Showing papers in "Journal of Agricultural Education in 1989"
TL;DR: The value of information as a commodity in today's information age cannot be overemphasized since it has contributed immensely to the stagnation or progressiveness of many farming operations.
Abstract: Today, more than ever, a wide range of information sources on new or innovative farming practices is available to farmers. However, there is little evidence that the increased availability of information sources has been effectively used by farmers (Lionberger & Gwin, 1982). The value of information as a commodity in today's information age cannot be overemphasized since it has contributed immensely to the stagnation or progressiveness of many farming operations. In today's agricultural industry, survival often depends on having an edge on information related to the market, efficient allocation of available resources, and use of new or innovative farming practices (Fedale, 1987).
79 citations
TL;DR: In this article, the authors describe an educational needs assessment process which was employed in an attempt to develop a prioritized list of educational needs for extension field faculty in order to increase the likelihood of implementing relevant educational programs.
Abstract: The concept of needs assessment has evolved since the mid-sixties as a direct offshoot of the social action legislation period (Stufflebeam, McCormick, Brinkerhoff & Nelson, 1985). The logic behind identifying educational needs stems from the desire to design and implement relevant educational programs which are based on measurable and achievable goals and objectives. Gathering data from potential clientele and actively involving them in the process of identifying potential educational programs increases the likelihood of implementing relevant educational programs; thus, increasing the likelihood of achieving appropriate outcomes. This article describes an educational needs assessment process which was employed in an attempt to develop a prioritized list of educational needs for extension field faculty.
57 citations
TL;DR: A review of articles published in the Journal during 1986 and 1987 revealed that 84% of the articles could be classified as quantitative (they were based upon numerical data), while only some 13% were qualitative (findings were based on subjective observations). The remaining articles were not research articles but were special articles of interest to the profession as mentioned in this paper.
Abstract: The Journal of the American Association of Teacher Educators in Agriculture (AATEA) represents the broad research interests of the Agricultural Education profession. As such, it should be representative of the research conducted in the profession. Utilizing classifications interpreted by Borg and Gall (1983) and Kaplan (1963), a review of the articles published in the Journal during 1986 and 1987 revealed that 84% of the articles could be classified as quantitative (they were based upon numerical data), while only some 13% were qualitative (findings were based upon subjective observations). The remaining articles were not research articles but were special articles of interest to the profession. The Problem
48 citations
TL;DR: Warmbrod as discussed by the authors proposed that the highest priority for continuing progress in research in agricultural education must be that we pay greater attention to the significance and importance of the problems and issues that we research.
Abstract: “Progress during the past years in the technological and methodological aspects of research (in agricultural education) has not been accompanied by comparable improvements in another very important aspect of research, namely, the relevance, significance, and importance of problems and issues that we investigate . . . I propose that our highest priority for continuing progress in research in agricultural education must be that we pay greater attention to the significance and importance of the problems and issues that we research” (Warmbrod, 1986, p. 9). Similar concerns regarding issues, focus, and programmatic efforts have been expressed by Krebs (1976), Mannebach (1980), Moore (1987), Stewart, Shinn, and Richardson (1977), and Vaughn (1983).
48 citations
TL;DR: The Future Farmers of America (FFA) organization as discussed by the authors is an integral part of the vocational agriculture core of instruction and is used to provide leadership training and realistic leadership experiences for students involved in vocational agriculture.
Abstract: Leadership development has long been claimed as a goal and product of the vocational agriculture program. In fact, one of the six objectives of vocational and technical education in agriculture is "to develop the abilities needed to exercise and follow effective leadership in fulfilling occupational, social, and civic responsibilities" (Objectives..., 1976). The Future Farmers of America (FFA) organization, an integral part of the vocational agriculture core of instruction, is used to provide leadership training and realistic leadership experiences for students involved in vocational agriculture.
42 citations
Abstract: The discipline called agricultural education has its roots deep in the ‘history of education and agriculture in the United States. The purpose of this article is to bring focus to the historical perspective of our discipline and to direct our thinking toward a deeper understanding of our mission. An overview of the development of the social sciences, agriculture as a science, and education as a unique area of study is presented. The next section provides a review of the development of agricultural education, followed by some thoughts regarding the future.
42 citations
TL;DR: The need for leadership is becoming a crisis in the business sector of America, according to John P. Kotter (1985), Chairman of Organizational Behavior and Human Resource Management at the Harvard Business School as mentioned in this paper.
Abstract: The need for leadership is becoming a crisis in the business sector of America, according to John P. Kotter (1985), Chairman of Organizational Behavior and Human Resource Management at the Harvard Business School. Kotter claims that a student can go through graduate school and learn nothing about leading people, yet still receive excellent performance appraisals. As our society continues to grow and change, so will the leadership training requirements of students and adults. Existing leadership needs must be identified to better prepare leaders for the demands of the future.
35 citations
TL;DR: Several researchers have addressed the computer competencies needed by students and their teachers, and attitudes towards computers (Birkenholz & Harbstreit, 1987; Bowen, Mincemoyer & Pannley, 1983; Henderson, 1985: Miller & Kotrlik, 1987, Neason & Miller, 1982; Newman & Henderson, 1987 as mentioned in this paper ).
Abstract: Several researchers have addressed the computer competencies needed by students and their teachers, and attitudes towards computers (Birkenholz & Harbstreit, 1987; Bowen, Mincemoyer & Pannley, 1983; Henderson, 1985: Miller & Kotrlik, 1987; Neason & Miller, 1982; Newman & Henderson, 1987; Trede, Russell & Miller, 1985; Zidon & Luft, 1987). Other writers have addressed the educational uses of the computer (Hudson, 1980; Taylor, 1980). However, the problem of computer anxiety and computer anxiety related integration problems has not been addressed in vocational education research.
35 citations
TL;DR: This article provided evidence that links some teacher behaviors to student achievement and provided a solid base upon which to proceed with future teacher effectiveness studies, such as the School Improvement Model Project (SIMP).
Abstract: Educators have long desired to discover valid and reliable criteria which could be used to distinguish the effective from the less effective teacher. Research attempting to identify valid and reliable teacher effectiveness criteria has been conducted since the late 1880's. Only during the last two decades has evidence been provided which links some teacher behaviors to student achievement. Reviews of teacher effectiveness research such as those provided by Kash and Borich (1982), The School Improvement Model Project (Blackmer, Brown, Pinckney and Walker, 1981), Manatt (1982), and Medley (1979) have given researchers a solid base upon which to proceed with future teacher effectiveness studies.
26 citations
TL;DR: Burnout has been identified as a serious issue which affects millions of workers as discussed by the authors, and burnout-prone professionals are more frequently absent or late for work than their non-burned out colleagues; they become noticeably less idealistic and more rigid; their performance at work deteriorates markedly; and they may fantasize or actually plan on leaving the profession.
Abstract: Over the past 15 years, there has been an explosion of research and inquiry into the burnout phenomenon. The study of burnout has moved from a hot topic to a serious issue which affects millions of workers (Farber, 1983). “Burned out professionals are more frequently absent or late for work than their non-burned out colleagues; they become noticeably less idealistic and more rigid; their performance at work deteriorates markedly, and they may fantasize or actually plan on leaving the profession” (Farber, 1983, p. 3)” Studies of burnout have provided baseline data that bring the burnout phenomenon into focus. Research has shown that burnout-prone individuals are not lazy or underachievers but are in fact characterized as overachievers, dynamic, charismatic, empathetic, dedicated, idealistic and people oriented (Freudenberger & Richelson, 1980). Burnout has been most prevalent among workers in the helping professions. Studies have shown that these individuals suffer from high stress levels (Freudenberger, 1974, 1981; Freudenberger & Richelson, 1980; Maslach, 1976; Pines & Maslach, 1978) and low job satisfaction (Freudenberger, 1975; Igodan, 1984; Maslach, 1978; Newcomb & Clark, 1985). Brookins (1982) and Cooper and Marshall (1980) found that administrators also experience high stress and low job satisfaction. Administrators reported that “70% of their total life stress resulted from their jobs” (Cooper & Marshall, 1980, p. 77).
24 citations
TL;DR: In many courses, the time allocated for instruction in agricultural mechanics comprises 25-40% of the total instructional time (Phipps, 1980) as discussed by the authors, and therefore, efficient management of the agricultural mechanics laboratory is essential if optimal student learning is to occur.
Abstract: Agricultural mechanics is an important part of the total agricultural education program (Phipps, 1983). In many courses, the time allocated for instruction in agricultural mechanics comprises 25-40% of the total instructional time (Phipps, 1980). Much of the agricultural mechanics instruction takes place in the agricultural mechanics laboratory. Therefore, efficient management of the agricultural mechanics laboratory is essential if optimal student learning is to occur (Bear & Hoerner, 1986).
TL;DR: In this paper, the authors present an approach to evaluate and interpret academic performance records from international institutions to determine if an applicant has a reasonable chance of success in an American institution and apply the admission standards for a diverse set of prior educational experiences.
Abstract: agriculture. As an increasing number of individuals from other nations seek educational programs from U.S. institutions, questions have arisen concerning the equitable treatment of the admission applications from these individuals. How are records and transcripts from international institutions evaluated and interpreted to determine if an applicant has a reasonable chance of success in an American institution? How may standards for admission be applied to a diverse set of prior educational experiences? Answers to these questions are significant to agricultural education in both a national and an international context. U.S. institutions which accept international students into graduate programs have had difficulties in properly evaluating the academic performance records of these students (Sentz, 1985). Standards for admission are not easily assessed when compared with unfamiliar measures, Further, many international students come from countries in which the English language is not the native language. In an effort to assist in the assessment for acceptance for graduate study, U.S. personnel who oversee the academic programs of these individuals have often functioned on the assumption that a positive relationship exists between measures such as English proficiency and academic success in graduate study in the U.S. As departments of agricultural education increase their activities in international training, information on the reliability and validity of assessment measures would be useful to individuals responsible for evaluating the academic records of potential students from educational systems similar to each other but dissimilar to the U.S. system. These personnel would have increased confidence in determining acceptable standards for admittance into their programs. Personnel from the sending institutions would have like standards on which to base their decisions to send students to U.S. institutions.
TL;DR: The main role of extension professionals is to diffuse information using appropriate teaching strategies, procedures, and techniques (Maatoug, 1981) as mentioned in this paper, which is the major role of Extension professionals.
Abstract: The mission of Extension is to extend education to people. The emphasis in extension education is on helping people to help themselves (Gonzalez, 1982; Patton, 1987; Sanders and Mauder, 1966). With changes and developments in communication technologies, education and socio-economic standards in the last few decades, agricultural extension education has undertaken a change in strategies (Patton, 1987). To keep pace with these rapid developments, the delivery of quality extension education programs is dependent upon two elements: (a) an adequate amount of appropriate information and technology; and, (b) sound teaching approaches to bring about the desired change (Zainuddin and Teh, 1982). The major role of extension professionals is to diffuse information using appropriate teaching strategies, procedures, and techniques (Maatoug, 1981).
TL;DR: The problem-solving approach to teaching has long been promoted as the most effective method for teaching agriculture in the secondary schools as discussed by the authors, however, according to Crunkilton (1988), the problem solving approach has diminished in popularity in recent 'years.
Abstract: The problem solving approach to teaching has long been promoted as the most effective method for teaching agriculture in the secondary schools However, according to Crunkilton (1988), the problem solving approach to teaching agriculture has diminished in popularity in recent 'years As a result, some agricultural educators have expressed concern about the quality of teaching in secondary agriculture programs Lee (1980) described this concern with the following statement:
TL;DR: Cooperative learning as discussed by the authors is a set of instructional strategies in which students are grouped in teams where they work together toward a common goal, and it has been shown to increase discussion and critical thinking without sacrificing achievement.
Abstract: A recently completed follow-up study of agricultural education graduates at Utah State University underlined the need to teach students transferable as well as technical skills (Nelson and Long, 1988). When asked, "What is the single most important skill or knowledge needed for success in your job?," most respondents cited communication skills. We in vocational agriculture are justifiably proud of the contribution that parliamentary procedure and speech contests make to those important skills, but is it enough? Those students who need this kind of experience the most are often last to volunteer for team practice. Thus, we fine tune the skills of those who are already better able to think on their feet and to communicate rather than those who need such practice most. One obvious recourse is to provide more practice for students in class discussion. Our FFA contests reflect our curriculum as teams are prepared within the classroom. This is good; but traditionally our schools focus on competitive and individualistic student interaction. One extremely useful learning structure often overlooked by vocational educators called "cooperative learning" provides for student interaction in a way that dramatically increases discussion and critical thinking without sacrificing achievement. Cooperative learning is a set of instructional strategies in which students are grouped in teams where they work together toward a common goal.
TL;DR: However, results of numerous studies reveal that vocational agriculture teachers are experiencing difficulties in the performance of several professional activities, such as adult education, supervised occupational experience programs, classroom teaching, advising FPA, and program administration as mentioned in this paper.
Abstract: Competence in one's professional work role is important in the overall learning process. Ready (1967) described competence as a motivational factor that is responsible for individual achievement. However, results of numerous studies reveal that vocational agriculture teachers are experiencing difficulties in the performance of several professional activities. Parrington (1981) reported that activities involving adult education, supervised occupational experience programs, classroom teaching, advising FPA, and program administration were the main sources of problems for teachers. Also, other studies (King & Miller, 1985; Sunderhaus & Miller, 1985, and Amberson & Bishop, 1982) identified additional problems associated with the performance of professional activities of both beginning and experienced high school vocational agriculture teachers.
Journal Article•
TL;DR: In the United States, microcomputers have become an integral part of modern society as discussed by the authors and are an intrinsic part of two of the most essential occupational callings in agriculture and education.
Abstract: Microcomputers have become an integral part of modern society. Not surprisingly, microcomputers are an intrinsic part of two of the most essential occupational callings in the United States--agriculture and education. The different uses of microcomputers in these two areas continue to expand as a consequence of an increase in flexibility and a decrease in price. Microcomputers may be found in the smallest rural schools as well as the largest urban schools. In these settings, vocational agriculture is one discipline taking advantage of this emerging educational technology.
TL;DR: Agribusiness instruction in vocational agriculture programs can help prepare employees for service related job opportunities in agriculture as discussed by the authors, which can be found in occupations related to food and fiber production, transportation, processing, packaging, storing, advertising, and distributing.
Abstract: Agribusiness instruction in vocational agriculture programs can help prepare employees for service related job opportunities in agriculture. Many employment opportunities can be found in occupations related to food and fiber production, transportation, processing, packaging, storing, advertising, and distributing. These jobs are numerous and diverse, strengthening the link between farm products and the consumer (Steward, 1987).
TL;DR: In this article, the introduction of microcomputers in education has been discussed; however, such preparation has not focused on instructional methods which have proven to be effective classroom teaching strategies.
Abstract: Much has been written in recent years about the introduction of microcomputers in education. Some teachers have experimented with microcomputers in their classrooms; others have resisted adopting microcomputers and viewed the new technology as a fad that will pass with time. Beginning teachers are being prepared with computer literacy skills which will enable them to utilize microcomputers in their classrooms (U.S. Department of Education, 1986). However, such preparation has not focused on instructional methods which have proven to be effective classroom teaching strategies.
TL;DR: In this paper, a lack of accurate data regarding current and emerging competencies needed for employment in agriculture has been identified as one of the main obstacles to the development of agricultural education.
Abstract: Agriculture has undergone considerable change during the past several decades due to advances in technology. Surplus commodities and high interest rates have imposed adverse economic conditions on producers and agri-business. Employment in agriculture has been affected by new technology; mechanization has decreased the need for labor in production agriculture and commodity surpluses have reduced employment opportunities (Holmes, 1986). The dramatic shifts taking place in agriculture are dictating changes that need to be made in agricultural education. As the industry of agriculture changes, so do occupational requirements. If the educational system is to effectively prepare people to fill changing job requirements, instructional programs must change to reflect the dynamic needs of industry (Merritt, 1984; Moore & Borne, 1986). Currently, there is a lack of accurate data regarding current and emerging competencies needed for employment in agriculture (Holmes & Hempel, 1985). As Moore (1986) notes, many of the competency studies conducted ten to fifteen years ago are out of date. Without accurate knowledge of competencies desired by employers, it is difficult for schools to know how to modify current agricultural curricula, accurately advise students concerning career choices, or plan continuing education programs.
TL;DR: Van Tilburg et al. as discussed by the authors argue that adult learners exhibit different needs than previous populations of knowledge-seeking adults (individuals returning to the work force, those in need of retraining, displaced workers, women appearing in the job market for the first time, and adults simply struggling to keep up with life).
Abstract: Not only will there be more adult learners, but they will exhibit different needs than previous populations of knowledge-seeking adults (individuals returning to the work force, those in need of retraining, displaced workers, women appearing in the job market for the first time, and adults simply struggling to keep up with life). These adult learners have a new set of needs and problems, thus providers of adult learning opportunities have never been a more needed, yet challenged, resource (Van Tilburg, 1988).
TL;DR: The benefits of supervised occupational experience (SOE) as perceived by students have been investigated by as mentioned in this paper. But, the benefits of SOE are not necessarily perceived by the students themselves.
Abstract: Supervised occupational experience (SOE) is a key component of vocational agriculture programs; one that involves not only teacher, classroom, and student, but parents and employers as well. Research, however, has primarily focused on the benefits of SOE as perceived by students. Williams (1979) indicated a need for additional SOE research to identify benefits perceived by vocational agriculture students, vocational agriculture teachers, parents, school administrators, and employers. Williams (1977) also identified parents as an important factor in vocational agriculture SOE programs. Rawls (1980) reported that parents thought students derived three major benefits from SOE: work attitudes, occupational development, and human relation skills. Rawls (1982) stated, "Parents of vocational agriculture students recognize the educational and occupational benefits derived from SOE programs and will generally support them if they can see the benefits provided to their son or daughter" (p. 38).
TL;DR: For over a decade, the adult enrollment in agricultural education programs in Missouri public schools has been steadily increasing as mentioned in this paper, and during the 1984-85 school year, 123 secondary schools in Missouri offered classes for adults in agriculture.
Abstract: For over a decade, the adult enrollment in agricultural education programs in Missouri public schools has been steadily increasing. During the 1984-85 school year, 123 secondary schools in Missouri offered classes for adults in agriculture. During the past year, over 6,200 persons were enrolled in agriculture programs for adults in the state. (Missouri Department of Elementary and Secondary Education, 1987). The thrust of these programs was to provide opportunities for participants to acquire knowledge and skills necessary to engage in production agriculture, farm management, and leadership activities. Although increased participation was a positive development, the number of adults enrolled in agricultural education programs in Missouri represented a relatively small percentage of the potential audience.
TL;DR: In this article, it was shown that noise levels in agricultural mechanics laboratories often exceed the safety limits for noise set by Occupational Safety and Health Administration (OSHA) (1981), as documented by Bates (1983), Bear (1969), Madou-Bangurah (1978), Shell (1972), and Weston and Stewart (1980).
Abstract: Vocational agriculture teachers should be concerned with student exposure to noise in agricultural mechanics laboratories. "Instruction in agricultural mechanics is basic to all specialized programs in vocational agriculture" (Zurbrick, 1973). Zurbrick found that over 86% of the employees in all agricultural job titles required one or more skills in agricultural mechanics. Studies have shown that noise levels in laboratories often exceed the safety limits for noise set by Occupational Safety and Health Administration (OSHA) (1981), as documented by Bates (1983), Bear (1969), Madou-Bangurah (1978), Shell (1972). Wall and Jessee (1971), and Weston and Stewart (1980). Because vocational agriculture laboratories are noisy, students may be exposed to dangerous noise levels while performing agricultural mechanics skills.
TL;DR: The priorities which agriculture teachers set for the use of their time have been studied by agricultural educators as discussed by the authors and studies have also been conducted which revealed that the importance of time was related to why teachers leave the profession.
Abstract: The priorities which agriculture teachers set for the use of their time have been studied by agricultural educators. Studies have also been conducted which revealed that the use of time was related to why teachers leave the profession. Coggin (1953), Goode and Stewart (1981), Hicks (1937), Iverson and McGuire (1977), and Lockwood (1976) have cited the use of time by teachers as a major professional concern. Lockwood, Iverson and McGuire, and Goode and Stewart used similar instruments to ascertain priorities for the use of time by teachers of agriculture. The instruments included items related to personal and community activities as well as professional activities of teachers. The situation has evidently not changed since Lockwood (1976) stated: We seem to make more demands on instructor's time every year. In Iowa during the last 18 years, we have added at least eight new time-consuming activities in our vocational agriculture departments.. .A beginning teacher is faced with the very frustrating task of deciding what he will be forced to leave undone (p. 249).
Journal Article•
TL;DR: In order to facilitate the process of incorporating adult vocational agriculture education into traditional secondary programs, the individuals most directly involved in organizing, funding, and conducting adult programs need to be encouraged to do so as discussed by the authors.
Abstract: Rapid changes in agricultural technology, coupled with an increasingly older agricultural population, make adult education in agriculture a must (Drueckhammer & White, 1984). In order to facilitate the process of incorporating adult vocational agriculture education into traditional secondary programs, the individuals most directly involved in organizing, funding, and conducting adult programs need to be encouraged to do so.
TL;DR: The decade of the 1980's will likely be viewed as a time when educational reform was a major topic on the nation's agenda as discussed by the authors and many have indicated that programs do not measure up to public expectations.
Abstract: The decade of the 1980’s will likely be viewed as a time when educational reform was a major topic on the nation’s agenda. Critics at the local, state, and national levels have challenged the quality of the country’s educational system and many have indicated that programs do not measure up to public expectations. However, Webb (1959), Shinn (1976), Kimmons (1977), Clary (1977) Jewell (1979), and Jewell (1980) indicated that administrative support for vocational agriculture programs were very positive at the time of their studies.
TL;DR: The FFA's Computers in Agriculture (CIA) award program as discussed by the authors was created to provide new occupational outlets for students and to attract academically talented, as well as non-rural students, to vocational agriculture classrooms.
Abstract: Such occupations, including those in other fields, are impacted by economics, technology, and numerous societal factors. Technology's impact on agriculture can be found in the FFA's Computers in Agriculture (CIA) award program. The program was instituted in 1984 to provide new occupational outlets for students and to attract academically talented, as well as nonrural students, to vocational agriculture classrooms.
TL;DR: The farm of the future will be treated financially like any other business as discussed by the authors, it will have to demonstrate profitability before a bank will finance its operations" (Congress of the United States, 1986).
Abstract: Agriculture has changed a great deal, particularly during the past five years. Lower prices for commodities and higher production costs, including higher interest rates, have made it necessary for farmers to become better financial managers. "The farm of the future will be treated financially like any other business--it will have to demonstrate profitability before a bank will finance its operations" (Congress of the United States, 1986).
TL;DR: In this article, a study was conducted to assess the perceptions of urban agribusiness managers/supervisors regarding the need for education or training for employees they supervise and the research objectives used to guide this study were:
Abstract: In order to adequately plan and deliver effective adult education programs for persons interested in agriculture, it is necessary to determine the need for such programs. Information about programs of vocational agriculture designed to meet the needs of agribusiness employees was not readily available. If vocational agriculture programs are to provide adult education for agribusiness, it is important to determine if a need exists. Therefore, the purpose of this study was to assess the perceptions of urban agribusiness managers/supervisors regarding the need for education or training for employees they supervise. The research objectives used to guide this study were: