bluuebunny/crossref_metadata_2025 huggingface dataset:
Knowledge, Skills, And Abilities For Agricultural Science Teachers: A Focus Group Approach
Authors: Harlin Julie F. , Roberts T. Grady , Dooley Kim E. , Murphrey Theresa P.
Published: April 2010

The purpose of this study was to determine the competencies (knowledge, skills, and abilities) required of effective Agricultural Science teachers both inside and outside the classroom as perceived by preservice and inservice teachers and to suggest ways that preservice teachers can gain those competencies prior to entering the teaching profession. Focus groups were conducted with preservice and inservice teachers. Results indicated that specific competencies are required across the domains of learning (cognitive, psychomotor, and affective). Methods for attaining these competencies and skills ranged from example and non-example role models, course content, and field-based experiences including student teaching and involvement in student organizations.
The Role Of Sandwich In-Service Program In Developing Agricultural Science Teachers In Delta State, Nigeria
Authors: Ikeoji Canice N. , Agwubike Christian C. , Ideh Victor
Published: April 2010

This study examined the role of the sandwich in-service educational program ofDeltaStateUniversity, Abraka in developing agricultural science teachers in the state.Data were collected from 895 agricultural science teachers who completed the program between 1989-2004.However, response to the questionnaire was by 391 in-service agriculturalscience teachers who studied between 1998-2004. The study revealed that over 74% of the agricultural science teachers were fromDeltaState and teach in the state's school system. TheDeltaStateUniversity sandwich program has therefore played an important role in providing in-service education for agricultural science teachers inDelta State, Nigeria.However, there are still aspects of the sandwich program delivery that need urgent attention to maintain standards such as providing more practical teaching facilities and supplies; updating library and internet facilities, and expanding accommodation facilities for in-service student teachers.
Effect Of Instructional Strategy On Critical Thinking And Content Knowledge: Using Problem-Based Learning In The Secondary Classroom
Authors: Burris Scott , Garton Bryan L.
Published: April 2010

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students inMissouri.The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based learning and supervised study.The target population was identified as secondary agriculture students inMissouri.Twelve secondary agriculture teachers were selected based on criteria established by the researcher.Intact classrooms were randomly assigned to a level of the treatment. The resulting sample (n = 140) consisted of 77 students in the problem-based learning treatment group and 63 students in the supervised study treatment group.Analysis of covariance indicated a treatment effect on critical thinking ability and content knowledge.
An Investigation Of Time Distribution Of Pre-Service Teachers While Interning
Authors: Torres Robert M. , Ulmer Jonathan D.
Published: April 2010

Student teaching is the culminating experience of most teacher preparation programs. Student teaching gives the prospective teacher the opportunity to join the worlds of theory and practice and to develop individual teaching talents. Long hours are regularly spent in several areas. This study sought to investigate how student teachers distribute their time in selected areas (observation, planning, teaching, teaching-related activities, and administrative-related activities). The sample consisted of student teachers who participated in an internship experience in agricultural education during the spring semester for the years 1999 through 2003. Document analyses were used to obtain information guided by the research objectives. The study found that student teachers spent the majority of their time observing, planning, and teaching. Slight differences in how time was distributed over the internship experience were found between males and females, where females spent more time on planning and on teaching-related activities. Student teacher learning styles also exposed differences in how time was distributed over the internship experience. Field-dependent learners spent more time on planning, whereas field-independent learners spent more time on teaching-related activities. Other differences in distribution of time were found by final performance grade for the student teaching internship. While slight differences existed in all the selected areas, the largest differences occurred in administrative-related activities where students who received an A grade spent more time than did the A- and below group.
Agricultural Education At The Tuskeegee Normal And Industrial School
Authors: Croom D. Barry
Published: April 2010

This study identified events during the life of Booker Taliaferro Washington and during the early years of the TuskegeeNormal andIndustrialSchool that may have contributed to the development of agricultural and industrial education for African Americans.Washington's experiences as a former slave and his observations of life for African Americans in the South in the late 1800's may have shaped his philosophy of agricultural and industrial education. Washington believed that agricultural and industrial education contributed to the mental development of students, helped students secure the skills necessary to earn a living, and taught students the dignity of work. African American students wanted an education, but they often could not afford to attend school because they lacked the funds to pay tuition. The labor system and agricultural and industrial education provided the means by which they could labor for their education. It is concluded thatWashington saw that the need for farmers, skilled artisans, and machinists was equally important to the academic preparation of lawyers, physicians, and professors. Agricultural and industrial education met this need. Under Washington's leadership, Tuskegee Institute offered 37 industrial occupations on the campus and school farms.
Perceived Growth Versus Actual Growth In Executive Leadership Competencies: An Application Of The Stair-Step Behaviorally Anchored Evaluation Approach
Authors: McCormick Michael J. , Dooley Kim E. , Lindner James R. , Cummins Richard L.
Published: April 2010

