![]() If these identified opportunities were expanded and training was enhanced, active learning within CM education could continue to propagate, enhancing the learning experience for both faculty and students. Data indicates a positive perception of active learning by ASC faculty, opportunities for development of relatively simple but seldom-used active teaching strategies, and a need for the expanded breadth and depth of training in active learning. Results are based on 65 respondents from 55 universities who are members of the Associated Schools of Construction (ASC). This research seeks to explore faculty perceptions, strategies, training, and barriers that may encourage or limit use of active learning within CM education. CM researchers have explored a variety of active learning approaches, but faculty perceptions across a variety of active learning strategies have not been considered. Research has shown that students within an applied professional education program, such as Construction Management (CM), often appreciate active learning. ![]() Based on their composite sum effectiveness score, SBAE teachers who intended to remain in the profession through retirement were statistically significantly more effective than those who did not intend to retire or were still undecided. A wide range of personal and professional characteristics were identified. It was found that these teachers are diverse and have a variety of needs depending on the state from which they responded and their years of experience. After multiple rounds of data collection, 2807 SBAE teachers responded to the study with complete data sets. All SBAE teachers across the country were included in the study's frame. The effective teaching instrument for SBAE teachers (ETI-SBAE), supported by a conceptual framework considering the potential factors impacting the effectiveness of SBAE teachers, was used to determine teacher effectiveness scores in this non-experimental, descriptive survey research study. The purpose of this study was to identify the self-perceived characteristics of effectiveness of SBAE teachers nationwide. Producing an abundance of competent, highly qualified, effective, SBAE teachers is an ongoing prerogative, and measuring effective teaching in SBAE is difficult due to the complexity and uniqueness of the demands of the position. School-based agricultural education (SBAE) and its teachers must remain current with the times to be effective. The substantive theory can inform in-service, pre-service, and teacher educators about the motivational process. Students experienced a range of outcomes including support of competence, support and thwart of autonomy, and a range of extrinsic and intrinsic motivational outcomes. ![]() Teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to strengthen student motivation. Within the theory, teacher motivational beliefs emerged as the context of the needs support process and supported the central phenomenon of relatedness. Through open, axial, and selective coding and the convergent analysis a substantive theory was formed. Grounded theory interviews and observations were utilized to determine the processes of needs support. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate and the teachers' autonomy orientation. The average student participant was female, a freshman, and identified agriculture as a potential future career. Within the five participating schools, all FFA members were recruited to participate. SBAE teachers were sampled who taught for five or more years and displayed a range of SBAE successes. The purpose of this study was to identify the processes School Based Agricultural Education (SBAE) teachers utilize to support students' psychological needs and motivation.
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