Teaching and Learning of Electricity in Agricultural Education: A Literature Review
DOI:
https://doi.org/10.5032/jae.v66i4.3211Keywords:
School-Based Agricultrual Education, Agricultural Mechanics, ElectricityAbstract
The persistent shortage of qualified agricultural education teachers, particularly in the specialized field of electricity, poses a significant challenge to the education system. This shortage limits students' access to essential skills and knowledge, hindering their career development in agriculture. To address this issue, it is imperative to prioritize recruiting and developing educators with expertise in agricultural mechanics, including providing comprehensive electrical training. By equipping teachers with the knowledge and skills required to effectively teach these subjects, we can ensure that students receive a high-quality education that prepares them for future careers in the agricultural industry. This literature review examines the current state of the agricultural mechanics discipline of electricity, highlighting the specific challenges teachers and students face. Through an analysis of existing research, we identify key themes such as the need for specialized training, the importance of hands-on experience, and the impact of teacher confidence on student learning. Based on our findings, we propose several recommendations for future research and practice, including developing targeted professional development programs, the integration of industry partnerships, and promoting innovative teaching methods.
Downloads
References
Albritton, M. C., & Roberts, T. G. (2020). Agricultural technical skills needed by entry level agriculture teachers: A modified Delphi Study. Journal of Agricultural Education, 61(1), 140–151. https://doi.org/10.5032/jae.2020.01140 DOI: https://doi.org/10.5032/jae.2020.01140
Anderson, R., Paulsen, T., & Franker, B. (2023). Teaching the Teacher: Teacher Perceptions of the Amount of Agricultural Mechanics Instruction Received as School-Based Agricultural Education Students. The CTE Journal, 11(1), 1–15. https://doi.org/ISSN 2327-0160.
Bastidas-Orrego, L. M., Jaramillo, N., Castillo-Grisales, J. A., & Ceballos, Y. F. (2023). A systematic review of the evaluation of agricultural policies: Using Prisma. Heliyon, 9(10). https://doi.org/10.1016/j.heliyon.2023.e20292 DOI: https://doi.org/10.1016/j.heliyon.2023.e20292
Behrstock-Sherratt, E. (2016). Creating coherence in the teacher shortage debate: what policy leaders should know and do. Education Policy Center at American Institutes for Research.
Burris, S., McLaughlin, E. K., McCulloch, A., Brashears, T., & Fraze, S. (2010). A comparison of first and fifth year agriculture teachers on personal teaching efficacy, general teaching efficacy and content efficacy. Journal of Agricultural Education, 51(1), 22–31. https://doi.org/10.5032/jae.2010.01022 DOI: https://doi.org/10.5032/jae.2010.01022
Burris, S., Robinson, J. S., & Terry, R., Jr. (2005). Preparation of pre-service teachers in agricultural mechanics. Journal of Agricultural Education, 46(3), 23–34. https://doi.org/10.5032/jae.2005.03023 DOI: https://doi.org/10.5032/jae.2005.03023
Byrd, A. P., Anderson, R. G., Paulsen, T. H., & Shultz, M. J. (2015). Does the number of post-secondary agricultural mechanics courses completed affect teacher competence? Journal of Agricultural Education, 56(1), 20–31. https://doi.org/10.5032/jae.2015.01020 DOI: https://doi.org/10.5032/jae.2015.01020
Clark, T. K., Anderson, R., & Paulsen, T. H. (2021). Agricultural Mechanics Preparation: How Much Do School Based Agricultural Education Teachers Receive? Journal of Agricultural Education, 62(1), 17–28. https://doi.org/10.5032/jae.2021.01017 DOI: https://doi.org/10.5032/jae.2021.01017
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://static1.squarespace.com/static/56b90cb101dbae64ff707585/t/5ade348e70a6ad624d417339/1524511888739/NO_LIF~1.PDF DOI: https://doi.org/10.54300/122.311
DiBenedetto, C. A., Willis, V. C., & Barrick, R. K. (2018). Needs assessments for school-based agricultural education teachers: A review of literature. Journal of Agricultural Education, 59(4), 52–71. https://doi.org/10.5032/jae.2018.04052 DOI: https://doi.org/10.5032/jae.2018.04052
Doerfert, D. L. (Ed.) (2011). National research agenda: American Association for Agricultural Education research priority areas for 2011–2015. Texas Tech University, Department of Agricultural Education and Communications.
