Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dept: Agricultural Education  Dates: Last 2 Years

You searched for subject:(agricultural education). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Oklahoma State University

1. Monroe, Katharine. Exploratory evaluation of a sustainable bioenergy education program.

Degree: Agricultural Education, 2019, Oklahoma State University

As part of a USDA-NIFA grant, Oklahoma State University hosted a weeklong bioenergy professional development session for 16 agricultural education teachers, science teachers, and Extension educators across the United States. The workshop consisted of several classroom and laboratory sessions, which were modeled after the train-the-trainer method of professional development. The participants also experienced several field tours and learned about and observed the cutting-edge bioenergy research being conducted at Oklahoma State University. Participants were exposed to multiple laboratory-based, bioenergy-related experiments throughout the week. To determine impact of the professional development on educators' content knowledge, survey research was conducted prior to and at the end of the week. Then, approximately 11 months after the conclusion of the weeklong workshop, the participants were administered a modified version of the instrument to gauge their retention of the content and to determine the rate at which they applied the material presented at the workshop to their students. The study found educators' bioenergy content and pedagogical knowledge confidence levels increased substantially (in excess of one point on a four-point scale) as a result of their participation in the workshop. Although their knowledge of bioenergy declined 11 months later, their self-perceived scores ranged between good knowledge and great knowledge, indicating the workshop made a positive impact on educators' content understanding and their ability to apply bioenergy concepts in the classroom. Advisors/Committee Members: Robinson, Shane (advisor), Ramsey, Jon (committee member), Haggard, Beatrix (committee member).

Subjects/Keywords: agricultural education; bioenergy; professional development; science literacy; stem; teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Monroe, K. (2019). Exploratory evaluation of a sustainable bioenergy education program. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monroe, Katharine. “Exploratory evaluation of a sustainable bioenergy education program.” 2019. Thesis, Oklahoma State University. Accessed October 27, 2020. http://hdl.handle.net/11244/324900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monroe, Katharine. “Exploratory evaluation of a sustainable bioenergy education program.” 2019. Web. 27 Oct 2020.

Vancouver:

Monroe K. Exploratory evaluation of a sustainable bioenergy education program. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11244/324900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monroe K. Exploratory evaluation of a sustainable bioenergy education program. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

2. Gorter, Erin Kirsten. Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States.

Degree: EdD, Agricultural Education, 2018, Texas A&M University

Teacher retention is an issue among teachers of school based agricultural education (SBAE). While there is a focus on supporting teachers through their induction years, second stage teachers (years 4-10) are frequently ignored as a demographic during in a critical point in their careers. This study sought to describe the global perspectives, teacher passion, and professional commitment as well as demographics of interest in the population second stage teachers of SBAE from two Western states (N = 286). The census resulted in a response rate of 43.8% (N = 116). Further, the researchers explored these factors among a sub population of second stage teachers who participated in a 10-day intensive professional development event in Ecuador during the Summer of 2018 (n = 7). This quantitative, non-experimental study utilized survey research methods to distribute three instruments: The Global Perspectives Inventory, The Pulse of a Teacher Scale, and the Push Pull Mooring Instrument. This study was conducted in three parts and used descriptive-correlational, static-group comparison, ex post facto, and static-group pretest posttest design to carry out the objectives. In some cases, there were violations to assumptions for parametric statistical tests and the researchers employed non-parametric tests to analyze the data. Findings indicated second stage teachers of SBAE two Western states are primarily white females between ages 25 and 34 who are in their 5^th year of teaching. Further, global perspectives, teacher passion, and gender described an insignificant 3% of the variance in professional commitment among second stage teachers of SBAE. When comparing teachers who elected to participate in the intensive professional development event in Ecuador, there were no significant differences across the variables. Additionally, pretest and posttest data indicated no significant changes in global perspectives, teacher passion, or professional commitment after participating in the event in Ecuador. Results from this study offer a starting point for exploring the second stage teacher of SBAE as well as describing their commitment towards the profession of teaching agriculture at the secondary level. Advisors/Committee Members: Burris, Scott (advisor), Harlin, Julie (advisor), Ritz, Rudy (committee member), Murphy, Timothy (committee member).

Subjects/Keywords: Second Stage Teachers; Global Perspectives; Teacher Passion; Teacher Retention; Teacher Attrition; International Experiences; Teachers of School Based Agricultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gorter, E. K. (2018). Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174366

Chicago Manual of Style (16th Edition):

Gorter, Erin Kirsten. “Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 27, 2020. http://hdl.handle.net/1969.1/174366.

MLA Handbook (7th Edition):

Gorter, Erin Kirsten. “Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States.” 2018. Web. 27 Oct 2020.

Vancouver:

Gorter EK. Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1969.1/174366.

Council of Science Editors:

Gorter EK. Exploration of Global Perspectives, Teacher Passion, and Professional Commitment of Second Stage Agriculture Teachers in the Western United States. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174366


Oklahoma State University

3. Snider, Carley Sue. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.

Degree: Agricultural Education, 2019, Oklahoma State University

This exploratory, pilot study explored the implied knowledge, perceived competence, and perceived levels of importance of student teachers in Oklahoma State University's teacher preparation program for agricultural education to teach the National Agriculture, Food, and Natural Resources (AFNR) Career Pathways (The National Council for Agricultural Education, 2015). Using a congruent, parallel mixed-methods design (Creswell, 2012), data were collected through questionnaires and interviews with student teachers (N = 16) and their cooperating teachers (N = 16). Descriptive statistics and eclectic coding strategies (Saldana, 2016) were used to explain the quantitative and qualitative findings. Though the study cannot be generalized, findings were assessed using the Borich (1980) Needs Assessment Model to identify knowledge and competence needs of the student teachers in regard to teaching the eight National AFNR Career Pathways. Advisors/Committee Members: Robinson, Shane (advisor), Terry, Robert, Jr. (committee member), Edwards, Craig (committee member).

Subjects/Keywords: agricultural education; national agriculture; food and natural resources career pathways; teacher competence; teacher knowledge; teacher preparation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Snider, C. S. (2019). Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Snider, Carley Sue. “Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.” 2019. Thesis, Oklahoma State University. Accessed October 27, 2020. http://hdl.handle.net/11244/321613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Snider, Carley Sue. “Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.” 2019. Web. 27 Oct 2020.

Vancouver:

Snider CS. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11244/321613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snider CS. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.