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Journal articles on the topic 'Agriculture teachers Agriculture Agriculture'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.

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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the be

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2

Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.

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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service st

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3

Muma, Mathew, Robert Martin, and Mack Shelley. "Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale." Asian Social Science 16, no. 11 (2020): 115. http://dx.doi.org/10.5539/ass.v16n11p115.

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The study&rsquo;s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor mean

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4

Retallick, Michael. "Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective." Journal of Agricultural Education 51, no. 4 (2010): 59–70. http://dx.doi.org/10.5032/jae.2010.04059.

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5

Conner, Nathan, Christopher Stripling, and Jamie Loizzo. "Preservice teachers’ perceptions of science integration into secondary agriculture classrooms." Advancements in Agricultural Development 1, no. 3 (2020): 1–13. http://dx.doi.org/10.37433/aad.v1i3.49.

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After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of sci

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6

Cano, Jamie. "Male Vocational Agriculture Teachers' Attitude And Perception Toward Female Teachers Of Agriculture." Journal of Agricultural Education 31, no. 3 (1990): 19–23. http://dx.doi.org/10.5032/jae.1990.03019.

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7

Braičić, Zdenko. "Procjena poljoprivredne pismenosti studenata budućih učitelja primarnog obrazovanja." Magistra Iadertina 13, no. 1 (2019): 39–50. http://dx.doi.org/10.15291/magistra.2820.

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In primary education contents on agriculture are mainly taught in Science and Society classes. In order to successfully fulfil their teaching tasks, students, future teachers need a certain base of technical skills in agriculture. The goal of this research was to estimate the level of agricultural literacy amongst students at Faculty of Teacher Education in Zagreb, as well as their knowledge on topics of Science and Society classes on agriculture. Its purpose is to recognize the topics on agriculture which students are not familiar enough with, in order to improve the programmes of certain cou

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8

Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini." International Educational Research 3, no. 2 (2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self

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9

Findlay, Henry J. "Where Do Secondary Vocational Agriculture Teachers Acquire Professional Agricultural Education Competencies?" Journal of Agricultural Education 33, no. 2 (1992): 28–33. http://dx.doi.org/10.5032/jae.1992.02028.

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10

Hurst, Sarah D., T. Grady Roberts, and Amy Harder. "Beliefs and Attitudes of Secondary Agriculture Teachers About Global Agriculture Issues." Journal of Agricultural Education 56, no. 1 (2015): 188–202. http://dx.doi.org/10.5032/jae.2015.01188.

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11

Roberts, T. Grady, and James E. Dyer. "Characteristics Of Effective Agriculture Teachers." Journal of Agricultural Education 45, no. 4 (2004): 82–95. http://dx.doi.org/10.5032/jae.2004.04082.

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12

Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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13

Torres, Robert, Jonathan Ulmer, and Mollie Aschenbrener. "Workload Distribution Among Agriculture Teachers." Journal of Agricultural Education 49, no. 2 (2008): 75–87. http://dx.doi.org/10.5032/jae.2008.02075.

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14

Tsikati, Alfred, and Sanele Motsa. "A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini." Journal of International Agricultural and Extension Education 26, no. 3 (2019): 72–85. http://dx.doi.org/10.5191/jiaee.2019.26305.

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Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers

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15

Heszky, László. "Agricultural Biotechnology MSc. course and agriculture in the 21st century." Acta Agraria Debreceniensis, no. 27 (November 15, 2007): 208–14. http://dx.doi.org/10.34101/actaagrar/27/3127.

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The establishment of an Agricultural Biotechnology MSc. course creates a new direction in Hungarian higher education. As an introduction, the article summarizes the main theoretical and practical possibilities and results of biotechnology which have necessitated launching the course. Subsequently, the preliminaries, aims and requirements of the Masters course are introduced. The main data of the agricultural MSc course at Szent István University in Gödöllő (Hungary) are the following: 4 semesters, 120 credits, 1200 contact hours, 4 weeks training in a biotech laboratory, 6 fundamental subjects

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16

Martin, Robert A., and Adekunbi O. Odubiya. "Perceptions Of Iowa Vocational Agriculture Teachers Regarding Methods Used In Agricultural Education." Journal of Agricultural Education 32, no. 1 (1991): 13–17. http://dx.doi.org/10.5032/jae.1991.01013.

