128 research outputs found
Grealy_et_al_The_Holocene_Supplementary_Information_Revision – Supplemental material for Novel mitochondrial haplotype of spotted-tailed quoll (Dasyurus maculatus) present on Kangaroo Island (South Australia) prior to extirpation
No full textSupplemental material, Grealy_et_al_The_Holocene_Supplementary_Information_Revision for Novel mitochondrial haplotype of spotted-tailed quoll (Dasyurus maculatus) present on Kangaroo Island (South Australia) prior to extirpation by Alicia Grealy, Matthew McDowell, Clancy Retallick, Michael Bunce and David Peacock in The Holocene</p
Factors that Influence New Students’ Decision to Attend Two Midwestern Land-Grant Universities
No full textThe purpose of this quantitative study was to describe the people and factors that influenced new students’ decisions to attend the colleges of agriculture at two Midwestern land grant universities. Athletics was identified as the most common pre-collegiate activity. Students identified their parent as the most influential person in selecting their college. The top factor which influenced students' college decision was pursuing a career that interested them. The findings from this study can guide recruitment efforts at land-grant universities by allowing institutions to be more intentional with their recruitment efforts. Future research needs to be conducted to determine the timing of students’ decisions and if students persist at a university based on the factors that influenced them to attend.This article is published as Foreman, Elizabeth A., Scott W. Smalley, and Michael S. Retallick. "Factors that Influence New Students' Decision to Attend Two Midwestern Land-Grant Universities." NACTA Journal 62, no. 4 (2018): 329-332. Posted with permission.</p
Fulfilling the Vision for SAE: A 30-Year Process
No full textThe early 1980's was a tumultuous time for education, and specifically agricultural education. President Regan's A Nation at Risk report (United States National Commission on Excellence in Education, 1983) raised concerns about educational preparation of American students. Declining profitability and international competition were affecting the agriculture economy and there was a laundry list of competing forces that were impacting the enrollment in secondary agricultural programs. These production agriculture and agricultural education challenges caused the U.S. Secretaries of Agriculture and Education to charge the National Research Council to study and make recommendations. As a result, in 1985, a committee on agricultural education in secondary schools was established to assess and make recommendations to maintain and improve agricultural productivity and competitiveness.This article is published as Retallick, M. S. (2019). Fulfilling the vision for SAE: A 30-year process. The Agricultural Education Magazine, 91(6), 19-21. Posted with permission.</p
Iowa Agricultural Educators’ Current and Perceived Grading Practices
No full textLiterature on grading reveals that grading practices have not changed much since they were first introduced. However, with alternative approaches, such as standards-based grading, being introduced, it is important to look at how agricultural educators are using grades to evaluate student learning. The purpose of this study was to determine the grading practices of Iowa high school agricultural educators. The accessible population consisted of 236 high school agricultural educators. Findings were based on responses of 157 (69.8%) educators who responded to the study via an online questionnaire. These agricultural educators used a variety of learning approaches, and their beliefs aligned with their grading practices. They also based grades on more than just student learning, sometimes including items such as effort, responsibility, and attendance. This study serves as a starting point and building block to help agricultural educators develop grades that accurately portray a student’s knowledge.This article is published as Lichty, J. A., & Retallick, M. S. (2017). Iowa Agricultural Educators’ Current and Perceived Grading Practices. Journal of Research in Technical Careers, 1 (1). DOI: 10.9741/2578-2118.1000. Copyright 2017 Author(s). Creative Commons CC-BY-NC-ND: This article is distributed under the terms of the Creative Commons Attribution 4.0
License (http://creativecommons.org/licenses/by/4.0/) which allows others to download your works and share them with
others as long as they credit you, but they can’t change them in any way or use them commercially. Posted with permission
The Effect of Undergraduate Extracurricular Involvement and Leadership Activities on Community Values of the Social Change Model
No full textThe purpose of this study was to explore the effects that undergraduate extracurricular involvement and leadership activities had on the community values component of the Social Change Model of Leadership Development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. The Socially Responsible Leadership Scale (SRLS–R2) citizenship scale was used to assess leadership community values. Students who participated in more extracurricular clubs and organizations, students who reported spending more time per week involved in clubs and organizations, students who served as an officer, and females scored significantly higher on the SRLS–R2 citizenship scale. Students who participated in college–wide organizations, Greek organizations, university–wide organizations, and social/recreational organizations scored significantly higher on the SRSL– R2 citizenship scale than students who did not. Participation in major–related organizations, competitive/team based organizations, faith–based organizations, or community–based organizations did not provide significant results on the SRLS-R2 citizenship scale. These findings have implications for leadership development for all students, not just those in positional leadership roles. It is recommended that clubs and organizations revisit their purpose and associated activities to ensure they are aligned to meet espoused student leadership outcomes. It may be that not all clubs are focused on community values.This article is published as Foreman, Elizabeth A., and Michael S. Retallick. "The Effect of Undergraduate Extracurricular Involvement and Leadership Activities on Community Values of the Social Change Model." NACTA Journal 60, no. 1 (2016): 86. Posted with permission.</p
Differences in Critical Thinking Ability According to College Entry Pathway
No full textThe purpose of this study was to determine if entry pathway—direct from high school versus transfer from community college—influenced the critical thinking abilities of agricultural education students. Seventyfive senior-level agriculture undergraduate students completed a critical thinking assessment test. Although students entering the four-year university directly from high school had statistically significant higher ACT scores and semester GPA’s (which are known predictors of critical thinking ability), there were no statistically significant differences in critical thinking abilities between the two groups. When comparing students’ performance to national norms, regardless of entry pathway, students scored statistically lower than national norm data in the skill areas of identifying additional information needed to evaluate a hypothesis and providing relevant interpretations for a specific set of results. Further, agricultural education transfer students were shown to have a greater ability to think creatively than students who entered the four-year university directly from high school. Recognizing the importance of creative thinking to student success and overall critical thinking skill, curriculum and instructional development within agricultural education should focus on intentionally integrating creative and critical thinking.This article is published as Perry, Dustin K., Thomas H. Paulsen, and Michael S. Retallick. "Differences in Critical Thinking Ability According to College Entry Pathway." NACTA Journal 62, no. 2 (2018): 115-121. Posted with permission.</p
