This longitudinal qualitative phenomenological case study seeks to understand beginning agriculture teachers' experiences and how their attitudes toward teaching evolve over time. The research included visits to the teachers' facilities, monthly interviews, reflection exercises, and focus groups. Initial coding included magnitude and in vivo…

There are many benefits to being involved in a school-based agricultural education program (SBAE). Engagement of students in SBAE programs provides students with a milieu of opportunities; as such, it is imperative to determine strategies for recruitment and retention that are impactful. Research surrounding the recruitment and retention of SBAE…

The year 2020 marked an era of change and demanded that educators across the globe adapt in new and innovative ways. In secondary agricultural education, teachers experienced significant transitions as a majority of K-12 schools shifted to remote, distance, and online instructional models. Therefore, teachers' position requirements, obligations,…

Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with…

The student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers'…

The "FFA for All" campaign from the National FFA Organization represents an important step for diversity, equity, and inclusivity in the youth organization. The challenge of making the FFA more inclusive for diverse students presents question for investigation. What elements within the FFA represented barriers to people of color from…

Because of discrepancies among U.S. states regarding how they assess school-based agricultural education (SBAE) teacher performance and program quality, little knowledge has existed regarding how these differences might influence critical decisions regarding hiring, pay, promotion, and dismissal. In response, the purpose of our study was to…

School-based agricultural education (SBAE) teachers face challenges and difficulties while working in the agricultural education profession. Burnout, work and family life balance, and time management are just a few of the challenges. The professional development needs of agricultural educators should be addressed. Fessler and Christensen (1992)…

Metacognition is an important component of the learning process for students and teachers. With disparate findings regarding teacher attention to student thinking, and other indications that teachers enter the profession with preconceived notions, we use semi-structured interviews and a researcher-created professional development experience on…

Agricultural Education relies heavily on national and state professional associations to serve School Based Agricultural Education (SBAE) teachers. Because there is not 100% membership in these organizations across the country, it is vital to learn what is holding teachers back from joining and identify the needs of current members to encourage…

The Curriculum for Agricultural Science Education (CASE) utilized, for the first time, a virtual method of delivery to train and certify teachers across the country in the summer of 2021. This study was created to research the effectiveness of the virtual CASE professional development (PD) sessions, determine the usefulness of the CASE Institute…

The accountability movement has created tensions among key actors at institutions of higher education in the U.S. in recent years. As such, a need existed to examine the lived experiences that influenced faculty (n =6) in the College of Agriculture (COA) at [State] University as they engaged in various forms of assessment to evaluate student…

Graduates of the college of agriculture are expected to have the skills needed to enter the workforce including leadership competencies. The purpose of this mixed methods case study was to identify leadership development influences on and assess the leadership needs of undergraduate student leaders (n = 17) in the College of Agricultural and Life…

This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching…

Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the…