The study measured the extent to which teacher education staffs were incorporating career education concepts into curricula. Responses by 328 (of 384) Nebraska educators to a questionnaire indicated that, in slightly more than 50 percent of the cases, educators were providing either extensive or some instruction in the 63 identified concepts.…

A research project, conducted in 40 Missouri schools, sought to determine the association of superintendent perceptions concerning various segments of the agricultural program based on: (a) the total amount of time available, and (b) the need to include the activity in the total agricultural program. (Author)

The article is a report of a two-phase project designed to determine the employment opportunities for persons who have knowledge and skills in agricultural subjects and the community resources available to programs of vocational agriculture in Connecticut. (Author/BP)

A study sought to examine the attitudes of school administrators in various administrative positions toward their local vocational agricultural programs. There were no significant differences among the three groups of administrators concerning the controlling purposes of vocational agriculture. (LRA)

Vocational agriculture teachers (150) were surveyed to determine why they had left teaching. The five highest ranking factors were long range goals different from teaching, students in class who should not have been in vocational agriculture, inadequate advancement opportunities, long hours, and inadequate salary. (JH)

The follow-up study of 1971's high school graduates asked how many made on-the-job and off-the-job use of the items of content normally taught in the vocational agriculture curriculum in the State of Virginia. (MW)

Data collected from a survey of beginning and experienced agricultural education teachers in Virginia were analyzed to determine what relationships exist between selected demographic variables and teacher morale. Generally, no statistically significant correlation was found. Further attention should be given to the question of why Virginia teacher…

The report of a study conducted in Washington State is comprised largely of questionnaire-collected data showing that Washington Vo-Ag teachers for the most part have too many students to supervise all aspects of their programs effectively. Supervised agricultural experience programs and FFA were most often cited as most neglected. (AJ)

A study to determine the professional competencies needed by beginning teachers of vocational agriculture in Delaware revealed that teachers and supervisors felt that at least average competence was necessary for 246 of the 250 competencies included in the study. (LRA)

The analysis of the data from an 84.2 percent questionnaire response by Indiana extension agents and agribusiness teachers provides 12 conclusions regarding their competency needs and five recommendations regarding inservice teacher training and courses needed in the areas of entomology. (BP)

A study of the career progression patterns of agricultural education majors at North Carolina State University revealed that 94 of the 338 graduates are teaching vocational agriculture. This number represents roughly one-fourth of the vocational agriculture teachers in North Carolina. (LRA)

A survey of Mississippi secondary school guidance counselors indicated that the counselors needed and wanted more career information about agricultural education but did not recognize vocational agriculture teachers as good sources, although they believed that students overlook agriculture because they are not aware of the opportunities. The…

Data from a 1-year survey of 40 vocational agriculture teachers in Nebraska are presented in narrative analyses and in six tables showing man hours worked: (1) By 27 duty categories, (2) based on student enrollment in vocational agriculture programs, (3) based on number of students in FFA, (4) according to conduct of young farmer classes, (5)…