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…

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)…

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…

Student teachers' experiences during their internship are crucial in their development as a teacher. In agricultural teacher education programs, it is common for student teachers to record where their time is allocated each week on categorized timesheets. The purpose of this study was to examine the preservice teachers' performance over the…

Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club…

Students in large cities across the United States can better understand agriculture through their involvement in School-Based Agricultural Education (SBAE). Since the passage of the Smith-Hughes Act in 1917, Agricultural Education has been a pathway that encourages students to continue schooling and connect with future careers. We conducted a…

This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers' attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its…