J. Pigg, Kristin S. Stair, Richie Roberts, J. Blackburn
As the global economy continues to advance, cultural competence has become a buzzword in education, professional development, and research. Despite this, little research has been devoted to understanding cultural competence in agriculture. Thus, a need emerged to describe the cultural competence of young agricultural leaders in Louisiana. Through data analysis, four themes emerged: (a) cultural anxiety, (b) cultural pressure, (c) the one-way (agri)cultural mirror, and (d) cultural lens expansion. The participants expressed anxiety to discuss cultural issues because of a fear of negative social ramifications. As a result, this yielded a pressure to adopt a culturally competent mindset to be successful. Additionally, participants recognized that the agricultural profession exhibited a unique cultural identity that produced a one-way cultural mirror whereby consumers and producers cannot understand one another. Because of this cultural barrier, participants recognized a need to expand their cultural lens, through domestic and international experiences, to better serve diverse populations. Therefore, we recommend that future research explore strategies that can cultivate cultural competence at earlier ages. For example, perhaps opportunities that feature cultural concepts could be offered more purposefully through 4-H, FFA, and Ag in the Classroom.
{"title":"The one-way (Agri)cultural mirror: A case study of how young agricultural leaders understand and experience culture.","authors":"J. Pigg, Kristin S. Stair, Richie Roberts, J. Blackburn","doi":"10.5032/jae.2022.04119","DOIUrl":"https://doi.org/10.5032/jae.2022.04119","url":null,"abstract":"As the global economy continues to advance, cultural competence has become a buzzword in education, professional development, and research. Despite this, little research has been devoted to understanding cultural competence in agriculture. Thus, a need emerged to describe the cultural competence of young agricultural leaders in Louisiana. Through data analysis, four themes emerged: (a) cultural anxiety, (b) cultural pressure, (c) the one-way (agri)cultural mirror, and (d) cultural lens expansion. The participants expressed anxiety to discuss cultural issues because of a fear of negative social ramifications. As a result, this yielded a pressure to adopt a culturally competent mindset to be successful. Additionally, participants recognized that the agricultural profession exhibited a unique cultural identity that produced a one-way cultural mirror whereby consumers and producers cannot understand one another. Because of this cultural barrier, participants recognized a need to expand their cultural lens, through domestic and international experiences, to better serve diverse populations. Therefore, we recommend that future research explore strategies that can cultivate cultural competence at earlier ages. For example, perhaps opportunities that feature cultural concepts could be offered more purposefully through 4-H, FFA, and Ag in the Classroom.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44154743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge of agricultural practices has declined in recent years, resulting in consumers becoming uncertain of where and how their food has been produced and the marketing tactics used to promote the product. Historically, the U.S. population’s rich agricultural heritage coincided with higher levels of agricultural literacy. Some scholars, however, have maintained that U.S. culture has begun to lose touch with its agricultural foundations. More recent evidence has demonstrated that consumers acquire knowledge about their food from various media, most notably the Internet and social media. Often these sources use incorrect information and promote food and agricultural marketing trends that may not be grounded in scientific data. In response, this historical narrative analyzed a reform effort that occurred in U.S. food labeling policy and practice in the 1900s, which contributed to food labeling issues and consumer distrust in the agricultural industry. Based on the findings of this investigation, we concluded that food labels were initially intended to provide consumers with more profound knowledge of the food they purchased. However, key legislative acts such as the Fair Packaging and Labeling Act and the Nutrition Labeling and Education Act shifted the food labeling movement into a branding device to differentiate products and brands. We recommend that agricultural practitioners explore new ways to communicate their message more effectively. We also call for producers to incorporate more personal and emotional appeals when marketing agricultural products to better compete with third-party branding efforts.
