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Foundations of Agricultural Education Fourth Edition [Hardback]

  • Formāts: Hardback, 480 pages, height x width x depth: 291x223x35 mm, weight: 679 g, 200 illustrations
  • Izdošanas datums: 15-Jul-2022
  • Izdevniecība: Purdue University Press
  • ISBN-10: 1612497527
  • ISBN-13: 9781612497525
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  • Formāts: Hardback, 480 pages, height x width x depth: 291x223x35 mm, weight: 679 g, 200 illustrations
  • Izdošanas datums: 15-Jul-2022
  • Izdevniecība: Purdue University Press
  • ISBN-10: 1612497527
  • ISBN-13: 9781612497525
Citas grāmatas par šo tēmu:
"Foundations of Agricultural Education, Fourth Edition is designed for college students in agricultural education and others interested in agricultural education as fundamental preparation for the profession. Teachers of agricultural education and those in support roles will find this book to be a helpful resource. This fourth edition is updated to reflect current educational theory and practices, and includes changed laws and initiatives since the third edition. This updated textbook is appropriate for both introductory and advanced courses. Each chapter begins with a scenario designed to engage the learner in thinking about the content of that chapter and draws from relevant research and literature. Photos, illustrations, and tables provide greater context to key concepts, and every chapter concludes with questions for review and discussion, as well as additional activities designed to guide the learner into further exploration. Foundations of Agricultural Education, Fourth Edition is an engaging, immersive guide that will help prepare the next generation of agricultural educators"--

The textbook provides student and practicing agricultural educators and others interested in agricultural education a foundational resource that covers each element necessary to be a teacher in the field. It can be used in introductory and advanced classes, and can serve as a reference for practitioners. Both education and agriculture are rapidly changing fields, so new editions are frequent. The sections cover introduction to the agricultural education professions; program development and management; instruction in agricultural education; supervised agricultural experiences, Future Farmers of America, and community resources; and career stages in agricultural education. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)

Foundations of Agricultural Education, Fourth Edition is designed for college students in agricultural education and others interested in agricultural education as fundamental preparation for the profession. Teachers of agricultural education and those in support roles will find this book to be a helpful resource. This fourth edition is updated to reflect current educational theory and practices, and includes changed laws and initiatives since the third edition.

This updated textbook is appropriate for both introductory and advanced courses. Each chapter begins with a scenario designed to engage the learner in thinking about the content of that chapter and draws from relevant research and literature. Photos, illustrations, and tables provide greater context to key concepts, and every chapter concludes with questions for review and discussion, as well as additional activities designed to guide the learner into further exploration. Foundations of Agricultural Education, Fourth Edition is an engaging, immersive guide that will help prepare the next generation of agricultural educators.

