The call for agricultural education programs to integrate more rigorous scientific and technology driven content has left many secondary agricultural education teachers unprepared (Baker, 2015). New content that addresses the changes in the agricultural industry has required secondary agricultural teachers to seek continuing professional…

The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a think-aloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The…

Programs in agricultural leadership are continuing to enjoy success in institutions around the country. To this point, there has been a lack of research conducted to (a) identify objectives for these programs, (b) identify courses that should be taught in these programs, (c) identify the need for and objectives of an internship requirement, or (d)…

The purpose of this study was to determine if academic program leaders in colleges of agriculture at land-grant institutions use transactional, transformational, and/or laissez-faire leadership styles in performing their duties. Academic program leaders were defined as individuals listed by the National Association of State University and…

This study was conducted to determine if the dissimilarity of cognitive style between the instructor and the student was related to student engagement in nine undergraduate classes. Kirton's Adaption-Innovation Inventory was used to measure cognitive style as a preference to a method of solving problems: either more adaptively or more…

Agricultural science programs have provided many opportunities for leadership education through classroom, supervised agricultural experience (SAE), and FFA Organization activities. Past studies have focused on leadership developed through activities such as career development events (CDE), SAE activities, FFA Organization conventions, and other…

With millions of dollars being invested in adult rural leadership development, it is essential that research be conducted to determine the effectiveness of this investment. Such research can validate the investment and provide guidance for future programming. However, an extensive review of literature in Cambridge Scientific Abstracts yielded only…

Describes the Socratic questioning method and discusses its use in the agricultural education classroom. Presents a four-step model: origin and source of point of view; support, reasons, evidence, and assumptions; conflicting views; and implications and consequences. (JOW)

Some researchers have argued that science classrooms must move away from rote and passive applications of memorized concepts to the use of critical thinking skills as a primary component in facilitating learning. Yet few studies have examined the effect of overtly teaching for critical thinking on subsequent skill development. The purpose of this…

The focus of this paper is to provide the profession of volunteer administration (VA) a model outlining theoretical dimensions of the discipline. The dimensions provided include the (a) processes, (b) discipline, (c) foundations, and (d) theoretical base. Volunteer administration is the set of associated processes of operating a volunteer program.…

Florida extension agents (n=56) who completed the Group Embedded Figures Test and Values Analysis Profile were mostly field dependent and had global perceptions, preferred structured learning environments, and tended to be social. All were classed as synthesizers in terms of values. (SK)

Responses from 4 agriculture and 4 journalism instructors, 6 agricultural communications (AC) alumni, and 14 AC practitioners were triangulated, producing 4 essential skill areas for AC graduates: broad knowledge of food, agriculture, and natural resources; communication skills (more important than agricultural knowledge); versatility; and…

Meta-analysis of youth leadership development literature resulted in a conceptual model and curriculum framework. Model dimensions are leadership knowledge and information; leadership attitudes, will, and desire; decision making, reasoning, and critical thinking; oral and written communication; and intra/interpersonal relations. Dimensions have…

Survey responses from 46 of 57 Virginia middle school agriculture teachers revealed positive attitudes toward agriscience, knowledge about the curriculum, and high expectations. Length of tenure at a school decreased likelihood of teaching agriscience. These four factors were meaningful predictors of the amount of agriscience taught. (SK)

A study elicited the opinions of 14 agricultural communication practitioners in Florida concerning knowledge and skills that should be taught to agricultural communication students. Results revealed the need for broad-based instruction and the fact that communication skills are more important than subject-area knowledge. (Author)