Author: Wynn Harvey Sutfin
Publisher:
ISBN:
Category : Livestock
Languages : en
Pages : 286
Book Description
The central purpose of this study was to identify what animal science technical competencies are needed by vocational agriculture instructors and the degree of proficiency they need to perform these selected animal science technical competencies. The following questions were considered: 1. What animal science technical competencies are needed by vocational agriculture instructors? 2. What degree of proficiency is needed by a vocational agriculture instructor in performing selected animal science technical competencies? 3. Is there a difference between states in the animal science technical competencies needed by vocational agriculture instructors or in the proficiency they need to perform these competencies? 4. Is there a difference between vocational agriculture instructors and people in the animal science industry in how they perceive which animal science technical cornpetencies are needed by vocational agriculture instructors? 5. What degree of proficiency do vocational agriculture instructors feel they possess in performing these selected animal science technical competencies? 6. Did the college or university where the Bachelor's Degree was earned have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 7. Did the years of teaching experience have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 8. Where did vocational agriculture instructors acquire the proficiency to perform these animal science technical competencies? The finding of this study suggests that: Vocational agriculture teachers should have at least some knowledge and skill to perform most of the 130 competencies. There were 30 competencies with a mean score over 4.00 which is high and this shows that a high degree of skill is needed for this competency. There were 92 competencies between 3. 00 and 3. 99 which shows that vocational agriculture teachers should have competency to perform this task. The eight competencies that fell below the 2.99 range are not considered important. The three states were the same for 102 of the competencies with a difference being shown for only 28. This difference was between Oregon and California for 15 competencies, between Oregon and Washington for 10 competencies, Oregon and both California and Washington for two competencies and one competency that could not be tested to find where the difference was. The most variation found in this study was between what instructors felt was important for them to know and what industry felt was important for agriculture instructors to know. Fifty-seven of the competencies were found to be different in this test. The degree of proficiency an agriculture instructor has in performing the 130 competencies was varied. Many instructors felt they needed more skill in each area especially for the more important competencies. The college or university where the instructor earned his Bachelor's Degree had little effect on his ability to perform most of the competencies. Eighteen competencies showed a difference for where the degree was earned. Only 17 competencies showed any effect of years of teaching and the degree of competency an instructor had. The major factor that this study shows is the large number of agriculture instructors that finish a teacher education program without the technical competency in animal science to perform their job. They must take time to learn these skills after they are on the job and this may prevent them from doing the kind of teaching job that they are expected to do by their administration and the community.
A Study to Identify the Animal Science Technical Competencies Needed by Vocational Agriculture Instructors
Author: Wynn Harvey Sutfin
Publisher:
ISBN:
Category : Livestock
Languages : en
Pages : 286
Book Description
The central purpose of this study was to identify what animal science technical competencies are needed by vocational agriculture instructors and the degree of proficiency they need to perform these selected animal science technical competencies. The following questions were considered: 1. What animal science technical competencies are needed by vocational agriculture instructors? 2. What degree of proficiency is needed by a vocational agriculture instructor in performing selected animal science technical competencies? 3. Is there a difference between states in the animal science technical competencies needed by vocational agriculture instructors or in the proficiency they need to perform these competencies? 4. Is there a difference between vocational agriculture instructors and people in the animal science industry in how they perceive which animal science technical cornpetencies are needed by vocational agriculture instructors? 5. What degree of proficiency do vocational agriculture instructors feel they possess in performing these selected animal science technical competencies? 6. Did the college or university where the Bachelor's Degree was earned have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 7. Did the years of teaching experience have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 8. Where did vocational agriculture instructors acquire the proficiency to perform these animal science technical competencies? The finding of this study suggests that: Vocational agriculture teachers should have at least some knowledge and skill to perform most of the 130 competencies. There were 30 competencies with a mean score over 4.00 which is high and this shows that a high degree of skill is needed for this competency. There were 92 competencies between 3. 00 and 3. 99 which shows that vocational agriculture teachers should have competency to perform this task. The eight competencies that fell below the 2.99 range are not considered important. The three states were the same for 102 of the competencies with a difference being shown for only 28. This difference was between Oregon and California for 15 competencies, between Oregon and Washington for 10 competencies, Oregon and both California and Washington for two competencies and one competency that could not be tested to find where the difference was. The most variation found in this study was between what instructors felt was important for them to know and what industry felt was important for agriculture instructors to know. Fifty-seven of the competencies were found to be different in this test. The degree of proficiency an agriculture instructor has in performing the 130 competencies was varied. Many instructors felt they needed more skill in each area especially for the more important competencies. The college or university where the instructor earned his Bachelor's Degree had little effect on his ability to perform most of the competencies. Eighteen competencies showed a difference for where the degree was earned. Only 17 competencies showed any effect of years of teaching and the degree of competency an instructor had. The major factor that this study shows is the large number of agriculture instructors that finish a teacher education program without the technical competency in animal science to perform their job. They must take time to learn these skills after they are on the job and this may prevent them from doing the kind of teaching job that they are expected to do by their administration and the community.
