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Claflin, Kellie; Stewart, Josh; Traini, Haley Q. – Journal of Agricultural Education, 2023
Teacher shortages in agricultural education are one reason for an increase in alternatively certified teachers, with 22.8% of new hires in school-based agricultural education (SBAE) being alternative licensure route completers in 2018. While prior research in SBAE has provided insight into the needs of alternatively certified teachers, we do not…
Descriptors: Alternative Teacher Certification, Agriculture Teachers, Teaching Methods, Teacher Attitudes
Baldock, Kalynn; Murphrey, Theresa Pesl – Journal of Agricultural Education, 2020
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…
Descriptors: Inquiry, Teaching Methods, Agricultural Education, Secondary School Students
Easterly, R. G., III; Barry, Debra M. – Journal of Agricultural Education, 2022
A nationwide standardized curricular resource does not exist for school-based agricultural education. Teachers rely on several resources to develop instruction for students. Pedagogical Design Capacity (PDC) examines teachers' capacity to perceive and mobilize existing resources to develop instructional episodes. The purpose of the study was to…
Descriptors: Instructional Materials, Use Studies, Instructional Design, Agriculture Teachers
King, Loren G.; McKim, Aaron J.; Raven, Matt R.; Pauley, Catlin M. – Journal of Agricultural Education, 2019
Inclusion of new and emerging technologies within agriculture, food, and natural resources education curricula is essential to empowering learners for future success. In the field of Agriculture, Food, and Natural Resources (AFNR) Education, however, scant literature exists exploring teacher adoption of new and emerging technologies within their…
Descriptors: Agricultural Education, Technology Uses in Education, Technological Advancement, Adoption (Ideas)
Mouser, David M.; Sheng, Zhaohui; Thoron, Andrew C.; Baker, Andy; Bacon, Kevin J. – Journal of Agricultural Education, 2017
Agricultural education is defined by a best practice three-component model of instruction that includes a classroom experience, leadership development and FFA involvement, and an experience-based activity through a Supervised Agricultural Experience program (SAE). Based on program of activities award criteria, each year state FFA associations…
Descriptors: Comparative Analysis, High School Students, Agricultural Education, Best Practices
McKim, Aaron J.; Pauley, Catlin M.; Velez, Jonathan J.; Sorensen, Tyson J. – Journal of Agricultural Education, 2018
Providing interdisciplinary learning opportunities in agriculture, food, natural resources (AFNR), and science is critically important. School-based agricultural education offers a valuable platform to connect AFNR and science; however, interdisciplinary teaching requires willing and able teachers. The current study considered the intentions of…
Descriptors: Interdisciplinary Approach, Agricultural Education, Food, Teaching Methods
Clemons, Christopher A.; Heidenreich, Abigail E.; Lindner, James R. – Journal of Agricultural Education, 2018
The purpose of this study was to assess secondary agriscience teachers' perceptions, expertise, and importance of agriculture content areas in the curriculum. To accomplish this study the following objectives framed the investigation: describe Alabama secondary agriscience teachers by personal characteristics including teacher certification…
Descriptors: Secondary School Teachers, Teacher Attitudes, Agricultural Education, Expertise
Tummons, John D.; Hasselquist, Laura; Smalley, Scott W. – Journal of Agricultural Education, 2020
Educational leaders implement professional development activities to facilitate teacher learning and growth. Each summer, scores of secondary agriculture teachers attend Curriculum for Agricultural Science Education (CASE) institutes as a form of professional development. Recently, teacher preparation programs have begun offering CASE institutes…
Descriptors: Preservice Teachers, Teacher Education Programs, Teaching Methods, Inquiry
McKim, Aaron J.; Velez, Jonathan J. – Journal of Agricultural Education, 2015
The purpose of this study was to investigate the differences in career commitment and perceived efficacy among early career agriculture teachers as well as the relationships between early career agriculture teachers' perceived efficacy and career commitment. Five areas of self-efficacy were investigated among early career agriculture teachers in…
Descriptors: Teacher Persistence, Agricultural Education, Self Efficacy, Teacher Effectiveness
Sorensen, Tyson J.; Lawver, Rebecca G.; Hopkins, Nicole; Jensen, Beth; Dutton, Cassidy; Warnick, Brian K. – Journal of Agricultural Education, 2018
The student teaching practicum experience is designed to give preservice teachers practical experience with teaching and is an important step in their development. While literature in agricultural education exists about preservice teacher professional development, little is known about the developmental process of agriculture teachers during the…
Descriptors: Student Teaching, Self Concept, Agricultural Education, Practicums
Shoulders, Catherine W.; Toland, Hannah – Journal of Agricultural Education, 2017
Classroom and laboratory instruction, FFA, and SAE have long represented the complete agricultural education program via the three-component model. While the model depicts three circles of equal size to represent these components, the focus and level of emphasis of each component within the agriculture program is the decision of the agriculture…
Descriptors: Agricultural Education, Generational Differences, Teaching Methods, Intention
Goodwin, Catlin M.; McKim, Aaron J. – Journal of Agricultural Education, 2020
Student engagement in Career and Technical Student Organizations (CTSOs) offer tremendous opportunities for content learning, leadership development, and career preparation. Included in the scope of CTSOs are skills contests, competitions designed to test student knowledge and skills within respective content areas. Within school-based…
Descriptors: Learner Engagement, Career Development, Leadership Training, Agricultural Education
Yopp, Ashley M.; McKim, Billy R.; Homeyer, Megan M. – Journal of Agricultural Education, 2018
In this collective case study, we described three agricultural education programs that challenge stereotypes of agricultural education in urban settings. We observed and interviewed teachers in different environments and, in many cases, while working with students. Observations were made in classrooms and laboratories at secondary schools, in…
Descriptors: Blended Learning, Teaching Methods, Familiarity, Agricultural Education
McKim, Aaron J.; Raven, Matt R.; Palmer, Abbey; McFarland, Ashley – Journal of Agricultural Education, 2019
Mitigating socio-ecological problems like pollution, climate change, and environmental degradation is increasingly essential to sustaining life on Earth. The urgency required to address these challenges throughout Agriculture, Food, and Natural Resources (AFNR) Education while simultaneously enhancing the quality of educational experiences offered…
Descriptors: Agricultural Education, Environmental Education, Place Based Education, School Community Relationship
Rice, Amber H.; Kitchel, Tracy – Journal of Agricultural Education, 2016
This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…
Descriptors: Beginning Teachers, Agricultural Education, Prior Learning, Interviews