Early Career Agriculture Teachers’ Efficacy Toward Teaching Students with Special Needs

Aschenbrenner, Mollie; Garton, Bryan L.; Ross, Amanda L.

doi:10.5032/jae.2010.04105

Cited by 10 publications

(12 citation statements)

References 21 publications

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“…Participants identified reliable administrative support as a condition of their success and longevity. This finding is strongly supported within our field (Hasselquist, et al, 2017;Aschenbrener, Garton, & Ross, 2010;Boone & Boone, 2009) and the relationship teachers develop with supportive administration. Historical analysis of existing data indicated negative relationships with administration are a significant contributor to teacher dissatisfaction (Perie & Baker, 1997).…”

Section: Conclusion Implications and Recommendationssupporting

confidence: 81%

Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom

Clemons¹,

Lindner²

2019

JAE

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This study investigated the characteristics and rationale for teacher longevity and success in the secondary agricultural education classroom. The population was 7,300 (N = 7,300) secondary agricultural education teachers in the United States instructing grades 6-12 during 2017-2018. The sample frame was obtained through the National Association of Agriculture Educators membership list and a random sample (n = 187) of the population was selected using the Cochran's (1977) formula for continuous variables. The instrument used to collect data for this study was developed from a review of existing literature and consisted of 80 statements organized in four categories: influencers for career choice, employer characteristics, role of the FFA Advisor and FFA involvement, personal characteristics and professional growth, and personal characteristic questions. Participants who identified the overall characteristics which reflect their classroom longevity and success were feeling secure in their employment, developing their program, high satisfaction levels received from teaching and the variety of the lessons, and indicated former teachers having the greatest influence on their decision to pursue secondary agricultural education. The findings indicated that there are significant areas of success that should be investigated and revisited to determine the motivation for teachers to remain in the field.

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Section: Conclusion Implications and Recommendationssupporting

confidence: 81%

Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom

Clemons¹,

Lindner²

2019

JAE

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“…The synthesis of data collected through three decades of SBAE needs assessment research confirmed that competency levels and priority areas of needs are diverse and somewhat inconsistent depending on the level of teaching experience (pre-service, novice, or experienced/senior teachers) and type of teacher certification (traditional or alternatively certified teachers). A contrast in needs was found among the competency areas, some of which included completing reports and forms, managing student behavior problems, preparing contest teams, locating adequate teaching materials, and conducting adult education programs (Aschenbrener et al, 2010;Birkenholz & Harbstreit, 1987;Claycomb & Petty, 1983;Drage, 2010;Duncan et al, 2006;Edwards & Briers, 1999;Garton & Chung, 1996;1997;Joerger, 2002;Layfield & Dobbins, 2002;Mundt & Connors, 1999;Roberts & Dyer, 2004;Sorensen et al, 2010;Sorensen et al, 2014;Touchstone, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Similar to Elbert and Baggett (2003), Duncan et al (2006) listed teaching learning disabled students as an in-service need in the category of Teaching and Learning. Aschenbrener, Garton, and Ross (2010) also reported adapting curriculum for students with disabilities, including students with disabilities in the mainstream, keeping students on task, and working with special education teachers were of high development need. Sorensen et al (2010) mentioned teaching students with disabilities was one of the top three highest ranked needs in Utah.…”

Section: Needs Assessments For Sbae Teachers From 2000 To 2015mentioning

confidence: 99%

Needs Assessments for School-based Agricultural Education Teachers: A Review of Literature

DiBenedetto¹,

Willis²,

Barrick³

2018

JAE

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School-based agricultural education (SBAE) programs have become more diverse with the ever changing and growing agriculture industry. Agricultural education teachers are challenged with expanding their knowledge and competencies to effectively teach and design successful SBAE programs. Needs assessments aid in providing guidance for professional development to better equip teachers with adequate knowledge, experiences, resources and materials. To better understand how agricultural education teacher's needs have changed or remained the same, this synthesis provided insight into teacher needs assessments from 1983 to 2015. While some competencies revealed inconsistent results, several competencies produced overwhelmingly cohesive results. Findings indicated Computer Technology, Program Administration, Public Relations, FFA/Program Management, Managing Student Behavior, and Development and Supervision of SAE projects as consistent needs of agricultural education teachers. Less emphasis was needed in professional development in technical skills related to the AFNR career pathways. A variation of needs between experienced and beginning teachers has existed. Recommendations included addressing emerging needs in 21st century competence and working with special needs. To emphasize content focus, development of a consistent instrument to assist teacher educators and national organizations with designing professional development opportunities to meet the current needs of agricultural education teachers in all stages of their careers was recommended.

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“…While this finding is inconsistent with many other studies on regards to overall perceptions (Boone, Watts, Boone & Gartin, 2008;Elbert & Baggett, 2003;Kessell, 2005). Aschenbrener, Garton and Ross (2010) also found that early career agriculture teachers expressed some confidence in working with students with special needs. This overall confidence is a positive step, not only for successful inclusion, but for overall teacher career efficacy and satisfaction.…”

Section: Discussionmentioning

confidence: 92%

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

Stair

Blackburn

Bunch

et al. 2016

JYD

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A teacher’s willingness to accept inclusion has been identified as an indicator of the quality of experience that a student with special needs will have in the classroom The purpose of this exploratory study was twofold: (1) to describe the overall perceptions of working with students with special needs and (2) to determine how teachers in Louisiana are currently working with students with special needs. A total of 152 teachers attended the Louisiana agricultural education teacher’s summer conference with 43% completing a three part survey instrument. Data analysis indicated that teachers are confident in their ability to work with students with special needs and they agree that they can incorporate various areas of inclusion within their programs. However, they disagreed that they have received adequate in-service opportunities related to special education. Regarding educational strategies, teachers in this study identified all of the given inclusion strategies as being used regularly in their programs with the exception of tutoring after school. They also identified these educational practices as being highly effective within their programs. Due to the exploratory nature of this study, additional research is recommended to further investigate the in-service and training needs of teachers in Louisiana.

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Early Career Agriculture Teachers’ Efficacy Toward Teaching Students with Special Needs

Cited by 10 publications

References 21 publications

Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom

Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom

Needs Assessments for School-based Agricultural Education Teachers: A Review of Literature

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

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