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17

McKim, Billy, and Ryan Saucier. "Agricultural Mechanics Laboratory Management Professional Development Needs of Wyoming Secondary Agriculture Teachers." Journal of Agricultural Education 52, no. 3 (2011): 75–86. http://dx.doi.org/10.5032/jae.2011.03075.

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18

Blackburn, J. Joey, J. Shane Robinson, and Harry Field. "Preservice Agriculture Teachers’ Perceived Level of Readiness in an Agricultural Mechanics Course." Journal of Agricultural Education 56, no. 1 (2015): 172–87. http://dx.doi.org/10.5032/jae.2015.01172.

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19

Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.

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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers ha

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20

Dludlu, Mzomba Nelson, and Nomsa Mndzebele. "The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland." Advances in Social Sciences Research Journal 7, no. 11 (2020): 99–112. http://dx.doi.org/10.14738/assrj.711.7022.

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In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive

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21

Stephenson, Lee, Brian Warnick, and Rudy Tarpley. "Collaboration Between Science and Agriculture Teachers." Journal of Agricultural Education 49, no. 4 (2008): 106–19. http://dx.doi.org/10.5032/jae.2008.04106.

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22

Sorensen, Tyson, Rudy Tarpley, and Brian Warnick. "Inservice Needs of Utah Agriculture Teachers." Journal of Agricultural Education 51, no. 3 (2010): 1–11. http://dx.doi.org/10.5032/jae.2010.03001.

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23

Coley, Michael D., Wendy J. Warner, Kristin S. Stair, James L. Flowers, and D. Barry Croom. "Technology Usage of Tennessee Agriculture Teachers." Journal of Agricultural Education 56, no. 3 (2015): 35–51. http://dx.doi.org/10.5032/jae.2015.03035.

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24

Kashem, MA, MAA Faroque, GMF Ahmed, and SE Bilkas. "The Complementary Roles of Information and Communication Technology in Bangladesh Agriculture." Journal of Science Foundation 8, no. 1-2 (2013): 161–69. http://dx.doi.org/10.3329/jsf.v8i1-2.14639.

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Agriculture is the important sector and key contributors to the national GDP of Bangladesh. Around 20.60% of the total GDP of the country comes from the agricultural sector. But, most of the farmers of Bangladesh are still in lack of modern agricultural knowledge. Farmers need to access ICT and take information of agriculture and others which put them in better position in economic activities. So, it is very important to provide the farmers with the modern ICT facilities as soon as possible. This paper also provides a present status of ICT in agriculture for the potential users (policy makers,

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25

Williams, David L., and Kenneth L. Wise. "Perceptions Of Iowa Secondary School Agricultural Education Teachers And Students Regarding Sustainable Agriculture." Journal of Agricultural Education 38, no. 2 (1997): 15–20. http://dx.doi.org/10.5032/jae.1997.02015.

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26

Thompson, Gregory, and Brian Warnick. "Integrating Science Into The Agricultural Education Curriculum: Do Science And Agriculture Teachers Agree?" Journal of Agricultural Education 48, no. 3 (2007): 1–12. http://dx.doi.org/10.5032/jae.2007.03001.

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27

Harbar, Olha, and Maiia Kostiuk. "SCIENTIFIC RESEARCH ON AGRICULTURE IN UMAN AGRICULTURAL INSTITUTE (END OF THE XIXth –THE SECOND HALF OF THE XXth CENTURY): DEVOTED TO ITS 175th ANNIVERSARY." Journal of Ukrainian History, no. 40 (2019): 92–102. http://dx.doi.org/10.17721/2522-4611.2019.40.12.

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The article presents the historical and scientific analysis of the process of formation and development of scientific research on agriculture at Uman Agricultural Institute in the historical context. It was established that scientific research on agriculture dates back to 1868, when the Main School of Horticulture was reorganized in the Uman College of Agriculture and Horticulture. It was found that the first studies on soil cultivation and fertilization were conducted in the period from 1886-1912 by Professor M.K. Vasyliev. In 1912 Professor M.K. Vasyliev published the first Ukrainian textboo

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28

Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Sense of Efficacy among Malaysian Agriculture Student Teachers." International Journal of the Humanities: Annual Review 6, no. 2 (2008): 137–44. http://dx.doi.org/10.18848/1447-9508/cgp/v06i02/42364.

