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Agricultural Experiences And Factors Of Undergraduates Who Enroll In A College Of Agriculture, Benjamin G. Swan, Ann M. De Lay
Agricultural Experiences And Factors Of Undergraduates Who Enroll In A College Of Agriculture, Benjamin G. Swan, Ann M. De Lay
Agricultural Education and Communication
Industry partners and College of Agriculture, Food and Environmental Sciences (CAFES) faculty have observed students entering the college possessed fewer agriculture experiences and skills than their predecessors. They have also lamented the increasing pressure to develop industry-ready students, when the gaps are ever wider between their experience and skills entering college and what are required upon graduation. During the 2011 spring quarter, all CAFES students (N = 3,366) were sent an electronic survey that resulted in 911 responses (27% response rate). Three quarters of the students were female and one third were seniors. Prior to enrolling at the university, 34% …
Student Apathy As Defined By Secondary Agricultural Education Students, Ann M. De Lay, Benjamin G. Swan
Student Apathy As Defined By Secondary Agricultural Education Students, Ann M. De Lay, Benjamin G. Swan
Agricultural Education and Communication
Student motivation continues to be a source of concern for educators. This phenomenological study captured the voices of secondary agriculture students as they shared their perspectives and experiences surrounding student apathy. Four focus group interviews were conducted at four central California high schools with distinguished agriculture programs. The following question guided the research: What experience do secondary agriculture students have with student apathy in their academic environments? Findings suggest student apathy is born of personal choice and grown through mediocre teaching, archaic assessment and the absence of learning purpose. Recommendations suggest students, teachers, the local school and teacher educators form …
Model Tractor Teaching Tool, Blair L. Stringam, Benjamin G. Swan
Model Tractor Teaching Tool, Blair L. Stringam, Benjamin G. Swan
Agricultural Education and Communication
A model tractor was developed to teach students about power consumption and wheel slip of farm tractors. The model was selected because of safety and resource issues. Using this model in the lab provided a safe and quiet atmosphere where the principals of power consumption and wheel slip could be demonstrated and learned. The students that participated in the lab appeared to grasp the concepts that were presented.
Changes In Teacher Self-Efficacy From The Student Teaching Experience Through The Third Year Of Teaching, Benjamin G. Swan, Kattlyn J. Wolf, Jamie Cano
Changes In Teacher Self-Efficacy From The Student Teaching Experience Through The Third Year Of Teaching, Benjamin G. Swan, Kattlyn J. Wolf, Jamie Cano
Agricultural Education and Communication
The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers Sense of Efficacy Scale (Tschannen–Moran and Woolfolk Hoy, 2001) to assess the individuals in the study four different times; at the conclusion of student teaching, and the conclusion of their first, second and third years of teaching. No previous research exists in agricultural education that tracks …
The Relationship Between Student Teacher Heart And Career Intent, Benjamin G. Swan, Jamie Cano
The Relationship Between Student Teacher Heart And Career Intent, Benjamin G. Swan, Jamie Cano
Agricultural Education and Communication
Students enter an agricultural teacher preparation program planning to teach agriculture. However, career intent appears to change during the preservice program for many students. The teacher’s “heart” is the combination of a teacher’s: mission, faith in teaching, caring for their students, and enthusiasm displayed in the classroom. There is no published research that examines the development of the teacher’s “heart” and how it relates to career intent. Further, Palmer (1998) stated that teacher “heart” cannot be developed; only diminished. However, Peterson and Seligman (2004) stated that the virtues of care, enthusiasm, hope, faith, and mission can be developed. No published …
The Relationship Of Agricultural Mechanics Teachers’ Confidence In Their Mathematic Skills And Confidence In Their Ability To Teach Mathematic Skills, Benjamin G, Swan, Lori L. Moore, Cody J. Echevarria
The Relationship Of Agricultural Mechanics Teachers’ Confidence In Their Mathematic Skills And Confidence In Their Ability To Teach Mathematic Skills, Benjamin G, Swan, Lori L. Moore, Cody J. Echevarria
Agricultural Education and Communication
This study assessed Idaho agricultural science and technology teachers that taught at least one agricultural mechanics course during the 2006-2007 school year in terms of their confidence level in their own mathematics skills and their ability to teach mathematics skills. Data were collected using Dillman’s Tailored Design Method (2000) resulting in a response rate of 56.84% (N=95, n=54). Data were used to identify relationships between the level of confidence in mathematic abilities and confidence in ability to teach mathematics. A strong relationship was found between the confidence agricultural mechanics teachers had in their ability to perform mathematic tasks and their …
Developing Best Practices Of Teacher Induction, Lori L. Moore, Benjamin G. Swan
Developing Best Practices Of Teacher Induction, Lori L. Moore, Benjamin G. Swan
Agricultural Education and Communication
Problems and challenges faced by beginning teachers have been well documented in the literature and have created the need for teacher induction programs in all disciplines, including agricultural education. This paper used literature from inside and outside the agricultural education discipline to identify and describe best practices in teacher induction yielding a framework called the Best Practices of Teacher Induction for Agricultural Education. This framework is based on the work of Camp and Heath (1988), who identified four contributor groups responsible for teacher induction, and the work of Stansbury and Zimmerman (2000), who identified high and low intensity teacher induction …