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You searched for +publisher:"Oregon State University" +contributor:("Lambert, Misty, D."). Showing records 1 – 3 of 3 total matches.

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Oregon State University

1. Stewart, Josh. Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers.

Degree: PhD, 2017, Oregon State University

The purpose of this study was to explore the connections between experiential learning and pedagogical content knowledge (PCK) in preservice agriculture teachers. More specifically, utilizing a conceptual model for teacher development as a framework, this research sought to explore the development of the knowledge bases needed for teaching through experiential learning opportunities, and examine how preservice teachers apply personal amplifiers and filters to develop PCK for teaching agricultural content. In addition, the importance of reflective observation (RO) and abstract conceptualization (AC) to the development of PCK was considered. The purposefully selected target population for this study included all preservice agriculture teachers at Oregon State University during the 2016-2017 school year (N = 10). Three sources of qualitative data were collected and analyzed for this study. Field notes, lesson plans, and interview transcripts worked in conjunction with one another to offer a comprehensive look at preservice agriculture teachers’ development of PCK. Context emerged as an important theme for describing the lived experiences of these preservice agriculture teachers. The context in which participants learned content and the context in which they planned for and taught content for student understanding were both evident, and quite different. The felt need to learn emerged as an important component within the context for learning. Context for teaching was shaped by three sub-themes that emerged from the data: the subject matters, context as a filter, and classroom environment. In general, it was evident the participants had begun developing PCK, although it was unclear as to whether or not they could identify their own PCK, a common occurrence among preservice teachers. However, without an understanding of the conceptual framework or the PCK model, participants were unable to explain how they were merging content knowledge and pedagogical practices. Additionally, it is reasonable to assume the participants were only engaging in reflective practice because they were prompted to do so during the interviews. While the study provided evidence of the connections between experiential learning and PCK, along with the importance of reflective observation and abstract conceptualization to the development of expertise in teaching agriculture, findings support further exploration into the connections between experiential learning and PCK. In order for the conceptual framework to be useful, it is recommended that it be included as a guiding framework for student teacher preparation programs. Preservice teachers would need to be educated on the framework and given the tools to move beyond simply reflecting, to conceptualizing how educational and personal experiences can be used for breaking down content for student understanding. Advisors/Committee Members: Lambert, Misty, D. (advisor), Velez, Jonathan (committee member).

Subjects/Keywords: Experiential Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stewart, J. (2017). Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61732

Chicago Manual of Style (16th Edition):

Stewart, Josh. “Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers.” 2017. Doctoral Dissertation, Oregon State University. Accessed May 29, 2020. http://hdl.handle.net/1957/61732.

MLA Handbook (7th Edition):

Stewart, Josh. “Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers.” 2017. Web. 29 May 2020.

Vancouver:

Stewart J. Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2020 May 29]. Available from: http://hdl.handle.net/1957/61732.

Council of Science Editors:

Stewart J. Exploring the Connections Between Experiential Learning and Pedagogical Content Knowledge in Preservice Agriculture Teachers. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61732


Oregon State University

2. Claflin, Kellie. Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers.

Degree: MS, 2017, Oregon State University

The purpose of this study was to discover the routes to certification and turnover intentions of Wisconsin agriculture teachers with fewer than three years of experience teaching agriculture. The study also evaluated the relationship between the routes to certification and turnover intentions. A census of all Wisconsin agriculture teachers with fewer than three years of experience was attempted to gain a deeper understanding of certification routes within the population. Findings showed approximately a third of the respondents (n = 35) entered the agriculture classroom in the past three years with an alternative certification. The reasons for doing so included location of the teacher preparation program, finances, ability to work full-time, and not wanting to teach as an undergraduate student. Traditionally certified respondents noted they wanted to teach as an undergraduate student. Overall, the respondents had moderately low turnover intentions (M = 2.95, SD = 1.13). There was not a statistically significant difference between the routes to certification and turnover intentions of Wisconsin agriculture teachers with fewer than three years of experience teaching agriculture. The results in this study provide implications for further research in alternative certification. Additional research should be completed to understand reasons for alternatively certified teachers are entering the classroom and more detailed information on content and pedagogical training. Advisors/Committee Members: Lambert, Misty D. (advisor), Velez, Johnathan (committee member).

