How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers’ Abilities to Solve Problems in Agricultural Mechanics

2014 ◽  
Vol 55 (4) ◽  
pp. 133-147
Author(s):  
J. Joey Blackburn ◽  
J. Shane Robinson ◽  
Alexa J. Lamm
Keyword(s):  
Cognitive Style ◽  
Agricultural Education ◽  
Problem Complexity ◽  
Agricultural Mechanics ◽  
Agricultural Education Teachers

Laboratory Management Needs of Iowa School-Based Agricultural Mechanics Teachers

2019 ◽  
Vol 44 (3) ◽  
pp. 37-52
Author(s):  
A. Preston Byrd ◽  
P. Ryan Saucier ◽  
Ryan G. Anderson
Keyword(s):  
Professional Development ◽  
Agricultural Education ◽  
Hazardous Materials ◽  
Service Needs ◽  
Management Competencies ◽  
Laboratory Management ◽  
Agricultural Mechanics ◽  
Laboratory Conditions ◽  
School Based ◽  
Agricultural Education Teachers

Further investigation is needed to determine the specific laboratory management needs of agricultural education teachers. The theoretical foundation which guided this study was Bandura's theory of self-efficacy (1997). To further align this theory with this study, researchers explored the beliefs and one's capabilities to organize and excute the course of action to manage an agricultural mechanics laboratory. The research objectives for this study were: Determine the self-perceived level(s) of importance and ability as related to agricultural mechanics laboratory management competencies and determine the professional development needs of Iowa school-based agricultural education teachers regarding agricultural mechanics laboratory management competencies. Results of the Mean Weighted Discrepancy Scores (MWDS) indicated teacher's greatest in-service needs revolved around hazardous laboratory conditions and materials. The competencies which ranked the highest included correcting hazardous laboratory conditions, safely disposing of hazardous materials, properly installing and maintaining safety devices and emergency equipment, safely handling hazardous materials, and safely storing hazardous materials. Agricultural education teachers need professional development in the realm of hazardous conditions within the confines of an agricultural mechanics laboratory and handling hazardous materials. Working with hazardous materials is a critical competency agricultural educators must have when managing any type of laboratory.

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