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Hurst, Sara D.; Roberts, T. Grady; Harder, Amy – Journal of Agricultural Education, 2015
The purpose of this study was to explore the beliefs and attitudes of secondary agriculture teachers regarding global agricultural issues. A randomized national sample of 417 teachers were surveyed using a modified version of the International Agricultural Awareness and Understanding Survey (Wingenbach, Boyd, Lindner, Dick, Arispe, & Haba,…
Descriptors: Beliefs, Global Approach, Agricultural Education, Secondary School Teachers
Mazurkewicz, Melissa; Harder, Amy; Roberts, T. Grady – Journal of Agricultural Education, 2012
Higher education institutions are attempting to use teaching farms to provide hands-on learning experiences to students, but there is a lack of research on the degree of cognitive engagement at teaching farms. Kolb's model provided the theoretical framework for assessing evidence of experiential learning in courses using teaching farms.…
Descriptors: Higher Education, Evidence, Experiential Learning, Teaching Methods
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Harder, Amy; Lamm, Alexa; Roberts, T. Grady; Navarro, Maria; Ricketts, John – Journal of Agricultural Education, 2012
Today's college graduates in agricultural and life sciences must be prepared to work in a global society. Increasing the integration of international content into on-campus courses requires globally competent faculty members. This study reports faculty's initial attitudes and beliefs about Latin American culture prior to participating in a 12-day…
Descriptors: College Faculty, Global Approach, Latin American Culture, Teacher Attitudes
Stedman, Nicole L. P.; Roberts, T. Grady; Harder, Amy; Myers, Brian E.; Thoron, Andrew C. – Journal of Agricultural Education, 2011
There has been a call for faculty at academic institutions to improve the quality of their educational programs. Previous research findings have found that the size and focus of the institution impacts the quality and resources given to instructional activities. However, it has been noted that traditionally research-focused institutions now are…
Descriptors: Biological Sciences, Distance Education, Self Concept, Knowledge Level
Harder, Amy; Lamm, Alexa; Strong, Robert – Journal of Agricultural Education, 2009
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…
Descriptors: Strategic Planning, Human Capital, Nonformal Education, Extension Education
Harder, Amy; Goff, Sam; Roberts, T. Grady – Journal of Agricultural Education, 2008
The purpose of this study was to examine research productivity in the Journal of Agricultural Education from 1996 to 2005 and explain factors that contributed to that productivity. In Volumes 37 to 46, 333 articles were published. The most productive institutions were determined by frequency of the institutional affiliation of article authors. The…
Descriptors: Productivity, Agricultural Education, Journal Articles, Periodicals
Harder, Amy; Wingenbach, Gary J. – Journal of Agricultural Education, 2008
There are many competencies necessary for success as a 4-H agent. The 4-H Professional Research, Knowledge, and Competencies (PRKC) Model organizes competencies into six domains: (a) Youth Development, (b) Youth Program Development, (c) Volunteerism, (d) Partnerships, (e) Organizational Systems, and (f) Equity, Access and Opportunity (National 4-H…
Descriptors: Educational Needs, Youth Programs, Needs Assessment, Extension Agents