PART 1 Introduction to the Agricultural Education Professions
1 A Career in Agricultural Education
3(30)
Teaching Agriculture
4(3)
Teaching As a Profession
7(2)
Credentialing Requirements
9(3)
Agricultural Education: Meaning and Scope
12(2)
Agricultural Education in American Education
14(2)
Gaining an Initial Position
16(5)
Compensation and Other Benefits of Teaching
21(1)
Successful Agriculture Teachers
22(4)
The School Community
26(4)
Reviewing Summary
30(1)
Questions for Review and Discussion
31(1)
Activities
31(1)
References
32(1)
2 Philosophical Foundations of Agricultural Education
33(14)
Philosophy, the Search for Truth
34(2)
The Early Philosophers
36(3)
The Emergence of Pragmatic Thought
39(3)
The 16 Theorems Applied to Agricultural Education Today
42(2)
Philosophy of Agricultural Education Today
44(1)
Reviewing Summary
45(1)
Questions for Review and Discussion
45(1)
Activities
46(1)
References
46(1)
3 History and Development of Agricultural Education
47(23)
The History of Agricultural Education
48(1)
Pre-Columbian Period
48(1)
Colonial and Early National Era
49(1)
The Civil War Era and an Industrial Revolution
50(4)
The Beginning of Agricultural Education in the Secondary Schools
54(8)
Federal Legislation From 1918 to 2018
62(4)
Reviewing Summary
66(1)
Questions for Review and Discussion
67(1)
Activities
67(1)
References
67(3)
4 Organization and Structure of Agricultural Education
70(15)
Agricultural Education and Local School Boards
71(4)
Local, State, and Federal Organization
75(3)
School-Based Agricultural Education in Charter, Online, and Private Schools
78(1)
Local Programs and the National FFA Organization
79(1)
Local Autonomy
80(1)
Reviewing Summary
81(1)
Questions for Review and Discussion
81(1)
Activities
81(1)
References
82(3)
PART 2 Program Development and Management
5 Program Planning
85(16)
What Is Program Planning?
86(3)
Components of a Total Agricultural Education Program
89(4)
National Quality Program Standards
93(1)
Procedures in Program Development
94(1)
Programmatic Evaluation Procedures
95(4)
Reviewing Summary
99(1)
Questions for Review and Discussion
99(1)
Activities
99(1)
References
100(1)
6 Advisory and Citizen Groups
101(21)
Citizen Participation in Schools
102(4)
Agricultural Education Advisory Organizations
106(13)
Reviewing Summary
119(1)
Questions for Review and Discussion
119(1)
Activities
120(1)
References
120(2)
7 Curriculum Development
122(28)
What Is Curriculum?
123(2)
What Is Curriculum Development?
125(4)
How Do We Decide What Should Be in the Curriculum?
129(7)
Preparing Curriculum Maps
136(4)
Influence of Class Scheduling on Curriculum Development
140(2)
Accountability
142(1)
Prepared Curriculum
142(2)
Integrating Academics and Agricultural Education
144(1)
Reviewing Summary
145(2)
Questions for Review and Discussion
147(1)
Activities
147(1)
References
148(1)
Additional Sources
149(1)
8 Student Enrollment and Advisement
150(17)
Student Enrollment
151(2)
Strategies for Recruiting and Enrolling Students
153(3)
Retention
156(1)
Role of School Counselors and Administration
157(1)
Barriers to Recruitment and Retention
158(2)
Career Guidance
160(4)
Reviewing Summary
164(1)
Questions for Review and Discussion
164(1)
Activities
165(1)
References
165(2)
9 Classroom and Laboratory Facilities
167(18)
Role of Facilities in Teaching and Learning
168(2)
Kinds of Facilities Needed for Agricultural Education
170(7)
Organizing and Maintaining Facilities
177(1)
Updating Facilities and Equipment
177(1)
Accommodating Access to Facilities
178(1)
Inventorying Equipment and Supplies
178(1)
Safety in Instructional Environments
178(4)
Reviewing Summary
182(1)
Questions for Review and Discussion
183(1)
Activities
183(1)
References
184(1)
Additional Source
184(1)
10 Instructional Resources
185(26)
Roles of Instructional Resources in Accountability
186(4)
Kinds of Instructional Materials
190(3)
Materials for E-Learning
193(6)
Selecting and Obtaining Instructional Resources
199(5)
Managing Instructional Resources
204(2)
Reviewing Summary
206(1)
Questions for Review and Discussion
207(1)
Activities
207(1)
References
208(1)
