@article{baker_robinson_2018, title={The Effect of Two Different Pedagogical Delivery Methods on Students’ Retention of Knowledge Over Time}, volume={59}, ISSN={1042-0541 2162-5212}, url={http://dx.doi.org/10.5032/jae.2018.01100}, DOI={10.5032/jae.2018.01100}, abstractNote={The purpose of the study was to determine the effect of two contrasting pedagogies (i.e., experiential learning and direct instruction) on students’ retention of agricultural knowledge over time. A six-week deferred post-test was employed to assess long-term retention of the subject matter. The results indicated that initially, students who were taught both experientially and through direct instruction experienced a statistically significant increase in analytical scores, with the direct instruction treatment group outperforming the experiential learning treatment group. However, that increase was not statistically significant but was followed by a statistically significant decrease in analytical scores six weeks following instruction. Implications exist for preparing instructors to pace their lessons in a slower fashion to increase understanding and mastery of the content learned.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall and Robinson, J. Shane}, year={2018}, month={Mar}, pages={100–118} }
 @article{baker_culbertson_robinson_ramsey_2017, title={Seeing What They See – A Photovoice Analysis of Exploratory Early Field Experiences}, volume={58}, ISSN={1042-0541 2162-5212}, url={http://dx.doi.org/10.5032/jae.2017.0252}, DOI={10.5032/jae.2017.0252}, abstractNote={The purpose of this photovoice study was to investigate what and how pre-service teachers conceive and make meaning of exploration observations of early field experiences (EFEs). EFEs are vital components of the teacher preparation program and include all activities that occur in pre-service teacher education prior to student teaching, including exploratory observations (Retallick & Miller, 2010). Process coding of 123 photographs and reflective captions led to five themes: (a) optimizing student aperture, (b) affirming the decision to teach, (c) identifying learning strategy outcomes, (d) balancing the three components of agricultural education, and (e) creating a felt need to learn. Praxis included more purposeful inclusion of cooperating teachers as experts, distinguishing between an experience and observation, and seeking those observations outside of agricultural education classrooms.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall and Culbertson, Avery and Robinson, J. Shane and Ramsey, Jon}, year={2017}, month={Jun}, pages={252–267} }
 @article{baker_robinson_2017, title={The Effects of an Experiential Approach to Learning on Student Motivation}, volume={58}, ISSN={1042-0541 2162-5212}, url={http://dx.doi.org/10.5032/jae.2017.03150}, DOI={10.5032/jae.2017.03150}, abstractNote={Student motivation is often an overlooked product of classroom instruction. Researchers have repeatedly called for broader measures to adequately assess and understand the effects of various instructional methods. This study sought to determine the effects of an experiential approach to learning on student motivation, as defined by Keller’s (1987) ARCS model. Three research questions were established, and it was concluded that, (a) the type of instruction does not impact student motivation, (b) broad performance measures are not related to student motivation, and (c) learning style is related to student motivation. It was recommended that teachers vary their instruction to meet all learning styles, be purposeful in designing instruction as guided by Keller’s (1987) process questions to embed motivation, be aware of preferred teaching roles to be mindful of meeting all learning modes, and include motivation as an educational outcome.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall and Robinson, Shane}, year={2017}, month={Sep}, pages={150–167} }
 @article{baker_robinson_2016, title={The Effects of Kolb’s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students}, volume={57}, ISSN={1042-0541 2162-5212}, url={http://dx.doi.org/10.5032/jae.2016.03129}, DOI={10.5032/jae.2016.03129}, abstractNote={Experiential learning is an important pedagogical approach used in secondary agricultural education. Though anecdotal evidence supports the use of experiential learning, a paucity of empirical research exists supporting the effects of this approach when compared to a more conventional teaching method, such as direct instruction. Therefore, the purpose of the study was to examine the effects of an experiential learning approach to instruction on the successful intelligence of secondary agricultural education students, as measured across three domains – practical intelligence, analytical intelligence, and creative intelligence. It was concluded students who received the experiential learning treatment produced higher creativity scores that were domain specific. In addition, they scored higher in their practical use of knowledge when compared to their direct instruction counterparts. However, regardless of treatment, both direct instruction and experiential learning yielded similar analytical knowledge scores. Thus, it was recommended agricultural educators utilize a blended approach of instruction to provide balanced growth in all four modes of learning.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall and Robinson, Shane}, year={2016}, month={Sep}, pages={129–144} }
