Responses from 115 of 203 Louisiana secondary agriscience teachers identified the level of technology integration in their programs. They were most active in exploring its potential for teaching/learning and adopting for instruction; less active in experimentation and advanced integration. Level of technological anxiety and perceptions of barriers…

Random samples of agriscience teachers completed surveys via electronic mail (26 of 95), the Web (41 of 95), and paper (57 of 95). Paper yielded a 60% response, Web 43%, and e-mail 27%, with significant differences in time to respond. Age and teaching experience did not affect response rate. The e-mail survey may have been affected by formatting…

In seven Indiana schools, fourth graders received hands-on instruction with incubators; seven schools were controls, with a total of 736 students and 39 teachers participating. The treatment group increased agriculture-related science knowledge. Students from communities smaller than 5,000 scored better than those in larger communities. (Contains…

In a survey of Indiana agriscience and business teachers (n=170), one-half reported their students receive science credit for agriscience and business courses; they felt prepared to teach integrated biological sciences; and integration required more preparation time. They needed appropriate equipment and adequate funding to support integration.…

Secondary principals with agriscience/technology programs in their districts (n=76) agreed that integrated curriculum improved students' understanding of science concepts and awareness of science-agriculture connections and helped meet state standards. Teacher training in integration was important. Barriers to integration were lack of equipment,…

Among Louisiana 11th graders who completed the state-mandated exit examination, agriscience students had higher scores on the science portion, scored as high or higher on four of five science subscales, and were more likely to pass the test than those who had not enrolled in agriscience. (SK)

Responses from 131 of 243 Louisiana secondary agriscience teachers showed they value information technology but have inadequate knowledge and skills, especially in newer technologies. Available university training is either not used or inadequate. More are using self-directed learning methods. Most do not have access to multimedia and other…

Secondary agriscience teachers (n=13) and agribusiness leaders (n=12) validated standards and objectives for agribusiness education in Utah, recommending a core of 12 standards. Written and oral communication skills and technologies for agricultural management and quality control were most important. (Contains 20 references.) (SK)

Illinois secondary agriscience students (n=275) and 166 parents were surveyed; 90% of both rated science applications in agriculture courses excellent or good. Although students expressed positive attitudes toward agriculture careers, parents were reluctant to recommend them. (SK)

A survey of 43 teachers with diplomas in agricultural education and 36 headmasters in Botswana indicated that the majority of teacher education courses were rated very useful. Headmasters had very good perceptions of these graduates. Most of the practical training program was found relevant for teaching agricultural sciences. (SK)

Interviews with 20 high school and college students, 2 government officials, 9 university faculty/staff, 3 high school teachers, and 1 principal found that, despite unanimous support for more science-based instruction, there was little agreement on how to integrate it into agriculture. They stressed that agriculture's unique experiential learning…

Public high school agriculture teachers (n=141) identified the following as the most important values to teach: responsibility, honesty, courtesy, and respect. Future Farmers of America was rated the best way to teach values, but they could also be taught in the classroom, laboratory, and supervised agricultural experience program. (SK)

A study included a survey of 750 agriculture teachers (406 responses), 28 interviews, and focus groups with 19. The survey identified cost of equipment and facilities as barriers to infusion of aquaculture in agricultural education. However, interview data did not corroborate this finding, indicating that time to manage effectively was most…

Nearly half of 106 Oregon agricultural science and technology teachers said students received science credit for agriculture classes. They felt prepared to teach science concepts and thought administrator and parent support increased since they integrated science. Lack of funding, equipment, and inservice opportunities are barriers to integrating…

A survey of 16 guidance counselors in schools serving as agricultural education student teaching sites showed they had positive attitudes about agriculture and agricultural sciences but believed agricultural education was too vocational. Those in schools with applied sciences in agriculture gave high ratings to the quality of agriculture programs.…