Agricultural& ExtensionEducation

Teaching

Learning

Recruiting

Retention

Le

arn

ing

Sty

les L

ea

de

rsh

ip

Post-secondary AgEd

Agr

icul

tura

l Lite

racy

Secondary A

gEd

Each brain is unique

Learning is enhanced by

challenge and inhibited by

threat

Facts and skills are embedded

in natural, spatial memory

We have at least: a spatial

memory system, and a rote learning

system

Learning always involves

conscious and unconscious processes

Learning involves both

focused attention and

peripheral perception

The brain processes parts

and wholes simultaneously

Emotions are critical to

patterning

The search for meaning occurs

through 'patterning'

The search for meaning is

innate

Learning engages the

entire physiology

The brain is a parallel

processor

Brain-compatible teaching is based on principles that may be enhanced in the

Agricultural Education classroom

Can this be done effectively?

How can agricultural education teachers

use brain compatible teaching effectively in their classrooms?

Conceptual Framework

Figure 1: Exploring brain compatible teaching in the Agricultural Education Classroom. Source: Modified from Caine & Caine (1991), Drake (1993) and Fogarty (1991).

Do agricultural education teachers

use brain-based strategies when

planning for teaching?

Brain-compatible Teaching Principles

What Composes a Diverse Agriculture

Department, FFA Chapter, and Teacher?

Stacy K. Vincent – Murray State University

The Diversified Agriculture Program

•The biochemistry machine that justifies its purpose in high school.

•The cells that live within each department carry a deeper understanding of leadership and common purpose.

•Each segment of the program grows stronger and a synergy occurs allowing replication in other departments.

Writing

Reading

Science

Arts/Humanities

Mathematics

Voc./Practical

Writing Portfolio

Well Balanced Agriculture

Department

KY Accountability Index

Question: What Makes an Academically Successful Agriculture

Program in Kentucky?

Agriculture Classroom

Supervised Agriculture Experience

FFA

Social Studies

Diverse Student Population

Submitted by: Stacy K. Vincent

Holistic Perspectives of Leadership DevelopmentHolistic Perspectives of Leadership DevelopmentKristina G. RickettsKristina G. Ricketts

Adult Community LeadersAdult Community Leaders Youth Community LeadersYouth Community Leaders

Leadership Training ConsiderationsLeadership Training Considerations

•Reactive•Community leadership interventions

•Rural leadership development initiatives/programs (i.e. PA RULE)

Internationalexposure

Civicengagement

Leadership VariablesLeadership Variables

Leadership KnowledgeLeadership Self-PerceptionPreferred Problem Solving StyleCommunication SkillsCommunity AwarenessLeadership Experiences

Leadership Training ConsiderationsLeadership Training Considerations

•Proactive•Student leadership events

•FFA, 4-H, Extracurricular activities

Conceptual Model of Teaching Efficacy Affected Through CommunicationDon W. Edgar, Texas A&M University

Sources of Efficacy

Teacher Experiences

Student Experiences

Analysis of Teaching

Assessment of Teaching

Teaching Efficacy

Communication

ReflectionPerformance

Beliefs

Channel

Source

Outcomes of Efficacy Level

Message

Social Environment

Social Environment

Noise

Noise

Constructivism - learners create understanding through experience (Fosnot, 1996; Schuman, 1996)

Doolittle and Camp (1999) proposed four epistemological tenets of constructivism:1) knowledge is gained through dynamic cognizing by the individual, 2) individual behavior becomes more viable in particular environments because of the adaptive nature of

cognition, 3) cognition is not a method to create accurate representations of reality but organizes and clarifies an

individual’s sense of experiences, and 4) learning is mutually rooted in cultural, social, and language-based interactions and

neurological/biological construction.

Teaching Efficacy - “the teacher’s belief in his or her capability to organize and execute action required to successfully accomplish a specific teaching task in particular context” (Tschannen-Moran, Woolfolk Hoy & Hoy, 1998).

Dunkin and Biddle’s Model(1974) explains the relationship between the cooperating teacher and student teacher and the resulting efficacy effects described as product variables.

Two sets of variables effecting changes in behavior: presage and context.

Presage variables (teacher characteristics) are influencing the teacher. Context variables (student characteristics/student teacher) are influencing the student

(student teaching when observing cooperating teacher). Process variables develop through interaction of presage and context variables. This alters teacher and student behaviors.

