Teachers' Use of Agricultural Laboratories in Secondary Agricultural Education.
01 Jun 2012-Journal of Agricultural Education (American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org)-Vol. 53, Iss: 2, pp 124-138
TL;DR: The authors examined the availability and use of agricultural laboratories in secondary agricultural education, as well as their relationship to teacher perceptions regarding student learning, preparation requirements, and barriers to their use, finding that while many facilities are available and frequently used during instruction, teacher perceptions of student learning and preparation requirements vary by facility.
Abstract: Trends in the agriculture industry require students to have the ability to solve problems associated with scientific content. Agricultural laboratories are considered a main component of secondary agricultural education, and are well suited to provide students with opportunities to develop problem–solving skills through experiential learning. This study serves to examine the current availability and use of agricultural laboratories in secondary agricultural education, as well as their relationship to teacher perceptions regarding student learning, preparation requirements, and barriers to their use. Findings indicate that while many facilities are available and frequently used during instruction, teacher perceptions of student learning, preparation requirements, and barriers vary by facility.
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16 citations
TL;DR: In this paper, the authors describe potential relationships between the quantity of agricultural mechanics training and skills received at the secondary and at the post-secondary levels, and find statistically significant, positive correlations were found in each of the skill areas.
Abstract: Agricultural mechanics coursework has historically been considered an important and necessary construct of the secondary agricultural education curriculum (Burris, Robinson, & Terry, 2005). With expectations of offering secondary agricultural mechanics coursework apparent, it is vital that agricultural education teachers be prepared to address these curriculum needs. Recent evidence (Burris, McLaughlin, McCulloch, Brashears, & Fraze, 2010) indicated that many agricultural education teachers (particularly early-career teachers) felt less comfortable teaching agricultural mechanics than other agricultural content areas. Hubert and Leising (2000) indicated, on average, potential agriculture education teachers are only required to enroll in two (2) three-credit hour courses to meet certification requirements. The purpose of this study was to describe potential relationships between the quantity of agricultural mechanics training and skills received at the secondary and at the post-secondary levels. Correlations were calculated to determine the magnitude of these relationships. Statistically significant, positive correlations were found in each of the skill areas. The researchers recommend that agricultural mechanics coursework be increased and enhanced at teacher preparation institutions. Also, the modernization of secondary and post-secondary agricultural mechanics facilities and curricula to reflect increases in available technologies should be considered as a method to enhance students’ interests in the content area.
13 citations
Cites background or methods from "Teachers' Use of Agricultural Labor..."
...…experiences (particularly in courses that utilize learning laboratories extensively, such as agricultural mechanics) provide methods through which teachers can replicate real-world situations and students can experience practical, industry-based educational settings (Shoulders & Myers, 2012)....
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...As laboratories remain an important component of agricultural education programs (Phipps, Osborne, Dyer, & Ball, 2008; Shoulders & Myers, 2012), it is vital that quality learning experiences occur within those environments to provide students with high-quality agricultural education instruction....
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...Experiential learning provided through laboratory experiences remains a dominant and effective tool in agricultural education (Roberts, 2006; Shoulders & Myers, 2012)....
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9 citations
13 Jun 2019
TL;DR: In this paper, the authors present a Table of Contents, Table of Contents, and Table of TABLES for a list of FIGURES and a ChAPTER for a chapter.
Abstract: .......................................................................................................... ii ACKNOWLEDGEMENTS................................................................................... iv TABLE OF CONTENTS....................................................................................... v LIST OF TABLES................................................................................................. vii LIST OF FIGURES................................................................................................. x CHAPTER
7 citations
Additional excerpts
...…education’, in the United States (Hazzard, Moreno, Beall, & Zidenberg-Cherr, 2011; Huckstein, 2008; Jaeschke, Schumacher, Reader, Cullen, & Wilson, 2012; Kincy, Furhman, Navarro, & Knauft, 2016; Passy, Morris, & Reed, 2010; Selmer, Rye, Malone, Fernandez, & Trebino, 2014; Shoulders & Myers, 2012)....
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References
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TL;DR: Ajzen, 1985, 1987, this article reviewed the theory of planned behavior and some unresolved issues and concluded that the theory is well supported by empirical evidence and that intention to perform behaviors of different kinds can be predicted with high accuracy from attitudes toward the behavior, subjective norms, and perceived behavioral control; and these intentions, together with perceptions of behavioral control, account for considerable variance in actual behavior.
65,095 citations
"Teachers' Use of Agricultural Labor..." refers background in this paper
...The connection between teachers’ perceptions and their utilization of agricultural laboratories to increase scientific problem solving is directly tied to Fishbein and Ajzen’s (1975) Theory of Planned Behavior....
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...Again, these differences in how attitudes impact teachers’ intentions by laboratory setting may suggest that other aspects impact teachers’ intentions (Ajzen, 1991)....
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...Perceived behavioral control “refers to people’s perception of the ease or difficulty of performing the behavior of interest” (Ajzen, 1991, p. 183), and varies between situations....
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...…area, small animal/veterinary laboratory, and meats laboratory indicate that teachers using these laboratories more often tended to report more negative perceptions of student learning in agricultural laboratories, which may suggest that other aspects impact teachers’ intentions (Ajzen, 1991)....
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...According to the Theory of Planned Behavior, perceptions of less control in using laboratories decrease teachers’ intentions to utilize them, and this was seen in some of the facilities (Ajzen, 1991)....