 @article{baker_bunch_kelsey_2015, title={An Instrumental Case Study of Effective Science Integration in a Traditional Agricultural Education Program}, volume={56}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2015.01221}, DOI={10.5032/jae.2015.01221}, abstractNote={The integration of science and agriculture has been discussed since the inception of agricultural education. However, the standards-based focus in public secondary education and changing climate of agriculture has brought science integration back to the forefront. Though research has indicated that the integration of science into agricultural education is effective in improving student achievement in science, there are still challenges. The instrumental case study sought to understand how Mr. Lee effectively integrated science into a traditional program while maintaining the benefits and purpose of agricultural education. Six issues, deduced from literature related to the integration of science in agricultural education, were identified. Six themes emerged that elucidate the process of successful science integration. First, agricultural educators’ science content knowledge must be strengthened. Second, the pedagogy of scientific inquiry lacked components necessary for a rigorous curriculum. Third, agricultural educators who desire to integrate science should dig into their curriculum for existing science content. Fourth, collaboration among agriculture and science teachers can be fostered through involvement in the science department, and fifth the agricultural educator plays a fundamental role in curriculum planning to increase secondary science achievement. Finally, actual integration occurred in a more segmented way than proposed by Robert’s and Ball’s (2009) content and context dual-model.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall A. and Bunch, J.C. and Kelsey, Kathleen D.}, year={2015}, month={Mar}, pages={221–236} }
 @article{baker_brown_blackburn_robinson_2014, title={Determining the Effects that the Order of Abstraction and Type of Reflection have on Content Knowledge When Teaching Experientially: An Exploratory Experiment}, volume={55}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2014.02106}, DOI={10.5032/jae.2014.02106}, abstractNote={The purpose of this experimental study was to determine the effects of order of abstraction and type of reflection on student knowledge acquisition. Students were assigned randomly to one of four treatment combinations in the completely randomized 2x2 design which included either abstraction prior to or directly after an experience, and either reflection-in-action or reflection-onaction. A Lab-Aids® inquiry-based kit, centered on the principles of biofuels, served as the content for the treatment. The findings of this study indicate that order of abstraction does not have a statistically significant effect on knowledge acquisition scores, but that reflection-in-action did have a statistically significant effect on increasing students’ knowledge of the selected biofuel concepts. It is recommended that teachers at both the secondary and university level focus on effective strategies of reflection-in-action to draw deeper, more enduring learning from students’ experiences in agricultural education. The study was exploratory in nature, and recommendations were suggested for full-scale replications of the study.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall A. and Brown, Nicholas R. and Blackburn, J. Joey and Robinson, J. Shane}, year={2014}, month={Jun}, pages={106–119} }
 @article{robinson_baker_blackburn_2013, title={A case study exploring the perceived and actual person-environment fit of teacher aspirants in agricultural education}, volume={1}, ISSN={2325-5226}, number={1}, journal={Journal of Human Sciences and Extension}, publisher={ISSN}, author={Robinson, J.S. and Baker, M.A. and Blackburn, J.J.}, year={2013}, pages={78–93} }
 @article{robinson_baker_2013, title={The Effect of Human Capital on Principals’ Decisions to Interview Candidates in Agricultural Education: Implications for Pre-service Teachers}, volume={54}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2013.01139}, DOI={10.5032/jae.2013.01139}, abstractNote={The purpose of this experimental study was to determine which factors of human capital were valued most by principals regarding their decisions to interview candidates, based on teacher resumes. The findings of this study point to the fact that principals desire teachers who are academically rigorous. That is, they desire teachers who have strong grade point averages, have been recognized in honor societies for their academics, and have taken elevated, rigorous coursework above and beyond what a typical agricultural education major would be required to take. The sex and certification route of teacher candidates had no bearing on principals’ decision to offer an interview to the candidates. The fact that principals placed little value on certification type is concerning. It is recommended that this study be replicated in other states across the country to determine the prototypical agriculture teacher. It is assumed that the needs will vary from state to state. However, additional research is needed in this area}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Robinson, J. Shane and Baker, Marshall}, year={2013}, month={Mar}, pages={139–152} }
 @article{baker_robinson_kolb_2012, title={Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model}, volume={53}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2012.04001}, DOI={10.5032/jae.2012.04001}, abstractNote={Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb’s experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb’s ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three–circle model). It was explained that experiential learning builds meta–cognitive skills and can be goal–oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., “What happened?” “Now what?” “So what?”) during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.}, number={4}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Baker, Marshall and Robinson, Shane and Kolb, David}, year={2012}, month={Dec}, pages={1–16} }
 @article{baker_montgomery_2012, title={Examining the agricultural education fishbowl: Understanding perceptions of agricultural education stakeholders in higher education}, volume={35}, number={2}, journal={Operant Subjectivity}, author={Baker, M.A. and Montgomery, D.}, year={2012}, pages={74–101} }