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Descriptors:
Agricultural Education; Agriculture; Job Satisfaction; Teacher Burnout; Stress Variables; Teaching Conditions; Cultural Influences; Interaction; Interpersonal Relationship; Secondary School Teachers; Teacher Attitudes; Emotional Response; Social Influences

Abstract:
Understanding job satisfaction, stress, and burnout within agricultural education has the potential to impact the profession's future. Studying these factors through the theoretical lens of social comparison takes a cultural approach by investigating how agriculture teachers interact with and compare themselves to others. The purpose of this study was to determine if relationships existed between social comparison and job satisfaction and/or burnout among secondary agriculture teachers representing six states. Findings indicated that teachers were satisfied with their jobs and tended to engage most frequently in upward assimilative (UA) comparisons, leading to inspiration emotional outcomes. According to the Maslach Burnout Inventory for Educators (MBI-E), teachers experienced low levels of burnout related to personal accomplishment (PA) and depersonalization (DE), and moderate levels related to emotional exhaustion (EE). Seven moderate relationships were found between dimensions of social comparison and either burnout and/or job satisfaction. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Strategies; Literacy; Vocational Education; Content Area Reading; Control Groups; Instructional Effectiveness; Comparative Testing; Teaching Methods; Achievement Gains; Pretests Posttests; Questionnaires; Pilot Projects

Abstract:
Improving comprehension skills is vital to building cognitive skills. Reading and literacy skills enable youth to gather information and create knowledge from various sources, and then to consider solutions to problems in and about their lives from both a cognitive and a creative standpoint. By implementing disciplinary reading strategies in the career and technical education (CTE) curriculum, teachers enable all youth with the requisite skills to succeed in school, careers and daily life. Effective reading does not rely upon a single strategy but incorporates the coordination of several strategies, which improves comprehension and leads to reading more, bolsters critical reading, increases the variety of texts read, improves standardized test scores, and enhances general comprehension. Researchers have proposed that reading strategy instruction should be investigated in specific contexts, such as CTE. This article presents the Authentic Literacy in CTE research project being conducted by a team at Cornell University, in partnership with the National Research Center for Career and Technical Education, which found that a CTE Reading framework can greatly enhance CTE students' reading comprehension skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Strategies; Vocational Education Teachers; Curriculum Implementation; Self Esteem; Reading Instruction; Literacy; Teaching Methods; Educational Practices

Abstract:
Literacy is important to career and technical education (CTE) teachers, who strive to integrate core academic and cognitive skills and knowledge into their classrooms. There is little question that educators need to continually address literacy within CTE. Rather, the issue for many CTE teachers and administrators becomes how to effectively implement literacy strategies in the classroom for maximum impact. Based on CTE teachers involved in a literacy study conducted by a research team at Cornell University through the National Research Center for Career and Technical Education (NRCCTE), evidence shows that teacher confidence is low regarding the integration of reading and reading strategies within CTE. This article looks at how teachers can boast their students' reading success by raising their own confidence in the implementation of CTE reading strategies. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Area Reading; Agriculture; Agricultural Education; Reading Achievement; Reading Comprehension; Context Effect; Teacher Influence; Secondary School Students; Secondary School Teachers; Models

Abstract:
Agriscience is facing pressure to document and contribute to student achievement in math, science, and reading. Agriscience teachers may be able to foster student reading and comprehension through utilization of research-based reading strategies to further develop literacy in and about agriculture. Building on Dunkin and Biddle's (1974) model of the study of teaching, this synthesis of research proposes areas of inquiry regarding the teacher and context variables associated with reading. Teachers influence reading in agriscience through personal reading habits, expectations for reading, attitudes toward reading, and knowledge of and preparation in reading strategy use. Contextual variables include the student, environment, and text. Students enter agriscience classes with differing reading ability, interest, prior knowledge, prior reading, motivation, age, and experience. They encounter texts in the home, classroom, and school environments. Texts are comprised of varying readability, vocabulary, structure, content, and selection, all of which impact comprehension. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agricultural Education; Teacher Attitudes; Vocational Education Teachers; Secondary School Teachers; Content Area Reading; Reading Strategies; Reading Comprehension; National Surveys; Teacher Surveys; Correlation; Teacher Characteristics

Abstract:
A national survey of 216 agriscience teachers investigated the attitudes and practices related to reading. Knowledge of strategies, total time of text use, confidence in strategy use, and the general approach to reading explained 67% of the variance in frequency of content area reading strategy use. Teachers held positive attitudes about reading from personal and instructional standpoints. However, they lacked knowledge and confidence in content area reading strategies, which translated into low frequency of strategy use. Teachers appeared to use reading and text with justifiable frequency in their agricultural science courses. Because knowledge of reading strategies explained such a large amount of variance (nearly 64%) in frequency of reading strategy use, career and technical education program administrators and teacher educators should encourage professional development about reading strategies. (Contains 1 figure and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Grade Point Average; Content Area Reading; Reading Strategies; Scores; Agricultural Education; Instructional Effectiveness; Technical Education; Career Education; Reading Comprehension; Gender Differences; Prediction; Ethnicity; Recreational Reading; Reading Instruction

Abstract:
Students must be able to create meaning from career and technical education texts. Reading and comprehension of texts are skills that develop through practice with a variety of texts, including those in career and technical education. A quasi-experimental nonequivalent control group design was used to determine the effect of implementing content area reading strategies (CARS) on comprehension and reading behaviors of a purposively selected sample (n = 95) of secondary agricultural science students. Instruction with CARS was compared to the teacher's normal instructional routine. Pretest score, grade level, grade point average, gender, ethnicity, and standardized reading level predicted 65% of variance in agriculture posttest scores. Students in the treatment group generally improved their reading behaviors, while students in the comparison group regressed. Students in the treatment group read significantly more hours per week for school and had increased the hours reading for pleasure significantly more than the comparison group. (Contains 6 tables, 2 figures, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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