The purpose of this study was to describe student learning in executive leadership core competencies after being engaged in a two-semester leadership education sequence. The researchers used evaluative research techniques to compare perceived and actual growth in learning of executive leadership competencies. Data collection consisted of a post-then (or Before-After) self-assessment instrument and an evaluation rubric that was designed to score the final exam. The results were reported as average learning scores based upon (Before-After) measures, narrative verifications, and comparisons of perceived versus actual growth. Students varied in their perception of their competencies using only the behavioral anchors. Based on the findings of this study, new competency-based behavioral benchmarks were developed, at the near novice, proficiency, and near expert levels of competence. Recommendations to insure the fidelity of students' self-assessment and appropriateness of the behavioral benchmarks were provided.
Problems Faced By High School Agricultural Education Teachers
Authors: Boone Jr. , Boone Deborah A.
Published: April 2010

If the agricultural education profession is going to grow and prosper in the 21st century, it will need an adequate supply of qualified teachers. In 2001, however, the number of qualified potential agricultural education teachers actually seeking employment as teachers fell far short of the net number of replacements needed.Two contributing factors include qualified potential teachers fail to accept employment in the profession and many beginning teachers fail to remain in the teaching profession.One way to improve the number of qualified agricultural education teachers is to reduce the number of teachers who leave the profession early through attrition.The purpose of this study was to identify problems faced by beginning and current teachers of agricultural education.The research revealed 20 problem areas experienced by beginning and current teachers. The categories included administrative support, discipline, class preparations, time management, paperwork, facilities/equipment, community support, self-confidence, developing a course of instruction, budgets/funding, the reputation of the previous teacher, faculty relationships, undergraduate preparation, student motivation, guidance counselors, enrollment numbers, balancing school and home, university relations, special needs students, multi-teacher issues, image of agricultural education, financial rewards, and changes in FFA and agriculture.
The Effect Participating In A Pre-Veterinary Learning Community Or Freshmen Interest Group (FIG) Has On The Odds New Animal Science Majors Graduate
Authors: Purdie II John R. , Williams James E. , Ellersieck Mark R.
Published: April 2010

All first-year students who entered the University of Missouri-Columbia as animal science majors between the fall of 1998 and 2004 (n = 619) had the opportunity to participate in a residentially-based Freshmen Interest Group (FIG) and/or a learning community specifically designed for them.The odds of graduating is significant for all three program levels (i.e. FIG, LC, Neither).However, after controlling for entering characteristics (i.e., ACT score, high school GPA, gender, and ethnicity), the students who participated in FIGs have significantly higher odds than those who participated in neither program (Odds ratio 1.698; p < .0245).The odds for students who participated in only the learning community but not the FIG were not significantly different from those who participated in neither program (Odds ratio = 1.387; p > .287).This study contributes to the growing body of literature regarding the efficacy of an intentionally designed program, such as FIGs, which integrate the curricular and residential experiences of first-year students.
The Instructional Planning Experiences Of Beginning Teachers
Authors: Ball Anna L. , Knobloch Neil A. , Hoop Sue
Published: April 2010

The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers inIllinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice teachers planned as a mental process, conceptualized and prioritized content, and utilized a daily or hourly planning approach.Interns differed from novices in the use of adaptation of lesson planning approaches.In regard to influences on planning, both interns and novices noted knowledge and experience, schedules, school administrators, facilities, technology, and resources, students, personality, and impracticality of planning methods. Further, intern teachers and novice teachers had unique influences on planning based upon their differing contexts, expectations, and teaching experiences.
An Analysis Of Diversity Inclusion In North Carolina Secondary Agricultural Education Programs
Authors: Warren Chastity K. , Alston Antoine J.
Published: April 2010