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Book•
28 Oct 1988
TL;DR: The theory and research in personality and social psychology the principle of aggregation - creating stability and consistency moderating variables - effects of individual differences, characteristics of the disposition, situational factors, and type of behaviour theory of planned behaviour - prediction of specific actions with varying degrees of volitional control as mentioned in this paper.
Abstract: Attitudes and personality traits - how they are defined and measured behaviourial consistency - theory and research in personality and social psychology the principle of aggregation - creating stability and consistency moderating variables - effects of individual differences, characteristics of the disposition, situational factors, and type of behaviour theory of planned behaviour - prediction of specific actions with varying degrees of volitional control.
6,764 citations
"Teachers' Use of Agricultural Labor..." refers background in this paper
...Attitudes are related to the behavioral beliefs an individual holds toward the behavior (Ajzen, 1988), and are developed via learning, action, and subsequent favorable or unfavorable results (Fishbein & Ajzen, 1975)....
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TL;DR: In this article, it is shown that perceived behavioral control over performance of a behavior, though comprised of separable components that reflect beliefs about self-efficacy and about controllability, can nevertheless be considered a unitary latent variable in a hierarchical factor model.
Abstract: Conceptual and methodological ambiguities surrounding the concept of perceived behavioral control are clarified. It is shown that perceived control over performance of a behavior, though comprised of separable components that reflect beliefs about self-efficacy and about controllability, can nevertheless be considered a unitary latent variable in a hierarchical factor model. It is further argued that there is no necessary correspondence between self-efficacy and internal control factors, or between controllability and external control factors. Self-efficacy and controllability can reflect internal as well as external factors and the extent to which they reflect one or the other is an empirical question. Finally, a case is made that measures of perceived behavioral control need to incorporate self-efficacy as well as controllability items that are carefully selected to ensure high internal consistency.
Summary and Conclusions
Perceived control over performance of a behavior can account for consider- able variance in intentions and actions. However, ambiguities surrounding the concept of perceived behavioral control have tended to create uncertainties and to impede progress. The present article attempted to clarify conceptual ambiguities and resolve issues related to the operationalization of perceived behavioral control. Recent research has demonstrated that the overarching concept of perceived behavioral control, as commonly assessed, is comprised of two components: self-efficacy (dealing largely with the ease or difficulty of performing a behavior) and controllability (the extent to which performance is up to the actor). Contrary to a widely accepted view, it was argued that self-efficacy expectations do not necessarily correspond to beliefs about internal control factors, and that controllability expectations have no necessary basis in the perceived operation of external factors. Instead, it was suggested that self-efficacy and controllability may both reflect beliefs about the presence of internal as well as external factors. Rather than making a priori assumptions about the internal or external locus of self-efficacy and controllability, this issue is best treated as an empirical question.
Also of theoretical significance, the present article tried to dispel the notion that self-efficacy and controllability are incompatible with, or independent of, each other. Although factor analyses of perceived behavioral control items provide clear and consistent evidence for the distinction, there is sufficient commonality between self-efficacy and controllability to suggest a two-level hierarchical model. In this model, perceived behavioral control is the overarching, superordinate construct that is comprised of two lower-level components: self-efficacy and controllability. This view of the control component in the theory of planned behavior implies that measures of perceived behavioral control should contain items that assess self-efficacy as well as controllability. Depending on the purpose of the investigation, a decision can be made to aggregate over all items, treating perceived behavioral control as a unitary factor, or to distinguish between self-efficacy and controllability by entering separate indices into the prediction equation.
6,544 citations
"Teachers' Use of Agricultural Labor..." refers background in this paper
...Intentions and subsequent behaviors are also impacted by subjective norms, which are the perceived expectations of valued individuals (Ajzen, 2002)....
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Book•
12 Oct 2008TL;DR: The classic survey design reference, updated for the digital age as mentioned in this paper, has been used for over two decades to assist both students and professionals in effectively planning and conducting mail, telephone, and, more recently, Internet surveys.
Abstract: The classic survey design reference, updated for the digital ageFor over two decades, Dillman's classic text on survey design has aided both students and professionals in effectively planning and conducting mail, telephone, and, more recently, Internet surveys. The new edition is thoroughly updated and revised, and covers all aspects of survey research. It features expanded coverage of mobile phones, tablets, and the use of do-it-yourself surveys, and Dillman's unique Tailored Design Method is also thoroughly explained. This invaluable resource is crucial for any researcher seeking to increase response rates and obtain high-quality feedback from survey questions. Consistent with current emphasis on the visual and aural, the new edition is complemented by copious examples within the text and accompanying website.This heavily revised Fourth Edition includes:Strategies and tactics for determining the needs of a given survey, how to design it, and how to effectively administer itHow and when to use mail, telephone, and Internet surveys to maximum advantageProven techniques to increase response ratesGuidance on how to obtain high-quality feedback from mail, electronic, and other self-administered surveysDirection on how to construct effective questionnaires, including considerations of layoutThe effects of sponsorship on the response rates of surveysUse of capabilities provided by newly mass-used media: interactivity, presentation of aural and visual stimuli.The Fourth Edition reintroduces the telephoneincluding coordinating land and mobile.Grounded in the best research, the book offers practical how-to guidelines and detailed examples for practitioners and students alike.
5,067 citations
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
3,464 citations
"Teachers' Use of Agricultural Labor..." refers background in this paper
...…availability and frequency of use support this statement, encouraging researchers and teacher educators to focus on instructional strategies designed for specific contexts available to and used by a large number of agriculture teachers, as is recommended in teacher education (Desimone, 2009)....
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