The author is a product of school-based agricultural education. In a way, this distinguished lecture could also be called a tribute to his high school ag teacher, John Stimpert. Mr. Stimpert was a true professional and an excellent teacher. He changed and he changed the program with the changing school and community. The more the author became…

This research was conducted approximately one year after Egyptian Agricultural Technical School (ATS) instructors attended workshops on integrating placement Supervised Agricultural Experience as an instructional tool in their programs. Following a year of implementation, the purpose of this study was to determine ATS teacher knowledge and ability…

The purpose of this study was to assess the perceptions of ATS instructors in Egypt related to implementing experiential learning in the form of internships. In July 2007, 90 ATS instructors attended workshops focused on conducting internship experiences. Self-perceived competency of ATS instructors to implement internships was assessed…

A Delphi panel of 15 identified 5 critical elements of an internationalized extension system: (1) understanding of global and national interdependence; (2) emphasis on the impact of international forces on agriculture; (3) international perspectives in ongoing activities; (4) extension agents' awareness of the relationship between international…

From a population of 202 Ohio vocational supervisors, 92 percent completed the Maslach Burnout Inventory and the Brayfield-Rothe Job Satisfaction Index. The majority were experiencing high levels of burnout, emotional exhaustion, and depersonalization. Those who expressed greater job satisfaction and coping ability reported lower levels of…

Data from new first-quarter students from 1982-88 (n=288) showed that (1) numbers of rural, semirural, urban, and suburban youth were relatively equal; (2) American College Test scores, unconditional admission, and class rank increased over the years; and (3) rural/semirural students took more high school vocational agriculture, but number of…

A conceptual model for agricultural education departments posits that teaching/learning is the central mission, it encompasses more than teacher preparation (e.g., extension, agricultural communications), the various parts of the department should contribute to the mission and be interrelated, and settings in which the mission is applied are of…

A model for public school agricultural education is based on changes in the agriculture industry, student population, society, education, and the workplace. Its three components are classroom/lab instruction, application (supervised agricultural experience and Future Farmers of America), and employment/additional education and career (including…

A literature review found that (1) most school administrators, agricultural employers, and teachers value supervised occupational experience (SOE) programs; (2) agricultural teachers have primary responsibility for SOE but would like more released time; and (3) most teachers and administrators saw a need to expand the SOE concept and clientele.…