Duncan, D. W., Ricketts, J. C., Peake, J. B., & Uesseler, J. (2006). Teacher preparation and in-service needs of Georgia agriculture teachers. Journal of Agricultural Education, 47(2), 24–35. https://doi.org/10.5032/jae.2006.02024 DOI: https://doi.org/10.5032/jae.2006.02024
Dyer, J. E., & Andreasen, R. J. (1999). Safety issues in agricultural education laboratories: a synthesis of research. Journal of Agricultural Education, 40(2), 46–54. https://doi.org/10.5032/jae.1999.02046 DOI: https://doi.org/10.5032/jae.1999.02046
Figland-Cook, W., Anderson, R., & Swafford, M. (2022). Agricultural mechanics skills possessed by post-secondary students prior to enrolling in an agricultural mechanics teaching methods course. Journal of Agricultural Systems, Technology, and Management, 33, 1–16.
Ford, R. K., Shinn, G. C., & Lawver, D. E. (2008). Perspectives of successful agricultural science and technology teachers on their preparation to teach agricultural mechanics. Journal of Southern Agricultural Education Research, 58(1), 18–31.
Gorter, E. K., & Swan, B. G. (2018). Impact of agricultural mechanics camp on intentions to teach. Journal of Agricultural Education, 59(4), 301–314. https://doi.org/10.5032/jae.2018.04301 DOI: https://doi.org/10.5032/jae.2018.04301
Granberry, T., Blackburn, J. J., & Roberts, R. (2023). The state of agricultural mechanics in the preparation of school-based agricultural education teachers. Journal of Agricultural Education, 64(4), 144–158. https://doi.org/10.5032/jae.v64i4.160 DOI: https://doi.org/10.5032/jae.v64i4.160
Hainline, M. S., & Wells, T. (2019). Identifying the agricultural mechanics knowledge and skills needed by Iowa school-based agricultural education teachers. Journal of Agricultural Education, 60(1), 59–79. https://doi.org/10.5032/jae.2019.01059 DOI: https://doi.org/10.5032/jae.2019.01059
Harwell, S. H. (2003). Teacher professional development: It’s not an event, it’s a process. CORD. http://www.northernc.on.ca/leid/docs/teacher%20professional%20development.pdf
Haynes, J. C., Robinson, J. S., Edwards, M. C., & Key, J. P. (2012). Assessing the effect of using a science-enhanced curriculum to improve agriculture students’ science scores: A causal comparative study. Journal of Agricultural Education, 53(2), 15–27. https://doi.org/10.5032/jae.2012.02015 DOI: https://doi.org/10.5032/jae.2012.02015
Heibel, B., Anderson, R., & Drewery, M. (2023). Virtual reality in welding training and education: A literature review. Journal of Agricultural Education, 64(4). https://doi.org/10.5032/jae.v64i4.38 DOI: https://doi.org/10.5032/jae.v64i4.38
Hubert, D. J., & Leising, J. (2000). An assessment of agricultural mechanics course requirements in agriculture teacher education programs in the United States. Journal of Southern Agricultural Education Research, 50(1), 24–30. http://www.jsaer.org/pdf/vol50Whole.pdf
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 449–534. https://doi.org/10.3102/0002831203800349 DOI: https://doi.org/10.3102/00028312038003499
Kovar, K. A., & Ball, A. L. (2013). Two decades of agricultural literacy research: A synthesis of the literature. Journal of Agricultural Education, 54(1), 167-178. https://doi.org/10.5032/jae.2013.01167 DOI: https://doi.org/10.5032/jae.2013.01167
López-Sánchez, J. A., Patiño-Vanegas, J. C., Valencia-Arias, A., & Valencia, J. (2023). Use and adoption of icts oriented to university student learning: Systematic review using Prisma Methodology. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2288490 DOI: https://doi.org/10.1080/2331186X.2023.2288490
McKim, B. R., & Saucier, P. R. (2012). A multi-state factor-analytic and psychometric meta-analysis of agricultural mechanics laboratory management competencies. Journal of Agricultural Education, 53(2), 139–152. https://doi.org/10.5032/jae.2011.03075 DOI: https://doi.org/10.5032/jae.2012.02139
Mills, D., Anderson, R. G., & Paulsen, T. H. (2019). Does the quantity of agricultural mechanics training received as secondary students affect teacher competency? Journal of Agricultural Systems, Technology, and Management, 30, 10–21.
Oh-Young, C., Gordon, H. R., Xing, X., & Filler, J. (2018). Meta-analytic procedures for career and technical education post-secondary researchers and practitioners. Journal of Research in Technical Careers, 2(1), 32. https://doi.org/10.9741/2578-2118.1010 DOI: https://doi.org/10.9741/2578-2118.1010
Osborne, E., & Dyer, J. (2000). Attitudes of Illinois agriscience students and their parents toward agriculture and agricultural education programs. Journal of Agricultural Education, 41(3), 50–59. https://doi.org/10.5032/jae.2000.03050 DOI: https://doi.org/10.5032/jae.2000.03050
Parr, B. A., Edwards, M. C., & Leising, J. G. (2006). Effects of a math-enhanced curriculum and instructional approach on the mathematics achievement of agricultural power and technology students: An experimental study. Journal of Agricultural Education, 47(3), 81–93. https://doi.org/10.5032/jae.2006.03081 DOI: https://doi.org/10.5032/jae.2006.03081
Peake, J. B., Duncan, D. W., & Ricketts, J. C. (2007). Identifying technical content training needs of Georgia agriculture teachers. Journal of Career and Technical Education, 23(1), 44-54. https://doi.org/10.21061/jcte.v23i1.442 DOI: https://doi.org/10.21061/jcte.v23i1.442
Phipps, L. J., Osborne, E. W., Dyer, J. E., & Ball, A. (2008). Handbook on agricultural education in public schools (6th ed.). Thomson Delmar Learning.
Ramsey, J. W., & Edwards, M. C. (2012). Entry–level technical skills that teachers expected students to learn through supervised agricultural experiences (SAES): A modified delphi study. Journal of Agricultural Education, 53(3), 42–55. https://doi.org/10.5032/jae.2012.03042 DOI: https://doi.org/10.5032/jae.2012.03042
Rasty, J. R., & Anderson, R. G. (2017). A cross-sectional analysis of the importance of agricultural mechanics skills taught. Career and Technical Education Research, 42(2), 103–116. https://doi.org/10.5328/cter42.2.103 DOI: https://doi.org/10.5328/cter42.2.103
Rasty, J., Anderson, R. G., & Paulsen, T. H. (2017). How the quantity of agricultural mechanics training received at the secondary level impacts teacher perceived importance of agricultural mechanics. Journal of Agricultural Education, 58(1), 36–53. https://doi.org/10.5032/jae.2017.01036 DOI: https://doi.org/10.5032/jae.2017.01036
Roberts, T. G., & Ball, A. L. (2009). Secondary agricultural sciences as content and context for teaching. Journal of Agricultural Education, 50(1), 81–91. https://doi.org/10.5032/jae2009 DOI: https://doi.org/10.5032/jae.2009.01081
Sanders, K., Smalley, S., & Hainline, M. (2023). Evaluating the preparation of pre-service school-based agricultural education teachers in laboratory-based courses. Journal of Agricultural Education, 64(2), 11–29. https://doi.org/10.5032/jae.v64i2.71 DOI: https://doi.org/10.5032/jae.v64i2.71
Saucier, P. R., Vincent, S. K., & Anderson, R. G. (2014). Laboratory safety needs of Kentucky school-based agricultural mechanics teachers. Journal of Agricultural Education, 55(2), 184–200. https://doi.org/10.5032/jae.2014.02184 DOI: https://doi.org/10.5032/jae.2014.02184
