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Littérature scientifique sur le sujet « Agriculture teachers Agriculture Agriculture »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 2 février 2022

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Articles de revues sur le sujet "Agriculture teachers Agriculture Agriculture"

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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 benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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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 student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
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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’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 means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.
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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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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 science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.
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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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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 courses and redefine the teaching results. It has been proven that 38.7% of examined students do not have the minimum knowledge on agriculture, while 22% are not familiar enough with the contents of Science and Society classes on agriculture. The paper researches the differences in students’ knowledge on agriculture and education contents, regarding their year of studies, their place of growing up and the type of high school they graduated from.
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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-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.
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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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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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Thèses sur le sujet "Agriculture teachers Agriculture Agriculture"

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Dlamini, Barnabas M. "Perceptions of professionals in agricultural education regarding the agriculture teacher education program in Swaziland /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749965.

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Walker, Weston D. "Retention and attrition of Missouri agriculture teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060155.

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Wolf, Kattlyn Jean. "Agricultural Education Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers in Ohio." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999467.

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Howard, Ronald L. "Perceptions of students and teachers regarding agriculture in Leflore County, Mississippi." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=945.

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Thesis (M.S.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains ix, 78 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 44-47).
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White, Cameron Cash. "SUPERVISED AGRICULTURAL EXPERIENCE IN KENTUCKY: CONDITION AND PERCEPTIONS." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/794.

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Thesis (M.S.)--University of Kentucky, 2008.<br>Title from document title page (viewed on August 21, 2008). Document formatted into pages; contains: ix, 126 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 122-125).
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Hall, Lee Ann. "Factors that influence an individual's decision to teach agricultural education." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5320.

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Thesis (M.S.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains xiv, 164 p. : col. ill. Includes abstract. Includes bibliographical references (p. 128-130).
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Lawver, Rebecca Grace Torres Robert M. "Factors influencing agricultural education students' choice to teach." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6168.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Robert M. Torres. Vita. Includes bibliographical references.
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King, Brad O. "Personal characteristics and level of effectiveness of agriculture teachers /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091936.

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Frazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.
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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Livres sur le sujet "Agriculture teachers Agriculture Agriculture"

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Yates, C. St J. Agriculture: Teacher's book. Prentice-Hall, 1994.

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Biemans, Hermannus Josephus Adrianus. Het implementeren van "leren leren" in de agrarische onderwijspraktijk. Leerstoelgroep Agrarische Onderwijksunde, Landbouwuniversiteit Wageningen, 1999.

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Sukekata, Kashiwa. Kashiwa Sukekata chosakushū. Kyōto Sangyō Daigaku Shuppankai, 1985.

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Dunbar, John O. Opportunity knocked and I answered: The autobiography of John O. Dunbar. Sunflower University Press, 2002.

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Branch, Alberta Curriculum Design. Junior high agriculture: land and life: Teachers resource manual. Alberta Education, 1989.

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Pederson, Cole. The business of agriculture: A resource book for teachers of Science 10, 20, 30. Alberta Agriculture, 1989.

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Saygidmagomedov, Anvarbeg. Accounting and financial accounting in agriculture. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1083371.

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The textbook is devoted to accounting financial accounting in agriculture. For each chapter, tests and tasks are given to determine the correspondence of invoices for business transactions and, conversely, the content of business transactions for a given correspondence of invoices.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; For students and teachers of economic specialties and students of advanced training courses.
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Beijaard, D. Docent nieuwe stijl: Ideaal of werkelijkheid? : bijdrage uit het veld aan de profilering van het leraarsberoep in het agrarisch onderwijs. Vakgroep Agrarische Onderwijskunde, Landbouwuniversiteit, 1992.

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Vol'vak, Sergey. Hydraulics. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045063.

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Study guide corresponds to the program discipline "Hydraulics" and consists of two parts: "Hydraulics and hydraulic machines" and "the Dredging of agricultural processes". &#x0D; This course focuses on the theory of hydraulics, design and operation of hydraulic machines, fans, compressors and other means of dredging of agricultural processes, provides information about the hydraulic drive, the basics of reclamation and mechanized irrigation and agricultural water supply, data on hydropneumatische in agriculture. &#x0D; For students of all forms of education in field of study 35.03.06 "Agroengineering", as well as for graduate students, teachers and technical workers of agriculture.
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A la recherche d'une vie: Récit. Gallimard, 1986.

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Chapitres de livres sur le sujet "Agriculture teachers Agriculture Agriculture"

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Hayhoe, Douglas. "Surprising Facts About Soils, Students and Teachers! A Survey of Educational Research and Resources." In Sustainable Agriculture Reviews. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5961-9_1.

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Arnold, Guy. "Agriculture." In The New South Africa. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230213852_16.

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Wakeford, Jeremy J., and Jeremy J. Wakeford. "Agriculture." In Preparing for Peak Oil in South Africa. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9518-5_4.

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Mitter, Hermine, Martin Schönhart, Ina Meyer, et al. "Agriculture." In Economic Evaluation of Climate Change Impacts. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12457-5_8.

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Saul, S. B. "Agriculture." In The Myth of the Great Depression, 1873–1896. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08316-9_10.

