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Thèses 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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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Rudd, Rick D. "Teacher characteristics related to the adoption of agriscience curriculum in Virginia middle school agricultural education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05042006-164538/.

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12

Swortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.

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13

Miller, Gregory Scott. "Secondary agriculture teachers' attitudes and ability regarding the application of mathematics to secondary agriculture instructional programs /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120906664.

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14

Dewhurst, Danny R. "Recruitment strategies used by high school agriculture education teachers in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3545.

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Thesis (M.S.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains viii, 69 p. Vita. Includes abstract. Includes bibliographical references (p. 56-57).

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15

Beatty, James C. "Characteristics of West Virginia secondary agricultural educators." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3709.

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Thesis (M.S.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains ix, 58 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 46).

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16

Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.

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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.

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17

Buckingham, Crystal R. "Philosophies of adult education as practiced by agricultural education teachers in Pennsylvania, West Virginia, and Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1529.

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18

Giffing, Monica D. "Perceptions of Agriculture Teachers Toward Including Students with Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/302.

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

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19

McKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.

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Master of Science<br>Communications and Agricultural Education<br>Shannon G. Washburn<br>This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.

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20

Scales, Jason A. "Assessment of teachers' ability to integrate science concepts into secondary agriculture programs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4717.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.

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21

Hile, Olivia M. "Agriculture Teacher Attitudes Regarding Gifted Education and Teaching Gifted Students in the Agriculture Classroom." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7689.

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Agriculture teachers are responsible for a wide variety of students in their classrooms. It was unclear before this research how much preservice teacher instruction agriculture teachers were receiving to prepare them to teach students identified as gifted. This research aimed to measure teacher attitudes, characterization of gifted students, professional development needs, and related demographic information. Of the agriculture teachers who completed a traditional teacher preparation program, 54.50% felt that they were adequately prepared to meet the needs of gifted students in their classroom. Participants characterized gifted agriculture students as outstanding problem solvers, quick to memorize information, and excellent in science. They did not characterize this group of students as excellent entrepreneurs, very active in FFA, and excellent leaders. These characteristics have implications for how to work with this population of students, such as using problem-based learning and integrating more science content into the classroom. By analyzing results of the importance and ability needs assessment, professional development is needed in creating challenging classroom content, differentiating instruction, and teaching problem solving skills specifically to teach gifted students in their classrooms.

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22

McKim, Billy Ray. "Perceptions of secondary agriculture teachers and 4-H youth development extension personnel regarding cooperative behavior." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5761.

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Thesis (M.S.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 8, 2008) Includes bibliographical references.

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23

Graham, James C. "Teacher certification measures as predictors of secondary agriculture instructors' teaching performance /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999288.

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24

Ross, Amanda L. "The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4559.

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Thesis (M.S.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.

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25

Sameipour, Sharmin Faraj. "Teachers’ Perceptions toward Sustainable Agriculture in an Ohio Science High School." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149426481206391.

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26

Ulmer, Jonathan D. "An assessment of the cognitive behavior exhibited by secondary agriculture teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4125.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 19, 2006) Vita. Includes bibliographical references.

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27

Watts, Ashley D. "West Virginia agricultural education teachers perceptions on involving students with exeptionalities in agricultural classrooms and laboratories." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5693.

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Thesis (M.S.)--West Virginia University, 2008.<br>Title from document title page. Document formatted into pages; contains ix, 114 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 73-75).

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28

Talbert, B. Allen. "The first year of an agriculture teacher : a case study of three beginning teachers /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05092009-040439/.

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29

Littlefield, Joanne. "Uniquely Agriscience: Specialized Focus for New Teachers." College of Agriculture, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/295902.

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30

Hutchison, Karen Cohee. "Identifying professional development needs of Delaware agriscience teachers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 125 p, 2007. http://proquest.umi.com/pqdweb?did=1362531281&sid=17&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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31

Falkner, Morgan. "Natural Resources Workshop: Teaching the Teachers About the Environment." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295700.

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32

Brister, Mary Hitchner. "Attitudes of agriscience teachers, counselors, administrators, and students toward selected agriscience programs in Mississippi." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10152008-112220.

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33

Smith, Kasee L. "Coping Mechanisms and Level of Occupational Stress Among Agriculture Teachers and Other Teaching Populations." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1391.

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Research has shown that teaching is a highly stressful occupation. Teacher stress has negative impacts on classroom performance, job satisfaction, and teacher attrition. Prior research has been conducted into the causes and impacts of teacher stress; however, little research has been conducted to determine what role coping mechanisms for stress play in teacher stress. This study examined the levels of occupational stress and coping mechanisms utilized by Utah secondary agriculture and non-agriculture teachers. Upon identifying coping mechanisms teachers utilized, results were analyzed in relation to demographic characteristics to determine if significant correlations exist-ed. Agriculture teachers reported higher levels of stress than non-agriculture teachers, and stress came from different sources for the two teaching populations. Results also concluded that specific demographic characteristics showed preferences for utilizing specific coping mechanisms. Significant relationships existed between specific coping mechanisms and age, length of teaching career, and type of certification, and hours spent on teaching and teaching-related tasks.

