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ERIC Number: EJ956087
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1042-0541
Agricultural Education Teacher Leaders' Development of Ownership and Responsibility for the Profession through Participation in Continuing Professional Education Program Planning: A Case Study
Westfall-Rudd, Donna M.
Journal of Agricultural Education, v52 n3 p148-161 2011
Historically, planning and delivery of professional development for public school teachers was centralized in state departments of education and universities, with teachers having little input or control over the content. For many years the literature in adult and continuing education has reflected an emphasis on learner participation in program planning (Houle, 1980; Knowles, 1980; Richey, 1957). Contemporary adult learning theory holds that when adults are integral to the program planning process (Cervero & Wilson, 2006; Little, 1993) they are empowered to address their educational needs in the context of their practice (Cochran-Smith & Lytle, 1999). The purpose of this case study was to examine teacher participation in the planning of continuing professional education within the small field of agricultural education in New York. The over-arching theme that emerged from this study was that when the teachers took primary responsibility for planning their own professional development they, seemed to assume an increased sense of ownership for practice in their profession.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York