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…

Despite the potential benefits of utilizing volunteers in SBAE programs, volunteer utilization among SBAE teachers has received little attention in the literature in recent years, especially on a national level. A national random sample of SBAE teachers were surveyed to determine current behaviors and perceptions as well as predictors of volunteer…

Technology in school settings has undergone a tremendous degree of evolution in recent decades. Educational technologies can be used for a wide range of applications. In school-based agricultural education (SBAE) settings, an assortment of educational technologies is often used to achieve instructional objectives. As a computer-based technology,…

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…

The primary purpose of this study was to determine the confidence levels of School-based Agricultural Education (SBAE) teachers to integrate biology concepts in plant and animal science courses. The researchers also sought to describe the demographic characteristics of New Mexico SBAE teachers. This study used a descriptive-correlational research…

Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed…

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…

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…

The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching theme that emerged during data collection and analysis was the influence of beliefs on participants' PCK. This finding guided subsequent data collection and analysis that…

We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education,…