Defining Agricultural Education Instructional Quality

Abstract

Current legislation, theory and concepts build the framework for this study in understanding how quality instruction is defined in education in general. In particular, the Fenstermacher and Richardson (2005) definitions of good, quality and successful teaching were used as the lens to interpret the findings. The study takes an exploratory approach at answering "what are specific indicators of quality instruction in a school based agricultural education program?" by using the consensus-building Delphi technique. The study found that experts in the field of agricultural education agreed upon 37 quality indicators. These indicators fell within a range of teaching aspects as defined by Fenstermacher and Richardson. Approximately 50 items from the open-ended round of the Delphi did not reach consensus among the expert panel.

Value and Expectations of Supervised Agricultural Experiences as Expressed by Agriculture Instructors in Oklahoma Who were Alternatively Certified

“…This transfer of skills acquired by students through experiential learning is an important theme associated with secondary agricultural education, i.e., preparing students for entry-level careers in the agricultural industry. Jenkins and Kitchel (2010) found that quality SAE programs are contingent upon two factors: goal setting and student satisfaction. Specifically, a quality SAE program involves students who set goals proactively for their SAE.…”

“…Further, because a major finding of this study was that these AC teachers expected their students to own and manage their SAE programs, it is important to determine how these teachers are evaluating these programs and the effect they are having on students regarding their career and life preparation. Jenkins and Kitchel (2010) suggested that teachers should assist students in developing realistic and attainable SAE program goals. Therefore, professional development is warranted to assist AC teachers in developing plans, per a SAE policy statement, for helping students set and achieve their individual SAE program goals.…”

The Chasm Between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers

“…For relativists in this study, learning is all about the journey to understanding. The principles underlying this epistemological stance could be considered consistent with indicators for quality instruction in agricultural education where teachers should use variability in instructional practices (Jenkins et al, 2010). Since relativists believe learning is a process, using a variety of instructional practices naturally lends itself to this epistemological belief.…”

“…For example, they described their teaching approach as one that would promote an atmosphere where students would be able to construct their own knowledge from experiences. Educational scholars suggest that teachers should use similar approaches (Calderhead & Robson, 1991;Jenkins et al, 2010;Kagan, 1992;Pajares, 1992). For example, highly quality teachers are often depicted as facilitators of the learning process rather than authority figures that hold the ultimate truth (Calderhead & Robson, 1991;Jenkins et al, 2010;Kagan, 1992;Pajares, 1992).…”

Planned Behavior Typologies of Agricultural Education Teacher Educators Regarding Service Learning as a Method of Instruction: A National Mixed Methods Study

“…Nevertheless, little attention appears to have been devoted to increasing its use. The problem is further complicated if considering the various characteristics and roles that school-based, agricultural education (SBAE) teachers must fulfill to be considered effective (Jenkins III & Kitchel, 2010;Roberts & Dyer, 2004). In SBAE, instructors are expected to facilitate learning through classroom and laboratory instruction in and about agriculture for students (National Research Council, 1988), advise students' supervised agricultural experiences (SAE) as individualized projects, and manage their participation in the National FFA Organization (FFA).…”