Are Agriculture Teachers Teaching to the Test? The Use of Test Item Banks in North Carolina Agricultural Education Classrooms

2018 ◽  
Vol 43 (3) ◽  
pp. 275-290
Author(s):  
Joy Morgan ◽  
Elizabeth Wilson ◽  
Jim Flowers ◽  
K. S. U. Jayaratne ◽  
James Smith
Keyword(s):  
North Carolina ◽  
Agricultural Education ◽  
Test Item ◽  
Agriculture Teachers ◽  
Teaching To The Test ◽  
Item Banks

scholarly journals Accessibility and Usage of Technology by North Carolina Agriculture Teachers

2014 ◽  
Vol 55 (4) ◽  
pp. 191-206
Author(s):  
Maegan R. Williams ◽  
Wendy J. Warner ◽  
James L. Flowers ◽  
D.Barry Croom
Keyword(s):  
North Carolina ◽  
Agriculture Teachers

scholarly journals Program Evaluation Challenges for Early-Career Extension Professionals: What Can You Do to Reduce the Stress?

EDIS ◽  
2019 ◽  
Vol 2019 (2) ◽  
Author(s):  
John M. Diaz ◽  
Laura A. Sanagorski Warner
Keyword(s):  
North Carolina ◽  
Program Evaluation ◽  
Agricultural Education ◽  
Early Career ◽  
Extension Professionals

This article outlines meaningful strategies to overcome the program evaluation challenges that early-career Extension professionals face. The strategies outlined in this article are grounded in the experiences of Extension professionals in three states (Florida, North Carolina and Pennsylvania) and center on providing solutions to the challenges that newer Extension professionals felt were the most important to address, in order to provide a manageable framework for agents to use. This new five-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by John Diaz and Laura Warner. http://edis.ifas.ufl.edu/wc335

scholarly journals Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

2021 ◽  
Vol 2 (3) ◽  
pp. 50-60
Author(s):  
Eric Rubenstein ◽  
James Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
The Self ◽  
Teacher Preparation Programs ◽  
Agriculture Teachers ◽  
Preparation Programs ◽  
Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

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