Additional Sources
208(3)
PART 3 Instruction in Agricultural Education
11 The Psychology of Learning
211(12)
What Is Learning?
212(1)
Major Learning Theories
212(4)
Role of Learning Theories in Agricultural Education
216(1)
Ways of Viewing Student Intelligence
217(1)
Student Motivation
218(3)
Reviewing Summary
221(1)
Questions for Review and Discussion
221(1)
Activities
221(1)
References
222(1)
12 The Teaching Process
223(25)
Teaching and Learning in the 21st Century
224(1)
Choosing the Teaching Method
224(3)
Bloom's Taxonomy
227(3)
Teacher-Centered Methods
230(3)
Social Interaction Methods
233(4)
Student-Centered Methods
237(3)
Developing a Lesson Plan
240(4)
Using Instructional Technologies and the Internet
244(1)
Reviewing Summary
245(1)
Questions for Review and Discussion
245(1)
Activities
246(1)
References
246(1)
Additional Sources
247(1)
13 Digital Learning
248(25)
The 21st-century Classroom
249(2)
SAMR Model of Technology Integration
251(2)
Digital Learning
253(3)
Educational Technology Tools
256(7)
Digital Learning Engagement Strategies
263(1)
Classroom Management in a Digital Environment
264(3)
Assessment of Learning in Digital Settings
267(1)
Reviewing Summary
268(1)
Questions for Review and Discussion
269(1)
Activities
270(1)
References
270(2)
Additional Sources
272(1)
14 Classroom Management
273(21)
Classroom Management, an Overview
274(1)
Learning Environments in Agricultural Education
274(2)
Misbehavior in the Classroom
276(2)
Discipline Versus Punishment
278(2)
Three Variables of a Discipline Problem
280(1)
Conditions That Prevent Misbehavior
281(4)
When Misbehavior Happens: Some General Guidelines
285(5)
Trauma-Informed Teaching
290(1)
Reviewing Summary
291(1)
Questions for Review and Discussion
291(1)
Activities
292(1)
References
292(2)
15 Agricultural Literacy
294(9)
The Meaning and Importance of Agricultural Literacy
295(2)
National Agricultural Literacy Standards
297(4)
Reviewing Summary
301(1)
Questions for Review and Discussion
301(1)
Activities
302(1)
References
302(1)
16 Middle School Agricultural Education
303(15)
Middle Schools in American Education
304(2)
Learning Theories Associated With Middle Grades Education
306(5)
Middle School Agricultural Education
311(4)
Reviewing Summary
315(1)
Questions for Review and Discussion
316(1)
Activities
316(1)
References
316(2)
17 High School Agricultural Education
318(16)
High Schools in American Education
319(5)
High School Agricultural Education
324(2)
Adolescent Development
326(4)
Instructional Strategies Appropriate for Secondary Students
330(1)
Reviewing Summary
331(1)
Questions for Review and Discussion
331(1)
Activities
332(1)
References
332(2)
18 Adult and Postsecondary Education
334(15)
Adults and Adult Education
335(2)
Characteristics of Adults in Educational Settings
337(2)
Organization of Adult Education
339(2)
Postsecondary Programs of Study
341(1)
Adult Education in Secondary Programs
342(1)
Laws of Learning for Adult Education
343(1)
Methods of Teaching Adults
344(2)
Student Organizations
346(1)
Reviewing Summary
347(1)
Questions for Review and Discussion
347(1)
Activities
348(1)
References
348(1)
19 Evaluating Learning
349(34)
The Meaning of Evaluation
350(3)
Using Performance-Based Evaluation
353(1)
Developing Assessment Instruments and Test Items
354(8)
Grading
362(3)
Reviewing Summary
365(1)
Questions for Review and Discussion
365(1)
Activities
365(1)
References
366(1)
Meeting the Needs of Diverse Students
367(1)
Diversity
368(1)
Multicultural Education and Approaches
369(3)
Agricultural Education Diversity, Equity, and Inclusion Efforts
372(1)
Prejudice and Discrimination
373(1)
Students With Special Needs
374(1)
Students Who Are High Ability
375(1)
Students With Physical Disabilities
376(1)
Students With Mental or Emotional Disabilities
377(3)
Reviewing Summary
380(1)
Questions for Review and Discussion
380(1)
Activities
381(1)
References
381(2)
21 Using Laboratories
383(30)
Laboratories and Instruction
384(5)
Managing Laboratories
389(8)
Developing Laboratory Activities
397(4)
Safety Considerations in Laboratory Teaching
401(1)
Hazards in Laboratory Settings
402(2)
