The purpose of this study was to describe the relationship between special education confidence, knowledge, and selected demographics of agricultural education student teachers in the American Association of Agricultural Education southern region. A significant, low, positive association existed between total confidence and knowledge of providing…

There are many competencies necessary for success as a 4-H agent. The 4-H Professional Research, Knowledge, and Competencies (PRKC) Model organizes competencies into six domains: (a) Youth Development, (b) Youth Program Development, (c) Volunteerism, (d) Partnerships, (e) Organizational Systems, and (f) Equity, Access and Opportunity (National 4-H…

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

Are state FFA officers' awareness levels of agricultural topics reported in mass media superior to those who do not serve in leadership roles? The purpose of this study was to determine elected state FFA officers' awareness of biotechnology, and their confidence and trust of biotechnology information sources. Descriptive survey methods were used…

The purpose of this study was to explore agricultural science teachers' knowledge levels and attitudes toward biotechnology topics. The average agricultural science teacher in this study was a 37-year-old male who had taught for 12 years. He had a bachelor's degree and had lived or worked on a farm or ranch. He had not attended…

Agricultural communications students (n=330) from 11 universities were most aware of biotechnology effects on food, less aware of effects on health and the environment. They were somewhat accepting of genetic modifications for plants, not humans. Sources of biotechnology knowledge were science classes, labs, and university professors' beliefs.…

College agriculture students who took pencil-and-paper tests scored significantly higher than those taking electronic versions of the tests. Those with a field independent learning style scored significantly higher than field-dependent students, had lower computer anxiety, and enjoyed using computers more. (SK)

According to a survey of 174 West Virginia 4-H members aged 13-18, the Internet and word of mouth were most effective in recruiting new members. Active messages stressing camps, fun, and friendship had the most influence on retention. A statewide marketing plan was recommended. (SK)

Survey responses from 70 secondary agriculture teachers who included aquaculture in the curriculum indicated they averaged 4.5 years experience teaching aquaculture. Limited facilities, equipment costs, and low teacher knowledge were barriers. Only eight had used all of the aquaculture curriculum materials from the National Council for…

A survey of 60 secondary agriculture students showed they appreciated the hands-on learning environment of aquaculture, found science and math concepts easier to understand, and gained practical skills. Although they rated aquaculture among their best high school experiences, few planned careers in it. (SK)

Extension agents and 4-H Club leaders (n=115) rated the following as effective recruitment techniques: an active club, word of mouth, interesting programs, and members' active role. Successful retention techniques included effective leaders; praise, motivation, and encouragement; and fun meetings, programs, and activities. (SK)

The Youth Leadership and Life Skills Development Scale was completed by 282 of 316 Iowa Future Farmers of America (FFA) members. The strongest relationship appeared between their scores and FFA leadership activities. Other factors affecting life/leadership skills development included after-school jobs, years in FFA, grades, and gender. (SK)