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A study of the American agricultural extension work and its application to the villages of the native state of Cochin, IndiaMathew, Cheruvathur Cheru, January 1900 (has links)
Thesis--Columbia University, 1932. / Vita. Bibliography: iv p. at end.
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An evaluation of cropping practices used in demonstration plotsWilson, Kenneth Neal January 1955 (has links)
No description available.
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The use of demonstration plots in vocational agriculture in OhioWilson, Richard Heilbron January 1955 (has links)
No description available.
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An evaluation of selected aspects of the pre-service curriculum in agricultural education at the Alabama Polytechnic InstituteBailey, Zeno Earl January 1955 (has links)
No description available.
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Comparison of renters' sons and farm owners' sons as possibilites for satisfactory farming programs in vocational agricultureJohnson, Julian Aimon January 2011 (has links)
Typescript, etc. / Digitized by Kansas State University Libraries
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Conceptualizing the Process of Supporting Youths' Psychological Needs and Intrinsic Motivation Within School Based Agricultural Education Programs| A Mixed Methods StudyBowling, Amanda Michelle 15 April 2019 (has links)
<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’ 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>
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Scientific Basis vs. Contextualized Application of Knowledge: The Effect of Teaching Methodology on the Achievement of Post-secondary Students in an Integrated Agricultural Biotechnology CourseCurry, Kevin Wylie Jr 29 April 2010 (has links)
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.
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Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban StudentsRiedel, Jodi Songer 07 August 2006 (has links)
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.
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A survey of the guidance practices followed by Virginia teachers of vocational agriculture /Sommerville, James H., January 1953 (has links)
Thesis (M.S.)--Virginia Polytechnic Institute, 1953. / Vita. Includes bibliographical references (leaves 93-95). Also available via the Internet.
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Fundamentals involved in the organization and conduct of vocational agricultural schools and classesWilliams, Cyrus Vance, January 1925 (has links)
Thesis (Ph. D.)--University of Nebraska, 1925. / Bibliography: p. 126-130.
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