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Dissertations / Theses on the topic 'Agricultural engineering. Agricultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kim, Yung-Chul. "Agricultural Teachers' Attitudes Toward Adult Agricultural Education in Ohio Comprehensive High Schools." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392800394.

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2

Mann, Andrew J. "Identification of Learning Outcomes and Development of Assessment Methods for Agricultural Safety and Health Content in Secondary Agricultural Education Classrooms." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492733303282755.

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3

Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.

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Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.

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4

Eastman, Christopher Mark. "Soil Physical Characteristics of an Aeric Ochraqualf amended with Biochar." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316548127.

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5

Liang, Pei-Shih. "Biosensor Development for Environmental Monitoring, Food Safety, and Secondary Education Applications." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311212.

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This dissertation develops biosensors for rapid detection of pathogens for environmental monitoring and food safety applications and utilizes the multidisciplinary and multi-application characteristics of biosensors to develop a lesson plan that can be implemented in secondary education classrooms. The detection methods evolve from particle immunoagglutination assay, PDMS optofluidic lab-on-a-chip, and spectrum analysis to smartphone and image analysis without any reagent; the potential application in secondary education also underlines the extended value of biosensors. In the first paper presented here, an optofluidic lab-on-a-chip system and subsequent sampling procedure were developed for detecting bacteria from soil samples utilizing Mie scattering detection of particle immunoagglutination assay. This system and protocol detected the presence of Escherichia coli K12 from soil particles in near real-time (10 min) with a detection limit down to 1 CFU mL⁻¹ and has the potential to be implemented in the field. We also compared the interaction between E. coli and soil particles to the two-step protein-surface interaction. In the second paper, a smartphone-utilized biosensor consisting of a near-infrared (NIR) LED (wavelength of 880 nm) and a digital camera of a smartphone was developed for detecting microbial spoilage on ground beef, without using any reagents. The method was further improved by programming a smartphone application that allows the user to position the smartphone at an optimum distance and a range of angles utilizing its internal gyro sensor to measure a series of scatter intensities against the detection angle. This handheld device can be used as a preliminary screening tool to monitor microbial contamination on meat products. In the third paper, we designed a lesson plan for secondary education classrooms using biosensors as a core and branching out to different applications and fields of study with the goal of heightening students' interest and motivation toward attaining degrees and careers in STEM fields. Results revealed that the lesson was more effective in affecting younger students than older students, and more effective in teaching about the applications of biosensors than about the techniques of biosensor development.

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6

Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.

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7

Ganesan, Yogesh Kumar. "Hydrology of/and Nitrate Transport from a Corn-Soybean Rotation with Water Table Management and Seasonal Wetland Conditions." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524060689779001.

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8

Fink, Caleb D. "Developing, Evaluating, and Demonstrating an Open Source Gateway and Mobile Application for the Smartfarm Decision Support System." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1880.

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The purpose of this research is to design, develop, evaluate, and demonstrate an open source gateway and mobile application for the SmartFarm open source decision support system to improve agricultural stewardship, environmental conservation, and provide farmers with a system that they own. There are very limited options for an open source gateway for collecting data on the farm. The options available are: expensive, require professional maintenance, are not portable between systems, improvements are made only by the manufacturer, limited in customization options, difficult to operate, and data is owned by the company rather than the farmer. The gateway is designed to send data to the cloud from remote SmartFarm Data Acquisition (DAQ) nodes, collect measurement data from remote SmartFarm DAQ nodes, provide a means of wirelessly programming remote SmartFarm DAQ nodes, and a tool that provides data analysis and insight from remote SmartFarm DAQ nodes. It is evaluated to work with 900MHz radios, SmartFarm DAQ nodes, and costs $35. Its setup takes 4 steps and ~20 minutes installation time, does not require maintenance, can utilize Wi-Fi, Bluetooth, and other wireless protocols, and software can port to other systems. The gateway measured data rate of 93.4Mbit/s internet upload speed, passing a range of 252 to 1592 bytes of data from a remote node to the cloud, consumes 2.8 Watts, with a software efficiency of 25% CPU usage, a measurement efficiency of 1 message every 15 seconds, can provide data analysis with the cloud service tool, and it can wirelessly program remote DAQ nodes. The goal of the mobile app is educating farmers, academia, and community members, of farming sustainably today, and for the future. The app is used as a tool to aid people in farming sustainably, teaching agricultural stewardship, and teaching environmental conservation. The app is evaluated with adaptation of 85.1%, frequency of use at 0.12 respondents/minute, and 22 respondents said they find the SmartFarm DSS as beneficial. By developing, evaluating, and demonstrating the gateway and mobile app, the SmartFarm decision support system is a viable option for improving agricultural stewardship and retaining farmers’ ownership of their data.

