Attracting Academically or Intellectually Gifted Students to Career and Technical
Education
Elizabeth GrayDr. Gary Moore
Dr. Barbara KirbyDr. Beth Wilson
North Carolina State University
Importance of the study
NCGS Article 9B, 1996 “[AIG] students require differentiated
educational services beyond those ordinarily provided…”
Cognitive damage Lack of appropriate instruction may
cause cognitive harm (Coleman & Gallagher, 1995)
Use it or lose it (Tomlinson, 1999)
Importance of the study Affective wellbeing
Attitudes, emotions, moods (Coleman & Gallagher, 1995)
Do not thrive, potential diminishes
Agriculture Industry More complex & technologically advanced (Houser
& Baker, 1991). Demand for qualified individuals will soon surpass
supply (Goecker, Gilmore, & Smith, 2005). Career choice based on values and perceptions
(Overbay & Broyles, 2008).
Purpose of the Study
Learn more about: Attracting students who are gifted to
Agricultural Education programs. Serving students who are gifted in
Agricultural Education Programs. The perceptions of Agricultural
Education
Theoretical Framework
Prosser’s 14th TheoremVocational education will be socially
efficient in proportion as in its methods of instruction and its personal relations
with learners it takes into consideration the particular
characteristics of any particular group which it serves
(Prosser & Allen, 1925, p. 207).
Theoretical Framework
AAAE National Research Agenda Priority 4 Meaningful, Engaged Learning in All
Environments “…how to reach all students.” (Doerfert,
2011, p. 22)
Methodology
Qualitative study Focus Groups
Selecting Participants Audio transcription Analyzed transcripts in search of
reoccurring themes Developed a list of potential themes based
on literature Emergence of new themes
169, 087 gifted in NC
(NCDPI, 2010)
Trustworthiness Credibility
Peer debriefing Member checking in 3 stages
Transferability Detail and description
Dependability & Confirmability Raw data retained for audit purposesLincoln & Guba, 1985
What attracts students who are AIG?
Atmosphere of the classes Relaxed, less stressful
“A breath of fresh air”
Fun, Variety of Activities, Hands on Learning “Each day is new.”
What attracts students who are AIG?
Design of Agricultural Education Hands-on curriculum
“Instead of learning from a book you learn from what you do. And it sticks.”
FFA “…learn and socialize outside the class.” CDE’s
SAE Choose activities within interest area Resume builder
What attracts students who are AIG?
Influential People Teacher
“…they really care about the kids.” Humor, enthusiasm, passion, expertise
Friends and Family “…my friend told me it was fun…” “…my brother was in FFA…”
What deters students who are AIG?
Lack of accurate information Lack of awareness
“Kids just don’t know.” Limited awareness
“…if they only knew what we really did here…”
Image “Cow, Sow, Plow” Stereotype FFA
What deters students who are AIG?
Academic Pressure Weighted GPA
“They think they need weighted credit because they want to go to college.”
Perceived rigor “…it doesn’t look as good on a resume…”
What deters students who are AIG?
Scheduling Times classes are offered conflict “…it doesn’t fit in their schedule…”
Students who “…don’t care…” “…they think it’s going to be an easy class.” “…disruptive…”, “…hinders our learning…”
Factors contributing to learning Learning by Doing
Learn & remember better Opportunities for problem solving
“He wants us to think it through and try to figure it out on our own…”
“relate agriculture [class] to real life.”
Integrating the subject matter With FFA and SAE Art Technology
GPS Computers for research
Factors contributing to learning
Characteristics of the Teacher Entertainment Factors
Humor Passion for students Enthusiasm
Perceptions of students who are AIG
Positive overall “Awesome!” “The one class I look forward to.” “It’s my favorite part of the day.” “…it’s something you enjoy, not
something you’re forced to do.” “Everything is a learning experience.”
Perceptions of students who are AIG
Balance of Challenge “Sometimes it comes easy, sometimes it
doesn’t.” “…a totally different kind of learning…” Choices Opportunities to work at individual pace High expectations of teachers “Shine.”
Perceptions of students who are AIG
“It all starts with the teachers.” “…she just understands kids…” “My teacher would marry agriculture if he
could…” “…you want a teacher who would still care
about it whether or not they got paid for it.”
“They expect more of us, not because we’re AIG but because they know who we are and what we can do.”
Perceptions of students who are AIG
Areas for improvement Attitudes of classmates
“…the people who don’t care hold you back.” “I’m looked at funny by other students…”
Challenges of Mixed ability classes “It’s tough to teach a class when you’ve got
six special needs kids…”
Conclusions
Relaxed is GOOD (Medina, 2008) Resist “teaching to the test” Build and implement programs that
include all three components of agricultural education (Baker and Robinson, 2011)
Use students to promote the program. (Hook, 1993)
Conclusions
Conclusions
Spread awareness Visit Middle School Recognize student achievements Community activities
Revisit image of agriculture and FFA Emphasize STEM FFA Jacket? (Croom & Flowers, 2001) Name of the organization?
Conclusions Create honors level classes
GPA/ Transcripts Time with academic peers
Continue implementing hands on learning opportunities
Protect teachers from burnout (Davis, 2009)