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Metacognition is an important component of the learning process for students and teachers. With disparate findings regarding teacher attention to student thinking, and other indications that teachers enter the profession with preconceived notions, we use semi-structured interviews and a researcher-created professional development experience on metacognition to explore how metacognition influences educators' perceptions of the learning process and their beliefs about teaching and learning. First, we present themes corresponding to each of the two research questions, with themes substantiated by participant quotes. Next, we present conclusions, including reflecting on how professional development offerings for secondary school teachers have the potential to challenge currently held paradigms by prospective participants. Additionally, we discuss the value of metacognition within the profession.

The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This longitudinal qualitative case study began with eight traditionally certified beginning agriculture teachers and concluded with six completing the three-year study. The collective case study gathered data from site visits, monthly interviews, and annual focus groups. Recommendations were made for components that should exist in an induction program for beginning agriculture teachers. The content beginning teachers may need, how to structure a program, and items mentors and facilitators need to be aware of when providing a comprehensive program are provided. Recommended components include developing a supportive community among the teachers, providing "as needed" resources, multiple mentors, feedback on teaching, and structured reflection.

Studies show beginning agriculture teachers have different experiences than their seasoned colleagues, but how are their experiences different? This phenomenological collective case study tells the story of traditionally certified beginning agriculture teachers throughout their first three years of teaching. The study began with eight teachers in their first year and concluded with six teachers completing three years of teaching. Data collection included an on-site visit with an observation of teaching, tour, and an in-person interview followed by monthly phone interviews throughout the three academic years. Each year concluded with the teachers completing a reflection guide and participating in a focus group. The collective strengths and challenges the teachers faced were presented and organized by each year of experience. The findings highlighted areas the profession should support beginning agriculture teachers by including increased feedback and mentoring for teachers, resources on student management, work/life balance, seeking funding, and community relations.

This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience. Participants were interviewed three times, using symbolic interactionism as the philosophical overview and the Seidman technique of interviewing. Three questions guided this study: (1) How do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation?; (2) In what ways do teachers self-regulate for their own professional growth purposes?; and (3) What strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies associated with self-regulated learning, they most closely associated self-regulation with effort and motivation. Key implications for practice include incorporating a self-regulated learning focus into preservice education, specifically during microteaching and student teaching experiences. Recommendations for future research include exploring the effectiveness of self-regulated learning instructional strategies that hold promise for teaching teachers and students to utilize self-regulation cognitive strategies.

Metacognition has been shown to be important in the learning process of students. However, teacher awareness and understanding of metacognition seems to be limited. In this study, we use an interpretivist approach to explore how secondary teachers facilitated learning and perceived metacognition after participating in professional development on metacognitive strategies. First, we present themes that emerged from the in-depth interviews for how participants progressed in their operationalization of metacognition. We then present rich descriptions on a per-participant basis of how teacher-participants' views of metacognition changed over time. Next, we present conclusions, including teacher-participant troubles with operationalizing metacognition. Finally, we propose a revised Model of Teacher Change accounting for teacher-participant experiences undergoing professional development on a complex topic (i.e., metacognition).

With the challenge of creating a competent workforce to fill the shortage of agricultural educators nationwide, researchers have suggested a detailed examination of induction-year teachers to increase retention is critical. Multiple studies have depicted the importance of examining attitudes of induction-year and early career agricultural educators to develop quality induction-level support for this group. Moir (1990) conducted a qualitative study that resulted in the suggestion of six attitudinal phases all induction-year teachers experience, and described a predictive curvilinear relationship between attitude and time over the course of their first year teaching. As part of a larger study, the purpose of this study was to investigate the relationship among demographic variables and induction-year teachers' attitudes toward teaching. Using a repeated measures design, induction-year teachers' (n = 197) attitudes were measured at six points during the 2011-12 school year in relation to the Moir's (1990) model. Findings showed that although minor changes in attitude among respondents occurred, respondents were generally positive in attitude toward their career and did not experience the high levels of fluctuation as suggested by Moir (1990). Additionally, upon completion of a forced entry linear regression, demographic characteristics were not found to be significant predictors of induction-year teachers' attitudes toward teaching.

