Perceptions of Learning Outcomes of Students Who Participated in the Spanish FFA Creed Speaking Event

Autor/inn/en	Arroyo, Fernanda; Estepp, Christopher M.
Titel	Perceptions of Learning Outcomes of Students Who Participated in the Spanish FFA Creed Speaking Event
Quelle	In: Career and Technical Education Research, 45 (2020) 1, S.17-32 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Student Attitudes; Outcomes of Education; Spanish; Hispanic American Students; Public Speaking; Second Language Learning; Responsibility; Gender Differences; Communication Skills; Listening Skills; Culturally Relevant Education; Agricultural Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernleistung; Schulerfolg; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Vortrag; Zweitsprachenerwerb; Verantwortungsübernahme; Zuständigkeit; Geschlechterkonflikt; Kommunikationsstil; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	The Hispanic population in the U.S. is growing at a rapid rate and Spanish has become a predominant language, which could pose problems if more students are enrolling in school with limited English proficiency. In 2010, the Texas FFA Association implemented the Spanish Creed speaking event in order to help Spanish-speaking FFA members realize the goals of premier leadership, personal growth, and career success. However, no research exists examining the perceptions of students involved in this event. Therefore, the purpose of this study was to examine the perceived learning outcomes of students who have participated in the Texas FFA Spanish Creed speaking event. Results revealed that the majority of participants were U. S. born who reported English as their first language. Responsibility was reported as the learning outcome most realized by participants. Additionally, results showed that females were associated with higher levels of responsibility, communication skills, and listening skills. Respondents whose first language was Spanish reported higher levels of responsibility. Additionally, the longer participants were in FFA, the higher their scores were for the various learning outcomes. Results suggest that using culturally responsive teaching in the form of the Spanish FFA Creed can have positive benefits for student learning outcomes. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01