Agricultural Education Research Papers - Academia.edu (original) (raw)

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- Agricultural Education, Models, Likert Scales, Questionnaires
- by Christopher Stripling
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- Agricultural Education
- by Neil Knobloch
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- Agricultural Education, Curriculum and Pedagogy
- by Brian McNurlen
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- Cognitive Science, Agricultural Education, Learning and Teaching, Teacher Training
- by Carlos Colon
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- Perception, Agricultural Education, Food Safety, Agriculture
- by Musa Muhammad
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- Agricultural Engineering, Soil Science, Economics, Agricultural Education
- by Lauri Baker
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- Agricultural Education, Curriculum and Pedagogy
- by Randol Waters
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- Agricultural Education, Adult Education, Staff Development, Needs Assessment
- by Tracy Rutherford
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- Agricultural Education, Decision Making, Curriculum and Pedagogy
- by Jamie Cano
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- Agricultural Education, Job Satisfaction, Working Conditions, Interpersonal Relations
- by Jon Simonsen
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- Psychology, Economics, Agricultural Education, Curriculum and Pedagogy
- by Tim Murphy and +1
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- Agricultural Education, Content Analysis, Agricultural, External Validity

Agricultural education in Egypt, both in secondary and higher education levels, is facing major challenges that were caused by some serious structural imbalances and incongruities such as a declining student enrollment, low quality students and gender imbalance, skewed ratio of students to professors, curricula not relevant to job market, stagnation of college's mission and objectives, programs and curricula not in

The purpose of this article was to identify a potentially useful theoretical framework to classify learning strategies and to determine specific learning tactics that may be useful in a distance education environment. Although a variety... more

- by Carol Pilcher
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- Psychology, Agricultural Education, Adult Education, Distance Education

The irrational use of pesticides, for the control of pests and diseases, pollutes the environment and causes damage to the health, by overcoming the soil’s buffering capacity, has repercus- sions on its physical, chemical and biological properties, which influence the mobility and Degradation of these compounds. The objective of this work was to evaluate the residuality of pesticides in soils dedicated to the production of Dominican bananas (Musa paradisiaca) in Tla- pacoyan, Ver. And the possible health effects caused by the exposure or ingestion in relation to pesticides used in the soil. The results of the multiresidues of high input analyzes only detected an index of 0.004 (mg.kg-1) of the molecule 1,4 DDE (Organochlorine) a derivative of DDT and no residues of other pesticides were found. However, it is necessary to evaluate pesticides with other more specific methodologies.

- by Krisanna Machtmes
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- Agricultural Education, Animal health, Agricultural, Curriculum and Pedagogy
- by Seburn Pense
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- Agricultural Education, High School, Curriculum and Pedagogy

In het groene (beroeps)onderwijs is behoefte ontstaan aan kennis, vaardigheden en houdingen die via competenties samenhangend functioneren in diverse leer-, ervarings- en praktijkcontexten. Het begrip 'competentie' is gebaseerd op gedrag of iets concreets dat een persoon - eventueel samen met anderen - heeft ontworpen of gedaan. Anders gezegd: in het onderwijs wordt geleidelijk van een (meer) aanbodgerichte of traditionele werkwijze ('gesloten kennisproductie') overgestapt naar een (meer) open kennisproductie. Hierbij komt de nadruk te liggen op de wisselwerking tussen enerzijds onderwijs- en opleidingsaanbod en anderzijds de keuzen, leeractiviteiten en -opbrengsten van elke leerling, student, of groep leerlingen of studenten. Deze notitie dient allereerst de onderwijsontwikkeling in het project 'VMBO Beleidsrijk Groen'. De hier spelende vragen en dilemma's zijn echter aan de orde in het gehele (groene) onderwijs.

