Browsing by Subject "agricultural education"
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Item A Case Study of Four Agricultural Science Teachers? Preparation for Teaching Special Needs Students(2014-12-12) Moreland, Michelle MarieNo Child Left Behind (2002) and the Individuals with Disabilities Education Act (2004) have changed the way students with disabilities are educated in public schools today. The purpose of this study was to examine the preservice program at an 1876 land grant institution and determine if it was adequately preparing students to meet the needs of special education students in their classrooms. The question that guided this study was: What were the voices of agricultural science teachers regarding their preparation to meet the needs of special education students in agricultural science classrooms? This study utilized qualitative case study methodology and interpretive phenomenological analysis in order for the researcher to gain knowledge about the participants? experiences. Three themes emerged as a result of this qualitative analysis: learning by doing, lack of preparedness, and room for improvement. Field experiences were cited as the most meaningful learning experiences. Recommendations for bridging the gap between theory and practice include modeling differentiated instruction practices by faculty, providing opportunities for implementing differentiated objectives and instruction, and facilitating better communication between special education staff and student teachers during the student teaching semester.Item An Examination of the Effects of the Texas Farm Bureau Mobile Learning Barn Agricultural Education Program on Youth's Perceptions and Knowledge of Agriculture(2013-12-03) Howard, Joni LeighAgriculture impacts the lives of individuals daily and many people do not realize the effect it has on our society. In efforts to educate people and strive for a more agricultural literate society, agricultural education programs, such as the Texas Farm Bureau Mobile Learning Barn, strive to educate youth about the importance of agriculture. This study documented the agricultural perceptions and knowledge of youth who attended the Texas Farm Bureau Mobile Learning Barn agricultural education program during summer 2013. Participants, who were in the third through fifth grade, completed a pre-test prior to the educational activity and post-test following the activity. A parent of each child was also requested to complete an instrument to collect information regarding family involvement in agriculture. Findings revealed that youth had an increased knowledge and a more positive perception of agriculture after attending the Mobile Learning Barn agricultural education program. However, no significant difference in knowledge gain was documented. Findings from parental surveys revealed family involvement in agriculture does influence youth?s knowledge and perceptions about agriculture. Youth reported to have more agricultural knowledge if their parent had experience in agriculture.Item Assessing Student Knowledge and Perceptions of Factors Influencing Participation in Supervised Agricultural Experience Programs(2012-07-16) Lewis, Lauren JoannaThe purpose of this study was to assess student knowledge and perceptions of factors influencing participation in Supervised Agricultural Experience (SAE) programs. This descriptive study was conducted in 120 randomly selected agricultural education programs throughout four purposively selected states representative of the National FFA regions. Within each state the programs randomly selected to participate were from FFA divisions characterized as having urban city-centers with outlying rural/suburban areas. Students in Florida, Indiana, Missouri, and Utah completed a researcher-designed questionnaire assessing knowledge and perceptions on factors influencing SAE participation. A response rate of 43.3% (N = 120, n = 52) was achieved, with questionnaires completed by 1,038 students. According to findings of this study 45.6% (n = 473) of the students participated in SAE programs, with most categorized as an entrepreneurship SAE and classified as a livestock project. Students could only identify at most three of five SAE categories, and those without a SAE program were either not or somewhat familiar with the five SAE categories. Students surveyed in Missouri and Utah appeared to have the strongest SAE knowledge. Each state appeared to have three main types of school resources available for use by student SAE programs. Student perceptions indicated that teachers did encourage all students to have a SAE program and apply for awards and recognition; however, most did not receive awards and recognition for their SAE program. Students reported receiving SAE help from their teacher on a monthly basis most frequently. Most students used a paper-based SAE record book which they updated weekly or monthly. Students on average received a total of nine to 34 days of classroom SAE instruction and a total of eight to 33 days of classroom recordkeeping instruction during enrollment in agricultural education courses. Factors such as enjoyment of agricultural education courses, parental and teacher support and encouragement, resources (money and facilities), and opportunities for awards and recognition did not seem to influence student SAE participation. Contrary to previous research, involvement in community and school activities did not seem to negatively influence student SAE participation. Students did not believe they needed more SAE and recordkeeping instruction.Item Education, research, and extension: an evaluation of agricultural institutions in Tunisia(Texas A&M University, 2004-09-30) Bedo, Shannon HajdikTexas A&M University of the United States and the Institute National Agronomique de Tunisie (INAT) of Tunisia established a collaborative relationship of mutual exchange of information and ideas for the further advancement of both universities. The researcher worked closely with these universities to conduct a qualitative study in Tunisia to determine the effectiveness of agricultural institutions working to further development in that country. The emphasis of the study was on the transference of knowledge and innovations from the research level through extension to the farmers and other end users. The triangle of teaching, research, and extension provided a base perspective. The researcher interviewed 37 respondents, including researchers, extension personnel, administration, professors, and farmers. From data that respondents provided, the researcher used a constant comparative method to organize results into the strengths, weaknesses, opportunities, and threats of the agricultural institutions as a system. Overarching themes included a pointed focus on meeting farmer needs, but this desire was hindered from being carried out fully due to complex communication systems and an organizational structure that did not facilitate change. Hope did abound for Tunisian agriculturalists because the opportunities available through globalization and international collaboration far outweighed any possible threats to development, such as fierce competition in trade and lack of quality water. The researcher also made specific recommendations based on the information gathered in the study. These recommendations were based on the findings of the study, and they were directed to leaders within the Tunisian agriculture system and other agriculturalists wishing to further development in countries facing similar situations as Tunisia.Item Elementary School Teachers' Perception of Agricultural-Related Literature(2013-04-24) Leventini, Alexa MarieThroughout the construction of the United States, agriculture and education have been closely intertwined?until recent years. In 1981, agricultural professionals, educators and policy makers noted the decline in standard agricultural curriculum and a need was established for accurate, realistic and representative materials of American agriculture for the classroom. This issue of agricultural literacy has become an imminent concern in today?s agricultural industry. With these rising concerns of agricultural literacy and the future of agriculture as a whole, this study was aimed at measuring and identifying elementary school educators? perceptions of the current agricultural literature that is available in their classrooms. In order to assess the knowledge and perceptions of the agricultural-related literature in classrooms, a study of kindergarten through fourth grade teachers was performed. This study utilized a descriptive summated scale instrument. This study focused on elementary school teachers? perceptions of the available agricultural related literature in their classrooms. This study determined the educators? perceived accuracy of the literature as well as their perceived perceptions of the elementary school students? knowledge of modern day agriculture. The accuracies and inaccuracies of the literature, how the literature affects the students? knowledge of agriculture, and if the teachers perceive a need for agricultural literature in their classrooms were also identified through this descriptive survey. This paper explores these perceptions of agricultural-related literature as well as student knowledge of agriculture and makes recommendations for Agriculture in the Classroom programming.