Vocational Agriculture Programs Research Articles

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.

Pioneers in an Emerging Field: Who Were the Early Agricultural Educators?

Agricultural education in the United States has a rich history over the past century. A number of innovative individuals were responsible for developing the program of agricultural education we ascribe to today. These individuals had little from which to lay a foundation, however their work proved to be beneficial to the success of the field. This historical research study examined the background of early teacher educators in agriculture and early secondary teachers of agriculture. Early teacher educators in agriculture were well educated scholars who recruited qualified individuals to serve as teachers of agriculture and to meet the demands of vacancies in high school vocational agriculture programs. Today, we are faced with a demand for secondary teachers of agriculture. As we work to fill these vacancies, we must look at the work and characteristics of our predecessors in meeting this need.

MODERNIZING THE AGRICULTURAL EDUCATION CURRICULUM: AN ANALYSIS OF AGRICULTURAL EDUCATION TEACHERS’ ATTITUDES, KNOWLEDGE, AND UNDERSTANDING OF BIOTECHNOLOGY

In 1917, the Smith-Hughes Act encouraged the development of an agricultural education curriculum that spread innovative farming techniques throughout the nation. During the last half of the 20th century, however, many programs failed to keep pace with rapidly changing technologies. In a major study funded by the National Academy of Sciences (National Research Council, Board on Agriculture, Committee on Agricultural Education in Secondary Schools, 1988), much of the focus and content of many vocational agriculture programs was found to be outdated. The authors challenged the profession to broaden the relevance and scope of the agricultural education curriculum to better prepare students for the study of agriculture. One response to this challenge was to infuse more science and technology into the agricultural education curriculum. The purpose of this descriptive research study was to provide information on the attitudes and knowledge of biotechnology by agricultural education teachers in West Virginia. A major finding of the study was the agricultural education teachers possessed a positive attitude towards biotechnology, but lacked the resources and knowledge to incorporate the subject matter into their curriculum. Teachers perceive themselves with more knowledge on biotechnology topics traditionally associated with agriculture (animal reproduction, hybridization) and less knowledge on topics associated with other fields (environmental biotechnology, human genomics).

The H.O.R.T Project: A Hands-on Educational Experience

The Farm Management and Technology Program (FMT) is a 3-year post-secondary vocational agriculture program. FMT students may choose to specialize in horticulture. Since January 1995, all horticulture students have been involved in a hands-on, practical educational experience called “H.O.R.T.” (Horticultural Opportunities for Real Training). The students operate a small horticultural “business.” They must plant, maintain, harvest, and sell several horticultural crops, including greenhouse and field-grown vegetables, apples, berries, and potted flowers. H.O.R.T. lasts two semesters: January through April and September through December. Students may choose to do H.O.R.T. for 2 years to broaden and deepen their horticultural learning. Through active participation in H.O.R.T., students will achieve the technical competencies required by the FMT program and specified by Quebec's ministries of education and agriculture. Each year of H.O.R.T. counts for 5-2/3 credits out of a program total of 90-1/3 credits. The goals of H.O.R.T. are not so much the acquisition of “book knowledge” (lower part of the cognitive domain) as the development of technical skills, planning and decisionmaking abilities, business sense, and proper communication (higher-order cognitive skills as well as psycho-motor and affective skills).

A Conceptual Model For A Program Of Agricultural Education In Colleges And Universities

No abstract available

Competency Based Education In North Carolina's Vocational Agriculture Programs: Ten Years After Adoption

During the decade of the sixties competency based vocational education (CBVE) was introduced to many vocational education programs as a response to public dissatisfaction with schools and the public perception of teacher incompetence (Ross, 1982). Although the CBVE movement has gained popularity and emphasis since the late sixties, the underlying philosophical basis for the CBVE approach can be traced to the philosophy of experimentalism and to the work of John Dewey in the early 1900’s (Klingstedt, 1972). A competency based approach was seen by some educators as providing a means for meeting the public’s demand for accountability in accomplishing one of vocational education’s stated goals: providing well-trained, productive workers for industry (Rockler, 1979). Some authors have suggested that CBVE assures that students am learning skills needed to become successful, productive workers (Allen, 1981; McGowan, 1981). Vincent and Cobb (1977) found that students taught tractor mechanics using a competency based approach were progressing faster than students taught by traditional methods and the CBVE students learned more subject matter. Vincent and Cobb also concluded that CBVE programs were inexpensive to implement in schools’ present facilities. Positive effects of CBVE were-also found in studies conducted by the Washington, D.C. Public Schools (1980), by Raphaelson, Charters, and Wachtman (1976), and by Poorman and Flickenstein (1978).

SAE Scope And Student Achievement In Agribusiness And Natural Resources Education

An effective way to learn most practical skills is through first-hand experience. Nowhere has this principle been applied to a greater extent than in vocational agriculture. Supervised agricultural experience (SAE) programs have long satisfied the practical aspect of agricultural education by providing students with a wide variety of learning experiences. These programs continue to enjoy broad support from students, parents, and educators. Sutphin and Newcomb (1983) reported that 98% of respondents to a national survey of agricultural educators and administrators believe that SAE should be required of all high school vocational agriculture students. A recent national study of agricultural education recommended that all students participate in worthwhile SAEs while enrolled in vocational agriculture (National Research Council, 1988). Arrington and McGhee (1988) reported that over 50% of the 1983 vocational agriculture program completers in Florida believe there should be more emphasis on SAE in the program.

Opinions of School Administrators Concerning the Purpose, Community Acceptance, and Occupational Placement as a Basis for Justification of Vocational Agriculture Programs

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.

Manager/Supervisor Perceptions of the Educational Needs of Urban Agribusiness Employees

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:

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).

An Assessment of Microcomputer Utilization in Kansas Vocational Agriculture Programs

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.

Vocational Agriculture Program Quality And Factors Influencing Program Quality

Vocational Agriculture Program Quality And Factors Influencing Program Quality

Teacher Perceptions Of Factors Associated With Expanding Vocational Agriculture Programs

Teacher Perceptions Of Factors Associated With Expanding Vocational Agriculture Programs

Microcomputer Use In Vocational Agriculture Programs In The United States

Microcomputer Use In Vocational Agriculture Programs In The United States

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

Factors Associated With Supervised Occupational Experience In California Vocational Agriculture Programs

Factors Associated With Supervised Occupational Experience In California Vocational Agriculture Programs

Factors Associated With And The Status Of Supervised Occupational Experience Programs In Utah Vocational Agriculture Programs

Factors Associated With And The Status Of Supervised Occupational Experience Programs In Utah Vocational Agriculture Programs

Determining The Extent To Which Mainstreaming Of Handicapped And Disadvantaged Students Is Accepted And Used In Secondary Vocational Agriculture Programs In North Dakota

Determining The Extent To Which Mainstreaming Of Handicapped And Disadvantaged Students Is Accepted And Used In Secondary Vocational Agriculture Programs In North Dakota

Perceptions Of Vocational Agriculture Instructors Regarding Knowledge And Importance Of Including Selected Agricultural Mechanics Units In The Vocational Agriculture Programs

Perceptions Of Vocational Agriculture Instructors Regarding Knowledge And Importance Of Including Selected Agricultural Mechanics Units In The Vocational Agriculture Programs

Opinions Of School Administrators Concerning Vocational Agriculture Programs

Opinions Of School Administrators Concerning Vocational Agriculture Programs