The study measured the extent to which teacher education staffs were incorporating career education concepts into curricula. Responses by 328 (of 384) Nebraska educators to a questionnaire indicated that, in slightly more than 50 percent of the cases, educators were providing either extensive or some instruction in the 63 identified concepts.…

Research showed that vocational agriculture teachers, state supervisors, and teacher educators all ranked the following tasks as high priority: involvement with family, teaching in the classroom, providing on-farm instruction, involvement with discipline problems, determining curriculum, and advising meetings and activities of the Future Farmers…

In this comparison of 135 Nebraska vocational agriculture instructors and 126 of their secondary school superintendents on perceptions of professionalism, a high level of agreement was found between the two groups; but agriculture teachers were perceived to be less professional than the classic professions included in previous research. (SK)

A ten-question survey instrument was used to measure teacher acceptance of vocational agriculture core curriculum materials in Nebraska. On a scale of one (poor) to ten (excellent), all 103 teachers who responded rated the core curriculum concept as 5 or higher, with 68 teachers scoring the core concept as 8 or higher. (LRA)