Safety With Specimens
404(2)
Assessing Learning in the Laboratory Setting
406(1)
Reviewing Summary
407(2)
Questions for Review and Discussion
409(1)
Activities
409(1)
References
410(1)
Additional Sources
410(3)
PART 4 Supervised Agricultural Experience, FFA, and Community Resources
22 Supervised Agricultural Experience
413(18)
The Meaning and Importance of Supervised Agricultural Experience
414(4)
Types of Supervised Agricultural Experience
418(3)
Planning and Conducting Supervised Agricultural Experience Programs
421(1)
The Role of Supervision
422(2)
Record Keeping and Kinds of Records Kept
424(1)
Evaluating Supervised Agricultural Experience Programs
425(2)
Relationship of Supervised Agricultural Experience and FFA
427(2)
Reviewing Summary
429(1)
Questions for Review and Discussion
429(1)
Activities
430(1)
References
430(1)
23 FFA
431(26)
Why Join FFA?
432(1)
History and Purpose of FFA
433(2)
The New Farmers of America
435(2)
How FFA Is Structured
437(4)
FFA Basics
441(3)
FFA Programs
444(1)
FFA Degrees
445(4)
Program of Activities for an FFA
Chapter
449(2)
Best Practices in Managing an FFA
Chapter
451(3)
Reviewing Summary
454(1)
Questions for Review and Discussion
455(1)
Activities
455(1)
References
456(1)
24 Community Resources
457(12)
The Importance of Community Resources in Agricultural Education
458(2)
Identifying Community Resources
460(2)
Resources Schools Provide for Supervised Agricultural Experience Programs
462(1)
Relating Community Resources in Agricultural Education
463(2)
Promoting and Marketing an Agricultural Education Program
465(1)
Reviewing Summary
465(1)
Questions for Review and Discussion
466(1)
Activities
466(1)
References
466(3)
PART 5 Career Stages in Agricultural Education
25 Progressing Through the Profession
469(9)
Theoretical Aspects of Teacher Growth and Development
470(2)
The Roles of Professional Organizations in Career Progression
472(1)
Career Stages of Agricultural Education Teachers
472(6)
Reviewing Summary
478(1)
Questions for Review and Discussion
478(1)
Activities
478(1)
References 478(3)
Glossary 481(18)
Index 499
Dr. B. Allen Talbert is a professor of agricultural education at Purdue University. He currently teaches courses in School-Based Agricultural Education program planning, SAE/FFA, and student teaching. His research focuses on recruitment and retention of students from underrepresented minority groups. His engagement work is focused on professional development of agriculture teachers and service to FFA on all levels.

Dr. Barry Croom has more than thirty-five years of experience in agricultural education. Croom began his professional career as a high school agricultural education teacher. While a high school teacher, Croom was selected by the National FFA Organization to develop and present in-service workshops to teachers across the United States. Croom maintains a research program that focuses on effective teaching, career and technical education policy, and diversity in agricultural and extension education. He is the author of three textbooks, fifty peer-reviewed publications, and more than twenty popular publications.

Dr. Sarah E. LaRose is an assistant professor of agricultural education at Purdue University. She began her career in agricultural education as a high school agricultural education teacher and FFA advisor in Woodbury, Connecticut, where she developed curriculum on local food production and extensively used agricultural teaching laboratory spaces to deliver instruction. Her research seeks to cultivate the development of agricultural educators who actively create student-centered, inclusive programs so that all students can experience the transformative benefits of agricultural education.

Dr. Rosco Vaughn is professor and agricultural teacher educator at California State University, Fresno. He was a coauthor of previous editions of this title.

Dr. Jasper S. Lee is a retired agricultural educator. He served as faculty member at Virginia Tech and Mississippi State University, after which he worked full-time as an author and publisher. He was a coauthor of previous editions of this title.