Agriscience Teachers Research Articles

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

Predicting teachers’ intent to use inquiry-based learning in the classroom after a professional development

In the United States, there is an increasing need for high school students to enhance their science proficiency. Inquiry-based learning (IBL) can serve as a teaching strategy to increase students’ science proficiency levels, but it is critical that teachers are equipped with the knowledge needed to teach IBL. In this study, we aimed to describe the impact that a professional development (PD) about integrating IBL into curricula has on science and agriscience teachers’ intent to use IBL. The theory of planned behavior, as well as confidence, guided this evaluation. A paper survey was distributed to the PD participants after the in-person part of a prolonged PD. Survey questions were related to respondents’ confidence, attitude, perceived behavioral control, subjective norms, and intent in using the IBL animal science concepts. Findings from this study indicate that teachers developed an increased confidence, possessed positive attitudes, were influenced by subjective norms, and felt that barriers could be controlled. However, attitude was the only significant predictor of intent to integrate the IBL animal science concepts. We recommend pursuing a follow-up with the teachers after implementation of the IBL lessons to gain a better understanding of the practicality of IBL in the classroom.

Implications of Science Illumination on Student Motivation to Learn Science in Agriculture

Public perception of agriculture represents a significant barrier in preparing people to enter the agricultural sector because careers in agriculture are outdated, low paying, or less desirable. However, emphasis on science has been shown to attract students to school-based agricultural education (SBAE) programs. Research has shown that offering science credit for SBAE courses can be a motivational factor. Science illumination with SBAE can make scientific core ideas meaningful by providing opportunities to apply concepts to real-world scenarios. Using convenience sampling, the population for this study consisted of students of agriscience teachers who applied to be part of the [name] program. Students’ motivation to learn science was evaluated using a modified version of the Student Motivation Questionnaire-II (SMQ-II). The SMQ-II measured: 1) self-determination, 2) self-efficacy, 3) career motivation, 4) grade motivation, and 5) intrinsic motivation. Students from three groups displayed similar levels of self-efficacy throughout the study. As self-efficacy is positively correlated with academic success, observing students’ beliefs in themselves is encouraging. Overall, the students in this study were generally motivated to learn the science in agriculture. This study should be replicated with a larger sample size. To assist with potentially increasing student motivation, we recommend that agriscience teachers focus curricula on making content relevant to students to support students’ interests and align content with career opportunities in agriculture.

Why Teach? Exploring the Motivations and Expectations of First-year, Alternatively Certified Agriscience Teachers

Why Teach? Exploring the Motivations and Expectations of First-year, Alternatively Certified Agriscience Teachers

Personal resilience of first-year, alternatively certified agriscience teachers

A wide range of challenges continues to exist in delivering school-based agricultural education (SBAE) programs. Among the most pressing challenges are the recruitment and retention of high-quality agriculture teachers (Guffey & Young, 2020). Teacher educators and researchers in SBAE are tasked with meeting the nationwide demand for teachers, while also better understanding the status of alternatively certified agriculture teachers (Foster et al., 2020). This study explored the challenges, coping strategies, and personal resilience of first-year agriscience teachers in Florida who held a temporary teaching certificate. Using a qualitative, phenomenological approach, seven alternatively certified Florida agriculture teachers were interviewed. The personal resilience framework developed by Hoopes (2017) guided this study, as researchers examined alternatively certified teachers’ experiences and responses to challenges in their teaching. Emergent themes included prior plans to teach, overwhelming expectations, supportive networks, aspects of resilience, and feelings of motivation and inspiration. This study highlights the need for proactive professional development and support systems for first-year, alternatively certified agriculture teachers.

