ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Priority Needs of Cooperative Extension at the County Level
Author: Harder, Amy
Date: 2009-00-00
Type: Journal Articles
Subjects: Strategic Planning,Human Capital,Nonformal Education,Extension Education,Program Evaluation,County Programs,Counties,Qualitative Research,Marketing,Needs Assessment,Urban Areas,Urban Population,Educational Facilities,Agricultural Education

Cooperative Extension's role as a relevant provider of nonformal education is dependent upon its ability to improve and adjust in response to internal and external pressures. Periodically conducting needs assessments focused on the Extension organization can aid in Extension's efforts to deliver quality educational programs by pinpointing priority areas in need of improvement. A qualitative analysis of the final reports from the University of Florida's IFAS Extension annual county program review process was conducted to identify challenges and threats facing county Extension offices. Common challenges were marketing deficits, loss of human capital, and technology barriers. Common threats were the economy, increased numbers of urban residents, and insufficient facilities. Developing and implementing strategic plans to resolve the needs identified in this study may increase the effectiveness and efficiency of Extension. (Contains 1 figure.)
An Assessment of Extension Education Curriculum at Land Grant Universities
Author: Harder, Amy
Date: 2009-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Extension Education,Program Effectiveness,Educational Opportunities,Curriculum Evaluation,Models,State Standards,Alignment (Education),Minimum Competencies,Content Analysis,Web Sites,Comparative Analysis

A critical assessment of extension education is needed to ensure there are adequate opportunities for students to study extension education and that the curriculum is relevant to today's Cooperative Extension Service. This descriptive study was conducted to assess extension education curriculum by identifying and comparing the courses being taught at land grant universities with the competency areas in the Ohio State model of extension education. Courses related to extension knowledge, leadership, and management; theories of human development and learning; program planning, implementation, and evaluation; and applied research were most commonly included in the curriculum. The lack of balance in the curriculum and the discrepancies between the Ohio State model and current practice indicate a need for continued discussion about the types of courses that should be included in extension education curriculum. (Contains 3 tables and 1 figure.)
Identifying Quality Indicators of SAE and FFA: A Delphi Approach
Author: Jenkins, Charles Cordell, III
Date: 2009-00-00
Type: Journal Articles
Subjects: Delphi Technique,Agricultural Education,Educational Quality,Educational Indicators,National Standards,Standard Setting,Questionnaires,Likert Scales,Academic Standards,High Schools,Models,Teacher Educators,Secondary School Teachers,State Officials

The purpose of this study was to determine quality indicators for SAE and FFA according to 36 experts across the United States. This is a part of a larger study looking at all components of the traditional three-circle model. The study utilized the Delphi technique to garner expert opinion about quality indicators in Agricultural Education. For SAE, round two resulted in two of the 46 quality statements reaching consensus. In addition, 17 SAE items were determined not to be quality indicators. Four of the 26 SAE statements in round three reached consensus. Also, for FFA, round two resulted in 13 of the 65 quality FFA statements reaching consensus, with 16 of the 65 FFA items determined not to be quality indicators of FFA. Six of the 36 FFA statements in round three reached consensus. This study is valuable in determining a scientific basis for identifying possible indicators of quality SAE and FFA. (Contains 2 tables.)
Cognitive Potential: How Different Are Agriculture Students?
Author: Rhoades, Emily B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Grade Point Average,Agricultural Colleges,Agricultural Education,Critical Thinking,Cognitive Ability,Cognitive Measurement,Educational Needs,Cognitive Development,Likert Scales,Majors (Students),Land Grant Universities,Student Evaluation

Given the interest, research, and effort extended to help faculty in colleges of agriculture provide educational discourse at higher cognitive levels over the last few years, one would expect that students enrolled in colleges of agriculture would exhibit higher levels of critical thinking and need for cognition. This study thus aimed to discover if the cognitive potential of students enrolled in colleges of agriculture did in fact differ from students enrolled in other colleges. Findings suggest that students enrolled in agriculture had significantly lower GPA, critical thinking disposition, and need for cognition compared with students not in agriculture. Further research needs to determine how instructors are integrating critical thinking into the classroom, as well as instructors' level of cognition. Recommendations based on the findings include further work to increase college of agriculture students' cognitive abilities to help them be prepared for today's world. (Contains 3 tables and 1 figure.)
Predicting Agricultural Education Student Teachers' Intention to Enter Teaching
Author: Roberts, T. Grady
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Agricultural Education,Intention,Teaching Experience,Predictor Variables,Student Teaching,Longitudinal Studies,Student Attitudes,Attitude Change,Questionnaires,Pretests Posttests,Comparative Analysis,Teaching (Occupation),Career Choice

