Youth-Driven Youth-Adult Partnerships: A Phenomenological Exploration of Agricultural Education Teachers' Experiences

Autor/inn/en	Watson, Jennifer M.; Mazur, Joan M.; Vincent, Stacy K.
Titel	Youth-Driven Youth-Adult Partnerships: A Phenomenological Exploration of Agricultural Education Teachers' Experiences
Quelle	In: Journal of Agricultural Education, 56 (2015) 3, S.105-120 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Partnerships in Education; Interpersonal Relationship; Youth; Adults; Agricultural Education; Agricultural Engineering; Phenomenology; Teaching Experience; Cooperation; Learner Engagement; Research Methodology; Qualitative Research; Semi Structured Interviews; Agricultural Occupations; Motor Vehicles; Secondary School Teachers; Observation; Kentucky + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Jugend; Jugendlicher; Jugendalter; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Agrarindustrie; Agronomie; Agrarwissenschaft; Phenomenological psychology; Phänomenologie; Psychologie; Co-operation; Kooperation; Research method; Forschungsmethode; Qualitative Forschung; Occupation; Beruf; Landwirtschaftlicher Beruf; Motor vehicle; Kraftwagen; Beobachtung
Abstract	This phenomenological study explores the dimensions of youth-adult partnerships (YAPs) in agricultural mechanics classrooms in three rural schools. YAPs presume a positive learning collaboration between young people and adults who work together to achieve meaningful community-based change. Previous research on the development of YAPs has focused on non-school settings. However, in these agricultural mechanics courses, as part of a safety-focused curriculum, teachers engaged students in a collaborative project to build and install cost-effective rollover protective structures (CROPS) for local farmers' tractors. Thus, the CROPS project provided a unique opportunity to explore the inclusion of youth-driven YAPs as an engagement model for teachers, students, and the broader community. The findings from this secondary analysis of interview data from CROPS project teachers are threefold. First, evidence emerged of the experiential, communal/collective, and youth-driven aspects of YAPs in teacher- student and student-student collaborations. Second, shifts in power balances present a key dimension of the youth-driven dimension of YAPs. Third, the CROPS project aligns well with a youth-driven YAP in that it promoted high-quality student engagement within the learning system. Finally, we discuss the implications for integrating YAPs into agricultural education projects and suggestions for further research. (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	2020/1/01