A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS

Open Access
Author:
Rice, Laura Lea
Graduate Program:
Agricultural and Extension Education
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
July 26, 2011
Committee Members:
  • Daniel Foster Jr., Thesis Advisor
Keywords:
  • scholarship of teaching and learning
  • effective teaching characteristics
  • teaching philosophy statement
  • award winning professors
Abstract:
As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. A series of studies has confirmed that access to an effective teacher is the single most important school related factor responsible for increased learning. Researchers purport that an important factor in determining student learning is the teacher, and that one of the most prominent factors in student achievement is teacher quality. The search for the attributes, dispositions, knowledge, and instructional skills that define effective teachers continues as scholars seek to discover the teacher variables that lead to student achievement. The purpose of the descriptive research was to identify themes present in the teaching philosophy statements of the United States Department of Agriculture Excellence in College and University Teaching in the Food and Agricultural Sciences award recipients. Content analysis technique was utilized in reviewing the provided espoused philosophy statements of award winners from 2000 – 2010. Findings include identification of eleven emergent themes. Future recommendations would be a descriptive research study determining if a disconnect exists between the stated teaching philosophy of award winning professors and their actual teaching practice. Further application would be to analyze the classroom practice of award winning professors and the impact had on student learning.