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9

Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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10

Mowen, Diana L. "Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1227.

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11

Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.

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12

TOUCH, Visalsok. "Agricultural Education in Cambodia." 名古屋大学農学国際教育協力研究センター, 2006. http://hdl.handle.net/2237/8919.

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13

Thies, Deanna Leah. "Perceptions of agricultural education instructions regarding program criteria of supervised agricultural experience." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4261.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 20, 2006) Includes bibliographical references.

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14

English, Kevin Louis. "Perceptions of guidance counselors and agricultural educators of agricultural education in Arizona." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/144639.

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The purpose of this study was to ascertain the opinions of selected Arizona high school guidance counselors, and teachers of agricultural education. Respondents were asked their opinions concerning: (1) their attitudes toward agricultural education; (2) their perceptions of agricultural education; (3) the effectiveness of the agricultural education departments; (4) the guidance practices being performed in their high school; (5) and selected demographics dealing with their school. Findings of the study included: Agricultural educators and guidance counselors differ in their attitudes toward the effectiveness, perceptions, and guidance practices of the agricultural education program in their school based on a five-part 67 item questionnaire. Thirty seven percent of the guidance counselors gave written comments relevant to the study. According to comments, guidance counselors perceive that agricultural education needs to adapt to a changing technological society.

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15

Kuri, Subrato Kumar. "Exploring Teaching Practices of the Agricultural Education at Bangladesh Agricultural University (BAU)." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104075.