The purpose of this study was to explore how the student teaching experience and other variables influenced student teachers' intentions to teach. Data were collected from 80 student teachers at three universities--a land grant/research I institution, a non-land grant/doctoral degree granting institution, and a comprehensive regional institution. Data were collected longitudinally at four points during the student teaching semester. The typical student teacher in this study was a 22-year-old, white, male undergraduate who had been enrolled in agricultural education courses in high school and who had worked full time in agriculture. Intentions to teach did not change during the student teaching experience but did differ by university. The best predictor of a student teacher's intent to teach after student teaching was their intention to teach before student teaching. Differences in intentions to teach were observed at the three universities, and thus university was also predictive of final intent to teach. (Contains 6 tables and 1 figure.)
Engaging Hispanic Students in Agricultural Education and the FFA: A 3-Year Case Study
Author: Roberts, T. Grady
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Agricultural Education,Change Agents,Case Studies,Student Participation,Group Activities,Learning Activities,Enrollment Management,Program Effectiveness,Educational Innovation,Outreach Programs,Hispanic American Students

This article describes the outcomes of field-based efforts to increase diversity in agricultural education programs and the FFA. This study focused on three schools in San Antonio, Texas. Guided by Rogers' (2003) theories of diffusion of innovations, a series of six intervention strategies was implemented: (a) provide specific FFA or agricultural education experiences for student opinion leaders; (b) provide specific experiences for parents, alumni, boosters, and school administrators (champions and opinion leaders); (c) provide professional development for teachers (ensure compatibility); (d) introduce new curricula to allow for an expansion of the agricultural education program (trialability); (e) provide access to an on-site project advisor (change agent); and (f) provide project leadership and oversight through a partnership among university faculty members and National FFA staff. Evidence indicated that all three schools increased Hispanic enrollment in their agricultural education program and membership in the FFA. Each school experienced an increase in the number of Hispanic students participating in local, state, and national FFA activities. Additionally, each school increased the total number of local, state, and national FFA activities in which they participated. The three schools established FFA alumni chapters with parents and/or boosters engaged in activities to support students. (Contains 4 tables.)
A Comparison of Traditional and Self-Paced Instruction: Knowledge Gained in a Food Safety Certification Course
Author: Sexton, Julie S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Extension Education,Prevention,Food Standards,Teaching Methods,Safety Education,Conventional Instruction,Individualized Instruction,Pacing,Intermode Differences,Caregiver Training,Child Caregivers,Pretests Posttests,Comparative Testing,Computer Uses in Education,Health Education

The prevention of foodborne illness in childcare centers is a major public health concern. One prevention mechanism is the education of childcare providers. Because of the very diverse population in the childcare profession, the constant turnover rate and the need for high-quality, accessible training, providing this training proves to be an ongoing challenge for many state Extension programs. TummySafe[C] met this challenge by offering food safety training via two methods. Participants either attended a traditional Extension workshop or experienced the curriculum on a computer of their choosing via CD-ROM. The Mississippi State University Extension Service's 82 county offices coordinated training for childcare providers from April 2005 to June 2006. Traditional participants (n = 829) had higher posttest score means, after adjusting for pretest knowledge, than participants in the self paced group (n = 796). An ANCOVA revealed a statistically significant difference (F = 268.00, p less than 0.05) favoring the traditional delivery method. Nonetheless, the participants of the self-paced group were highly satisfied with the training and the convenience it offered. (Contains 1 table and 4 figures.)
The Process of Supervision with Student Teacher Choice: A Qualitative Study
Author: Stephens, Carrie Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Agricultural Education,Supervisory Methods,Practicum Supervision,Intermode Differences,Selection,Interviews,Teaching Experience,Classroom Observation Techniques,Student Teacher Attitudes,Participant Satisfaction

