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Texas A&M University of the United States and the Institute National Agronomique de Tunisie (INAT) of Tunisia established a collaborative relationship of mutual exchange of information and ideas for the further advancement of both universities. The researcher worked closely with these universities to conduct a qualitative study in Tunisia to determine the effectiveness of agricultural institutions working to further development in that country. The emphasis of the study was on the transference of knowledge and innovations from the research level through extension to the farmers and other end users. The triangle of teaching, research, and extension provided a base perspective. The researcher interviewed 37 respondents, including researchers, extension personnel, administration, professors, and farmers. From data that respondents provided, the researcher used a constant comparative method to organize results into the strengths, weaknesses, opportunities, and threats of the agricultural institutions as a system. Overarching themes included a pointed focus on meeting farmer needs, but this desire was hindered from being carried out fully due to complex communication systems and an organizational structure that did not facilitate change. Hope did abound for Tunisian agriculturalists because the opportunities available through globalization and international collaboration far outweighed any possible threats to development, such as fierce competition in trade and lack of quality water. The researcher also made specific recommendations based on the information gathered in the study. These recommendations were based on the findings of the study, and they were directed to leaders within the Tunisian agriculture system and other agriculturalists wishing to further development in countries facing similar situations as Tunisia.

This study examined the elements that affect the transfer of training and skills by Texas State 4-H Council members. It described the patterns of motivation and learning styles of former State 4-H Council members, as well as the demonstration of leadership life skills. This study also described the leadership experiences of former State 4-H Council members after their council year concludes. The researcher used a purposive sampling technique to identify former members of the Texas State 4-H Council who were willing to discuss their experiences. A snowball sampling technique was used in which the members of the first group identified the remainder of the sample. There were fifteen individuals interviewed. Traditional qualitative research methodologies were used to collect and triangulate data. These methods included interviews, participant observation, and document analysis. The researcher used documented methods of dependability (dependability audit and reflexive journaling), transferability (thick description, purposive sample, and reflexive journaling), confirmability (confirmability audit and the reflexive journal), and credibility (persistent observation, triangulation, peer debriefing, member checking, and reflexive journaling) to establish trustworthiness. The major findings of the study were as follows: 1) State 4-H Council members tend to be extrinsically motivated individuals that follow self-determining pattern of motivational needs including the needs for a sense of competence, inter-relatedness, and autonomy; 2) Eight of the State 4-H Council members demonstrated a mix of social learning theory and experiential learning theory during the years of preparation prior to attaining their State 4-H Council positions; 3) State 4-H Council members demonstrated a command of the seven leadership life skill categories; and 4) The transfer of skills and knowledge by State 4-H Council members is affected both positively and negatively by the elements of training transfer. Recommendations include implementation of a needs assessment to determine training content and greater experiential training opportunities. The addition of personality types, gender and sensitivity training, and positive conflict resolution should be added to training agendas. State 4-H Council members should be afforded greater decision-making power, beyond that of deciding themes for state events.

Between 1899 and 1910 Sir William Macdonald, tobacco millionaire and educational philanthropist and James W. Robertson, agriculturalist and educator, conducted a seed grain competition across Canada to teach new agricultural practices, and founded manual training centres to teach physical skills and aid moral development. Through the Macdonald Rural School Fund, Macdonald and Robertson established school gardens and supported nature study in eastern Canada, combining with manual training to make a useful elementary curriculum for rural children. To support these pedagogical ideas they pressed, with limited success, for rural school consolidations. Finally, they established an agricultural and teacher training college in connection with McGill University. The Macdonald-Robertson movement drew on borrowed ideas, but also trained teachers, . persuaded school boards, managed costs, and held to a consistent pedagogy through specialized object lessons. Because it treats the Macdonald-Robertson reforms together, this thesis provides a viable explanation why these two men took up the cause of reform and why the various elements of the movement succeeded or failed. I claim the reforms grew up in the first place because the Macdonald-Robertson pedagogical ideas were in the wider interest of social reformers and of the two founders. The ease with which each reform could be controlled by central administrators and implemented in a standard way from one district to the next meant Robertson would achieve "success" on some publicly believable criterion, however variable in extent, yet maintain central control. Robertson found it necessary to dedicate time and energy in persuading local districts and teachers to take up the work. Yet were it not for local autonomy, schools would have been an even easier target for a parade of politically-motivated programmes. Macdonald and Robertson's experience shows that reform must be popular and workable at the local level. Administrative talent and sound pedagogy cannot overcome local resistance if school boards, parents or teachers do not value, or cannot afford, reform. The inherent paradox of standardization and autonomy deserves to remain a hypothesis in research on educational reform. My account shows how Macdonald and Robertson sought to standardize autonomous school districts and teachers, in order to preserve the rural lifestyle, in order to help Canada on her way to economic growth and social order in the face of immigration and urbanization, and the varying extent to which regions benefited economically from industrialization.

This study explored the teaching of agriculture in Kenya's primary schools. It sought in particular to determine how the principles of "modern" agriculture may be taught effectively. / Previous studies on education and agricultural productivity have ignored the mechanisms through which schooling affects the acquisition of agricultural knowledge and skills. This study attempted to bridge this gap. To do so field work was carried out in four schools and their catchment areas in Kiambu and Kwale districts of Kenya. The data stemmed from field notes, tape recorded lesson transcripts, interviews and questionnaires as well as an exhaustive review of prior studies and government documents. / The findings indicate that the schools offer possibilities for effective teaching of the principles of "modern" agriculture. However, whether or not the school will play this role well or poorly depends largely on the improvement in general of the quality of primary schooling. This task involves increasing school resources, modification of the agricultural curriculum, improvement of teacher training, change in teaching methods and assessment policies.

Thesis (MA Library and Information Studies)--University of South Australia, 1995

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 78-83). Also available via the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 69-72). Also available via the Internet.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 89 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 61-62).

Thesis (M.S.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains ix, 114 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 73-75).