Browsing by Author "Broyles, Thomas"
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- A Case Study of Teacher-Student Relationship DevelopmentMosley, Chaney; Broyles, Thomas; Kaufman, Eric K. (2021)This study investigates how teacher-student relationships develop. If a teacher is able to foster high-quality relationships with all students, will students work harder in the classroom? An understanding of how teacher student relationships develop is critical to answering that question. In this investigation, the authors follow a holistic case study tradition to explore teacher-student relationship development. Five themes emerged that collectively describe the development of teacher-student dyadic relationships. The authors explore how descriptions of dyadic relationship development offered by teachers and students align with Leader-member Exchange theory and discuss implications for practice and future research.
- Future Farmers of Virginia Chapter Chats November 1932Stevens, James; Miller, Willard; Kiracofe, Henry; Broyles, Thomas; Wright, George; Wray, Howard; Beard, John; Rucker, Jr., B. A.; Fahrner, Alvin; Wampler, Charles; W. S. N.; Linthicum, Earl; Upshaw, Dick; Overhay, Puny; Smith, Russell; Rasnick, Woodrow W.; Ritchie, Dwight; Webb, Frank; Knox, J. Mason; Buchanan, J. Sam; Buck, Stuart; Braley, Berton; Albrite, Minor; Bundy, Jack; Joyner, T. J.; Drummond, Lester; Mize, Russell; Falls, Lenwood; Duckworth, Wagner; Watson, Denton; Keith, Garland; Brower, Junior; McDaniel, Lester; Rasnick, Richard; Blankenbaker, Thomas N.; Reynolds, Thomas; Palmer, Randolph; Bolecek, William; Pulley, Faris; Fadely, Richard; Kello, Samuel; Brayles, Shirley; Lewis, David; Mead, Cletus; Callahan, Ray; Conte, Robert; Geiman, Harry; Mays, Noel; Swartz, Vernon; Pratt, James; Upshaw, Dick; Shelton, Harry; Harvell, Jimmie; Revere, Pollard; Robbins, J. T.; Barley, Eugene; Butler, Edward; Cohron, Ward Lee; Trader, Elmer; Martin, Neil; Jackson, Kyle (The Future Farmers of Virginia, 1932-11)
- Leader-member Exchange, Cognitive Style, and Student AchievementMosley, Chaney; Broyles, Thomas; Kaufman, Eric K. (Journal of Leadership Education, 2014)
- Leader-member Exchange, Cognitive Style, and Student AchievementMosley, Chaney; Broyles, Thomas; Kaufman, Eric K. (2014-07-01)The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption- innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher’s perspective and the student’s perspective. The quality of teacher-student relationships from the teacher’s perspective predicts the quality of teacher-student relationships student’s perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.
- National Assessment Sheds Light on Educational Needs for Aquaculture in the United StatesJensen, Gary; Schwarz, Michael H.; Shumway, Sandra; Trushenski, Jesse; Woods, L. Curry, III; Broyles, Thomas; Mayeaux, Maxwell (2016-08)Education and training are fundamental to growing and maintaining a skilled workforce. Diverse, accessible educational opportunities are critical to the success and stability of the aquaculture industry. Ideally, aquaculture education and training blend many different sciences and technical fields germane to extensive or intensive rearing of aquatic organisms in inland, coastal, or offshore environments. Prior to the 1970s, there were few postsecondary institutions in the United States with aquaculture-specific programs (Figure 1). In response to growing enthusiasm for a “blue revolution” and the job opportunities aquaculture was expected to provide, numerous universities invested in new aquaculture-related programs, and student interest and enrollment grew through the 1990s. Graduates of these programs helped to build the U.S. aquaculture industry but are now nearing retirement. The average U.S. aquaculture extension educator, for example, is now in his or her 60s and 70s and transitioning out of professional life (Jensen et al. 2005). Although job opportunities outside of the United States have increased in recent years, new generations of aquaculture professionals are needed to replace retiring domestic aquaculture “baby boomers.” Unfortunately, opportunities for education and training appear to be contracting, and even some historically strong aquaculture programs have been allowed to senesce.