Exploring Community Partnerships in Agricultural and Extension Education

The descriptive study reported here sought to discover how Extension and agricultural education programs develop and use community partnerships to enhance educational programming. The population was a census of all New Mexico Extension agents and agricultural education teachers. Agents partnered with 57 different agencies/organization and teachers with 44 different groups. Agents were more likely to share programming efforts and resources, and serve on advisory committees. Teachers were more likely to share resources and programming efforts. More strengths than limitations were identified by both groups as reasons to collaborate. Both groups strongly agreed that sharing time and expertise can benefit programs

Awakening Transformative Learning: A Comparison of the Dissonance Experienced by Agriculture Majors During Study Abroad Courses to Costa Rica and Thailand

Students who have participated in study abroad courses exhibit an improved capacity for citizenship, emotional growth, and global competence. However, achieving such requires that study abroad courses be designed to allow students to question their underlying beliefs and values – a concept called dissonance. When individuals reflect on dissonance, it has been reported to spur a process in which their previously held perspectives are transformed. As such, this investigation sought to compare the dissonance experienced by agriculture majors (N =21) at Louisiana State University during study abroad courses to Costa Rica and Thailand. We bounded cases by academic college, degree level, and year. However, they were distinct regarding context and duration. As a result, two forms of dissonance were consistent across cases: intellectual and moral. However, within cases, we also distilled context-specific dissonance that students grappled with that helped them reconsider their previously held worldviews. Our findings demonstrated that when students processed dissonance productively, their global knowledge and perspectives were transformed. We also concluded that although shared forms of dissonance existed, it is imperative for faculty to design students’ experiences abroad purposefully to nurture students’ perspective changes in transformative ways

A Major Decision: Identifying Factors that Influence Agriculture Students’ Choice of Academic Major

Colleges of Agriculture (CoAs) are estimated to supply only slightly more than half of the number of graduates needed to fill job openings through 2015. The purpose of this research study was to describe the factors influencing agriculture students’ choice of major. The population for this descriptive research study consisted of full-time CoA freshmen enrolled in AGRI 1001: Introduction to Agriculture at Louisiana State University. A total of 259 students were asked to participate in the electronic survey. All students completed the survey for a 100% response rate. Consistent with the model proposed by Hodges and Karpova (2010), the factors identified in this study included personal characteristics, interpersonal factors, and environmental factors. Moreover, contextual factors unique to agriculture were identified

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S

The Intersection of Gender, Media, And Policy: A Qualitative Analysis on Thai Newspaper Coverage of Women in Agriculture

Women empowerment and gender equality have been found to be statistically significant and positive predictors of global agricultural development. Therefore, reducing gender disparities can encourage economic progress and growth in developing nations. As such, determining effective ways to stimulate social progress and women’s empowerment has emerged as a critical need. One strategy used to raise the public’s consciousness about gendered issues in Thailand has been through mass media. In response, this study aimed to (1) determine to what extent Thailand’s newspaper coverage focused on topics related to women and the agricultural industry; and (2) describe how women in agriculture have been portrayed in newspaper coverage since the introduction of Thailand 4.0’s policy in 2016. Using a qualitative content analysis of Thailand’s newspaper coverage of women in the agricultural sector, four themes emerged: (1) economic policy implications for Thailand’s agricultural system; (2) human rights; (3) women entrepreneurship and leadership; and (4) agricultural development. Therefore, this study concluded that newspaper coverage of women in agriculture was diverse and conflicting – a finding not previously reported. The findings also revealed that women in agriculture have been underrepresented in newspaper publications historically. Moving forward, we provided critical implications for how future research, theory, and practice can depict women in agriculture more positively in the newspaper media

Casting a Critical Lens on Thailand’s Higher Education System: A Case Study of Women’s Experiences as Agricultural Extension Faculty

The agricultural industry and higher education have traditionally been male-dominated spaces in the developing world. However, in recent decades, significant progress in female representation has been achieved in both sectors. Previous research has suggested that women in the Southeast Asian agricultural industry have been more empowered than women in other regions. However, women in Thailand’s agricultural postsecondary programs have been understudied. In response, this study examined the experiences and perceptions of women agricultural extension faculty in Thailand’s higher education system. Through qualitative analysis of in-depth interviews with women, three distinct themes emerged: (1) gendered disparities, (2) barriers to success in academia, (3) perceptions of self and gender in agriculture and higher education. The findings suggested that Thai female faculty in agricultural extension held positive perceptions of their careers despite persistent gender inequalities and traditional cultural norms. Moving forward, we recommend that more in-depth research be conducted to understand better how such perceptions coexist with the deeply entrenched gender inequalities

State 4-H Leader’s Perceptions of Involvement of Youth with Special Needs in the 4-H Program

Estimates indicate that 13% of school age children have a disability. With such a large number of children identified as individuals with special needs, it is important that organizations such as 4-H have strategies in place to work effectively with this population. This study sought to understand how Extension programs across the nation are working with children with special needs. Overall, 86% of respondents were unsure how many children with special needs were being served in their programs and only 44.7% of respondents indicated they provide training for agents and volunteers. While 68% of respondents indicated that there were programs in place, the scope and size of these opportunities varied greatly. Almost 95% of respondents indicated that modifications/accommodations were in place for children with special needs. The researchers suggest a more standardized response to identify and support children with special needs to ensure that effective programming can be developed