SMCR Communication Model – David Berlo (1960)

Source - where a communication originates (Guth & Marsh, 2006). Message - the content of the communication. Channel - the medium used to transmit the message to the intended receiver. Receiver - the person or persons for whom the message is intended.

*Feedback - the receiver’s reaction (as interpreted by the source) to the message. *Noise - referred to as static and encompasses anything (physical or intangible) that may inhibit any part of the SMCR process from occurring.

Independent Variable – structured communicationDependent Variables – teaching efficacy, relationshipsModerating Variables – demographics, background, personality

Martin and Yoder (1985) stated student teacher’s success during a field experience relied “on the general supervisory climate in the department and on the educational leadership abilities of the cooperating teacher”.

Dewey (1980) stated: “Not only is social life identical with communication, but all communication … is educative. To be a recipient of a communication is to have an enlarged and changed experience. One shares in what another has thought and felt … has his own attitude modified. Nor is the one who communicates left unaffected”.

Bandura (1986, 1997) stated four sources of self-efficacy: 1) mastery experiences,2) vicarious experiences,3) social influences, 4) physiological and emotional arousal.

Groups & Teams

Leadership

Leadership

Interpersonal

Leadership Conflict

ResolutionCritical

ThinkingEthics

Personal Leadership

Communication Leadership Styles Leadership Skills Learning Styles Learning Skills

Organizational

Leadership Change

Global Leadership

Cultural Leadership

Gender Leadership

Research AgendaTracy Kitchel, Assistant ProfessorUniversity of Kentucky

Novice Expert

Sec

onda

ry

Leve

lU

nive

rsity

Le

vel

Mentoring/Expert Relationships;Ag Ed Program Quality

BRIDGE

Entry-Year(s) Teaching(In-Service)

Student Teaching(Pre-Service)

Expert in Content Expert in Teaching

Expert in ContentNovice in Teaching

Understanding expertise is important because it provides insights into the nature of thinking and problem solving (National Research Council, 2000, p. 31)

Scholarship of Teaching and Learning; Reflection; Student

Success

BRIDGE

IntroductionOver the years, agricultural education has evolved from a once “strictly for farmers and rural persons” program to a more diverse, multi-cultural program. The opportunity for students to enroll in agricultural education at the secondary level is an evolving process (Newcomb, McCracken, Warmbrod, & Whittington, 2004). While the enrollment numbers in agricultural education have fluctuated over the years (Soloninka, 2003), the enrollment of students with learning disabilities continues to increase. As a result, pre-service teachers have expressed a need to receive additional support for working with students with learning disabilities in secondary agricultural education programs.

Purpose and ObjectivesThe purpose of this study was to examine the practices agricultural educators purport to cover in pre-service programs to prepare pre-service teachers to work with students with learning disabilities in secondary agricultural education programs. A secondary purpose was to examine the preparation pre-service teachers purport to receive in pre-service programs to work with students with learning disabilities in secondary agricultural education programs. The objectives of the study were:

What professional/personal experiences do teacher educators and pre-service teachers have relative to working with students with learning disabilities?

What practices do teacher educators purport to cover in pre-service programs to prepare pre-service teachers to provide instruction and accommodations for students with learning disabilities in secondary agricultural education programs and the federal legislative acts that govern students with disabilities in secondary school settings?

What practices do pre-service teachers purport to receive in pre-service programs to provide instruction and accommodations for students with learning disabilities in secondary agricultural education programs and the federal legislative acts that govern students with disabilities in secondary school settings?

Preparing Future Secondary Agriculture Teachers to Work With Students With Learning Disabilities

Paula E. Faulkner and Connie D. BaggettThe Pennsylvania State University

Department of Agricultural and Extension Education

Special Education Information &

Teaching Skills

TeacherPreparation

Program AEE

Faculty of AEE

Faculty of Special

Education

Pre-service Students

& Teachers

Secondary School Students

Regulatory Agency NCATE State Ed Dept Universities

Federal Legislation & Guidelines

MethodologyA purposive sample of agricultural education teacher educators (n=84) and agricultural education pre-service teachers (n=252) were selected for the study.

Two, four-part survey instruments were developed to collect data for the study. A web survey was also used to collect teacher educator data.

Descriptive and inferential statistics were used to analyze the data.

FindingsThe majority of teacher educators were male, assistant or associate professors, and pre-service coordinators.The majority of pre-service teachers were female and seniors.Both groups (teacher educators and pre-service teachers) reported cooperative pairs/groups as the most covered instructional technique and extended/extra time as the most covered accommodation in pre-service programs.Among teacher educators, pre-service coordinators covered more accommodations in the classes they taught.

