Mentoring and induction programs are popular within the public school system in the United States. Additionally, content-based mentoring programs exist, such as those within agricultural education. A number of studies yielded results that showed a relationship between mentoring/induction participation and teacher retention. The importance of the…

This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self-efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self-efficacy and task value motivation. Results showed a significant positive…

The construct of job satisfaction is rooted in Maslow's Hierarchy of Needs and Herzberg's Motivator-Hygiene Theory. The current study was conducted to ascertain the level of job satisfaction of faculty members specializing in agricultural communication, agricultural leadership, agricultural teacher education, and extension education and to…

The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

The purpose of this study was to examine changes in teacher self-efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers…

This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students self-reported perceived levels of instructor immediacy and self-rated their…

Results of the Group Embedded Figures Test and Myers Briggs Type Indicator for 178 agricultural education freshmen showed 56% were field independent (FI); field dependent (FD) and FI students differed in choice of major; FD students were more likely to have lower grade point average; and as their style moved from dependence to independence, grade…

A survey of 81 female and 212 male agriculture teachers found job satisfaction factors (achievement, advancement, recognition, work) significantly related to female teachers' satisfaction, but not male teachers'. Similarly, job dissatisfiers (interpersonal relationships, policy/administration, salary, supervision, working conditions) related to…

Comparison of three studies of Ohio agriculture teachers' job satisfaction (1987, n=322; 1992, n=37 females, 299 males; 1997, n=60 females, 171 males) showed a major increase in female teachers and a decrease in the number of agriculture teaching jobs. Overall, agriculture teachers were satisfied, although females tended to leave the profession at…

A study to describe the extent to which cooperating and student teachers (n=15) in agriculture used the problem- solving approach to teaching found that they spent less than 20% of their instructional time using it. Cooperating teachers use most of their time maintaining students' interest in the subject matter; student teachers spent time seeking…

Focus group interviews with 59 minority youth involved with 4-H and 44 parents in Ohio revealed (1) positive attitudes toward participation; (2) lack of minority role models; (3) perception of 4-H as a rural program; (4) concerns about participation costs; and (5) concerns about equitable treatment and criteria for judging activities. (SK)

Sample of 25 preservice agriculture teachers completed Group Embedded Figures Test and Myers Briggs Type Indicator (MBTI), revealing that 11 were field dependent, 14 field independent; females tended to be more field independent; they preferred learner-centered approach to teaching; and on MBTI, 60 percent were Extroverted, 76 percent Sensing, 56…

Ohio State University extension administrators (n=108) acknowledge diversity as an important issue but are confused about how to communicate with and serve diverse populations. They lack a clear vision of a multicultural organization and need to recruit diverse applicants. They scored an average of 65% on a diversity knowledge test. (SK)

The Developing Cognitive Abilities Test was administered to 103 senior agriculture majors from a sample of 196. Of three cognitive levels (basic, applied, critical thinking), most did best on application. Cognitive development by gender was similar, and certain academic majors did better on different cognitive levels. Room for improvement in…

Nine of 11 Central Ohio horticulture teachers completed the Group Embedded Figures Test and Florida Taxonomy of Cognitive Behavior. Scores showed 55% were field independent and 44% field dependent. They taught 47% of the time at the knowledge level; 84% of teaching occurred at the lower levels of cognition. Higher field independence scores were…