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Selected Works

Teacher Education and Professional Development

2018

Teacher preparation

Articles 1 - 3 of 3

Full-Text Articles in Education

Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley Nov 2018

Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley

Scott Smalley

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face class meetings and a 12-hour initial field experience observation. Students’ photographed their perceptions of each component in the agricultural education model (classroom, SAE, FFA). The coding of reflective captions led to themes in three areas of the agricultural education model: (a) classroom themes were active learning, collaboration and ...


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

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

Scott Smalley

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.


Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger May 2018

Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger

Gina Doepker

Education and literacy researchers have acknowledged educational merit in reading instruction that integrates authentic reading texts, such as comic books, which meet the needs of today’s multi-modal learners. This qualitative multi-case study explores how three pre-service teachers use a comic book series known as TOON books during guided reading instruction to improve the literacy skills of three elementary students in third and sixth grades who struggled with reading and/or writing. Each pre-service teacher identified four literacy goals prior to tutoring (three reading goals & one writing goal) based on their student’s individual literacy needs, which totaled 12 literacy ...