ethanporcaro/eric-fulltext-meta huggingface dataset:
Barriers and Solutions to Recruitment Strategies of Students into Post-Secondary Agricultural Education Programs: A Focus Group Approach
Author: Calvin, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Barriers,Student Recruitment,Agricultural Education,Teacher Education Programs,Theories,Family (Sociological Unit),Economic Factors,Qualitative Research,Focus Groups,Secondary School Students,Higher Education,Teacher Attitudes,College Faculty,Teacher Student Relationship,Semi Structured Interviews

This qualitative study utilized focus group interviews of secondary Illinois agricultural education teachers to investigate the continuing problem of student recruitment into teacher preparation pro-grams of agricultural education. Using signal theory, image theory and person-organization fit theory, the researchers identified five themes relating to recruitment issues: time, the economy, family, technology and image. Each theme is described through the words of the participants and solutions are suggested for improving recruitment.
Opinion Leadership Development: Context and Audience Characteristics Count
Author: Lamm, Kevan W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership,Leaders,Leadership Training,Leadership Effectiveness,Correlation,Opinions,Risk,Agricultural Education,Natural Resources,Agriculture

Opinion leaders have been shown to have a significant amount of influence on their peers, yet there is little research examining how individual traits of opinion leaders are related. Generally the assumption is that these individuals share characteristics consistent with the literature; specifically that leaders tend to be optimistically oriented and willing to take risks. Without specific empirical evidence to support this assumption agricultural leadership development programs may be structuring their curriculum in a manner inconsistent with the needs of their intended audience. This study examined opinion leader characteristics related to optimism and willingness to take risks in an agricultural leadership development program. The findings suggest that contrary to the assumption that an agricultural context would not influence characteristics, this context was germane and these individuals tended to exhibit a less optimistic perspective and were less willing to take risks than anticipated. Recommendations for modifying developmental and communication approaches with these individuals include framing messages in pragmatic terms (versus optimistic), and addressing items in terms of risk avoidance (versus risk taking).
Laboratory Safety Needs of Kentucky School-Based Agricultural Mechanics Teachers
Author: Saucier, P. Ryan
Date: 2014-00-00
Type: Journal Articles
Subjects: Accidents,Safety,Laboratories,Mechanics (Process),Agricultural Education,Facilities Management,Teacher Competencies,Teacher Education,Online Surveys,Questionnaires,Teacher Attitudes,Self Esteem,Faculty Development,Statistical Analysis,Secondary School Teachers

The frequency and severity of accidents that occur in the agricultural mechanics laboratory can be reduced when these facilities are managed by educators who are competent in the area of laboratory safety and facility management (McKim &amp; Saucier, 2011). To ensure teachers are technically competent and prepared to manage an agricultural mechanics laboratory, teacher educators and state supervisory staff must provide a comprehensive pre-service education and professional development opportunities in the area of agricultural mechanics that improve teacher retention, program continuity, and ensure a future supply of fully qualified and highly motivated teachers (Osborne, 2007; Saucier, Terry, &amp; Schumacher, 2009). In this study, data were collected with a web-based questionnaire designed to determine Kentucky agriculture teachers' perceptions of the importance of 14 agricultural mechanics laboratory safety competencies and their self-assessed ability to perform those competencies. The Borich (1980) Needs Assessment Model was used to assess these teachers' needs. Researchers found subjects were in need of continuing education in the area of laboratory safety. To improve teachers competence, educators should receive professional development through technical workshops, winter and summer conferences, and via webinars (Barrick, Ladewig, &amp; Hedges, 1983; Birkenholz &amp; Harbstreit, 1987; McKim &amp; Saucier, 2011; Saucier, et al., 2009).
Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables
Author: Shoulders, Catherine W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Scientific Literacy,Socioeconomic Status,Agricultural Education,Educational Experience,Food,Agricultural Production,Student Improvement,Knowledge Level,Units of Study,Instructional Program Divisions,Pretests Posttests,Social Sciences,Scores,Safety,Middle School Students,High School Students

Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat into the nation's food supply, taking into account students' grade level, socioeconomic status (SES), and experiences in agricultural education. Results indicated that students improved their content knowledge scores from pretest to posttest both proximally and distally; however, the degree of improvement varied based on grade level, SES, number of completed agriculture classes, and FFA involvement.
First Generation College Students: Motivations and Support Systems
Author: Irlbeck, Erica
Date: 2014-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Students,Student Motivation,Services,Case Studies,Agricultural Education,Enrollment,Interviews,School Holding Power

