The purposes of this descriptive study were to assess graduates' perception of the importance and competence levels of performing identified transferable skills in the workplace and use the Borich (1980) needs assessment model to identify the skills most in need to enhance the curriculum. The findings revealed that solving problems, working…

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

Classroom observations and supervisor evaluations were made of 12 certified second-year secondary agriculture teachers. Agricultural education coursework and grade point average were predictive of teaching performance. None of seven certification measures explained variance in performance. Supervisors who were interviewed rated cognitive and…

A study of two classes of agriculture freshmen (1997: n=245, 1998: 195) showed that the best predictor of performance for the 1997 cohort was high school grade point average (GPA) and ACT score; for the 1998 cohort, GPA alone. High school GPA was the only successful predictor of freshman GPA. Traditional admission criteria had limited predictive…

In a study of 442 freshmen in an agriculture college, participation in a learning community did not significantly influence achievement or retention for sophomore year. However, those involved in Future Farmers of America or 4-H had higher cumulative grade point averages and higher rates of retention than those not involved. (Contains 20…

College freshmen (n=326) who preferred field-independent and field-neutral learning styles had higher grade point averages. High school grade point average and ACT scores were the best predictors of freshman academic performance. Learning style and ACT scores best predicted student retention. (SK)

The learning style of 187 animal science students and 4 instructors was identified (56% field independent). There was a low correlation between students' Group Embedded Figures Test (GEFT) scores and their evaluation of instructor performance, regardless of instructors' GEFT scores. Achievement was not significantly correlated with learning style.…

The Individual Learning Preferences Checklist was completed by 37 first- and second-year agriculture teachers and 1,507 secondary students. Teachers preferred active learning and thought stimulation; students preferred quiet learning environments, structured activities, and real-life examples. Teachers scored higher on the Thinking, students on…

A survey of 37 agriculture teachers and 16 teacher educators using Borich's needs assessment model identified 12 of 50 professional competencies as most important for inservice training. A quadrant analysis of discrepancy scores yielded 16 important competencies. The two lists generally corresponded. Both methods were acceptable for inservice…

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…

A survey of 37 beginning agriculture teachers and 16 state supervisors in Missouri identified professional competencies for which teachers needed inservice education. Instruction, planning, evaluation, and administration competencies ranked higher than technical competencies. Teachers' rankings of needs did not correspond with those of…

The Myers Briggs Type Indicator was completed by 82 preservice agricultural education teachers. All 16 types were reflected; the most common were Extrovert Sensing Thinking Judging (23%), Introvert Sensing Thinking Judging (18%), and Extrovert Sensing Feeling Judging (13%). (SK)

According to Group Embedded Figures Test scores for 82 preservice agriculture teachers, 60% were field independent and achieved higher microteaching lab scores and overall methods course grade. Field-independent students were more adapted to teaching with the problem-solving approach. Teacher educators should consider different learning styles and…