The purpose of this descriptive study was to examine current agricultural mechanics project construction and its use as a supervised agricultural experience in Texas and was conducted using survey methods. The population was composed of agricultural education teachers who had students with an agricultural mechanics project at one or more of four selected agricultural mechanics project shows from the state. The sampling strategy was purposive in nature and all teachers were surveyed (N = 324). A response rate of 45.1% (n = 146) was achieved. Participants reported 2,626 agricultural mechanics projects were constructed for exhibition by students. Agricultural education teachers reported the majority of the projects used as a student’s SAE were classified under the entrepreneurship category. Results indicate teachers believe in-class hours should count toward a student’s SAE, agricultural mechanics projects should be used for SAEs, and record books were kept on about half of the projects. Recommendations include using more agricultural mechanics projects as SAEs and providing professional development for teachers in the area of SAE classification and using group projects for SAEs.

First year agriculture education teachers in Texas were surveyed during the 1998-1999 school year. The number of first year teachers surveyed was 118 and 74 (63%) participated. Of the 74 respondents, 57 were males and 17 were females with the mean age being 27.3 years. Fifty-seven percent of the teachers taught safety and health as separate independent units of instruction while the most common type of technology used was TV/VCRs and overhead projectors. It was determined that the most useful formats for new educational materials were videotapes with study guides. Over half of the teachers (51.4%) had received CPR training and 52.8% had received first-aid training. Only 22.2% held current CPR certifications while 21.1% had current first-aid certifications. Generally, teachers have a solid understanding of safety and health issues but fail to practice what they preach. This study recommends that teacher education programs place a much higher emphasis on safety and health issues during teacher preparation. Furthermore, professional development workshops and seminars need to be implemented to help teachers develop necessary skills and educational materials that are easily useable in modern classrooms. A compilation of easy-to-use, interactive agricultural education safety education media materials needs to be developed and disseminated.

Supervised Agricultural Experience (SAE) is a well-documented, valuable, and integral part of agricultural education programs (Bryant, 2003; Cheek, Arrington, Carter, & Randall, 1994; Deyoe, 1953; Dyer & Osborne, 1996; Moore, 1988; Roberts & Harlin, 2007). Cole and Connell (1993) found that there was little research regarding the economic value of SAEs; they suggested that measuring the cost and economic benefits of SAEs would provide valuable information in communicating additional benefits of SAE programs. Hanagriff, Murphy, Roberts, Briers, & Lindner (2010) suggested economic values are best derived from measuring spending and that research should be undertaken to understand the economic value of educational programs, especially in high cost areas such as agricultural mechanics. This study found that 45% of agricultural education program are involved in agricultural mechanics show projects, which potentially relates to $5.5 million in direct spending and $10 million in economic impacts. Additionally, programs with agricultural mechanics show projects recognize greater participation in agricultural mechanic SAEs, are more active in using record books, are larger in program size, and recognize greater financial support.

Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be to utilize the current professional community to teach skills needed in a changing industry and to encourage students to “think outside the box” and challenge themselves. Innovative programs will be hands-on, include problem solving, and critical thinking. The people involved in innovative agricultural education programs in the future are students, innovative agricultural education teachers, school administrators, and professionals in the community with particular skills sets needed in agricultural education. Teachers of selected innovative agricultural education programs did not agree that innovative agricultural education programs should have a global reach or that every student should have a Supervised Agricultural Experience.

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers on student teachers’ self– perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher. This study employed a quasi–experimental design with a non–random sample in a multiple time–series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Based on data from this study, it was concluded that structured communication did not affect teaching efficacy or the relationship between the student teacher and cooperating teacher.

Monitoring and evaluating programs and outcomes is common practice in educational arenas; less frequent in professional societies and organizations. A clear understanding of the climate of an organization is important, potentially providing leadership with an understanding of how to improve the functionality of an organization. The purpose of this study was to describe how individual members of the American Association for Agricultural Education (AAAE) perceived working together and to describe the level of support within the profession for the 2007–2010 version of the National Research Agenda (NRA). Overall, AAAE members’ perceptions varied greatly. Most members agreed to some extent that the AAAE organization allowed members to be involved in the sharing of ideas and information in a nonthreatening, supportive environment. Additionally, most members indicated that within the organization there was an expectation and support of new ideas and practices. However, results indicated AAAE members held mixed beliefs regarding the collective accountability for excellence in performance of shared outcomes within the organization. The NRA priorities were well-understood, useful, and worthwhile to a majority of the membership. Data suggested that the average member believed others in the profession were less supportive than they were of the NRA priorities.

The purpose of this study was to explore social interaction between student teachers during the student teaching experience. This descriptive study consisted of 22 student teachers from the spring 2007 semester at Texas A&M University. Data were collected immediately following conclusion of the 12– week internship at a regularly scheduled face–to–face meeting. It was concluded that every student teacher interacted with a peer during the experience. However, they interacted with only a small percentage of their peers on a weekly basis and they did not interact at all with a large portion of their peers. Student teachers most frequently used either the telephone or face–to–face opportunities to interact. The majority also frequently used email and text messages to interact. Facebook, MySpace, and instant messaging were used very little. Depending on the purpose, student teachers interacted with different small networks of three to five peers. Different student teachers emerged as key players or opinion leaders, depending on the reason for interaction. This exploratory study yielded a considerable number of questions for further inquiry.

Experiential learning, commonly called supervised agricultural experience (SAE), is a well documented, valuable, and integral part of agricultural education (Bryant, 2003; Cheek, Arrington, Carter, & Randall, 1994; Deyoe, 1953; Dyer & Osborne, 1996; Moore, 1988; Roberts & Harlin, 2007). Measuring the cost and economic benefits of SAEs would provide valuable information in communicating additional benefits of SAE programs (Cole and Connell, 1993). Results from the study presented here found that Texas entrepreneurship SAEs contributed $103 million in direct spending to the Texas economy during the 2007–2008 school year. A common measure of economic impacts is the IMPLAN Model, which provides estimates of additional economic benefits from direct spending. When the IMPLAN Model was applied to direct spending of $103 million, results indicated $189 million in total economic value from SAE related spending. The 189 million dollar economic impact is an important value and should be communicated to school stakeholders. Methods of assessment should be improved to provide more accurate estimates of value.

In 2001, Michele Bunn offered her readers timeless and timely issues in distance education. There were predictions that virtual universities would shift from a teacher-centered to a student-centered learning environment. Although emerging technologies have allowed for more student-centered approaches, university instructors remain a key factor in the success or failure of distance education efforts in university settings. Shifts in technological advances over the past five years have made the term “distance education” less accurate. Learners are not necessarily located away from campuses, but instead choose the flexibility to learn asynchronously. Therefore, we will use the term e-learning, rather than distance education. Timeless issues impacting e-learning typically include the core values of universities in regard to strategic planning, faculty competence, and incentives. Administrative decision-making determines relevant timely issues that tend to fall into three categories: (1) student-related issues, (2) instructional issues, and (3) organizational issues (Bunn, 2001). These three areas will frame our discussion.

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some student teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels.

Over the course of the student teaching experience, a student teacher’s intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little change from the beginning of student teaching to the middle of the experience. There was a 7% increase in those who indicated they did not intend to teach from the beginning of student teaching to the end of the experience. The researchers recommend that decision to teach be monitored early in the preservice teaching career to determine when this decision is typically made as well as including other efficacy variables for determinants of career choice.

Short dock length in show lambs increases health risks and creates animal welfare concerns. The study reported here was conducted to 1) describe a population of lambs that were docked at the distal end of the caudal fold in terms of a linear measurement, and 2) determine the changes in tail length between docking, weaning, and market. A total of 782 lambs docked at the distal end of the caudal fold, comprised the population of lambs in the study. The results provide descriptive statistics to help guide industry leaders and Extension professionals concerned with docking standards at shows and sales.

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.

The quality of graduate student writing was examined in two different courses offered both on and off the campuses of Texas A&M, Texas Tech, and Oklahoma State Universities. In all, 19 on-campus and 25 off-campus students participated. A neutral third-party designed the instrument and used content analysis techniques to analyze writing samples. Data from the content analysis were summarized by the authors using descriptive and inferential statistical techniques. The location of the student, whether on- or off-campus, was not significant in explaining writing ability. Of the students sampled, 7% were able to demonstrate adequate writing; 34% achieved a score that suggested that their writing ability may be adequate; and 60% either suggested or demonstrated inadequacy in their writing ability. When given this structured writing task, and using this single measure, 93% of graduate students in this sample were unable to demonstrate complete proficiency in writing.

In the last chapter, we discussed critical issues that impact the design and delivery of distance education programs. You were asked to write your own philosophy of education statement to serve as the foundation for your instructional decision making. For our final chapter in Part I -Foundations, we will introduce the historical and philosophical frameworks that continue to guide and direct instructional decisions—learning theory. Consider these questions as you read: Which learning theory best matches my own philosophy of education? What are some assumptions about the nature of learning that are built upon theory? How can I apply learning theory when developing and using practices in distance education?

Twenty years ago agricultural educators effectively communicated concepts of agriculture using only traditional technologies: welders, cutting torches, table saws, etc. Why does it seem that all the sudden we're being told we need to integrate these new technologies into our curriculum in order to be effective teachers? The answer is that twenty years ago agriculture teachers were modeling critical thinking and practicing hands on learning through the technologies appropriate to prepare students for their future after high school. That responsibility has not changed. Employers and colleges alike expect the students we produce to possess the technology skills that they need to survive in their respective career choices. What have changed are the technologies our students will need to use effectively in their future. Over the past few years, your definition of the Internet has probably broadened. You may have become comfortable thinking of the Internet as something that was confined within that box we call a computer. You were used to thinking of the Internet (primarily Email and World Wide Web) as something you left behind when you turned off the computer. Now, due to digital convergence, the Internet has left the box. It followed us into our homes, and rides with us nearly everywhere we go providing us with voice, video, images, text, and data. It now includes: text messages, and even digital pictures, sent to and from our cell phones; maps linked to our current location with information supplied from our GPS; digital video recorders that control what we watch on our televisions, streaming audio and video clips can be purchased and played online, or on personal media players like the iPod. The Internet is out of the box, and like it or not, it's not going back in. Digital convergence, the marriage of computers and communications networks like telephones, radio, and television, is changing the way we access information, communicate, work, and entertain ourselves. It has changed the way our students access information, communicate, and learn. It has reduced distances, bridged cultures, and brought the four corners of the globe closer together. It should affect the way we teach. The authors see evidence that it is. In several schools we've visited wireless technologies are revolutionizing classroom teaching. In a few greenhouses, students are using elecIronic sensors to collect temperature and humidity data for use in real time experiments. GPS devices have found a home in many Agriscience programs, paving the way for careers in Prescription Farming. Computer Based Learning (CBL) or Computer Aided Instruction (CAI) programs are becoming more popular in school libraries and computer labs. Electronic textbooks have begun to appear, and online applications in support of specific subjects are being assigned in more courses. Website addresses are being provided by many teachers as either integral or supporting materials for their lessons. Email is the preferred mode of communication at many schools. The authors believe that most educators have embraced technology and are working to incorporate it into their agriscience programs. So why do we keep reading that teachers are poorly trained and inadequately prepared to integrate technology into the classroom? The Office of Technology Assessment's 1995 report on teachers and technology stated that schools have made significant progress in implementing technology and helping teachers to use basic technology tools, but found that teachers still struggle with integrating technology into the curriculum. The task force of the National Council for the Accreditation of Teacher Education (NCATE) concluded that colleges are not properly preparing teachers to use technology in their teaching. This report stated, Bluntly, a majority of teacher education programs are falling far short of what needs to be done (NCATE, 1997, p. 6). Few people disagree that it is vital that we integrate technology into our agriscience programs. …

The purpose of this study was to assess and describe the written communication competency strengths and weaknesses of agricultural education graduate students. Content analysis techniques were used to analyze writing samples from 44 graduate students at three different universities. Using the overall writing strength rubric discussed above, three students (6.8%) demonstrated adequacy in competence to write an argument paper. Fifteen students (34.1%) suggested adequacy, 22 students (50.0%) suggested inadequacy and four students (9.1%) demonstrated inadequacy. Graduate students had the greatest difficulty with three competency areas the authors perceive as inextricably linked, namely argument, coherence, and grammar. Recommendations include a pre-acceptance assessment of student writing skills, an emphasis on the development of writing competence for proceedings and journals, an increase of faculty feedback of student writing skills, a peer review of writing assignments, and the development of a writing for publications course.