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The COVID-19 Pandemic forced educators to move course delivery to online learning with little or no training or preparation. Teachers' virtual instruction preparedness, pre-service teachers, and school districts are still lacking, despite technology goals instituted by the Board of Education. One of the immediate concerns of the online course delivery was school districts' capabilities for virtual instruction regarding infrastructure and resources. Funding, lack of equipment, and resources to maintain hardware and training prove to be common obstacles schools and staff face. Another concern was SBAE teachers’ readiness to use the online learning tools available to school districts. Teacher pedagogy, knowledge, skills, and confidence prevent teachers and pre-service teachers from exploring and utilizing technology in their classrooms. Additionally, moving all students to online learning environments presented a challenge for those teachers who knew little about educational technology tools or other online resources. This study aims to assess if SBAEs in Illinois are adequately prepared to use technology as the sole source of instruction for virtual learning and whether Illinois schools are capable of virtual instruction. To meet both the educational needs of the current generation of learners and are meeting educational standards set by the Illinois State Board of Education requirements, even in a virtual learning environment. As well as determine what gaps may be present in SBAE teacher education programs concerning the preparation of student teachers to utilize classroom technology to teach virtually. Some skill gaps identified include utilizing the flipped classroom approach, incorporating mobile applications into lessons, and utilizing virtual instruction for student collaboration and assessment. Most teachers indicated they felt somewhat prepared for virtual instruction and moderately prepared to incorporate technology into their lessons through teacher education programs, school districts, and professional organizations. Recommendations included future in-service training for SBAE teachers regarding using educational technologies and virtual learning platforms. Also, training for SBAE teachers on synchronous online learning platforms and the use of 1:1 technology is warranted. Pre-service programs are recommended to include coursework on educational technologies and virtual instruction. Faculty in preparation programs for SBAE teachers are encouraged to adapt curricula to support these skills and promote pre-service teachers practicing the utilization of virtual instruction in authentic classroom settings.

Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are. / Doctor of Philosophy / Students with special needs are often placed in agriculture and other CTE classes. This dissertation was a case study of a model agriculture teacher. It looked at the teacher's behavior to determine if his work with students with special needs was planned. The importance of a teacher planning their behavior towards students with special needs is important from both a lesson planning viewpoint and also while the teacher is teaching. Multiple recommendations came out of the study. One recommendation included the need for programs that prepare agriculture teachers to have these individuals work with students with special needs while they are still in their teacher preparation program. Professional development workshops for current agriculture teachers should include information on best practices for working with students with special needs. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.

The Expanded Food and Nutrition Education Program (EFNEP) is a federal program designed to improve the nutritional status of the population and provide employment for paraprofessional aides from the indigenous target population and an example of a change agency. Diffusion and change literature offer many models and possible personality characteristics that may be associated with effective change agents. The purpose of the study was to examine characteristics of paraprofessionals employed in the Adult phase of Virginia EFNEP and their relationship to paraprofessional effectiveness and how well they fit the diffusion model. Effectiveness for the paraprofessional was measured as homemaker success (change in nutrient intake and food behavior) and as paraprofessional performance (workload and home visit evaluation). Personality, training, and demographic characteristics of the 40 paraprofessionals were obtained through a mailed Paraprofessional Questionnaire and the Sixteen Personality Factor (16PF) Test. Demographics, food behavior and knowledge, and nutrient intake for a sample of three homemakers per paraprofessional (N=116) were obtained from EFNEP Family Records. Homophily, the measure of correspondence, was calculated by comparing each paraprofessional with their sample of three homemakers. Three personality factors (concrete thinking, impulsivity, and self-discipline) along with homophily were correlated with change in food behavior, none with change in nutrient intake, and two (concrete thinking and low tension) along with perfect match homophily were correlated with workload. There were no apparent difference in training. When all factors were analyzed by stepwise multiple regression, homophily along with three of the second-order personality factors were related to change in food behavior. One second order factor, low anxiety along with perfect match, was related to workload. Implications for practice include: (a) EFNEP paraprofessionals, in part, appear to be fitting the model of change agent effectiveness, in that homophily is influencing the homemakers and (b) low anxiety and low tension appear to be related to effectiveness and could be used in employee selection and future training. Recommendations for future study include: (a) further study into quantification of homophily and (b) investigation of relationship of characteristics to supervisor view of effectiveness. / Ph. D.

Dietary improvement was assessed using 24-hour food recall in a sample of 180 homemakers who had completed six to 18 months of instruction in the Virginia Expanded Food and Nutrition Education Program (EFNEP) to determine whether they retained dietary improvement six to 36 months after leaving the program. These homemakers provided additional information on Perceived Educational Gains and Program Benefits received from participating in EFNEP. Family factors were explored which were believed to be related to dietary change - Family Composition, Family Resource Assistance, Household Roles and Responsibilities, Family Support, and Family Diet Control. Diet Scores increased significantly (p<.01) from program Entry to Exit; greatest increases were in average daily servings from milk and fruit-vegetable groups. Slight but significant (p<.01) regression occurred in average Diet Score and servings of milk from Exit to Follow-up. Homemakers with higher Diet Scores at program Entry had higher scores at program Exit and Follow-up, and higher Program Benefit Scores. Length of time in program was not significantly associated with Dietary Improvement or Retention. High average Educational Gain and Program Benefit Scores at Follow-up were evidence that EFNEP was successful from the perspective of homemakers served. Family Composition was not associated with Dietary Improvement. Family Support emerged as the only family measure related to diet; higher Family Support Scores were associated not only with greater Perceived Educational Gains and Program Benefits, but also with higher Diet Scores at program completion and follow-up. Results of the study confirmed the Virginia EFNEP to be effective in improving diets of homemakers and sustaining these changes, and suggested a key role for family support in influencing dietary outcome and program success from the view of participants. / Ph. D.

In 1981, President Ronald Reagan issued Executive Order 12291 which requires Federal agencies to perform benefits assessments of proposed major regulations and prohibits them from taking regulatory action unless potential benefits exceed potential costs to society. A review of welfare economics literature and applications of the CBA model to health, education, and nutrition is presented. CBA for use in the Cooperative Extension Service Expanded Food and Nutrition Education Program (EFNEP) is then systematically examined using the following criteria: 1) theoretical considerations - can the economic criterion appropriately be applied to EFNEP?; and 2) application of the CBA model - can it be made operational? Following the critique of application of CBA to EFNEP, conclusions are drawn as to the appropriate use of CBA or alternative techniques in evaluating EFNEP and similar programs. / Doctor of Philosophy