Agricultural Education Research

2005-2006 Abstracts

Assessing Agriculture Teachers’ Capacity for Teaching Science Integrated Process Skills

Brian E. Myers, Shannon G. Washburn, and James E. Dyer

This study was conducted to establish a base level of information of agriculture teachers’ knowledge and ability in scientific integrated process skills. A secondary purpose was to determine the influence of selected teacher variables on science integrated process skills. Bandura’s (1997) self-efficacy theory formed the theoretical framework for the study. Okey and Dillashaw’s (1980) Test of Integrated Process Skills was used to measure the knowledge of basic science concepts among 40 purposively sampled teachers of agriculture. The results indicated that irrespective of learning style, years of teaching experience, area of teacher certification, or gender, agriculture teachers possess a solid background knowledge in the integrated process skills espoused by science educators to be essential to effective science instruction. Implications for future research and recommendations for professional practice are included.

The Influence of Student Learning Style on Critical Thinking Skill

Brian E. Myers and James E. Dyer

The purpose of this study was to determine the influence of student learning style on critical thinking skill. The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course. Results showed that no critical thinking skill differences existed between male and female students in this study. Students with deeply embedded Abstract Sequential learning style preferences exhibited significantly higher critical thinking skill scores. No differences in critical thinking ability existed between students of other learning styles. These findings have implications for faculty with teaching appointments in colleges of agriculture. If Abstract Sequential learners are inherently adept at thinking critically, teachers may not need to focus as intently on teaching strategies that address this learning style. By contrast, however, Concrete Sequential, Abstract Random, and Concrete Random learners may need additional attention through instructional methods and techniques that enhance the critical thinking skills of these learners.

Problems Facing Beginning Agriculture Teachers

Brian E. Myers, James E. Dyer, and Shannon G. Washburn

The purpose of this study was to develop a consensus listing of the major problems facing beginning agricultural education teachers. By gaining a better understanding of the major problems beginning agricultural education teachers face, pre-service teacher education programs in agricultural education as well as professional development programs for current teachers of agriculture and be adapted. This study utilized the Delphi method to develop this listing of major problems. An expert panel of teacher with three or less years of experience was established. This panel identified eleven major issues facing beginning agriculture teachers. The top five, as rated by the beginning teachers, were organizing an effective alumni chapter, organizing an effective advisory committee, organizing and planning FFA chapter events and activities, the management of student discipline in the classroom, and recruiting and retaining alumni members.

Agriculture Teacher Education Programs: A Synthesis of the Literature

Brian E. Myers and James E. Dyer

The role of teacher education programs and the demand place upon those programs is changing. This study sought to synthesize research related to pre-service agricultural teacher education programs in the following areas: (1) demographics of teacher educators, (2) demographics of teacher education programs, (3) responsibilities of teacher education programs, (4) student selection, (5) preservice curriculum, (6) teacher education program models, and (7) field experiences. After a review of the literature in these areas, deficiencies in the current literature base were identified.

The profession of agricultural teacher education is dominated by white males. There is a need to investigate why females and ethnic minorities in the secondary ranks are not choosing to enter the professorate. As more females are enrolling in programs, the need for female role models is increasing at the university level.

The majority of agriculture teacher preparation programs include a four-year program of study, including courses in teaching methods, program planning, and student teaching. On average, current programs of study are comprised equally of coursework in general studies, technical agriculture, and professional education courses

Perceptions, Value, and Preparation of University Faculty and Administrators Toward Advising Undergraduate and Graduate Students and Student Organizations

Brian E. Myers and James E. Dyer

The role of faculty at colleges and universities is ever changing. Demands for time and effort are constantly increasing. The struggle for a balanced program of the three traditional cornerstones of teaching, research and service is becoming more difficult. The advising of undergraduate and graduate students and student organizations is an important function of faculty time that has a direct impact on institutional fiscal stability, student retention, and overall student satisfaction. This study had three major objectives: to identify the value of advising, as perceived by faculty and administrators, the attitudes and perceptions of faculty toward advising, and the perceived competence and preparation level of faculty to advise students. A total of 222 respondents from 31 universities participated in the study.

It was found that faculty and administrators agreed that there is value in advising undergraduate and graduate students as well as student organizations. Most faculty perceived advising as a teaching activity and felt that it should be a component in promotion and tenure review. Respondents also reported that they felt that both advising undergraduate students and graduate students was a good use of time. However the level of agreement was higher on advising graduate students.

Most respondents also reported that they felt they were competent and prepared to advise students on academic matters. However, respondents noted the need for assistance in advising student organizations and advising on personal matters. To was also found that most faculty had received little or no professional development in advising.

Effect of Teaching Method on Agriscience Student Achievement, Retention, and Science Process Skills Across Learning Style and Socioeconomic Status

Brian E. Myers

The primary purpose of this study was to determine the effect of investigative activity integration on student content knowledge achievement, retention of content knowledge, and attitude toward instruction across learning styles and socioeconomic status. This chapter provided a description of the rationale for evaluating the effects of investigative activity integration in secondary agricultural education courses.

The significance and justification of the study was also discussed. The findings contained in the literature base are inconclusive as to the best methods in which to teach science-base agricultural education content. The information gained from this study should be of value both to practicing agricultural education teachers and teacher educators. By understanding ways in which to best integrate science into the agricultural education curriculum, the profession can better position itself with other content areas to assist students to succeed not only on state mandated examinations, but life in general. Additionally, for agricultural education to remain a viable and relevant component of public education, the profession must show how the curriculum addresses the academic standards set by many state departments of education. By integrating science concepts, which address the science standards, agricultural education is better able to secure its place at the educational policy and funding table.