Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student…

Monitoring and evaluating programs and outcomes is common practice in educational arenas; less frequent in professional societies and organizations. A clear understanding of the climate of an organization is important, potentially providing leadership with an understanding of how to improve the functionality of an organization. The purpose of this…

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived…

A survey of 1,304 agriculture students and 263 faculty showed that course websites were perceived as benefiting students more than faculty. Faculty found website components more useful than students. Components deemed most useful were those easiest to implement. (Contains 23 references.) (SK)

Content analysis of 364 articles in the Journal of Agricultural Education 1990-1999 indicated that a majority of studies did not mention nonresponse error as a threat to external validity, did not attempt to control for nonresponse error, or did not cite literature on handling it. Protocols to address nonresponse error were proposed. (Contains 24…

Responses from agricultural education faculty (n=263) at land-grant institutions indicated their perception of a lack of institutional support for educational technologies; most had websites for course enhancement and were technically competent; they recognized the increasing importance of technologies. Barriers to adoption included lack of…

Soil science was taught to 70 students on campus, 7 locally via videotapes and videoconferencing, and 10 at a distance. Findings support literature indicating that, regardless of location or method, distance learning is not a contributing variable in achievement. Student-student and student-instructor interactions influence satisfaction. (Contains…

Analysis of the verbal interactions in five videoconferenced classes and classroom observations indicated the level of class interaction was not significantly different in traditional versus distance classes. Instructors influenced the amount and type of student talk in both. Remote-site students had higher levels of noncognitive talk. (SK)

Agricultural education college faculty (256 of 314) felt they lacked competence and confidence in using distance-education technologies. They believed the technology would enhance their teaching and technology use would change how they teach in future. (SK)

A Delphi panel of 50 agricultural education teachers and administrators identified ways in which communications, information, and imaging technologies improve instruction as well as the obstacles in their use (time, cost, faculty reward, technical support, and facilities). (SK)