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Since the 1979 World Conference on Agrarian Reform and Rural Development (WCARRD) and the 1992 United Nations Conference on Environment Development, international agricultural development organizations have been urged to strengthen their focus toward the sustainable development of the small-scale, resource poor farmer. A recent report from the Food and Agricultural Organization of the United Nations (FAO, 1996) indicated that many small-scale farmers were not being reached by agricultural extension, although approximately 75% of the worlds' farmers are small-scale, resource poor farmers. The report suggested that in some instances agricultural extension services reported reaching one out of three farmers in Africa. In other areas such as the Near East, the report stated that one out of seven farmers had been reached by the extension services. This study investigated the small-scale, resource poor farmer's ongoing level of participation, rate of adoption of agricultural technology, and the sustainable benefits of the implemented projects within the documents of several international agricultural development organizations to determine if the farmers can positively impact the forecasted food shortage expected during the early part of the 21st Century. To accomplish this, the methodology utilized the Light and Pillemer (1984) method of exploratory literature review. The Light and Pillemer method provided the foundation for data collection as well as numerical and narrative document analysis. Data collection: Eleven key governmental and non-governmental international agricultural development organizations were contacted by the researcher and supplied the following types of documents: (1) unpublished completed projects reports, (2) unpublished annual reports, and (3) published news reports. A planned systematic investigation of the documents was carried out (Girden, 1996). Numerical and Narrative Document Analysis: Both numerical and narrative data were collected from the documents. The Light and Pillemer (1984) method was used to determine the level of overall project change in those documents which provided numerical or quantitative data. Meta ethnography and the QSR NUD.ist computer software (Qualitative Solutions and Research Pty. Ltd., 1996) were used to investigate themes and characteristics of the narrative data within the documents. The findings of the study were placed in matrices which provided a systematic examination of the characteristics of the implemented projects of 51 international agricultural development organizations located within 38 developing countries. The narrative document analysis indicated the participation of the smal-lscale, resource poor farmers. The characteristic indicators of farmer participation were farmer participation in: farmers groups, select groups, community development, and in capacity building methods such as training, leadership development, and planning and decision making. The findings of the study suggest that though many international agricultural development organizations claim that they are making some progress there remains a grave need for international agricultural research and extension to provide more documentation of project outcomes especially those outcome which are concerned with more than 75% of the worlds' farmers, the small-scale, resource poor farmer. For example, of the study’s 51 projects, only six reported small-scale, resource poor farmers participation percentage. Seven projects reported numerical data on before and after rate of adoption of the technology. Sixteen of the 51 projects reported numerical data on sustainable benefits of the project to the small-scale, resource poor farmer. Only one document reported data on both the adoption of technology and sustainable benefits to the small-scale, resource poor farmer. However, in light of the world impacting Plan of Actions (i.e. 1979 World Conference on Agrarian Reform and Rural Development held in Rome, Italy; 1991 Plan of Action for Peoples’ Participation report of the Twenty-sixth Session held in Rome, Italy; 1992 Agenda 21 document a product of the United Nations Conference on Environment and Development held in Brazil; and the 1996 Plan of Action for Global Partnership in Agricultural Research held in Washington, D.C.) all of the documents should have indicated this type of essential data, and should be striving for a development which would be both productive and sustainable to the farmer. The results of this study suggested that the impending need for improved global food production as we move into the 21st century through the more than one million small-scale, resource poor farmer participants within the projects of this study may not be met due to the low amount of evidence in the implemented project reports of adoption of the technology, and the inadequate reporting of benefits essential to the small-scale, resource poor farmer. / Ph. D.

The purpose of this research study was to determine whether a project-based learning (PBL) academy utilizing the New Tech Network (NTN) model positively shaped the acquisition of 21st century learning skills based on the perceptions of graduates from the academy, and to what extent the graduates of this program were able to successfully use those skills after high school. This phenomenological case study focuses on the former students of a New Tech Network (NTN) academy contained within a larger high school in a rural school division in the southeastern United States. Graduates of the program participated in a survey and interview where they were asked to describe their perceptions about the impact that the NTN program had on their development of six 21st century skills. The data collected found that the NTN program had a positive impact on improving the participants skills in self-reliance, collaboration, communication and self-reflection, while also showing that participants felt they were better prepared to be successful in college and career opportunities after high school. / Doctor of Education / The purpose of this research study was to determine whether a project-based learning (PBL) academy utilizing the New Tech Network (NTN) model positively shaped the development of specific work-based skills using the perceptions of graduates from the academy, and to what extent the graduates of this program were able to successfully use those skills after high school. This study focuses on the former students of an NTN academy contained within a larger high school in a rural school division in the southeastern United States. Graduates of the program participated in a survey and interview where they were asked to describe their perceptions about the impact that the NTN program had on their development of six work based skills. The data collected found that the NTN program had a positive impact on improving the participants skills in self-reliance, collaboration, communication and self-reflection, while also showing that participants felt they were better prepared to be successful in college and career opportunities after high school.

