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Journal articles on the topic 'Agriculture teachers Agriculture Agriculture'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.

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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (February 5, 2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.

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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
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Muma, Mathew, Robert Martin, and Mack Shelley. "Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale." Asian Social Science 16, no. 11 (October 31, 2020): 115. http://dx.doi.org/10.5539/ass.v16n11p115.

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The study’s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.
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Retallick, Michael. "Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective." Journal of Agricultural Education 51, no. 4 (December 1, 2010): 59–70. http://dx.doi.org/10.5032/jae.2010.04059.

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5

Conner, Nathan, Christopher Stripling, and Jamie Loizzo. "Preservice teachers’ perceptions of science integration into secondary agriculture classrooms." Advancements in Agricultural Development 1, no. 3 (September 4, 2020): 1–13. http://dx.doi.org/10.37433/aad.v1i3.49.

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After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.
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6

Cano, Jamie. "Male Vocational Agriculture Teachers' Attitude And Perception Toward Female Teachers Of Agriculture." Journal of Agricultural Education 31, no. 3 (September 1990): 19–23. http://dx.doi.org/10.5032/jae.1990.03019.

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7

Braičić, Zdenko. "Procjena poljoprivredne pismenosti studenata budućih učitelja primarnog obrazovanja." Magistra Iadertina 13, no. 1 (March 9, 2019): 39–50. http://dx.doi.org/10.15291/magistra.2820.

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In primary education contents on agriculture are mainly taught in Science and Society classes. In order to successfully fulfil their teaching tasks, students, future teachers need a certain base of technical skills in agriculture. The goal of this research was to estimate the level of agricultural literacy amongst students at Faculty of Teacher Education in Zagreb, as well as their knowledge on topics of Science and Society classes on agriculture. Its purpose is to recognize the topics on agriculture which students are not familiar enough with, in order to improve the programmes of certain courses and redefine the teaching results. It has been proven that 38.7% of examined students do not have the minimum knowledge on agriculture, while 22% are not familiar enough with the contents of Science and Society classes on agriculture. The paper researches the differences in students’ knowledge on agriculture and education contents, regarding their year of studies, their place of growing up and the type of high school they graduated from.
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8

Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini." International Educational Research 3, no. 2 (June 9, 2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.
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Findlay, Henry J. "Where Do Secondary Vocational Agriculture Teachers Acquire Professional Agricultural Education Competencies?" Journal of Agricultural Education 33, no. 2 (February 1992): 28–33. http://dx.doi.org/10.5032/jae.1992.02028.

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10

Hurst, Sarah D., T. Grady Roberts, and Amy Harder. "Beliefs and Attitudes of Secondary Agriculture Teachers About Global Agriculture Issues." Journal of Agricultural Education 56, no. 1 (March 31, 2015): 188–202. http://dx.doi.org/10.5032/jae.2015.01188.

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11

Roberts, T. Grady, and James E. Dyer. "Characteristics Of Effective Agriculture Teachers." Journal of Agricultural Education 45, no. 4 (December 2004): 82–95. http://dx.doi.org/10.5032/jae.2004.04082.

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Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (September 2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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13

Torres, Robert, Jonathan Ulmer, and Mollie Aschenbrener. "Workload Distribution Among Agriculture Teachers." Journal of Agricultural Education 49, no. 2 (June 1, 2008): 75–87. http://dx.doi.org/10.5032/jae.2008.02075.

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Tsikati, Alfred, and Sanele Motsa. "A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini." Journal of International Agricultural and Extension Education 26, no. 3 (December 19, 2019): 72–85. http://dx.doi.org/10.5191/jiaee.2019.26305.

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Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school
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15

Heszky, László. "Agricultural Biotechnology MSc. course and agriculture in the 21st century." Acta Agraria Debreceniensis, no. 27 (November 15, 2007): 208–14. http://dx.doi.org/10.34101/actaagrar/27/3127.

