Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

Autor/inn/en	Thiel, Brooke L.; Marx, Adam A.
Titel	Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?
Quelle	In: Journal of Agricultural Education, 62 (2021) 2, S.119-136 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Thiel, Brooke L.) ORCID (Marx, Adam A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Agriculture Teachers; Teacher Attitudes; Secondary School Teachers; Beliefs; Evidence Based Practice; Research Utilization; Decision Making; Student Centered Learning; Faculty Development; Planning; Scaffolding (Teaching Technique); Student Projects; Experiential Learning; North Dakota + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrerverhalten; Belief; Glaube; Forschungsumsetzung; Decision-making; Entscheidungsfindung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ablaufplanung; Planungsprozess; Schulprojekt; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary school-based agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their experiences with agriscience research SAEs. The interviews were subjected to two rounds of coding and were collapsed into themes during a third round of analysis. A myriad of experiences, beliefs, and factors contributed to teachers' decisions to adopt agriscience research SAEs into their programs. However, the most salient reasons were compatibility with the overall goals of the school district, a commitment to whole-student development, teacher ability and support, multitasking behavior, extensive teacher planning and student support, and positive student buy-in. Though the unique experiences of the participants are not generalizable beyond the present study, we offer recommendations for teacher educators, state staff, and teacher leaders regarding the further adoption and integration of agriscience research SAEs into SBAE programs nationwide. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01