Changing Demographics in College of Agriculture and Life Sciences Students
No full textThe purpose of this study was to describe the precollegiate experiences of new students in the College of Agriculture and Life Sciences at Iowa State University. New students to the college completed an on-line questionnaire about their home residence and personal and social experiences. Survey data were matched with university records to make comparisons based on demographic characteristics (i.e., gender, race, high school class rank, and college major). The results of this study indicate more students were from farms than from any other demographic variable. Students who chose a major related to production agriculture were no more likely to report a higher family income from farm or agri-business than those that chose majors not tied to production agriculture. The highest percentage of pre-collegiate involvement in extracurricular activities was athletics. This study was guided by the collegiate outcomes model, which was adapted from the collegiate leadership development model.This article is published as Foreman, Beth, Michael Retallick, and Scott Smalley. "Changing Demographics in College of Agriculture and Life Sciences Students." NACTA Journal 62, no. 2 (2018): 161-167. Posted with permission.</p
Early Field Experience of Business and Family and Consumer Sciences Teacher Education
No full textThe purpose of this national descriptive study was to describe early field experience (EFE) practices used in business and family and consumer sciences (FCS) teacher education by using the EFE model. This study replicates similar research in the agricultural education discipline. For this study, EFE was defined as all field experiences—offered within or outside of the business and FCS teacher education curriculum—that occur before student teaching. The study population was business and FCS teacher education programs (N=139) identified by the American Association of Family and Consumer Sciences and the National Business Education Association. The teacher education coordinator for each program was the contact for this study. Data were collected via an online survey. Programs required a minimum number of contact hours and a minimum number of lessons taught while in the field. The most common student assessments included cooperating teacher signatures, reflective writing and university supervisor’s review of documents. Most programs had specific EFE requirements and expectations. This study supports the career and technical education profession by identifying differences and similarities in EFE programming across disciplines. This information could be used to provide a more congruent EFE for all preservice teachers.This article is published as Smalley, S., & Retallick, M. S. (2016). Early field experiences of business and family and consumer science education. NACTA Journal, 60(4), 352-357. Posted with permission.</p
Examining reflective practice in Science with Practice portfolios: An experiential learning program at Iowa State University
No full textReflection is integral to the experiential learning process (Kolb, 1984). Experiential learning supports reflection and transfer of learning, providing foundational skills that contribute to lifelong learning (AAC&U, 2009). Preflection, experience, reflection, and transfer (PERT) operationalize the experiential learning process in teaching (Retallick, 2010). 4-H popularized Do, Reflect, Apply as a reflection cycle for delivering the Experiential Learning Model to learners (Diem, 2001). Together, PERT and the 4-H Experiential Learning Model align to implement Experiential Learning Theory in formal education. Science with Practice (SWP) exemplifies these principles as an experiential learning program and academic course at Iowa State University (Retallick et al., 2009). PERT was used in SWP curriculum design with Do, Reflect, Apply prompts providing structure for student reflection. Students in SWP generate a learning agreement detailing a description of the planned experience and their expectations (preflection). They construct a portfolio including journal entries in the form of biweekly reflections (formative reflection), and a final reflection (summative reflection). The purpose of this study was to examine reflective practice in SWP by determining the breadth and depth of reflection and describing the use of Do, Reflect, Apply to structure reflection in portfolios. Findings document development of reflective practice with an emphasis on the importance of examining types of reflection and the intentional guidance of reflection. In reflective writing, learners effectively analyze and assess their experience, increase their awareness, transfer their learning, and are transformed by their experience. Executing Do, Reflect, Apply as a structure for facilitating reflective practice is an effective strategy for completing the PERT experiential learning process and developing lifelong learning skills
Synthesis of Contemporary SAE Research 1994–2014
No full textIn the 1990s, a series of research syntheses were conducted regarding supervised agricultural experience. These syntheses included supervised agricultural experience (SAE) research from 1964 through 1993. With these past syntheses as the premise, contemporary SAE research was identified, synthesized, and coded into emerging themes. Inclusion criteria for this synthesis required articles to (a) be published in a peer-reviewed journal or national/regional American Association for Agricultural Education research conference proceedings, (b) include research specifically pertaining to SAE, (c) be available and accessible through the search procedures, and (d) be published between January 1994 and December 2014. An exhaustive search was conducted using library databases as well as digital journals and conference proceedings. Themes that emerged from this synthesis were (a) participation, (b) teacher education, (c) benefits, (d) professional development, (e) supervision, (f) scope/structure, (g) economic impact, (h) program quality, (i) learning theory, and (k) international settings. Similar to the previous syntheses, research conducted between 1994 and 2014 was primarily descriptive, conceptually broad, and often limited to relatively small populations such as single states. Additional multistate and national studies are recommended to describe the content and context of SAE instruction in teacher education and to refine quality indicators related to SAE practice.This article is published as Rank, B. D.* & Retallick, M. S. (2016). Synthesis of Contemporary SAE Research 1994-2014. Journal of Agricultural Education, 57(4), 132-146. doi: 10.5032/jae.2016.04132. Posted with permission.</p
- …
