Science, Math, Social Studies, and Language Arts Achievement of High School Students in Complete Programs of Agriscience Education

The purpose of this descriptive and comparative study was to describe the academic achievement of FFA (Future Farmers of America) members in a complete program of agriscience at Jackson County Comprehensive High School (JCCHS). A secondary purpose was to compare science, math, social studies, and language arts achievement of senior agriscience students/FFA members to the achievement of all seniors at JCCHS. The findings indicate that senior agriscience students/FFA members had a higher percentage of students achieving at the highest level (Pass Plus) of Language Arts on the GHSGT (Georgia High School Graduation Test) than the remaining student population at JCCHS. Senior agriscience students/FFA members also had a higher passing rate in comparison to all seniors at JCCHS on the social studies portion of the standardized test. The researchers postulate that further research needs to be conducted to identify the correlations between agriscience participation and performance on language arts and social studies standardized tests – areas where little or no research has been conducted. The researchers also recommend that other public school systems perform similar studies to determine the impact of secondary agriscience programs on student performance

Identifying Perceived Professional Development Needs of Idaho Secondary CTE Teachers: Program Management Needs of Skilled and Technical Science Teachers

The purpose of this study was to examine the perceived training needs of Idaho secondary skilled and technical science teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of skilled and technical science teachers employed by Idaho secondary schools for the 2008-09 academic year (N=181). Sixty percent (n=109) of the 181 teachers participated in the study. The findings indicated that the perceived in-service training areas for the program management construct, as identified by a mean weighted discrepancy score (MWDS) ranking, to be grant writing and funding opportunities, developing curriculum-based school-to-work and/or school-to-career activities, and establishing and organizing co-op/internships. Individuals involved with teacher preparation and in-service training can use the findings of this study to inform the development of pre-service curriculum and in-service educational offerings

Cooperating Teachers’ Perceptions of Pedagogical Importance, Competence, and Programmatic Need: A Frontline Assessment of Agricultural Student Teachers

The purpose of this descriptive study was to determine, as witnessed by cooperating teachers, what learning gaps student teachers brought to the student teaching experience “Supervision of student teachers during student teaching is a very important exercise in teacher training” (Thobega & Miller, 2008, p. 65)..Cooperating teachers spend 10 plus weeks observing student teachers of agricultural education in [state]. One may argue that the cooperating teacher is the best judge of success when looking at the student teacher. Cooperating teachers believed using computers and multimedia in classroom teaching was a strength student teachers possessed. The cooperating teachers felt that the major weaknesses included conducting parent-teacher conferences and adult programs. The findings of this study also indicate that the pre-service teachers need additional preparation in developing teaching skills in managing student behavior problems, motivating students to learn, teaching students to think critically and creatively, and conducting parent-teacher conferences

PERCEIVED PROFESSIONAL DEVELOPMENT NEEDS OF IDAHO SECONDARY CAREER AND TECHNICAL EDUCATION TEACHERS: PROGRAM MANAGEMENT

The purpose of this study was to examine the perceived professional development needs of Idaho secondary career and technical education teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of CTE teachers employed by Idaho secondary schools (N=725). Sixty-one percent (n=446) of the population participated in the study. The findings indicated that the top five perceived in-service training areas for the program management construct, as identified by a mean weighted discrepancy score (MWDS) ranking, to be “Grant writing & funding opportunities”; “Understanding federal (Perkins), state, and local funding”; “Establishing and organizing co-op/internships”; “Developing an effective public relations program”; and “Developing curriculum-based school-to-work and/or school-to-career activities”. Individuals involved with teacher preparation and in-service training can use the findings of this study to inform the development of pre-service curriculum and in-service educational offerings

Examining Differences in Middle School Student Achievement on a State Mandated Examination: Does a Full Year of Agriscience Really Make a Difference?

Early agricultural education programs in the United States existed to promote new methods and techniques to further agricultural production. Today, extending integration, general knowledge, appreciation, and literacy about agriculture is the goal, especially at the middle school level. Not only is agricultural education designed to encompass academics, but science and technology, literacy, and career preparedness are parts of the total agricultural education program. Since the passage of No Child Left Behind Act (NCLB), more pressure has been put on teachers to generate increased student academic performance and improvement of test scores. The purpose of this research study was to determine if there were statistically significant differences in academic achievement on a state mandated assessment of students who completed a yearlong middle school agricultural education course and students who completed only an eight week middle school agricultural education course in the same school, with the same instructor; the significance in time spent in the course was the main issue in question. The findings showed a statistically significant relationship between the completion of the year-long agricultural education course and math, science, and social studies scores on the state mandated assessment. For example, both 7th and 8th grade students who completed a year-long brain-based agricultural education course had higher mean scores than students who completed only an eight-week brain-based agricultural education course on the math, science, and social studies portions of the assessment

Tracing change in female genital mutilation/cutting: Shifting norms and practices among communities in Narok and Kisii counties, Kenya