{"title":"A Historical Examination of Food Labeling Policies and Practices in the United States: Implications for Agricultural Communications","authors":"Rexanna Powers, Richie Roberts","doi":"10.5032/jae.2022.04168","DOIUrl":"https://doi.org/10.5032/jae.2022.04168","url":null,"abstract":"Knowledge of agricultural practices has declined in recent years, resulting in consumers becoming uncertain of where and how their food has been produced and the marketing tactics used to promote the product. Historically, the U.S. population’s rich agricultural heritage coincided with higher levels of agricultural literacy. Some scholars, however, have maintained that U.S. culture has begun to lose touch with its agricultural foundations. More recent evidence has demonstrated that consumers acquire knowledge about their food from various media, most notably the Internet and social media. Often these sources use incorrect information and promote food and agricultural marketing trends that may not be grounded in scientific data. In response, this historical narrative analyzed a reform effort that occurred in U.S. food labeling policy and practice in the 1900s, which contributed to food labeling issues and consumer distrust in the agricultural industry. Based on the findings of this investigation, we concluded that food labels were initially intended to provide consumers with more profound knowledge of the food they purchased. However, key legislative acts such as the Fair Packaging and Labeling Act and the Nutrition Labeling and Education Act shifted the food labeling movement into a branding device to differentiate products and brands. We recommend that agricultural practitioners explore new ways to communicate their message more effectively. We also call for producers to incorporate more personal and emotional appeals when marketing agricultural products to better compete with third-party branding efforts.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47849930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A decline in response rates was found for agricultural education research studies using survey research methods. The use of incentives and various response modes can affect survey response rates and were the focus of this experiment. The purpose of this study was to determine the effects of survey response mode and incentives on response rates when surveying SBAE teachers. Findings revealed a significant increase in response rates for groups receiving an incentive. No significant differences were found between groups using different survey response modes. When examining summated scale scores for each construct in the questionnaire, participants answering on paper scored more positively in four of the six constructs compared to web responses. Recommendations for practice included using mixed response modes when financially feasible and oversampling to achieve the desired sample size to represent a population. Further research on the effects of communication mode on response rates is needed. An examination of why differences in scale scores occur with different response modes is recommended.
{"title":"Determining the Effects of Response Mode and Incentives on Survey Response Rates of School-based Agricultural Education Teachers: An Experimental Study","authors":"William Doss, J. Rayfield, D. Lawver, S. Burris","doi":"10.5032/jae.2022.04151","DOIUrl":"https://doi.org/10.5032/jae.2022.04151","url":null,"abstract":"A decline in response rates was found for agricultural education research studies using survey research methods. The use of incentives and various response modes can affect survey response rates and were the focus of this experiment. The purpose of this study was to determine the effects of survey response mode and incentives on response rates when surveying SBAE teachers. Findings revealed a significant increase in response rates for groups receiving an incentive. No significant differences were found between groups using different survey response modes. When examining summated scale scores for each construct in the questionnaire, participants answering on paper scored more positively in four of the six constructs compared to web responses. Recommendations for practice included using mixed response modes when financially feasible and oversampling to achieve the desired sample size to represent a population. Further research on the effects of communication mode on response rates is needed. An examination of why differences in scale scores occur with different response modes is recommended.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43894508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Global society has major scientific challenges to solve over the coming decades including climate change and food insecurity. Considering school-based agricultural education can play an important role in developing scientifically literate and civically engaged citizens to help address these challenges, this study sought to describe and compare Pennsylvania agricultural education students’ science literacy, civic engagement, and science citizenship. In addition, the purpose of this study was to determine which variables of science literacy and civic engagement best predicted students’ science citizenship. Using a descriptive-correlational research design, the study utilized a questionnaire adapted from three existing instruments to measure science literacy, civic engagement, and science citizenship. Data was collected from a proportionate stratified random sample of Pennsylvania agricultural education programs for a total of (n = 197) students. The multiple linear regression model was found to be a significant predictor of students’ science citizenship and explained 57.8% of the variance. Civic skills efficacy, civic participation, value of science, science skills, and civic duty were significant predictors of students’ science citizenship. Recommendations from results include incorporating civic education that builds students civic skills into agricultural education curriculum, educating pre-service agriculture teachers how to incorporate civic engagement into their programs, and further research to determine the extent to which agriculture teachers currently support students’ civic engagement in their programs