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The purpose of this study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). This study is at the intersection of the critical assessment and examination of assumption and exploring options and plans stages of transformative learning theory (Mezirow, 2000) and the environment factor of Astin's I-E-O model. Previous studies showed that tertiary education of Bangladesh fails to develop critical thinking abilities among the students. Higher order teaching practices help to develop critical thinking abilities among the students. Thus, it is important to explore the level of teaching practices at the Agriculture Faculty of BAU to understand how it supports critical thinking abilities among the students. Graduates being able to use critical thinking skills to solve agricultural issues will increase total food production and reduce national poverty. This study was an instrumental single case study. Faculty of Agriculture of BAU was the unit of analysis for this study. The findings of this study were only generalizable to the Agriculture Faculty at BAU and only relevant for Summer 2020. The phenomenon of this study was teaching practices at the Agriculture Faculty of BAU. Data sources included a census survey of active faculty members and content analysis of course syllabi. Findings from this study suggested that both teaching methods and course learning outcomes of the courses of the Agriculture Faculty at BAU were related the lower order of Revised Bloom's Taxonomy (RevBT). Moreover, faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Evaluating level is considered as higher level of RevBT. Male faculty members also used more teaching practices related to analyzing level than female faculty members. Analyzing level is also considered as higher level of RevBT. Faculty members identified that they have lack of training, standard teaching resources to use higher order teaching practices. Moreover, they also said that students of the Agriculture Faculty at BAU are more interested in job preparation than classroom education. However, faculty members also felt that higher order teaching practices can improve the creativity and critical thinking abilities for students and brings enthusiasms in teaching. Faculty members recommended that BAU revise its curriculum, syllabi, and assessment strategies to create higher order teaching practices in classrooms. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop course outcomes that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.
Doctor of Philosophy
The purpose of this case study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). Conceptually, this study was coupled up with transformative learning theory (Mezirow, 2000) and the Astin's I-E-O model. The unit of analysis of this study was the educational environment provided by Agriculture faculty of BAU that offers a single under-graduate degree program called B.Sc. Ag. (Hons.). A structured survey questionnaire was used to collect data from the faculty members of the Agriculture Faculty of BAU based on Revised Bloom's Taxonomy (RevBT). Additionally, all course syllabi were analyzed to identify the level of intended teaching practices based on RevBT. RevBT is the benchmark standard to evaluate the cognitive orders of the teaching-learning process, curriculum planning, instruction, and test tasks. Findings from this study suggested that faculty members slightly more preferred teaching practices from the lower levels of RevBT for the classroom teaching at BAU. Findings also suggested that teaching practices connected to the higher cognitive levels of RevBT were significantly varied based on academic disciplines and gender of the faculty members. Faculty members mentioned that lack of students' interest in classroom lessons, the rigid curricula and existing examination system of BAU, large numbers of students in classes, and lack of training of the faculty members are the main limiting factors for them to use higher order teaching practices in classrooms. However, faculty members also wanted to use the higher order teaching practices in classrooms as higher order teaching practices enhances students' creativity, problem solving skills, and critical thinking skills. Faculty members suggested to update course curricula, syllabi, and the exam system to support higher-order teaching practices at BAU. Findings from the course syllabi analysis supported that most of the action verbs of course learning outcomes of the course syllabi were connected to the lower cognitive levels of RevBT. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop courses that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.

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16

Flood, Robert Alan 1951. "Agricultural awareness in Arizona." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291776.

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The purpose of this study was to assess the knowledge base and opinions about agriculture that were held by an urban community college population in the state of Arizona. Faculty members, teaching freshmen composition courses, in the two largest urban community college districts in Arizona were randomly selected and asked to distribute the survey instruments in one of their classes. The knowledge and opinion portions of the survey each contained 40 statements designed to assess a broad scope of agricultural information. The study found that a majority of respondents were not sure about the answers they gave on the knowledge assessment portion of the study. There was a significant difference in the way that minorities responded to questions when compared with non-minorities in both portions of the study. No significant differences were found when comparing responses between those who had previously had agricultural education experiences with those who had not.

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17

Wolf, Kattlyn Jean. "Agricultural Education Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers in Ohio." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999467.

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18

Nwaedozie, Angus A. "The impact of loans and agricultural education in total agricultural outputs in Nigeria." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/3872.

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19

Dlamini, Ruth Makhosazana. "Levels of Cognition in Agricultural Programs Offered at The Ohio State University-Agricultural Technical Institute /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648649656.

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20

Judd-Murray, M. Rose. "Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7562.

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This study was conducted to develop a standardized agricultural literacy assessment using the National Agricultural Literacy Outcomes (NALOs) as benchmarks. The need for such an assessment was born out of previous research, which found that despite numerous programs dedicated to improving agricultural literacy, many students and adults remain at low or very low levels of literacy. Low literacy levels lead to negative associations with the production and processing of food, clothing, and shelter, as well as misinformed public perceptions and policies. Agricultural literacy researchers recognized that the development of a standardized assessment for post-12th grade, or equivalent, could unify both research and program development efforts. The assessment was developed by forming two groups of experts. Teaching experts and agricultural content experts worked together in an iterative process. They crafted 45 questions using research methods and models. The 45 items were placed in an online survey to be tested for validity by a participant group. During the Fall 2018 semester, 515 Utah State University students between the ages of 18-23 years old participated in the online assessment. The participant data assisted in determining which questions were valid and reliable for determining agricultural literacy, as aligned to the NALO standards. Additional demographic information was also collected from participants. The demographic items asked students to self-report their level of exposure to agriculture and their self-perceived level of agricultural literacy. The study concluded that two separate 15-item Judd-Murray Agricultural Literacy Instruments (JMALI) were valid and reliable for determining agricultural proficiency levels based on the NALOs. Participant scores were reported as a single proficiency stage: exposure, factual literacy, or applicable proficiency. The study also determined that students who had a “great deal” or higher level of exposure to agriculture also had a strong, positive correlation with a “good” or higher level of agricultural literacy. Findings show participants who reported a “good” level of agricultural literacy shared a positive correlation with either performing at a factual literacy (middle) or applicable proficiency (highest) level on the assessment. The results suggest JMALI instruments have the potential to assist in improving current agricultural education endeavors by providing a critical tool for determining the agricultural literacy proficiency stages of adult populations.

