Successful Secondary Agricultural Programs outside the Classroom: A View of Champions

Autor/inn/en	Bolton, Andrew; Edgar, Don W.; Carter, Vinson
Titel	Successful Secondary Agricultural Programs outside the Classroom: A View of Champions
Quelle	In: Journal of Agricultural Education, 59 (2018) 2, S.255-274 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Success; Secondary School Curriculum; Agricultural Education; Program Effectiveness; Best Practices; Models; Performance Factors; Delphi Technique; Online Courses; Likert Scales; Demography; Relevance (Education); College School Cooperation; Participant Satisfaction; Arkansas + Suchen Sie Ihr Suchwort? Erfolg; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Analogiemodell; Leistungsindikator; Delphi-Methode; Online course; Online-Kurs; Likert-Skala; Demografie; Relevance; Relevanz
Abstract	This study sought to identify traits and characteristics of secondary agricultural education programs contributing to success. A three round modified Delphi survey technique was utilized to frame this study. The researchers utilized purposive sampling to select members for the jury comprised of secondary agricultural instructors identified as high quality (n = 65). High quality programs were determined based on the results of various activities and competitions a program would participate in including CDE's, LDE's, Agriscience Fair Divisions, State Fair livestock shows, State Officer Elections, and National Chapter Awards. Data collected identified important factors associated with high performing SAE programs and that students should be actively involved with an SAE project. Additionally, important factors included that students should experience some kind of personal growth as they develop through a program and that students should be taught and prepared so they are able to take part in both program activities and eventually a career. The FFA program should be operated so that it is molding students into productive members of society. The FFA advisor should also be passionate and have a willingness and availability to work with members. Success does not only rely on instructors but is also dependent upon students. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01