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Full-Text Articles in Education
Breaking The Cycle: Women’S Experience In Postsecondary Agricultural And Extension Education, Lauren L. Cline, Haley Rosson, Penny Pennington Weeks
Breaking The Cycle: Women’S Experience In Postsecondary Agricultural And Extension Education, Lauren L. Cline, Haley Rosson, Penny Pennington Weeks
Journal of Human Sciences and Extension
The “leaky educational pipeline” metaphor refers to the steady tapering off of women obtaining graduate degrees and reaching the level of a tenured faculty member, although the number of women earning college degrees has surpassed males since the 1980s. Women are disproportionately represented among faculty and leadership at land-grant institutions and in the agricultural education profession. The purpose of this study was to provide a synthesis of women’s experience in postsecondary agricultural and extension education (AEE) by describing the common and diverging challenges, opportunities, and mentoring experiences of women faculty and graduate students in the profession. The study was a …
Choosing A Life Of Impact: A Grounded Theory Approach To Describe The Career Choice Of Becoming A High School Agriculture Teacher, Debra S. Korte, Rebecca Mott, Kari H. Keating, Jon C. Simonsen
Choosing A Life Of Impact: A Grounded Theory Approach To Describe The Career Choice Of Becoming A High School Agriculture Teacher, Debra S. Korte, Rebecca Mott, Kari H. Keating, Jon C. Simonsen
Journal of Human Sciences and Extension
The purpose of this grounded theory qualitative research was to identify the influences on students’ decisions to pursue a career as a high school agriculture teacher and develop a proposed theoretical model to conceptualize this career decision. Two samples of students – one sample of high school students and one sample of college students – were the participants in this study. Each participant included in the two samples was either considering teaching as a career or was currently enrolled in a university teacher licensure program. Data were collected from individual interviews, focus groups, and writing samples. The findings from this …
Flipping An Agricultural Teaching Methods Course At A Non-Land Grant University, Nathan W. Conner, Christopher T. Stripling, Stacy Tomas, Dennis Fennewald, Billye Foster
Flipping An Agricultural Teaching Methods Course At A Non-Land Grant University, Nathan W. Conner, Christopher T. Stripling, Stacy Tomas, Dennis Fennewald, Billye Foster
Journal of Human Sciences and Extension
The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the …
Perceptions Of Tennessee School-Based Agricultural Education Teachers' Attitudes Toward Globalizing The Agricultural Curriculum, Nathan W. Conner, Katelyn Butcher
Perceptions Of Tennessee School-Based Agricultural Education Teachers' Attitudes Toward Globalizing The Agricultural Curriculum, Nathan W. Conner, Katelyn Butcher
Journal of Human Sciences and Extension
The agriculture industry is part of an interconnected world that is continually navigating complex trade regulations and cultural barriers. Graduates of School-Based Agricultural Education programs need to be prepared to positively communicate with people from all over the world and to have an understanding of international agricultural practices. The purpose of this study was to explore the perceptions of Tennessee School-Based Agricultural Educators towards globalizing the secondary agricultural curriculum. Twenty-six School-Based Agricultural Educators were interviewed for this study. The interviewees represented the entire state of Tennessee, including both urban and rural programs. The use of thematic analysis allowed the following …
Informal, Non(-)Formal, Or Free-Choice Education And Learning? Toward A Common Terminology For Agriscience And Ag-Stem Educators, Kathryn A. Stofer
Informal, Non(-)Formal, Or Free-Choice Education And Learning? Toward A Common Terminology For Agriscience And Ag-Stem Educators, Kathryn A. Stofer
Journal of Human Sciences and Extension
Education professionals must re-examine the use of labels for education and learning in diverse settings in light of new understandings of how people learn and updated goals for broader interdisciplinary work. The varied use of the terms informal education, nonformal education, and formal education draw distinctions that serve to divide, not unite, those working to support a wide variety of learners for similar agriscience education goals. What in Extension education is nonformal learning is informal learning in science education. Juxtaposing informal learning or nonformal learning with formal learning also serves, in the eyes of some outside the profession, to devalue …
Barriers To Conducting Supervised Agricultural Experiences As Perceived By Preservice Education Teachers, J. Joey Blackburn, Jon W. Ramsey
Barriers To Conducting Supervised Agricultural Experiences As Perceived By Preservice Education Teachers, J. Joey Blackburn, Jon W. Ramsey
Journal of Human Sciences and Extension
The purpose of this descriptive study was to assess preservice agriculture teachers’ perceptions of the importance of Supervised Agricultural Experience (SAE) and their views on barriers to conducting SAE. A census of the sophomore-level agricultural education course at Oklahoma State University was conducted to measure perceptions at the beginning and end of the course. This study was framed upon Ajzen’s Theory of Planned Behavior. Results indicated that preservice teachers perceived SAE was an important component of agricultural education and important at the secondary school they attended. The greatest barrier to conducting SAE was their lack of familiarity with newer SAE …