Former vocational agriculture teachers, principals, and the vocational agriculture teachers who replaced the departing teachers were surveyed to determine the extent to which former teachers were being candid in citing reasons for leaving the profession. All three groups ranked long hours, inadequate salary, and different occupational goals in…

This study assessed the perceptions of agricultural teacher educators (n=176) experienced in international work related to agricultural development and improvement of the well-being of rural populations in developing countries. Although there are many problems, the consensus was that the agricultural education profession could provide some…

Discusses a study that concluded that reflective teaching is as effective as microteaching in preparing students to teach. No differences were found in the dependent variables according to the type of teaching laboratory. Student attitudes toward teaching, perceptions of teaching and teaching ability, and performance during student teaching were…

This historical review describes the basic curriculum of the 1890s, the shift to occupational analysis and the cross section approach in the 1920s, a combination of traditional and cross sectional approaches by the 1940s, the effect of the Vocational Education Act of 1963, and the impact of the Perkins Act and the educational reform movements of…

Suggests that the traditional problem-solving approach to teaching vocational agriculture be reexamined and at least partially replaced with other methods. (JOW)