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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

Study of lab to land programme of Varanasi (U.P.)

Chaubey, Awadhesh Kumar 01 1900 (has links)
Land programme of Varanasi
2

Technology transfer model - An analysis of linkages

Malik, Joginder Singh 03 1900 (has links)
Technology transfer model
3

Measurement of agricultural progressiveness of a village

Malik, R S 07 1900 (has links)
Measurement of agricultural progressiveness
4

A study of personal and organizational variables influencing the productivity of agricultural scientists

Laharia, S N 10 1900 (has links)
Productivity of agricultural scientists
5

A study of technological gap in adoption of plant protection practices

Singh, Siya Ram 07 1900 (has links)
Plant protection practices
6

A study of reproductive health behaviour of slum dweller women

Sharma, Upma 31 December 2001 (has links)
Reproductive health behaviour
7

A study of socio psychological and organisational constraints in the promotion of biogas technology in Haryana

Bhati, Satish Kumar January 1985 (has links)
Biogas technology in Haryana
8

Role and functions of block development officers- A perspective study

Dalal, Randhir Singh 06 January 1990 (has links)
Block development officers
9

Georgia Agricultural Teachersâ Perceived Ability to Balance Family and Career.

Murray, Kathryn Anne 22 April 2010 (has links)
The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. The research objectives included describing career and family responsibilities, exploring barriers to fulfilling career and family responsibilities, and perceived abilities of teachers to maintain the balance of career and family expectations. The study was conducted as a census of all Georgia agricultural teachers on an extended day/extended year contract via an online survey. It was determined that Georgia agricultural teachers are working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. Both males and females viewed their job responsibilities to be significant barriers to fulfilling family responsibilities and one third of respondents found it was always difficult to balance career and family. It was concluded that Georgia agricultural teachers are feeling torn between meeting job expectations and spending adequate time with their families, with females feeling the strain slightly more than males.
10

Identifying Confidence Levels and Instructional Strategies of High School Agriculture Education Teachers When Working with Students with Special Needs.

Stair, Kristin Shawn 20 April 2009 (has links)
In Agricultural Education, teachers are experiencing increased student diversity within their classrooms. The purpose of this study was to identify the confidence levels of high school agriculture teachers and to determine what strategies they are using when working with students with special needs. The population of this study consisted of secondary agriculture teachers in the United States. One state was randomly selected from each region of National Association of Agriculture Educator (NAAE) regions and a stratified random sampling method was used to ensure representation from all states. A random sample size of 333 was selected with a total response rate of 62%. Participants completed a survey instrument that measured teacher confidence, identified which strategies they used most often, how effective they felt those strategies were and collected demographic information. Analysis of the collected data showed that teachers are using recognized practices in their classes though they are more likely to use techniques associated with good teaching practices rather than strategies that are specifically designed to benefit students with special needs. This research also showed that teachers are confident in their abilities, however they generally disagreed that their teacher training program prepared them to work with students with disabilities. Multiple regression was used to identify predictors of teacher confidence. The best fitting prediction model consisted of three variables: participating in in-service opportunities related to special education, age, and having a friend or family member with a disability. This model had a total R2 of .118 accounting for almost 12% of the total variance in predictors of total confidence Teacher training programs should focus on providing opportunities for teachers to gain experience by working with students with special needs and to learn specific strategies for teaching students within this population.

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