Agricultural Education has been informed by four major areas including agricultural education (teaching and learning), educational policy, agricultural policy (industry collaboration) and research. Historically agriculture teachers have been removed from the policy process affecting their profession in these four areas (Thompson, 1963). A review of historical literature suggests that only twice have teachers been involved in the policy process. The purpose of this study was to examine the involvement levels of stakeholders in agricultural education across the state of Kentucky. Specifically, examining the emotional appraisal of specific issues in agricultural education and if the emotions of stakeholders influence their involvement in these issues (Sherer, 2005). The researcher found that the involvement level of stakeholders in Kentucky was consistent with the historical research suggesting that stakeholders including teachers are not actively engaged in policy affecting their profession. The researcher also found that stakeholders that appraised a specific issue with a joyous emotion (contentment) became more involved in a local agricultural education program than those apprehensive about the same issues. Recommendations for the profession and specific stakeholder groups have been provided by the researcher to attempt to engage stakeholders in the polices that affect their classroom and profession.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:cld_etds-1001 |
| Date | 01 January 2012 |
| Creators | Robin, Savannah Faye |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Community and Leadership Development |
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