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Developing Metrics for Effective Teaching in Agricultural Education

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Research on effective teaching has been conducted in a variety of settings for more than 40 years. This study offers direction for future effective teaching research in secondary agricultural education and has implications for career and technical education. Specifically, 142 items consisting of characteristics, behaviors, and/or techniques considered indicative of effective teaching, identified in the qualitative strand of this sequential mixed – method study, were assessed using quantitative methods to identify constructs of effective teaching in agricultural education. A total of 1,631 secondary agriculture teachers, from 37 states, served as the population. Fifty perceived indicators of effective teaching were identified, representing 10 constructs. Psychometric evaluation of the items yielded 10 constructs with associated Cronbach's alpha coefficients ranging from .83 to .93. A panel of experts reviewed the construct items and loadings; item constructs were developed to reflect the summated item descriptions. Many items aligned with effective teaching concepts identified in previous research.
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Keywords: AGRICULTURAL EDUCATION; EFFECTIVE TEACHING; METRIC DEVELOPMENT

Document Type: Research Article

Publication date: 01 August 2016

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  • (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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