Simulator technologies such as virtual reality (VR) can serve as practical tools in the educational process. VR technology applications can be effectively used for weld process training. Weld process training can often be found in university-level agricultural education settings. We sought to determine if using a VR technology application within…

Technology in school settings has undergone a tremendous degree of evolution in recent decades. Educational technologies can be used for a wide range of applications. In school-based agricultural education (SBAE) settings, an assortment of educational technologies is often used to achieve instructional objectives. As a computer-based technology,…

Researchers assert that the metacognitive nature of think-aloud pair problem solving (TAPPS) improves students' problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary-level career and technical education students who…

The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182)…

The purpose of this study was to describe student teachers' perceptions and preferences of the type of supervision they experienced while interacting with their university supervisors and cooperating teachers. Results revealed that student teachers perceived both their cooperating teachers and university supervisors to engage in contextual and…

This descriptive-correlational study predicted performance of beginning agricultural education teachers on principles of learning and teaching (PLT) and Agriculture content (AgC) tests of the PRAXIS II examination using demographic and academic variables. Performance on the PRAXIS II was used for issuing initial teaching licenses to the…

The purpose of this study was to determine the extent to which cooperating agricultural education teachers used selected supervision models. The relationships between maturity characteristics of the cooperating teachers and their choices of a supervision model were also examined. Results showed that cooperating teachers commonly used clinical,…

Secondary Ohio agriculture teachers (313 of 414) in 6 areas (agribusiness, mechanics, business planning/analysis, horticulture, natural resources, and production) were slightly to somewhat satisfied with 5 factors (achievement, advancement, recognition, responsibility, and the work itself). Significant differences appeared among the six…

A study examined the variance in the mathematical problem-solving ability of 34 vocational agricultural teachers. The relationship between the number of college-level mathematics courses completed and mathematical ability was negative and nonsignificant. (JOW)

Agriculture students (n=157) taking videotaped courses were asked about their learning strategies and cognitive styles. They liked the convenience of videos, studied independently, and rarely consulted instructors. Field-dependent and -independent learners used similar strategies. Most used a consistent approach to the task of learning from…

Survey responses from 158 agricultural faculty and deans found they were most interested in distance education applications to credit courses and placed greater emphasis on planning and teaching behavior topics than on learning and learner-related topics. Designing instruction for nonformal groups received low ratings, as did technical (hardware,…

The most significant obstacles identified by 53 graduates of an off-campus agricultural degree program were limited course offerings, difficulty balancing responsibilities, access to library facilities, and costs. Because they took an average of five years to complete degrees, more distance education technologies were recommended to facilitate the…

Most students in off-campus agriculture programs (n=173) and faculty (n=262) rated the overall quality of on- and off-campus programs positively; they perceived off-campus courses as lower in innate excellence. A focus on manufacturing-based quality was recommended to improve the perception of off-campus courses. (SK)

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and…

A problem-solving test completed by 49 preservice agricultural educators showed a lack of competence in mathematical problem solving. Those who scored higher were more likely to have completed advanced mathematics courses and had higher ACT math scores. (JOW)