Barriers to Becoming CASE Certified as Seen by Agriculture Educators

There is a need to improve science comprehension in the United States. Incorporating scientific principles into the study of food production provides context to engage youth in STEM education. The Curriculum for Agricultural Science Education (CASE) is an inquiry-based program that stimulates scientific engagement. While agriscience teachers believe in the concept, less than 20% are certified in Nebraska to teach CASE. Twenty-five active agriscience teachers, who were not CASE certified, individually discussed their reluctance to become CASE certified. Most research participants had a positive view of CASE but were concerned about the apparent stringent program structure. They questioned individualizing the CASE model for different teaching styles and programs. Three primary barriers to CASE certification were identified: cost, time, and administrative support. Although scholarships were available to cover certification costs ($2,500-$3,000) in Nebraska, participants questioned funding needed equipment and supplies to implement the program. Traditional CASE certifications require 50-100 hours of intense training, and participants opposed trainings that exceeded five days due to personal and professional obligations. Teachers also believe school administrators lack knowledge of CASE benefits. For the widespread implementation of CASE, certification trainings need to be more concise, implementation costs minimized, and school administrators informed of benefits.

Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary schoolbased agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their experiences with agriscience research SAEs. The interviews were subjected to two rounds of coding and were collapsed into themes during a third round of analysis. A myriad of experiences, beliefs, and factors contributed to teachers’ decisions to adopt agriscience research SAEs into their programs. However, the most salient reasons were compatibility with the overall goals of the school district, a commitment to whole-student development, teacher ability and support, multitasking behavior, extensive teacher planning and student support, and positive student buy-in. Though the unique experiences of the participants are not generalizable beyond the present study, we offer recommendations for teacher educators, state staff, and teacher leaders regarding the further adoption and integration of agriscience research SAEs into SBAE programs nationwide.

The Masks We Wear: A Quantitative Analysis of Motivational Factors of School Based Agriculture Education Teachers During a Pandemic

Prior to the COVID-19 pandemic, school-based agriculture education (SBAE) was framed within a traditional approach to teaching and learning; teachers and students shared classrooms, met learning objectives, and promoted their local FFA programs. This study address the degrees of personal and professional motivation experienced by secondary agriscience teachers transition to remote/distance education instruction during the COVID-19 global pandemic. The theoretical framework for this study was structured within expectancy value theory (Atkinson, 1957) and bound by Weiner’s attribution theory (1972). Atkinson (1957) postulated that individual decisions dictate a person’s role in behaviors associated with a defined task. Three research objectives guided this investigation to more clearly understand teachers’ perceptions of personal and professional motivation: identify the characteristics of Alabama SBAE teachers during the pandemic, articulate how COVID-19 affected SBAE teacher’s personal dispositions toward teaching agriscience education, and understand SBAE teachers’ professional motivation during COVID-19. The questionnaire invitation was sent to 115 (n = 115) middle/secondary school agriscience education teachers in Alabama with 64 (n = 64) respondents attempting the questionnaire. Respondents indicated positive motivation in addressing their professional duties as a classroom teacher even as they lack the traditional classroom or lab. Teachers were motivated to make positive changes in their program with regards to FFA and SAE but are less than positive about their ability to make those changes in the online learning modality. This is consistent with existing understandings of online learning and the embrace of novel experiences.

Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary schoolbased agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their experiences with agriscience research SAEs. The interviews were subjected to two rounds of coding and were collapsed into themes during a third round of analysis. A myriad of experiences, beliefs, and factors contributed to teachers’ decisions to adopt agriscience research SAEs into their programs. However, the most salient reasons were compatibility with the overall goals of the school district, a commitment to whole student development, teacher ability and support, multitasking behavior, extensive teacher planning and student support, and positive student buy-in. Though the unique experiences of the participants are not generalizable beyond the present study, we offer recommendations for teacher educators, state staff, and teacher leaders regarding the further adoption and integration of agriscience research SAEs into SBAE programs nationwide.

Examining inquiry-based learning stages of concern for high school agriscience teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension. Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology. This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms.

What is the Real Cost of Professional Success? A Qualitative Analysis of Work and Life Balance in Agriscience Education

The purpose of this qualitative study was to investigate United States secondary agriscience teachers’ perceptions and attitudes of balancing personal and professional responsibilities. While many researchers are asking educators why they have or would leave the profession others have suggested a more forward-looking approach to why teachers remain in the profession. The theoretical framework for this study was structured in Self-Determination Theory and framed in Attrition Theory. This study addressed two research questions: what are your perceptions of overcoming professional challenges in your career, and how do you evaluate and address your personal wellbeing as an agriscience teacher. Five semi-structured research questions were prepared prior to the telephone interviews. The frame for this study consisted of six women and ten men in 14 states. Independent analysis of participant comments were organized into 19 categories using 318 coded objects. Three emergent themes were developed and included secondary agriscience teacher contributions to the student learning environment, secondary agriscience teacher resilience confronting conflicting experiences between personal and professional responsibilities, and professional motivation and validation of individual self-worth. The findings of this paper identified a connection between professional success through intrinsic motivation affected teacher’s personal life and feelings of contentment and happiness. Findings also revealed student success in programs, academic student success in local, state, and the national FFA organization were influential as extrinsic motivators to drive intrinsic happiness.

Agriscience Teacher Professional Development Focused on Teaching STEM Principles in the Floriculture Curriculum

Agriscience teachers help support the mission of the American Floral Endowment to inspire people to pursue careers working with plants by providing curricula related to ornamental horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of skilled professionals. A professional development program was designed to provide agriscience teachers with experiences focused on STEM concepts taught in horticulture and floriculture curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the three days of content specific inquiry-based instruction to determine participants’ perceptions of their performance pre, post, and post-post. While teachers showed growth in their mean scores for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant difference was found across the period-of-time. It is recommended that teacher educators consider how to create professional development experiences for agriscience teachers that target content to positively impact teacher self-efficacy. Further, it is recommended that professional development opportunities contain follow-up communication to determine whether teachers utilize curricular resources and ascertain how the teacher’s new knowledge is transferred to inform instructional change. The final recommendation is to measure student learning outcomes as a result of content-specific teacher professional development.

Professional Life Phases: Identifying Professional Development Needs for Florida Agriscience Teachers

For learners to be better prepared to solve current and future complex problems, teachers must continue to strengthen and refine their teaching and learning practices throughout their career. One known modality to assist teachers in refining their pedagogical skills is teacher participation in professional development opportunities. The purpose of this study was to identify the self-perceived professional development needs of agriscience teachers in Florida based on their professional life phase. All three career phases shared modifying instruction for students with special needs as one of their top identified instructional practice needs. It is recommended that agricultural education professional development organizers consider years of experience when planning workshops and opportunities. The “cookie cutter” method or “one size fits all” themes for professional development may not be the most effective way to continue offering these workshops since the findings of this study and others indicate differing needs of agriscience teachers based on professional life phase and years of experience.

Understanding Extension for School-Based Agricultural Education #1: Extension 101

This article and series were designed primarily for use by secondary agriscience teachers in school-based agricultural education programs (SBAE) to help build a strong understanding of Extension and the role of Extension professionals. An important part of access and use of Extension services is understanding its background, structure, and function. This initial publication in the Understanding Extension for School-Based Agricultural Education series provides agricultural educators and the general public with a basic understanding of Extension. This new 4-page publication of the Department of Agricultural Education and Communication was written by Debra Barry, John Diaz, Alyssa Shepherd, Jennifer Patton, and Stephen Gran.https://edis.ifas.ufl.edu/wc372

Remote instruction and distance education: A response to COVID-19

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

The Relationship of Prior FFA Membership on Perceived Ability to Manage an FFA Chapter

In order to fill the need in the agriscience teacher shortage, preservice agriscience teacher education needs to seek preservice teachers who may not have had a traditional school-based agriculture background. The influx of new teachers without a school-based agricultural education background brings both opportunities and challenges. Gaps in needs between those teachers who had and those teachers who did not have school-based agricultural education and FFA membership have different teacher professional development needs. This study investigated the professional development need areas based on a needs assessment that investigated knowledge, relevance, and mean weighted discrepancy scores of agriscience teachers who were or were not FFA members. Participants across both groups indicated professional development needs for FFA chapter management. Teachers who were not previously FFA members identified stronger needs across 11 of 13 items. There was a significant difference found between the two groups for four of the 13 chapter management items. Recommendations for future research and programmatic development consisted of the consideration of specific sessions of a basic FFA knowledge with a second session that focuses on technical skill attainment.