ConclusionsPre-service coordinators (p=.062) and teacher educators whose pre-service programs (p=.02) received accreditation from the respective State Department of Education and NCATE covered more accommodations in pre-service programs.

RecommendationsBased on the study’s findings, it is strongly recommended that agricultural education programs:designate one faculty member as the special education contact for the teacher education program.provide in-service and/or pre-service training for pre-service teachers during and upon completion of the teacher education program.

ReferencesNewcomb, L., McCracken, J., Warmbrod, J., & Whittington, S. (2004). Methods of teaching agriculture. Upper Saddle River, NJ: Pearson Education.

Soloninka, J.W. (2003). Accommodation in an urban agricultural education program in Ohio: A case study. Dissertation Abstracts International, 65 (01), 50 (UMI No. 3119259).

Study Diagram: Agricultural Teacher Education Programs

Prepared by: Eric Kaufman, Virginia Tech

Developing Effective Leadership for Groups and Communities:

A Conceptual Model for Research and Outreach

Appropriate Application of Goal Setting:Appropriate Application of Goal Setting:Goal Setting Theory

& the High Performance CycleGoal setting theory is based the premise that conscious goals affect action. The

theory emerged from empirical research over four decades, with more than 1,000 published articles and reviews that have shown positive results in about 90% of

the studies. According to the theory, goals affect action in form of choice, intensity, and persistence. In addition, goals motivate individuals to develop relevant

strategies for goal attainment. The high performance cycle highlights the positive effect that success on one goal has on future goals.

Graphic from “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey,” by E. A. Locke and G. P. Latham, 2002, American Psychologist, 57(9), p. 714. Copyright 2002

by the American Psychological Association, Inc. Reprinted with permission.

Goal Core: Specificity Difficulty(e.g., Performance and Learning Goals, Proximal Goals) Mechanisms:

Choice/Direction Effort Persistence Strategies

Moderators: Goal Commitment Goal Importance Self-Efficacy Feedback Task Complexity

Performance(e.g.,

Productivity, Cost Improvement)

Satisfaction With Performance and

Rewards

Willingness to Commit to New

Challenges

Learning Facilitation:Learning Facilitation: Andragogy in Practice Model

From “The Adult Learner” (6th ed.), by Knowles, M. S., Holton, E. F., and Swanson, R. A. , 2005, p. 149. Copyright 2005 by Elsevier. Reprinted with

permission.

1. Learners Need to Know− why− what− how

2. Self-Concept of the Learner− autonomous− self-directing

3. Prior Experience of the Learner− resource− mental models

4. Readiness to Learn− life related− developmental task

5. Orientation to Learning− problem centered− contextual

6. Motivation to Learn− intrinsic value− personal payoff

Andragogy:Core Adult Learning

Principles

Individual and Situational Differences

Goals and Purposes for Learning

Situational Differences

Individual Growth

Individual Learner DifferencesSocietal G

rowth

Subj

ect M

atte

r Diff

eren

ces

Inst

itutio

nal G

row

th

Effective Leaders and Effective Leaders and Leadership:Leadership:

From “Global explorers: The next generation of leaders,” by Black, J. S., Morrison, A. J., & Gregerson, H. B. , 1999, p. 28. Copyright 1999 by Routledge. Reprinted with permission.

Perspective Character

Inquisitiveness

Savvy

Universal Curricula:Universal Curricula:

Global Leadership Literacies

Rosen, R., Digh, P., Singer, M., & Phillips, C. (2000). Global literacies: Lessons on business leadership and national cultures. New York: Simon &

Schuster.

• Personal• Business

• Social• Cultural

Individual Individual Strengths & GoalsStrengths & GoalsStrengths development theory incorporates positive psychology throughout its three stages of strengths

development: (1) identification of talents, (2) integration of talents into self-view, and (3) behavioral change.

Hodges, T. D., & Harter, J. K. (2005). A Review of the Theory and Research Underlying the StrengthsQuest Program for Students. The Quest for

Strengths. Educational Horizons, 83(3), 190-201.

Group / Community Group / Community Strengths & GoalsStrengths & Goals

Grassroots leadership development is most effective when applying “a triple focus” that considers the individual

leaders, an involved organization, and the community or issue of concern.

