Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [114]-119).

No description available.

No description available.

Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-136).

Master of Science / Curriculum and Instruction Programs / Shannon Washburn / Each year higher education institutions seek to recruit and attract high school graduates to their institutions. Millions of high school seniors each year are in the midst of the college choice process, attempting to determine which institution is “right” for them. This study explored college choice factors important to high school seniors in the search phase of the college choice process. To carry out this study purposeful sampling was used to select 11 high school seniors participating in individually scheduled campus visits. An interview process was used to investigate what college choice factors were important to them when choosing a university/college. Student responses were ultimately categorized into six areas: interest in a specific major/program area, reputation, ideal distance from home, family interaction with institution, factors related to paying for college, and campus environment.

Master of Science / Communications and Agricultural Education / Shannon G. Washburn / This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.

The purpose of this study was to determine the county extension agents' perceptions of institutional constraints to the performance of their duties within the Arizona Cooperative Extension System. Study population was 66 county extension agents in the state of Arizona. They were surveyed by mailed questionnaire. Study results indicated, on the average, most of the institutional constraints affect slightly on the county extension agents' work performance. Considerable variation observed among respondents in their perceptions of severity of the constraints. Some of the other important findings include; (1) 4-H agents perceived constraints more severe than Agriculture or Home Economic Agents. (2) County agents perceived more constraints in salary and promotion more severe than county directors. (3) County agents with more than 5 years of service perceived more of the constraints in the area of Personnel Evaluation more severe than agents with 5 years or less service.

The purpose of this study was to appraise the attitudes of agricultural instructors providing village extension services in the northern province of Sri Lanka toward their job in the agriculture extension service. Major findings indicate in the aggregate, agricultural instructors like their job and have a good attitude toward their job. The job factors offering the agricultural instructors the positive attitudes are the communication established between agricultural instructors and various layers of administration, the intrinsic reward of the job itself, and the relationship with co-workers and the working conditions. The job factors offering the negative attitudes was the pay and its adequacy for a comfortable living. Attitudes of agricultural instructors toward the job and its relationship with service were not significantly varied with service.

The purpose of this study was to investigate the incidence, frequency and severity of accidents in Arizona secondary agricultural education programs. Data were obtained by questionnaires sent to secondary school teachers of agricultural education in Arizona from February 2, 1991, to April 15, 1991. Among the teachers who reported one or more accidents, a pattern of accidents was observed over the period (1989-90 school year) studied. Cuts and burns were the most frequent accidents in the programs, followed by bruises and scratches. Incidents such as loss of hammer head and disintegration of grinder wheel pose great danger and, therefore, require the attention of teachers and administrators as well. It is hoped agricultural education teachers and students, through this study and others similar to it, will be able to gain insight into the patterns of accidents occurring in their labs and, most of all, stress adherence to safety guidelines.