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21

Frazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.

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22

Russell, Rebecca A. "PERCEPTIONS OF SECONDARY AGRICULTURAL EDUCATION PROGRAMS, THE NATIONAL FFA ORGANIZATION, AND AGRICULTURAL CAREERS OF STUDENTS NOT ENROLLED IN A HIGH SCHOOL AGRICULTURAL COURSE." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/27.

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Secondary agricultural education programs provide students an opportunity to gain a wide variety of knowledge about agriculture, as well as, the career opportunities within agriculture. The National FFA Organization is available for all youth enrolled in a secondary agricultural education program with a mission to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success. In order to continue to have youth interested in agricultural colleges and the potential for pursuing agricultural careers, students must be educated about those program areas. Student perceptions of these program areas can greatly influence their motivation enroll in secondary agricultural education programs, join the National FFA Organization, and pursue agricultural career. This study used a survey method to determine the perceptions of students not enrolled in a high school agricultural program of secondary agricultural education programs, the National FFA Organization, and agricultural careers, as well as, determine the demographic characteristics of those students.

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23

Ibn, Bakar Ab Rahim. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777943984849.

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24

Tattersfield, B. K. "An agricultural college on the Cotswold hills : The Royal Agricultural College, Cirencester, and the origins of formal agricultural education in England." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354111.

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Formal agricultural education in England came into existence with the opening of the Royal Agricultural College, Cirencester, Gloucestershire in 1845. For many years, it remained the sole agricultural college in the country. This begs the questions why was it created at this time, and in this place? Why was its example not widely copied? The original intention of the founders was to provide agricultural education for the sons of working farmers in the Cotswolds, but this could not be sustained, and the target group and the catchment area were soon changed. What brought about these changes? In seeking answers to these, and other questions, the key role of a single individual, R. J. Brown, is examined. He was acknowledged as the originator of the plan to create an agricultural college. Having no English precedent, Brown looked abroad for models, on which to base his proposals and arguments. Some of the models he chose are examined for possible sources of inspiration and influence. The roles of other individuals and groups involved in the development of the Royal Agricultural College are explored. Attention is given to the fact that the College, which became a national institution, was launched by a local Farmer's Club, at a time when local and county Agricultural Societies were flourishing and the Royal Agricultural Society of England had been in existence for seven years. Brown was not the only individual to outline proposals for establishing an agricultural college. Two similarcontemporary schemes, for Kent and for Yorkshire are included for comparison, both of which failed. The foundation of the Royal Agricultural College in England is seen as part of a diffusion process starting with the pioneering work in formal agricultural education in Switzerland and Germany and its gradual spread that included the creation of establishments at Templemoyle in Northern Ireland and at Grignon in France. The creation of the Royal Agricultural College is regarded as an innovation, the result of a directed social programme, with Brown as the change agent. Use is made of Beal1s Construct of Social Action to discuss the process of the development of the Royal Agricultural College and the start of formal agricultural education in England. A retrospective view from 1907 of the achievements of the Royal Agricultural College is attempted, in the light of the evidence offered by the Principal of that time

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25

Fanta, Lynne Lenore 1962. "Agricultural competencies for the Navajo Reservation." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291787.

