Browsing by Subject "Agricultural Education"
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Item A 10-year content analysis to assess research theme areas in agricultural education: gap analysis of future research priorities in the discipline.(2009-05-15) Edgar, Leslie DawnThe field of agricultural education relies on multiple research journals to disseminate findings. This study focused on a 10-year content analysis of research published in premier journals in agricultural education. The study ascertained primary research themes, types of research conducted, prolifically published authors, frequently cited authors, and frequently cited referenced works, and discussed how the formation and usage of research in agricultural education has changed from 1997 to 2006. The study sought assistance from agricultural educators to narrow the focus of the study and to ensure study content validity. A conceptual model, based on a thorough review of literature and a focus on the peer discipline areas of agricultural education, guided the study. The study utilized a field study and employed descriptive statistics. Premier agricultural education (AGED) journals were identified: the Journal of Agricultural Education (93%); Journal of International Agricultural and Extension Education (67%); Journal of Extension (63%); North American Colleges and Teachers of Agriculture Journal (48%); Journal of Applied Communications (41%); and Journal of Leadership Education (41%). The study identified primary and secondary research themes, prolific authorship, research methods and types, and frequently cited authors and referenced works in each of the identified premier AGED journals. The research used compiled data, from each of the research journals, to analyze the frequencies and gaps identified in the National Research Agenda [NRA]: Agricultural Education and Communication 2007-2010 (2007). Agricultural education in domestic and international settings: Extension and outreach was the research priority area noted as the most frequently identified in past research and no gaps were identified in the NRA. To continue to strengthen the agricultural education discipline, research from this study should be used to adjust research priority areas in the NRA and on the regional and state levels.Item A Comparative Multi-Case Study of Agricultural Education Teachers in Reference to the Implementation of Academic Integration(2011-08-08) Gill, Bart EugeneMany agricultural educators fail to integrate core subject concepts into their classrooms. Current research addresses the perceptions of agricultural educators regarding core subject integration, but little research notes the barriers that are identified in the perception studies and the action of agricultural educators needed to overcome those barriers. The purpose of this study was to identify the path progressive agricultural educators, who are successful in integrating core subject concepts, particularly STEM, in their classroom followed. Additionally, to determine the tools and resources the progressive agricultural educators believe other agricultural educators need in order to follow a similar path. Overall the participants in the study all followed similar paths to become progressive in academic integration. All participants appeared to be highly self-motivated individuals because they seek out professional development opportunities in order to continuously improve the teaching in their classrooms and increase rigor within their curriculum. Collaboration between agricultural educators and core subject educators is crucial to increasing rigor in the agricultural education classroom (Myers & Thompson, 2008). Administrators at the participating schools were supportive of the idea of academic integration in the agricultural science classroom. According to the participants, longer professional development workshops are needed for teachers to successfully advance in the area of academic integration along with resource sharing opportunities between other agricultural educators and potentially core subject teachers. The participants all possess adequate facilities to conduct academic integration and believe available facilities and budgets affect the success of academic integration, because without proper facilities and supplies it is difficult for teachers to incorporate inquiry based instruction. According to the participants budgets also are a constraint for teachers when attempting to advance. If the teacher?s budget does not allow for extra purchases, then the teacher should take it upon themselves to seek out additional fiscal support to assist in classroom instruction, by writing grants or asking the local community for support.Item A Study to Assess Needed Improvements and Barriers in Planning and Delivering Agricultural Extension Activities in the Kurdistan Region of Iraq(2013-07-22) Khoshnaw, Yousif KhalidThe purpose of this study was to assess planning and delivering agricultural extension activities in the Kurdistan region of Iraq for future program implementation. The study was a descriptive research and used a modified Delphi technique to identify needed improvements and highlight barriers in planning and delivering extension activities by the willingness of extension workers. The population of the study was 50 MOAWR purposely selected government employees consisted of 10 extension experts, 15 extension administrators, and 25 extension agents. The study used three rounds web-based survey questionnaires. In Round I, the panelists were responded to two open ended questions to identify needed improvements and barriers in planning and delivering extension activities. The gathered information from Round I was examined, organized, and combined to create the second questionnaire for Round II. In Round II, the panelists were indicated their levels of agreement or disagreement about each needed improvement and barrier. The study employed a six-Likert scale with 1=?Strongly Agree?, 2=?Agree?, 3=?Somewhat Agree?, 4=?Somewhat Disagree?, 5=?Disagree?, and 6=?Strongly Disagree?. The needed improvements and barriers that received two-thirds of agreement (numbers 1 and 2 in the six-point Likert scale) were used to create the third questionnaire for Round III. In Round III, panelists were developed consensus by rating the statements that received two-third agreement in Round II. Equally, the same Round II six-point Likert scale was used in Round III. The result findings of the study were revealed to the demands of extension policy implementation in the region. The results of the study were summarized in three overall implementation theme areas: community based program development, building capacity program, and institutional structuring and three distinct research areas: leadership in extension, personal traits of extension agents, and external communication. Furthermore, the results of the study provided key points and details for each implementation theme and distinct research area.Item A Transcendental Phenomenological Examination on the Impact of Advising on the Decision to Study Abroad(2014-08-06) Henry, Julianne ShaunaAgricultural students are falling behind when it comes to competing in the global marketplace. To help prepare students to compete in the global marketplace, participation in a high-impact experience such as study abroad is recommended. In order to increase high-impact experiences for agricultural students, it is important to understand advisor and peer advisor perspectives. The purpose of this study was to understand departmental advisors? and peer advisors? perceptions related to a student?s intent to study abroad through the College of Agriculture and Life Sciences at Texas A&M University. Qualitative research methods were used to complete this study. Azjen?s Theory of Planned Behavior provided the framework to explore advisors? and peer advisors? perceptions related to a student?s intent to study abroad. The first phase of the study was a qualitative phenomenological examination of the shared experiences of High-Impact Practice (HIP) Advisors in the College of Agriculture and Life Sciences at Texas A&M University who hold advising roles and participated in a high-impact experience through the college. This study focused on the advisors? perceptions and experience in study abroad. Data were collected through interviews. Departmental culture, personal connections, mass communication, and generating awareness emerged as themes. The results suggest influences such as departmental culture, personal connections, and mass communication influence whether students participated in study abroad. In addition, it became evident that advisors need to be better informed about available resources. The second phase of the study was a transcendental phenomenological exploration of the shared experiences of peer advisors in the Ambassadors and Mentors Study Abroad Program who have participated in study abroad through the College of Agriculture and Life Sciences, plus their perceptions related to a student?s intent to study abroad in the college. Data were collected through interviews. Educating peers, personal connections, mass communication, and generating awareness emerged as themes. The results suggest educating peers, personal connections, mass communications, and generating awareness influenced how peer advisors informed students and learned about study abroad in the college.Item Agricultural Development Assessments and Strategies in Post Conflict Settings: An Empirical Case Study of Eight Southern Iraqi Provinces(2012-02-14) Hafer, James C.The purpose of this study was to synthesize emergent agricultural development reports related to post-conflict needs assessments in eight southern Iraqi provinces. This study is an empirical case study of Post Conflict Agricultural Development Assessments and Strategies in Eight Southern Iraqi Provinces. The objective is a systems approach using qualitative and quantitative methods to improve Iraqi agricultural practice, extension and training, community development, security, and policies for governance. The design called for a case study and a description of pre-deployment activities of a military-based civilian assessment team, initial organization and adjustments, and techniques for internal and external communication. Particular attention was given to agricultural specialties, crosscutting constructs, and data collection and analysis protocols in eight provinces in Iraq. Three objectives were identified to achieve the purpose of this study. The first objective was to identify emergent agricultural development themes from each of the eight Iraqi provinces. The second objective was to identify emergent agricultural development trends from each of the eight Iraqi provinces. A third objective was to provide relevant case documentation to assist in future agricultural development/post conflict development efforts. It was found that Iraqi agricultural production lags due to many factors, including