W.K. Kellogg Foundation. (2000). Grassroots leadership development: A guide for grassroots leaders, support organizations, and funders. Battle

Creek, MI: W.K. Kellogg Foundation.

Success in Community and Success in Community and Volunteer Settings:Volunteer Settings:

Exhibited through member involvement and accomplishment of group goals

Bolton, E. B. (1991). Developing local leaders: Results of a structured learning experience. Journal of the Community Development Society, 22(1), 119-143.

Engaging Learners and Educators in the Life Sciences

Creates a Context for

Experiential Learning (Dewey, 1938; Knobloch, 2003; Newmann et al., 1996)

Active Learning (Bonwell & Eison, 1991)

Inquiry Learning (Bransford, Brown, & Cocking, 1999)

Problem-Based Learning (Savery, 2006; Hmelo-Silver, 2004)

Case Study Method (Herreid, 2004)

Project-Based Learning (Polamn, 2000)

Simulations (Gredler, 2004)

Service or Place-Based Learning (Brown, 1998)

Learner-Centered Teaching Educator influences learning

Personal epistemology (Hofer & Pintrich, 1997)

Motivation Self-Determination (Deci & Ryan, 1985)

Expectancy-Value: Self-Efficacy (Bandura, 1997) & Task Value (Eccles & Wigfield, 2002)

Teaching strategies inform outcomes Learning environment (Young, 2003)

Roles of educator and learners (Weimer, 2002)

Learning tasks (McCombs & Whisler, 1997)

Life Science

EducationAnimalsPlantsFood

Environment

Human Capital Development Education

Entrepreneurship Workforce

Stewardship Quality of

Life

Engagement & Empowerment

Creates the Roles for

Neil A. Knobloch, Ph.D.©2007

Significant PersonsFriendsParentsHigh School Personnel

Fixed College CharacteristicsCost (Financial Aid)LocationAvailability of Program

College Efforts to Communicatewith Students

Written InformationCampus VisitAdmissions/Recruiting

External Influences

Student Characteristics

Socio-Economic Status

High School Performance

Aptitude

Level of Educational Aspiration

General Expectations of College Life

Student’s Choiceof College

College’s Choiceof Students

Entry to College

Chapman, 1981

Successful Leadership Education

Sim

ulation Exercises

True E

xperience

Leadership Mentor/C

oach

(Leadership Theory) + (Appropriate Teaching Methods)

Special Circumstances

Learning StyleCulture

AgeEthnicityGender

Contextual Applications

Dr. Christine D. TownsendDepartment of Ag. Leadership, Educ., and Comm.

Texas A&M University, College Station, Texas

Teacher Professional Career Development

Pre-service Teacher

Experienced Professional Teacher

Brian Warnick, Utah State University

National Research Agenda for Agricultural Education and Communication: Agricultural Education in Schools: “Prepare and provide an abundance of fully qualified and highly motivated agriscience educators at all levels.”

Overall Research Question: What are the professional development needs of agricultural educators?

Develop and assess effective induction models for early career

teachers•Experiences of beginning teachers

•Commitment to teach

•Evaluate the impact of mentoring and other early career programs

Early Career Professional

Assess the professional development needs of pre-service

and student teachers•Experiences of student teachers

•Commitment to teach

•Technical content needs

Assess models for the effective delivery of teacher professional

development programs•Technical content needs

•Science integration and collaboration between science and agriculture teachers

•Entrepreneur education models

Develop and assess effective professional development models

based on the experience of veteran teachers

•Experiences of veteran teachers

•Motivation for persisting in the profession

Novice Apprentice Professional Expert Distinguished Emeritus

Steffy, Wolfe, Pasch, and Enz’ (2000) “Life Cycle” Model for Career Teachers

· 9 Month - 100% Teaching

· Dept. Co - Chair

· Grad. Program Coordinator

· Chair, University Assessment Com.