The purpose of this study was to gauge the perceptions of North Carolina secondary agricultural educators regarding the benefits and barriers to diversity inclusion in North Carolina secondary agricultural education programs.Additionally, the perceived solutions to increasing diversity inclusion in North Carolina secondary agricultural education programs were also assessed.Respondents agreed that diversity inclusion benefits include the development of leadership and character skills for minorities and women, in addition to the development of critical thinking skills in students.North Carolina secondary agricultural teachers reported that the barriers to diversity inclusion included prejudicial issues, the perception of agriculture itself, stereotypes, and guidance counselors.Study participants indicated that having agricultural education stakeholders focus upon varying student learning styles, examining educational materials for diversity content, multicultural education, infusing diversity competencies in agricultural teacher education programs, and mentoring were strategies agreed upon for increasing diversity inclusion in agricultural education.Final recommendations for increasing diversity inclusion included utilizing diversified curriculum materials, establishing collaborative relationships with school officials such as guidance counselors, and preservice and inservice multicultural training.
Course Experiences And Perceptions Of Farmers In Esfahan As A Basis For A Competency Profile Of Extension Instructors
Authors: Karbasioun Mostafa , Mulder Martin , Biemans Harm
Published: April 2010

The purpose of this study was to analyze farmers' experiences with and perceptions of agricultural extension courses and their instructors inEsfahan, Iran. This study is part of a larger project on the development of a competency profile of extension instructors. Many attempts have been made to develop competency profiles for professionals (Shim, 2006). A perennial problem is the extent to which differentiation is needed as a consequence of the characteristics of the target group (Mulder, Wesselink, & Bruijstens, 2005). This study, conducted in 17 different townships in theprovince ofEsfahan, Iran, involved interviews with 27 farmers and a survey of 102 farmers who participated in course. Data were collected on the following factors: motives for course attendance, course appreciation, topics for future courses, and the competence of the agricultural extension instructors (AEIs). The relationships between farmers' personal and farm characteristics and the factors were also examined. Based on the results of this study, a general competency profile is possible, but that variation is needed as to the age, gender, educational level, and learning motives of farmers. Target group stratification and internal differentiation in courses should be included in the competency profile.
Relationships Between Personality Type And Teaching Efficacy Of Student Teachers
Authors: Roberts T. Grady , Mowen Diana L. , Edgar Don W. , Harlin Julie F. , Briers Gary E.
Published: April 2010

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at TexasA&MUniversity. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers' Sense of Efficacy Scale, and the Myers-Briggs Type Indicator® (MBTI®) Form M was used to assess personality type. The typical student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student teachers exhibited "Quite a Bit" of teaching efficacy throughout the student teaching semester. Student teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of student teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J).
Agricultural Science Teachers' Barriers, Roles, And Information Source Preferences For Teaching Biotechnology Topics
Authors: Mowen Diana L. , Wingenbach Gary J. , Roberts T. Grady , Harlin Julie F.
Published: April 2010

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics.Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the only major barrier to teaching biotechnology. Administration acceptance and community support were considered minor barriers. Teachers acknowledged responsibilities for educating consumers, farmers, and students about biotechnology and involving students in biotechnology-related SAE projects. Teachers disagreed that it was their role to develop instructional materials and lesson plans on biotechnology. Workshops, video tapes, and the Internet constituted teachers' preferred biotechnology information sources. No significant relationships were found between years of teaching experience (teachers with 15 or more years and teachers with less than 15 years of teaching experience) and perceived barriers, beliefs, or information sources. Similarities between teachers allows for new strategies to be shared among all teachers, without a need for tailoring materials to specific teacher age groups.
Pre-Service Teachers' Knowledge And Teaching Comfort Levels For Agricultural Science And Technology Objectives
Authors: Wingenbach Gary J. , White Judy McIntosh , Degenhart Shannon , Pannkuk Tim , Kujawski Jenna
Published: April 2010

Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their likelihood for success in the classroom. The purpose of this study was to assess selectedTexas pre-service agricultural science teachers' knowledge and comfort for teaching state-mandated general agricultural science and technology objectives. Selected pre-service agricultural science teachers representing fourTexas teacher education programs responded. Respondents' summed knowledge and teaching comfort scores revealed perceptions of "adequacy" in seven of the eight general agricultural science and technology areas. However, they had low levels of knowledge and teaching comfort for the soils and soil formation objectives. A moderate positive association existed between overall knowledge and teaching comfort, supporting previous self-efficacy research. The findings indicated that pre-service teachers need additional preparation in the eight areas essential to every agricultural education classroom. Additional research in pre-service teacher self-efficacy, confidence, and competence is needed to identify causal factors affecting the less-than-desired levels of knowledge and teaching comfort for state-mandated general agricultural science and technology objectives.
Integrating Science Into The Agricultural Education Curriculum: Do Science And Agriculture Teachers Agree?
Authors: Thompson Gregory W. , Warnick Brian K.
Published: April 2010

Agriculture teachers and science teachers who taught in a high school with an agricultural education program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into the agricultural education curriculum, some differences in attitudes do exist. A majority of the teachers indicated that teacher preparation programs should provide instruction on how to integrate science both at the preservice and inservice levels. More agriculture teachers were in agreement than science teachers that integrating science would help agriculture programs meet state standards and help students meet requirements for state standards.Although a majority of science teachers agreed, a significantly greater number of agriculture teachers agreed that students will be better prepared for standardized testing if they learn science through an agriculture context.
Possible Factors In Matching Student Teachers With Cooperating Teachers
Authors: Kitchel Tracy , Torres Robert M.
Published: April 2010

One common thread throughout the research in agricultural education is that cooperating teachers have been identified as being important and influential to the student teachers' success.If the interaction between student teacher and cooperating teacher is important to the student teaching process, then the matching of a student teacher with a cooperating teacher also becomes important.The purpose of the study was to determine if a relationship exists between similarity and satisfaction as perceived by cooperating teachers and student teachers of agricultural education from theUniversity ofMissouri-Columbia and theUniversity ofIllinois at Urbana-Champaign.The study utilized the Mentoring Relationship Questionnaire and the Myers-Briggs Type Indicator® for data collection.Results indicate that student teachers and cooperating teachers differ in personality type.However, both student teachers and cooperating teachers agree that as a pair they were, in general, similar to each other.Student teachers agree and cooperating teachers strongly agree that they were satisfied with their paired assignment.Relationships exist between the standard items measuring similarity items (and similarity as a whole) and satisfaction of the paired assignment.Relationships were weaker (or non-existent) between personality type differences and satisfaction of the paired assignment.
The Benefits Of Teaching And Learning About Agriculture In Elementary And Junior High Schools
Authors: Knobloch Neil A. , Ball Anna L. , Allen Crystal
Published: April 2010

The beliefs and mental images that teachers have about agriculture likely influence what and how they integrate agriculture into their instruction.The purpose of this action research study was to explore the beliefs and needs of elementary and junior high school teachers in regard to integrating agriculture into their classrooms.The sample consisted of 452 teachers from public schools inIllinois.Teachers responded to three, open-ended questions regarding their beliefs of the most beneficial aspects and needs of teaching and learning about agriculture.Teachers believed that agriculture provided situatedness, connectedness, and authenticity to teach their content areas to their students.Teachers also shared topics and instructional resources that they wanted to know more about regarding the integration of agriculture.The findings from this study can inform agricultural literacy coordinators and agricultural teacher educators regarding inservice programming for integrating agriculture into classrooms.
A Two-Decade (1981-2000) Analysis Of The Literature Cited In The Journal Of Agricultural Education
Authors: Swafford Marshall , Anderson Ryan
Published: April 2010

The Journal of Agricultural Education serves as one of the primary sources for dissemination of new knowledge in the field of agricultural education. Analyzing the citation structure of articles published in the journal provides insight into the theoretical foundations utilized by agricultural education researchers. This analysis was a modified replication of a study performed by Radhakrishna, Eaton, Conroy, &Jackson (1994). Over the course of the 1990s the average number of reference citations per article increased from 13.1 to 19.7. Furthermore, journal articles made up nearly a third of all reference citations and the Journal of Agricultural Education was the most commonly referenced journal as it tallied over 30% of journals referenced. This study also compared current data with similar data collected by Radhakrishna et al. about the Journal of Agricultural Education during the 1980s. The researchers found that reference citations have increased nearly five times from 1981 to 2000. Consistent with the 1980s, authors during the 1990s reference the Journal of Agricultural Education significantly more than any other journal.
The Project Method In Agricultural Education: Then And Now
Authors: Roberts T. Grady , Harlin Julie F.
Published: April 2010

The purpose of this philosophical paper was to synthesize theoretical and historical foundations of the project method and compare them to modern best-practices.A review of historical and contemporary literature related to the project method yielded six themes:1) purpose of projects; 2) project classification; 3) the process; 4) the context; 5) individual vs. group projects; and 6) the teacher's role.Conclusions and recommendations include the continued importance of the project method with suggestions to broaden the context in which projects are classified (in class and out of class, group and individual), ensure that practitioners are educated about appropriate experiential learning processes, and emphasize the role of the teacher as facilitator.
Agricultural Issues Of Significance To Iowa Crop Producers And Their Educational Implications
Authors: Licht Melea A. R. , Martin Robert A.
Published: April 2010

The purpose of this study was to determine the agricultural information preferences of crop producers inIowa and the implications for agricultural extension education.The objective was to identify agricultural information issues producers perceive as significant to their businesses.The results will help agricultural extension educators and communicators make informed decisions regarding program content and delivery.To identify these needs and preferences, this study consisted of five crop producer focus groups held throughoutIowa.Focus group data were collected as audiotapes and transcriptions.Analysis was performed through theme coding and qualitative data charts.Conclusions based on findings included: 1) needs assessments can be used to identify issues about which producers desire more information; 2) producers perceived local, timely, marketing, and management issues as significant; and 3) producers considered the source of research funding when determining the reliability of research results.Based on these conclusions the following recommendations were made: 1) educators should select program topics according to timeliness, location, and operation type of their target audience, 2) marketing or management recommendations and updates are meaningful topics to include in educational programs, and 3) educators should report the sources of funding when presenting research findings.
Using Electronic Audience Response Systems In High School Agriscience Courses
Authors: Conoley John W. , Croom D. Barry , Moore Gary E. , Flowers James L.
Published: April 2010

The purpose of this research was to determine whether using an audience response system improves student achievement.Audience response systems are computer-based tools for use in classrooms for the purpose of providing feedback to students on questions asked during instruction. This study used a quasi-experimental design to determine if students receiving feedback through an audience response system had higher achievement scores than those who receive feedback through non-technology based methods. The experiment included students from three high school agriscience classes. Teachers integrated the audience response system into the classroom and students' tests scores were examined comparing the technology-based feedback methods with the verbal and written response-contingent feedback methods. The results of the study showed a significant increase in student achievement when integrating an audience response system.The study concludes that audience response systems are a promising, developing technology for improving student achievement and positively impacting the classroom environment.
A Longitudinal Examination Of Teaching Efficacy Of Agricultural Science Student Teachers At Four Different Institutions
Authors: Harlin Julie F. , Roberts T. Grady , Briers Gary E. , Mowen Diana L. , Edgar Don W.
Published: April 2010

The purposes of this study were to determine changes in teaching efficacy of student teachers over the course of the student teaching semester and to determine if similar trends occur at different institutions. The population of interest for this study was agricultural science student teachers at Tarleton State University, Texas A&M University, Texas Tech University, andOklahomaStateUniversity. The accessible sample of the population was student teachers during the Spring 2005 at Tarleton, Texas A&M, and Texas Tech Universities and the Fall 2005 semester at Texas A&M and Oklahoma State Universities (n = 99). Using the Teachers' Sense of Efficacy Scale instrument (Tschannen-Moran & Woolfolk Hoy, 2001), efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management, and overall teaching efficacy were measured: 1) the first day of the 4-week on-campus portion of the student teaching semester; 2) the last day of the 4-week on-campus block; 3) the middle of the 11-week student teaching experience; and 4) the final day of the student teaching experience. It was concluded that overall teaching efficacy changed. Student teachers had "Quite a Bit" of teaching efficacy at the beginning of the semester, which increased slightly 4-weeks later, then decreased to its lowest level at the middle of the 11-week student teaching experience, and then increased to its highest levels at the end of the experience.
Types And Cognitive Levels Of Questions Asked By Professors During College Of Agriculture Class Sessions
Authors: Ewing John C. , Whittington M. Susie
Published: April 2010

