Inquiry-based learning supports constructivism theory and has been used by both Comenius (1592-1670) and Dewey (1859-1952) in early educational settings. Incorporating inquiry-based instruction into the agriculture classroom, while beneficial, brings with it challenges for teachers and learners. Numerous studies have been conducted to examine…

The profession of agricultural education is experiencing shortages across the nation. Texas is critically impacted due to the renewed emphasis of career and technical education. This leads to questions about the preparedness of recent college graduates to handle the demands placed upon agricultural educators. Starting in 2012, Texas Tech…

The relationship between school administrators and agricultural education teachers has historically been considered to be important. Past studies have indicated mixed results when comparing principal and teacher perceptions of the importance of agricultural education teaching activities. Agreement between both parties and support from the…

Prior to the COVID-19 pandemic, school-based agriculture education (SBAE) was framed within a traditional approach to teaching and learning; teachers and students shared classrooms, met learning objectives, and promoted their local FFA programs. This study address the degrees of personal and professional motivation experienced by secondary…

This study investigated the characteristics and rationale for teacher longevity and success in the secondary agricultural education classroom. The population was 7,300 (N = 7,300) secondary agricultural education teachers in the United States instructing grades 6-12 during 2017-2018. The sample frame was obtained through the National Association…

Employers have identified oral and written communications skills to be the most important skills graduates should possess when entering the workforce. In order for faculty to better understand their students' oral and written communications skills, they should understand what apprehension the students have toward oral and written communications.…

An individual's attire sends messages to those who view them (Damhorst, 1990), and the clothing choices made by teachers may influence students' perceptions of the school (Workman & Freeburg, 2010). A majority of teacher dress codes require formal clothing (Workman & Freeburg, 2010); however, agricultural education teachers often work in…

In higher education classrooms, teacher-centered instruction remains the dominant learning approach. However, as calls have increased for university graduates to demonstrate the ability to solve complex problems, active learning strategies such as flipped classrooms and team-based learning (TBL), have emerged as popular approaches to ensure…

The Curriculum for Agricultural Science Education (CASE) is a national curriculum model used to promote inquiry-based learning, with a focus on facilitating student development of critical thinking skills through hands-on application. However, limited research has been conducted on how agriculture teachers are using the curriculum after completing…

The purpose of this qualitative study was to investigate United States secondary agriscience teachers' perceptions and attitudes of balancing personal and professional responsibilities. While many researchers are asking educators why they have or would leave the profession others have suggested a more forward-looking approach to why teachers…

The purpose of this study was to explore the perceptions of undergraduate agricultural students on the cognitive and emotional processes produced after exposure to low- and high-level questions, as well as the effects of post-question wait-time to determine the benefits of differing lengths of post-question wait-time based on the level of…

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face…

The purpose of this study was to examine postsecondary agriculture students' perceptions of and their personal competence in various workforce readiness skills. In addition, we sought to determine students' views of the importance of workforce readiness skills. The findings indicate that the participants felt most confident in their abilities to…

Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…

The purpose of this study was to examine the relationship between undergraduate student course engagement and several independent variables. Total participants included 300 (N) undergraduate students. Students completed three instruments measuring course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. It was concluded that…