Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

Autor/inn/en	Haynes, J. Chris; Stripling, Christopher T.
Titel	Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers
Quelle	In: Journal of Agricultural Education, 55 (2014) 5, S.48-64 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Mathematics Instruction; Teacher Effectiveness; Agricultural Education; Faculty Development; Self Efficacy; Teacher Attitudes; Mathematical Concepts; Surveys; Questionnaires; Statistical Analysis; Teacher Competencies; Secondary Education; College Readiness; Special Needs Students; Curriculum Development; Case Studies; Likert Scales; Secondary School Teachers; College Entrance Examinations; Wyoming; ACT Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Survey; Umfrage; Befragung; Fragebogen; Statistische Analyse; Lehrkunst; Sekundarbereich; Sonderpädagogischer Förderbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Likert-Skala; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural education teachers were moderately efficacious in personal mathematics teaching efficacy and mathematics teaching outcome expectancy. Professional development needs varied based upon the teachers' self-efficacy scores. With that in mind, integrating mathematics concepts from the ACT college readiness assessment was found in the top five responses of all mathematics efficacy groups reported, while modifying instruction for special needs students was found in the top five responses in 3 out of 4 of the mathematics efficacy groups. Based on the results of this study, professional development related to teaching contextualized mathematics would benefit Wyoming's school-based agricultural education teachers and students. (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	2020/1/01