Examining Louisiana state university college of agriculture students’ perceived motivators and barriers to participation in international experiences

© 2015, Assoc. Int. Agricultural and Extension Education. All rights reserved. In an effort to internationalize higher education and produce globally competent professionals, many universities have increased the time and financial assets put toward promoting an international experience (IE). Research supports using an IE to supplement international education efforts and help students develop the global perspective and experience needed to succeed in the workplace. The purpose of this study was to determine College of Agriculture (CoA) students’ perceptions of IE participation, and identify factors that CoA students perceived as barriers and motivators to participation in an IE. CoA students were interested in an IE. Overall life experience was identified as the most agreed motivator, and financial cost was identified as the most agreed barrier. No differences were found in perceived motivators or barriers of CoA students based on academic status. University faculty should encourage students who have participated in an IE to provide presentations and workshops to other CoA students. Further, presentations should focus on overall life experiences students gained from their IE participation, and should be informal in nature to allow for peer-to-peer discussion. This study should be replicated at other peer and regional universities for comparison, and a longitudinal study could be conducted to identify trends over time. Differences in gender and major regarding barriers and motivators should also be examined

Identifying Concerns of Preservice and In-service Teachers in Agricultural Education

Teacher educators have the task of identifying skills most needed by pre-service teachers and in-service teachers. The purpose of this study was to describe teacher concerns over different stages of teacher development. A three-part instrument consisting of a teacher concerns statement, a Likert-type scale of concerns and demographic data was given to three groups. The groups consisted of early career teacher education students (N = 40), advanced teacher education students (N = 15), and teachers who had completed their first year of teaching and were just beginning their second year (N = 22). The results of this study indicate concern levels do change over time and there is a distinct shift in both the level and type of concerns across these three groups. This shift may allow for agricultural education courses and in-service programming to be more uniquely designed to address the specific needs and concerns of our educational clientele. Keywords: teacher concerns; pre-service teachers; first year teachers; Teacher Concerns Instrument; agricultural education Introduction One of the challenges experienced by teacher educators is providing pre-service teachers with the necessary skills they need to be successful in the classroom. By identifying the concerns of pre-service teachers and early career teachers, instructional content can be designed, selected, and sequenced based on need Multiple studies have been conducted in education to identify the problems and concerns faced by teachers. Veenman (1984) conducted a thorough examination of educational research and identified 91 studies involving early career teacher concerns. Within these studies, Veenman identified the most frequently reported problems for beginning teachers as classroom discipline, motivating students, accommodating individual differences, assessing student work, relationships with parents, organizing class work, insufficient supplies, addressing individual student problems, insufficient The aforementioned concerns contribute to the large list of problems teachers identify as reasons contributing to their decision to leave the classroom. A study by Ingersoll Even with the concerns identified in previous research, it is critical to examine the concerns of pre-service and in-service teachers' specific to the current classroom environment. An ever-changing educational climate contributes to a change in types and levels of concerns experienced by teachers. A more thorough knowledge of present concerns and deeper examination of how concerns change throughout a pre-service education program will allow teacher educators to assist pre-service students in developing a greater understanding of appropriate instructional strategies, course sequencing, and personal efficacy that will contribute to teacher success upon entering the field (Stripling, Conceptual Framework Fuller, In the first preteaching state, candidates identify realistically with pupils but unrealistically with teachers. The second stage is characterized by concerns for survival: class control, mastery of content, the teacher's own adequacy in fulfilling his or her role. In the third stage, concerns turn to teaching performance, the limitations and frustrations of teaching situations. (p. 160) Later research by Fuller and Brown (1975) described beginning teachers as being concerned primarily with self, in other words, believing themselves to be capable of teaching students and becoming a part of the educational environment. As self concerns were settled, teachers expressed task concerns or fears about developing appropriate instructional materials and working with students. Teachers only become concerned about the last category, impact concerns, when self and task concerns have been resolved. Impact concerns encompass larger educational decisions and considerations of the impact of current trends and issues on students in the classroom. While other research contradicts the notion that concerns are expressed in levels independent of each other, the early research conducted by Fuller and associates has served as a foundation for other stage theorists who have investigated teacher concerns Pigge and Marso (1997) conducted a longitudinal study to examine the change in teacher concerns over a seven-year period. The data collected at the beginning of a teacher preparation program, at the completion of student teaching, and at the conclusion of the third and fifth years of teaching, reflected an increase in task concerns and decrease in self concerns as proposed by Purpose and Objectives The purpose of this descriptive research study was to identify the current concern level for three distinct groups involved in agricultural education at North Carolina State University: introductory level students enrolled in the Introduction to Teaching Agriculture course, advanced students in the Methods of Teaching Agriculture course and teachers who have completed their first year teaching in North Carolina and were just beginning their second year. Specifically, this study had two main objectives: 1. To identify concern levels of introductory level students, advanced students, and first year teachers in agricultural education at North Carolina State University and compare those concern levels across the three participant groups. 