The number of first generation college students enrolling at universities is on the rise. These students often struggle with the transition into university life because of the lack of knowledge about this new environment. Some do not have support systems that are needed to be successful. Understanding how to assist these college students to improve retention is extremely important. A case study was conducted to determine the motivations and support systems of first generation college students within the College of Agricultural Sciences and Natural Resources (CASNR) at Texas Tech University (TTU). Nine respondents from different departments in CASNR and one representative of the TTU's first generation college student program were interviewed. It was determined that three factors led to their enrollment: parental/family support, teacher encouragement, and self-motivation. The researchers also found most participants were involved in at least one department/college organization, religious group, or other university program. It was also determined these students depended upon three major support groups and systems, such as parents, friends, and advisers/professors. The researchers concluded the students were very satisfied with their experiences within the college and university as a whole.
The Learning Outcomes of Students Meeting Their International Dimension Requirement through Courses Offered in a College of Agriculture: Did Student Learning Differ Depending on Mode of Instruction Delivery?
Author: Moriba, Samba
Date: 2013-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Agricultural Education,Agricultural Colleges,Online Courses,Electronic Learning,Undergraduate Students,Comparative Analysis,Synchronous Communication,Global Education,Undergraduate Study,Student Attitudes

Many online courses have been developed in an effort to meet the needs of students who are either unable or less inclined to attend face-to-face classes. The College of Agricultural Sciences and Natural Resources (CASNR) at Oklahoma State University has been preparing its students to attain international awareness and become globally competent citizens through online and face-to-face international dimension (ID) undergraduate courses. However, little was known about whether significant differences existed in students' learning outcomes depending on the mode of instruction delivery. This investigation was a census study and the target population consisted of all undergraduate students (N = 147) enrolled in three ID undergraduate courses offered by CASNR during the Fall semester of 2010. No statistically significant differences existed in the attitude and knowledge scores of students for traditional, face-to-face instruction delivery and online instruction delivery. Regardless of the ongoing controversy surrounding which of the two modes of learning is more effective, the findings of this study supported the use of either for the purpose of improving students' international awareness and general global knowledge.
Educating the Future of Agriculture: A Focus Group Analysis of the Programming Needs and Preferences of Montana Young and Beginning Farmers and Ranchers
Author: Bailey, Nikki E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Focus Groups,Agricultural Education,Grounded Theory,Barriers,Attendance,Agricultural Occupations,Educational Needs,Program Development,Social Networks,Organizations (Groups),Skill Development,Futures (of Society),Interaction,Educational Opportunities,Information Technology,Young Farmer Education

The average age of farmers and ranchers is rising and each year, there are fewer young and beginning farmers and ranchers (YBFR). Therefore, it is critical that agricultural educators and programmers provide learning opportunities that develop the knowledge and competencies YBFR need to be successful. The purpose of this study was to develop a grounded theory to identify and explain the interaction between educational drivers, educational needs, and programing preferences of YBFR in Montana, in order to develop future programming recommendations. Focus groups were utilized to gather data from a purposive sample of YBFR. A grounded theory was developed using constant comparison analysis. YBFR identified business management skills, legal knowledge, communication skills, and skills associated with technologies as educational needs. Barriers such as distance, time, and lack of awareness prevented educational event attendance. Programs were considered successful if they provided networking opportunities, relevant content, and a positive, interactive environment. YBFR utilized different delivery formats ranging from email to face-to-face. Preference was placed on longer duration events featuring a variety of information. Agricultural educators need to decrease barriers and increase positive elements to reach this audience. Agricultural organizations must collaborate to create comprehensive, impactful programs focused on developing the skills and knowledge of YBFR.
Examining Camper Learning Outcomes and Knowledge Retention at Oklahoma FFA Leadership Camp
Author: Brown, Nicholas R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Nonformal Education,Learning Activities,Youth Programs,Leadership Training,Summer Programs,Correlation,Student Characteristics,Gender Differences,Racial Differences,Ethnic Groups,Age Differences,Socioeconomic Status,Participation,Grade Point Average,Pretests Posttests,Scores,Program Effectiveness,Agricultural Education,Questionnaires,Adolescents,Statistical Analysis

The National FFA Organization is committed to providing non-formal learning activities focusing on leadership education. Summer camps are a major component of FFA activities and concentrate on personal growth, leadership development, and recreational activities for youth. This repeated measures study determined the level of cognitive gain and the amount of information retained by campers who participated in the 2011 Oklahoma FFA Alumni Leadership Camp and was informed by Vygotsky's sociocultural theory, a lens for viewing camper learning in the context of social interactions. In addition, the study described the relationship between learning outcomes and selected characteristics (sex, race, age, grade level, socioeconomic status, years of camp attendance, chapter FFA officer status, and grade point average) of participants. On average, campers doubled their score from the pretest to the posttest but the amount of information retained after six-months was negligible. Three personal characteristics were related to camper performance: GPA, socioeconomic status, and chapter officer status.
A Multi-Institutional Examination of the Relationships between High School Activity Involvement and Leadership Characteristics
Author: Simonsen, Jon C.
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Student Participation,Correlation,Leadership Qualities,College Freshmen,Community Programs,Athletics,Student Attitudes,Effect Size,Extracurricular Activities,Agricultural Education,Self Concept,Student Characteristics,Questionnaires,Statistical Analysis

Developing leaders is vital to the future of our nation. As institutions of higher education address the need for leadership through courses and experiences, there is a need to recognize and acknowledge the potential impact of high school activity participation on leadership development. This descriptive-correlational study surveyed first-time college students about their former participation in high school activities. The objective was to determine the relationship between student activity participation and leadership characteristics. Results of this study revealed that incoming college students (n = 388) participated more in community service and athletics than any other activities during their high school experience. Students rated themselves highest in the leadership constructs of Integrity and Intelligence, and lowest in regard to Leadership Efficacy and Charisma. Leadership Efficacy, Sociability and Charisma constructs exhibited the strongest positive relationship with high school activity participation. However, the strength of the relationships and the corresponding effect sizes were small. Based on the findings, high school teachers, advisors, mentors and coaches should be encouraged to actively and purposefully facilitate the development of leadership characteristics through the programs and activities they supervise. Further research is warranted to provide additional insight into the potential relationship between student activity participation and the development of leadership characteristics.
Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture
Author: Baker, Lauri M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Recruitment,Agricultural Education,Enrollment Trends,Focus Groups,Student Attitudes,Preferences,Video Technology,Web Sites,Social Media,Advertising,Communications,Material Development,Telephone Surveys,College Students,Agricultural Colleges,Visual Aids

Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were conducted with agriculture students outside of the department of interest to address the following objectives: 1) identify the most effective message strategies and message channels to reach and attract potential students, and 2) conduct testing of strategically developed recruitment materials and messages. Results indicated job stability and positive contextual messages would be effective for recruiting. Participants preferred messages delivered in person, targeted online advertisements, and campus publications. Additionally, findings showed participants wanted full-color materials with pictures; messages with statistics on the industry; online videos that are 1-2 minutes, with videos on a website based on user interest; and testimonials from a range of individuals in the industry. Participants were mixed on the perceived effectiveness of Facebook advertisements. The results of this study indicate an increased need to target recruitment efforts through a strategic communication process. This research has implications for recruiting the millennial generation using both gain and non-loss framed messages.
An Investigation of School Connectedness among Agricultural Education Students
Author: Witt, Christy
Date: 2013-00-00
Type: Journal Articles
Subjects: Student School Relationship,Agricultural Education,Mixed Methods Research,Influences,Educational Environment,Peer Groups,Interpersonal Relationship,Educational Attitudes,Comparative Analysis,High School Students,Predictor Variables,Correlation,Focus Groups,Factor Analysis,Likert Scales

Each year, approximately 1.3 million students fail to graduate from high school. One of the reasons cited for dropping out is a lack of connection to the school environment. One way students can connect to their school is through programs and organizations at their school. While there are a large variety of programs in schools that have the potential to promote school connectedness among its students, the parallels to the school connectedness promotion factors present in the foundational principles of agricultural education evoke further investigation. The purpose of this study was to examine the influence that school connectedness promotion factors (i.e. adult support, peer group, commitment to education, and environment) in agricultural education programs have on students' sense of school connectedness. This study utilized a two-phase sequential mixed methods design in which the qualitative data helped explain or build upon the initial quantitative results. The quantitative phase revealed approximately 45% of the variance of the school connectedness scale in the sample can be accounted for by the linear combination of promotion factor measures. The themes from the qualitative phase closely aligned to the school connectedness promotion factors discussed in the quantitative phase with a few additions and modifications recommended.
Extension Youth Educators' Technology Use in Youth Development Programming
Author: McClure, Carli
Date: 2014-00-00
Type: Journal Articles
Subjects: Extension Education,Rural Extension,Agricultural Education,Technology Uses in Education,Student Development,Youth Programs,Questionnaires,Social Media,Barriers,Anxiety,Age,Sex,Training,Use Studies,Extension Agents,Rating Scales