In Kenya, there has been a steady and marked decline in the prevalence of female genital mutilation/cutting (FGM/C) but there is great variance in the prevalence of FGM/C across the country, with prevalence remaining high among certain ethnic groups such as Somali, Samburu, Kisii, and the Maasai. The objectives of this study were: 1) to explore whether and how unprogrammed factors or programmed FGM/C interventions (alternative rites of passage, legal and policy measures, religious-oriented approaches, promotion of girls’ education, intergenerational dialogues, use of rescue centers, and other undocumented approaches) influence community values deliberation in Narok and Kisii counties; 2) to assess what changes in FGM/C norms and practices have occurred in Narok and Kisii counties, and identify factors motivating these changes; and 3) to identify barriers to FGM/C abandonment in these key “hot spots,” and assess how, in light of empirical findings and theoretical models of behavior, intervention efforts might be optimized and coordinated to accelerate abandonment. The study clearly shows that norms and practices of FGM/C are not static even in these study areas. While there might not be widespread abandonment yet, people are reassessing norms and traditions in light of the current social climate. These changes may provide a useful starting point for intervention programs that seek to create dialogue and critical reflection on the practice of FGM/C in an effort to accelerate its abandonment

An Assessment of the Needs of Georgian Secondary Agricultural Educators

This purpose of this study was to determine the perception of secondary educators involved in Future Farmers of Georgia (FFG) schools throughout the country of Georgia concerning their needs for furthering the existing framework of agricultural education. The researchers used a modified focus group method to meet the aformentioned purpose of this study. The population for this study consisted of the high school agricultural education teachers and their administrators who were participating in the FFG Program (n=14). Qualitative data collected from the probe (first round) was used to generate a series of 46 statements. In the second round participants were asked to rank the 46 statements using a five point Likert-type scale. Due to events in the Former Republic of Georgia, the third round could not be conducted. Therefore, the researchers concluded that the round two data would be used to meet the purpose and objectives of this study. Participants strongly agreed that the FFG program strengthens leadership skills among their students and students have become more involved in practical/labor activities. They also agreed that gaining knowledge and skills from the FFG program will improve the future development of agricultural education in the country. Participants also strongly agreed that improvement of schools’ materials, technology, and development are necessary to improve the FFG program. Participants were either neutral or agreed with the following statements: due to the FFG program, academic performance has been increased among students; and students have greater academic success in history and geography

Tracing change in female genital mutilation/cutting: Shifting norms and practices among communities in Narok and Kisii counties, Kenya—Brief

This policy brief summarizes key findings from a study that examined whether there are shifts in norms and practices related to FGM/C among communities in Narok (predominantly inhabited by Maasai) and Kisii (predominantly inhabited by Abagusii) counties in Kenya. Although Kisii and Narok are FGM/C hotspots, practicing communities in these counties are reassessing norms and traditions in light of the current social and legal climate. These changes may provide a useful starting point for intervention programs that seek to create dialogue and critical reflection on the practice of FGM/C in an effort to accelerate its abandonment. Programmatic recommendations include: engaging community members in values deliberation to facilitate community-wide abandonment, addressing human rights issues and gender norms, allocating sufficient resources to local grassroots organizations, and a long-term commitment to ensure successful and sustainable change

Can 4-H Involvement Have a Positive Impact on 4-H Youth’s Bullying Beliefs and Behaviors?

Bullying has negative emotional and physical effects on youth which often continues into adulthood. Bullying can contribute to emotional distress which is often more difficult to detect in victims.  Documented effects of bullying include depression, anxiety, bitterness, elevated levels of stress, as well as negative feelings of self-image and low self-esteem. The purpose of this study was to examine the impact that involvement in the state 4-H program has on bullying beliefs and behaviors. This study found that 94% of the participants (senior high students) agreed that 4-H helped them to shape their belief towards bullying; 84% either agreed or strongly agreed that 4-H has helped them be more confident around strangers; and 93% indicated that 4-H helped them to gain confidence in situations so they could speak up for themselves

The Influence of Past Experiences on the Motivation of Adult Volunteers

From its’ conception, 4-H has encouraged volunteerism and utilized volunteers to accomplish its’ mission - to assist youth in acquiring knowledge, developing life skills, and forming attitudes that will enable them to become self-directing, productive and contributing members of society. The purpose of this study was to explore and describe the factors that motivated [state] 4-H camp volunteers to volunteer with 4-H youth. The Volunteer Functions Inventory was used as the theoretical base for this study. The Values construct (M=3.68) of the VFI was the highest motivating factor of adult 4-H volunteers. The Understanding construct (M=3.39) ranked the second highest motivational factor in volunteerism followed by Social construct (M=3.28), the Enhancement construct (M = 3.05) and the Protective construct (M=2.78). The Career construct (M=2.61) was the least motivating factor to adult volunteers. It was also found that participants that were not involved with 4-H as a youth volunteered more days per year than did participants who were former 4-H members