Browsing by Author "Milliken, D. Brett"

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    Attempts Toward Blended Teaching and Personalized Learning in School-Based Agricultural Education
    Milliken, D. Brett; Traini, Haley Q.; Stewart, Josh (2023-05-17)
    The purpose of this study was to explore school-based agricultural education (SBAE) teacher beliefs about personalized instruction and blended teaching and their experiences with implementing personalized learning within their blended teaching practice. The specific research questions that guided our study were 1) what are SBAE teachers’ beliefs about personalized instruction and blended teaching? and 2) how have they personalized instruction within their blended teaching practice? We utilized a hermeneutic phenomenological research design while relying on theoretical research on teacher beliefs to illuminate the experiences of SBAE teachers in blended classrooms. Participants included five in-service agriculture education teachers representing four states in the United States. These participants were identified by post-secondary agriculture education teacher educators through a state database of SBAE teachers. All self-identified as SBAE teachers that practiced blended teaching. Three themes emerged from data analysis: time, place, pace, and path; empowering students; and reality check. Our findings indicate that the beliefs SBAE teachers hold influence their classroom practices and personalized learning and student choice were important. Recommendations for future research include conducting observational research on personalized instruction in blended settings as well as the impact contextual factors have on the relationship between teachers’ beliefs and practice in blended classrooms.
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    Flipping Discussions: Using Flipgrid Discussions in Online Learning
    Milliken, D. Brett; Claflin, Kellie (2020-09-23)
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    Undefined: In Search for a Definition of Blended Learning in SBAE
    Milliken, D. Brett; Traini, Haley Q.; Stewart, Josh (2023-05-16)
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    When teaching hurts: Exploring the secondary traumatic stress experiences of early-career SBAE teachers
    Schmidt, Kirby J.; Milliken, D. Brett; González Morales, Amy M.; Traini, Haley Q.; Velez, Jonathan J. (2022-11-01)
    Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession.