Full Length Research Paper
References
Baker S, Gersten R, Dimino JA, Griffiths R (2004). The sustained use of research-based instructional practice: A case study of Peer-Assisted Learning Strategies in mathematics. Remed. Spec. Edu. 25(1):5-24. Crossref |
||||
Balschweid MA, Thompson GW, Cole RL (1998). The effects of an agricultural literacy treatment on participating K-12 teachers and their curricula. J. Agric. Edu. 39(4)"1-10. Crossref |
||||
Barrick RK, Samy MM, Roberts TG, Thoron AC, Easterly RG (2011). Assessment of Egyptian Agricultural Technical School instructors' ability to implement experiential learning activities. J. Agric. Edu. 52(3):6-15. Crossref |
||||
Bellah KA, Dyer JE (2009). Attitudes and stages of concern of elementary teachers toward agriculture as a context for teaching across grade level content area standards. J. Agric. Edu. 50(2):12-25. Crossref |
||||
Bonwell CC, Eison JA (1991). Active learning: Creating excitement in the classroom. Washington, DC: ASHE-ERIC Higher Education Report P. 1. | ||||
Chickering AW, Gamson ZF (1987). Seven principles for good practice in undergraduate education. Am. Assoc. Higher Edu. Bull. 39(7):3-7. | ||||
Christou C, Eliophotou-Menon M, Philippou G (2004). Teachers' concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Edu. Stud. Math. 57(2):157-177. Crossref |
||||
Davis BG (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass. George AA, Hall GE, Steigelbauer SM (2006). Measuring implementation in schools: The stages of concern questionnaire. Austin, TX: SEDL. P. 14. | ||||
Gwele NS (1997). The development of staff concerns during implementation of problem-based learning in a nursing programme. Med. Teach. 19(4):275-285. Crossref |
||||
Hall GE, George AA (1979). Stages of concern about the innovation: The concept, initial verification and some implications (ERIC P. 187716). | ||||
Hall GE, Hord SM (2006). Implementing change: Patterns, principles, and potholes (2nd ed.). New York, NY: Pearson Education. | ||||
Joplin L (1981). On defining experiential education. In K. Warren, M. Sakofs, & J.S. Hunt (Eds.), The theory of experiential education Dubuque, IA: Kendall/Hunt Publishing, pp. 15-22. Crossref |
||||
Knobloch NA (2003). Is experiential learning authentic? J. Agric. Edu. 44(4):22-34. Crossref |
||||
Kolb DA (1984). Experiential learning: experience as the source of learning and development. Upper Saddle River, NJ: Prentice Hall. | ||||
McKeachie WJ, Svinicki M (2006). Teaching tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth. | ||||
McKinney K (2010). Active learning. Illinois State University Center for Teaching, Learning & Technology. Retrieved from www.cat.ilstu.edu MUCIA (n.d.). Request for Second Amendment to the AERI Linkage Project. Unpublished manuscript, Cairo, Egypt. | ||||
Myers BE, Barrick RK, Samy MM (2010). Stages of concern profiles for active learning strategies of agricultural technical school teachers in Egypt. Paper presented at the 26th Annual Conference of the Association for International Agricultural and Extension Education, Saskatoon, Canada. | ||||
Myers C, Jones TB (1993). Promoting active learning in the classroom: Strategies for the college classroom. San Francisco, CA: Jossey-Bass. | ||||
Osborne E (1994). Completing the cycle. Agric. Edu. Mag. 67(3):3-11. | ||||
Roberts TG, Harlin JF (2007). The project method in agricultural education: Then and now. J. Agric. Edu. 48(3):46-56. Crossref |
||||
Santos JRA (1999). Cronbach's alpha: A tool for assessing the reliability of scales. J. Ext. 37(2). Article 2TOT3. | ||||
Scott D, Persichette K (2006). SOCQ-075-Graph-and-Print [Computer program for Microsoft Excel]. Austin, TX: Southwest Educational Development Laboratory. | ||||
Seeler DC, Turnwald GH, Bull KS (1994). Spring. From teaching to learning: Part III. Lectures and approaches to active learning. J. Vet. Med. Edu. 21(1). | ||||
Shoulders CW, Myers BE (2011). An analysis of National Agriscience Teacher Ambassadors' stages of concern regarding inquiry-based instruction. J. Agric. Edu. 52(2):58-70. Crossref |
||||
Shoulders CW, Myers BE (2010). An analysis of National Agriscience Teacher Ambassadors' Stages of Concern regarding inquiry-based instruction. Proceedings of the 2010 Agric. Edu. AAAE Res. Confer, pp. 214-228. | ||||
Stalheim-Smith A (1998, February). Focusing on active, meaningful learning. IDEA Paper No. 34. Manhattan, KS: Kansas State University. | ||||
Stanford University (1993, Fall). Active learning: Getting students to work and think in the classroom. Palo Alto, CA: Stanford University Newsletter on Teaching, 5(1). | ||||
Thoron AC, Barrick RK, Roberts TG, Gunderson MA, Samy MM (2010). Preparing for, conducting and evaluating workshops for agricultural technical school instructors in Egypt. J. Agric. Edu. 51(10):75-87. Crossref |
||||
Thoron AC, Barrick RK, Roberts TG, Samy MM (2008). Establishing technical internship programs for agricultural technical school students in Egypt. Proceedings of the 24th Annual Meeting of the Association for International Agricultural and Extension Education, San Jose, Costa Rica. | ||||
Warner AJ, Myers BM (2013). Variable relationships affecting agriscience teachers' stages of concern for content area reading strategies. J. Agric. Edu. 54(1):193-206. Crossref |
||||
Warner AJ, Myers BE (2011). Agriscience teachers' concern profiles for content area reading strategies. J. Agric. Edu. 52(4):109-122. Crossref |
||||
Warner AJ, Myers BE (2010, May). Agriscience teachers' concern profiles for content area reading strategies. Proceedings of the 2010 Agricultural Education AAAE Research Conference, pp. 184-198. |
Copyright © 2025 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0