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Foor, Ryan M.; Cano, Jamie – Journal of Agricultural Education, 2012
Mentoring and induction programs are popular within the public school system in the United States. Additionally, content-based mentoring programs exist, such as those within agricultural education. A number of studies yielded results that showed a relationship between mentoring/induction participation and teacher retention. The importance of the…
Descriptors: Agricultural Education, Student Teaching, Teaching Experience, Novices
Velez, Jonathan J.; Cano, Jamie – Journal of Agricultural Education, 2012
This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self-efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self-efficacy and task value motivation. Results showed a significant positive…
Descriptors: Student Motivation, Self Efficacy, Nonverbal Communication, Effect Size
Foor, Ryan M.; Cano, Jamie – Journal of Agricultural Education, 2011
The construct of job satisfaction is rooted in Maslow's Hierarchy of Needs and Herzberg's Motivator-Hygiene Theory. The current study was conducted to ascertain the level of job satisfaction of faculty members specializing in agricultural communication, agricultural leadership, agricultural teacher education, and extension education and to…
Descriptors: Extension Education, Job Satisfaction, Research Methodology, Agricultural Education
Velez, Jonathan J.; Cano, Jamie; Whittington, M. Susie; Wolf, Kattlyn J. – Journal of Agricultural Education, 2011
The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…
Descriptors: Qualitative Research, Extension Education, Focus Groups, Discourse Analysis
Swan, Benjamin G.; Wolf, Kattlyn J.; Cano, Jamie – Journal of Agricultural Education, 2011
The purpose of this study was to examine changes in teacher self-efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers…
Descriptors: Learner Engagement, Student Teaching, Student Teachers, Self Efficacy
Velez, Jonathan J.; Cano, Jamie – Journal of Agricultural Education, 2008
This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students self-reported perceived levels of instructor immediacy and self-rated their…
Descriptors: Graduate Students, Classroom Communication, Student Attitudes, Student Motivation
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Castillo, Jaime X.; Conklin, Eric A.; Cano, Jamie – Journal of Agricultural Education, 1999
A survey of 81 female and 212 male agriculture teachers found job satisfaction factors (achievement, advancement, recognition, work) significantly related to female teachers' satisfaction, but not male teachers'. Similarly, job dissatisfiers (interpersonal relationships, policy/administration, salary, supervision, working conditions) related to…
Descriptors: Agricultural Education, Females, Job Satisfaction, Males
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Garton, Bryan L.; Cano, Jamie – Journal of Agricultural Education, 1996
A study to describe the extent to which cooperating and student teachers (n=15) in agriculture used the problem- solving approach to teaching found that they spent less than 20% of their instructional time using it. Cooperating teachers use most of their time maintaining students' interest in the subject matter; student teachers spent time seeking…
Descriptors: Agricultural Education, Cooperating Teachers, Problem Solving, Secondary Education
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Torres, Robert M.; Cano, Jamie – Journal of Agricultural Education, 1995
The Group Embedded Figures Test and Developing Cognitive Abilities Test were completed by 92 of 196 agriculture seniors. Using multiple linear regression, nine percent of variance in critical thinking was uniquely accounted for by learning style, suggesting that it is a significant variable that must be considered in developing critical thinking…
Descriptors: Agricultural Education, Cognitive Style, Critical Thinking, Higher Education
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Cano, Jamie; And Others – Journal of Agricultural Education, 1992
The Group Embedded Figures Test and a teaching style inventory administered to 25 preservice agriculture teachers showed (1) field-independent learners achieved higher scores in methods courses; (2) those preferring more sensitive teaching styles achieved higher microteaching scores; (3) preference for the inclusion teaching style did not…
Descriptors: Academic Achievement, Agricultural Education, Cognitive Style, Higher Education
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Cano, Jamie; Miller, Greg – Journal of Agricultural Education, 1992
Secondary agriculture teachers surveyed (37 female and 299 male) were similarly satisfied with their jobs. Males were generally older and more experienced. Females with tenure were more satisfied than those without. Interpersonal relationships were the highest satisfaction factor. Sources of least satisfaction for males were working conditions,…
Descriptors: Agricultural Education, Females, Higher Education, Job Satisfaction
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Cano, Jamie; Miller, Greg – Journal of Agricultural Education, 1992
Secondary Ohio agriculture teachers (313 of 414) in 6 areas (agribusiness, mechanics, business planning/analysis, horticulture, natural resources, and production) were slightly to somewhat satisfied with 5 factors (achievement, advancement, recognition, responsibility, and the work itself). Significant differences appeared among the six…
Descriptors: Agricultural Education, Job Satisfaction, Secondary Education, Secondary School Teachers
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Cano, Jamie; Ludwig, Barbara – Journal of Agricultural Education, 1995
Ohio State University extension administrators (n=108) acknowledge diversity as an important issue but are confused about how to communicate with and serve diverse populations. They lack a clear vision of a multicultural organization and need to recruit diverse applicants. They scored an average of 65% on a diversity knowledge test. (SK)
Descriptors: Administrator Attitudes, Cultural Pluralism, Extension Education, Higher Education
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Cano, Jamie; Garton, Bryan L. – Journal of Agricultural Education, 1994
According to Group Embedded Figures Test scores for 82 preservice agriculture teachers, 60% were field independent and achieved higher microteaching lab scores and overall methods course grade. Field-independent students were more adapted to teaching with the problem-solving approach. Teacher educators should consider different learning styles and…
Descriptors: Academic Achievement, Agricultural Education, Cognitive Style, Field Dependence Independence
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Torres, Robert M.; Cano, Jamie – Journal of Agricultural Education, 1994
A study to determine the preferred learning style of students (n=92) enrolled in the College of Agriculture at Ohio State University concluded that a field-independent learning style was preferred and that instructors need to be sensitive to learning style differences and should incorporate various teaching methods. (JOW)
Descriptors: Agricultural Education, Cognitive Style, Field Dependence Independence, Higher Education
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