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The establishment of an Agricultural Biotechnology MSc. course creates a new direction in Hungarian higher education. As an introduction, the article summarizes the main theoretical and practical possibilities and results of biotechnology which have necessitated launching the course. Subsequently, the preliminaries, aims and requirements of the Masters course are introduced. The main data of the agricultural MSc course at Szent István University in Gödöllő (Hungary) are the following: 4 semesters, 120 credits, 1200 contact hours, 4 weeks training in a biotech laboratory, 6 fundamental subjects, 8 basic subjects in biotechnology. Plant and animal biotechnology, are the two options for specialization and both have 10 separate professional subjects. The teaching staff consists of 34 teachers (93% of them have PhDs or higher scientific degrees) from 10 Departments of 3 Faculties of Szent István University.
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16

Martin, Robert A., and Adekunbi O. Odubiya. "Perceptions Of Iowa Vocational Agriculture Teachers Regarding Methods Used In Agricultural Education." Journal of Agricultural Education 32, no. 1 (March 1991): 13–17. http://dx.doi.org/10.5032/jae.1991.01013.

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17

McKim, Billy, and Ryan Saucier. "Agricultural Mechanics Laboratory Management Professional Development Needs of Wyoming Secondary Agriculture Teachers." Journal of Agricultural Education 52, no. 3 (September 1, 2011): 75–86. http://dx.doi.org/10.5032/jae.2011.03075.

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18

Blackburn, J. Joey, J. Shane Robinson, and Harry Field. "Preservice Agriculture Teachers’ Perceived Level of Readiness in an Agricultural Mechanics Course." Journal of Agricultural Education 56, no. 1 (March 31, 2015): 172–87. http://dx.doi.org/10.5032/jae.2015.01172.

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19

Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (October 1, 2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.

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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.
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20

Dludlu, Mzomba Nelson, and Nomsa Mndzebele. "The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland." Advances in Social Sciences Research Journal 7, no. 11 (November 15, 2020): 99–112. http://dx.doi.org/10.14738/assrj.711.7022.

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In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.
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Stephenson, Lee, Brian Warnick, and Rudy Tarpley. "Collaboration Between Science and Agriculture Teachers." Journal of Agricultural Education 49, no. 4 (December 1, 2008): 106–19. http://dx.doi.org/10.5032/jae.2008.04106.

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22

Sorensen, Tyson, Rudy Tarpley, and Brian Warnick. "Inservice Needs of Utah Agriculture Teachers." Journal of Agricultural Education 51, no. 3 (September 1, 2010): 1–11. http://dx.doi.org/10.5032/jae.2010.03001.

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23

Coley, Michael D., Wendy J. Warner, Kristin S. Stair, James L. Flowers, and D. Barry Croom. "Technology Usage of Tennessee Agriculture Teachers." Journal of Agricultural Education 56, no. 3 (September 30, 2015): 35–51. http://dx.doi.org/10.5032/jae.2015.03035.

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Kashem, MA, MAA Faroque, GMF Ahmed, and SE Bilkas. "The Complementary Roles of Information and Communication Technology in Bangladesh Agriculture." Journal of Science Foundation 8, no. 1-2 (April 17, 2013): 161–69. http://dx.doi.org/10.3329/jsf.v8i1-2.14639.

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Agriculture is the important sector and key contributors to the national GDP of Bangladesh. Around 20.60% of the total GDP of the country comes from the agricultural sector. But, most of the farmers of Bangladesh are still in lack of modern agricultural knowledge. Farmers need to access ICT and take information of agriculture and others which put them in better position in economic activities. So, it is very important to provide the farmers with the modern ICT facilities as soon as possible. This paper also provides a present status of ICT in agriculture for the potential users (policy makers, researchers, teachers and students, and other activists) of agricultural information to work cooperatively. In this paper gives a concept of database that may be applied to provide agricultural information in the effective way in digitally divided geographical areas using Location Based Services. Proposed system will assist the govt. to provide services & accessibility of proper digital contents not only the farmers but also the researchers and other people who are interested in this sector. DOI: http://dx.doi.org/10.3329/jsf.v8i1-2.14639 J. Sci. Foundation, 8(1&2): 161-169, June-December 2010
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Williams, David L., and Kenneth L. Wise. "Perceptions Of Iowa Secondary School Agricultural Education Teachers And Students Regarding Sustainable Agriculture." Journal of Agricultural Education 38, no. 2 (June 1997): 15–20. http://dx.doi.org/10.5032/jae.1997.02015.