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Saul, S. B. "Agriculture." In The Myth of the Great Depression, 1873–1896. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08316-9_16.

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Huq, M. M. "Agriculture." In The Economy of Ghana. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19749-1_5.

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Mitchell, B. R. "Agriculture." In International Historical Statistics Europe 1750–1988. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12791-7_3.

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Harrison, Joseph. "Agriculture." In The Spanish Economy. Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12717-7_4.

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Mason, S. "Agriculture." In Work Out Social and Economic History GCSE. Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10295-2_4.

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Actes de conférences sur le sujet "Agriculture teachers Agriculture Agriculture"

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Zatkova, Timea. "HIGHER EDUCATION PEDAGOGY AT SLOVAK UNIVERSITY OF AGRICULTURE- NEW TRENDS IN UNIVERSITY TEACHERS PREPARATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.046.

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Efridah, Efni. "Transformational Leadership Relations and Innovative Attitude with Teachers Job Performance." In 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010039801570161.

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Malau, Albinaria. "Influence Analysis of Counseling Guidance and Social Competence of Teachers against Control." In 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010036600160021.

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Tresnawati, Nailah, Ismail Saleh, Dede Trie Kurniawan, Sudarmin Sudarmin, and Sri Wardani. "Learning Science Through STEAM Approach (Science Technology, Engineering, Arts, and Mathematics) Integrated Ethnoscience in the Context of Batik Culture for Pre Service Teachers of Primary Education." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.056.

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Lindsey, A. J. "<i>Educating the Educators: Connecting Secondary School Teachers to Technology in Agriculture</i>." In 2018 Detroit, Michigan July 29 - August 1, 2018. American Society of Agricultural and Biological Engineers, 2018. http://dx.doi.org/10.13031/aim.201800394.

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Sreeja, M., and M. Sreeram. "Teacher less classroom: A new perspective for making social empowerment a reality." In 2017 IEEE Technological Innovations in ICT for Agriculture and Rural Development (TIAR). IEEE, 2017. http://dx.doi.org/10.1109/tiar.2017.8273713.

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Aminah, Neneng, Stevanus Budi Waluya, Rochmad Rochmad, Sukestiyarno Sukestiyarno, Wardono Wardono, and Nuranita Adiastuty. "Analysis of Technology Pedagogic Content Knowledge Ability for Junior High School Teacher: Viewed TPACK Framework." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.060.

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Šeben Zaťková, Tímea. "Professional Practical Training of Future Teachers in Vocational Education and its´ Reflection by Students of Slovak University of Agriculture." In International Scientific Days 2018. Wolters Kluwer ČR, Prague, 2018. http://dx.doi.org/10.15414/isd2018.s9.19.

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Jem, Yosefina, Tobias Gunas, and Raymundus Beda. "EFL Teachers’ Perspective on Online Learning System under COVID-19." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310708.

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Harianto, Harianto, Mahyudin Ritonga, and Riki Saputra. "How is the Ability of Islamic Religious Education Teachers in Designing and Using ICT Media?" In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310749.

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Rapports d'organisations sur le sujet "Agriculture teachers Agriculture Agriculture"

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Caunedo, Julieta, and Namrata Kala. Mechanizing Agriculture. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29061.

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Headey, Derek D., and William A. Masters. Agriculture and undernutrition. International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/9780896293830_10.

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Research Institute (IFPRI), International Food Policy. Public agriculture RD investments. International Food Policy Research Institute, 2014. http://dx.doi.org/10.2499/9780896298460_03.

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LaFrance, Jeffrey, Rulon Pope, and Jesse Tack. Risk Response in Agriculture. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16716.

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Guijt, Joost, Jan Willem Molenaar, and Monika Sopov. Inclusive agriculture trade scan. Wageningen Centre for Development Innovation, 2019. http://dx.doi.org/10.18174/516916.

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DeWitt, Jerald R., William Lotz, George Cummins, and Kenneth T. Pecinovsky. Precision Agriculture Demonstration Project. Iowa State University, Digital Repository, 2002. http://dx.doi.org/10.31274/farmprogressreports-180814-2228.

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Runhaar, Hens. Towards 'nature-inclusive' agriculture. Wageningen University, 2016. http://dx.doi.org/10.18174/389369.

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Walsh, Margaret, Peter Backlund, Lawrence Buja, et al. Climate Indicators for Agriculture. United States. Department of Agriculture. Climate Change Program Office, 2020. http://dx.doi.org/10.32747/2020.7201760.ch.

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The Climate Indicators for Agriculture report presents 20 indicators of climate change, carefully selected across multiple agricultural production types and food system elements in the United States. Together, they represent an overall view of how climate change is influencing U.S. agriculture and food systems. Individually, they provide useful information to support management decisions for a variety of crop and livestock production systems. The report includes multiple categories of indicators, including physical indicators (e.g., temperature, precipitation), crop and livestock (e.g., animal heat stress), biological indicators (e.g., pests), phenological indicators (e.g. seasonality), and socioeconomic indicators (e.g., total factor productivity).
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Research Institute (IFPRI), International Food Policy. Africa agriculture trade monitor 2018. International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/9780896293496.

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Research Institute (IFPRI), International Food Policy. Africa agriculture trade monitor 2018. International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/9780896293496_03.

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