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Descriptors:
Summer Science Programs; Agricultural Education; Program Effectiveness; Student Recruitment; Disproportionate Representation; Minority Group Students; Hispanic American Students; High School Students; Science Interests; Knowledge Level; Graduation; Enrollment

Abstract:
The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10 years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students' decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p less than 0.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n = 44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science. 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:
Teaching Methods; Scientific Methodology; Classroom Environment; Classroom Techniques; Reflection; Field Experience Programs; Field Studies; Comparative Education; Comparative Analysis; Agricultural Occupations; Agricultural Education; Learning Strategies; Research Skills; Experiential Learning; Interdisciplinary Approach; Predictor Variables; Performance Factors

Abstract:
Designing investigative skills sessions for key stage 5 students based on field research in the Ghanaian savannah prompted reflection on the similarities and differences in the ways farmers and students learned about and applied scientific methodology. Circumstantial constraints mean that farmers' experiments were less controlled than those students were taught to do, and students' analysis of this was used to improve their A-level preparation. Experiential and networked learning styles were appropriate for teaching the methodological content to both groups of learners, especially in the interdisciplinary arena in which fieldwork is performed. (Contains 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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Descriptors:
Computer Graphics; Electronic Mail; Land Grant Universities; Agricultural Education; Computers; Agriculture; Internet; Word Processing; College Faculty; Information Technology; Undergraduate Study; Higher Education; Databases; Spreadsheets; Integrated Learning Systems

Abstract:
This study sought to assess required information and communication technology (ICT) tasks in selected undergraduate agriculture courses in a land-grant university during a 10-year period. Selected agriculture faculty members in the fall 1999 (n = 63), 2004 (n = 55), and 2009 (n = 64) semesters were surveyed to determine the ICT tasks they required of students. There were significant (p less than 0.05) increases in the number of required Internet and electronic mail tasks between 1999 and 2009; but no significant changes in the number of word processing, computer graphics, spreadsheet, database, or miscellaneous ICT tasks required over the period. In 1999, three specific tasks (receive electronic mail, search the Internet, and type a lab or project report) were required in more than 50% of courses; in 2009, these three tasks plus three additional tasks (send electronic mail, submit assignments as attached electronic mail files, and use Blackboard[C] to acquire course information) were required in a majority of courses. Faculty with higher levels of self-perceived ICT skills and those teaching higher-level courses tended to require larger and more diverse sets of ICT tasks than other faculty. Course level explained the largest proportion of unique variance in the number of required spreadsheet, word processing, computer graphics, and miscellaneous ICT tasks. Self-perceived ICT skills and course level explained approximately equal amounts of the unique variance in total ICT tasks required. Both the quantity and complexity of ICT in undergraduate agriculture courses should be increased. (Contains 5 tables 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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Descriptors:
Agricultural Education; Young Farmer Education; Vocational Education Teachers; Secondary School Teachers; Middle School Teachers; Job Satisfaction; Teacher Characteristics; Gender Differences; Teacher Attitudes; Correlation

Abstract:
The over-arching premise of many concerning issues in secondary agricultural education may be directly related to levels of job satisfaction among teachers (Delnero & Weeks, 2000). The purpose of this study was to examine the factors that influenced the perceptions of job satisfaction/dissatisfaction among agricultural educators in Georgia. The findings indicated that male and female agriculture teachers in Georgia were satisfied with their jobs, and they did not differ significantly in terms of their overall job satisfaction scores. These findings concur with those found by Cano and Miller's 1992 study. With respect to the job satisfier and dissatisfier factors, both male and female agriculture teachers rated "the work itself" highest among the job satisfier indicators. Males and females rated "school policy" lowest from the variables identified as job dissatisfiers; indicating that regardless of gender, agriculture teachers were most dissatisfied with school policy. The results of this study may be beneficial to state and local school agencies in determining the needs of agricultural educators to lessen the factors of job dissatisfaction and increase factors that help maintain teacher retention. (Contains 1 figure and 7 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:
Academic Achievement; Information Technology; Innovation; Teaching Experience; Agricultural Education; Teacher Attitudes; Electronic Mail; Internet; Computer Assisted Design; Career Development; Correlation; Agriculture; Scores; Gender Differences; Teacher Education; Questionnaires; Secondary School Teachers

Abstract:
The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and VI. The potential subjects were identified from the Texas Teachers of Agricultural Science & Technology Directory published by the Texas Education Agency. Demographic and program variables for each respondent were classified as independent. Teachers' attitude scores for each innovation were classified as the dependent variable. Correlation analysis was used to identify significant relationships, if existing, between independent and dependent variables. Demographic variables analyzed included years of teaching experience, highest level of education, age, gender, grade level taught, membership in the Vocational Agricultural Teachers Association of Texas (VATAS), types of technology training received, and source of technology training. Program variables included location of campus (rural or metro) and number of Agricultural science teachers of campus. The study indicated favorable attitudes toward information technology were identified since mean subscale scores for each innovation were positive. The Agricultural Science teachers in this study who participated in technology training had more positive attitudes toward information technology. The study reported new information regarding Texas Agricultural Science teachers' attitude toward, and adoption of five specific innovations of information technology (Computer-Aided Design, Computerized Online Record Books, Electronic Mail, Online Career Development Event Registration and World Wide Web). The study also found that the Agricultural Science teachers had favorable attitudes toward online CDE registration, but it had the lowest attitude score. (Contains 8 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:
Agricultural Education; Educational Innovation; Experiential Learning; Teacher Motivation; Vocational Education Teachers; Problem Solving; Critical Thinking; Global Approach; Field Experience Programs; Delphi Technique; Futures (of Society); Educational Trends

Abstract:
Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be to utilize the current professional community to teach skills needed in a changing industry and to encourage students to "think outside the box" and challenge themselves. Innovative programs will be hands-on, include problem solving, and critical thinking. The people involved in innovative agricultural education programs in the future are students, innovative agricultural education teachers, school administrators, and professionals in the community with particular skills sets needed in agricultural education. Teachers of selected innovative agricultural education programs did not agree that innovative agricultural education programs should have a global reach or that every student should have a Supervised Agricultural Experience. (Contains 4 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:
Agricultural Education; Vocational Education Teachers; Teacher Attitudes; Mathematics Education; Integrated Curriculum; Teacher Collaboration; State Standards; Academic Standards; Needs; Interviews

Abstract:
The purpose of this study was to analyze outstanding agricultural education teachers' attitudes towards mathematics integration. An investigation into the collaboration efforts being made between the agricultural education and mathematics departments was also included. The objective of this study was to identify the primary themes to integration of mathematics that emerged through interviews with the five agricultural education instructors who were identified as having high self-reported levels of mathematics integration in their courses. This study used qualitative methods were used to collect, interpret and analyze the data. Interviews were used by the researcher to collect in-depth information regarding mathematics integration into the agricultural education curriculum. Based on the interviews of the five outstanding agricultural education teachers, four major themes emerged from each of the interviews. Those themes include mathematics as a component of agricultural education, teacher collaboration, role of STATE Standards of Learning, and perceived needs of the teachers. (Contains 1 figure and 1 table.) 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:
Majors (Students); Course Selection (Students); African American Students; Hispanic American Students; Preservice Teachers; Secondary School Teachers; Agricultural Education; Preservice Teacher Education; Student Motivation; Influences; Barriers; Self Determination; Phenomenology

Abstract:
The purpose of this study was to gain a deeper understanding of the reasons students, identifying as non-White, made the decision to pursue a career in agricultural education. This phenomenological study allowed the researchers to obtain the overall phenomenon of the thought processes that encompass decisions of students of color when selecting an academic major in college. Participants described having external and internal value orientations toward college major choice. When a value orientation increased toward a major prior to college, participants tended to be more apt to pursue a specific degree program. It was concluded that in addition to particular value orientations, distinct barriers to the decision-making process also inhibit the choice of agricultural education. (Contains 2 tables 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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Descriptors:
Agricultural Education; Cultural Pluralism; Cultural Awareness; Preservice Teachers; Secondary School Teachers; Student Attitudes; Gender Differences; Place of Residence; Majors (Students); Multicultural Education

Abstract:
Cultural diversity in secondary and postsecondary agricultural education programs lags behind recent demographic shifts in the general U.S. population. An examination of the literature provides inquiries into the need for teaching of multicultural awareness and reducing the achievement gap between students of various cultures. This research sought to summarize current concern levels secondary pre-service teachers have toward teaching in a multicultural classroom. Multicultural Teaching Concern was calculated based upon the summation of four constructs: familial/group knowledge, strategies and techniques, cross-cultural competencies, and school bureaucracy. Results indicate sex, home residency, and academic major play a role in the overall concern displayed. Secondary agricultural education pre-service teachers are not as concerned as secondary pre-service teachers from other disciplines. Recommendations for the selected institution include the development of an agricultural education multicultural course; the implementation of cultural immersion projects for students within the major; and professional development in multiculturalism among teacher educators. (Contains 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:
Academic Achievement; Teacher Effectiveness; Awards; Teaching Methods; Agriculture; Agricultural Colleges; Content Analysis; Instructional Effectiveness; Agricultural Education; College Faculty; Educational Philosophy; Higher Education; Reliability; Validity

Abstract:
As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. Researchers purport that an important factor in determining student learning is the teacher, and that one of the most prominent factors in student achievement is teacher quality. The search for the attributes, dispositions, knowledge, and instructional skills that define effective teachers continues as scholars seek to discover the teacher variables that lead to student achievement. The purpose of the descriptive research was to identify themes present in the teaching philosophy statements of the United States Department of Agriculture Excellence in College and University Teaching in the Food and Agricultural Sciences award recipients. Content analysis technique was utilized in reviewing the provided espoused philosophy statements of award winners from 2000-2010. Findings include identification of eleven emergent themes. Future recommendations would include a study to determine if a disconnect exists between the stated teaching philosophy of award winning professors and their actual teaching practice. Further application would be to analyze the classroom practice of award winning professors and the impact had on student learning. (Contains 1 figure and 8 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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