A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education

Young, Robert B.; Edwards, Michael C.

doi:10.21061/jcte.v26i2.528

Cited by 6 publications

(8 citation statements)

References 19 publications

(30 reference statements)

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“…Student teaching in agricultural education has been studied from numerous perspectives. The experience has been approached by researchers to gather information about the student view of the experience (Fritz & Miller, 2003;Harlin, Edwards, & Briers, 2002;Knobloch, 2006;Whittington, McConnell, & Knobloch, 2006), cooperating teacher expectations and perceptions (Deeds, Flowers & Arrington, 1991;Thobega & Miller, 2007;Young & Edwards, 2005), the importance of the relationship between student teacher and cooperating teacher (Edwards & Briers, 2001;Kitchel, 2006;Kitchel & Torres, 2006 and the broader impact of student teaching experiences in agricultural education (Stripling, et. al., 2008).…”

Section: Review Of Literaturementioning

confidence: 99%

Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

Smith¹,

Rayfield²

2017

JAE

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Section: Review Of Literaturementioning

confidence: 99%

Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

Smith¹,

Rayfield²

2017

JAE

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“…Student teachers should supervise a wider variety of SAEs, but they can only supervise the existing SAEs at their cooperating centers. So, in-service workshops should exist for cooperating teachers to encourage and promote a broader range of what SAEs could and perhaps should be facilitated in Oklahoma (Young & Edwards, 2005). Moreover, agricultural industry experts should be queried to further determine the opportunities and future of SAEs in secondary agricultural education programs in Oklahoma (Ramsey, 2009;Ramsey & Edwards, 2010).…”

Section: Recommendations For Practicementioning

confidence: 99%

How Oklahoma State University Students Spent their Time Student Teaching in Agricultural Education: A Fall versus Spring Semester Comparison with Implications for Teacher Education

Robinson¹,

Krysher²,

Haynes³

et al. 2010

JAE

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This causal comparative study assessed differences in the way fall and spring semester student teachers spent their time performing various duties: observing, teaching specific curricula, laboratory instruction, activities outside of school, and supervision of Supervised Agricultural Experiences (SAEs). It was found that fall semester student teachers spent more time observing than spring semester student teachers. Additionally, fall semester student teachers spent more time in school overall than spring semester student teachers; spring semester student teachers spent significantly more time out of school during school hours. In terms of curriculum, both fall and spring semester student teachers devoted the most instructional time to teaching Agriscience I and II. Both groups spent approximately the same amount of time instructing in a classroom or laboratory setting. It also was found that spring semester student teachers devoted more time to supervising students' SAEs than did their fall semester counterparts.

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“…So, in-service workshops should exist for cooperating teachers to encourage and promote a broader range of what SAEs could and perhaps should be facilitated in Oklahoma (Young & Edwards, 2005). Moreover, agricultural industry experts should be queried to further determine the opportunities and future of SAEs in secondary agricultural education programs in Oklahoma (Ramsey, 2009;Ramsey & Edwards, 2010).…”

Section: Recommendations For Practicementioning

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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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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A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education

Abstract: This study was an inquiry of secondary teachers' perceptions of the agricultural

Cited by 6 publications

References 19 publications

Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

How Oklahoma State University Students Spent their Time Student Teaching in Agricultural Education: A Fall versus Spring Semester Comparison with Implications for Teacher Education

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

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