· Chair, 3 MN & WI CDE Days

· Agricultural Education

· Science (Biology) Education

· Animal & Poultry Science

· Biotechnology

•Course Anatomy: The Dissection and Analysis of

Knowledge Through Teaching (Shulman)

Student TeachingExperience

•Academic Program Assessment•General Education Assessment

Campus-wide AssessmentEfforts

•Impact of Prior Coursework•3-D Models in Instruction

Learning of MolecularGenetics Concepts

•Re-establishing Chapter Connections•CLK Implementation

National ATADevelopment

•Managing Event Data with Access•Event Scoring with CDEScore

CDE Event Management

•Distribution of Student Time•Balance of FFA, SAE, & Classroom

Effectiveness ofInstructional Techniques

•Student Use of Online Resources•Integration of Online Tools

•Personal SWOT Analysis•Instant Feedback – Team Learning

Web SupportedInstruction

•Scholarship Reconsidered

(Boyer)•Toward a Scholarship of Service (Berberet)

Environment Output

Competent Workforce

•Employability Status

•Job Satisfaction

•Job Retention

•Efficacy

•Skill attainment

Student Characteristics

•Demographic information

•Gender

•GPA

•SES

•Grades

•Abilities, skills, and competencies

•Recruitment Preferences

Based on Astin’s (1993) E-I-O Model

Input

Involvement in Student Organizations

College Preparation and

Development

•Faculty/Instructor Competence

•Professional Development

•Technical skilldevelopment

•Employability skill development

Submitted by: Ryan Anderson

FFA

Agricultural Classroom

SupervisedAgriculturalExperience

How does Agricultural Education enhance student achievement?

What teaching methodologies

enhance student

achievement?

What SAE activities enhance student achievement?

What FFA activities enhance

student achievement?

Student Success

Student Achievement

How is student achievement measured?

1. How do teachers model effective use of reading strategies?2. What do agriculture teachers model about the value of reading?3. How do teachers value reading in/about agriculture?4. What are the steps involved with encouraging teachers to adopt

literacy strategies into their instructional routines?

1. How do exemplary teachers create a culture that supports literacy?

2. What text resources are available to students in agriculture classrooms?

1. What authentic reading experiences are available to aid learning in agriculture?

2. How do FFA CDE affect literacy?3. How do other FFA programs affect

literacy?

1. How does strategy use affect comprehension and motivation in agriculture?

2. Which strategies are most appropriate for agriculture?

3. How can teachers be prepared to use literacy strategies? What ongoing professional development is helpful?

1. What are the must-read trade books in agriculture?

2. How do trade books affect motivation in agriculture?

3. What authentic texts are used in agriculture courses?

Creating a Culture of Teaching that Supports Literacy in Agricultural Science

Travis Park, Cornell University

Motivation to read

Texts

Agriculture/Agriculture/CTE TeacherCTE Teacher

StudentStudentss

Modeling

Classroom culture

Activities Strategies

Ag literacy

Critical thinking

Comprehension

Problem solving

Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn & Bacon.

Kimberly A. Bellah, Ph.D.Tarleton State University

The Concerns Based Adoption Model

Resource System

Change Facilitator

Innovation Users

& Non-Users

Stages of Concern

Levels of Use

Innovation Configurations

Probing

InterveningResource System

The investment in people, time, and resources as they pertain to development and implementation of educational innovations. Without ongoing resource

and facilitator support, sustained use of an innovation is difficult to achieve.

Change FacilitatorsPrincipals, teachers, and other district personnel who serve as

key factors in the success or failure of an educational innovation. Those who, “for brief or extended periods, assist various individuals and groups in developing the competence

and confidence needed to use a particular innovation.” A change facilitator might also be a developer or trainer involved

in introducing a particular educational innovation.

Stages of ConcernThe Stages of Concern (SoC) component of CBAM relates

directly to how teachers perceive the educational innovation they are asked to implement. The seven stages include

awareness (0), informational (1), personal (2), management (3), consequence (4), collaboration (5), and refocusing (6).

Levels of UseLevels of Use correspond to

teachers’ behavior in relation to the

educational innovation in

question. Levels include nonuse (0),

orientation (I), preparation (II),

mechanical use (III), routine (IV A),

refinement (IV B), integration (V), and

renewal (VI).

Innovation ConfigurationsThose adaptations educators make to an educational

innovation when faced with implementing the innovation within the confines of the classroom.

Professional Growth and Retention of Quality Agriscience Teachers

Ann M. De Lay - University of Florida

Expert

Expert

PreservicePreservice

Novice

Novice

Experiences and methods of support in each stage of teacher development is carried to subsequent stages.

Preservice:• Technical Skills• Defining Beliefs & Practice

Novice:• Aligning Beliefs & Practice• Building a CoP

Developing:• Expanding a CoP• Teacher Inquiry & Reflection

Expert:• Mentoring• Refining Beliefs & Practice

Pertinent Work:• Bandura, A.• Darling-Hammond, L.• Feiman-Nemser, S.• Hargreaves, A.• Ingersoll, R. M.• Lave, J. & Wenger, E.• Moir, E.• Zeichner, K. M.

