View in EDS

Integrating Socioscientific Issues in School-Based Agricultural Education: Teachers’ Self-Efficacy, Beliefs, & Barriers.

Saved in:
Bibliographic Details
Title: Integrating Socioscientific Issues in School-Based Agricultural Education: Teachers’ Self-Efficacy, Beliefs, & Barriers.
Authors: Burrows, Michelle S.1 michelle.burrows@usu.edu, Sorensen, Tyson J.2 tyson.sorensen@usu.edu, Lawver, Rebecca G.3 rebecca.lawver@usu.edu
Source: Journal of Agricultural Education. 2024, Vol. 65 Issue 4, p84-98. 15p.
Subject Terms: *Teacher development, *Agriculture teachers, *Educational standards, *Agricultural education, *Teacher education
Abstract: The purpose of this quantitative survey research study was to describe the integration of socioscientific issues (SSI) - within school-based agricultural education (SBAE). This research was guided by the SSIbased instruction framework and the three-component model of agricultural education. The population for this study was all SBAE teachers in the U.S. during the 2019-2020 school year. A total of 136 SBAE teachers participated in the study. SBAE teachers’ self-efficacy related to SSI, their perceived need to teach SSI, and barriers to teaching SSI were explored. Survey responses were analyzed using descriptive statistics. Respondents agreed that SSI are needed in agricultural education, but time to develop curriculum and integrate SSI is a barrier. Overall SBAE teachers felt supported by their administration and communities. Recommendations include integration of SSI and the SSI-based instruction framework in both pre-service agricultural teacher preparation programs and in-service teacher professional development. Aligning state and national agricultural education standards to include SSI is also recommended. Further research should be conducted to explore SBAE teachers’ knowledge of SSI, how they are integrating SSI in their classes and what resources and teaching strategies they are using. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Agricultural Education is the property of Journal of Agricultural Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 183396259
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Integrating Socioscientific Issues in School-Based Agricultural Education: Teachers’ Self-Efficacy, Beliefs, & Barriers.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burrows%2C+Michelle+S%2E%22">Burrows, Michelle S.</searchLink><relatesTo>1</relatesTo><i> michelle.burrows@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Sorensen%2C+Tyson+J%2E%22">Sorensen, Tyson J.</searchLink><relatesTo>2</relatesTo><i> tyson.sorensen@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Lawver%2C+Rebecca+G%2E%22">Lawver, Rebecca G.</searchLink><relatesTo>3</relatesTo><i> rebecca.lawver@usu.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Agricultural+Education%22">Journal of Agricultural Education</searchLink>. 2024, Vol. 65 Issue 4, p84-98. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Agriculture+teachers%22">Agriculture teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Agricultural+education%22">Agricultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this quantitative survey research study was to describe the integration of socioscientific issues (SSI) - within school-based agricultural education (SBAE). This research was guided by the SSIbased instruction framework and the three-component model of agricultural education. The population for this study was all SBAE teachers in the U.S. during the 2019-2020 school year. A total of 136 SBAE teachers participated in the study. SBAE teachers’ self-efficacy related to SSI, their perceived need to teach SSI, and barriers to teaching SSI were explored. Survey responses were analyzed using descriptive statistics. Respondents agreed that SSI are needed in agricultural education, but time to develop curriculum and integrate SSI is a barrier. Overall SBAE teachers felt supported by their administration and communities. Recommendations include integration of SSI and the SSI-based instruction framework in both pre-service agricultural teacher preparation programs and in-service teacher professional development. Aligning state and national agricultural education standards to include SSI is also recommended. Further research should be conducted to explore SBAE teachers’ knowledge of SSI, how they are integrating SSI in their classes and what resources and teaching strategies they are using. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Agricultural Education is the property of Journal of Agricultural Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183396259
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.5032/jae.v65i4.2752
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 84
    Subjects:
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Agriculture teachers
        Type: general
      – SubjectFull: Educational standards
        Type: general
      – SubjectFull: Agricultural education
        Type: general
      – SubjectFull: Teacher education
        Type: general
    Titles:
      – TitleFull: Integrating Socioscientific Issues in School-Based Agricultural Education: Teachers’ Self-Efficacy, Beliefs, & Barriers.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burrows, Michelle S.
      – PersonEntity:
          Name:
            NameFull: Sorensen, Tyson J.
      – PersonEntity:
          Name:
            NameFull: Lawver, Rebecca G.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: 2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 10420541
          Numbering:
            – Type: volume
              Value: 65
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Agricultural Education
              Type: main
ResultId 1