counter productive government policies that undermine productivity, distort local economies, and confound security issues and competition via subsidized credit and agricultural inputs. Outdated technology and undertrained producers lacking knowledge of production related areas such as plant and animal genetics, fertilizers, irrigation and drainage systems and farm equipment. Inadequate and unstable electricity availability and provision, degradation of irrigation-infrastructure and management systems, a complete lack of or insufficient access to credit and private capital as well as inadequate market development and network infrastructure have all taken their toll on evolution and improvement of agricultural growth in southern Iraq. It may be that the largest threat to the future of Iraq is not violence, but the diminishing hope of young people caused by their inability to obtain vocational based skills training and the lack of jobs that match such skills. A pervasive lack of job opportunities or perceived lack of job availability may encourage continued civil unrest and possibly continue the insurgency. In order to address this issue, an aggressive youth development focus can make a positive impact in the current society. A majority of youth without useful skills are forced to abandon the farm and move to cities or to pursue other means of earning income in rural areas.Item An Evaluation of the Perceived Effectiveness of the Municipal Forester Institute on its Participants(2011-02-22) Kirk, Melanie Rena'Despite the plethora of strategies used to educate urban foresters, many of the training programs offered are not being evaluated for effectiveness, regardless of the entity offering the training, which limits important information on whether the programs were worth the dollars spent. This study evaluates the effectiveness the Municipal Forester's Institute (MFI) had on its participants. The MFI was developed as an in-depth leadership institute to train municipal foresters in both the managerial and leadership aspects of urban forestry. The research subjects in this study were the participants of the 2006 MFI. The satisfaction survey measured the participant satisfaction rate on a 5-point Likert scale (1= Not at all, 2 = Slightly Satisfied, 3= Somewhat Satisfied, 4= Mostly Satisfied, 5=Completely Satisfied), and yielded an overall score of "Mostly Satisfied" (4.56). A five point Likert scale online evaluation was used to measure the behavior change, and change in knowledge of the study (1 = Strongly Disagree, 2 = Somewhat Agree, 3 = Neither Agree nor Disagree, 4 = Somewhat Agree, 5 = Strongly agree). The behavior change and increase in knowledge portion of the survey was divided into categories that mirrored the objectives of the study. These results had statistically significant increases, which were determined not to have happened by chance. The final section of the survey included three openended questions that participants identified as overwhelmingly positive impacts that the trainings had on their position, career, and personal life. Overall, the stakeholders of the Society of Municipal Arborists can be assured that the participants of the 2006 Municipal Forester Institute were satisfied with the training; had a substantial increase in knowledge; and positive change in behavior, which acknowledge this as an effective training program that had a positive impact on its participants.Item Assessing Youth Perceptions and Knowledge of Agriculture: The Impact of Participating in an AgVenture Program(2012-07-16) Luckey, AlisaAgriculture touches the lives of individuals every day, and some do not even realize it. As a means to educate society, agricultural education programs, such as "AgVenture," have been established to educate youth about the importance of agriculture to both the individual and to society. This study examined the direct impact that one agricultural education program, specifically "AgVenture," had on youth perceptions and knowledge of agriculture. Youth's perceptions and knowledge of agriculture were examined using a pre-test and post-test instrument administered to 41 fourth grade students who participated in the "AgVenture" program. The questions covered the basic agricultural material that the students would be exposed to at the program. Based on findings, it was concluded that the "AgVenture" program had a positive impact on the knowledge of the students regarding agriculture. It was also concluded that the students gained an understanding of what agriculture encompasses and that almost all students were impacted, in a positive manner, in regard to their perceptions of agriculture. Findings revealed that the need continues for agricultural programs to inform youth about agriculture.Item Perceptions Of Texas Agricultural Education Teachers Regarding Diversity Inclusion In Secondary Agricultural Education Programs(2010-01-14) Lavergne, Douglas D.While our schools across the United States evidently are witnessing an influx of students from diverse backgrounds, the need to address the issue of diversity among public school teachers is critical for inclusive and equitable schools. The purpose of this study was to explore and analyze Texas secondary agricultural education teachers' attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique, and 232 secondary agricultural education teachers participated in the study. Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were used to assess teachers' perceptions of the benefits of diversity inclusion, perceptions of the barriers of diversity inclusion, and perceptions of proposed solutions to increase diversity inclusion in Texas secondary agricultural education programs. The sample consisted of 170 males and 45 females. The ethnic distribution of the sample was 90.5% White/European American, 6.2% Hispanic/Latino American, 1.9% Native American, 0.9% African American, and 0.5% Asian American. Respondents agreed that secondary agricultural education programs can benefit students of color and students with disabilities. Respondents also agreed that some of the barriers that prevent diversity inclusion in agricultural education include the lack of information about agricultural education, negative parental attitudes about agricultural education, and not being accepted by peers. Respondents indicated that the following is needed for all students to achieve in school: (a) educators, parents, and policymakers must develop strategies to address the different learning styles of all students; (b) agricultural educators should encourage and strive to increase students? of color membership in FFA; (c) teachers should become familiar with students of color represented in their classrooms in order to promote an atmosphere of acceptance and cooperation; and (d) agricultural educators should increase recruitment efforts to promote diversity inclusion must occur. The study also indicated that statistically significant differences in means scores existed based upon certain personal characteristics in regards to the Benefits, Barriers, and Solutions scales.Item Self-Efficacy of Early-Career Agricultural Science Teachers in Texas(2013-12-10) Carroll, BodieThe purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education, classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted in the state of Texas using a random sample of 1st, 2nd, and 3rd year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents complete an online survey using the Qualtrics? system. The survey included 49 likert scale items, as well as demographic items. The results of this study show summated self-efficacy scores on a scale of 1 (No Capability) to 9 (A great deal of capability) of 6.14, 6.87, and 6.91 for the domains of classroom instruction, FFA, and SAE, respectively. Teachers in this study reported the lowest self-efficacy in the categories of utilize a program advisory board (M=5.29), manage a horticulture/greenhouse laboratory (M=5.64), and assist students in preparing FFA proficiency applications (M=5.69). In addition, teachers reported the highest self-efficacy in the categories of supervise students during FFA trips and activities (M=7.94) and assist students in planning FFA chapter activities (M=7.58). Lastly, this study sought to examine the relationship between demographic variables and self-efficacy in each of the three domains. A moderate correlation was found between six different variables.Item Work-life variables influencing attrition among beginning agriscience teachers of Texas(Texas A&M University, 2007-09-17) Chaney, Cynthia Annelle RayThe purpose of this study was to describe the perceptions of former beginning agriscience teachers and to explore the relationships between these perceptions, the characteristics of former beginning agriscience teachers, work satisfaction, work-life balance, and their reasons for leaving the profession. Information was gathered from former secondary agriscience teachers across Texas who left the profession during the 2001-2 through 2005-6 academic years. A survey instrument was created specifically for this study through which information about perceived work satisfaction, work-life balance, effect of work-life on attrition, and demographic characteristics of the former beginning agriscience teachers was gathered. Data were analyzed using descriptive and correlational statistics. For this population, work satisfaction, work-life balance, and teacher attrition were not found to differentiate among demographic and career characteristics: age, gender, ethnicity, employment, salary, teacher training institution, years of experience, agriscience department size, hours on the job, or FFA area association. The results suggested evidence of an inverse relationship between work satisfaction and beginning agriscience teacher attrition as well as an inverse relationship between work-life balance and agriscience teacher attrition. Nearly half of all respondents reported the wanting of balance between professional work and personal life as their chief reason for leaving the profession. Closely following this reason were the placement of students in agriscience classes who did not choose to be in the elective courses and too much time away from family. Nearly two-thirds of the respondents offered the recommendation to set a maximum student enrollment per class period and to decrease the number of class preparations/course sections taught by beginning teachers. Over half of the respondents made the recommendation to share the load of shows and contests equally among teachers and to increase the number of teachers in the agriscience department. To improve the preparation and retention of agriscience teachers, two-thirds of the respondents recommended a salary increase. The recommendation following salary and given by nearly half of respondents was to provide mentor teachers. And, one-third of respondents offered the recommendation for more follow-ups from university teacher trainers.