Opposing extension education within the agricultural education department, the author states that the agricultural education curriculum would not be appropriate for persons not in agricultural extension; program focus should be on preparing vocational agricultural teachers, not on other options; and department organization and administration would…

Questionnaires containing 114 professional competencies needed by beginning teacher educators in agricultural education were completed by recent and prospective doctoral graduates and by teacher educators in a study conducted at Iowa State University. From analysis of the ratings assigned to each competency, recommendations are made for doctoral…

The author lists characteristics of agriculture education programs at universities. He discusses ways to use resources, ideas, and people to command respect and recognition for the field. (CH)

A survey of personnel from eight selected agencies or groups who were or who might be responsible for providing inservice education for vocational agriculture instructors in Iowa indicated that the vocational agriculture instructors and the university research and teaching staff should be equally responsible for determining the goals and…

This study identified the educational and occupational characteristics and professional competencies needed by qualified instructors of agriculture in Iowa postsecondary schools. Highest ranking professional competencies suggested by administrators and teachers included: (1) developing and maintaining rapport with students and (2) working…

Presents a study which assessed the inputs and outputs of the agricultural programs of land-grant universities in the North-Central region. It was found that programs in this region are fairly homogeneous, particularly at the undergraduate level. (CT)