One common teacher behavior exhibited in college of agriculture class sessions is oral questioning of students. Belland, Belland, and Price (1971) believed that if questioning was a noted teacher behavior, then it was important to evaluate and analyze questions asked by professors. Professors use questions to control classroom interactions, including stimulating the level of thinking which occurs (Blosser, 2000). The purpose of this study was to identify the types and cognitive levels of questions used by selected professors in college of agriculture class sessions. Professor questions were categorized by type and cognitive level. The type of question was categorized using Blosser's classification system which includes managerial, rhetorical, open, and closed questions. The cognitive level of questions was categorized using the Newcomb-Trefz (1987) model which includes remembering, processing, creating, and evaluating levels. Nearly one-half (42%) of the questions asked by the 12 professors in 21 class sessions were closed-type (pre-determined "right" answer) questions. One-third (33%) of the questions asked by professors were remembering (lowest) level of cognition questions. Creating and evaluating level questions were asked least often. It is recommended that professors analyze the types and cognitive levels of their questions, because questions can be designed to fully engage students in the content, and thus, further develop both cognitive skills and content expertise.
A Historical Review Of Leadership Development In The FFA And 4-H
Authors: Hoover Tracy S. , Scholl Jan F. , Dunigan Anne H. , Mamontova Nadezhda
Published: April 2010

FFA and 4-H are two youth-based organizations that cite leadership development as a key foundational component. The purpose of this study was to review and document the historical development of leadership events and activities in both programs. Evidence can be found of leadership development in schools, conferences, and camps. Leadership-related events evolved into public-speaking contests, debates, farm demonstrations, and implementation of chapter and club programs of activities. Leadership resources from both organizations include official manuals, convention proceedings, advisor/leader handbooks, textbooks, and state and national magazines. Historically, both organizations provided members multiple opportunities to develop leadership behaviors, skills, and characteristics through knowledge and skill acquisition, participation in community and civic activities, and in the transition into the workforce and/or postsecondary education.
Farmers' Perception Of Integrated Soil Fertility And Nutrient Management For Sustainable Crop Production: A Study Of Rural Areas In Bangladesh
Authors: Farouque Md. Golam , Takeya Hiroyuki
Published: April 2010

This study aimed to determine farmers' perception of integrated soil fertility and nutrient management for sustainable crop production. Integrated soil fertility (ISF) and nutrient management (NM) is an advanced approach to maintain soil fertility and to enhance crop productivity. A total number of 120 farmers from eight villages in four districts ofBangladesh were selected using a stratified random sampling method and data were collected from each farmer through personal interviews. Five point, Likert-type response scales were used to measure farmers' perception of the issues. The findings of different categories of farmers indicated that landless, marginal and small farmers had a low level of awareness when compared with medium and large farm holders. The overall perception of farmers in the study areas revealed that a significant proportion (78%) had either a low or a very low level of perception while 22% had a medium to high level of perception. Findings from individual interviews with farmers indicated that they perceived themselves as having a low perception of preparation of farm yard manure and the role of organic matter as well as the beneficial aspect of ISF and NM for sustainable crop production. Among the nine characteristics of farmers, four characteristics- education level, farming experience, farm size and communication exposure influenced farmers positively. However, two characteristics- family size and fertilizer use negatively influenced farmers' perception of ISF and NM for sustainable crop production.
Recruitment And Retention Strategies Utilized By 1890 Land Grant Institutions In Relation To African American Students
Authors: Westbrook Johnnie R. , Alston Antoine J.
Published: April 2010

The purpose of this study was to examine the strategies employed by 1890 land grant universities in recruiting and retaining African Americans in agricultural science.Recruitment strategies such as African American agricultural role models, secondary agricultural education, summer enrichment programs, and prior agricultural life experiences were found to be effective.The findings from this study indicate that the following retention strategies were successful in retaining African American students in agricultural science: funding for scholarships and employment, quality advisement, and a network system with mentors.
Technology Enhanced Agricultural Education Learning Environments: An Assessment Of Student Perceptions
Authors: Alston Antoine J. , English Chastity Warren
Published: April 2010

The purpose of this descriptive research study was to evaluate the effectiveness of Web-enhanced agricultural education pedagogy as perceived by students in a collegiate agricultural education program.Overall, respondents agreed there were many benefits to Web-enhanced courses and perceived all Web site components under study to be very useful.It was recommended that Web-enhanced instruction be increasingly utilized in agricultural education settings in order to encourage learning, increase problem-solving skills, and increase technological literacy.
The Psychometric Properties Of The Agricultural Hazardous Occupations Order Certification Training Program Written Examinations
Authors: French Brian F. , Breidenbach Daniel H. , Field William E. , Tormoehlen Roger
Published: April 2010