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29

Karim, Ikawati, Indah Nur Aini, and M. Fikri Akbar. "Coronavirus Diseases -19: an overview in education, agriculture, and communication perspectives." Jurnal Perspektif Pembiayaan dan Pembangunan Daerah 9, no. 1 (2021): 73–84. http://dx.doi.org/10.22437/ppd.v9i1.10819.

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As it emerged at the end of December 2020 in Wuhan, China, Coronavirus has now spread to many countries, which affected several sectors of human life. This paper aims to describe the impact of covid-19 on education, agriculture, and communication in Indonesia. In education, COVID-19 impacted the teaching methods. Teachers utilized e-learning during the COVID-19 pandemic, such as Schoology, Edmodo, Google Classroom, Facebook, WhatsApp, and Zoom. In agriculture, coronavirus impacted downstream and upstream agriculture. As the main food producer, farmers should be protected from the dangers of th

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30

Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Psychometric Properties of an Agriculture Teacher Efficacy Scale for Senior Secondary Schools in Eswatini." Advances in Social Sciences Research Journal 6, no. 12 (2019): 24–33. http://dx.doi.org/10.14738/assrj.612.7470.

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Teacher efficacy is an important motivational attribute influencing teacher performance and student learning outcomes. Teacher efficacy is multidimensional yet inconsistencies exist on the nature of construct that best measure teacher efficacy across different subjects and contexts. The purpose of the study was to explore the psychometric properties of the agriculture teacher efficacy scale adapted from the Teacher Self-Efficacy Scale (TSES) of Tschannen-Moran and Hoy (2001). Data were collected from 161 beginning agriculture teachers at senior secondary schools in Eswatini. Item analysis and

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31

Johnson, Donald M., Leon G. Schumacher, and Bob R. Stewart. "An Analysis Of The Agricultural Mechanics Laboratory Management Inservice Needs Of Missouri Agriculture Teachers." Journal of Agricultural Education 31, no. 2 (1990): 35–39. http://dx.doi.org/10.5032/jae.1990.02035.

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32

Ingram, Melissa, Tyson Sorensen, Brian Warnick, and Rebecca Lawver. "The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers’ Choice to Teach." Journal of Agricultural Education 59, no. 2 (2018): 64–78. http://dx.doi.org/10.5032/jae.2018.02064.

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33

Zarafshani, Kiumars, Adel Solaymani, Mike D’Itri, Marilyn M. Helms, and Samaneh Sanjabi. "Evaluating technology acceptance in agricultural education in Iran: A study of vocational agriculture teachers." Social Sciences & Humanities Open 2, no. 1 (2020): 100041. http://dx.doi.org/10.1016/j.ssaho.2020.100041.

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34

Kotrlik, Joe W., and Myra N. Smith. "Computer Anxiety Levels Of Vocational Agriculture Teachers." Journal of Agricultural Education 30, no. 2 (1989): 41–48. http://dx.doi.org/10.5032/jae.1989.02041.

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35

Delnero, Jennifer, and Diane Montgomery. "Perceptions Of Work Among California Agriculture Teachers." Journal of Agricultural Education 42, no. 2 (2001): 56–67. http://dx.doi.org/10.5032/jae.2001.02056.

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36

Fritz, Carrie A., and Greg S. Miller. "Concerns Expressed By Student Teachers In Agriculture." Journal of Agricultural Education 44, no. 3 (2003): 47–53. http://dx.doi.org/10.5032/jae.2003.03047.

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37

Njura, Hellen Joseph, Kaberia Isaac Kubai, Simon Thuranira Taaliu, and Kakai Shem Khakame. "The Relationship between Agricultural Teaching Approaches and Food Security in Kenya." Education Research International 2020 (July 11, 2020): 1–18. http://dx.doi.org/10.1155/2020/8847864.

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The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its

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38

Hay, Alexander. "What does the teacher of Agriculture Require of the Agricultural Economist?" Journal of proceedings of the Agricultural Economics Society 2, no. 4 (2008): 291–99. http://dx.doi.org/10.1111/j.1477-9552.1933.tb02391.x.

