Value and Expectations of Supervised Agricultural Experiences as Expressed by Agriculture Instructors in Oklahoma Who Were Alternatively Certified

Autor/inn/en	Robinson, J. Shane; Haynes, J. Chris
Titel	Value and Expectations of Supervised Agricultural Experiences as Expressed by Agriculture Instructors in Oklahoma Who Were Alternatively Certified
Quelle	In: Journal of Agricultural Education, 52 (2011) 2, S.47-57 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.02047
Schlagwörter	Industry; Agricultural Education; Student Participation; Home Visits; Work Ethic; Expectation; Agricultural Occupations; Alternative Teacher Certification; High School Students; Skill Development; Career Development; College Preparation; School Business Relationship; Teacher Student Relationship; Accountability; Student Responsibility; Beginning Teachers; Interviews; Program Effectiveness; Oklahoma + Suchen Sie Ihr Suchwort? Industrie; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hausbesuch; Arbeitsethos; Expectancy; Erwartung; Occupation; Beruf; Landwirtschaftlicher Beruf; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortung; Junior teacher; Junglehrer; Interviewing; Interviewtechnik
Abstract	The purpose of this qualitative descriptive study was to determine the value and expectations for student participation in supervised agricultural experience (SAE) programs, as expressed by first-year, agricultural education teachers in Oklahoma who were alternatively certified. This study revealed that teachers in this study value the fact that the SAE program: (a) prepares students for future, possible careers by developing their skills for college and life beyond high school; (b) allows students to build relationships and make connections with community industry representatives; and (c) enables teachers to build personal relationships with students by making home visits. Teachers in this study expect students to own and manage their own SAE program, keep accurate data (i.e., record books) of their SAE programs, and compete at a high level with their SAE. Additionally, these teachers expect the SAE program to teach students responsibility, accountability, and work ethic. Finally, these teachers believe that students should have a variety of SAE programs. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10