Supervised experiences are designed to provide opportunities for the hands-on learning of skills and practices that lead to successful personal growth and future employment in an agricultural career (Talbert, Vaughn, Croom, & Lee, 2007). In the Annual Report for Agricultural Education (2005-2006), it was stated that 91% of the respondents (i.e.,…

The purpose of this study was to explain and predict the factors that influence senior-level agricultural education students' choice to become a secondary agriculture teacher. The study focused on the extent to which beliefs and attitudes toward teaching influenced students' intent to select teaching secondary agricultural education as a career.…

This study analyzed Texas secondary agricultural education teachers' (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and…

As the trend to integrate science and agriculture education has reemerged, so has the research related to the integration of science into secondary agricultural education. The American Association of Agricultural Education responded to this trend by creating a special interest group called "Strengthening Academic Learning through Agricultural…

The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

The purpose of this study was to gauge the perceptions of North Carolina secondary agricultural educators regarding the benefits and barriers to diversity inclusion in North Carolina secondary agricultural education programs. Additionally, the perceived solutions to increasing diversity inclusion in North Carolina secondary agricultural education…

Responses from 172 of 244 Iowa secondary agriculture teachers indicated that one-fifth were not observed by supervisors during an academic year; more than half had no preobservation conference and one-third no postobservation conference. Supervision variables did not predict job satisfaction or persistence. Collaborative supervision contributed to…

The most frequent student recruitment strategies reported by 275 secondary agriculture teachers were (in order of effectiveness) feeder schools, personal contacts, FFA, publications, strong curriculum, support groups, and special events. Specific activities for each strategy were identified. (Contains 34 references.) (SK)

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…

A group of 22 4-H members reflected on past service activities; 22 others conducted a service project and reflected immediately. Comparison of these groups and 23 controls showed that immediate reflection increased personal leadership development and perceptions of community contribution. No differences in effective teamwork, self-directed…

Nine former members of New Farmers of America (NFA), an organization for black agriculture students from 1927 until the 1965 merger with Future Farmers of America, were interviewed. NFA helped develop leadership and human relations skills; black agriculture teachers played a pivotal role. Merger led to decline in black leadership in agriculture…

Secondary agriculture teachers (n=153) rated their current and desired levels of competence in working with students with disabilities. Lowest ratings went to preparation of individual education plans and vocational education plans, legal knowledge, knowledge of appropriate teaching methods, and ability to help students view assets and limitations…

Results of the Maslach Burnout Inventory completed by 164 secondary agriculture teachers revealed moderate levels of emotional exhaustion, low levels of depersonalization in relationships, and a high degree of personal accomplishment. Gender, degree, contract length, preservice versus lateral entry method, school/department size, and community…

Agriculture teachers in North Carolina, South Carolina, and Virginia (n=165) rated 77 student misbehaviors; none ranked higher than two on a four-point scale. The most serious problem was negative attitudes about school. Compared with 1984 and 1988 surveys, ambivalent attitudes dropped from first to 20th place, suggesting that ambivalence may have…

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…