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Descriptors:
Expertise; Agricultural Colleges; Agricultural Education; Agriculture; Conferences (Gatherings); Educational History; Educational Change; Scientific Research; College Faculty; Teacher Role

Abstract:
This article is the author's Distinguished Lecture presented at the 2010 Annual Conference of the American Association for Agricultural Education (AAAE), in Omaha, Nebraska, on May 25, 2010. In this lecture, the author looks back at the significant changes in agricultural education in the last 100 or so years and discusses four major ways that one can take agricultural education to "The Next Level." He concludes his lecture with some fundamentally important, unanswered questions for the profession. The author urges those in the field of agricultural education to jointly commit to creating "A New Agricultural Education"--one characterized by: (1) a unified discipline with greater disciplinary capacity; (2) a stronger and deeper scientific base; (3) a broader purpose in colleges of agriculture; and (4) faculty members with broad perspectives and deep expertise in their discipline. He emphasizes that now is the time to refocus their efforts toward a greater common cause in agricultural education and proactively use their unique disciplinary expertise in collaboration with other scientists to ensure that American agriculture is solidly positioned to continue its vital role in the society in the decades ahead. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Content Area Reading; Agriculture; Agricultural Education; Reading Achievement; Reading Comprehension; Context Effect; Teacher Influence; Secondary School Students; Secondary School Teachers; Models

Abstract:
Agriscience is facing pressure to document and contribute to student achievement in math, science, and reading. Agriscience teachers may be able to foster student reading and comprehension through utilization of research-based reading strategies to further develop literacy in and about agriculture. Building on Dunkin and Biddle's (1974) model of the study of teaching, this synthesis of research proposes areas of inquiry regarding the teacher and context variables associated with reading. Teachers influence reading in agriscience through personal reading habits, expectations for reading, attitudes toward reading, and knowledge of and preparation in reading strategy use. Contextual variables include the student, environment, and text. Students enter agriscience classes with differing reading ability, interest, prior knowledge, prior reading, motivation, age, and experience. They encounter texts in the home, classroom, and school environments. Texts are comprised of varying readability, vocabulary, structure, content, and selection, all of which impact comprehension. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Agricultural Education; Teacher Attitudes; Vocational Education Teachers; Secondary School Teachers; Content Area Reading; Reading Strategies; Reading Comprehension; National Surveys; Teacher Surveys; Correlation; Teacher Characteristics

Abstract:
A national survey of 216 agriscience teachers investigated the attitudes and practices related to reading. Knowledge of strategies, total time of text use, confidence in strategy use, and the general approach to reading explained 67% of the variance in frequency of content area reading strategy use. Teachers held positive attitudes about reading from personal and instructional standpoints. However, they lacked knowledge and confidence in content area reading strategies, which translated into low frequency of strategy use. Teachers appeared to use reading and text with justifiable frequency in their agricultural science courses. Because knowledge of reading strategies explained such a large amount of variance (nearly 64%) in frequency of reading strategy use, career and technical education program administrators and teacher educators should encourage professional development about reading strategies. (Contains 1 figure and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Grade Point Average; Content Area Reading; Reading Strategies; Scores; Agricultural Education; Instructional Effectiveness; Technical Education; Career Education; Reading Comprehension; Gender Differences; Prediction; Ethnicity; Recreational Reading; Reading Instruction

Abstract:
Students must be able to create meaning from career and technical education texts. Reading and comprehension of texts are skills that develop through practice with a variety of texts, including those in career and technical education. A quasi-experimental nonequivalent control group design was used to determine the effect of implementing content area reading strategies (CARS) on comprehension and reading behaviors of a purposively selected sample (n = 95) of secondary agricultural science students. Instruction with CARS was compared to the teacher's normal instructional routine. Pretest score, grade level, grade point average, gender, ethnicity, and standardized reading level predicted 65% of variance in agriculture posttest scores. Students in the treatment group generally improved their reading behaviors, while students in the comparison group regressed. Students in the treatment group read significantly more hours per week for school and had increased the hours reading for pleasure significantly more than the comparison group. (Contains 6 tables, 2 figures, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agricultural Education; Secondary Education; Teacher Burnout; Teacher Persistence; Teacher Recruitment; Vocational Education Teachers

Abstract:
Overloaded expectations of secondary agriculture teachers cause many to leave and others not to pursue teaching careers. Mentor programs for beginning teachers and clarification of job descriptions are two possible solutions. (SK)

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Descriptors:
Agricultural Education; Plant Pathology; Secondary Education; Teaching Methods; Vocational Education

Abstract:
Plant tissue testing can be done to monitor plant nutrition levels during the growing season and diagnose nutrient deficiency problems. They can provide feedback on crop conditions and fertility needs. (Author)

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Adult Education; Agricultural Education; Continuing Education; Inservice Teacher Education; Practicums; Program Improvement; Secondary Education; Teacher Effectiveness; Technological Advancement; Vocational Education

Abstract:
As agriculture continues to change, the expertise of those who teach it must be strengthened and expanded. Illinois has instituted the Vocational Instructor Practicum (VIP) Program, which provides grants for teachers or administrators employed in public school vocational education programs to attend continuing education programs. (JOW)

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Descriptors:
Agricultural Education; Animal Husbandry; Delivery Systems; Information Dissemination; Inservice Teacher Education; Teacher Educators; Teacher Improvement; Technological Advancement

Abstract:
Agricultural teachers must continually improve their knowledge and skills in animal science. Teacher educators can play a significant role in this process through the following channels: summer courses, teleconferencing, workshops, summer internships, technical update programs, field days, curriculum materials development and dissemination, and expanded computer use. (CH)

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Agribusiness; Agricultural Education; Entrepreneurship; Farm Management; Postsecondary Education; Secondary Education; Supervised Farm Practice; Vocational Education

Abstract:
A series of articles focuses upon the Supervised Occupational Experience Program (SOEP), a unique feature of programs of vocational agriculture. Articles deal with critical aspects of developing entrepreneurial skills, and include examples of successful entrepreneurship programs currently underway. (NRJ)

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Descriptors:
Agricultural Education; Core Curriculum; Course Content; Curriculum Development; Guidelines; High Schools; Instructional Development; Rural Education; Urban Education; Vocational Education

Abstract:
This booklet is designed to serve as a practical guide to assist teachers in using the Illinois Core Curriculum in Agriculture to develop courses of study for local vocational agriculture courses. Provided first is an overview of vocational agriculture programs on the secondary-school level in the state of Illinois. The next section is a guide for using the rural- and metropolitan-area Illinois core curriculum planning kits for vocational agriculture courses. Addressed in the individual sections of the guide are basic steps in developing a course of study, initial development of courses of study using the course planning kit, and revision of courses of study. Appendixes to the booklet contain a list of the rural and metropolitan core units and problem areas as well as a list of other suggested units and problem areas for rural and metropolitan programs. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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