- by Ton Mooij
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- Agricultural Education, Curriculum Design, Higher Education, Curriculum Development
- by Neil Knobloch
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- Agricultural Education, Teacher Education, Life history, Authentic Learning

Abstrak Penelitian ini bertujuan untuk mengidentifikasi serta menganalisis kinerja dan kemampuan keuangan daerah kabupaten/kota di Provinsi Sumatera Barat dalam melaksanakan otonomi daerah. Alat analisis yang digunakan berupa rasio kinerja keuangan, Indeks Kemampuan Keuangan (IKK) dan metode kuadran. Hasil penelitian menunjukkan bahwa secara umum daerah mengalami peningkatan pertumbuhan PAD tetapi tidak diikuti dengan peningkatan peran (share) PAD terhadap belanja. Berdasarkan rasio tingkat kemandirian keuangan daerah, nilai rata-rata sebesar 8,15%. Rasio Ketergantungan memiliki nilai rata-rata sebesar 42,91% yang masuk dalam kategori ketergantungan tinggi. Rasio derajat desentralisasi fiscal nilai rata-rata sebesar 6,71%. Terdapat indikasi masih tingginya ketergantungan terhadap pemerintah pusat.Kemampuan keuangan kabupaten/kota juga mengalami perubahan yang cukup berarti. Peta kemampuan keuangan yang disusun dengan menggunakan metode indeks kemampuan keuangan menunjukkan adanya pe...

- by Hefrizal Handra
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- Agricultural Education, Art
- by Jonathan Moreira
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- Agricultural Education, Leadership, Agriculture, Leadership Development

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb’s experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb’s ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three–circle model). It was explained that experiential learning builds meta–cognitive skills and can be goal–oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., “What happened?” “Now what?” “So what?”) during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.

- by J. Shane Robinson and +1
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- Agricultural Education, Experiential Learning (Active Learning), Learning environments
- by Dale Layfield
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- Agricultural Education, Adult Education, Needs Assessment, South Carolina

Integrating natural resources management in the secondary school curriculum in Kenya has received a lot of talk without adequate practical activities. The Farmers of the Future Programme under the World Agroforestry Centre, formally the International Centre for Research in Agroforestry (ICRAF), initiated a practical approach to integration of natural resources management in the secondary school curriculum in Kenya. This paper provides information on significant findings of a study that was carried out to determine the potential of FoF in integrating natural resources management into the secondary school curriculum in Kenya. A comparison between secondary school students who are involved in FoF programme and those not involved was done to determine their perceptions towards natural resources management. Further, comparison of perceptions by gender among learners who are involved in the FoF initiative was done. The study employed an ex-post-facto design in data collection using questi...

- by Tom Vandenbosch
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- Psychology, Agricultural Education, Agroforestry, Natural Resource Management
- by Pallavi Saikia
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- Agricultural Education, Achievement Motivation, High School, Agricultural

This article examines one example of radical innovation and everyday design through a case study of Farm School NYC, an adult education programme in New York City that uses critical pedagogy and popular education to train adult students in urban farming, social justice advocacy and teaching skills. Drawing primarily from research conducted between 2013 and 2014 for a study on urban agriculture and social justice activism, the article illustrates how a network of urban agriculture practitioners, educators and activists created a community-based training programme that takes steps towards a broad vision of a socially just urban food system and that this represents a case of everyday design by radical innovation. It argues that understanding ways in which projects like Farm School NYC infuse radical visions of social change into their day-today educational activities is useful for those interested in supporting such transformative work through teaching, farming and gardening and design.

- by Nigel Muchena
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- Economics, Education, Agricultural Education, Dance Studies

Education professionals must re-examine the use of labels for education and learning in diverse settings in light of new understandings of how people learn and updated goals for broader interdisciplinary work. The varied use of the terms informal education, nonformal education, and formal education draw distinctions that serve to divide, not unite, those working to support a wide variety of learners for similar agriscience education goals. What in Extension education is nonformal learning is informal learning in science education. Juxtaposing informal learning or nonformal learning with formal learning also serves, in the eyes of some outside the profession, to devalue the learning that actually predominates human learning, at least in terms of time and opportunity. Education privileges the facilitator, not the learner. One potential new term for consideration is free-choice learning. By breaking down silos, working across disciplinary boundaries, and embracing common terminology that puts the learner at the center, a profession of educators can better leverage resources, increase visibility, and ultimately, support constituents