Publisher:
ISBN:
Category : Livestock
Languages : en
Pages : 286
Book Description
The central purpose of this study was to identify what animal science technical competencies are needed by vocational agriculture instructors and the degree of proficiency they need to perform these selected animal science technical competencies. The following questions were considered: 1. What animal science technical competencies are needed by vocational agriculture instructors? 2. What degree of proficiency is needed by a vocational agriculture instructor in performing selected animal science technical competencies? 3. Is there a difference between states in the animal science technical competencies needed by vocational agriculture instructors or in the proficiency they need to perform these competencies? 4. Is there a difference between vocational agriculture instructors and people in the animal science industry in how they perceive which animal science technical cornpetencies are needed by vocational agriculture instructors? 5. What degree of proficiency do vocational agriculture instructors feel they possess in performing these selected animal science technical competencies? 6. Did the college or university where the Bachelor's Degree was earned have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 7. Did the years of teaching experience have an affect on the degree of proficiency possessed in performing these selected animal science technical competencies? 8. Where did vocational agriculture instructors acquire the proficiency to perform these animal science technical competencies? The finding of this study suggests that: Vocational agriculture teachers should have at least some knowledge and skill to perform most of the 130 competencies. There were 30 competencies with a mean score over 4.00 which is high and this shows that a high degree of skill is needed for this competency. There were 92 competencies between 3. 00 and 3. 99 which shows that vocational agriculture teachers should have competency to perform this task. The eight competencies that fell below the 2.99 range are not considered important. The three states were the same for 102 of the competencies with a difference being shown for only 28. This difference was between Oregon and California for 15 competencies, between Oregon and Washington for 10 competencies, Oregon and both California and Washington for two competencies and one competency that could not be tested to find where the difference was. The most variation found in this study was between what instructors felt was important for them to know and what industry felt was important for agriculture instructors to know. Fifty-seven of the competencies were found to be different in this test. The degree of proficiency an agriculture instructor has in performing the 130 competencies was varied. Many instructors felt they needed more skill in each area especially for the more important competencies. The college or university where the instructor earned his Bachelor's Degree had little effect on his ability to perform most of the competencies. Eighteen competencies showed a difference for where the degree was earned. Only 17 competencies showed any effect of years of teaching and the degree of competency an instructor had. The major factor that this study shows is the large number of agriculture instructors that finish a teacher education program without the technical competency in animal science to perform their job. They must take time to learn these skills after they are on the job and this may prevent them from doing the kind of teaching job that they are expected to do by their administration and the community.
Animal Science Technical Competencies Needed by Vocational Agriculture Instructors
Author: Ezatalloh Fard-Sarhangi
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
Book Description
Competencies in Animal Science Needed by Vocational Agriculture Instructors
Author: Walter Mitschele
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 200
Book Description
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 200
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 452
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 452
Book Description
Emerging Research in Agricultural Teacher Education
Author: Barrick, R. Kirby
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 446
Book Description
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 446
Book Description
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
Information Series
Author: ERIC Clearinghouse on Vocational and Technical Education
Publisher:
ISBN:
Category : Technical education
Languages : en
Pages : 108
Book Description
Publisher:
ISBN:
Category : Technical education
Languages : en
Pages : 108
Book Description
Resources in Vocational Education
Author:
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 708
Book Description
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 708
Book Description
Occupational Competencies
Author:
Publisher:
ISBN:
Category : Agricultural industries
Languages : en
Pages : 60
Book Description
Publisher:
ISBN:
Category : Agricultural industries
Languages : en
Pages : 60
Book Description
The Technical Competencies Needed by Thai Agriculture Teachers in the Subject Matter Areas of Poultry, Swine and Cattle
Author: Vinit Chotesawang
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 294
Book Description
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 294
Book Description
The Level of Competence Needed by Beginning Certified Vocational Agriculture Teachers to Serve Special Needs Students
Author: Lawrence Frank Helt
Publisher:
ISBN:
Category : Agriculture teachers
Languages : en
Pages : 488
Book Description
Publisher:
ISBN:
Category : Agriculture teachers
Languages : en
Pages : 488
Book Description