Agriculture Teacher Education Programs: A Synthesis of the Literature

Myers, Brian E.; Dyer, James E.

doi:10.5032/jae.2004.03044

Cited by 53 publications

(62 citation statements)

References 16 publications

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“…Agricultural science teachers are expected to be very much involve with student such as facilitating student projects, planning and operation on agricultural science program in order to support students learning [12]. Reference [13]stated that teachers in vocational school should be able to integrate curriculum that addresses standars in science nad mathematics and agriculture areas. From above, writers conclude that agriculture teachers should at least possess three competencies, there are pedagogy, cognitive and behavioral.…”

Section: Resultsmentioning

confidence: 99%

Model of Learning Implementation in Preparing Vocational Teachers

Cakrawati

Handayani²,

Handayani³

2015

Advances in Social Science, Education and Humanities Research

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-Establishing Vocational High School on Agro industry is the government policy to support agriculture development, by producing qualified employees in agro industry. But it was limited by the lack of vocational teachers that hold social, pedagogy and knowledge competencies. Department of Agro Industry Education Technology has a very strategic role in fulfilling the need of qualified vocational teachers on agro industry. The curriculum is not rigid that it develops according to users' need. Several Focus Group Discussions were held to determine classes that suitable with the needs of vocational school and industry as departement's users. Focus group discussions were involving stakeholders as school headmasters and industrial parties. With the curriculum designed by ratio 60% agriculture processing science and 40% pedagogic science, Department of Agro Industry Education Technology is expected to deliver qualified vocational teachers candidate in agriculture processing technology that possess positive character, develop cognitive competency and improve psychomotor ability.

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Section: Resultsmentioning

confidence: 99%

Model of Learning Implementation in Preparing Vocational Teachers

Cakrawati

Handayani²,

Handayani³

2015

Advances in Social Science, Education and Humanities Research

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“…Moreover, it could be implied that when student teachers are allowed to teach across the curriculum, their technical skills are enhanced. Recommendations have included pre-service and in-service education for learning how to integrate technical content into the secondary agricultural education curriculum (Edwards & Thompson, 2010;Harris & Birkenholz, 1996;Myers & Dyer, 2004;Parr, Edwards, & Leising, 2009;Warnick, Thompson, & Gummer, 2004;Young, Edwards, & Leising, 2009). Further, recommendations have sought to focus preservice students on the importance of integrating content through cross-curricular instruction (Conroy & Walker, 2000) and developing new models within pre-service teacher education programs to advocate for and solicit integration practices (Kotrlik, Redmann, & Douglas, 2003;Parr et al, 2009;Young et al, 2009).…”

Section: How Oklahoma State University Students Spent Their Time Studmentioning

confidence: 99%

“…How often are instructional technologies used as tools for teaching secondary agricultural education? More emphasis should be placed on instructing pre-service teachers as to the importance of documenting time spent integrating technical content into the agricultural education curriculum (Harris & Birkenholz, 1996;Myers & Dyer, 2004;Parr et al, 2009;Warnick, Thompson, & Gummer, 2004;Young et al, 2009). …”

Section: Recommendations For Further Researchmentioning

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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“…Modern 21 st century agriculture is a science that includes biology along with other sciences (Baird, Lazarowitz, & Allman, 2006;Myers & Dyer, 2004). Agriculture supporters urged the Utah Board of Education to change the requirement, arguing that if agricultural biology courses followed the same standards as general biology, they should equally prepare students for their biology competency exams.…”

Section: Introductionmentioning

confidence: 99%