Agriculture can serve as a unifying and contextualizing topic that connects science, technology, engineering, and mathematics (STEM) subjects through similar knowledge, skills, and attitudes/beliefs (KSABs) exhibited in each. Agriculture can be an integral part of students’ primary-level curriculum, providing authentic and relevant material for STEM exploration. A technology-enhanced, project-based, STEM-integrated agriculture curriculum for fourth-grade learners was developed and implemented in a large urban school district in the northeastern U.S. Ninety-five students and four fourth-grade teachers participated in a study that sought to 1) add to the existing knowledge about the nature of upper-primary urban students’ agricultural literacy, 2) create a fully STEM integrated agricultural literacy curriculum that educators can easily embed in existing curricula to increase literacy in agriculture and STEM fields, and 3) test the efficacy of that curriculum. The curriculum included valid and reliable pre- and posttest knowledge and attitudes instruments and eight performance tasks designed to help students prepare for a farmers’ market. The findings revealed that students in the treatment group gained knowledge and had more positive attitudes/beliefs following the curriculum’s implementation compared to a control group. Implications for creating integrated STEM and agriculture curricula using technology-enhanced, project-based learning strategies are discussed.

- by Stacy Vincent
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- Agricultural Education, Curriculum and Pedagogy
- by Ayomide Aboke
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- Agricultural Education
- by Kim Dooley
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- Agricultural Education, Content Analysis, Agricultural, Curriculum and Pedagogy
- by Neil Knobloch
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- Teaching and Learning, Agricultural Education, Action Research, Agriculture

ABSTRACT
Agricultural education plays a vital role in agricultural growth because it determines the quality of scientists, business professionals, teachers and civil servants in all areas of agriculture. Enrolment in agriculture subject is thought to be declining although there is no uniform trend among all African countries. The purpose of the study was to determine the influence of selected familial factors on students’ selection of agriculture subject in public day secondary schools in Nakuru-North District. The study employed ex post facto research design with a cross-sectional survey approach. The study population comprised 2,056 students and 27 agriculture teachers from 21 public secondary schools in Nakuru North District, Nakuru County. The study purposively sampled 8 day secondary schools. Proportionate stratified random sampling procedures were used to determine the number of students that were drawn from each school to constitute a sample size of 200 form three students. One agriculture teacher was interviewed from each of the schools that participated in the study making a sample size of 208 subjects. The data collection instruments for the study were questionnaires with both closed and open-ended items. Data collected was processed, organized and analyzed with the aid of the Statistical Package for Social Sciences (SPSS) computer programme. Quantitative analysis was done using frequencies and percentages while the hypotheses were tested using Pearson’s Product Moment Correlation at a confidence level set a priori, of α ≤0.05. The study established that there was a significant positive relationship between parental engagement of students in agricultural activities at home, motivation of their children in agriculture related activities and students selection of agriculture subject; a significant relationship between the level of parental financing of students for agriculture-related activities and selection of the agriculture subject; a significant, relationship between parental guidance on career choice and students’ selection of agriculture subject and a significant positive relationship between parent - agriculture teacher - student interaction and subject selection. The study recommends that the government through the Ministry of Education and other stakeholders should formulate a policy aimed at bringing active involvement of parents in the practical learning of agriculture in secondary schools which would go a long way in providing learners with opportunities to interact with agricultural environment during the formative stages to stimulate their interest in agriculture subject. The study contributed to the body of existing knowledge as parental involvement in implementation of agriculture curriculum in secondary schools would promote agricultural education in East Africa.

- by saberah thuranira
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- Agricultural Education

IT WILL WORK ANYWHERE TO TRANSFORM ALL AGRICULTURAL LANDS INTO ORGANIC VIA ALCHEMICAL TRANSMUTATION OF THE POISONOUS AG ADDITIVES FROM MONSANTO AND THE LIKE. FUNNY ALL OF THE YEARS OF WORK THAT THEY HAVE DONE CAN BE CANCELED IN A FEW... more

- by MIKE EMERY
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- Agricultural Engineering, Agronomy, Agricultural Education, Agribusiness
- by Jon Simonsen and +1
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- Agricultural Education, Curriculum and Pedagogy
- by Christopher Frey
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- Japanese Studies, Agricultural Education, Indigenous education, Colonialism

This study was conducted in Limpopo Province of South Africa focusing on Agricultural Science teachers. From a population of about 243 teachers, 88 who attended the Provincial conference organized by the Association of South African Agricultural Educators participated in the study. The study aimed at responding to teachers' demographic characteristics, availability of land for agricultural purposes, Senior Certificate subject pass rates and teachers' perceptions regarding evolvement of subject content, teacher qualifications and quality of output and infrastructure support. A quantitative, multistage clustered non-probability sampling design was employed to solicit responses from teachers. Data was collected using Likert scale questionnaires and analyzed through non-parametric ordinal level statistical techniques. The study recommends the retraining of teachers who are expected to remain in the system for at least 10 years, provision of support that would assist in transmitting practical knowledge and arrangement of workshops on restructuring the Agricultural Science syllabus to relevant stakeholders.

- by Hlekani Kabiti
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- Agricultural Education
- by Jamie Cano
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- Agricultural Education, Correlation, Teaching Methods, Comparative Analysis
- by Rick Rudd
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- Agricultural Education, Curriculum and Pedagogy
- by CAMILUS BEN
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- Agricultural Education, Motivation, Teaching effectiveness, Financial Supervision

An entrepreneurial agricultural education promotes the quality, standard and sustainability of entrepreneurship towards achieving the goals of economic and technological advancement of the Nation. Entrepreneurial Agricultural Education is designed in the National Policy of Education in Nigeria to provide technological skill abilities in both practical and theoretical manpower development for self-reliance and productivity. The needs to identify major carrier opportunities available in the agricultural sector have also become very apparent to enable Nigerians undertake and become technologically sound, productive, vibrant and sustainable in order to make Nigeria great. The major roles and essential attributes of an entrepreneur in a sustainable economic environment are also exclusively enumerated. There is also the realization of entrepreneurial and Agricultural Education and contemporary issues in Nigeria. Finally, vital strategies and recommendations which are believed to contribute essentially in advancement of entrepreneurial agricultural education and contemporary issues in Nigeria have exclusively been discussed.

Poor student academic performance in both internal and external examinations has been attributed to a variety of factors, one of which is the teacher's teaching method, which is teachercentered, and thus there is a need for teachers to employ various innovative teaching strategies that can assist them in effectively discharging their duties while also significantly improving students' learning. Therefore, this study assessed senior secondary school agricultural science teachers' awareness and utilization of innovative teaching strategies in Ilorin Metropolis, Kwara State, Nigeria. The study used a descriptive survey design approach. Two research questions and two hypotheses guided the study. The target population for this study was all the agricultural science teachers in public senior secondary schools. A simple random sampling technique was used to select 89 agricultural science teachers who participated in the study. A researcher designed questionnaire was used for data collection. Data were analyzed using percentages, mean, t-test and ANOVA. Result of the findings showed that the senior secondary school teachers' awareness of innovative teaching strategies and its utilization in teaching agriculture was high. The study revealed that there was no significant difference in the senior secondary school agricultural science teachers' awareness and utilization of innovative teaching strategies based on gender, years of teaching experience and qualification. It was concluded that senior school agricultural science teachers' awareness and utilization of innovative teaching strategies were high. Since agricultural science teachers are already familiar with the teaching strategies, workshops, seminars and symposia should be organized for in-service agricultural science teachers in order to sustain their level of awareness and utilization of innovative teaching methods.

- by Abdulkadir I B R A H I M OBA
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- Agricultural Education

Detailed memoire of agricultural education historical context, future needs and detailed commentary on a change process implemented upon merging two departments of a university faculty with six colleges related to agricultural education... more

- by LINDSAY FALVEY
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- Agricultural Education, University of Melbourne

The purpose of this study was to compare the learning achievements and skills in agricultural practices between students who learned through the School Agricultural Learning Center (SALC) and those who learned in the normal classroom. Participants were 150 Thai high school students in grade 12 recruited by purposive sampling. The study included three steps: 1) Investigation of basic data for developing the SALC, 2) Establishment and development of the SALC, and 3) Use of the SALC for learning: Facebook and Line were employed as the channels for knowledge exchange, communication on learning activities holding and activities transfer. A posttest-only control group design was employed. The results revealed that the students who learned through the SALC exhibited significantly (p<0.01) higher learning achievements and skills in agricultural practices than those who learned in the normal classroom. Our findings suggest that the SALC is pivotal for improving the students' learning achievements and skills in agriculture and should be promoted to become a natural part of sustainable agriculture education.