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Articles 1 - 10 of 10
Full-Text Articles in Secondary Education and Teaching
Purposeful Stem Integration In School-Based Agricultural Education Programs, Christopher J. Eck, Kristopher Rankin Iii, J. Shane Robinson
Purposeful Stem Integration In School-Based Agricultural Education Programs, Christopher J. Eck, Kristopher Rankin Iii, J. Shane Robinson
Journal of Research in Technical Careers
The emphasis for STEM integration in school-based agricultural education (SBAE) classrooms is imperative, resulting in a need for teacher educators to generate a positive view on the integration. Specifically, SBAE teacher aspirants need to be prepared to deliver relevant agricultural curriculum grounded in STEM. The purpose of the study was to evaluate the content knowledge and interest in STEM-related careers for secondary students enrolled in SBAE programs in [State]. Pre-service SBAE teachers from [University] were charged with delivering a sustainable bioenergy unit of instruction to their students. This study resulted in a statistically significant improvement in students’ STEM knowledge as …
Perceptions Of Inspire: Training For Idaho Alternatively Certified Cte Teachers, Scott Straub, John Cannon, Carol Billing
Perceptions Of Inspire: Training For Idaho Alternatively Certified Cte Teachers, Scott Straub, John Cannon, Carol Billing
Journal of Research in Technical Careers
This study aimed to assess the level of preparedness of alternatively licensed teachers who completed the Idaho CTE InSpIRE Educate program. A survey was distributed to 67 program completers, and the data were analyzed using statistical tools. The research found that participants believed InSpIRE provided adequate training to meet the Idaho requirements for new CTE teachers, indicating a perception of preparedness and self-efficacy. Higher self-efficacy was associated with participation in the program. However, the study also revealed room for improvement in the training, aligning with previous research that emphasized the unique needs of CTE teachers. Further research was recommended to …
Why Teach? Exploring The Motivations And Expectations Of First-Year, Alternatively Certified Agriscience Teachers, Sarah E. Larose, Blake C. Colclasure, Anna J. Warner, Debra M. Barry, Edward W. Osborne
Why Teach? Exploring The Motivations And Expectations Of First-Year, Alternatively Certified Agriscience Teachers, Sarah E. Larose, Blake C. Colclasure, Anna J. Warner, Debra M. Barry, Edward W. Osborne
Journal of Research in Technical Careers
School-Based agricultural education increasingly depends upon alternatively certified (AC) teachers to teach agriculture across the United States. Understanding why these individuals become teachers is an important step to better recruit and retain educators who do not complete traditional preparation programs. The purpose of our study was to explore the backgrounds, motivations, and expectations of AC agriscience teachers joining the profession. Our study was guided by the social cognitive career theory and utilized a qualitative phenomenological approach. We interviewed seven AC agriscience teachers in Florida during their first-year teaching to explore their journey into teaching agricultural education. Six major themes were …
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Taboo: The Journal of Culture and Education
This paper explores the qualitative methodology of narrative life history as an instructional tool for pre-service teachers at a midwestern regional public university. Specifically, the authors problematize the use of the cultural autobiography assignment for undergraduate teacher candidates enrolled in required multicultural education courses in order to evolve its use. While life history has the potential to promote critical reflections on one’s own position in a complex interplay of power relations, it can also reify pre-existing prejudicial attitudes as currently used. The paper includes composite quotes from the papers of 85 undergraduate students to support authors investigation, as they suggest …
A Project-Based Literature Review Of Girls In Stem Day: A Day-Long Stem Event For Middle School Girls, Emily Carter, Tina Vo
A Project-Based Literature Review Of Girls In Stem Day: A Day-Long Stem Event For Middle School Girls, Emily Carter, Tina Vo
Spectra Undergraduate Research Journal
Research specifically targeted at youth participation in STEM highlights the importance of community engagements outside of school to bolster interest in STEM. Representation of women in STEM and encouragement of girls’ participation and interest in STEM fields parallels the importance of designing and implementing curriculums that enhance middle school-aged girls’ participation in STEM fields. The Girls in STEM Day program hosted by UNLV Scientista Foundation is designed to encourage middle school girls of color from the Clark County School District to find interest in STEM. Interactive activities and framework analysis of the program provides prospective success towards increasing interest and …
Potential Mentoring Impacts On Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study, Jessica M. Toombs, Jon W. Ramsey
Potential Mentoring Impacts On Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study, Jessica M. Toombs, Jon W. Ramsey
Journal of Research in Technical Careers
Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, …
Teaching Students With Special Needs In School-Based, Agricultural Education: A Historical Inquiry, Kathryn L. Teixeira, M. Craig Edwards
Teaching Students With Special Needs In School-Based, Agricultural Education: A Historical Inquiry, Kathryn L. Teixeira, M. Craig Edwards
Journal of Research in Technical Careers
The purpose of this historical study was to investigate the inclusion of students with special needs in school-based, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education’s efforts to meet the learning needs of special education students by providing modified …
Problems Faced By Secondary Technology Education Novice And Veteran Teachers, Sally E. Arnett-Hartwick, John Cannon
Problems Faced By Secondary Technology Education Novice And Veteran Teachers, Sally E. Arnett-Hartwick, John Cannon
Journal of Research in Technical Careers
The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different …
Exploring Student Retention In Postsecondary Agriculture, Food, And Natural Resources Education Programs, Aaron J. Mckim, Tyson J. Sorensen, R. Bud Mckendree, Catlin M. Pauley
Exploring Student Retention In Postsecondary Agriculture, Food, And Natural Resources Education Programs, Aaron J. Mckim, Tyson J. Sorensen, R. Bud Mckendree, Catlin M. Pauley
Journal of Research in Technical Careers
The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general self-efficacy with social community …
Iowa Agricultural Educators’ Current And Perceived Grading Practices, Jenny Ann Lichty, Michael S. Retallick
Iowa Agricultural Educators’ Current And Perceived Grading Practices, Jenny Ann Lichty, Michael S. Retallick
Journal of Research in Technical Careers
Literature on grading reveals that grading practices have not changed much since they were first introduced. However, with alternative approaches, such as standards-based grading, being introduced, it is important to look at how agricultural educators are using grades to evaluate student learning. The purpose of this study was to determine the grading practices of Iowa high school agricultural educators. The accessible population consisted of 236 high school agricultural educators. Findings were based on responses of 157 (69.8%) educators who responded to the study via an online questionnaire. These agricultural educators used a variety of learning approaches, and their beliefs aligned …