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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A study of southeastern Virginia to determine the opportunities for expanding the program for vocational education in agriculture in the public high schools

Ritchie, Ray Miller January 1937 (has links)
M.S.
2

A study of the guidance needs of former students of vocational agriculture in Southwest Virginia

Clear, Charles Edward 07 November 2012 (has links)
This study was made to determine the guidance needs of former students of vocational agriculture. It was hoped that information gained by this study would be of use to guidance workers in the improvement of guidance services in the high schools, Too, it was hoped that agriculture instructors could use the information in improving the dissemination of occupational information to vocational agriculture students, Further, it was felt that suggestive recommendations based on the findings might be used in the organization and administration of guidance services for in-school-youth. / Master of Science
3

A study of the need for establishing vocational agriculture departments in new locations in Virginia

Moore, Troy Bruce 07 November 2012 (has links)
Statement of the Problem The purpose of this study was to determine the need for establishing new vocational agriculture departments in public accredited county high schools in areas of Virginia which were not offering a vocational agriculture program. Problem Analysis An analysis of the problem listed the objectives of this study as: 1. To determine each public accredited county high school in Virginia in which there was a need for establishing a new vocational agriculture department. 2. To determine the number of teachers required in each of the new vocational agriculture departments needed. 3. To determine the total number of public accredited county high schools in Virginia in which there were needs for establishing vocational agriculture departments. 4. To determine the total number of teachers required in the new vocational agriculture departments needed. / Master of Science
4

A study of southeastern Virginia to determine the opportunities for expanding the program for vocational education in agriculture in the public high schools

January 1937 (has links)
M.S.
5

The development of vocational agricultural education in Virginia

Connelly, L. B. January 1924 (has links)
no abstract provided by author / Master of Science
6

A study of the effectiveness of vocational agriculture in Virginia as measured by the occupational status of former students, including the evaluation of some of the influences on occupational selection, 1918-1932

Kline, John M. January 1942 (has links)
In order to determine the effectiveness of vocational agriculture in Virginia from 1918 to 1932, and to further assist the teachers in this follow-up work, this study was made with the following objectives in mind: 1. To determine the occupational status of former students of vocational agriculture in Virginia. 2. To determine trends in occupational selection and the relation of industrial and agricultural economic conditions to occupational selection. 3. To evaluate some of the influences on occupational selection, such as amount of vocational agriculture; type of agriculture of the community; efficiency of the Agriculture Department, and certain census data regarding counties. This study includes data from 148 white and 25 negro schools, and also includes follow-up records from 7,784 white and 1,583 negro ex-students of vocational agriculture in Virginia from 1918 to 1932. / Master of Science
7

A study of teachers' practices in planning and conducting a program of vocational agriculture in Virginia

Guilliams, George Cornelious January 1949 (has links)
This questionnaire study was an attempt to determine the practices teachers follow in planning and conducting a program of vocational education in agriculture in Virginia high schools. The study revealed that the thinking of the regular teachers of vocational and the assistant teachers of vocational agriculture in charge of veterans was comparable as indicated by the nearly equal percentage of teachers from both groups who checked the practices on the questionnaire as “Commonly practiced" or "Recommended". Many practices were not carried out by a majority of the teachers; however, the additional recommendations to these practices indicates that the majority of all teachers favored the use of most of those practices in the instructional program of vocational agriculture. The responses to some practices were not complete, particularly by the assistant teachers of vocational agriculture in charge of veterans who failed to provide information on the practices dealing with the FFA program. The number of teachers who failed to recommend these practices were in a small minority and only one practice was checked as not recommended by a majority of the regular teachers of vocational agriculture. On the whole, most practices were favored by all teachers. The large majority of teachers who carried out these practices or recommended that they be carried out would tend to indicate that they favor using these practices in the program of vocational education in agriculture in Virginia high schools. / M.S.
8

A study of veterans taking institutional on-the-farm training in vocational agriculture

Peters, James (James Edwards) January 1949 (has links)
M.S.
9

A comparative study of costs for inclusive special education in the Commonwealth of Virginia

