A stratified random sample of agriculture teachers in North Carolina (n=210) and Virginia (n=170) returned 85 and 110 usable surveys respectively. Teachers were undecided about future uses of instructional technology although they perceived benefits. Accessing Internet lesson plans was a primary use. Hardware/software costs were the principal…

Of 883 Iowa high school seniors, 60% lived in towns, 40% on farms. Both groups had a high level of congruence between educational and occupational aspirations and perceived minimal barriers to goal achievement. Farm and town students had equally diverse aspirations. (Contains 23 references.) (SK)

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…

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)

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)

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)

Eight ways are suggested to prepare for graduate research: (1) assess professional experience; (2) understand the discipline; (3) review trends and priorities; (4) study requirements of positions; (5) identify mentors; (6) build a theoretical base; (7) practice good science; and (8) become a scholar. (SK)

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)

A review of literature from 1964 to 1993 identified the benefits of supervised agricultural experience (SAE) programs, including agriculture knowledge and positive work attitudes. Classroom, SAE, and Future Farmers of America complemented each other. The research base is state specific and fragmented and lacks cohesiveness. (SK)

A review of literature from 1964 to 1993 found that supervised agricultural experience (SAE) teachers, students, parents, and employers value the teachers' supervisory role. Implementation practices vary widely and there are no cumulative data to guide policies and standards for SAE supervision. (SK)

Nine strategies for agricultural education research are as follows: understand the discipline, have a focus, review priorities, develop a research program, build upon a sound theoretical base, engage in collaborative research, assign credit and responsibility, market findings, and evaluate the research program. (SK)

According to responses from 220 of 279 agricultural education faculty, 93% were influenced by a mentor, although few had intensive, comprehensive relationships. Mentoring was significantly related to career satisfaction, grants received, and graduate students advised. (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)

Accomplishes three objectives: (1) to analyze the dimensions of agricultural education, (2) to summarize critiques of agricultural education research, and (3) to suggest strategies for focusing agricultural education research. (Author)