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The purpose of this study was to develop a list of agricultural occupations from the government agencies that employ people on the Navajo Reservation. In addition, a list of agricultural competencies was developed to aid Reservation agricultural education programs to train students for the agricultural jobs that are available through government agencies. The results showed 71 different occupations in agriculture available in government agencies on the Navajo Reservation. The major competencies that are needed for employment are in the area of Basic Agriculture.

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26

Holder, Morgan Brett. "Collaborative Efforts between Agricultural and Special Education Teachers to Enhance Inclusion of Students with Disabilities into Agricultural Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103322.

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This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD) taking agricultural education classes. It also sought to determine factors that motivate or inhibit collaboration, strategies for overcoming the barriers that may exist, and indicators of effective collaboration between these teachers. The following research questions were answered by conducting the study. 1. What is the status of collaboration between agriculture and special education teachers to enhance inclusion of students with disabilities? 2. What factors exist that either motivate or inhibit collaboration between agriculture and special education teachers with regards to enhancing the inclusion of student with disabilities in agricultural education classes and laboratories? 3. If barriers exist that inhibit collaboration between agriculture and special education teachers, what strategies might be implemented to overcome them? 4. What indicators reveal the establishment and continuation of effective collaboration between agriculture and special education teachers with regards to enhancing SWD learning in agricultural education classrooms and laboratories? The researcher used interviews as the qualitative research tool. Convenience, criterion, and purposeful sampling were used by the researcher to identify participants to best answer the studies' research questions. Overall, collaboration between agricultural and special education teachers did exist. The frequency of collaboration depended on many factors. In most schools the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time provided for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication via technology, creative scheduling to allow for collaboration, and provision of professional development to enhance the knowledge of each teacher regarding the discipline of the other teacher.
Doctor of Philosophy
This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD). It also sought to determine factors motivating or inhibiting collaboration, strategies for overcoming the barriers that may exist, and to show indicators of effective collaboration. Sixteen secondary teachers were interviewed by the researcher. Eight secondary agriculture and eight special education teachers were participants. Overall, the working relationship between agriculture and special education teachers did exist. Their working relationship depended on many factors. In most schools, the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication through technology, creative scheduling, and improving training to increase the knowledge of each teacher regarding the discipline of the other teacher.

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27

bw, mrammola@bca, and Mogadime Rammolai. "The Image of Agriculture Education in Botswana." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.

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This study examines agricultural education in Botswana among students and teachers. Since independence in 1966 to the present time, agricultural production has declined from about 40 percent to about 3 percent. Harsh climatic conditions and a general ignorance about agriculture contribute to the restricted perception of agriculture and careers in this field. Individual and focus group interviews were conducted with agricultural teachers who had resigned and former graduates in four secondary schools and three postsecondary educational institutions (Botswana College of Agriculture, University of Botswana, and Tonota College of Education). Negative, positive and mixed images emerged that revealed some similar and some contradictory perceptions of agriculture education. The attrition of teachers also attracted attention because of their working conditions and their images of agricultural teaching. However, the phenomenon of teacher attrition is not unique to agriculture. Students and teachers had conflicting images concerning curriculum instruction. Teachers identified the inadequacy of practicals because students are unable to apply the theoretical knowledge they have acquired to satisfy the various skills required in their new jobs. On the other hand, students perceived practicals as misdirected intensive labour. Non-agricultural tertiary students demonstrated that they do not have a full understanding of the potential career opportunities that agriculture can provide. They often thought that agriculture was confined to ploughing and food production. Nevertheless, both agricultural students and non-agricultural students agreed that agriculture could be a good career that they might consider later in their lives. Participants in the study suggested strategies to enhance the poor perception of agriculture education in educational institutions in Botswana. One strategy was for curriculum reform, such that agriculture teaching should reinforce practicals that are relevant to students needs. Practical instruction should not be used as intensive manual labour but should be used to target specific skills that are needed in industry. Agriculture teaching should start at primary school so that pupils can develop a positive image towards agriculture education at a young age, at the age of seven students could be involved in simple experiments conducted in laboratories, then at eleven years students can start practicals in the garden, making sure not to overwork the pupils. Through career guidance and counselling, agricultural teachers should broaden the limited perception that agriculture is simply food production and expand the field to its scientific and commercial careers, such as food processing and marketing. Even though the Ministry of Agriculture provides some incentives to farmers, they misappropriate the schemes. Access to loans has to be provided for students who have completed their studies and cannot find jobs so that they can also join the field of production. Even though women are dominated by men in both agriculture and in education and food production in Botswana, this trend is changing; there are more female enrolments in agricultural educational institutions than males. The government is trying to create an equitable distribution of resources for women as well. The position of women in Botswana is better than what literature has revealed in sub Saharan Africa.