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39

Masuku, Micah Bheki, Alfred F. Tsikati, and Barnabas M. Dlamini. "Factors Influencing the Choice of an Agriculture Specialisation by Primary teachers’ Diploma College Students in Swaziland." Journal of Agricultural Studies 4, no. 1 (2015): 12. http://dx.doi.org/10.5296/jas.v4i1.8153.

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The choice of a specialisation is one of the lifetime career decisions students have to make when entering college. The purpose of the study was to determine factors that influence the choice of Agriculture specialisation by college student teachers in Swaziland. A desk review and a Modified Delphi technique were used to generate items used in the survey questionnaire for data collection. A census of 351 student teachers from three teacher training colleges was used. Data were analyzed by means of descriptive statistics and multinomial logistic regression. The findings of the study revealed th

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40

Langley, G. Curtis, Michael Martin, and Tracy Kitchel. "Novice Agriculture Teachers’ General Self Efficacy and Sense of Community Connectedness Journal of Agricultural Education." Journal of Agricultural Education 55, no. 4 (2014): 1–11. http://dx.doi.org/10.5032/jae.2014.04001.

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41

ChungNamYong. "Assessment of Agricultural Literacy and Attitude toward Agriculture among School Teachers in Young-nam Area." Journal ofAgricultural Education and Human Resource Development 44, no. 2 (2012): 1–24. http://dx.doi.org/10.23840/agehrd.2012.44.2.1.

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42

Linder, Mark P. "WHAT IS AGRICULTURE IN THE CLASSROOM?" HortScience 25, no. 9 (1990): 1182d—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182d.

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Agriculture in the Classroom has become a major, positive force addressing the ag literacy challenge. In California, Ag in the Classroom began in 1980 when the San Francisco School District asked the California Farm Bureau to help develop ag education activities and materials for all grade levels. There is now an AITC effort in every state. Each state approaches Ag in the Classroom from the basis of its own needs and resources. The most successful state programs are a result of cooperation among agriculture, education, volunteers and government. The USDA serves as the communication link among

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43

Dludlu, Mzomba Nelson. "E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini." Advances in Social Sciences Research Journal 7, no. 8 (2020): 506–17. http://dx.doi.org/10.14738/assrj.78.8781.

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The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic

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44

Veeranjaneyulu, K. "KrishiKosh: an institutional repository of National Agricultural Research System in India." Library Management 35, no. 4/5 (2014): 345–54. http://dx.doi.org/10.1108/lm-08-2013-0083.

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Purpose – The purpose of this paper is to provide online access to valuable resource, i.e., rare books, institutional publications, historical reports, theses, success stories, etc. to the researchers, teachers, extension specialists, farmers and scientists working in the ICAR institutes and state agricultural universities. Design/methodology/approach – Using open source software, the material in the repository was organized into institution-wise collection of documents such as books, journals, theses, reports, articles, etc. The process of digitization including scanning, cleaning, cropping,

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45

Garton. "Agriculture teachers and students: In concert or conflict?" Journal of Agricultural Education 38, no. 1 (1997): 38–45. http://dx.doi.org/10.5032/jae.1997.01038.

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46

Myers, Brian E., James E. Dyer, and Lisa M. Breja. "Recruitment Strategies And Activities Used By Agriculture Teachers." Journal of Agricultural Education 44, no. 4 (2003): 94–105. http://dx.doi.org/10.5032/jae.2003.04094.

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47

Walker, Weston, Bryan Garton, and Tracy Kitchel. "Job Satisfaction And Retention Of Secondary Agriculture Teachers." Journal of Agricultural Education 45, no. 2 (2004): 28–38. http://dx.doi.org/10.5032/jae.2004.02028.

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48

Koundinya, Vikram, and Robert Martin. "Food Safety Inservice Educational Needs of Agriculture Teachers." Journal of Agricultural Education 51, no. 4 (2010): 82–91. http://dx.doi.org/10.5032/jae.2010.04082.

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49

Smalley, Scott, and Amy Smith. "Professional Development Needs of Mid-Career Agriculture Teachers." Journal of Agricultural Education 58, no. 4 (2017): 282–90. http://dx.doi.org/10.5032/jae.2017.04283.

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50

Meder, Amanda, Scott Smalley, and Michael Retallick. "Evaluating First Year Agriculture Teachers’ Use of Reflection." Journal of Agricultural Education 59, no. 2 (2018): 289–304. http://dx.doi.org/10.5032/jae.2018.02289.

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