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University of Nebraska - Lincoln
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
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Full-Text Articles in Education
Student Perceptions Of Soft Skills & Career Decision Self-Efficacy Through Participation In Sae, Becky Haddad, Adam A. Marx
Student Perceptions Of Soft Skills & Career Decision Self-Efficacy Through Participation In Sae, Becky Haddad, Adam A. Marx
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
This study sought to assess student perceptions of soft skills and career decision self-efficacy attained through participation in different types of Supervised Agriculture Experience programs within School Based Agricultural Education. There was no significant difference found in career decision self-efficacy or perceived soft skill attainment between those who participated in SAE and those who did not. This study identified a positive significant impact for career decision selfefficacy and perceived soft skill attainment between those who had placement and exploratory SAEs with the exception of the problem-solving construct. Findings suggest that students participating in programs that require greater investment of student …
Role Of Mentoring, Coaching, And Advising In Developing Leadership: Ecditors' Introduction To Special Issue, Lindsay J. Hastings, Cindy Kane
Role Of Mentoring, Coaching, And Advising In Developing Leadership: Ecditors' Introduction To Special Issue, Lindsay J. Hastings, Cindy Kane
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
This volume is designed to guide leadership educators and institutional leaders who are looking to cultivate strong student outcomes in leadership learning through the increased involvement of adults and peers. The goal of this volume is to explore diverse types of relationships (mentoring, coaching, advising), the focus of these relationships (i.e., short-term or long-term, personal development, or leadership behavior modification), and the unique leadership development outcomes expected from these diverse relationships. Mentoring, coaching, and advising are often confused as similar developmental tools, yet their scope, purpose, and utility in leadership development are distinct. This volume will provide the guidance and …
Distinguishing Mentoring, Coaching, And Advising For Leadership Development, Lindsay J. Hastings, Cindy Kane
Distinguishing Mentoring, Coaching, And Advising For Leadership Development, Lindsay J. Hastings, Cindy Kane
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Mentoring, coaching, and advising are often confused as similar interactions with developmental intent, yet their scope, purpose, and utility in leadership development are distinct. The purpose of this chapter is to provide clarity as to what constitutes mentoring, coaching, and advising for leadership development and to compare and contrast each relationship type.
Developing the “whole” student often requires identifying unique needs and helping students recognize when they need mentoring, coaching, and/or advising. While mentoring, coaching, and advising are all developmental interactions, their scope, purpose, and utility in leadership development are distinct. The purpose of this chapter is to clarify the …
Applying Eye-Tracking Research In Education And Communication To Agricultural Education And Communication: A Review Of Literature, Holli R. Leggette, Amber H. Rice, Candis Carraway, Marshall A. Baker, Nathan W. Conner
Applying Eye-Tracking Research In Education And Communication To Agricultural Education And Communication: A Review Of Literature, Holli R. Leggette, Amber H. Rice, Candis Carraway, Marshall A. Baker, Nathan W. Conner
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The purpose of this integrative literature review was to synthesize the eye-tracking literature related to education and communication in the Social Sciences Citation Index (SSCI) to formulate a conceptual model and develop a research agenda that guides eye-tracking research in agricultural education and communication. To do so, we reviewed the literature to identify basic elements of eye-tracking research, examined specific variables related to eye-tracking research, and synthesized the findings into a conceptual model. We found and reviewed 77 articles published between 2010 and 2016 within education (56) and communication (21). Research implications for agricultural education included an examination of classroom …