Subjects/Keywords: agricultural education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Claflin, K. (2017). Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/61691

Chicago Manual of Style (16th Edition):

Claflin, Kellie. “Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers.” 2017. Masters Thesis, Oregon State University. Accessed May 29, 2020. http://hdl.handle.net/1957/61691.

MLA Handbook (7th Edition):

Claflin, Kellie. “Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers.” 2017. Web. 29 May 2020.

Vancouver:

Claflin K. Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers. [Internet] [Masters thesis]. Oregon State University; 2017. [cited 2020 May 29]. Available from: http://hdl.handle.net/1957/61691.

Council of Science Editors:

Claflin K. Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers. [Masters Thesis]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61691

3. Elliott, Kristopher Michael. Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study.

Degree: PhD, Science Education, 2014, Oregon State University

Latino students are among the fastest growing demographic groups in the nation, particularly in California, Texas, Florida, and New York. Within California in 2014, over 70,000 students are involved in Agricultural Education programs, and Latino students now account for over 50% of the total enrollment - and the percentage of Hispanics in California Agricultural Education mirrors the total percentage of Hispanic students in California secondary education. Less than ten years ago, Hispanic enrollment in Agricultural Education lagged behind the overall state percentage of Hispanic secondary students. As a new majority, little is known about Hispanic students' experiences in Agricultural Education. To what degree are they motivated to engage? Is Agricultural Education a positive experience? This parallel mixed methods multiple case study examined four agriculture programs in California's diverse central valley. Students were administered a Self-Determination Theory questionnaire to determine their level perceived competence, intrinsic motivation, identified regulation, external regulation, and amotivation. Results from each program were analyzed to determine the difference in motivation between Hispanic and non-Hispanic students. Moreover, focus groups consisting of Latino students were conducted at each of the four programs to help describe their experiences in Agricultural Education. Student response rates for the motivation questionnaire varied by school, ranging from 23.90% to 47.64%. The results were mixed. One program showed statistically significant differences in motivation between Hispanic and non-Hispanic students for each of the five scales, with non-Hispanics showing higher levels of motivation. Effect sizes ranged from (d = .31) to (d = .50). Moreover, in all four programs, non-Hispanic students tended to indicate their intention to pursue agriculturally-related careers much more frequently than Hispanics students. The focus group discussion helped explain some of these findings. Students reported benefits to involvement in their agriculture program, but had to overcome several challenges. Some students dealt with inaccurate perceptions of the agriculture program, stereotypes negatively associating their ethnicity with agriculture, acts of microaggression, and structural inequalities that existed between rural and non-rural students in one of the programs. An operational definition is offered to help categorize the privilege some rural students have over non-rural students. Despite these challenges, students seemed to persist and remain involved in their agriculture program because the benefits appeared to outweigh the challenges. Dynamic diversity as defined by Garces and Jayakumar (2014), appeared to be taking hold in each of the schools in the study as more Latino students continue to enroll in Agricultural Education. Advisors/Committee Members: Lambert, Misty D. (advisor), Velez, Jonathan J. (committee member).

Subjects/Keywords: Agricultural education  – California

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Elliott, K. M. (2014). Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/50817

Chicago Manual of Style (16th Edition):

Elliott, Kristopher Michael. “Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study.” 2014. Doctoral Dissertation, Oregon State University. Accessed May 29, 2020. http://hdl.handle.net/1957/50817.

MLA Handbook (7th Edition):

Elliott, Kristopher Michael. “Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study.” 2014. Web. 29 May 2020.

Vancouver:

Elliott KM. Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study. [Internet] [Doctoral dissertation]. Oregon State University; 2014. [cited 2020 May 29]. Available from: http://hdl.handle.net/1957/50817.

Council of Science Editors:

Elliott KM. Examining the Latino experience in California agricultural education : a parallel mixed methods multiple case study. [Doctoral Dissertation]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/50817

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