The written certification exam that accompanies the Gearing Up for Safety-Agricultural Production Safety Training for Youth curriculum was designed to partially meet the testing requirements of the Agricultural Hazardous Occupations Order (AgHOs) Certification Training Program. This curriculum and accompanying assessment tools are available for national implementation. Psychometric properties of the exam were examined based on a sample of high-school agricultural education students, who were consistent with the population of youth for which the AgHOs were designed to protect from certain workplace hazards. The analyses included evaluation of score reliability (i.e., internal consistency) and the theoretical structure of the exam via confirmatory factor analysis. Reliability estimates were satisfactory. Confirmatory factor analysis revealed that the preferred theoretical model had adequate fit. Implications and future directions are discussed.
Early Field Experience Documents In Agricultural Education
Authors: Retallick Michael S. , Miller Greg
Published: April 2010

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education.A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study.Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation.Secondary purposes of EFE were instruction and assisting in the classroom.The primary activities to achieve the purposes of EFE were observation, practice teaching, and reflection.A major finding of this study was that over three-fourths of the programs refer to observation as both a purpose and an activity.It is recommended that teacher education programs develop EFE programs that go beyond exploration and, using the established professional EFE standards, require more than non-academic, procedural-based activities.Programs could benefit from the development of EFE programs into a sound educational component focused on the application of professional and pedagogical knowledge and the development of critical reflection and higher-order thinking skills.
Viewing Agricultural Education Research Through A Qualitative Lens
Authors: Dooley Kim E.
Published: April 2010

The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the professoriate are teaching and mentoringgraduate students without the prerequisite skills to conduct qualitative research. In order to practice "good social science" research, agricultural educators need to understand the history of qualitative research, common types used in education, sampling techniques, data collection, analysis procedures, and issues of rigor and quality for the qualitative research paradigm. This study uses a heuristic research approach through a content analysis of the literature to create a qualitative research conceptual framework to guide the Agricultural Education profession.
State FFA Officers' Confidence And Trustworthiness Of Biotechnology Information Sources
Authors: Wingenbach Gary J. , Rutherford Tracy A.
Published: April 2010

Are state FFA officers' awareness levels of agricultural topics reported in mass media superior to those who do not serve in leadership roles? The purpose of this study was to determine elected state FFA officers' awareness of biotechnology, and their confidence and trust of biotechnology information sources. Descriptive survey methods were used to obtain data from all elected state FFA officers for the 2004-2005 academic year. More than 52% (N = 177) of the accessible population responded, representing 44 states andPuerto Rico. Respondents were most aware of how agricultural biotechnology practices will affect their food, followed by its effects on environment and health. State FFA officers' awareness levels of agricultural biotechnology were superior to previously studied college of agriculture students. Respondents had somewhat high confidence in biotechnology statements made by seven of nine sources, with university scientists/researchers receiving the greatest amount of confidence. Significant, moderate positive relationships existed between respondents' confidence and trustworthiness of biotechnology statements made by cooperative extension specialists, food companies, government agencies, and farm/ranch groups. Additional studies are needed to determine the "definitive differences" in communication skill sets between state FFA officers and all other agricultural education students in high school and college.
The Relationship Between Teaching Efficacy And Personality Type Of Cooperating Teachers
Authors: Roberts T. Grady , Harlin Julie F. , Briers Gary E.
Published: April 2010

The purpose of this study was to determine if a relationship exists between teaching efficacy and personality type of agricultural science cooperating teachers. The target population was agricultural science teachers who served as cooperating teachers. A convenience sample of those teachers who attended an optional cooperating teacher meeting atTexasA&MUniversity was used in this study (n = 41). Teaching efficacy was determined using the Teacher's Sense of Efficacy instrument and personality type was assessed using the Myers-Briggs Type Indicator. Participants exhibited "Quite a Bit" of efficacy in student engagement, instructional strategies, and classroom management. Accordingly, they also exhibited "Quite a Bit" of overall teaching efficacy. Teachers were equally divided between extroversion (E) and introversion (I), mostly sensing (S), equally divided between thinking (T) and feeling (F), and more judging (J). The most prevalent personality type was ISTJ, followed by ESTJ, ENFJ, and ESFJ. Extroversion was substantially related to overall teaching efficacy and, consequently, to all three subscales (student engagement, instructional strategies, and classroom management). Additionally, judging (J) was positively related to efficacy in classroom management and sensing (S) was negatively related to efficacy in student engagement. Based on the findings, recommendations and implications were given.
The Relationship Between Participation In Community Service-Learning Projects And Personal And Leadership Life Skills Development In 4-H Leadership Activities
Authors: Phelps Connie S. , Kotrlik Joe W.
Published: April 2010