Reflections on Reform: A Historical Narrative of the Relocation of the Louisiana FFA Office

Formal agricultural education first appeared in Louisiana in 1909 under the supervision of the Louisiana Department of Education (LDOE). The LDOE and Louisiana State University (LSU) jointly employed the first state director of agricultural education. Then, by the late 20thCentury, the evolving philosophy of vocational education and state budget cuts led to the end of career and technical student organization supervision within the LDOE. Needing a new home, Louisiana’s agricultural education leaders employed their personal and political influence to secure office space at the LSU AgCenter. This move came with challenges and struggles as the nature of FFA supervision and the relationship between agriscience teachers, the LDOE, and the LSU AgCenter evolved into its current arrangement. Louisiana is now one of 16 states and territories to have no LDOE employees directly supervising the FFA or agricultural education programs. The experiences of those involved in this historical narrative and the lessons learned provide valuable knowledge for current and future state agricultural education leadership in adapting to political and cultural changes that influence career and technical education.

Identifying Agriscience Teachers’ Instructional Practice Professional Development Needs by Certification Type

A nationwide teacher shortage is evident in the United States. Due to the teacher shortage, those with alternative teaching certifications are being utilized to fulfill the teacher shortfall. Current literature indicates diverse needs between traditionally and alternatively certified agriscience teachers. Further examination of the needs of traditionally and alternatively certified agriscience teachers is a necessary step toward providing support that could lead to less teacher attrition. The purpose of this study was to describe the self-perceived, professional development needs of agriscience teachers in Florida based upon their initial certification type. All three types of certified agriscience teachers reported determining content to be taught in specific courses and assessing student learning in the classroom and laboratory among their highest needs. However, alternatively certified agriscience teachers indicated a greater need in every selected competency of instructional practices. It is recommended agricultural education departments and others who are interested in agriscience teacher professional development consider teacher certification types when implementing professional development workshops. Future research should include the examination of the five additional needs areas determined by the researchers.

Professional Development Engagement and Career Satisfaction of Agriscience Teachers

Teachers should possess a set of professional commitments, which includes active participation in professional development that leads to student learning. The purpose of this study was to explore the relationship between professional development engagement and career satisfaction. This study used a quantitative descriptive correlational research design. A purposive stratified sample of states and a census of teachers in those states were used. The Tailored-Design Method, using multiple points of contact with various modes was used to collect data with minimal survey error. There was a response rate of 72.5% (n = 892). The mean score for the professional development engagement was 118.3 (SD = 13.4; n = 858) on a 150 point scale. Agriscience teachers participated in workshops at a higher rate than any other type of professional development. Levels of implementation varied among types of professional development. The mean score for career satisfaction was 19.9 (SD = 4.4; n = 878) on a 25 point scale. Professional development engagement and career satisfaction had a moderate positive correlation (r = .34). These findings showed a high level of participation in professional development, especially workshops and a high level of career satisfaction. Recommendations for practice and future inquiry are provided.

Assessing the Technical Expertise and Content Needs of Alabama Agriscience Teachers

The purpose of this study was to assess secondary agriscience teachers’ perceptions, expertise, and importance of agriculture content areas in the curriculum. To accomplish this study the following objectives framed the investigation: describe Alabama secondary agriscience teachers by personal characteristics including teacher certification pathway, describe Alabama secondary agriscience teachers by professional development needs, and explore the relationships between Alabama secondary agriscience teachers by professional development needs and personal characteristics. The population was representative of agriculture teachers in Alabama teaching agriscience education in grades 9-12. The data collection instrument included four thematic units: FFA/Leadership Development/SAE, Technical Agriculture, Program Management, and Teaching and Learning. Findings were evaluated using analytical triangulation between statements and individual item analysis. The areas of professional development needs were determined by the mean weighted discrepancy score (MWDS) in the four thematic categories. Alabama agriscience teachers identified competency areas with the highest MWDS as: FFA/Supervised Agricultural/Leadership Development (MWDS = 3.04), Technical Agriculture (MWDS = 2.48), Program Management (MWDS = 2.17), and Teaching and Learning (MWDS = 2.00).