Advancements in Agricultural Development <p><strong><em>Advancements in Agricultural Development</em></strong> provides a global outlet for the timely publication of refereed social science research to influence agricultural development practices worldwide by rapidly disseminating theoretically and conceptually sound research focused on practical outcomes. The journal presents knowledge focused on education, extension, human capacity building, diffusion of innovations, leadership, and communication in the context of food, agriculture, and natural resources.</p> Advancements in Agricultural Development, Inc. en-US Advancements in Agricultural Development 2690-5078 Factors relating to agriculture teachers’ perceived use of instructional methods <div> <p class="AAD">School-based agricultural education (SBAE) teachers have been encouraged to use a variety of instructional methods. Despite teacher education programs covering numerous instructional methods and promoting active teaching strategies, prior research has indicated teachers’ predominant use of teacher-centered methods. Guided by social cognitive theory, we sought to determine relationships between teachers’ use of instructional methods, belief of method effectiveness, and teacher characteristics. We developed a web survey and administered it to all Florida SBAE teachers. We analyzed 146 usable responses using means, standard deviations, frequencies, zero order correlations, and mixed selection step-wise linear regressions. Findings indicated the most commonly used teaching methods were lecture-discussion, cooperative learning, demonstration, and paired/small group discussion. Teachers believed demonstration and cooperative learning to be most effective and debate and role-play least effective. Significant and positive correlations were found between belief of method effectiveness and method use for lecture-discussion, cooperative learning, demonstration, and paired/small group discussion. Regression models revealed similar trends, with the exception of lecture-discussion. We recommend pre-service and in-service teacher education programs emphasize the importance of student-centered instruction. In this effort, facilitators of teacher education programs should recognize the positive relationships between teachers’ beliefs of a method’s effectiveness and use of that method. </p> </div> Blake Colclasure Andrew Thoron Jack Dempsey Copyright (c) 2022 Blake Colclasure, Andrew Thoron, Jack Dempsey 2022-10-05 2022-10-05 3 4 1 16 10.37433/aad.v3i4.235 Residents’ perceptions of the need and potential for rural renewal in two farming-dependent counties <p style="font-weight: 400;">Many rural counties in the U.S. are struggling, particularly farming-dependent counties experiencing persistent poverty. This Rapid Rural Appraisal study focused on two farming-dependent counties in rural Oklahoma experiencing persistent poverty, population declines, and related stressors. In a series of open forums, rural community members most frequently referenced built capital (i.e., infrastructure) as the major reason that prevented the growth of new businesses and suppressed pride in the community. In comparison, community members expressed their greatest accomplishments and sources of hope involved human capital, in the way of the school systems, teachers, and students, and social capital, in the way of their athletic teams, churches, and relationships with each other. Although these counties rely heavily on agriculture as a major contributor to their economy, residents expressed challenges and concerns related to high concentrations of nitrate in the drinking water and seasonal air pollution related to agricultural processing facilities. Recommendations include encouraging residents in these two counties to rally together around their perceived strengths – human and social capital – to actively solve the problems identified during the open forums.</p> Audrey King J. Shane Robinson Tyson E. Ochsner Paul Weckler Mark Woodring Copyright (c) 2022 Audrey King, J. Shane Robinson, Tyson E. Ochsner, Paul Weckler, Mark Woodring 2022-11-30 2022-11-30 3 4 17 29 10.37433/aad.v3i4.241 Best practices for mentoring: An exploratory study of cooperating teacher and student teacher perspectives <div> <p class="AAD">With nearly one-half of U.S. teachers leaving the profession within the first five years of their career, focusing on retention is an ongoing effort. Providing quality mentorship during the student teaching internship provides further support to new teachers preparing to enter the classroom. Cooperating teachers play a pivotal role in the success of these student teachers. However, little is known about the mentoring process between the cooperating teachers and their student teachers. This study compares the perspectives of the cooperating teacher and their student teacher on the frequency of 17 best practices employed by the cooperating teacher during the student teaching experience. The results suggest cooperating teachers rate themselves as utilizing 16 of the 17 best practices of a cooperating teacher more frequently than their paired student teacher observed. In addition, the student teachers rated their observed frequency for five of the 17 best practices employed by their mentor teacher between rarely and often, implying potential weaknesses in the preparation of the cooperating teacher. Differences between the perceived practices of the cooperating teachers and the observed frequencies of these practices by their student teachers warrants further research in the preparation and support of cooperating teachers in their roles as mentors.</p> </div> Heather Nesbitt Debra Barry Kati Lawson John Diaz Copyright (c) 2022 Heather Nesbitt, Debra Barry, Kati Lawson, John Diaz 2022-12-02 2022-12-02 3 4 30 42 10.37433/aad.v3i4.261