Emerging Research in Agricultural Teacher Education: 9798369327661: Education Books

Publication Status: E-Book and Print Version Available for Purchase

ISBN13: 9798369327661

ISBN13 Softcover: 9798369349342

EISBN13: 9798369327678

DOI: 10.4018/979-8-3693-2766-1

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.

Offering a strategic roadmap for research efforts and program development empowers scholars to tackle pressing issues such as teacher stress, inclusiveness, and program evaluation head-on. In a field ripe for innovation, this text is a beacon of guidance and inspiration, guiding scholars toward a future where agricultural teacher education thrives.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Adult Education
Classroom and Laboratory Management
Curriculum Design for Preservice Education
Educational Technology and Resources
Elementary Agricultural Education
Experiential Learning
Global Competency
Graduate Programs
Inquiry-Based Teaching and Learning
Instructional Methods
Professional Development Programs
Project-Based Learning
STEM Integration
Teacher Job Satisfaction
Teacher Stress
Teacher Supervision
Teaching Burnout

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R. Kirby Barrick earned the Ph.D. in Agricultural Education from Ohio State University and joined the faculty where he taught courses in teaching and learning. He was awarded the OSU Distinguished Teaching Award, the Gamma Sigma Delta Teaching Award, and the NACTA Distinguished Educator Award. His research interests include teaching and learning theory and practice in domestic and international settings. He has authored/presented more than 275 articles, papers, posters and workshops, and served as principal investigator for more than $8 million in grants. He is a Fellow in the AAAE and is a Fulbright Senior Specialist. Barrick was a department chair Ohio State, Associate Dean for Academic Programs at the University of Illinois, and Dean of the College of Agricultural and Life Sciences at the University of Florida. He has taught graduate-level courses in teacher education, instructional design, and university governance, and conducted professional development activities for practicing educators. He has worked extensively in Egypt, conducting teaching and learning and curriculum development workshops for university and technical school faculty.

Andrew C. Thoron is the Department Head for the Agricultural Education and Communication Department at Abraham Baldwin Agricultural College in Tifton, Georgia. Andrew began teaching school-based agricultural courses at Mt. Pulaski High School in Illinois. He then took on a state leadership role with the Illinois State Board of Education for agricultural education where his primary responsibility was to aid agriscience teachers, administrators, and community members in developing and maintaining agricultural education programs. Dr. Thoron served on the faculty at the University of Illinois at Urbana-Champaign and the University of Florida where he served as the teacher education coordinator and provided state-wide leadership for teacher professional development. His research expertise is in the area of teaching and learning that focuses on effective teaching and argumentation skill development. He has co-edited the textbook: Preparing Agriculture and Agriscience Educators for the Classroom, authored/co-authored three book chapters, authored/co-authored over 50 referred journal articles, over 125 paper/poster presentations, and has been awarded over $3 million in grant funding. Dr. Thoron has been recognized as the Journal of Agricultural Education author of the year four times and has had the article of the year in the Journal of Southern Agricultural Education Research. Dr. Thoron has been recognized nationally and internationally for his teaching, advising, and research. He holds degrees from Lincoln Land Community College (AS) and has since been recognized as their honored alumnus. His BS is from Illinois State University where he was later recognized among their Academy of Achievement, and the University of Florida (MS & Ph. D.) in Agricultural Education and Communication.

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