McCracken, Robert C. 24 October 2005 (has links)
This study investigated costs of inclusive special education. Specifically, there were three areas of study: a) changes in special education costs in eight school divisions before and after implementing an inclusive special education program (Group A); b) changes in special education costs in two school divisions, one inclusive and one not, when using a more precise calculation (Larson method) of special education costs (Group B); and c) a comparison of total special education costs for all school divisions in the state (where data were reported) before and after a state project to encourage inclusive special education (Group C). All calculations compared 1987-88 costs (pre-inclusion) to 1990-91 costs (post-inclusion), after adjusting 1987-88 costs to 1990-91 values. The study found that in the eight inclusive school divisions, six of the eight reduced the percentage of special education costs when compared to total costs. When looking at reported per pupil costs, only two of these eight divisions reported the cost of elementary special education at a lower level after inclusion. For secondary education, two different divisions of the eight reported the special education costs at a lower level after inclusion. None of the eight reported reduction in both secondary and elementary; half reported no reduction in either level after inclusion. The case study data found that the inclusive school division had an increase in special education costs, while the non-inclusive school division had a reduction in special education costs during the same time period. Recalculation using the Larson method showed that special education costs were approximately one and one-half times those reported by standard reporting procedures. The study also produced a more accurate method for determining regular education costs for special education students by calculating time special education students spent in regular education, using individual student data to determine the percent of time reported in special education. In all school divisions in Virginia reporting data, the study found a reduction of special education expenditures occurred during the three-year period, while the enrollment of special education increased during the same period of time. / Ed. D.
10

An investigation of factors which may be used to predict academic success in industrial education at Norfolk State College

Witty, Jack P. January 1972 (has links)
The purpose of this study was to discover variables or combinations of variables which would predict academic success in industrial education at Norfolk State College. More specifically, it utilized standardized verbal and nonverbal tests and compared these with the presently used Scholastic Aptitude Tests as predictors of success in industrial education. The data for this study were collected from tests administered to a sample population by the writer during regularly scheduled class periods in the Fall semester, 1971, and from the Scholastic Aptitude Test records in the Office of the Registrar at Norfolk State College. The variables included in the study were: Scholastic Aptitude Test - Verbal scores, Scholastic Aptitude Test - Mathematical scores, Scholastic Aptitude Test - Total scores, Bennett Mechanical Comprehension Test, and the Raven Progressive Matrices.The criteria of success were the final semester grades in the following courses: Basic Woodworking, Introduction to Technical Drafting, Introduction to Industrial Education, Basic Electronics, and Automobile Engines.In order to show the relationship between the variables studied, the data were analyzed and statistics were computed throw a program developed by the Health Sciences Computing Facility at University of California at Los Angeles. This program incorporated a step-wise regression and rendered a correlation matrix, an analysis of variance, a multiple r and a standard error of estimate. All statistics utilized in this study were computed by the Ball State University Computer Center. The results of this study indicated that the variable that offered the best information of predicting academic success in industrial education at Norfolk State College was the Raven Progressive Matrices. The combinations of variables which were statistically significant were the SAT Mathematical and the Bennett MeoY~anioal Comprehension Test correlated to final grades in Electronics, and the SAT Mathematical, Raven Progressive Matrices, Bennett Mechanical Comprehension Test, and SAT Verbal correlated to final grades in Drafting. The results of the study seem to justify the following conclusions: 1. The SAT scores are not valid predictors of academic success in several of the technical areas of industrial education and probably should not be used as such. 2. The Raven Progressive Matrices showed evidence of contributing significantly to prediction of academic success in industrial education at Norfolk State College. 3. The Bennett Mechanical Comprehension Test showed a high correlation with final grades in Drafting but probably should not be used as a predictor in other areas. 4. Neither verbal or nonverbal tests used without benefit of other devices should be used as predictors of academic success in industrial education at Norfolk State College. As a result of the present investigation, it is recommended that: 1. A follow-up study of the students in this research study be conducted to ascertain their success as students and later as teachers in the field of industrial education. 2. An investigation employing individual rather than group testing as predictive devices be conducted.3. Further study of the use of the Raven Progressive Matrices be made with larger samples and other criteria of success.

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