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26

Thompson, Gregory, and Brian Warnick. "Integrating Science Into The Agricultural Education Curriculum: Do Science And Agriculture Teachers Agree?" Journal of Agricultural Education 48, no. 3 (September 1, 2007): 1–12. http://dx.doi.org/10.5032/jae.2007.03001.

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Harbar, Olha, and Maiia Kostiuk. "SCIENTIFIC RESEARCH ON AGRICULTURE IN UMAN AGRICULTURAL INSTITUTE (END OF THE XIXth –THE SECOND HALF OF THE XXth CENTURY): DEVOTED TO ITS 175th ANNIVERSARY." Journal of Ukrainian History, no. 40 (2019): 92–102. http://dx.doi.org/10.17721/2522-4611.2019.40.12.

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The article presents the historical and scientific analysis of the process of formation and development of scientific research on agriculture at Uman Agricultural Institute in the historical context. It was established that scientific research on agriculture dates back to 1868, when the Main School of Horticulture was reorganized in the Uman College of Agriculture and Horticulture. It was found that the first studies on soil cultivation and fertilization were conducted in the period from 1886-1912 by Professor M.K. Vasyliev. In 1912 Professor M.K. Vasyliev published the first Ukrainian textbook on plant growing and forestry called «Private agriculture or the study of field and meadow crops». It was established that the activity of V.V. Pashkevych at Uman School contributed to the further development of fruit and ornamental horticulture and viticulture in the Russian Empire, and later in Ukraine. It is noted that S.M. Vukolov, while working at Uman School of Horticulture and Agriculture, for the first time first organized teaching of vegetable growing on a scientific basis. It is emphasized that P.G. Shytt was the first school teacher who began to study the root system and nutrition of the fruit trees, the patterns of growth and cycling of their ontogenetic development. Great attention is paid to the exploratory works of Professor F.V. Zamorskyi, who, on the basis of the study of content and species composition of weeds in rye and wheat seeds, proposed wholly justified measures of weed control. It has been established that the personal contribution of the scientists and teachers of Uman School to the formation of scientific principles of agriculture is undoubtedly significant and contributes to the provision of high and stable crops of agricultural products. Particular attention is paid to the main scientific achievement of the prominent scientist-agronomist – Professor S.S. Rubin in horticulture and field agriculture. It was investigated that the main directions of his scientific and research work were: soil maintenance and fertilization in fruit plantations, crop rotation and soil cultivation under field crops.
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Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Sense of Efficacy among Malaysian Agriculture Student Teachers." International Journal of the Humanities: Annual Review 6, no. 2 (2008): 137–44. http://dx.doi.org/10.18848/1447-9508/cgp/v06i02/42364.

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Karim, Ikawati, Indah Nur Aini, and M. Fikri Akbar. "Coronavirus Diseases -19: an overview in education, agriculture, and communication perspectives." Jurnal Perspektif Pembiayaan dan Pembangunan Daerah 9, no. 1 (April 30, 2021): 73–84. http://dx.doi.org/10.22437/ppd.v9i1.10819.

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As it emerged at the end of December 2020 in Wuhan, China, Coronavirus has now spread to many countries, which affected several sectors of human life. This paper aims to describe the impact of covid-19 on education, agriculture, and communication in Indonesia. In education, COVID-19 impacted the teaching methods. Teachers utilized e-learning during the COVID-19 pandemic, such as Schoology, Edmodo, Google Classroom, Facebook, WhatsApp, and Zoom. In agriculture, coronavirus impacted downstream and upstream agriculture. As the main food producer, farmers should be protected from the dangers of the coronavirus to maintain food security. All people need to consume food based on agricultural products. In communication, coronavirus makes society change in the use of communication media. New media is more interactive and creates a new understanding of interpersonal communication.
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Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Psychometric Properties of an Agriculture Teacher Efficacy Scale for Senior Secondary Schools in Eswatini." Advances in Social Sciences Research Journal 6, no. 12 (December 14, 2019): 24–33. http://dx.doi.org/10.14738/assrj.612.7470.

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Teacher efficacy is an important motivational attribute influencing teacher performance and student learning outcomes. Teacher efficacy is multidimensional yet inconsistencies exist on the nature of construct that best measure teacher efficacy across different subjects and contexts. The purpose of the study was to explore the psychometric properties of the agriculture teacher efficacy scale adapted from the Teacher Self-Efficacy Scale (TSES) of Tschannen-Moran and Hoy (2001). Data were collected from 161 beginning agriculture teachers at senior secondary schools in Eswatini. Item analysis and exploratory factor analysis (EFA) using principal component and verimax rotation were used to analyse the data. The findings indicate that the agriculture teacher efficacy scale was reliable (.92) with inter-item correlation value of .41 to .67 and items discrimination index of ≥ .40). EFA revealed that the agriculture teacher efficacy scale had four factors explaining 47.7% of variance among the items which were instructional strategies, student engagement, classroom management, and practical work management. Conclusion was, the scale is valid to assess agriculture teacher efficacy. Recommendation was, further testing the agriculture teacher efficacy scale across school levels in teaching agriculture.
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Johnson, Donald M., Leon G. Schumacher, and Bob R. Stewart. "An Analysis Of The Agricultural Mechanics Laboratory Management Inservice Needs Of Missouri Agriculture Teachers." Journal of Agricultural Education 31, no. 2 (June 1990): 35–39. http://dx.doi.org/10.5032/jae.1990.02035.

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32

Ingram, Melissa, Tyson Sorensen, Brian Warnick, and Rebecca Lawver. "The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers’ Choice to Teach." Journal of Agricultural Education 59, no. 2 (May 30, 2018): 64–78. http://dx.doi.org/10.5032/jae.2018.02064.

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33

Zarafshani, Kiumars, Adel Solaymani, Mike D’Itri, Marilyn M. Helms, and Samaneh Sanjabi. "Evaluating technology acceptance in agricultural education in Iran: A study of vocational agriculture teachers." Social Sciences & Humanities Open 2, no. 1 (2020): 100041. http://dx.doi.org/10.1016/j.ssaho.2020.100041.

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34

Kotrlik, Joe W., and Myra N. Smith. "Computer Anxiety Levels Of Vocational Agriculture Teachers." Journal of Agricultural Education 30, no. 2 (June 1989): 41–48. http://dx.doi.org/10.5032/jae.1989.02041.

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35

Delnero, Jennifer, and Diane Montgomery. "Perceptions Of Work Among California Agriculture Teachers." Journal of Agricultural Education 42, no. 2 (June 2001): 56–67. http://dx.doi.org/10.5032/jae.2001.02056.

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36

Fritz, Carrie A., and Greg S. Miller. "Concerns Expressed By Student Teachers In Agriculture." Journal of Agricultural Education 44, no. 3 (September 2003): 47–53. http://dx.doi.org/10.5032/jae.2003.03047.

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37

Njura, Hellen Joseph, Kaberia Isaac Kubai, Simon Thuranira Taaliu, and Kakai Shem Khakame. "The Relationship between Agricultural Teaching Approaches and Food Security in Kenya." Education Research International 2020 (July 11, 2020): 1–18. http://dx.doi.org/10.1155/2020/8847864.

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The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.
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Hay, Alexander. "What does the teacher of Agriculture Require of the Agricultural Economist?" Journal of proceedings of the Agricultural Economics Society 2, no. 4 (November 5, 2008): 291–99. http://dx.doi.org/10.1111/j.1477-9552.1933.tb02391.x.

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39

Masuku, Micah Bheki, Alfred F. Tsikati, and Barnabas M. Dlamini. "Factors Influencing the Choice of an Agriculture Specialisation by Primary teachers’ Diploma College Students in Swaziland." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 12. http://dx.doi.org/10.5296/jas.v4i1.8153.

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The choice of a specialisation is one of the lifetime career decisions students have to make when entering college. The purpose of the study was to determine factors that influence the choice of Agriculture specialisation by college student teachers in Swaziland. A desk review and a Modified Delphi technique were used to generate items used in the survey questionnaire for data collection. A census of 351 student teachers from three teacher training colleges was used. Data were analyzed by means of descriptive statistics and multinomial logistic regression. The findings of the study revealed that students’ interest, department’s image, sex and influence by professionals were the predictors for the choice of Agriculture specialisation in the teacher training colleges in Swaziland. The study recommends that the Agriculture departments in the colleges must stage campaigns and craft policies to promote the choice of the Agriculture specialisation. A study should be conducted to determine the influence of the subject combinations that make an area of specialisation on the choice of the Agriculture specialisation.
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Langley, G. Curtis, Michael Martin, and Tracy Kitchel. "Novice Agriculture Teachers’ General Self Efficacy and Sense of Community Connectedness Journal of Agricultural Education." Journal of Agricultural Education 55, no. 4 (October 30, 2014): 1–11. http://dx.doi.org/10.5032/jae.2014.04001.

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41

ChungNamYong. "Assessment of Agricultural Literacy and Attitude toward Agriculture among School Teachers in Young-nam Area." Journal ofAgricultural Education and Human Resource Development 44, no. 2 (June 2012): 1–24. http://dx.doi.org/10.23840/agehrd.2012.44.2.1.

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42

Linder, Mark P. "WHAT IS AGRICULTURE IN THE CLASSROOM?" HortScience 25, no. 9 (September 1990): 1182d—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182d.

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Agriculture in the Classroom has become a major, positive force addressing the ag literacy challenge. In California, Ag in the Classroom began in 1980 when the San Francisco School District asked the California Farm Bureau to help develop ag education activities and materials for all grade levels. There is now an AITC effort in every state. Each state approaches Ag in the Classroom from the basis of its own needs and resources. The most successful state programs are a result of cooperation among agriculture, education, volunteers and government. The USDA serves as the communication link among states.Major objectives of AITC include: 1) contribute to a population with a greater understanding of agriculture's importance to our economy and society, 2) promote awareness of career opportunities in agriculture. Activities and materials are offered in: Teacher Training, Student Program, Resource Materials and Special Programs.When given the opportunity, educators realize the importance of agriculture to them and their students. They have found that infusing ag information into the lessons they teach adds an exciting dimension to classroom activities.
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43

Dludlu, Mzomba Nelson. "E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini." Advances in Social Sciences Research Journal 7, no. 8 (August 31, 2020): 506–17. http://dx.doi.org/10.14738/assrj.78.8781.

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The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic. A survey research design employing the quantitative approach was conducted with all (N=284) agriculture teachers in Eswatini to (1) describe the E-readiness of Agriculture teachers to integrate ICT in their teaching and learning, (2) identify the support given to teachers towards ICT integration available in schools, and (3) to describe the teachers’ educational level and courses related to ICT integration in teaching. A valid and reliable instrument was designed with a Cronbach Alpha reliability coefficient of (r = .80) was used to collect data. Frequencies and percentages statistics were used to analyse data. Findings associated with teachers’ readiness to integrate ICT in their teaching were: (1) teachers had personal laptops and were using them to support teaching of agriculture, (2) teachers perceived themselves as digitally proficient in using ICT tools to facilitate teaching and learning, (3) teachers had free access to computers in schools, (4) more than half of the schools offering agriculture had internet connectivity, (5) ICT was offered as an examinable subject in the majority of schools, and that (5) teachers had taken basic computer course their pre-service teacher preparatory training. It is recommended that all teacher training institutions design and offer courses on instructional technology to equip all teachers in schools to use technology to enhance their teaching skills.
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Veeranjaneyulu, K. "KrishiKosh: an institutional repository of National Agricultural Research System in India." Library Management 35, no. 4/5 (June 3, 2014): 345–54. http://dx.doi.org/10.1108/lm-08-2013-0083.

