Teacher Perceptions Of Agriscience And Natural Resources Curriculum

Connors, James J.; Elliot, Jack

doi:10.5032/jae.1994.04015

Cited by 31 publications

(17 citation statements)

References 2 publications

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“…Some studies were found that examined the training received by agriscience teachers to prepare them to integrate scientific concepts (Johnson, 1996;Thompson, 1998). However, the majority of studies in this area have examined only teacher attitudes and perceptions toward science integration (Balschweid & Thompson, 1999;Connors & Elliot, 1994;Layfield, Minor, & Waldvogel, 2001;Newman & Johnson, 1993;Thompson & Balschweid, 1999;Welton, Harbstreit, & Borchers, 1994).…”

Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

Effects of Investigative Laboratory Instruction on Content Knowledge and Science Process Skill Achievement Across Learning Styles

Myers¹,

Dyer²

2006

JAE

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The purpose of this study was to determine the effect of investigative laboratory integration on student content knowledge and science process skill achievement across learning styles. Treatment groups utilized one of three levels of treatment: subject matter approach without laboratory experimentation, subject matter approach with prescriptive laboratory experimentation, and subject matter approach with investigative laboratory experimentation. A nonequivalent control group quasi-experimental design was used. A purposively selected sample based upon the ability of the teacher to effectively deliver the treatments was selected from the population of students enrolled in an introductory agriscience course. Using regression analyses it was determined that learning style, teaching method, ethnicity, content knowledge pretest scores, and science process skill pretest scores accounted for 33% of the variance in content knowledge gain score. Learning style, gender, teaching method, science process skill pretest scores, and content knowledge pretest scores accounted for 36% of the variance in science process skill gain score. Students taught using the subject matter approach or the investigative laboratory approach were reported as having higher content knowledge and science process skill gain scores than students taught using the prescriptive laboratory approach.

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Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

Effects of Investigative Laboratory Instruction on Content Knowledge and Science Process Skill Achievement Across Learning Styles

Myers¹,

Dyer²

2006

JAE

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“…In most surveys this issue is handled by comparing a group of early respondents with a similar size group of late respondents (Ary, Jacobs, & Razavieh, 1996;Connors & Elliot, 1994). If there are no significant differences between these groups, it is assumed that non-response bias is not a problem.…”

Section: Methodsmentioning

confidence: 99%

DMO Websites and the Role of Complementary Media in Tourism Advertising

Morosan

2008

Journal of Hospitality & Leisure Marketing

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While destination marketing organizations' (DMO) websites are increasingly popular in tourism advertising, this study examined the extent to which DMO website advertising is effective when complemented by several offline advertising media. As the combination of website and local/state travel guide advertising results in high tourist visitation/impact, it was concluded that DMOs should not yet abandon their print advertising in favor of the Internet. A comparison of DMO website users and non-users revealed that the website users generate a stronger impact on the destination than the nonusers.

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“…To control for non-response error, the responses of early respondents were compared to responses of late respondents (Miller & Smith, 1983). Similar to Connors and Elliot (1994), a comparison of the two groups was assessed using t-test on Likert-scale items, which revealed no significant (p < .05) differences between the two groups.…”

Section: Methodsmentioning

confidence: 99%

Agricultural Mechanics Lab Safety Practices in South Texas

Chumbley¹,

Hainline²,

Haynes³

2018

JAE

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A pressing concern in all agricultural mechanics courses is safety. Lab activities have an inherent propensity to cause serious injury. The safety practices which are taught by teachers are largely dependent on the equipment in the laboratory and the resources available to the program. Various researchers have indicated that problems have existed in the safety instruction of agricultural mechanics for some time. This study sought to determine how safety is taught, what equipment instructors use and attitudes towards teaching safety of agricultural mechanics teachers. The majority of instructors were certified in first aid and felt confident to use that training in the event of an emergency. The average teacher was found to teach high enrollment labs and furnished at no cost to the student eye protection in the form of safety glasses with side shields. It was found that teachers agreed that safety instruction in the lab was important, especially involving power tools, electricity, and industrial quality eye protection. Agricultural programs should be evaluated regularly for inadequate conditions that may exist in facilities, equipment, and safety. Additional research is needed targeting what barriers potentially exist with teachers using recommended safety practices in the instruction of agricultural mechanics.

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Teacher Perceptions Of Agriscience And Natural Resources Curriculum

Cited by 31 publications

References 2 publications

Effects of Investigative Laboratory Instruction on Content Knowledge and Science Process Skill Achievement Across Learning Styles

Effects of Investigative Laboratory Instruction on Content Knowledge and Science Process Skill Achievement Across Learning Styles

DMO Websites and the Role of Complementary Media in Tourism Advertising

Agricultural Mechanics Lab Safety Practices in South Texas

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