Tesi sul tema "Agricultural education Education"
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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.
Testo completoRay, 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.
Testo completoWolf, 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.
Testo completoTOUCH, 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.
Testo completoDorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.
Testo completoDlamini, Barnabas M. "Perceptions of professionals in agricultural education regarding the agriculture teacher education program in Swaziland /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749965.
Testo completoFrazier, 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.
Testo completoSmith, J. T. "Commercial agriculture as a curriculum source for agricultural education". Thesis, University of Wolverhampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379482.
Testo completoRammolai, Mogadime Lepokane. "The image of agriculture education in Botswana /". Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.
Testo completoRocka, 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.
Testo completoSwortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.
Testo completoLawver, 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.
Testo completoJohnston, Katelyn McKenzie. "Describing the Efficacy of Research Videos in Extension Education". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606899095291283.
Testo completoRiedel, 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/.
Testo completoJenkins, Charles Cordell. "A quality agricultural education program a national Delphi study /". Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/796.
Testo completoTitle from document title page (viewed on August 25, 2008). Document formatted into pages; contains: x, 146 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 139-144).
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.
Testo completoDoctor 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.
Swinehart, Katrina Ann. "Student Perceptions of Their Decision to Enroll in Agricultural Education". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366115765.
Testo completoHall, Lee Ann. "Factors that influence an individual's decision to teach agricultural education". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5320.
Testo completoTitle from document title page. Document formatted into pages; contains xiv, 164 p. : col. ill. Includes abstract. Includes bibliographical references (p. 128-130).
Kleinjan, Macey Renae. "The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy". Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31605.
Testo completoThies, 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.
Testo completoThe 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.
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.
Testo completoKuri, Subrato Kumar. "Exploring Teaching Practices of the Agricultural Education at Bangladesh Agricultural University (BAU)". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104075.
Testo completoDoctor 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.
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.
Testo completobw, mrammola@bca, e Mogadime Rammolai. "The Image of Agriculture Education in Botswana". Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.
Testo completoWright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.
Testo completoHudson, 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.
Testo completoSchwartz, Jessica M. "The impact of middle school agriculture education on student enrollment in high school agricultural education at Chisago Lakes School District". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009schwartzj.pdf.
Testo completoNwaedozie, 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.
Testo completoMattos, Beatriz Helena Oliveira de Melo. "Agricultural education and educational practices for coexisting with the semi-arid region: semi-arid region: The Dom Fragoso agricultural family school". Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5426.
Testo completoEsta tese apresenta uma pesquisa qualitativa sobre os processos educativos gerados na busca pela convivÃncia com o semiÃrido brasileiro- SAB. A proposta de convivÃncia com o SAB aponta o fracasso da lÃgica de combate à seca, como meio de fixar e integrar o SAB no contexto da NaÃÃo. Nela, o processo de rejeiÃÃo ao ecossistema presente na lÃgica do combate à seca, vem a ser substituÃdo por uma postura crÃtica de compreensÃo, com base numa relaÃÃo de respeito Ãs coisas, pelo que elas sÃo, pelo que possuem de intrÃnseco e que tenta e quer aprender e apreender a sua lÃgica interna. Portanto, parte-se do pressuposto de que Ã, alÃm de possÃvel, conveniente e pertinente conviver com a seca e com o SAB, atravÃs de vivÃncias e de prÃticas solidÃrias de educaÃÃo. E, embora haja o reconhecimento de que a proposta de convivÃncia nÃo esteja pronta, existe uma ideia do conjunto dos elementos que a compÃem e do sentido que compreende a proposta, cujo elemento fundante reside na unidade entre humanidade e natureza, explicitando a centralidade da relaÃÃo com a natureza como elemento organizador da vida social e de todo a sociabilidade no SAB. A educaÃÃo à considerada o elemento central e estruturante da proposta de convivÃncia com o SAB, em funÃÃo do seu alcance e poder de difusÃo ideolÃgico e cultural, que permite trabalhar a mudanÃa de leitura de mundo, de valores e de ideias de representaÃÃo social da natureza dominante. Paulo Freire nos lembra que se a educaÃÃo nÃo pode tudo, porÃm sem ela nÃo dà para pensar uma nova sociedade justa e equÃnime. E, se a escola ainda reproduz uma visÃo do SAB, apresentando-o como lugar inviÃvel, com precÃrias condiÃÃes de vida, ressaltando os preconceitos e os estereÃtipos em torno dele e de quem nele vive, ela Ã, tambÃm, um espaÃo privilegiado e lÃcus de construÃÃo do conhecimento. Pelo alcance que possui, pode propiciar uma reflexÃo no e sobre o universo escolar, que viabilize um novo diÃlogo sobre a relaÃÃo humanidade-natureza, tecendo, junto, o fio do novo paradigma para aprender, reaprender a viver e conviver no SAB. A pesquisa objetivou compreender como o projeto polÃtico pedagÃgico da Escola FamÃlia AgrÃcola Dom Fragoso, localizada no municÃpio de IndependÃncia, relaciona e incorpora os princÃpios e os fundamentos da proposta de convivÃncia com o semiÃrido da ArticulaÃÃo no SemiÃrido Brasileiro â ASA, na contextualizaÃÃo dos seus processos e prÃticas educativas. A experiÃncia educativa da Escola vem promovendo a ampliaÃÃo do espaÃo pÃblico para o debate polÃtico sobre a convivÃncia com o semiÃrido e a contextualizaÃÃo da educaÃÃo dentro dos princÃpios da pedagogia da convivÃncia com o SAB. A anÃlise dos resultados nos revela que os/as estudantes da EFA Dom Fragoso levam os saberes sobre a convivÃncia como uma dÃdiva a ser transportada, que, ao migrar, se espalha, vai para as escolas pÃblicas do campo, da cidade, vai para as comunidades, invade os sindicatos rurais, ocupa novos espaÃos e participa como um dos protagonistas da grande rede de relaÃÃes e de sociabilidade presentes, atualmente, no SAB. O semiÃrido pode ser interpretado como o lugar de todos nÃs, humanos e nÃo humanos, que habitamos o planeta Terra. A sua singularidade pode ser lida como uma metÃfora para se pensar um mundo novo, uma terra prometida e uma humanidade nova cujo trabalho da educaÃÃo e da pedagogia da convivÃncia nos leva a crer num futuro para esse forte, adorÃvel e velho planeta, desde que se consagre a celebraÃÃo do Contrato Natural.
This thesis presents a qualitative research about the educational processes generated on the search for coexistence with Brazilian semiarid â SAB. The proposal of coexisting with SAB points out the failure of the fighting dry climate logic as a way of fixating and integrating SAB in the context of the nation. In it, the process of rejection to the present ecosystem on the fighting dry climate logic gets replaced by a critical stand of comprehension, based on a relation of respect for things for what they are, for what they have of intrinsic that attempts to capture its internal logic. Therefore, it is assumed that it is possible, convenient and pertinent to live with dry climate and SAB, through experiences and solidarity practices of education. And, even thought it is recognized that the proposal of coexistence is not ready, there is an idea of the set of elements that compose it and of the meaning that conceive the proposal, which founding element lies on unity between mankind and nature, showing the centrality of the relation with nature as element that organizes social life and all sociability at SAB. Education is considerer the main and structuring element of the proposal of coexisting with SAB, because of its reach and power of ideological and cultural diffusion, which allows working the change of reading of the world, of values and of ideas of social representation of the dominant nature. Paulo Freire reminds us that education canât do everything, however, without it, a new fair and unanimous society cannot be conceived. And if school stills reproduces a vision of SAB, presenting it as an unviable place with precarious live conditions, highlighting the prejudice and stereotypes around it and those who live in it, it also is a privileged place and locus of construction of knowledge. By the reach that it possesses, it could propitiate a reflection at and about the scholar universe, which makes possible a new dialogue about the relation mankind-nature, weaving along the thread of the new paradigm to learn, relearn to live and coexist at SAB. The research objectified to understand how the political pedagogical project of FamÃlia AgrÃcola Dom Fragoso School, located on the city of IndependÃncia, related and incorporates the principles and fundaments of the proposal of coexisting with semiarid from the Articulation at Brazilian Semiarid â ASA, in the contextualization of its processes and educational practices. The educational experience of the school have been promoting the enlargement of the public space for political debate about the coexistence with semiarid and the contextualization of education according to the principles of pedagogy of the coexistence with SAB. The analysis of the results shows us that the students of EFA Dom Fragoso carry the knowledge about the coexistence as a gift to be carried that, as it migrates, it spreads to the public schools of the country, of the city, goes to communities, invades rural syndicates, occupies new spaces and participates as a main character of the large net of relations and of sociability that are present currently on SAB. The semiarid may be interpreted as the place for us all, human and nonhuman, that inhabit planet Earth. Its uniqueness may be read as a metaphor to think a new world, a promised land and a new mankind, whose work of education and of pedagogy of the coexistence leads us to believing in a future for this strong, lovely and old planet, as long as it is sanctified the celebration of the Natural Contract.
Agner, Warren Tyler. "Perceptions Held About Agricultural Education by Coronado High School Students, El Paso, Texas". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337909346.
Testo completoCherry, Jenny Dee. "Ohio Secondary Agricultural Educator Perceptions of Integrating Science". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300772663.
Testo completoIsmail, 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.
Testo completoRobinson, Julie C. "Factors Related to Extension Professional’s Use of Online Tools in Their Educational Programs". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364548273.
Testo completoPotenza, Sarah Lynne. "Action-oriented sustainable agriculture education attitudes towards nutrition and agricultural practices in Guaimaca, Honduras /". CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05222007-131327/.
Testo completoStohlmann, Lauren K. "Application of Virtual Field Trips to Increase Agricultural Literacy of Youth: A Case Study of Agricultural Advocacy Organizations’ Implementation of Virtual Field Trips". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555660967142699.
Testo completoFlood, Robert Alan 1951. "Agricultural awareness in Arizona". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291776.
Testo completoJenkins, III Charles Cordell. "A QUALITY AGRICULTURAL EDUCATION PROGRAM: A NATIONAL DELPHI STUDY". UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_theses/516.
Testo completoHartis, Amber Elaine. "Hydrogen sulfide monitor education for use in agricultural operations". Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6955.
Testo completoBroyles, Thomas W. "Curriculum and Facilities for Agricultural Education: An Agriscience Approach". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11207.
Testo completoPh. D.
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.
Testo completoBedo, Shannon Hajdik. "Education, research, and extension: an evaluation of agricultural institutions in Tunisia". Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/176.
Testo completoBaughman, Amy Jo. "The Vocational Agriculture Needs of Students in Choluteca, Honduras". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462748855.
Testo completoBeaudreault, Amy R. "Methamphetamine in the United States:Perceptions and Educational Programming Needs in Extension Education". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259611320.
Testo completoAbagi, Jared O. (Jared Okwach). "Primary schooling and agricultural education in Kenya : can principles of "modern" agriculture be taught effectively in schools?" Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74546.
Testo completoPrevious studies on education and agricultural productivity have ignored the mechanisms through which schooling affects the acquisition of agricultural knowledge and skills. This study attempted to bridge this gap. To do so field work was carried out in four schools and their catchment areas in Kiambu and Kwale districts of Kenya. The data stemmed from field notes, tape recorded lesson transcripts, interviews and questionnaires as well as an exhaustive review of prior studies and government documents.
The findings indicate that the schools offer possibilities for effective teaching of the principles of "modern" agriculture. However, whether or not the school will play this role well or poorly depends largely on the improvement in general of the quality of primary schooling. This task involves increasing school resources, modification of the agricultural curriculum, improvement of teacher training, change in teaching methods and assessment policies.
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.
Testo completoMcAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems". Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.
Testo completoThe purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.
Fanta, Lynne Lenore 1962. "Agricultural competencies for the Navajo Reservation". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291787.
Testo completoBuckingham, Crystal R. "Philosophies of adult education as practiced by agricultural education teachers in Pennsylvania, West Virginia, and Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1529.
Testo completoAnderson, Ryan. "Attitudes of Outstanding Virginia Agricultural Education Teachers Toward Mathematics Integration". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26004.
Testo completoPh. D.
Ridgeway, Becky L. "State supervisors roles in agricultural education curriculum a national study /". Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10178.
Testo completoTitle from document title page. Document formatted into pages; contains viii, 89 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 61-62).