The design of school buildings has shifted over the past several decades in response to social and political trends, as well as shifts in educational philosophy. Despite the educational system's efforts to adapt teaching and learning to prepare students for the 21st-century workforce, the design of school buildings has not kept pace with these changes. In the Commonwealth of Virginia alone, many schools are over 50 years old, and their infrastructures are failing, necessitating billions of dollars in repair, renovation, or new builds. This study was designed to add to the existing literature on school design, emphasizing the importance of fostering collaboration, creativity, critical thinking, communication, and citizenship skills—the 5 C's—as essential components of 21st-century learning skills. The findings obtained from interviewees (four architects and four public school facilities directors) in this study were analyzed for common themes. Among the predominant themes found from the qualitative data were that architects and school facilities leaders indicated that high school building designs have evolved to better support 21st-century pedagogy and the 5 C's through the use of variety and flexible school spaces. Collaboration with stakeholders to communicate the influence of building design on academic achievement, coupled with the role of 21st-century skills in preparing students for the global workforce, is essential in gaining community buy-in and advocating for adequate funding. The alignment between 21st-century pedagogy, building design, and funding will ultimately create learning environments that support all students as future members of a global society. Additionally, educators are working hard to meet the diverse learning needs of students, while also fulfilling federal, state, and local curricular expectations to prepare students for the future workforce. However, due to significant funding deficits across the country, many schools are over 40 years old, with failing infrastructure—overcrowded spaces, poor air quality, and limited technology access—which adversely impacts student achievement. Local school divisions cannot continue to "do more with less;" they need a shift in mindset and advocacy for increased funding at the state and federal levels. / Doctor of Education / The design of school buildings has shifted over the past several decades in response to social and political trends, as well as shifts in educational philosophy. Despite the educational system's efforts to adapt teaching and learning to prepare students for the 21st-century workforce, the design of school buildings has not kept pace with these changes. In the Commonwealth of Virginia alone, many schools are over 50 years old, and their infrastructures are failing, necessitating billions of dollars in repair, renovation, or new builds. This study was designed to add to the existing literature on school design, emphasizing the importance of fostering critical thinking, creativity, communication, collaboration, and citizenship skills—the 5 C's—as essential components of 21st-century learning skills. The findings obtained from interviewees (four architects and four public school facilities directors) in this study were analyzed for common themes. Among the prevalent themes found from the qualitative data were that architects and school facilities leaders indicated that high school building designs have evolved to better support 21st-century pedagogy and the 5 C's through the use of variety and flexible school spaces. Also found to be important was the emphasis on providing professional development for staff on how to best utilize the newly designed spaces. Additionally, common barriers or challenges were identified when it came to budgetary constraints and stakeholder buy-in.

The purpose of this study was to identify the perceptions of elementary school principals in Southeastern Virginia regarding implementation of 21st century skills. The Partnership for 21st Century Learning Skills framework was used as a foundation to identify the skills needed for the 21st century. In addition, the framework was used to examine elementary principal's perceptions of the most important and relevant 21st century skills to implement in elementary schools. A mixed method study of elementary school principals in Southeastern Virginia Public Schools was conducted. Principals from school divisions in Southeastern Virginia were identified and asked to complete a survey. An online research survey was distributed to Virginia principals to determine their perceptions of implementing 21st century skills in elementary schools in Virginia. This study revealed that elementary principals perceived 21st century skills as being "very important" and "very relevant" in elementary schools; however, the rate of embeddedness into the elementary curriculum was low. This study yielded valuable information regarding the perception of school leaders that might influence research, theory, practice and professional development of elementary school principals as we move further into the 21st century and its associated challenges and demands. / Ed. D.