Three first-year agriculture teachers were analyzed using the case study approach. The descriptive account presents each teacher's daily events in chronological order. Two traditional teacher education degree teachers and one alternative certified teacher are described. The descriptive account uses data gathered through transcribed daily logs, personal interviews, and participant observations. Each teacher experienced different daily events, however the data analysis revealed certain themes. Each teacher experienced difficulty in a particular area early in the school year and needed specific assistance. Also, student interactions greatly affected all three teachers. The teachers reported personal stress and frustration in the area of student discipline. As a result of some tragedy, each teacher served as a counselor to their students at some point in the school year. The teachers received many positive results from their Future Farmers of America local chapters. Another theme was observed in the area of instructional management. The teachers experienced varying degrees of difficulty in curriculum development, lesson planning, and teaching techniques. The area of time management caused problems for these teachers throughout the school year. Administrators also influenced the daily lives of these three beginning agriculture teachers. The area of health concerns was the final theme observed. All three teachers experienced illness during the school year. In addition, all three commented on the frequency that their students were ill. / Master of Science

In this thesis the author has conscientiously attempted to portray in clear fashion the status of all V.P.I. graduates, post graduates, and those qualified to teach in vocational agriculture since 1918. The material collected, it is hoped, will serve as a source of information for professors at V.P.I. who have to do with guidance and placement. Furthermore, it is expected that the information contained herein, will show certain pertinent facts concerning the department of vocational education in question. Is the department efficient? Do its graduates secure jobs? Are salaries commensurate with time spent in securing degrees? Does the higher degree have any significance so far as increase in salary or steps in advancement are concerned? Have the V.P.I. graduates obtained positions of unusual responsibility and honor? Has service rendered by these graduates been hit or miss, or has it been constructive and definite over a long period of time? What has been the percentage of V.P.I. agricultural men who have entered occupations allied to farming? Are there any facts which indicate success n these allied occupations? Such questions as the above, and others, are answered in this thesis. In attempting to collect the information mentioned above the author has made use of the Alumni Office files; the records in offices of the various supervisors of Agricultural Education - Dr. W.S. Newman, State Board of Education, Richmond, Va.; Mr. D.J. Howard, Assistant State Supervisor, Winchester, Va.; Mr. T.V. Downing, District Supervisor, Ivor, Va.; Mr. J.O. Hoge, District Supervisor, Blacksburg, Va.; Mr. F.B. Cale, District Supervisor, Appomattox, Va.; department files; Alumni files; Registrar's office; Cormier's thesis and questionnaires. Grateful acknowledgment is made to these men as well as to Professors E.C. Magill, H.C. Groseclose, H.W. Sanders, and other school officials who have rendered valuable assistance in the arduous task of preparing this thesis. / Master of Science