Attracting Academically or Intellectually Gifted Students to Career and Technical

Education

Elizabeth GrayDr. Gary Moore

Dr. Barbara KirbyDr. Beth Wilson

North Carolina State University

Importance of the study

NCGS Article 9B, 1996 “[AIG] students require differentiated

educational services beyond those ordinarily provided…”

Cognitive damage Lack of appropriate instruction may

cause cognitive harm (Coleman & Gallagher, 1995)

Use it or lose it (Tomlinson, 1999)

Importance of the study Affective wellbeing

Attitudes, emotions, moods (Coleman & Gallagher, 1995)

Do not thrive, potential diminishes

Agriculture Industry More complex & technologically advanced (Houser

& Baker, 1991). Demand for qualified individuals will soon surpass

supply (Goecker, Gilmore, & Smith, 2005). Career choice based on values and perceptions

(Overbay & Broyles, 2008).

Purpose of the Study

Learn more about: Attracting students who are gifted to

Agricultural Education programs. Serving students who are gifted in

Agricultural Education Programs. The perceptions of Agricultural

Education

Theoretical Framework

Prosser’s 14th TheoremVocational education will be socially

efficient in proportion as in its methods of instruction and its personal relations

with learners it takes into consideration the particular

characteristics of any particular group which it serves

(Prosser & Allen, 1925, p. 207).

Theoretical Framework

AAAE National Research Agenda Priority 4 Meaningful, Engaged Learning in All

Environments “…how to reach all students.” (Doerfert,

2011, p. 22)

Methodology

Qualitative study Focus Groups

Selecting Participants Audio transcription Analyzed transcripts in search of

reoccurring themes Developed a list of potential themes based

on literature Emergence of new themes

169, 087 gifted in NC

(NCDPI, 2010)

Trustworthiness Credibility

Peer debriefing Member checking in 3 stages

Transferability Detail and description

Dependability & Confirmability Raw data retained for audit purposesLincoln & Guba, 1985

What attracts students who are AIG?

Atmosphere of the classes Relaxed, less stressful

“A breath of fresh air”

Fun, Variety of Activities, Hands on Learning “Each day is new.”

What attracts students who are AIG?

Design of Agricultural Education Hands-on curriculum

“Instead of learning from a book you learn from what you do. And it sticks.”

FFA “…learn and socialize outside the class.” CDE’s

SAE Choose activities within interest area Resume builder

What attracts students who are AIG?

Influential People Teacher

“…they really care about the kids.” Humor, enthusiasm, passion, expertise

Friends and Family “…my friend told me it was fun…” “…my brother was in FFA…”

What deters students who are AIG?

Lack of accurate information Lack of awareness

“Kids just don’t know.” Limited awareness

“…if they only knew what we really did here…”

Image “Cow, Sow, Plow” Stereotype FFA

What deters students who are AIG?

Academic Pressure Weighted GPA

“They think they need weighted credit because they want to go to college.”

Perceived rigor “…it doesn’t look as good on a resume…”

What deters students who are AIG?

Scheduling Times classes are offered conflict “…it doesn’t fit in their schedule…”

Students who “…don’t care…” “…they think it’s going to be an easy class.” “…disruptive…”, “…hinders our learning…”

Factors contributing to learning Learning by Doing

Learn & remember better Opportunities for problem solving

“He wants us to think it through and try to figure it out on our own…”

“relate agriculture [class] to real life.”

Integrating the subject matter With FFA and SAE Art Technology

GPS Computers for research

Factors contributing to learning

Characteristics of the Teacher Entertainment Factors

Humor Passion for students Enthusiasm

Perceptions of students who are AIG

Positive overall “Awesome!” “The one class I look forward to.” “It’s my favorite part of the day.” “…it’s something you enjoy, not

something you’re forced to do.” “Everything is a learning experience.”

Perceptions of students who are AIG

Balance of Challenge “Sometimes it comes easy, sometimes it

doesn’t.” “…a totally different kind of learning…” Choices Opportunities to work at individual pace High expectations of teachers “Shine.”

Perceptions of students who are AIG

“It all starts with the teachers.” “…she just understands kids…” “My teacher would marry agriculture if he

could…” “…you want a teacher who would still care

about it whether or not they got paid for it.”

“They expect more of us, not because we’re AIG but because they know who we are and what we can do.”

Perceptions of students who are AIG

Areas for improvement Attitudes of classmates

“…the people who don’t care hold you back.” “I’m looked at funny by other students…”

Challenges of Mixed ability classes “It’s tough to teach a class when you’ve got

six special needs kids…”

Conclusions

Relaxed is GOOD (Medina, 2008) Resist “teaching to the test” Build and implement programs that

include all three components of agricultural education (Baker and Robinson, 2011)

Use students to promote the program. (Hook, 1993)

Conclusions

Conclusions

Spread awareness Visit Middle School Recognize student achievements Community activities

Revisit image of agriculture and FFA Emphasize STEM FFA Jacket? (Croom & Flowers, 2001) Name of the organization?

Conclusions Create honors level classes

GPA/ Transcripts Time with academic peers

Continue implementing hands on learning opportunities

Protect teachers from burnout (Davis, 2009)

Recommendations for further research

Perceptions of AIG students in other CTE subject areas

Perceptions of AIG students nationally Perceptions of AIG students who are not

in Ag Ed programs Teacher efficacy in serving and engaging

AIG Census of number of AIG students

served by Ag Ed programs