The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

The purpose of this study was to describe the cognitive level of professor discourse and student cognition during selected college of agriculture class sessions. Twenty-one undergraduate class sessions were videotaped in 12 professors' courses. Results were interpreted to show that professors' discourse was mostly (62%) at the knowledge and…

The current status of classroom inclusion activities among agriculture teachers in comprehensive secondary agricultural education programs in Ohio is reported. The researchers describe secondary agriculture teachers' needs related to teaching learners with special needs in inclusion classes, given legislative mandates. Specifically, the…

The demands on teachers both in and out of classrooms combined with increased budget cuts have led many to question the levels of job satisfaction and burnout among agricultural education teachers. The purpose of this study was to describe the occurrence of burnout and the level at which burnout exists among agricultural education teachers in…

One common teacher behavior exhibited in college of agriculture class sessions is oral questioning of students. Belland, Belland, and Price (1971) believed that if questioning was a noted teacher behavior, then it was important to evaluate and analyze questions asked by professors. Professors use questions to control classroom interactions,…

Challenges (assignments, activities, tests) incorporated into agriculture classes were evaluated using Bloom's Taxonomy. The cognitive level varied by course and type of activity. Effectiveness depended on selecting challenges appropriate for the material, requiring higher-order thinking, and rewarding students for work at higher cognitive levels.…

In years 1 and 3, the cognitive level of classroom discourse was assessed for 28 agriculture faculty. In year 2, interventions included either awareness workshops, workshops plus readings, or workshops plus teaching meetings. Percentage of higher-level discourse increased; faculty experiencing positive change with higher-level discourse increased…

Four observations of 16 agricultural science faculty at work showed that classroom discourse was predominantly at lower cognitive levels. Classes of 51 or more had the fewest higher-level thinking opportunities and 400-level courses had the greatest. The factor having the greatest effect on thinking opportunities was the instructor. (SK)

The Group Embedded Figures Test and Van Tilburg/Heimlich Teaching Style Preference instrument were completed by 31 agriculture student teachers (58% over age 25). Females were more field independent than the general female population. Overall, field independence was the preferred learning style and student-centered was the preferred teaching…

Surveys and observations of 28 agriculture faculty showed that they aspired to balance classroom discourse across all levels of cognition. However, most actual discourse took place at lower levels, regardless of course level or subject. (SK)