scholarly journals Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study

2020 ◽  
Vol 4 (2) ◽  
pp. 39
Author(s):  
Jessica M Toombs ◽  
Jon W Ramsey
Keyword(s):  
Agricultural Education ◽  
Delphi Study ◽  
Modified Delphi ◽  
School Based ◽  
Agricultural Education Teachers ◽  
Induction Year

scholarly journals Identifying Tennessee school-based agricultural education student growth and program accountability metrics

2021 ◽  
Vol 2 (2) ◽  
pp. 86-96
Author(s):  
Ashton Street ◽  
Christopher Stripling ◽  
John Ricketts ◽  
Nathan Conner ◽  
Christopher Boyer
Keyword(s):  
Agricultural Education ◽  
Delphi Study ◽  
Value Added ◽  
Student Growth ◽  
Education Student ◽  
Modified Delphi ◽  
School Based ◽  
Primary Focus ◽  
Program Accountability ◽  
The Individual

Over the years, accountability in education has transformed from the primary focus being the school as a whole to the individual teacher. The purpose of this study was to determine the metrics Tennessee school-based agricultural education teachers perceive as indicators of excellent total programs (classroom instruction, FFA, SAE), and a modified Delphi study was used to seek a consensus. The following nine metrics were retained: (a) pesticide certification, (b) program of activities, (c) number of students participating in CDEs, (d) chapter community service hours, (e) total number of FFA activities, (f) number of CDEs coached, (g) at least one proficiency at regional level, (h) one American degree every 3 years, and (i) percentage of students with SAE. Overall, the metrics agreed upon are narrow in focus and all but one is a record of activity and not direct measures of students’ knowledge or skills. As a result, the measures do not include student growth or value-added scores or authentic assessments of 21st century skills. Additional research is needed to further investigate the metrics that should be used to measure a school-based agricultural education program’s success in Tennessee and across the nation.

scholarly journals Implications of the COVID-19 pandemic on school-based agricultural education teachers in South Carolina

2021 ◽  
Vol 2 (2) ◽  
pp. 25-35
Author(s):  
Christopher Eck
Keyword(s):  
South Carolina ◽  
Leadership Development ◽  
Agricultural Education ◽  
Research Study ◽  
Capital Theory ◽  
Roles And Responsibilities ◽  
School Based ◽  
Electronic Distribution ◽  
Agricultural Education Teachers ◽  
The Many

Understanding a complete school-based agricultural education (SBAE) program and the many tasks at hand for the teacher are critical in determining the impacts of the COVID-19 pandemic on SBAE teachers. The human capital theory was used to undergird this study, focusing on the components impacting the effectiveness of SBAE teachers. The purpose of the study was to determine the implications of the COVID-19 pandemic on SBAE teachers in South Carolina (SC). This non-experimental survey research study reached 46.5% of SBAE teachers in SC through the electronic distribution of a 27-item survey instrument implementing a then-now design. SBAE teachers in SC felt less prepared to deliver relevant classroom instruction, supervise supervised agricultural experiences - projects, advise FFA members, and train Career and Leadership Development Events teams now than they did prior to the COVID-19 pandemic, while they feel more prepared to teach student virtually than ever before. The pandemic impacted the preparedness and self-efficacy of SBAE teachers, impacting both their career and personal life satisfaction. Moving forward SBAE teachers should evaluate their roles and responsibilities associated with their career and determine how to best bring balance into their lives. Additional research on the roles and responsibilities of SBAE teachers post-pandemic should also be considered.

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