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Full-Text Articles in Education

Perceptions Of Career And Technical Education By Pre-Service Students, Scott W. Smalley, Kelsey Sands May 2018

Perceptions Of Career And Technical Education By Pre-Service Students, Scott W. Smalley, Kelsey Sands

Agricultural Education and Studies Publications

Agricultural education programs are one component of Career and Technical Education (CTE). For CTE to be effective, educators teaching CTE courses must be able to make connections between the curriculum and real-life situations. This qualitative study explored self-reported perceptions of CTE by pre-service students. Wigfield and Eccles’ expectancy-value model of achievement was used as the framework for this study. Findings indicated that career and technical education provides benefits for everyone because it helps develop career skills. With the shortage of educators and budget cuts, career and technical education cannot continue to survive. Participants also describe characteristics of successful career and ...


Factors Contributing To Illinois School-Based Agriculture Teachers’ Final Decision To Leave The Classroom, Jay K. Solomonson, Debra S. Korte, Erica B. Thieman, Michael S. Retallick, Kari H. Keating Jan 2018

Factors Contributing To Illinois School-Based Agriculture Teachers’ Final Decision To Leave The Classroom, Jay K. Solomonson, Debra S. Korte, Erica B. Thieman, Michael S. Retallick, Kari H. Keating

Agricultural Education and Studies Publications

Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed as a framework for explaining agriculture teacher retention or attrition and includes the multivariate constructs of Personal Factors, Working Conditions, Teacher Development, and Compensation. Demographic characteristics are explored as well as difference between novice and experienced teachers and their perceptions of attrition influences. This study is unique in that it reports survey data from ...


Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick Jan 2018

Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick

Agricultural Education and Studies Publications

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa ...


Job Stress, Burnout, And Professional Development Needs Of Mid-Career Agricultural Education Teachers, Amy Smith, Scott Smalley Jan 2018

Job Stress, Burnout, And Professional Development Needs Of Mid-Career Agricultural Education Teachers, Amy Smith, Scott Smalley

Agricultural Education and Studies Publications

Retaining high quality school-based agricultural education teachers is a growing concern across the United States. This study focused on mid-career agricultural education teachers’ perceptions of job stress, burnout, job satisfaction, and professional development needs related to National Quality Program Standards for Secondary Agriculture Education (The National Council for Agricultural Education, 2009). The target population for this study was participants in the 2013 NAAE eXcellence in Leadership for Retention (XLR8) professional development program. Overall, XLR8 participants indicated the highest levels of job stress related to Standard 2 – Experiential Learning and Standard 7 – Program Planning and Evaluation. Participants were least stressed over ...


Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank Jan 2018

Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank

Agricultural Education and Studies Publications

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs.