Vocational Agriculture Teachers Research Articles

Breaking New Ground: Oral History and Agricultural History

Lurline Murray recalled that the day her son's vocational agriculture teacher pronounced expansion the only hope for farm survival, she had replied, Well, I guarantee you, we will never put a mortgage on this piece of property as long as I live, unless it's a case of life or death. Twenty years later, other South Carolina farmers have gone under while Mrs. Murray and her son Julian have held on to their land, saved by a strategy of meeting as many of their own needs as possible, swapping work and sharing machinery with neighbors, and selectively adopting modern farming practices. In this effort, religion has been Mrs. Murray's bedrock. Asked to explain a surprisingly bountiful wheat yield, she answered, One plants, one waters, but God giveth the increase. The Bible says Paul plants, Apollos waters, but it's God that giveth the increase. And you can't outgive God. Faith has guided her decisions and her farming philosophy., In the past half century, farmers like Lurline Murray have experienced one of the most profound transformations in the nation's history. The number of farmers has fallen precipitously. Capital investment has soared as machinery and chemicals replaced draft animals and human labor. Government policy makers increasingly control farm decisions. As historians seek to understand the interplay between these structural changes and personal, family, and community life, they are turning to oral histories of people like Lurline Murray. Interviews allow farm people themselves to interpret the meaning of broad economic changes and describe the values that inform their lives. As a result, scholars are able to incorporate the experiences of ordinary farm men and women into agricultural history and to expand its terrain. A wealth of oral history resources is available to researchers interested in agriculture.2 Academic historians and local communities alike have sought to record the

Value of Supervised Occupational Experience Programs as Perceived by Parents, Employers, and Vocational Agriculture Instructors

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).

Computer Anxiety Levels of Vocational Agriculture Teachers

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.

Profile of the Effective Vocational Agriculture Teacher

Profile of the Effective Vocational Agriculture Teacher

Assessment Of The Morale Of Beginning Vocational Agriculture Teachers In Illinois

Assessment Of The Morale Of Beginning Vocational Agriculture Teachers In Illinois

Differences Between Length Of Employment Contracts Of Vocational Agriculture Teachers And Their Level Of Involvement With FFA Activities

Differences Between Length Of Employment Contracts Of Vocational Agriculture Teachers And Their Level Of Involvement With FFA Activities

Benefits And Problems Experienced By Spouses Of Vocational Agriculture Teachers In West Virginia

Benefits And Problems Experienced By Spouses Of Vocational Agriculture Teachers In West Virginia

The Opinions Of Vocational Agriculture Teachers Toward State Supervision And Teacher Education In Agriculture

The Opinions Of Vocational Agriculture Teachers Toward State Supervision And Teacher Education In Agriculture

Examining Superintendents', Vocational Agriculture Teachers' and Vocational Agriucltural Students' Perceptions Of Vocational Agriculture Programs

Examining Superintendents', Vocational Agriculture Teachers' and Vocational Agriucltural Students' Perceptions Of Vocational Agriculture Programs

Vocational Agriculture Teachers' Opinions Relative To Selected Animal Science Competencies

Vocational Agriculture Teachers' Opinions Relative To Selected Animal Science Competencies

Attitudes Of State And National Officers Of Vocational Agriculture Teachers Associations Toward State Supervision And Teacher Education In Agriculture

Attitudes Of State And National Officers Of Vocational Agriculture Teachers Associations Toward State Supervision And Teacher Education In Agriculture

Attitudes Of Ohio Vocational Agriculture Teachers Toward Summer Programs

Attitudes Of Ohio Vocational Agriculture Teachers Toward Summer Programs

Factors Associated With Developing An Understanding Of SOEP As Perceived By Oregon Vocational Agriculture Teachers

Factors Associated With Developing An Understanding Of SOEP As Perceived By Oregon Vocational Agriculture Teachers

Commitment Of Ohio Vocational Agriculture Teachers To Their Profession

Commitment Of Ohio Vocational Agriculture Teachers To Their Profession

Attitudes Of Vocational Agriculture Teachers Toward Supervised Occupational Experience Programs

Attitudes Of Vocational Agriculture Teachers Toward Supervised Occupational Experience Programs

Perceived Communications And Support Linkages Of High School Principals And Vocational Agriculture Teachers

Perceived Communications And Support Linkages Of High School Principals And Vocational Agriculture Teachers

Cooperation Between North Dakota Secondary Vocational Agriculture Teachers And County Agents In Carrying Out Selected Activities And Programs

Cooperation Between North Dakota Secondary Vocational Agriculture Teachers And County Agents In Carrying Out Selected Activities And Programs

Job Satisfaction Of Vocational Agriculture Teachers In The Southeastern United States

Job Satisfaction Of Vocational Agriculture Teachers In The Southeastern United States

Job Satisfaction Of Vocational Agriculture Teachers In Louisiana

Job Satisfaction Of Vocational Agriculture Teachers In Louisiana

Vocational Agriculture Teacher Characteristics And Their Relationship To Perceptions Of SOE Importance, Attitudes Toward Supervision, And Quality Of Supervised Occupational Experience Programs

Vocational Agriculture Teacher Characteristics And Their Relationship To Perceptions Of SOE Importance, Attitudes Toward Supervision, And Quality Of Supervised Occupational Experience Programs