{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/31816"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/31816","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions","abstract":"Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience.","abstract_html":"Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience.","abstract_has_math":false,"creators":["Barnes, Rebecca Lynn"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Vocational and Technical Education","degree_department":"Vocational and Technical Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Camp, William G."],"committee_members":["Heath-Camp, Betty A.","Eschenmann, Konrad Kurt"],"year":2000,"date_issued":"2000-04-10","date_published":"2000-04-10","updated_at":"2026-07-22T22:19:19Z","subjects":["Student Teaching","Cooperating Center","Teacher Preparation"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04222000-16130054"],"render_values":[{"text":"etd-04222000-16130054","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/31816","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Camp, William G."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Heath-Camp, Betty A.","Eschenmann, Konrad Kurt"]},{"key":"dc:contributor.department","label":"Department","values":["Vocational and Technical Education"]},{"key":"dc:creator","label":"Author","values":["Barnes, Rebecca Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:34:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:34:00Z","2001-05-01"]},{"key":"dc:date.issued","label":"Date","values":["2000-04-10"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Vocational and Technical Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Teaching","Cooperating Center","Teacher Preparation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04222000-16130054"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/31816"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:title","label":"Title","values":["Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Camp, William G."],"dc:contributor.committeemember":["Heath-Camp, Betty A.","Eschenmann, Konrad Kurt"],"dc:contributor.department":["Vocational and Technical Education"],"dc:creator":["Barnes, Rebecca Lynn"],"dc:date.accessioned":["2014-03-14T20:34:00Z"],"dc:date.available":["2014-03-14T20:34:00Z","2001-05-01"],"dc:date.issued":["2000-04-10"],"dc:description.abstract":["Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience."],"dc:description.degree":["Master of Science"],"dc:identifier.other":["etd-04222000-16130054"],"dc:identifier.uri":["http://hdl.handle.net/10919/31816"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Student Teaching","Cooperating Center","Teacher Preparation"],"dc:title":["Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions"],"dc:type":["Thesis"],"thesis:degree_discipline":["Vocational and Technical Education"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:19Z"}