The current body of knowledge concerning Agricultural Education quality in regards to its three components is not consistent and total program quality has not been defined scientifically. The purpose of this study was to determine quality indicators for instruction, SAE, and FFA according to experts (agricultural education teacher educators, state instructional staff, and high school teachers) across the United States. The conceptual framework for this study was the three circle model consisting of the three integral, intra-curricular components of Instruction, FFA, and SAE. This national study was descriptive in nature and utilized the Delphi technique to gather responses from an expert panel and combine the responses into one useful statement (Stitt-Gohdes andamp; Crews, 2004). The initial questionnaire consisted of three open-ended questions and was developed by the researcher while subsequent questionnaires were developed from the experts responses. The expert panel agreed upon 37 quality indicators for Instruction, 19 quality indicators for FFA, and 6 quality indicators for SAE.

Agricultural Education has been informed by four major areas including agricultural education (teaching and learning), educational policy, agricultural policy (industry collaboration) and research. Historically agriculture teachers have been removed from the policy process affecting their profession in these four areas (Thompson, 1963). A review of historical literature suggests that only twice have teachers been involved in the policy process. The purpose of this study was to examine the involvement levels of stakeholders in agricultural education across the state of Kentucky. Specifically, examining the emotional appraisal of specific issues in agricultural education and if the emotions of stakeholders influence their involvement in these issues (Sherer, 2005). The researcher found that the involvement level of stakeholders in Kentucky was consistent with the historical research suggesting that stakeholders including teachers are not actively engaged in policy affecting their profession. The researcher also found that stakeholders that appraised a specific issue with a joyous emotion (contentment) became more involved in a local agricultural education program than those apprehensive about the same issues. Recommendations for the profession and specific stakeholder groups have been provided by the researcher to attempt to engage stakeholders in the polices that affect their classroom and profession.

The 4-H Interaction Evaluation Model was developed to illustrate relationships between the 4-H program, as a sub-system, and a larger society as a greater system. The model specifically focused upon cognitive, affective and psychomotor skill development of 4-H boys and girls. Research instruments were designed to assess 4-H member outcomes of the cognitive and affective domains for 4-H members at two levels within the clothing, beef and photography projects.A random sample of 4-H boys and girls enrolled during 1975 in six selected project divisions participated in the study. Selected 4-H members resided in 12 counties in each of three states, Indiana, Nebraska and Missouri. Research instruments were administered as a pre-measurement of existing skill levels to participating 4-H members during May and as a post-measurement of terminal skill levels during September, 1975.Two major hypotheses were developed. Hypothesis I was an inclusive hypothesis of all skills classified as cognitive skills and stated that no significant mean score increases between pre-measurement and post-measurement would occur. Hypothesis II was an inclusive hypothesis stating that no significant mean score differences on three attitudinal sub-scales would occur between the two administrations of the attitude sub-scales.The resulting data were analyzed to determine the proportion of 4-H members performing the specified skills adequately at the time of each administration of the research instrument and the significance of observed mean score differences for each skill assessed. A correlated t test for significance utilizing a one-tailed test was used to test all skills contained under Hypothesis I. A correlated t test for significance utilizing a two-tailed test was used to test attitudinal sub-scale changes under Hypothesis II. All skills contained as sub-hypotheses were rejected at the .05 level of confidence.The following conclusions were based upon the findings of the study:1. Attitude of 4-H members toward the 4-H project division generally change little during one project year.2. Criterion levels established for attitude sub-scales generally are within reach of the 4-H member.3. Terminal 4-H project mean attitude sub-scale scores are generally lower at advanced levels than first year levels indicating that advanced 4-H members hold a more positive attitude toward the project than first year members.4. Attitudinal changes are more likely to occur within the beef and photography projects than in the clothing project. No significant differences were observed in the three attitude sub-scales in the clothing project levels.5. Criterion levels established for cognitive objectives are either too high for all but ten of the cognitive objectives studied or the project experiences are inadequate to guarantee 4-H member achievement.6. Among the three beginning 4-H project divisions, increased levels of measured cognitive achievement occurred most frequently in the clothing project and least frequently in the photography project difference among the three projects is not observable for the advanced divisions. 7. Measured cognitive gains are more frequent for beginning project divisions in Indiana and Nebraska while for Missouri, the gains are more frequent for advanced project divisions.8. Generally, a larger number of 4-H members can reach specified criterion levels for objectives on the post-test than on the pretest.9. Except for the beef project in Indiana, the increase in percentage of 4-H members reaching criterion levels from pre-test to post-test is greater for beginning project divisions than advanced project divisions.10. A total of 43 of the 220 objectives developed for the study are inappropriate, evaluation items utilized are inadequate or the attendent project division programs need major revision because terminal cognitive mean scores were lower than entering cognitive mean scores.

Throughout the construction of the United States, agriculture and education have been closely intertwined—until recent years. In 1981, agricultural professionals, educators and policy makers noted the decline in standard agricultural curriculum and a need was established for accurate, realistic and representative materials of American agriculture for the classroom. This issue of agricultural literacy has become an imminent concern in today’s agricultural industry. With these rising concerns of agricultural literacy and the future of agriculture as a whole, this study was aimed at measuring and identifying elementary school educators’ perceptions of the current agricultural literature that is available in their classrooms. In order to assess the knowledge and perceptions of the agricultural-related literature in classrooms, a study of kindergarten through fourth grade teachers was performed. This study utilized a descriptive summated scale instrument. This study focused on elementary school teachers’ perceptions of the available agricultural related literature in their classrooms. This study determined the educators’ perceived accuracy of the literature as well as their perceived perceptions of the elementary school students’ knowledge of modern day agriculture. The accuracies and inaccuracies of the literature, how the literature affects the students’ knowledge of agriculture, and if the teachers perceive a need for agricultural literature in their classrooms were also identified through this descriptive survey. This paper explores these perceptions of agricultural-related literature as well as student knowledge of agriculture and makes recommendations for Agriculture in the Classroom programming.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--John Hopkins University. / Vita. Published 1927 as Maryland school bulletin, vol. VIII, no. 11, under title: Vocational education in Maryland county high schhools. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 114-131). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 114-131). Also available on the Internet.

Thesis (Ph. D.)--John Hopkins University. / Vita. Published 1927 as Maryland school bulletin, vol. VIII, no. 11, under title: Vocational education in Maryland county high schhools. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.