An Analysis of Cooperating Teacher Feedback: A Qualitative Inquiry

Cooperating teachers are a key component to the success of student teaching internships, serving an integral part in “raising” a teacher. To effectively facilitate the student teaching internship, teacher preparation programs must identify cooperating teachers who align philosophically with the pedagogical training delivered by university programs (Korthagen & Kessels, 1999; Tom, 1997), specifically, cooperating teachers who can reinforce the theoretical framework underpinning the professional coursework pre-service teachers experience in university teacher preparation programs. This qualitative study sought to better understand the feedback provided to future school-based agricultural education (SBAE) teachers during their student teaching experience. Through initial and secondary coding, the research team identified themes among the feedback provided to student teachers by their cooperating teachers. The study revealed cooperating teacher feedback reflects the pedagogical training provided via the teacher preparation program, specifically, around effective teaching behaviors. Understanding the cooperating teacher feedback provides insight for teacher preparation programs

Multivariate Design of Experiments for Engineering Dimensional Analysis

We consider the design of dimensional analysis experiments when there is more than a single response. We first give a brief overview of dimensional analysis experiments and the dimensional analysis (DA) procedure. The validity of the DA method for univariate responses was established by the Buckingham $\Pi$-Theorem in the early 20th century. We extend the theorem to the multivariate case, develop basic criteria for multivariate design of DA and give guidelines for design construction. Finally, we illustrate the construction of designs for DA experiments for an example involving the design of a heat exchanger

Validating and applying the effective teaching instrument for school-based agricultural education teachers

Change is constant in agriculture and education. Therefore, school-based agricultural education (SBAE) and its teachers must remain current to change with the times. Producing competent, qualified, effective, SBAE teachers to meet a growing nationwide demand is a daunting task (Foster, Lawver, & Smith, 2018). Teaching effectiveness is an elusive concept (Stronge, Ward, & Grant, 2011) within SBAE considering the uniqueness of the program. Eck, Robinson, Ramsey, and Cole (2019) developed a 58-item instrument through a nationwide Delphi study, including characteristics experts deemed vital to an effective SBAE teacher. The purpose of this study was to validate the effective teaching instrument and identify SBAE teacher effectiveness nationwide. To accomplish this purpose, the study was undergirded in the human capital theory and supported by the development of a conceptual framework considering the potential factors impacting the effectiveness of SBAE teachers. A census approach was the target for data collection in this non-experimental, descriptive survey research study. The population of interest was SBAE teachers nationwide (N = 12,690) (Smith, Lawver, & Foster, 2018). Instruments were received from 3339 individuals in 45 states, resulting in a 28.2% response rate. This study determined the primary components of a SBAE teacher through a principal component analysis, resulting in 26 items measuring six components. The six components include intracurricular engagement, personal dispositions, appreciation for diversity and inclusion, pedagogical preparedness, work-life balance, and professionalism. The instrument was further validated and resulted in Cronbach's alpha level of 0.87 for the complete instrument. The study included results of SBAE teachers (44.1% male, 51.2% female) ranging from 21 to 72 years of age. These teachers represented 45 states and taught in programs ranging from a single teaching program consisting of eight students to a multi-teacher program consisting of 1502 students. Although there were no statistically significant interactions present through the factorial ANOVA, there were statistically significant main effects present for SBAE teachers' intent to retire, current state of employment, classroom/laboratory personal competency, FFA personal competency, and SAE personal competency, based on composite sum effectiveness scores. The findings of this study resulted in six overarching conclusions along with recommendations for practice and research

Purposeful STEM Integration in School-Based Agricultural Education Programs

The emphasis for STEM integration in school-based agricultural education (SBAE) classrooms is imperative, resulting in a need for teacher educators to generate a positive view on the integration. Specifically, SBAE teacher aspirants need to be prepared to deliver relevant agricultural curriculum grounded in STEM. The purpose of the study was to evaluate the content knowledge and interest in STEM-related careers for secondary students enrolled in SBAE programs in Oklahoma. Pre-service SBAE teachers from Oklahoma State University were charged with delivering a sustainable bioenergy unit of instruction to their students. This study resulted in a statistically significant improvement in students’ STEM knowledge as a result of teaching the content and laboratory experiences (p \u3c .01). Mean scores increased three letter grades and almost 30 percentage points. Unfortunately, minimal differences existed in student interest in STEM as a result of the experience. Future research needs to explore the preparedness of SBAE teachers to develop, teach, and evaluate the impact in all four content areas (i.e., science, technology, engineering, and math). In addition, the results of this study should be used to guide in the evaluation of state standards compared to national SBAE standards

Agricultural Education Teacher Candidates’ Reflection on the 15-Week Clinical Teaching Internship: A Collective Case Study

This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates’ views on agricultural education during the clinical teaching internship. Four overarching themes emerged from the video reflections: establishing roles as a teacher, teaching and learning, balance, and coming full circle. Throughout the internship, candidates expressed a deeper understanding of teaching within the three-component model of school-based agricultural education (SBAE). We recommend the use of video reflection during the student teaching internship to expand the depth of reflection and feeling of community among the cohort. Overall, the addition of the video reflection process has provided an efficient and effective tool that allows teacher candidates to make meaning of their experience

Postsecondary Students\u27 Perceptions of Water Issues and Water-Related Educational Interests

We conducted a nonexperimental, descriptive study to better understand Oklahoma State University students\u27 perceptions of water issues and relevant learning preferences using a 56-item survey instrument we based on the 2008 Water Issues in Oklahoma survey. In total, 103 agriculture students participated in our survey. Clean drinking water was their top concern, but few understood potential risks to water supplies. Additionally, participants expressed only modest interest in learning more about water issues. They indicated that they preferred learning via digital media and traditional fact sheets and expressed little interest in learning via apps, in-person events, and newspaper articles. Our results have implications for delivering water education programs to younger college-educated adults

The Probable Detection of SN 1923A: The Oldest Radio Supernova?

Based upon the results of VLA observations, we report the detection of two unresolved radio sources that are coincident with the reported optical position of SN 1923A in M83. For the source closest to the SN position, the flux density was determined to be 0.30 +/- 0.05 mJy at 20 cm and 0.093 +/- 0.028 mJy at 6 cm. The flux density of the second nearby source was determined to be 0.29 +/- 0.05 at 20 cm and 0.13 +/- 0.028 at 6 cm. Both sources are non-thermal with spectral indices of alpha = -1.0 +/- 0.30 and -0.69 +/- 0.24, respectively. SN 1923A has been designated as a Type II-P. No Type II-P (other than SN 1987A) has been detected previously in the radio. The radio emission from both sources appears to be fading with time. At an age of approximately 68 years when we observed it, this would be the oldest radio supernova (of known age) yet detected

Chewing gum and impasse-induced self-reported stress

An insoluble anagram task (Zellner et al., 2006) was used to investigate the proposition that chewing gum reduces self-rated stress (Scholey et al., 2009). Using a between-participants design, forty participants performed an insoluble anagram task followed by a soluble anagram task. These tasks were performed with or without chewing gum. Self-rated measures were taken at baseline, post-stressor, and post-recovery task. The insoluble anagram task was found to amplify stress in terms of increases in self-rated stress and reductions in both self-rated calmness and contentedness. However, chewing gum was found not to mediate the level of stress experienced. Furthermore, chewing gum did not result in superior performance on the soluble anagram task. The present study fails to generalise the findings of Scholey et al. to an impasse induced stress that has social components. The explanation for the discrepancy with Scholey et al. is unclear; however, it is suggested that the impossibility of the insoluble anagram task may negate any secondary stress reducing benefits arising from chewing gum-induced task improvement

Third Dredge-up in Low Mass Stars: Solving the LMC Carbon Star Mystery

A long standing problem with asymptotic giant branch (AGB) star models has been their inability to produce the low-luminosity carbon stars in the Large and Small Magellanic Clouds. Dredge-up must begin earlier and extend deeper. We find this for the first time in our models of LMC metallicity. Such features are not found in our models of SMC metallicity. The fully implicit and simultaneous stellar evolution code STARS has been used to calculate the evolution of AGB stars with metallicities of Z=0.008 and Z=0.004, corresponding to the observed metallicities of the Large and Small Magellanic Clouds, respecitively. Third dredge-up occurs in stars of 1Msol and above and carbon stars were found for models between 1Msol and 3Msol. We use the detailed models as input physics for a population synthesis code and generate carbon star luminosity functions. We now find that we are able to reproduce the carbon star luminosity function of the LMC without any manipulation of our models. The SMC carbon star luminosity function still cannot be produced from our detailed models unless the minimum core mass for third dredge-up is reduced by 0.06Msol.Comment: 6 pages, 5 figures. Accepted for publication in MNRA

Assessing Awareness and Competence of Best Practices in Synchronous Online Instruction During the COVID-19 Pandemic for Clemson Cooperative Extension Professionals

Traditional delivery of Extension programming changed overnight in March 2020, when the COVID-19 outbreak forced switching traditional methods to virtual delivery. Extension professionals across South Carolina quickly adapted to online delivery. Concerns over instructor preparedness to use online tools, including functions to assure accessibility, did arise. Findings from this non-experimental, descriptive research study suggested Extension professionals used online tools (primarily Zoom). The majority were not comfortable using many of the features that would enhance instruction, including polling, file transfer, and live-streaming media platforms. Additionally, Microsoft Word and PowerPoint skills to assure accessibility for clientele were lacking