Thesis--Columbia University, 1932. / Vita. Bibliography: iv p. at end.

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<p> The purpose of this mixed methods study was to identify the strategies, actions, and processes School Based Agricultural Education (SBAE) teachers utilize to support the psychological needs and intrinsic motivation of students. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate of the programs and the teachers&rsquo; tendencies to either be autonomy supporting or controlling. Qualitative grounded theory interviews and observations were utilized to determine the actions and processes of needs support within the program. Through the convergent analysis a substantive theory was formed which identified the process for supporting SBAE student psychological needs. Within the theory, teacher motivational beliefs emerged as the context to which the needs support process was fostered and developing and supported the need for relatedness emerged as the central phenomenon. Within the process, teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to foster and strengthen student motivation. Students experienced a range of outcomes including support for the need of competence, support and thwart for the need of autonomy, and a range of extrinsic and intrinsic motivational outcomes.</p><p>

The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi-experimental non-equivalent control-group design with an identical pre/posttest given to each group as a means of assessing content achievement. Although the experimental treatment, based out of the principles of contextual teaching and learning, did have a greater mean gain on the pre/posttest it was not statistically significant (p >.05), so the studyâs null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student achievement.

The purpose of this study has been to determine the effects of an introductory agricultural education course on high school urban students agricultural literacy and their perceptions of the food and fiber industry. North Carolina schools offer an introductory course called Agriscience Applications and is meant to be the first in a series of agricultural education courses. This course is expected to positively impact the agricultural literacy and perceptions of agriculture upon its students. Data were collected from six schools in urban counties throughout North Carolina with 152 respondents. Five questions were specified for this study as follows: 1) Does an introductory agricultural education course increase students agricultural literacy in an urban agricultural education program; 2) does an introductory agricultural education course increase student knowledge of agricultural careers and opportunities for employment; 3) does an introductory agricultural education class increase student knowledge of agriculture?s relationship with public policy; 4) does an introductory agricultural education class change a student?s understanding of agriculture?s relationship with the environment and natural resources; 5) what influence does an introductory agricultural education class have upon students? perceptions of the food and fiber industry? Upon completion of the Agriscience Applications course, students did increase their agricultural literacy. The students showed greatest improvement in agriculture literacy regarding public policy and the least improvement in career related knowledge. The perception scores of students regarding agriculture were not statistically significant.

Thesis (M.S.)--Virginia Polytechnic Institute, 1953. / Vita. Includes bibliographical references (leaves 93-95). Also available via the Internet.

Thesis (Ph. D.)--University of Nebraska, 1925. / Bibliography: p. 126-130.