Education Masters Theses

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Browsing Education Masters Theses by browse.metadata.program "Agricultural Education"

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    The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy
    (North Dakota State University, 2019) Kleinjan, Macey Renae
    The purpose of this study was to determine the impact of educational technology integration on school-based agricultural education (SBAE) teacher self-efficacy. In-service SBAE teachers from four upper middle-western states were surveyed to assess their current teacher self-efficacy in terms of educational technology in their classroom and curriculum. According to the findings of this study, SBAE teachers are using educational technology in their classroom and curriculum daily and are only slightly confident in their ability to do so. It is recommended that teachers participate in professional development which is focused on not only how to use educational technology, but also on how to teach agriculture content using the educational technology specific to their 1:1 issued device.
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    The Influence of Agriscience Research on High School Students’ Perceived Self-Efficacy of 21st Century Skills Attainment
    (North Dakota State University, 2017) Thiel, Brooke Louise
    The purpose of this study was to determine if student participation in agriscience research Supervised Agricultural Experiences (SAEs) contributed to the development of selected 21st century skills. The target population was 10th-12th grade students enrolled in high schools purposely selected for their involvement in agriscience research SAEs. Total study participants included 328 (N) students from a purposive sample. Participants completed an instrument used to measure perceived self-efficacy of 21st century skill attainment. The results of the study indicate that students who were enrolled in agricultural education, were involved in SAEs, and participated in agriscience research reporter higher means of perceived self-efficacy of 21st century skill attainment than their peers who were not engaged in those activities. However, the results were not significant based on the results of the independent samples t-test.
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    Student Perceptions of Soft Skills and Career Decision Self-Efficacy Attained Through Participation in SAE Programs
    (North Dakota State University, 2016) Haddad, Rebekah J.
    This study sought to assess student perceptions of soft skills and career decision self-efficacy attained through participation in Supervised Agriculture Experience programs. This study attempted to describe the demographics of the selected sample, describe the career decision self-efficacy and perceived soft skill attainment of high school agricultural education students, and describe the relationship between SAE and career decision self-efficacy and perceived soft skill development. This study found no significant difference in career decision self-efficacy or perceived soft skill attainment between those who participated in SAE and those who did not. A positive significant impact was noted for career decision self-efficacy and perceived soft skill attainment between those who had placement and exploratory SAEs with the exception of problem solving. This would suggest that students participating in programs that require greater investment and student input are receiving greater perceived skill attainment and efficacy through their experience.
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    A study of the job and educational experiences of North Dakota vocational agriculture graduates who received the State Farmer degree from 1960 through 1965
    (North Dakota State University, 1969) Phillips, Terrance George
    It was the purpose of this study to determine the job and educational experiences of North Dakota vocational agriculture graduates who received the State Farmer degree from 1960 through 1965. The specific objectives of the study were to determine: 1. Their present job or educational status, 2. The highest level and nature of their formal educational experiences, 3. The number of different types or grades of jobs they had held, 4. Their present geographic location. This study was limited to gathering the evidence needed to attain the stated objectives. The State Farmer degree recipients represent a select group of Future Farmers of America (FFA) members. It was not intended to be a study in depth of any particular occupational or educational characteristic or factor related thereto. Nor was the study to analyze the occupational and educational choice of the entire FFA membership in North Dakota or make inferences concerning all vocational agriculture graduates during the time period 1960 through 1965. Because of the limits of the scope of this study and the time element involved, no control group was used and therefore no comparisons were made.
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    Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm
    (North Dakota State University, 2012) Stachler, Wendi Marie Mizer
    The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.