes SBAE teachers expect from CDE participation to construct potential philosophies of CDEs. Of note, this review found CDE outcomes anticipated by teachers are vast (Ball et al, 2016;Russell, Robinson, & Kelsey, 2009); however, three main themes of outcomes emerged: a) student development, b) classroom extension, and c) competition and achievement. The three themes, described below, were used to construct the philosophies of CDES included in the current study.…”

“…When considering CDEs, SBAE teachers identify opportunities for student development as drivers of participation (Ball et al, 2016;Russell et al, 2009). As a primary goal of CDEs is to develop career readiness skills (National FFA, 2016), many SBAE teachers indicate development of careerspecific knowledge and skills is a motivating factor of participation (Ball et al, 2016;Russell et al, 2009). In a study by Russell et al (2009), one SBAE teacher stressed skills demonstrated in CDEs are "some of the skills that they [students] will carry right on into their colleges and careers" (p. 111).…”

“…In a study by Russell et al (2009), one SBAE teacher stressed skills demonstrated in CDEs are "some of the skills that they [students] will carry right on into their colleges and careers" (p. 111). Additionally, the application of diverse knowledge bases, such as science and mathematics, to the CDE context encourages students to make connections between core subject area knowledge and careerspecific tasks (Ball et al, 2016) which benefits students in their future careers.…”

“…While the focus of CDEs is career development, SBAE teachers also cite the importance of leadership and life skill development through CDE participation (Ball et al, 2016;McKim et al, 2017;Russell et al, 2009). In their 2017 study, McKim and colleagues found SBAE teachers intended to teach leadership in over 65 percent of FFA experiences, thus illuminating the value of leadership development among FFA experiences, in which CDEs are included.…”

Competition as an Instructional Approach in School-Based, Agricultural Education (SBAE): A Historical Review

“…Also, it is appropriate for the national organization to develop events and awards that stimulate instruction in emerging areas that reflect both current and future community, national and global workforce needs. (p. iv) Research applied to competitions in SBAE, particularly to CDEs, has measured the perceptions of students, of agricultural education teachers, of parents, and of administrators to examine perceived purpose and benefits, to explore coaching and recruitment strategies, and to assess students' motivations to participate (Ball, Bowling, & Bird, 2016;Croom, Moore, & Armbrister, 2009;Knobloch et al, 2016;Lundry, Ramsey, Edwards, & Robinson, 2015;Russell, Robinson, & Kelsey, 2009). An incomplete understanding of the intracurricular nature of FFA activities by the public, and perhaps even by the stakeholders involved in agricultural education, has clouded, or, in some instances, misrepresented the presumed educational value of such (Bell, 1985).…”