Shultz, M. J., Anderson, R. G., Schultz, A. M., & Paulsen, T. H. (2014). Importance and capability of teaching agricultural mechanics as perceived by secondary agricultural educators. Journal of Agricultural Education, 55(2), 48–65. https://doi.org/10.5032/jae.2014.02048 DOI: https://doi.org/10.5032/jae.2014.02048
Smith, A. R., Foster, D. D., Spiess, M., & Lawver, R. G. (2024). National Agricultural Education Supply and Demand Study, 2023 Executive Summary. https://aaaeonline.org/Teacher-Supply-and-Demand
Stringfield, S., & Stone, J. R., III. (2017). The labor market imperative for CTE: Changes and challenges for the 21st century. Peabody Journal of Education, 92(2), 166–179. https://doi.org/10.1080/0161956X.2017.1 DOI: https://doi.org/10.1080/0161956X.2017.1302209
Stripling, C. T., & Ricketts, J. C. (2016). Research priority 3: Sufficient scientific and professional workforce that addresses the challenges of the 21st century. American Association for Agricultural Education National Research Agenda, 2020, 29-35.
Swafford, M., & Hagler, P. (2018). Beginning SBAE teachers’ metal fabrication knowledge needs: Implications for teacher preparation. Journal of Agricultural Education, 59(1), 287–296. https://doi.org/10.5032/jae.2018.01287 DOI: https://doi.org/10.5032/jae.2018.01287
Trickett, L., Byrd, A. P., Anderson, R. G., & Haynes, J. C. (2023). Preparing pre-service agricultural education teachers to teach agricultural mechanics: Are we doing enough? Journal of Agricultural Education, 64(3), 261–273. https://doi.org/10.5032/jae.v64i3.80 DOI: https://doi.org/10.5032/jae.v64i3.80
Tummons, J. D., Langley, G. C., Reed, J. J., & Paul, E. E. (2017). Concerns of female preservice teachers in teaching and supervising the agricultural mechanics laboratory. Journal of Agricultural Education, 58(3), 19–36. https://doi.org/10.5032/jae.2017. DOI: https://doi.org/10.5032/jae.2017.03019
Wells, T., & Hainline, M. S. (2021). Examining teachers’ Agricultural Mechanics Professional Development Needs: A national study. Journal of Agricultural Education, 62(2), 217–238. https://doi.org/10.5032/jae.2021.02217 DOI: https://doi.org/10.5032/jae.2021.02217
Wells, T., Hainline, M. S., Rank, B. D., Sanders, K. W., & Chumbley, S. “Boot.” (2021). A regional study of the agricultural mechanics knowledge and skills needed by school-based agricultural education teachers. Journal of Agricultural Education, 62(2), 148–166. https://doi.org/10.5032/jae.2021.02148 DOI: https://doi.org/10.5032/jae.2021.02148
Wells, T., Perry, D. K., Anderson, R. G., Shultz, M. J., & Paulsen, T. H. (2013). Does prior experience in secondary agricultural mechanics affect pre-service agricultural education teachers’ intentions to enroll in post-secondary agricultural mechanics coursework? Journal of Agricultural Education, 54(4), 222–237. https://doi.org/10.5032/jae.2013.04222 DOI: https://doi.org/10.5032/jae.2013.04222
Young, R. B., Edwards, M. C., & Leising, J. G. (2009). Does a math-enhanced curriculum and instructional approach diminish students’ attainment of technical skills? A year-long experimental study in agricultural power and technology. Journal of Agricultural Education, 50(1), 116–126. https://doi.org/10.5032/jae.2009.01116 DOI: https://doi.org/10.5032/jae.2009.01116
Downloads
Published
How to Cite
Issue
Section