The teaching profession is not without its share of challenges. Many teachers enter the professional ranks only to immediately search for the nearest exit. Teacher socialization has been shown to improve teachers' professional outlooks, slowing the exodus. In this phenomenological study, nine interviews were conducted with three experienced, mid-career, secondary agriculture teachers. Two questions guided the research: How do experienced secondary agriculture teachers (1) perceive and (2) experience the role of teacher collaboration in their career satisfaction and retention? Findings suggest professional collaboration had a positive impact on teachers' career satisfaction, lessening the impact of challenges related to dissatisfaction and leading to greater retention.

This national study used the Delphi technique to identify the issues facing urban agriscience teachers. The first round of the study used a questionnaire with one open-ended question to generate responses from the expert panel. In the second round, respondents were asked to rate their level of agreement with 72 issues identified in round one using a Likert-type scale. In round three, participants were asked to indicate their agreement or disagreement with 49 statements retained from round two. Consensus was reached on 17 issues facing agriscience teachers in urban areas which were identified as: challenges presented by the No Child Left Behind legislation; lack of awareness of agriculture by parents, faculty, community and students; lack of parental involvement; budgets and school funding; and time management. (Contains 2 tables.)

The essential nature of public school student performance on standardized examinations is becoming increasingly apparent. As schools across the nation are examined more closely based on the science achievement of students, career and technical education programs will be expected to contribute to this effort. Through the lens of Ajzen and Madden's (1986) Theory of Planned Behavior, this study examined 217 Florida agriculture teachers' perceptions of science integration in the agriculture curriculum as it pertains to attitudes, perceived barriers, impact on enrollment, and support from key stakeholders. The study found teachers to have positive perceptions, relatively few perceived barriers, high perceived support, and high perceived behavioral control for the integration of science in the agriculture curriculum. (Contains 4 tables.)

This descriptive study examined the perceptions of career barriers and career support of preservice agriculture teachers and determined if gender differences existed. Data were collected from 215 preservice agriculture teachers using a survey instrument administered by teacher educators at 35 institutions across the nation. Results showed participants were primarily Caucasian, grew up in rural areas, and were considering agricultural education as a first career. Participants perceived the likelihood of career barriers to be low and their level of career support to be high. The issues most likely to become barriers were found to pertain to family responsibilities and relationships, desire to live in a certain area, and an unwillingness to move away. Participants perceived the most support from their teacher educators, agriculture teachers, and cooperating/mentor teachers. No statistical or practical differences were found between perceptions of career barriers and career support for female and male participants. (Contains 5 tables and 1 figure.)

Analysis of 348 articles from the Journal of Agricultural Education 1990-1999 showed that 83.3% used quantitative, applied survey research. Only 29% cited appropriate theoretical frameworks, 87% cited conceptual frameworks. They often cited limited references in establishing a framework and failed to relate findings to frameworks. (Contains 25 references.) (SK)

The purpose of this study was to determine the perceived competence of agricultural education teachers in integrating science and use of inquiry based teaching techniques in agricultural education programs. Objectives included describing agriculture teacher perceptions of teacher preparation program needs based upon their personal competence to integrate science into the agricultural education curriculum, identifying factors influencing agriculture teachers' current and planned levels of science integration in the agricultural education programs, and describing the use of inquiry based teaching techniques in agricultural education programs. The population for the study was all secondary agriculture teachers in Florida. A total of 217 teachers participated for a 61.1% response. It was found that although agriculture teachers feel prepared to integrate science, they also believe more should be done to prepare future teachers to do so. Furthermore, nearly three fourths of the participants intended to increase their level of science integration. Finally, teachers reported using teacher--oriented inquiry strategies nearly three times per week, while they reported using student-oriented inquiry nearly once per month. [ABSTRACT FROM AUTHOR]