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28

Riedel, Jodi Songer. "Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-07102006-202453/.

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The purpose of this study has been to determine the effects of an introductory agricultural education course on high school urban students agricultural literacy and their perceptions of the food and fiber industry. North Carolina schools offer an introductory course called Agriscience Applications and is meant to be the first in a series of agricultural education courses. This course is expected to positively impact the agricultural literacy and perceptions of agriculture upon its students. Data were collected from six schools in urban counties throughout North Carolina with 152 respondents. Five questions were specified for this study as follows: 1) Does an introductory agricultural education course increase students agricultural literacy in an urban agricultural education program; 2) does an introductory agricultural education course increase student knowledge of agricultural careers and opportunities for employment; 3) does an introductory agricultural education class increase student knowledge of agriculture?s relationship with public policy; 4) does an introductory agricultural education class change a student?s understanding of agriculture?s relationship with the environment and natural resources; 5) what influence does an introductory agricultural education class have upon students? perceptions of the food and fiber industry? Upon completion of the Agriscience Applications course, students did increase their agricultural literacy. The students showed greatest improvement in agriculture literacy regarding public policy and the least improvement in career related knowledge. The perception scores of students regarding agriculture were not statistically significant.

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29

Cotton, Ward Arthur. "Teacher recruitment by secondary agricultural educators." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/cotton/CottonW0805.pdf.

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30

Ray, Timothy D. "A History of Graduate Education in Agricultural Education in the United States." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.

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31

Boakye-Dankwah, James. "Factors related to research productivity of agricultural educators in institutions of higher learning offering programs of agricultural education /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901658593.

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32

Watts, Ashley D. "West Virginia agricultural education teachers perceptions on involving students with exeptionalities in agricultural classrooms and laboratories." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5693.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains ix, 114 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 73-75).

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Norman, L. "The provision of agricultural management courses and the need for education and training in agricultural management." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371445.

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Bakar, Ab Rahim bin. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249491939.

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Waidelich, William Dale. "Core occupational competencies for secondary agricultural education programs as identified by Ohio agricultural business and industry." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162255/.

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Gehrs, Peyton Marie. "ASSESSMENT OF AGRICULTURAL LITERACY IN HIGHER EDUCATION: SOUTHERN ILLINOIS UNIVERSITY UNDERGRADUATE STUDENT AGRICULTURAL KNOWLEDGE AND PERCEPTIONS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2499.

