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.)--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.

A major thrust for vocational education in the 1980s is the collaboration of schools with industry and other sectors of the community. The Building Our American Communities (BOAC) program was initiated in 1971 by the Future Farmers of America to involve agriculture students in their communities. Considerable financial and human resources have supported BOAC program operations for the past 13 years, yet there is a lack of knowledge as to who has been participating in the program, what resources have been utilized, and what outcomes have resulted. The purpose of the study was to examine the BOAC program by describing community development activities, BOAC projects, and characteristics associated with selected students and advisors who participated in the 1983 BOAC program relative to their FFA chapter, school, and community contextual situations with respect to program inputs and anticipated outcomes. The first four levels of Bennett and Nelson's (1975) evaluation hierarchy used by the Cooperative Extension Service served as a theoretical frame of reference for the study. The population for this descriptive study included the 48 students and 46 advisors who attended the 1983 National Conference on Community Development. Three survey instruments were developed by the researcher. One for students and one for advisors elicited background and participation information. The third instrument was used to gather participants' FFA chapter, school, and community data. BOAC program statistical reports were also used as a data source. The data were analyzed using descriptive techniques. Two major findings of this study were: 1. Benefits to FFA members and vocational agriculture programs represented the major program outcomes. These outcomes were increased citizen participation, increased human relation skills of members, and increased public awareness of the vocational agriculture program. 2. Students and advisors involved numerous individuals and groups in their projects which primarily improved the following community sectors: school/education, civic facilities, agriculture, and recreation. The BOAC program should be viewed as an excellent teaching tool for involving students in their communities. Future studies, using this one as a baseline data source, need to be conducted to determine BOAC program effects on program participants and nonparticipants. / Ed. D.

Thesis (M.S.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Sept. 23, 2003). Thesis advisor: Randol G. Waters. Document formatted into pages (ix, 93 p.). Vita. Includes bibliographical references (p. 70-72).

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

The researcher focused on the numerous elements that led to an organized state supported system of Agricultural Education in South Carolina. Emphasis was placed upon the secondary school program, but the various contributing events leading to the formal study of Agricultural Education were identified and examined. Many historical studies of 20th century Agricultural Education focus on the impact of the Smith-Hughes legislation. Upon deeper investigation, the Palmetto State can credit numerous influential factors that provided forms of agricultural instruction prior to 1917. The 18th and 19th century agricultural societies provided a clearinghouse for the socialization and sharing of experimental farming techniques by progressive agriculturalists. John C. Calhoun and his son-in-law Thomas Green Clemson, benefactors of Clemson Agricultural College, were members of the Pendleton Farmers Society. Support for agricultural research came one year prior to the federal Hatch Act. The Hatch Act of 1887, followed by the Smith-Lever Act of 1914, assisted in providing fertile conditions for community recognition and need for Agricultural Education. Prior to the Smith-Lever Act, South Carolina was active in attempts to infuse Agricultural Education into the public school system and rural communities. A series of demonstration trains traversed the state providing first hand opportunities for individuals to examine the revelations in agricultural techniques. A series of agricultural clubs, including boy's corn clubs, pig clubs, and even demonstration farms on schoolhouse grounds linked Agricultural Educators with school students. Prior to the Smith-Hughes method of vocational agriculture, students in sections of the state received textbook-based instruction in agriculture. Passage of the Smith-Hughes legislation in February 1917 was the catalyst that created a form of Agricultural Education recognized even in the 21st century. The rapid propagation of high school programs throughout the state created an immediate demand for teachers of Agricultural Education. Clemson College, still in its infancy, quickly arose to provide a new program to train collegiate students to become what were then referred to as "Smith-Hughes men." Specific objectives investigated and analyzed by the researcher included: 1. Describing the development of Agricultural Education in South Carolina prior to 1900. 2. Documenting the development of Agricultural Education in South Carolina from 1900-1945. 3. Documenting the redefining of Agricultural Education in South Carolina from 1946-1990. 4. Describing the development of the teacher-training program for Agricultural Education in South Carolina. 5. Documenting the development of administrative and supervisory provisions for the vocational agriculture programs for South Carolina. 6. Describing the historical events that led to the founding of the Future Palmetto Farmers and evolution of the Future Farmers of America in South Carolina. / Ph. D.

This study has been made for the purpose of determining what relationships exist between 4-H Club membership and Future Farmers of America Club membership and the grades, extra-curricular activities, and the future education, which includes specifically college training and post-graduate work done in high schools.