This study compared perceptions of personal and leadership life skills development of high school 4-H leadership activity participants by whether they participated in the 4-H Junior Leader Club (JLC) and/or the CHARACTER COUNTS! (CC) peer teaching program. The target population was all high school students who participated in either the CC or JLC program when both programs were available. Participants were typically 15 years old, female, white, lived in towns with a population under 10,000 and received mostly A's and B's in high school. Participants perceive they have high life skills in all areas measured by the Leadership and Personal Development Inventory (LPDI). No difference exists in perceived personal and leadership life skills development among students who participated in the CC or JLC programs, or in both. Relationships do exist between personal and leadership life skills development constructs and certain personal characteristics of the students who participated in selected 4-H leadership development activities. Future research should consider using the researcher's reconfigured scales from the LPDI to study 4-H participants involved in more structured 4-H experiences.
Exploring The Paradox Of Supervised Agricultural Experience Programs In Agricultural Education
Authors: Wilson Elizabeth B. , Moore Gary E.
Published: April 2010

Agricultural teachers in North Carolina were surveyed to assess their attitudes toward Supervised Agricultural Experience (SAE) and to identify barriers to implementation of SAE in their schools. The teachers gave the politically correct answers about why SAE was important. The teachers indicated that SAE was important (8.46 on a 10 point scale) but confessed the quality of their SAE program was only a 6.33 on the 10-point scale. Furthermore, less than 1/3 of the teachers had a 75% or higher participation rate in SAE. Clearly this is a paradox; the results don't match the rhetoric. Teachers believe that SAE is not rewarded/recognized to the extent of involvement in FFA activities. Teachers identified the number of students they teach, conflicting demands on their time, lack of knowledge of new approaches to SAE, inadequate SAE opportunities in the community, and the difficulty in teaching record keeping as barriers to implementing SAE programs. The profession needs to develop a realistic plan for addressing the barriers to implementation of SAE.
Preferred Leadership Style Of Agricultural Education Teachers And The Connection To Personal Characteristics
Authors: Greiman Bradley C. , Addington Leah S. , Larson Timothy G. , Olander Keith R.
Published: April 2010

Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in Minnesota during the 2005-2006 school year, and a 75.2% response rate was achieved. Data were collected using the Multifactor Leadership Questionnaire (MLQ), and this study concluded that agricultural education teachers are more transformational in their preferred leadership style in contrast to transactional and laissez-faire styles. Teachers exhibited individualized consideration the most often as a transformational leadership factor, and used contingent reward the most often as a transactional leadership factor. A statistically significant difference was not found in preferred leadership style on gender, years of teaching experience, and highest academic degree earned. However, two statistically significant differences were found pertaining to the factors comprising transformational leadership: male and female teachers differed on individualized consideration, and teachers with bachelor's degrees and those with master's degrees differed on intellectual stimulation.
A Comparison Of The Cognitive Behaviors Exhibited By Secondary Agriculture And Science Teachers
Authors: Ulmer Jonathan D. , Torres Robert M.
Published: April 2010

The purpose of this study was to investigate the level of cognitive behavior exhibited by secondary agriculture teachers and compare the behavior to science teachers. Teachers within the two groups were found to have similar attitudes toward teaching at higher levels of cognition. Agriculture teachers spent 83% of their time on lower-order behavior. Similarly, 84% of science teachers' time was spent on lower-order behavior. It was concluded that pre-service and in-service instruction should address teaching at higher-levels of cognition. When comparing the cognitive behavior of the two groups, no differences were found in their total cognitive behavior or their behavior exhibited at the six levels of Bloom's Taxonomy. Opportunities for agriculture teachers to model higher-order thinking are abundant, teachers should utilize the opportunities to assist in the development of students' higher-order thinking.