The purpose of this qualitative study was to give three students teachers the freedom to choose their supervisory model and to explain their experiences as the result of doing so. Student teachers majoring in agricultural education from the University of Tennessee did select different avenues of supervision. One selected clinical supervision, one selected contextual supervision, and one selected cooperative professional development (an option from the differentiated supervision model). Based on student teacher selections, adjustments had to be made by the supervisor during the student teaching semester to accommodate student teachers. On the basis of the findings of this study, the three student teachers must be highly confident and competent in their teaching abilities to correctly select their type of supervision. In addition, the three student teachers must have a clear understanding of supervision and the cycle of the supervisory process. (Contains 1 figure.)
Job-Related Stress among Secondary Agricultural Education Teachers: A Comparison Study
Author: Torres, Robert M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teaching Conditions,Stress Variables,Comparative Analysis,Secondary School Teachers,Time Management,Teacher Responsibility,Supervision,Teacher Role,Occupational Mobility,Teacher Characteristics,Teacher Administrator Relationship

The study sought to explore and compare the current level of job stress among secondary agriculture teachers in Missouri and North Carolina. The accessible populations consisted of secondary agriculture teachers (n = 252) in Missouri and (n = 118) in North Carolina. Data were collected using the Job Stress Survey (Spielberger &amp; Vagg, 1999). From the findings, it was concluded that agriculture teachers in Missouri and North Carolina are not in an overall state of stress compared with norm data. However, time-related job tasks were found to be a source of stress among both teacher samples, and &quot;excessive paperwork&quot; was identified as the highest stressor. Low stress items among teachers fell into three broad job-related categories best described as supervision, advancement, and inactivity. (Contains 6 tables.)
Agricultural In-Service Needs of Introductory Level Career and Technical Education Teachers
Author: Christensen, Jolene
Date: 2009-00-00
Type: Journal Articles
Subjects: Needs Assessment,Agricultural Education,Grade 7,Agriculture,Vocational Education,Knowledge Base for Teaching,Inservice Teacher Education,Mail Surveys,Teacher Attitudes,State Standards,Teacher Competency Testing

This study identified and prioritized the agricultural in-service needs of introductory level career and technical education teachers in Utah. The Utah State Board of Education requires that all seventh grade students complete an introductory career and technical education course as their first formal career exploration experience. One component of the course is exploration of the agriculture industry. In order to effectively help students explore agricultural opportunities, teachers, most of whom have little or no formal training in agriculture, must be prepared in their knowledge of the agriculture industry and careers. To meet the needs of teachers, the state office of education has requested relevant, meaningful in-service. A survey based on the Borich needs assessment model was used to determine areas in which teachers need additional support. The &quot;new and emerging technologies in agriculture&quot; standard emerged as an area of weakness. Teachers generally held positive attitudes toward the importance of teaching agriculture, which should be used to promote future in-service programs. (Contains 7 tables.)
Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science
Author: Rich, Jamie
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle School Students,Agricultural Education,Competence,Academic Achievement,Science Achievement,Criterion Referenced Tests,Comparative Testing,Control Groups,Matched Groups,Pretests Posttests,Instructional Effectiveness

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who were enrolled in schools with and without agricultural education programs. To quantify the science knowledge and skills of students, the researchers used the state's annual Criterion Referenced Competency Test (CRCT) (science), mandatory for all students in middle schools. The scores of students in the 51 middle schools in the state with agricultural education programs were compared to the scores of students in 51 similar schools that did not have an agricultural education program. The percentage of students meeting or exceeding the standards in the CRCT test were consistently higher (and sometimes significantly higher) in schools with agricultural education programs over two consecutive school years. Although the researchers cannot conclude that the difference is due solely to the agricultural education programs, the results of this study open a myriad of opportunities for further research. (Contains 3 tables and 2 figures.)
Scientific Inquiry in Agricultural Education Teacher Preparation: A Look at Teacher Educators' Perceptions
Author: French, Darla
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Agricultural Education,Teacher Educators,Teaching Methods,Scientific Methodology,Inquiry,Mail Surveys,Teacher Attitudes,Methods Courses,Knowledge Base for Teaching,Instructional Innovation,Self Concept

The specific objectives of this study were to identify the attitudes of U.S. agricultural education teacher educators toward using scientific inquiry as an instructional method and to determine their level of comfort and awareness with new information and teaching methodologies in science. A mailed survey was sent to all agricultural education teacher preparation institutions in the United States. One-half of the respondents who indicated that they presented scientific inquiry to their pre-service teachers during the methods of teaching course indicated they were very comfortable with teaching technical agriculture content, while one in eight said they were very comfortable with teaching technical science content. A majority of respondents who said they presented scientific inquiry also indicated that they felt comfortable or very comfortable with presenting the scientific inquiry teaching method. Respondents rated themselves less than knowledgeable on &quot;general science content&quot; and &quot;current discoveries in science.&quot; When asked their opinions of their comfort with various content areas and teaching methodologies 95% of teacher educators responded that they felt very comfortable or comfortable teaching technical agriculture content. Only 68% felt as confident when asked about teaching technical science content. (Contains 4 tables.)
Describing the Cognitive Level of Professor Discourse and Student Cognition in College of Agriculture Class Sessions
Author: Ewing, John C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Classification,Classroom Techniques,Discussion (Teaching Technique),Protocol Materials,Cognitive Development,Cognitive Measurement,Cognitive Processes,Protocol Analysis,Learner Engagement,Aptitude Treatment Interaction

The purpose of this study was to describe the cognitive level of professor discourse and student cognition during selected college of agriculture class sessions. Twenty-one undergraduate class sessions were videotaped in 12 professors' courses. Results were interpreted to show that professors' discourse was mostly (62%) at the knowledge and comprehension levels of cognition, the lower levels of cognitive thought (Bloom, Engelhart, Furst, Hill, &amp; Krathwohl, 1956). During the 21 class sessions, 1,448 student thoughts were recorded. Forty percent (n = 564) of those thoughts were found to be engaged. Engaged thoughts were then analyzed using Bloom's Taxonomy (1956). Sixty-two percent of the total 564 engaged thoughts occurred at the knowledge and comprehension levels of cognition. The cognitive levels of professor discourse and student cognition (engaged thoughts categorized and weighted using Bloom's Taxonomy) were mostly at the two lowest levels of Bloom's Taxonomy, knowledge and comprehension. Recommendations included professor and student awareness of the cognitive levels at which they teach and think, and further study of relationships between professor and student variables. (Contains 5 tables and 1 figure.)
Transformational Leadership Research in Agricultural Education: A Synthesis of the Literature
Author: Greiman, Bradley C.
Date: 2009-00-00
Type: Information Analyses
Subjects: Agricultural Education,Transformational Leadership,Literature Reviews,Synthesis,Educational Research,Journal Articles,Leadership Training,Administrator Attitudes,Research Needs,Bibliometrics

Leadership development is viewed as a foundational component of agricultural education and has been associated with the field since the early 20th century. An emerging research topic is leadership style and inquiry that is focused on transformational leadership. In an effort to contribute to the field's knowledge base in leadership development and to guide a leadership research agenda, a synthesis of literature examined transformational leadership. Premier journals in the field and several affiliated journals published from 1990 to 2008 were selected for analysis. The study concluded that a small but recent number of articles focused on transformational leadership and the majority of research was conducted with extension personnel. Most studies focused on participants from a single state, and almost all of the studies gathered leadership style data through a self-reported procedure. Demographic variables and their relationship to leadership style received the most attention of researchers. Compared to the Multifactor Leadership Questionnaire (MLQ) normative sample, college of agriculture deans, extension personnel, and agricultural education teachers perceived they had higher scores for most leadership factors. Suggestions for future research are presented and draw attention to the potential that this line of inquiry has for a field that embraces leadership development. (Contains 2 tables.)
Employers' Perceptions of Recent Agricultural Communications Graduates' Workplace Habits and Communication Skills
Author: Irlbeck, Erica Goss
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Communication Skills,Employer Attitudes,Graduate Surveys,Workplace Literacy,Occupational Surveys,Agricultural Occupations,Skill Analysis,Needs Assessment,Mail Surveys,Organizational Communication,Industrial Psychology

Agricultural communications programs should frequently review their curriculum to ensure students receive the highest quality of education possible (Akers, 2000). This research is a nationwide look at recent agricultural communications graduates' employers and/or co-workers. The purpose of this study was to determine which workplace habits and communication skills are satisfactory and which need improvements in the opinion of co workers or employers. Members of several professional agricultural communications organizations were surveyed (N = 88) in the summer of 2008 with a 34.1% response rate. The study found that employers and co-workers of recent agricultural communications graduates, on average, rated trustworthiness, easy to work with, and reliability as the top workplace habits, while creativity, common sense, and organization need improvement. Photo editing, page layout, and public relations skills received the highest mean communications skills scores, while sales, Web design, and news editing were the communications skills that could use some work. (Contains 2 tables.)