Clinical Experiences For Agricultural Teacher Education Programs In North Carolina, South Carolina, & Virginia

Abstract

The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if To Dr. William G. Camp, my advisor, you truly were my mentor. Your guidance through this entire process was unbelievable, but much appreciated. You were always there to guide me in the correct direction. You have taught me so much more than how to obtain a doctorate. You have given me the knowledge to succeed in the tenure and promotion area of our profession. Thanks for teaching me the importance of research. Dr. John White, thanks for giving me the support, encouragement and the opportunity to serve as coordinator for the VTAAO. This was one of the greatest experiences of my life. The Ag Alumnus gave me support and reenergized me to do my best. Dr. Bill Wehrenberg, your willingness to serve on my committee from Clemson was beyond the call of duty. Your dedication to the Agricultural Education program at Clemson University has laid the groundwork for the opportunity to build a great program at Clemson.

Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study

“…These activities are consistent with the activities identified by Retallick (2005) as part of his literature review and model describing EFE and Dobbins and Camp's (2003) comprehensive list of tasks for the student teaching experience. Dobbins and Camp, who surveyed agricultural education teachers and secondary school administrators, identified 60 EFE tasks that were organized into three themes, which were time, planning and cooperation.…”

“…Dobbins and Camp, who surveyed agricultural education teachers and secondary school administrators, identified 60 EFE tasks that were organized into three themes, which were time, planning and cooperation. All groups involved in Dobbins and Camp's (2003) study believed planning and cooperation should occur before EFE, which is consistent with the experiential learning cycle. As the profession looks to the future, continuous dialogue in the teacher education profession needs to occur to ensure we are enhancing the activities that need to be part of an EFE.…”

Describing the Differences in the Professional Development Needs of Traditionally and Alternatively Certified Agriculture Teachers in Louisianna

“…This is similar to previous research in agricultural education in which teachers identified needing professional development in curriculum development, teaching methods/techniques, learning styles, and motivating students to learn. These trends are common for both traditionally and alternatively certified teachers (Dobbins & Camp, 2000;Garton & Chung, 1996). However, Roberts and Dyers (2004) and Swafford and Friedel (2010) indicated that alternatively certified teachers had greater needs in instruction/curriculum, program planning, and technical agriculture than their traditionally certified counterparts.…”

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

“…Numerous researchers, reporting findings that span three decades, have described important dimensions of the student teaching experience in agricultural education (Barnes & Camp, 2002;Covington & Dobbins, 2004;Deeds, 1993;Deeds, Arrington, & Flowers, 1988;Deeds, Flowers, & Arrington, 1991;Dobbins & Camp 2000;Edwards & Briers, 2001;Harlin, Edwards, & Briers, 2002;Harlin, Roberts, Briers, Mowen, & Edgar, 2007;Kasperbauer & Roberts, 2007a, 2007bLarke, Norris, & Briers, 1992;Roberts, 2006;Roberts & Dyer, 2004;Roberts, Harlin, & Ricketts, 2006;Young & Edwards, 2005;Young & Edwards, 2006a, 2006b). …”