An Examination of Pre-service Agricultural Science Teachers’ Interest and Participation in International Experiences: Motivations and Barriers

Murphrey, Theresa Pesl; Lane, Katy; Harlin, Julie F.; Cherry, Audie

doi:10.5032/jae.2016.01012

Cited by 11 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unfortunately, preservice agriculture teachers prefer a global experience in a country similarly developed to the United States and with a large group of their peers (Murphrey, Lane, Harlin, & Cherry, 2016) limiting the opportunity for exposure that assist in the expansion of, not only their cultural perspective, but also the global mindset and cultural understanding of their students (Banks, 2014). However, once enrolled in the courses of preference, students report to not be fully engaged (Bunch, Lamm, Israel, & Edwards, 2013).…”

Section: Need For the Studymentioning

confidence: 99%

The Relationship of Global Exposure and Intercultural Effectiveness among Secondary Youth

Vincent

Turley

Austin³

2020

JIAEE

View full text Add to dashboard Cite

This study evaluated the impact of varying amounts of global exposure and previous travel experiences have on secondary agriculture students’ intercultural effectiveness (ICE) and global experiences through the lens of Mere Exposure Theory. Using a descriptive correlational approach, we surveyed 387 secondary agriculture seniors from 11 randomly selected schools in Kentucky to evaluate participant self-awareness, exploration, global mindset, relationship interest, positive regard, and emotional resilience. Findings revealed the majority of participants excelled in exploration but lacked in global mindsets. Benefits of successful ICE when applied are expected to increase communication and work effectiveness. Ignoring this approach would create poor abilities to connect with individuals of different cultural backgrounds. Keywords: intercultural effectiveness, global exposure, youth, agricultural education, mere exposure

show abstract

Section: Need For the Studymentioning

confidence: 99%

The Relationship of Global Exposure and Intercultural Effectiveness among Secondary Youth

Vincent

Turley

Austin³

2020

JIAEE

View full text Add to dashboard Cite

show abstract

“…In order for these benefits to be felt by students, faculty, and communities, they must first commit to an international experience. (Briers, Shinn, & Nguyen, 2010;Bunch, Cater, & Rampold, 2017;Bunch, Lamm, Israel, & Edwards, 2013;Murphrey, Lane, Harlin, & Cherry, 2016). Motivations for undergraduate students to study abroad include enhancing overall life experiences, opportunity to experience other cultures, and increased employability potential (Briers et al, 2010).…”

Section: Study Abroad Experiencesmentioning

confidence: 99%

“…Students are also strongly motivated by the design of the study abroad program. For example, in a mixed-methods sequential explanatory study, by Murphrey et al (2016), findings indicate that undergraduate pre-service agricultural educators preferred to study in developed countries in programs that last between one and six weeks. This is corroborated with similar findings by Parr, Peake, and Riley (2013) and Briers et al (2010).…”

Section: Study Abroad Experiencesmentioning

confidence: 99%

International Agricultural Education from 1975 to Present: A Research Synthesis

Wright¹,

Vincent²,

Epps³

2019

JAE

View full text Add to dashboard Cite

With the increasing interdependence of international agriculture, agricultural education has, and will, continue to play a significant role in the success of all nations' agriculture. The purpose of this research synthesis was to examine the literature on international agricultural education since 1975 to identify major research themes and determine if the transformative learning process is present. Inclusion criteria for this synthesis included a) publish date after 1975 in a peer-reviewed journal, b) address international agricultural education, c) demonstrate at least one stage of transformative learning, and d) be identified through search strategies. Seventy-one articles were identified. Themes in current research included studies on education abroad, explorations of other nations' agricultural education systems, globalization of American curriculum, and extension efforts abroad. The most common stage of transformative learning present in articles was the critical assessment of assumptions. Recommendations include further research on the impact of international experiences on secondary agriculture teachers and to increase the use of the transformative learning theory (Mezirow, 1991) as a theoretical lens in international agricultural education research.

show abstract

“…The theory of planned behavior was selected as it "provides a useful conceptual framework for dealing with the complexities of human social behavior" (Ajzen, 1991, p. 206). Furthermore, this theory provides a means of understanding individuals' decisions to act and can allow for the development of programs to meet targeted academic needs (Murphrey, Lane, Harlin, & Cherry, 2016). Ajzen and Fishbein (2005) suggested that an individual's behavior is a result of the combination of beliefs, attitudes, and intentions.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

The State of the Profession: STEM in Agricultural Education

Swafford¹

2018

JAE

View full text Add to dashboard Cite

Recently, the agricultural education profession has advocated its relationship with STEM education. Agricultural education has been identified as an effective context to support the components of STEM through analysis of data from student and teacher attitudes and results of experiments and quasi-experiments. However little attention has been paid to the attitudes and behaviors of agricultural education faculty. Therefore, the purpose of this research study was to describe the attitudes and self-identified STEM supportive behaviors of agricultural education faculty (n = 112). Generally, agricultural education faculty held positive attitudes toward STEM in agricultural education programs. However, differences existed between land-grant and nonland-grant faculty as well as faculty holding STEM appointments and those without. Agricultural education faculty engaged in teaching and programming behaviors which support STEM in agricultural education but, differences between STEM-appointed faculty and non-STEM appointed faculty were found. Recommendations were made to encourage teacher educators to facilitate partnerships with faculty at other institutions to maximize the impact of the profession on student learning in STEM and agricultural education. Future research should be conducted to identify promising practices which engage non-STEM appointed faculty in STEM supportive behaviors and research.

show abstract

An Examination of Pre-service Agricultural Science Teachers’ Interest and Participation in International Experiences: Motivations and Barriers

Abstract: The importance of creating global mindedness within pre-service agricultural science teachers through international experiences cannot be overstated. However, providing

Cited by 11 publications

References 24 publications

The Relationship of Global Exposure and Intercultural Effectiveness among Secondary Youth

The Relationship of Global Exposure and Intercultural Effectiveness among Secondary Youth

International Agricultural Education from 1975 to Present: A Research Synthesis

The State of the Profession: STEM in Agricultural Education

Contact Info

Product

Resources

About