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34

Johnson, Earle McClain. "Factors influencing secondary students' attitudes towards agriculture in New Providence, The Bahamas." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321881.

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35

Greiman, Bradley C. "Providing professional and psychosocial assistance for beginning agriculture teachers : the perceptions of formal mentors and novice teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060100.

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36

Hudson, Ronald H. "Burnout among agricultural education teachers in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=382.

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37

Hughes, Jason E. "Attitudes, knowledge, and implementation of biotechnology and agriscience by West Virginia agricultural education teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1932.

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Thesis (M.S.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains x, 109 p. Vita. Includes abstract. Includes bibliographical references (p. 94-96).

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38

Morrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers." Texas A&M University, 2003. http://hdl.handle.net/1969/476.

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39

Kirk, Angela L. "Knowledge and attitudes of West Virginia extension agents and high school agricultural educators with regard to meat goats and the meat goat industry." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4571.

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Thesis (M.S.)--West Virginia University, 2006.<br>Title from document title page. Document formatted into pages; contains ix, 78 p. Vita. Includes abstract. Includes bibliographical references (p. 60-61).

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40

Cherry, Jenny Dee. "Ohio Secondary Agricultural Educator Perceptions of Integrating Science." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300772663.

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41

Rocca, Steven John. "Predicting preservice agriculture teachers' intentions to teach utilizing person inputs, contextual influences, teacher efficacy, and outcome expectations." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010003.

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42

Hulela, Kebatenne. "Iowa teachers' perceptions regarding the effectiveness of agriculture teacher education programs in addressing teaching standards and criteria." [Ames, Iowa : Iowa State University], 2007.

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43

Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.

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44

Ayers, Van H. "Perceptions of University Outreach and Extension agriculture business counselors as a learning organization /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074370.

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45

Thomas, Ryan H. "IMPACT OF TRANSFORMATIONAL LEADERSHIP: EXPLORING THE TRANSFORMATIONAL LEADERSHIP QUALITIES OF SELECTED SECONDARY AGRICULTURE TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/7.

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The purpose of this study is to determine if transformational leadership styles of agriculture teachers in Jessamine County has an impact on successful transitions of program completers. To be more specific, the focus was to look at agriculture teachers at Jessamine Career and Technology Center (JCTC) to see if they exhibit components of transformational leadership. If so, does transformational leadership of those teachers assist students with successful transitions after graduation? Successful transition is deemed by the Kentucky Department of Education as students that seek post-secondary education, employed full-time or enlist in a branch of armed services. The population for this study consists of graduates from Jessamine County between the years of 2010-2012. All participants were program completers in the agriculture career major. All participants also meet the criteria of successfully transitioning. The participants in the study indicated agriculture teachers at JCTC did exhibit all components of transformational leadership. Participants also indicated transformational leadership utilized by the agriculture teachers assisted them in successfully transitioning after high school. Relationships between participants and agriculture teachers at JCTC were an indicator of why transformational leadership was a successful leadership style of the agriculture teachers.

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46

Na, Seung Il. "Variables associated with attitudes of teachers toward computers in Korean vocational agriculture high schools /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784410597384.

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47

Rice, Amber Michelle. "Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences| A grounded theory." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182614.

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<p> The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching theme that emerged during data collection and analysis was the influence of beliefs on participants’ PCK. This finding guided subsequent data collection and analysis that focused on what was shaping the participants’ PCK in plant sciences. Three major themes that shaped the participants’ PCK were: integrated belief systems, experiences prior to and during in-service, and the context of the participants. The integrated beliefs system was the driving force in shaping the participants’ PCK. A substantive level theory was developed that illustrated the relationships between the three themes on participants’ PCK. These findings support further examination into what is shaping agriculture teachers’ PCK, including investigation in other agriculture content areas such as animal sciences and further examination into views about the purpose of agricultural education.</p>

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48

Bryant, Mitchell E. "The association of selected personality traits with perceived teaching program effectiveness." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2293.

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Thesis (M.S.)--West Virginia University, 2002.<br>Title from document title page. Document formatted into pages; contains vii, 25 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 21-22).

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49

Lovett, Paul A. "Experiences of selected West Virginia agriculture teachers who have established aquaculture units in their schools and have taught aquaculture classes for two years or more." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=918.

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Thesis (M.S.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains iv, 36 p. Vita. Includes abstract. Includes bibliographical references (p. 28-29).

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50

Fullerton, Ryne Aaron. "DO TEACHERS TEACH STUDENTS IN THE METHODS THAT THEY LEARN BEST? A SURVEY OF ILLINOIS SECONDARY AGRICULTURE TEACHERS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1102.

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This proposal is based on the following question: Have agricultural education teachers implemented appropriate teaching styles since prior research has been conducted, or are they ignoring a real need? Employing a census survey of 396 secondary agricultural education teachers, this study sought to find whether agricultural teachers were actually using the best teaching styles so that students were better able to understand the learning material. And conversely, the study sought to determine whether teachers were merely using teaching styles with which they were most comfortable. In an effort to meet the educational needs of students in the agricultural education classroom, this study also evaluated student educational needs. We need to ask, do educators primarily instruct with the teaching style from which they themselves learned, or do they teach with newer methods they have learned through teacher training programs?

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