Search
Now showing items 1-9 of 9
Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory
(University of Missouri--Columbia, 2015)
The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching theme that emerged was the influence of beliefs on participants' PCK...
The process of literacy integration in agriculture classrooms : a grounded theory /
(University of Missouri--Columbia, 2017)
The purpose of this grounded theory study was to conceptualize how agriculture teachers' beliefs and literacy experiences translate into classroom practices. The emergent theme focused on teacher belief drivers which started the process of literacy...
Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study
(University of Missouri--Columbia, 2016)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to describe the beliefs pre-service teachers in agricultural education hold about inquiry-based teaching. The two primary themes that emerged...
Factors influencing Missouri high school agricultural mechanics students safety climate attitudes
(University of Missouri--Columbia, 2014)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] High school agricultural mechanics students safety perceptions are largely unrepresented in agricultural education research. With student perceptions being a large part...
Unpacking preservice agriculture teacher development through reflective awareness of stress: a mixed methods study
(University of Missouri--Columbia, 2013)
This mixed methods study used reflective awareness of stress to unpack preservice agriculture teacher development from the perspective of a teacher educator. Quantitative physiological stress data was collected using heart rate variability (HRV...
Mentoring expectation congruency, interaction, and psychosocial support in Missouri's agriculture teacher mentor program
(University of Missouri--Columbia, 2014)
agriculture teachers participating in a state-supported formal mentoring program. The target population for the student was teachers participating in the Missouri Agricultural Education mentor/induction program. The accessible population consisted of Missouri...
Urban FFA members' sense of FFA's organizational culture as experienced through the national FFA convention
(University of Missouri--Columbia, 2013)
on urban school-based agriculture programs would indicate that urban agriculture students face barriers to their participation in the National FFA Organization. The experiences of the urban FFA members at the National FFA Convention would an understanding...
The impact of lecture capture on academic performance
(University of Missouri--Columbia, 2012)
in education is courses that are blended (hybrid) or fully online. The purpose of this study was to determine if a relationship existed between the use of lecture capture and students' classroom performance in an Agricultural Economics class at the University...
Undergraduate student course engagement and the influence of student, contextual, and teacher variables
(University of Missouri--Columbia, 2014)
immediacy behaviors, college course status, class time, class size, and student class rank. The target population was undergraduate students enrolled in one of three courses within the College of Agriculture, Food and Natural Resources at the University...