With the growth of biorenewable energy, biomass production has become an important segment in the agriculture industry (Iowa Energy Center, 2013). A great workforce will be needed for this burgeoning biomass energy industry (Iowa Workforce Development, n. d.). Instructional topics in agricultural education should take the form of problems and…

Purpose: The purpose of this study was to identify the perceptions that extension educators in the North Central region of the United States hold regarding selected educational strategies pertaining to livestock waste management education. Livestock waste management education has been recognized as one of extension's major initiatives in the…

Points out that the agriculture industry is changing and that vocational agriculture students must learn more science than before to be prepared. Iowa formed groups of educators and business representatives to advise on which curricula should be funded. (JOW)

With usable responses from 281 of 689 Iowa elementary teachers, a multiple linear regression model identified four teacher characteristics (perception of agriculture integration, grade level, agriculture classes, agriculture experience) that accounted for 20% of variance in the number of agriculture awareness activities they conducted. Positive…

Responses from 298 of 600 secondary agriculture teachers in north central United States revealed limited impact of sustainable agriculture. Most teachers had neutral perceptions; a moderate number taught it, but not from a systems perspective. However, related agronomy topics were taught, providing a possible foundation for future inclusion of…

Responses from 281 of 689 elementary teachers indicated they had positive perceptions of the agriculture industry and integration of agriculture into the curriculum. Over 80% used agriculture activities, especially the study of animals, plants, food, nutrition, environment, wildlife, and insects. (Contains 38 references.) (SK)

Agricultural education encompasses basic sciences and business management principles. Critical curriculum components are (1) technical agriculture (basic principles, functions, and technical specialties of agriculture); (2) experiential learning; and (3) human development. (SK)

The purpose of the study was to determine if using selected supervisory techniques would contribute to the success of beginning teachers of vocational agriculture. Found that vocational agriculture teachers, supervisors, administrators, and teacher educators should consider using more effective supervisory strategies and conduct further research…

This study was undertaken to determine the extent of the perceived communication and support linkages between high school principals and vocational agriculture teachers in the state of Indiana. A survey questionnaire using a Likert-type scale was mailed to all vocational agricultural teachers and their respective high school administrators in the…

Surveyed farmers (115 of 150) were very positive about the profitability and compatibility of sustainable agriculture, although certain practices elicited negative reactions. They wanted research and development directed toward maximizing profitability and compatibility to facilitate their adoption of these practices. (SK)

Each section contained in this packet is necessary for designing an effective program of agriculture education. The curriculum guide that is developed from this model should include the same sections. The model includes: (1) community description; (2) school description; (3) goals and objectives of education in agriculture; (4) evaluation policy;…

This study found no statistically significant differences between the perceptions of principals and teachers regarding the following items: community support for the school and the vocational agriculture program, and the use of community resources. Differences were found in teacher enthusiasm for the program, student interest, free exchange of…

Consists of seven articles focusing on international agricultural education. Topics discussed include (1) international curriculum development, (2) programs for rural youth, (3) experiential training in international agriculture, (4) university/high school global exchange, (5) international development, and (5) the Association of International…

Six theme articles discuss facilitating adult learning in agricultural education; the farm management education program in Minnesota technical colleges; a field-based model for adult education in agriculture; new directions in Texas adult agricultural education; needs, benefits, operation, and funding of adult agricultural education; and…

A study tested the effects of two systems of supervisory techniques--product specification and process specification--on the success of beginning teachers of vocational agriculture. (Product specification is based on supervision-by-objectives, a student-centered emphasis. Process specification is based on management of the teacher and his/her…