eric.ed.gov har udgivet: The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification… Continue Reading →
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eric.ed.gov har udgivet: The increased pressure for gains in academic performance in mathematics and science are not going to dissipate, and rural schools must find a way to meet these challenges. The No Child Left Behind (NCLB) and the Carl D. Perkins Federal Vocational and Technical Education Act legislations have also put pressure on career and technical education (CTE) to increase academic standards in CTE curriculum. Infusing mathematics into the curriculum will give students a chance to see the mathematics in a real-world context. The model of infusion proposed by the National Research Center for Career and Technical Education (NRCCTE) has given a viable option to aid in teaching mathematics in context. Further research is needed in order to guide everyone to the best model of mathematics infusion. The NRCCTE… Continue Reading →
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eric.ed.gov har udgivet: Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential solution to students’ underperformance in core academics. This study focused on core academic integration in secondary agricultural education classrooms and explored a conceptual model for teachers’ core academic integration competence in the areas of math and literacy. Results indicated pedagogical competence and technical knowledge were significant predictors of teachers’ reading integration competence. Pedagogical competence was also a significant predictor of respondents’ writing and math integration competences. These findings highlight the importance of agriculture teachers’ ability to engage… Continue Reading →
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eric.ed.gov har udgivet: Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers’ mathematics content knowledge. The purpose of this study was to investigate the effects of a math-enhanced agricultural education teaching methods course on preservice agricultural education teachers’ mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy. Results indicated that preservice teachers’ mathematics ability increased after the math-enhanced teaching methods course. Interestingly, personal mathematics efficacy decreased while mathematics teaching efficacy and personal teaching efficacy increased slightly after the math-enhanced teaching methods course. Based on the results of this study, peer-teaching that utilizes the seven components of a math-enhanced… Continue Reading →
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eric.ed.gov har udgivet: Strengthening knowledge and skills in mathematics is critically important to preparing the next generation of innovators, problem solvers, and interdisciplinary thinkers. School-based agricultural education offers a valuable context to co-develop mathematics knowledge and skills alongside knowledge and skills in agriculture, food, and natural resources. The current study explored the role of school-based agricultural education teachers in facilitating interdisciplinary agriculture, food, natural resources, and mathematics learning experiences. Findings suggest teachers possessed positive attitudes, supportive subjective norms, high levels of perceived behavioral control, and moderate to high perceptions of mathematics knowledge. Additionally, teachers intended to teach mathematics content in an average of 24.51% of agriculture, food, and natural resources curriculum. However, in modeling the intentions of school-based agricultural education teachers to teach math, the combination of attitude toward the… Continue Reading →
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