A Description of the Nature and Impact of Teaching Events and Forms of Beginning Teacher Assistance as Experienced by Minnesota Agricultural Education Teachers

Joerger, Richard M.; Boettcher, Glenn

doi:10.5032/jae.2000.04104

Cited by 25 publications

(40 citation statements)

References 14 publications

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“…In addition, results suggested student teachers and novice teachers may need to believe they contribute to an efficacious group of teachers. Self-confidence and personal satisfaction has been show to impact teaching of beginning agriculture teachers (Joerger & Boettcher, 2000). Knobloch and Whittington (2003) found pre-service and novice teachers possessing a greater commitment to their careers were more efficacious after applied teaching experiences in the classroom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In addition, teachers' opinion of their preparedness varies and this level of preparedness was significantly correlated with their self-efficacy. The self-efficacy of teachers, including student teachers, has also been the subject of research in subject specific areas such as agricultural education (Joerger & Boettcher, 2000;Knobloch & Whittington, 2002. Knobloch and Whittington (2002) found teacher preparation quality, collective efficacy, and student teaching experience were associated with teacher efficacy of novice and student teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

McKim¹,

Torres²

2010

JAE

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This study determined the effectiveness of 'Annie's Project-Education for Farm Women' in improving women's skill sets. Illinois farm women who participated in Annie's Project were given a pre-test or baseline survey which measured farming practices in the five areas of risk (production, marketing, financial, legal and human resource). The women were later resurveyed. The main methodology to measure improvement in skill is calculated by the difference in the percentage of 'yes' responses from the baseline to the post-test. Results suggest an overall increase of 10.92 percent with the largest improvement occurring in the financial area of risk. In general, the differences in 'yes' responses were found to be significantly different from zero. Regression analysis was also performed to determine whether socio-economic variables, such as marital status and farm size, play a role in the difference in the percentages of 'yes' responses.Keywords: farm women, educational programs, annie's project IntroductionEducational outreach programs for farm women are becoming more prevalent throughout the United States. The Alaskan Women in Timber, the Minnesota Agri-Women and the University of Vermont's Women's Agricultural Network are just a few of a growing number of outreach programs. The central research question for this research is: are these programs effective in increasing the skills of farm women? A secondary research question is: are any socioeconomic variables essential in explaining who could benefit from educational programs?This study focuses on one program known as 'Annie's Project-Education for Farm Women' as an example. The main purpose of this article will be to assess the effectiveness of Annie's Project by considering the extent to which Illinois women's skill sets improved as a result of participating in the program. The paper includes the following: literature review and conceptual model, purpose and objectives, program description, research methods and data, survey results and conclusion. The methods and results rely on a statistical review of survey responses based upon analysis of mean, variance and multiple regression. Results indicate a significant increase in women's skill sets. There is some evidence from regression analysis, but highly inconclusive, that socio-economic factors may play a role in the skills gained by women participating in Annie's Project. It is more likely that the increase in skill sets occur regardless of socio-economic factors. Literature Review and Conceptual ModelFor a variety of factors, the role of women in agriculture is increasing. A brief review of the literature showed that the role of women is indeed increasing but the reasons for this increase are complex. The main purpose for this paper is more modest than fully understanding the causes of women's role in agriculture; it is to evaluate educational programs, such as Annie's Project, that might help educate women for increased production and financial management of farms. Regardless of the reasons for the increase, educatio...

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

McKim¹,

Torres²

2010

JAE

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“…Throughout the agricultural education profession, presumptions can be made about the culture of pre-service agricultural education majors based upon former research (Joerger & Boettcher, 2000;Rocca & Washburn, 2006). Roberts and Dyer (2002) developed 40 characteristics to describe the effective agriculture teacher.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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“…The first year of teaching is exceptionally challenging for most beginning agriculture teachers (Talbert, Camp, & Heath-Camp, 1994). Beginning agricultural education teachers were stressed, dissatisfied (Joerger & Boettcher, 2000), hesitant to act, and had low self-confidence (Mundt, 1991). When faced with difficulties, beginning teachers tend to contemplate whether or not they will stay in teaching.…”

mentioning

confidence: 99%

“…Beginning agriculture teachers believed that self-confidence and personal satisfaction have a major impact on teaching (Joerger & Boettcher, 2000). Personal achievement and feelings of satisfaction were critical to whether or not beginning agriculture teachers remained in or left the teaching profession (Henderson & Nieto, 1991).…”

mentioning

confidence: 99%

Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers

Knobloch

Whittington

2003

Journal of Career and Technical Education

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This exploratory descriptive study investigated the differences between teacher efficacy of novice teachers based on relatively low and high levels of career commitment. The population was 91 novice teachers in their first, second, and third years of teaching in agricultural education in Ohio. The teachers were split into two groups based on their median scores of career commitment. Although the two groups had the same teacher efficacy at the beginning of the school year, teachers with higher career commitment were more efficacious after the first 10 weeks of the school year than the teachers with lower career commitment. Moreover, teachers with lower career commitment experienced a decline in their teacher efficacy while teachers with higher career commitment did not change in their teacher efficacy from week 1 to week 10. There was a small relationship between career commitment and tenth week teacher efficacy.

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A Description of the Nature and Impact of Teaching Events and Forms of Beginning Teacher Assistance as Experienced by Minnesota Agricultural Education Teachers

Cited by 25 publications

References 14 publications

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers

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