Discusses a study that found that the supervised occupational experience instructional packet had a positive effect on the students' self-image. (JOW)

Accomplishes three objectives: (1) to analyze the dimensions of agricultural education, (2) to summarize critiques of agricultural education research, and (3) to suggest strategies for focusing agricultural education research. (Author)

Eight ways are suggested to prepare for graduate research: (1) assess professional experience; (2) understand the discipline; (3) review trends and priorities; (4) study requirements of positions; (5) identify mentors; (6) build a theoretical base; (7) practice good science; and (8) become a scholar. (SK)

High school agricultural students in Iowa (n=386) rated their knowledge of sustainable agriculture as limited. They expected it to have high impact environmentally and socially. Results provide a basis for curriculum development in this area. (SK)

A majority of the 80 Iowa vocational agriculture teachers who were surveyed about a supervised occupational experience (SOE) instructional materials packet learned about it in inservice programs and an annual conference. Both teachers and administrators valued SOE as a learning method and a majority used the packet in instruction. (SK)

A review of literature from 1964 to 1993 found that supervised agricultural experience (SAE) teachers, students, parents, and employers value the teachers' supervisory role. Implementation practices vary widely and there are no cumulative data to guide policies and standards for SAE supervision. (SK)

According to responses from 220 of 279 agricultural education faculty, 93% were influenced by a mentor, although few had intensive, comprehensive relationships. Mentoring was significantly related to career satisfaction, grants received, and graduate students advised. (SK)

Responses from 298 of 600 secondary agriculture teachers in north central United States revealed limited impact of sustainable agriculture. Most teachers had neutral perceptions; a moderate number taught it, but not from a systems perspective. However, related agronomy topics were taught, providing a possible foundation for future inclusion of…

The Leadership Practices Inventory was used to gather data from 3 leaders and 21 subordinates at 3 agriculture colleges. Results supported the transformational theory of leadership and the practice of enabling others to act. (SK)

Understanding and appreciation of indigenous knowledge systems (IKS) are essential for promoting sustainable agriculture development. IKS provides a cultural basis for nonformal agricultural programs that is absent in technology transfer approaches. (SK)

Responses from 41 of 60 Iowa secondary agriculture teachers and 464 11th- and 12th-grade students indicated both teachers and students had high perceptions of sustainable agriculture and its impact on the environment. Both groups felt the need to learn more about it. (SK)

Nine strategies for agricultural education research are as follows: understand the discipline, have a focus, review priorities, develop a research program, build upon a sound theoretical base, engage in collaborative research, assign credit and responsibility, market findings, and evaluate the research program. (SK)

Because new developments in agriculture occur daily, periodicals, not textbooks, contain the most up-to-date information available about agricultural topics. Developing lessons from applicable periodicals will facilitate the delivery of a modern agricultural program. The periodicals should view agriculture from a global perspective and focus on…

The purpose of the study was to determine if significant differences existed in how vocational agriculture students perceive the importance of agribusiness placement supervised occupational experience in contributing to the development of occupational ability when students were classified by selected demographic variables. (JOW)

Sustainable agriculture is a multidisciplinary approach to food and fiber problems. Its inclusion in the secondary curriculum would enrich and align it with social concerns. Research is needed in the scholarship functions of discovery, integrative approaches, and teaching. (SK)