The purpose of this descriptive-correlational study was to determine the use of technology in youth programming by Extension youth development educators in Louisiana, Mississippi, and Tennessee. Data were collected via e-mail and a SurveyMonkey© questionnaire. Extension educators are using some technology in youth development programming. More than three-fourths of Extension youth educators are using Facebook; however, less than one fourth of Extension youth educators are using Twitter which contradicts previous research. Having technology available for use explains a medium amount of the technology use among Extension youth educators; however, perceived barriers, anxiety, age, gender, years of experience, and sources of technology training do not explain Extension youth educators technology use in their programming. Extension youth educators fit the description of digital immigrants who assume that today's learners acquire knowledge the same way they learned when they were in school.
An Analysis of K-12 Teachers' Conceptions of Agriculture Prior to and during Engagement in an Agricultural Literacy Program
Author: Anderson, Shawn M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Mixed Methods Research,Questionnaires,Agriculture,Agricultural Education,Elementary Secondary Education,Secondary School Teachers,Interviews,Reflection

This study examined the K-12 teachers' conceptions of the agriculture industry prior to enrolling in an agricultural literacy program and how their conceptions changed throughout the program. The study used qualitative methods to analyze the data collected from entrance questionnaires, interviews, and reflective journals. Trustworthiness was established through the use of both methodological and investigator triangulation as well as rich description of the coding process and the establishment of an audit trail. Entrance questionnaires and interviews established the participants' prior understanding of agriculture. Data suggested the participants equated the agricultural industry with plant and animal production. From the reflective journal data it was determined that the teachers gained an awareness of the vastness of the agricultural industry and matured in their knowledge after participation in Summer Agricultural Institute.
An Exploration of the Motivational Profile of Secondary Urban Agriculture Students
Author: Anderson, James C., II
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Students,Agricultural Education,Urban Youth,High School Freshmen,Student Motivation,Self Determination,Correlation,Urban Programs,Enrollment Influences,Student Satisfaction,Attendance,Academic Persistence,Teacher Education,Intervention,Academic Achievement,Student Recruitment,School Holding Power,Student Centered Learning,Learning Motivation,Measures (Individuals)

This descriptive-correlational study examined the personal factors that may affect the self-determination of 110 freshmen who have elected to enroll in an urban agriculture program. The personal factors, termed the motivational profile, consisted of influences in the decision to enroll in the program, the student's type of motivation to attend the agriculture program, satisfaction with that decision, and perceived effort during academic tasks related to agriculture. Results show that when students perceive they have an influence in the decision to enroll in the program, they are more satisfied with the decision and more likely to report exerting a moderate to high effort on academic tasks related to agriculture. This study has implications for establishing a body of knowledge on non-rural student motivation toward agriculture that can impact teacher training, educational interventions targeting student achievement, and student recruitment and retention into agriculture.
The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain over Time
Author: Brown, Nicholas R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Style,Outcomes of Education,Agricultural Education,Summer Programs,Recreational Programs,Retention (Psychology),Leadership Training,Quasiexperimental Design,Preferences,Scores,Pretests Posttests,Extraversion Introversion,Nonformal Education

Twenty-four states host FFA summer camps to support adolescent maturation along with indoctrination into the culture and values of the FFA. Camps typically include a variety of activities designed to engage members in social activities and non-formal academic content. More than 1500 campers attend the Oklahoma FFA Alumni Leadership Camp annually and are taught leadership curriculum. Using a split-plot factorial repeated measures quasi-experimental design, we established learning styles of campers and the relationship between learning style and learning outcomes. Preferred learning style had no effect on the amount of information learned or retained by campers when comparing mean scores of pretests, post-tests, and delayed posttests. However, extroverts had more positive attitudes toward camp than introverts. Camp planners are advised to developmentally evaluate academic curriculum used during camp in an effort to attend to the unique psychosocial needs of introverts to improve their attitudes toward camp.