Vocational Agriculture Teachers Research Articles

Identifying Teaching and Laboratory Instruction Concerns of Illinois Agriculture Teachers

Concerns of teachers must be identified to provide quality teacher education programs and professional development. The theoretical framework of this study was the Teacher Career Cycle (Fessler & Christensen, 1992). The theory explains that as teachers move through the cycle, their characteristics and professional needs change. The purpose of this study was to identify the concerns of Illinois agriculture teachers of different experience levels. A multi-part instrument of demographic information, two teacher concern statements, and a Likert-type scale of concerns was administered. The sample was divided into three experience groups: early career, mid-career, and late career. The results indicate that certain concerns do change with the level of experience and that mid-career teachers in this sample have the most concerns. We recommend that these results be shared with the Illinois Association of Vocational Agriculture Teachers, universities, state agricultural education staff, and other stakeholders. Those leading professional development should consider years of experience when planning for workshops. Professional development topics on student motivation, funding for supplies, and student safety should be explored.

A History of Professional Associations for Teacher Educators in Agriculture: 1929 to Present

The history of professional organizations for teacher educators in agriculture is long and diverse. As formal vocational agriculture programs were established in the early 1900s it became evident that there was a need for professionally trained vocational agriculture teachers. This demand for agriculture teachers resulted in the new profession of teacher trainers, which evolved into teacher educators in agriculture in departments of agricultural education in land-grant universities across the country. The professional organizations started as informal social gatherings to discuss critical issues facing agricultural education in the 1920s. As the century progressed, so did the teacher education profession and the corresponding organizations. The organizations expanded their scope to include formal administrative structures, scholarly conferences, refereed research journals, professional development activities, research conferences, and innovative poster presentations. Throughout their history, the professional organizations for teachers reached out to collaborate with other professional organizations in the areas of education, vocational education, teacher education, and scientific agriculture. This historical research study presents a synopsis of the 92-year history of professional organizations for teacher educators in agriculture.

Application of indigenous Language (IGBO) for Improving the Teaching of Vocational Agriculture at the Junior Secondary Schools in Ebonyi State, Nigeria

This study was aimed at determining the application of indigenous language (Igbo) for improving teaching of Vocational Agriculture at the Junior Secondary Schools. Four research questions and one null hypothesis guided the study. The design of the study was descriptive survey research design and the population of the study was two hundred and seventy six (276) teachers comprised (140 Igbo language teachers and 136 Vocational Agriculture teachers. There was no sampling, as the entire population was used for the study. A questionnaire designed by the researchers was used to collect data. The data analysis was done using mean, standard deviation and t-test was used to test the hypothesis. The results of the study indicated that the indigenous language (Igbo) could be used to teach vocational agriculture at the Junior Secondary Schools. Based on the findings, it was recommended that vocational agriculture teachers should use their local or indigenous language (Igbo) in teaching and learning of vocational agriculture at the Junior Secondary School level. Government and all the authorities concerned in Junior Secondary School administration should ensure that teachers’ manuals and hand books in vocational agriculture are fully translated in Igbo language for effective teaching and learning. Keywords: Indigenous Language; Igbo; Teaching; Vocational; Agriculture; Junior Secondary. DOI: 10.7176/JEP/11-36-03 Publication date: December 31 st 2020

Evaluating technology acceptance in agricultural education in Iran: A study of vocational agriculture teachers

Abstract Purpose This study uses the Technology Acceptance Model (TAM) to predicts the level of technology acceptance by vocational agriculture teachers at the secondary levels in Iran. Design/methodology/approach In the literature review of appropriate models, the Technology Acceptance Model proved the most efficacious. A modified version of Technology Acceptance Model (TAM) proposed by Davis, Warshaw, and Bagozzi (1989) was modified and expanded to include the variables of facilitating conditions, available resources, job relevance, computer self-efficacy, subjective norm, age, and computer anxiety and was implemented using structural equation modeling using data collected from 154 secondary-level vocational agriculture. Findings This study shows that the modified TAM model, explained 15% of the variance in information technology usage among vocational agriculture teachers. Furthermore, at the 5% level, relationships showed that perceived ease of use, perceived usefulness, behavioral intention, subjective norms, computer self-efficacy and computer anxiety were all significant while age, and available resources showed significance at the 10% level. Practical implications The paper will assist policy-makers in recognizing what factors they can control to promote the adoption IT as well as identifying characteristics of educators that could inhibit such adoption. Theoretical implications The paper reveals the modified TAM model provides an adequate description of factors available to policy-makers for promoting the incorporation of IT as well as insights into how faculty members’ disposition toward the adoption of technology. The research provides useful insights into individual’s receptiveness toward the use of IT in classroom instruction, as well as extending the international scope of the modified TAM model with the inclusion of an Iranian study. Originality/values The paper provides recommendations on factors that could be used to increase the adoption of IT while other external variables describe the receptiveness of faculty members to the adoption of IT.

The Development of Vocational Agriculture before the Vocational Education Act 1963

Agricultural education programs are experiencing pressure to change from a variety of educational and societal influences. This pressure is not new to agricultural education programs. The evolution of vocational agriculture from 1945 to 1963 provides a historical example of vocational education change as a result of social influences. Rural America experienced unprecedented emigration after World War II. The loss of students from farming families, the intended recipients of vocational agriculture, should have hampered local programs, but in fact the opposite occurred: enrollment in vocational agriculture continued to grow. We examine how vocational agriculture teachers transformed local programs to match their emerging clientele before the Vocational Education Act of 1963.

Advancing Knowledge of Soil Fertility and Nutrient Management—Leo Walsh Lectureship

Advancing Knowledge of Soil Fertility and Nutrient Management—Leo Walsh Lectureship

Texas Agricultural Science Teachers’ Attitudes toward Information Technology

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.

Enhancing The Undergraduate Experience: The Role Of A Student Organization For Preservice Agricultural Science Teachers

The purpose of this study was to determine if a need exists to establish an organization specifically for preservice agricultural science teachers and if so, the attributes of such an organization. Selected peer preservice agricultural education programs were examined and focus groups were conducted with preservice and inservice teachers. Results indicated that there was a need for an organization and that it should affiliate with the Vocational Agriculture Teachers Association of Texas. The primary purpose of the organization was determined to be the professional development of its members through activities such as (but not limited to): guest speakers, field trips, partnering with local agricultural science programs, attending the state FFA convention, and attending the Texas agricultural science teachers conference.

A HISTORY OF LEADERSHIP DEVELOPMENT THROUGH PARLIAMENTARY PROCEDURE INSTRUCTION AND AND EVENTS IN AGRICULTURAL EDUCATION AND FFA

Leadership development, parliamentary procedure and agricultural education/FFA have been closely related for over 75 years. This historical research study investigated the history of parliamentary procedure instruction, the use of parliamentary procedure to develop the leadership skills of FFA members, research related to parliamentary procedure, and the establishment of a national FFA competitive event in parliamentary procedure. The study found evidence that the curricula of some secondary agricultural education programs included parliamentary procedure in the early part of the 1900s. FFA members, advisors, national FFA officers, the National FFA Alumni Association, and the National Vocational Agriculture Teachers Association all played a part in promoting the establishment of a national competitive event in parliamentary procedure.

Dairy Cattle Judging Teaches Critical Life Skills

Competitive dairy cattle judging at the collegiate and 4-H levels were started in 1908 and 1919, respectively, but few studies have been conducted to determine the benefits of competitive judging programs. Collegiate judging team programs have had a positive effect on participants and benefited personal character traits. Judging team participation has influenced evaluation, communication and decision-making skills, and confidence. Each year, several thousand youth from 4-H, FFA, and colleges participate in judging program activities that are taught by extension agents, vocational agriculture teachers, breed association and AI personnel, and other industry volunteers. Judging programs help youth learn critical life skills, such as critical thinking, self discipline, situation analysis, decision making, organization, verbal expression, and defense of decisions. International dairy cattle judging activities provide youth and adults with significant learning experiences regarding the globalization of animal agriculture. Academic institutions should continue to provide leadership and training programs to ensure that adequate numbers of volunteers and professional educators are trained for the future.

Agricultural Education Teachers' Ability To Solve Agriculturally Related Mathematics Problems

The National Commission on Secondary Vocational Education (1984) made two important recommendations for curriculum. First, vocational courses should provide instruction and practice in the basic skills including mathematics. Second, students should be allowed to satisfy graduation requirements for basic skills courses including mathematics with selected vocational education courses. Agricultural educators have begun to embrace the practice of including academic skills, particularly those related to science and to a lesser degree those related to mathematics, in secondary agriculture programs. And the need for research in this area has become more apparent (Buriak & Shinn, 1991; Johnson, 1991). determine the mathematical problem-solving ability of high school and college students enrolled in agricultural mechanics courses (Gliem & Elliot, 1988; Gliem, Lichtensteiger & Hard, 1987; Gliem & Warmbrod, 1986). Findings have consistently revealed that the mathematical problem-solving ability of students is low. Only one study was identified that investigated the mathematical problem-solving ability of vocational agriculture teachers. Gliem and Persinger (1987) found that vocational agriculture teachers scored below an expected level of competence on a mathematical problem-solving test related to agricultural mechanics.

Beliefs And Intentions Of Counselors, Parents, And Students Regarding Agriculture As A Career Choice

No abstract available

Where Do Secondary Vocational Agriculture Teachers Acquire Professional Agricultural Education Competencies?

Various federal enactments in 1963, 1968. and 1976, for vocational education have brought about numerous structural changes and innovations in vocational agriculture education programs and in the ways in which the teacher develops and implements these programs (U.S. Office of Education, 1965; Phipps, 1980). Consequently, there are many additional competencies that secondary vocational agriculture education teachers must possess in order to plan and implement successful program offerings (King & Miller, 1985).

Perceptions Of Iowa Vocational Agriculture Teachers Regarding Methods Used In Agricultural Education

No abstract available

Comparison Of Members And Non-Members Of Professional Organizations For Vocational Agriculture Teachers

Although much is said about the benefits to be derived by educators from membership in professional organizations, membership in such organizations has fallen short of the potential number. For example, in the American Vocational Association (AVA) membership decreased by 4,186 to 40,514 in 1987 according to the AVA Assembly of Delegates list for the 1987 AVA Convention. Buzzell (1987) estimated there were more than 250,000 vocational educators (potential members) in 1986 in the United States. The National Vocational Agricultural Teachers Association (NVATA) experienced similar trends with 7,787 members out of a possible 12,792 members in 1987 (S. Stenzel, personal communication, August 17, 1987).

The Job And Marital Satisfaction Of Secondary Agriculture Teachers And Their Spouses

Research concerning work/family relationships have focused largely on the differentiation of the two roles. When job satisfaction and work performance are addressed, most writers tend to deal with variables other than and separate from family and personal life. However, it has been shown that the amount of time a vocational agriculture teacher spends in professional activities, especially after regular school day hours, has a direct effect on his or her spouse’s marital satisfaction and perception of problems associated with the teacher’s job (Coughlin, 1987; Straquadine, 1985). Studies dealing with teacher turnover have noted that the personal and family life of the vocational agriculture teacher can influence actions concerning the professional life. Teachers have indicated that “spouse’s reaction to job obligation” (Cooper and Nelson, 1981) and “wife not happy with vocational agriculture profession” (Mattox, 1974) were among the many reasons they leave the profession.

Male Vocational Agriculture Teachers' Attitude And Perception Toward Female Teachers Of Agriculture

Despite slight increases in the number of female teachers of agriculture (Knight, Henderson, & Ries, 1980; Knight, 1987; Whittington, 1988; Moore, Kite & Thomas, 1979; Ries, 1980), enrollment of females in preservice teacher programs of agricultural education continued to be low (Ries, 1980; Knight, Henderson, & Ries, 1980; Dane, 1978; Knotts & Knotts, 1975). Knotts and Knotts (1975) speculated that prevailing social attitudes, sex-stereotyped counseling, early conditioning, and institutional policies contributed to the low enrollment of females in agricultural education.

Formal And Nonformal Instruction Delivered To Farmers By Adult Instructors, Secondary Agriculture Teachers, And Extension Agents

Numerous public and private organizations and agencies conduct adult agricultural education programs. Many of the public sector programs can be traced to the Smith-Lever and Smith-Hughes Acts enacted in 1914 and 1917, respectively, that created the Cooperative Extension System and provided federal funds for vocational-technical education in agriculture. Adult agricultural education programs that emanated from these two pieces of legislation experienced steady growth through the 1970s (Phipps & Osborne, 1989, p. 475). During the 1980s, however, competition between secondary and adult programs for funds and other resources resulted in fewer adult education programs being offered by secondary vocational agriculture teachers. In addition, the number of vocational agriculture teachers available to conduct adult education programs declined from 12,510 in 1980to 11,042 in 1986 (Craig, 1988, p. 11). Since the 1960s, several states have also reduced vocational agriculture teacher contracts from 12 months to 9-10 months, thereby reducing the level of adult instruction provided by secondary programs.

Relationships Between Levels Of Job Satisfaction Expressed By North Carolina Vocational Agriculture Teachers And Their Perceptions Toward The Agricultural Education Teaching Program

For a number of years, one of the concerns confronting vocational agriculture on the national level has been a shortage of qualified teachers. Mattox (1974) stated that effective programs of vocational agriculture arc dependent upon an adequate supply of qualified teachers and that teacher educators for many years have been trying to solve the teacher shortage problem with little success. He also reported that a large percentage of prospective teachers, once trained, enter other professions or leave teaching after a short period of time.

Influence of Selected Experiences on Perceived Levels of Competence of Secondary Vocational Agriculture Teachers

Metacognition has been shown to be important in the learning process of students. However, teacher awareness and understanding of metacognition seems to be limited. In this study, we use an interpretivist approach to explore how secondary teachers facilitated learning and perceived metacognition after participating in professional development on metacognitive strategies. First, we present themes that emerged from the in-depth interviews for how participants progressed in their operationalization of metacognition. We then present rich descriptions on a per-participant basis of how teacher-participants’ views of metacognition changed over time. Next, we present conclusions, including teacher-participant troubles with operationalizing metacognition. Finally, we propose a revised Model of Teacher Change accounting for teacher-participant experiences undergoing professional development on a complex topic (i.e., metacognition).