{"title":"Science Citizenship through Secondary Agricultural Education","authors":"Rosalina Gawryla, Kevin Curry, Jr.","doi":"10.5032/jae.2022.04039","DOIUrl":"https://doi.org/10.5032/jae.2022.04039","url":null,"abstract":"Global society has major scientific challenges to solve over the coming decades including climate change and food insecurity. Considering school-based agricultural education can play an important role in developing scientifically literate and civically engaged citizens to help address these challenges, this study sought to describe and compare Pennsylvania agricultural education students’ science literacy, civic engagement, and science citizenship. In addition, the purpose of this study was to determine which variables of science literacy and civic engagement best predicted students’ science citizenship. Using a descriptive-correlational research design, the study utilized a questionnaire adapted from three existing instruments to measure science literacy, civic engagement, and science citizenship. Data was collected from a proportionate stratified random sample of Pennsylvania agricultural education programs for a total of (n = 197) students. The multiple linear regression model was found to be a significant predictor of students’ science citizenship and explained 57.8% of the variance. Civic skills efficacy, civic participation, value of science, science skills, and civic duty were significant predictors of students’ science citizenship. Recommendations from results include incorporating civic education that builds students civic skills into agricultural education curriculum, educating pre-service agriculture teachers how to incorporate civic engagement into their programs, and further research to determine the extent to which agriculture teachers currently support students’ civic engagement in their programs","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49133083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Krystle Allen, Richie Roberts, Michael Burnett, J. Blackburn
Rural leadership development has been a field with a long, varied history. Despite this, Black rural leadership development programs have been almost non-existent. In response, this investigation explored the effectiveness of a cooperative extension program called Learning Everyday About Development (LEAD), designed and facilitated by an 1890 land-grant university to revitalize rural communities while supporting economic development in traditionally historically Black communities in Louisiana. Three themes emerged from our qualitative analysis: (1) sparking rural leadership, (2) challenges to new leadership approaches, and (3) rethinking rural renewal. As such, we found the participants reported that LEAD was effective overall. This effectiveness was demonstrated in the first theme, sparking rural leadership. For example, the participants discussed in detail the benefits of networking at LEAD, an immense appreciation of not being forgotten, and being made aware of resources. Although participants reported they experienced growth in their leadership style and career because of participation, the extent of the growth varied substantially. The participants also reported that they devoted more time in their offices to work on grants and programming. Moving forward, we recommend a robust longitudinal evaluation of LEAD. Perhaps data from this study could provide a basis to create a framework for other Black rural development initiatives and add meaningful insight into this phenomenon.
{"title":"Cultivating Black Leaders for Rural Communities: A Case Study of a Leadership Development Program at an 1890 Land-Grant Institution","authors":"Krystle Allen, Richie Roberts, Michael Burnett, J. Blackburn","doi":"10.5032/jae.2022.04078","DOIUrl":"https://doi.org/10.5032/jae.2022.04078","url":null,"abstract":"Rural leadership development has been a field with a long, varied history. Despite this, Black rural leadership development programs have been almost non-existent. In response, this investigation explored the effectiveness of a cooperative extension program called Learning Everyday About Development (LEAD), designed and facilitated by an 1890 land-grant university to revitalize rural communities while supporting economic development in traditionally historically Black communities in Louisiana. Three themes emerged from our qualitative analysis: (1) sparking rural leadership, (2) challenges to new leadership approaches, and (3) rethinking rural renewal. As such, we found the participants reported that LEAD was effective overall. This effectiveness was demonstrated in the first theme, sparking rural leadership. For example, the participants discussed in detail the benefits of networking at LEAD, an immense appreciation of not being forgotten, and being made aware of resources. Although participants reported they experienced growth in their leadership style and career because of participation, the extent of the growth varied substantially. The participants also reported that they devoted more time in their offices to work on grants and programming. Moving forward, we recommend a robust longitudinal evaluation of LEAD. Perhaps data from this study could provide a basis to create a framework for other Black rural development initiatives and add meaningful insight into this phenomenon.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to identify what messages are important to share regarding innovations of new turfgrass cultivars, and to determine the current, preferred, and emerging channels of communication as perceived by Extension/Outreach and Communications professionals in ANR for sending information. This study utilized a focus group consisting of turfgrass extension professionals, an interview with communication professionals, and individual semi-structured interviews. From the twelve questions presented through these methods, seven predominant themes emerged. Effectively communicating about turfgrass involves: (1) conveying long-term benefits of the innovations, (2) considering the sender and receiver of turfgrass information, (3) considering the traditional communication channels used for turfgrass, (4) emerging or sought channels for communicating with clientele about turfgrass, (5) barriers to adopting communication channels for disseminating turfgrass information, (6) factors that influence use of communication channels for turfgrass, and (7) who should be disseminating the identified messages. Respondents indicated that though Twitter was the preferred channel of social media communication for those in the turfgrass industry, interpersonal communication and factsheets were still being requested predominately by their clientele. Respondents recommended working with organizations such as city and county municipalities, as well as residential home builder groups, that are likely to adopt innovations, influence behavior change, and create and institute policies, will be essential for dissemination of information. In light of the COVID-19 pandemic and the restrictions associated with it, researchers are depending on emerging communications channels for dissemination of information more so than traditional methods utilized in the past such as field days
{"title":"Perceptions of Agricultural Extension and Communication Professionals Regarding Current, Preferred, and Emerging Communication Channels: A Qualitative Study","authors":"Barbara Worley, Jason B. Peake, N. Fuhrman","doi":"10.5032/jae.2022.04022","DOIUrl":"https://doi.org/10.5032/jae.2022.04022","url":null,"abstract":"This study sought to identify what messages are important to share regarding innovations of new turfgrass cultivars, and to determine the current, preferred, and emerging channels of communication as perceived by Extension/Outreach and Communications professionals in ANR for sending information. This study utilized a focus group consisting of turfgrass extension professionals, an interview with communication professionals, and individual semi-structured interviews. From the twelve questions presented through these methods, seven predominant themes emerged. Effectively communicating about turfgrass involves: (1) conveying long-term benefits of the innovations, (2) considering the sender and receiver of turfgrass information, (3) considering the traditional communication channels used for turfgrass, (4) emerging or sought channels for communicating with clientele about turfgrass, (5) barriers to adopting communication channels for disseminating turfgrass information, (6) factors that influence use of communication channels for turfgrass, and (7) who should be disseminating the identified messages. Respondents indicated that though Twitter was the preferred channel of social media communication for those in the turfgrass industry, interpersonal communication and factsheets were still being requested predominately by their clientele. Respondents recommended working with organizations such as city and county municipalities, as well as residential home builder groups, that are likely to adopt innovations, influence behavior change, and create and institute policies, will be essential for dissemination of information. In light of the COVID-19 pandemic and the restrictions associated with it, researchers are depending on emerging communications channels for dissemination of information more so than traditional methods utilized in the past such as field days","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44325927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Small farms and small farmers are a growing sector of the agricultural economy nationwide. Notably, small farms are influenced by similar antagonists to the success of their business as large, concentrated operations, but they experience it differently. The purpose of this study was to describe small farms and farmers in North Dakota to assist North Dakota State University Extension in defining their needs for programming development. We found that nearly 45% of small farmer respondents are women. Small farmers prefer to access information for their operations in a variety of ways but like to engage with Extension through more direct and personal means. Recommendations include developing programming targeted at female farmers and organizing Extension information resources targeted at small farm needs, specifically.
{"title":"Describing North Dakota Small Farmers and Their Connection with Extension","authors":"Lindy Berg, Adam A. Marx, Travis W. Hoffman","doi":"10.5032/jae.2022.03166","DOIUrl":"https://doi.org/10.5032/jae.2022.03166","url":null,"abstract":"Small farms and small farmers are a growing sector of the agricultural economy nationwide. Notably, small farms are influenced by similar antagonists to the success of their business as large, concentrated operations, but they experience it differently. The purpose of this study was to describe small farms and farmers in North Dakota to assist North Dakota State University Extension in defining their needs for programming development. We found that nearly 45% of small farmer respondents are women. Small farmers prefer to access information for their operations in a variety of ways but like to engage with Extension through more direct and personal means. Recommendations include developing programming targeted at female farmers and organizing Extension information resources targeted at small farm needs, specifically.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jason D. McKibben, Marco Giliberti, Christopher A. Clemons, Kelly Holler, James R. Linder
The purpose of this study was to determine students’ perceived confidence in mechanics skills increases through exploration and enlargement of the college education experience. This paper describes the relationship between West Virginia University first-semester agricultural education pre-service teachers’ perception of their confidence in specific woodworking skills and who the student considered to be their primary instructor of woodworking-based skills, (university faculty, schoolteachers, family/friends, the student themselves) as they entered the teacher preparation program. Bandura’s theory of self-efficacy and social learning was adopted as the theoretical framework for this study. This study utilized a quantitative non-experimental survey research design. Quantitative methods and correlational analysis were employed to provide clarity. The homogeneous nature of the population provided no demographic variables of significance. The results of data analysis found that all participating students (n = 11) reported a higher level of self-confidence in selected woodworking skills after a sixteen-week-long course of agricultural mechanics education. Results of the Spearman’s (rs) correlation indicated that a highly significant relationship existed between students’ perception of self-confidence in woodworking (wood testing, identifying, measuring) and who the students perceived to be their primary teachers of woodworking as they finished the semester. No significant correlations existed at the beginning of the semester. By learning more about agricultural education students’ perception of learned woodworking skills, stakeholders will be better equipped to make up-to-date programming pronouncements about the long-term assessment of agricultural mechanics courses, and their relevance to the agricultural education curriculum.
{"title":"My Ag Teacher Never Made Me Go To The Shop! Pre-Service Teacher’s Perceived Self-Efficacy in Mechanics Skills Change Through Experience.","authors":"Jason D. McKibben, Marco Giliberti, Christopher A. Clemons, Kelly Holler, James R. Linder","doi":"10.5032/jae.2022.03283","DOIUrl":"https://doi.org/10.5032/jae.2022.03283","url":null,"abstract":"The purpose of this study was to determine students’ perceived confidence in mechanics skills increases through exploration and enlargement of the college education experience. This paper describes the relationship between West Virginia University first-semester agricultural education pre-service teachers’ perception of their confidence in specific woodworking skills and who the student considered to be their primary instructor of woodworking-based skills, (university faculty, schoolteachers, family/friends, the student themselves) as they entered the teacher preparation program. Bandura’s theory of self-efficacy and social learning was adopted as the theoretical framework for this study. This study utilized a quantitative non-experimental survey research design. Quantitative methods and correlational analysis were employed to provide clarity. The homogeneous nature of the population provided no demographic variables of significance. The results of data analysis found that all participating students (n = 11) reported a higher level of self-confidence in selected woodworking skills after a sixteen-week-long course of agricultural mechanics education. Results of the Spearman’s (rs) correlation indicated that a highly significant relationship existed between students’ perception of self-confidence in woodworking (wood testing, identifying, measuring) and who the students perceived to be their primary teachers of woodworking as they finished the semester. No significant correlations existed at the beginning of the semester. By learning more about agricultural education students’ perception of learned woodworking skills, stakeholders will be better equipped to make up-to-date programming pronouncements about the long-term assessment of agricultural mechanics courses, and their relevance to the agricultural education curriculum.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45510805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brandon L. Ray, C. Clemons, Jason D. McKibben, James R. Lindner, Nicholas E. Fuhrman, Rebecca J. Barlow
There are fewer forestry/natural resources pathway classes being taught in Georgia high schools in relation to other commonly associated agriculture curricula (Georgia Agriculture Education, 2019). The purpose of this study was to investigate school-based agriculture education (SBAE) teachers’ perceptions of forestry/natural resources curriculum to investigate internal barriers towards implementation of the curricula. The participants of this study were Georgia SBAE agriculture teachers (N = 358). This study utilized a quantitative non-experimental survey research design. The findings of the study yielded data that reveals particular weaknesses in the importance and competence of forestry/natural resources curriculum. There were a significant number of teachers that did not teach a forestry/natural resource pathway. Teacher importance and competence of forestry/natural resources concepts was analyzed and ranked. The data further shows the discrepancy of perceived teacher importance and perceived teacher competence through Mean Weighted Discrepancy Scores (MWDS). MWDS were used to rank forestry/natural resources concepts to identify training needs of teachers within Georgia. Teachers that had more years of experience had the greatest discrepancy between perceived importance and perceived competence. Teachers with no personal experiences in forestry, natural resources, and/or wildlife management had a significant need for training within those concepts. The recommendations of this study support university and state staff address different avenues to market the core subjects within agriculture education, cultivate partnerships with forestry and natural resources professionals, and SBAE teachers should seek to bring individuals into their classroom to promote forestry/natural resources careers.
{"title":"Implementing Forestry and Natural Resource Curricula in Georgia. A Quantitative Analysis of Perceived Barriers Towards Implementation","authors":"Brandon L. Ray, C. Clemons, Jason D. McKibben, James R. Lindner, Nicholas E. Fuhrman, Rebecca J. Barlow","doi":"10.5032/jae.2022.03149","DOIUrl":"https://doi.org/10.5032/jae.2022.03149","url":null,"abstract":"There are fewer forestry/natural resources pathway classes being taught in Georgia high schools in relation to other commonly associated agriculture curricula (Georgia Agriculture Education, 2019). The purpose of this study was to investigate school-based agriculture education (SBAE) teachers’ perceptions of forestry/natural resources curriculum to investigate internal barriers towards implementation of the curricula. The participants of this study were Georgia SBAE agriculture teachers (N = 358). This study utilized a quantitative non-experimental survey research design. The findings of the study yielded data that reveals particular weaknesses in the importance and competence of forestry/natural resources curriculum. There were a significant number of teachers that did not teach a forestry/natural resource pathway. Teacher importance and competence of forestry/natural resources concepts was analyzed and ranked. The data further shows the discrepancy of perceived teacher importance and perceived teacher competence through Mean Weighted Discrepancy Scores (MWDS). MWDS were used to rank forestry/natural resources concepts to identify training needs of teachers within Georgia. Teachers that had more years of experience had the greatest discrepancy between perceived importance and perceived competence. Teachers with no personal experiences in forestry, natural resources, and/or wildlife management had a significant need for training within those concepts. The recommendations of this study support university and state staff address different avenues to market the core subjects within agriculture education, cultivate partnerships with forestry and natural resources professionals, and SBAE teachers should seek to bring individuals into their classroom to promote forestry/natural resources careers.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan L. Powell, K. Lamm, D. Croom, L. R. Sapp, Lamm Croom Sapp Powell
4-H provides unique opportunities for youth to experience new things and prepare for their future. The purpose of this study was to examine how 4-H has influenced participant career trajectories. Data were collected using the Delphi method to produce a list of 70 unique items. There were 46 of 70 items that received 90-100% consensus in the final round of the process. A constant comparative method analysis identified six emergent themes having had the most influence of participant career trajectories: relationships, personal development, leadership development, life skills, civic engagement, and college and career preparation. The research provides a foundation of critical touchpoints which may impact participants’ career trajectories. Additionally, specific recommendations for applying the results in 4-H and other youth development programs are provided.
{"title":"How Do I Get There From Here? An Evaluation of 4-H Influence on Participant Career Trajectories","authors":"Megan L. Powell, K. Lamm, D. Croom, L. R. Sapp, Lamm Croom Sapp Powell","doi":"10.5032/jae.2022.03197","DOIUrl":"https://doi.org/10.5032/jae.2022.03197","url":null,"abstract":"4-H provides unique opportunities for youth to experience new things and prepare for their future. The purpose of this study was to examine how 4-H has influenced participant career trajectories. Data were collected using the Delphi method to produce a list of 70 unique items. There were 46 of 70 items that received 90-100% consensus in the final round of the process. A constant comparative method analysis identified six emergent themes having had the most influence of participant career trajectories: relationships, personal development, leadership development, life skills, civic engagement, and college and career preparation. The research provides a foundation of critical touchpoints which may impact participants’ career trajectories. Additionally, specific recommendations for applying the results in 4-H and other youth development programs are provided.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43628602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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