Devel

oping

Devel

oping

Plan for Scholarship & Research

Student Achievement

Leadership Development

Critical Thinking and Decision-Making

Academics

Secondary & Post-secondary Agricultural Education

Teacher Needs, Experiences, Preferences, Efficacy, Instruction Methods

Student Experiences, Preferences, Efficacy, Demographics

context

topic

outcomesoutcomes

Ricketts, 2007

Agricultural Education in Urban SchoolsAgricultural Education in Urban Schools

Urban Agriculture Students Urban Agriculture Students Experiences in Agricultural Education/FFA Experiences in Agricultural Education/FFA SAE Involvement SAE Involvement

Preservice Agriculture TeachersPreservice Agriculture TeachersPerceptions Perceptions Experiences in Urban Schools Experiences in Urban Schools

Novice Urban Agriculture TeachersNovice Urban Agriculture TeachersDecision to Teach in Urban Schools Decision to Teach in Urban Schools Teacher Efficacy Teacher Efficacy Teacher InductionTeacher Induction

Experienced Urban Agriculture TeachersExperienced Urban Agriculture TeachersPractices of Exemplary TeachersPractices of Exemplary TeachersRetention Retention

AdministrationAdministrationPerceptions/Support of Agricultural EducationPerceptions/Support of Agricultural Education

Wendy J. Warner, Cal Poly SLOWendy J. Warner, Cal Poly SLO

Conceptual Induction ModelConceptual Induction Model

INFLUENCESINFLUENCES

CONTINUE IN CONTINUE IN PROFESSIONPROFESSION

•SALARIES

•SATISFACTION (Competence, Performance, Effectiveness)

•PERSONAL ENVIRONMENT

•SUPPORT (Mentoring, University, Administrative)

•PROFESSIONAL DEVELOPMENT

•PROFESSIONAL SOCIALIZATION

Induction Phase (1-3 yrs.)Induction Phase (1-3 yrs.)

ENTER ENTER PROFESSIONPROFESSION

Edward Franklin, University of Arizona

Conceptual Model for Research on the Professional Development (PD) of Agricultural EducatorsJon W. Ramsey

Professional Development

Impact of PD

Alternatively Certified

Classroom Instruction

Youth Development

Experiential Learning

Content Knowledge

Traditionally Certified

Classroom Instruction

Youth Development

Experiential Learning

Content Knowledge

Teacher Variables

Attitude toward PD

Content knowledge

Motivation

Maturity

Ag Work Experience

Transfer Variables

Theory of Identical Practice

Formal Learning

Informal Learning

Delivery Variables

Facilitator Credentials

Instructional Resources

Budget

AssessmentContent &

MethodologyObjectives

OutcomesContent &

MethodologyStandards

Traditional Education Model

Outcomes Based Education Model

Embracing the Outcomes Based Education Model

Professional Research AgendaQuintin Molina, LecturerThe University of Arizona

Goals

I am interested in improving the understanding of how and in what context agricultural education teachers engage in PD experiences.

As a state staff person in agricultural education I am concerned about the perceived hierarchical relationship between university faculty, state staff, and teachers as well as the related perception of technical rational knowledge production within the profession.

Teacher Engagement in Planning Professional

Development Experiences

Donna M. Moore, Cornell University

Methods

A select sample of agricultural education teachers engaged in the PD planning will be the focus of this research.

Data will be collected through focus groups and qualitative interviews.

The researcher is a part of the PD planning group.

Validity

Triangulation of methods

Participant verification

Transparency

Maxwell, J.A. (2005). Qualitative research design: An

interactive approach. Thousand Oaks: CA, Sage Publications.

Research Questions

•How do teachers participate in professional development planning in agricultural education?

•How does participation in professional development planning influence a teacher’s professional practice?

•How does participation in professional development planning influence a teacher’s perception of their profession?

Conceptual Framework The agricultural education literature provides little investigation of the planning practices associated with PD programs and specifically teacher participation in PD planning.

Problems in PD Planning Practice

While multiple models are utilized in teacher PD, secondary agricultural education continues to use the technical update model.

A limited number of agricultural education teachers participate in the technical update programs.

Related Literature

Ag Ed & CTE PD

Teacher PD

Adult Ed Program Planning Theory

Adult Learning Theory

Social Learning Theory