Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time is used for a variety of application-type activities. This study documents participants' perceptions of flipping an agricultural education teaching methods course. Based on data from a focus group, we concluded that the participants thought the flipped classroom approach aided their learning of the teaching methods and the teaching and learning principles presented in the course. However, the participants offered numerous suggestions for improving the flipped classroom experience.

A team of nine researchers from the United States spent 10 days exploring the formal agricultural education system in Trinidad and Tobago from primary education through postgraduate education. Data were collected from interviews and observations from students, teachers/instructors, and agricultural producers. The team concluded that (a) the people in Trinidad and Tobago involved in agriculture (teachers, students, and producers) are passionate about agriculture, but believe that the general public demeans agricultural workers and work; (b) Trinidad and Tobago has the capacity to develop a well-trained workforce through a comprehensive agricultural education system that spans from primary education to doctoral instruction, however there was little interaction between the various educational systems; and (c) pedagogical training for agriculture educators at all levels can be improved. Furthermore, conclusions related to nine specific areas of interest are discussed and six recommendations for improving the formal agricultural education system in Trinidad and Tobago are provided. As an exploratory study, the findings and conclusions drawn only begin to shed light on ways to improve human capacity development in Trinidad and Tobago. Thus, future research is warranted to further understand and improve Trinidad and Tobago's human capacity development efforts.

To assist students in developing positive scientific attitudes and improve student scientific literacy, learning environments should utilize inquiry-based instruction (IBI). In order to further develop the implementation of IBI in agricultural education settings, this research sought to describe the perceptions of National Agricultural Teacher Ambassador Academy participants' transitions to IBI. Utilizing focus groups, this research identified three themes concerning the implementation of IBI: the perceptions of time required to implementing IBI, perceptions of the transition from former teaching methods into IBI, and perceptions of the reactions from their school environment of participants' implementation of IBI. Though participants reported initial personal and student struggles when transitioning to IBI, they also perceived that once students understood the processes associated with IBI students reported learning more than with other teaching methods. The findings indicate that a variety of professional development opportunities and supports must be provided for agricultural teachers implementing IBI in their classrooms.

In laboratory settings, research has found a mismatch between teachers' practices and the likelihood they have to influence students' perceptions and behaviors in laboratory work. Various attributes of experiential learning can enhance learning experiences, yet many have not been subject to exploration in agricultural education. This nonexperimental, descriptive study sought to investigate how teachers' perceptions of the attributes which can make up experiential learning activities and how their ability to address these attributes might be associated with the different learning environments found in agricultural laboratories. Results indicated teachers found student ownership and the types of motivation students respond to as most important attributes, while duration of the activity and background knowledge of the students were found to be least important. Further, teachers reported the actions required during an activity and types of motivation were most frequently able to be addressed, while use of senses and family involvement were least frequently able to be addressed. These results, along with those associating specific laboratory settings with teachers' ability to address various experiential learning attributes, hold implications for teacher training related to the use of experiential learning within laboratory settings.

In classrooms today, teachers continue to strive to enhance student knowledge and application by designing learning environments which create experiences for students to interact collaboratively, solve problems, think critically, and learn by doing. Research has indicated that teacher knowledge of the experiential learning cycle has become increasingly important to assess what was learned. This exploratory study sought to determine the effect of reflection-in and reflection-on-action regarding content knowledge, the effect the order of abstraction had on content knowledge, and if any interaction existed between type of reflection and order of abstraction on content knowledge scores of secondary agriscience students. Utilizing a 2 x 2 randomized experimental design, research was conducted in a secondary agriscience classroom. How order of abstraction and type of reflection were implemented were found to be significant in the development of discussion skills. Agriscience teachers should be made aware of the benefits on student learning outcomes when effective concrete experiences are designed for their students to engage, reflect, conceptualize, and experiment.