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Human knowledge of the food and fiber systems affects nearly every facet of the society we live in. While this industry affects billions of lives daily, little research has been conducted to identify the level of knowledge on this industry in college age students. This replicated study was produced to evaluate and assess the agricultural knowledge and personal perception of the industry of undergraduate students at Southern Illinois University Carbondale (SIU) in the Fall 2018 semester. Participants completed a 25-questionnaire food and fiber literacy test to assess their knowledge and 14 questions regarding personal characteristics and perceptions of the agricultural industry. The average score on the agricultural literacy test was an 18.23 out of 25 questions correct. College of Agricultural Sciences and College of Science scored the highest while College of Education and Human Services and College of Applied Sciences and Arts scores were among the lowest. Comparisons of student demographic information such as hometown size, organization participation and gender were conducted to determine correlation between specific groups and their agricultural literacy levels. Females slightly outscored males. Cities and Rural communities achieved the highest averages when comparing community sizes. Students who enrolled in agricultural education courses in high school seemed to score higher on the agricultural literacy test. A majority of respondents stated they strongly agree that agriculture is important to society; but when asked how knowledgeable they considered themselves to be in agriculture, an overwhelming amount of students responded below average. The results of this study found a hopeful advancement in agricultural literacy but also revealed possible influential factors in poor agricultural knowledge. It is recommended that such a study be continually conducted at Southern Illinois Universities and other institutions of higher education.

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Baker, Ab Rahim bin. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249491939.

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38

Beam, Brooke W. "Agricultural Brand Placement in Film." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396823381.

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Mauk, William David. "THE LEVEL OF VALUE AND EXPECTANCY HELD FOR ADULT AGRICULTURAL EDUCATION BY AGRICULTURAL EDUCATORS IN MISSOURI AND ILLINOIS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/985.

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The purpose of this research was to examine agricultural educators and adult agricultural education programming offered through secondary agricultural education programs within Illinois and Missouri using a non-experimental research design and a self-report questionnaire known as the Adult Agricultural Education Inventory (AAEI). AAEI was used to ascertain the level of expectancy and value held for adult agricultural education by secondary agricultural educators. The Expectancy-Value Theory (Eccles & Wigfield, 2002; Wigfield & Eccles, 2000) posits that if an individual holds high degrees of expectancy and value for a task, action or activity, that individual will continue to persist in that task, action or activity. There were 5 components of the AAEI, regarding adult agricultural education, including: 1) Utility Value and Attainment Value, 2) Expectancy and Intrinsic Value, 3) Time and Availability, 4) Community Demand and 5) Educator Knowledge. These 5 components were analyzed against a demographic profile of agricultural educators, constructed in this research, to delineate those groups of agricultural educators that indicate the higher levels of value and expectancy for adult programming. Value for adult programming was greater for those with Master's Degrees and those that taught in career and technical education centers. Expectancy for adult programming was greater for those educators who were from Illinois, educators holding a 10 month contract and males. Educators from Missouri indicated the highest amount of time and availability for adult programming.

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Ibezim, Don Onwudiwe. "The integration of international agricultural concepts into agricultural science programs in the north central region of the United States /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975356834.

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Gratz, Steven J. "Factors influencing supervised agricultural experience earnings of Ohio FFA state degree recipients as reported on the Ohio FFA state degree application." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1080302672.

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Ismail, Ali Kasim. "Assessing the intended and actual levels of cognition in Ohio Cooperative Extension Service county agricultural agents'/state agricultural specialists' instructional programs /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248969990.

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Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.

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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar. The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distance graduate students have changed or improved based on the recommendations made in a previous study. A census of the Doc@Distance students was taken for this study. Thirty students submitted an argument writing sample that they wrote during the orientation week of their program in August 2003. The conclusions of this study found that 68.8% of the 2004 Doc@Distance Cohort suggested inadequacy in writing an argument paper, and 71.4% of the 2007 Doc@Distance Cohort suggested inadequacy in writing an argument paper. Ending Cohort `04 demonstrated weakness in coherence, argument, summary, and grammar. Beginning Cohort `07 demonstrated weakness in coherence, audience awareness, summary, and grammar. As a result of this study, it is recommended that a follow-up study be conducted on Cohort `07 in two years to determine if writing abilities for argument papers have changed and to assess the overall changes in argument-writing for this cohort. It is recommended that a study be conducted on Cohort `10 upon admission to determine their argument-writing ability. Ending Cohort `07 and Beginning Cohort `10 should be tested to determine if a difference exists between students completing the program and students entering the program. It is recommended that undergraduate agricultural education students be tested to determine their argument-writing competencies. It is recommended to compare and contrast on-campus agricultural education students and distance education students at Texas A&M University. Finally, it is recommended that Cohorts `07 and `10 be evaluated on their competencies to write data reports, narratives, and informative and research analysis papeers.