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Purpose – The purpose of this paper is to provide online access to valuable resource, i.e., rare books, institutional publications, historical reports, theses, success stories, etc. to the researchers, teachers, extension specialists, farmers and scientists working in the ICAR institutes and state agricultural universities. Design/methodology/approach – Using open source software, the material in the repository was organized into institution-wise collection of documents such as books, journals, theses, reports, articles, etc. The process of digitization including scanning, cleaning, cropping, conversion to text (OCR), conversion to PDF/A, is currently being done at four different centres. So far, more than ten million pages from 19,495 documents have been digitized along with the necessary metadata. Findings – The “KrishiKosh” is a collaborative project which envisages launching an Indian agricultural knowledge portal over the internet and sharing its research information including Electronic Theses and Dissertations (ETD) with the rest of the world using latest information and communication technologies. Research limitations/implications – Users are able to access any information they want, from anywhere in the world, and at any time over the internet. It also culminated in launching of an Indian agricultural knowledge portal over the internet for sharing its research information including ETD with the rest of the world using the latest information and communication technologies. Practical implications – The agricultural research community will have access to the vast amount of rare and precious literature to further research and developments in agriculture and allied sectors to achieve self-sufficiency in food production. Social implications – While the population of the country is heading towards 1.23 billion, Indian agricultural scientists are engaged in increasing the food grain production to address the food security challenge. The importance of agricultural production in the context of global competition has occupied a significant place in the national development plan. It helps to provide right information, in right time at right place to increase the agriculture production. Originality/value – The Indian agricultural knowledge portal over the internet for sharing its research information including ETD among agriculture policy makers, scientists, etc. using latest ICT. The portal helps to avoid duplication and to acquire more resources to the agriculture knowledge centres.
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Garton. "Agriculture teachers and students: In concert or conflict?" Journal of Agricultural Education 38, no. 1 (March 1, 1997): 38–45. http://dx.doi.org/10.5032/jae.1997.01038.

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46

Myers, Brian E., James E. Dyer, and Lisa M. Breja. "Recruitment Strategies And Activities Used By Agriculture Teachers." Journal of Agricultural Education 44, no. 4 (December 2003): 94–105. http://dx.doi.org/10.5032/jae.2003.04094.

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Walker, Weston, Bryan Garton, and Tracy Kitchel. "Job Satisfaction And Retention Of Secondary Agriculture Teachers." Journal of Agricultural Education 45, no. 2 (June 1, 2004): 28–38. http://dx.doi.org/10.5032/jae.2004.02028.

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Koundinya, Vikram, and Robert Martin. "Food Safety Inservice Educational Needs of Agriculture Teachers." Journal of Agricultural Education 51, no. 4 (December 1, 2010): 82–91. http://dx.doi.org/10.5032/jae.2010.04082.

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49

Smalley, Scott, and Amy Smith. "Professional Development Needs of Mid-Career Agriculture Teachers." Journal of Agricultural Education 58, no. 4 (December 31, 2017): 282–90. http://dx.doi.org/10.5032/jae.2017.04283.

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Meder, Amanda, Scott Smalley, and Michael Retallick. "Evaluating First Year Agriculture Teachers’ Use of Reflection." Journal of Agricultural Education 59, no. 2 (May 30, 2018): 289–304. http://dx.doi.org/10.5032/jae.2018.02289.

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