A Cross-Case Comparison of the Academic Integration Human Capital Pre-service Agricultural Educators Retain Prior to Their Teaching Internship

Haynes, J. Chris; Gill, Bart E.; Chumbley, Steven; Slater, Timothy F.

doi:10.5032/jae.2014.05191

Cited by 3 publications

(3 citation statements)

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“…As the need for academically-robust SBAE programs becomes greater and for SBAE teachers to heed these calls (McKim et al, 2016), SBAE stakeholders must be prepared to practice and implement habits that make them effective (Roberts & Dyer, 2004). Pre-service teachers see that there is value in enhancing the academic rigor of SBAE (Haynes et al, 2014). Moreover, the enhancement of academic content in SBAE programs does not necessarily mean traditional activities associated with SBAE, such as exhibiting livestock, building trailers in an agricultural mechanics laboratory, and so forth, are replaced or phased out; rather, such activities can be supplemented with academically-enhanced activities which help to enrich the SBAE experience for all involved parties (Baker et al, 2015).…”

Section: Conclusion Discussion Recommendations and Implicationsmentioning

confidence: 99%

“…Baker, Bunch, and Kelsey (2015) opined that contextually teaching academic content "can occur in what may appear as a very traditional agricultural education program" (p. 232), further emphasizing that planning for such a blending of academic and technical agriculture content must be proactive and purposeful. What is more, pre-service teachers have recognized that there exists value in emphasizing the academic content inherently found within SBAE content, as documented by Haynes, Gill, Chumbley, and Slater (2014). Examining these concepts through the lens of teacher education, it is interesting to postulate that as pre-service teachers matriculate through teacher preparation programs, they may likely encounter SBAE teachers who teach CASE courses in their programs, particularly during student teaching.…”

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

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Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Wells¹,

Hainline²,

Smalley³

2019

JAE

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Student teaching is the capstone experience in an agricultural teacher preparation program (Edgar, Roberts, & Murphy, 2011). During student teaching, pre-service teachers work with cooperating teachers to learn to effectively deliver instruction (Feiman-Nemser & Buchmann, 1987) on topics such as agriscience, agricultural mechanics, horticultural science, and so forth, to secondary students. School-based agricultural education (SBAE) also includes instruction in applied academic content (Stubbs & Myers, 2015). Curriculum for Agricultural Science Education (CASE) has emerged in recent years to provide engaging, academically-reinforced coursework for SBAE teachers and students across the United States (CASE, n.d.a). Thus, it is reasonable to expect pre-service teachers may be responsible for teaching CASE coursework at their student teaching placement sites. We sought to identify challenges that pre-service teachers may encounter when teaching CASE coursework. Through two face-to-face focus group interviews conducted at both the mid-semester and end-of-semester student teacher meetings, we identified three primary themes: 1) accessibility to resources; 2) influence of cooperating teachers; and 3) applicability of coursework based on local needs. We concluded these pre-service teachers encountered both positive and negative experiences related to teaching CASE coursework and recommended that pre-service teachers be adequately prepared to engage in CASE coursework prior to student teaching.

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Section: Conclusion Discussion Recommendations and Implicationsmentioning

confidence: 99%

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Wells¹,

Hainline²,

Smalley³

2019

JAE

View full text Add to dashboard Cite

show abstract

“…This model consisted of a variety of variables related to students, teachers, contexts, and so forth, designed to provide insight into the variables affecting content area reading in SBAE, including teachers' attitudes and teacher preparation. Haynes et al (2014) noted preservice teachers believed SBAE courses could be used to emphasize a variety of core academic content and an individual "teacher's background ultimately affects which core subject areas teachers emphasize more regularly in their agricultural education curriculum" (p. 201).…”

Section: Introductionmentioning

confidence: 99%

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Wells,

Hainline,

Smalley

et al. 2021

JAE

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Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers' (2003) diffusion of innovations theory, we sought to study six teachers' experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam's (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students' needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers' agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.

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Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Scherer¹,

McKim²,

DiBenedetto³

et al. 2019

JAE

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The world demands individuals with knowledge and skills in agriculture, food, and natural resources (AFNR) paired with proficiency in science, technology, engineering, and mathematics (STEM) concepts. Current models for STEM education call for interdisciplinary approaches in which learners address real-world challenges, indicating high potential for collaboration with researchers and practitioners in AFNR. The purpose of this study was to articulate the state of the 2010-2017 literature for STEM in AFNR education to inform future research, innovations in practice, and interdisciplinary collaborations. Using a systematic review approach and qualitative analysis techniques, 52 peer-reviewed STEM in AFNR education articles were analyzed for general characteristics, instructional approaches, STEM subjects, relationship between STEM subjects, relationship between STEM and AFNR, justifications, foci, and operationalization of STEM in research. Within each category, we identified themes that resulted in a summary of STEM in AFNR education in which future research and practice could align. Results indicated STEM in AFNR serves a range of populations, science and math are well represented, engineering is poorly represented, and mechanisms through which STEM learning occurs are often inadequately described. We recommend a collaborative and interdisciplinary future for STEM and AFNR education because both communities are pursuing common aims.

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A Cross-Case Comparison of the Academic Integration Human Capital Pre-service Agricultural Educators Retain Prior to Their Teaching Internship

Abstract: The purpose of this cross-case comparison was to explore agricultural education pre-service teachers '

Cited by 3 publications

References 40 publications

Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

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