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Lawver, Rebecca Grace Torres Robert M. "Factors influencing agricultural education students' choice to teach." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6168.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Robert M. Torres. Vita. Includes bibliographical references.

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Hudson, Ronald H. "Burnout among agricultural education teachers in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=382.

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Sutphin, Cathy M. "History of Virginia Congressional District Agricultural High Schools." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27689.

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Most research studies of American agricultural education begin with an overview of the events leading to the passage of the Smith-Hughes Act of 1917. By doing so, researchers have neglected an important, foundational era of agricultural education. With the passage of the Morrill Acts of 1862 and 1890, states began establishing land-grant colleges to provide instruction in the scientific method of agriculture. However, the faculty found that students attending the colleges were ill prepared for collegiate level agricultural courses. At the same time, there was increased interest in agricultural education due in part to the establishment of the land-grant system and later the development of a national system of experiment stations. This interest, coupled with a strong national movement to improve secondary education, provided the incentive to for educational leaders to campaign for secondary agricultural education. Hence, the movement for Congressional district agricultural schools began. The state legislatures of Alabama, Georgia, and Virginia established a system of Congressional district agricultural schools. The states of Arkansas and Oklahoma set up similar systems. These schools only lasted a short time but had a great influence on the development of agricultural education, cooperative extension, and public education in general. The purpose of this dissertation is to document the establishment and accomplishments of Congressional district agricultural schools in the United States with an emphasis on Virginia. An overview of the agricultural schools in states other than Virginia is provided. The events leading to the development of such schools in Virginia are described as well as the statutory establishment. Finally, the researcher has described the 11 Virginia Congressional district agricultural schools and their accomplishments are documented. A careful review of related material was conducted. The major outcomes of this study are as follows. First, the study provides historical documentation of the Virginia Congressional district agricultural schools. Secondly the study explores the strong programming partnership that developed between extension and the Congressional district agricultural schools in Virginia. Lastly, the study highlights the importance of the Congressional district agricultural schools in the foundational development of the public school system, the cooperative extension program, and vocational education in Virginia.
Ph. D.

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Cherry, Jenny Dee. "Ohio Secondary Agricultural Educator Perceptions of Integrating Science." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300772663.

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Brand, Thomas H. "Non-technical skills and traits needed to be career ready graduates as perceived by agribusiness employers and recruiters." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3915.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains x, 85 p. Vita. Includes abstract. Includes bibliographical references (p. 51-54).

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Gowans, Kristina. "Effects of Animal Science Agricultural Education Course Completion on Urban High School Students' Career Choice." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2063.

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This study focused on testing the effects of agricultural education on urban high school students’ career choices. It looked into how students view agriculture, how they perceive their peers view agriculture, how their demographics are related to career choice, and if their career choice was changed to a different career upon completion of the study. The study showed a positive relationship between completing an agricultural education class in animal science and interest in going into an agricultural career. Further, females in the study were more likely to choose an agricultural career. After the completion of a school-based agricultural education program, both students and their peers had a more positive outlook on agriculture and its possibilities as a career. Students also increased their career self-efficacy score during the completion of an animal science agricultural education course. They became more confident in their ability to make decisions related to their future career.

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Falk, Jeremy M. "DESCRIBING COGNITIVE LEVEL OF INSTRUCTOR DISCOURSE, ATTITUDES, AND ASPIRATIONS, AND STUDENT CONTENT RETENTION DURING A SECONDARY ANIMAL SCIENCE UNIT OF INSTRUCTION." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275400070.

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