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…

A study of assistance received from parents and teachers with supervised occupational experience programs. Teachers provided the greatest assistance in areas of recordkeeping, encouragement, setting educational goals, and learning skills in agriculture. Parents' greatest assistance was in providing facilities, developing interest in agriculture,…

Responses from 41 of 60 Iowa secondary agriculture teachers and 464 11th- and 12th-grade students indicated both teachers and students had high perceptions of sustainable agriculture and its impact on the environment. Both groups felt the need to learn more about it. (SK)

Because new developments in agriculture occur daily, periodicals, not textbooks, contain the most up-to-date information available about agricultural topics. Developing lessons from applicable periodicals will facilitate the delivery of a modern agricultural program. The periodicals should view agriculture from a global perspective and focus on…

Favorable attitudes toward Future Farmers of America (FFA) activities in providing leadership experiences for vocational agriculture students, shown by a survey of Jamaican high school administrators and vocational agriculture teachers, indicated that selected FFA activities could be transported to Jamaica. A proposed program of activities for a…

This report reviews activities of a research project having the following objectives: identify selected personal characteristics of Iowa vocational agriculture students; determine how important students thought their vocational agriculture supervised occupation experience (SOE) was in developing occupational abilities; and determine how important…

High school agricultural students in Iowa (n=386) rated their knowledge of sustainable agriculture as limited. They expected it to have high impact environmentally and socially. Results provide a basis for curriculum development in this area. (SK)

Understanding and appreciation of indigenous knowledge systems (IKS) are essential for promoting sustainable agriculture development. IKS provides a cultural basis for nonformal agricultural programs that is absent in technology transfer approaches. (SK)

A study on the needs for articulation between Iowa secondary and postsecondary vocational agriculture programs was done (1) to determine the importance of selected activities in promoting articulation, (2) to determine the extent that these activities have been implemented, and (3) to identify priority articulation activities. A questionnaire was…

Iowa high school seniors enrolled in vocational agriculture during the 1975-76 school year were surveyed to determine how important the students thought their supervised occupational experience was in developing occupational skills and also which experience factors were most important. Although significant differences did exist, the findings…

Describes a study in which 266 Iowa secondary and postsecondary agricultural educators were surveyed to identify needs for articulation between Iowa secondary and postsecondary vocational agriculture programs. The resulting rank of articulated needs and other tabular data are included. (SH)

Sustainable agriculture is a multidisciplinary approach to food and fiber problems. Its inclusion in the secondary curriculum would enrich and align it with social concerns. Research is needed in the scholarship functions of discovery, integrative approaches, and teaching. (SK)

The purpose of the study was to determine if significant differences existed in how vocational agriculture students perceive the importance of agribusiness placement supervised occupational experience in contributing to the development of occupational ability when students were classified by selected demographic variables. (JOW)

The Leadership Practices Inventory was used to gather data from 3 leaders and 21 subordinates at 3 agriculture colleges. Results supported the transformational theory of leadership and the practice of enabling others to act. (SK)