Multiple-teacher departments of vocational agriculture were increasing in number. This conclusion is substantiated by the fact that Virginia rural schools were consolidating at a rapid rate. The fact that all multiple-teacher departments have developed in the past 14 years indicates a definite trend to this type of department. High school enrollment and the size of the area served by the school does not have a direct bearing on the number of vocational agriculture teachers in a department. Two teachers served an area as small as 40 square miles, while the same number of teachers in another school served an area of 881 square miles. High school enrollment in the two-teacher schools varied from 134 to 1375. / Master of Science

no abstract provided by author / Master of Science

Master of Science

Master of Science

Much information is available in the field of Apiculture, some technical and some practical. It would appear, however, that there is justification for an attempt to provide information of a practical nature for use in high school Vocational Agricultural classes. Available publications either are too comprehensive or do not contain sufficient material for students of Vocational Agriculture who wish to study beekeeping. It is the intent of this thesis to consolidate and organize factual information for class use by teachers, to suggest a few student problems and activities, and to develop a course calendar of units for study. A detailed discussion of only one type of honey production is presented; but from this type (bulk-comb honey) any other form of honey production may be developed. / M.S.

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.

Increased interest and growth in cooperative activities is indicated in vocational agricultural instruction by the fact that thirty-seven percent of the cooperative participating classes, as reported in the questionnaire replies, started their cooperatives during the forties. Additional need and interest was further indicated in that thirty percent of the reporting schools expressed intention of sponsoring new or additional cooperative services in the near future. Furthermore, since eighty-four percent of the reporting agricultural teachers expressed a desire of having cooperative material presented during their summer short course, a positive interest and growth trend is shown. This indicates either a growing cooperative interest at present or an expected growth when our production catches up with demand and prices drop. It further indicates that cooperative interest is starting at the bottom with the future farmers, farmers, and agriculture teachers. This is believed to be the successful starting point. It is concluded that the need for additional organized services in the school communities is abundant as was indicated by eighty-two percent of the reporting teachers. Also that it is possible for cooperatives to supply a large percentage of these needed organized services according to the belief of ninety out of 103 teachers who answered this question. After studying the problems mentioned in summary statement number 32, the writer concurs with the belief of the agriculture teachers in that it is possible for cooperatives to supply a large portion of the needed organized services in agricultural school communities. / M.S.

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