scholarly journals Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education

2017 ◽  
Vol 58 (2) ◽  
pp. 284-298
Author(s):  
Aaron McKim ◽  
Jonathan Velez ◽  
Haley Clement
Keyword(s):  
Agricultural Education ◽  
Self Efficacy ◽  
Personal Variables ◽  
School Based

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

scholarly journals Understanding Extension for School-Based Agricultural Education #3: FFA and 4-H—A Comparison

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Debra Barry ◽  
Alyssa J. Shepherd ◽  
Jennifer Patton ◽  
Stephen Gran
Keyword(s):  
Agricultural Education ◽  
Educational Tool ◽  
School Based ◽  
Similarities And Differences

Even though many recognize FFA and 4-H, there is still a big disconnect in understanding the similarities and differences between them. This 4-page document serves as an educational tool for school-based agricultural education and 4-H programs, and provides a background of the history, characteristics, and membership process of these long-standing organizations. Written by Debra Barry, Alyssa Shepherd, Jennifer Patton, and Stephen Gran, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2020.

scholarly journals Using Motivational Interviewing Within School Consultations

2021 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Motivational Interviewing ◽  
Educational Psychology ◽  
Self Efficacy ◽  
Empirical Investigation ◽  
Perceived Benefits ◽  
Structured Interviews ◽  
School Based ◽  
Supporting Teachers

Literature suggests motivational interviewing (MI) could be integrated into school consultative practice, although this has yet to be empirically investigated. MI helps promote consultee autonomy and self-efficacy, recognises practitioner experience, and could be a useful approach for supporting teachers and school-based practitioners. The current research is an empirical investigation into the integration of MI into educational psychology (EP) consultative practice. Three qualified UK-based EPs took part in semi-structured interviews after applying MI within their consultative practice over a seven-month period. Results indicated that all three participants perceived benefits and felt that the application of MI was consistent with their practice philosophy. However, all acknowledged that integrating it into consultative practice was more difficult than anticipated. Implications would include additional opportunities for EP training and reflection, and further research would be required to ascertain the usefulness of MI-based consultation for school-based practitioners.

Exploring the antecedents of English language teachers' teaching self-efficacy: a qualitative study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Hossein Abdollahi ◽  
Behzad Nezakatgoo
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Self Efficacy ◽  
Language Teachers ◽  
Quality Of Work Life ◽  
Semistructured Interview ◽  
Institutional Variables ◽  
Content Type ◽  
Personal Variables ◽  
Training Courses

PurposeThis study aimed at exploring the antecedents of English as a Foreign Language (EFL) teachers' self-efficacy (SE). That is, the main purpose was to deeply delve into the main variables and latent which lead to a high sense of SE among teachers of English as a foreign language.Design/methodology/approachA phenomenological inquiry was employed to explore the antecedents of language teachers from their eyes. In this study, the phenomenon is SE antecedents. The researchers employed this method to help identify the meaning behind the human experience as it is related to a phenomenon or notable collective occurrence. A semistructured interview checklist was developed, carefully worded, reviewed by five teacher educators known as experts in qualitative research methodology and teacher education and edited based on the experts' feedbackFindingsThe findings showed that the antecedents of SE can be categorized into personal variables, educational variables and institutional variables. Personal variables include verbal intelligence, language proficiency and some other traits. The institutional variables include support from administration, support from colleagues, support from the community and quality of work life. The educational antecedents include preservice and in-service training courses. Preservice training courses included the following: the courses on general language skills, courses on teaching methods, practicum courses, etc.Originality/valueThis study was undertaken in a specific context and the participants are specific. Almost all studies on SE are quantitative, and this qualitative study explored the antecedents of teachers' SE from their own eyes. Some of the explored studies were not mentioned in any of the related studies.

Hazardous Agricultural Tasks Completed by Youth as Part of their Supervised Agricultural Experience (SAE): A Descriptive Study

2019 ◽  
Vol 25 (3) ◽  
pp. 107-116
Author(s):  
Andrew J. Mann ◽  
S. Dee Jepsen
Keyword(s):  
Agricultural Education ◽  
Crop Production ◽  
Descriptive Study ◽  
Department Of Labor ◽  
School Based ◽  
Supervised Agricultural Experience ◽  
Geographic Regions ◽  
Academic Year ◽  
School Youth ◽  
The U.S

Abstract. This study describes tasks that middle school and high school youth, ages 13 to 18 years, completed during the 2015-2016 academic year as part of their supervised agricultural experience (SAE). The overarching goal was to collect information useful in directing classroom instruction to better prepare youth prior to engaging in agricultural tasks identified as hazardous by the U.S. Department of Labor. Using a list of eleven tasks currently identified as hazardous and 17 tasks proposed as hazardous, teachers were asked how many of their students engaged in each of the 28 tasks as part of their SAE. The 320 teachers from four U.S. geographic regions reported that students most frequently completed SAEs in the areas of livestock production (f = 6746, 26.6%), agricultural mechanics (f = 2695, 10.6%), home and/or community development (f = 2296, 9.0%), and crop production (f = 2250, 8.9%). Students often engaged in tasks associated with ATV/UTV operation (f = 7618, 10.3%), tractor operation (f = 5554, 7.5%), and assisting tractor operation (f = 5,081, 6.9%) as part of their SAE. All of these tasks are well documented in the literature as contributing to injuries and fatalities of both youth and adults. Keywords: Hazardous tasks, Safety, School-based agricultural education, Supervised agricultural experience, Youth.

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