2. To identify the number of agricultural education specific concerns and compare the number of concerns across the three participant groups. Methods and Procedures Data Collection This descriptive research study used a survey instrument to gather data. The research population consisted of pre-service students in the sophomore level Introduction to Teaching Agriculture course (N = 40), and pre-service students in the Methods of Teaching Agriculture course (N = 15) at North Carolina State University. The study also involved teachers in North Carolina who had just completed their first year teaching (N = 22) during the 2008-2009 school year and were beginning their second year. The population frame for first year teachers was established through the North Carolina Agricultural Education Directory and through contact with the North Carolina Agricultural Education Coordinator. While it was recognized Fuller and Brown compared teacher concerns across a pre-teaching phase, early teaching phase, and late teaching phase, this study intended to focus on concerns of preservice teachers and novice teachers to address their needs at the most appropriate times within their coursework and teaching career. Students were given the survey instrument in class with response rates of 89% for the Introduction to Teaching Agriculture course and 100% for the Methods of Teaching Agriculture course. First year teachers were sent the online survey instrument using SurveyMonkey.com. An initial e-mail was sent to teachers informing them of the study. The e-mail containing the survey link was sent one week later. Subsequent reminder e-mails were sent to non-respondents and a follow-up paper copy of the survey instrument was provided for teachers who had not responded after the third reminder. The total response rate for first year teachers was 68%. Instrumentation The survey instrument contained three main parts. The first part of the instrument collected basic demographic data including gender, anticipated teaching level, classification, involvement in agricultural education as a student and age for the student groups. Gender, level currently teaching, certification, level of education, and involvement in an agricultural education program during high school were collected for the teacher group. The second part of the instrument was based on the Teacher Concerns Statement instrument designed by Self Concerns Will I be able to do all of the tasks I am expected to do? Self Concerns I worry that the students won't like me. Task Concerns I am concerned about finding a way to present material in a way that makes it interesting and easy for students to understand. Task Concerns I want to provide classroom activities that help my students problem solve and think critically. Impact Concerns Is our curriculum really preparing students to work in the current agricultural industry? Impact Concerns Note. Examples of concerns in the Teacher Concerns Statement Manual The third part of the instrument was a Likert-type scale of 20 items identified through agricultural education research as problems or areas of concern for agriculture teachers (organizing an effective alumni chapter, organizing an effective advisory committee, organizing FFA activities, managing student discipline in the classroom, recruiting and retaining alumni members, balancing personal and professional responsibilities, recruiting and retaining students, building support of faculty, counselors and administrators, time management, managing finances of the agricultural program, making special education/ESL accommodations, class preparation, developing and managing effective SAE programs for students, motivating students, completing paperwork, developing community support, self confidence, reputation of the previous teacher, multi-teacher issues, and managing and developing program facilities). For each item, participants were asked to rate their level of concern on a scale of one to five with one being not concerned and five being extremely concerned. Part three was reviewed for content validity by a panel of teachers and teacher educators in agricultural education and was determined to have a final Cronbach's alpha reliability coefficient of .89. Data analysis Data were analyzed using the Statistical Package for the Social Sciences SPSS v. 17.0 (2008). Descriptive characteristics were used to describe the demographics of the groups, overall concerns, and the frequency of concerns identified in the study. The chi square test for independence was used to determine if the types of concerns expressed by the respondents were independent of their experience level. An alpha level of .05 was set a priori. Findings/Results For group one, the pre-service students in the Introduction to Teaching Agriculture course, 69% were female (n = 24) and 31% were male (n = 11). The majority of respondents (66%) were sophomores in college (n = 23), while 31% were juniors (n = 11) and one student was classified as a senior (3%). Out of the population, 83% (n = 29) planned to teach at the high school level, 11% (n = 4) at the middle school/junior high level and 6% (n = 2) planned to teach at the community college level or higher. Thirty-one respondents (89%) were involved in agricultural education in high school. The age range of this group varied from 18 to 23 with most students being either 19 (51.4%) or 20 (25.7%) years of age. The second group consisted of pre-service students in the Methods of Teaching Agriculture course and was made up of 60% (n = 9) females and 40% (n = 6) males. Because this course is only available to students during their last year in the education program, 100% of the students were seniors. The majority of this group planned to teach at the high school level (93%), one respondent planned to teach in a middle school/junior high setting (7%). Thirteen of the respondents were involved in agricultural education in high school (87%). Ages of this group were from 20 to 26 with 50% (n = 7) of respondents being 21 and 29 % (n = 4) of respondents being 22. Of the first year teachers, 53% (n = 8) were female and 47% (n = 7) were male. Most of the first year teachers surveyed were teaching at the high school level (93%, n = 14) though one respondent was teaching at the middle school/junior high level (7%). Over half of the teachers were certified through traditional certification program (60%, n = 9). For most of the teachers (n = 8) the highest level of education completed was their bachelor's degree (53%). Only 40% had completed their master's degree (n = 6) and one was currently enrolled in a master's degree program (7%). The majority (73%) of the first year teacher respondents were involved in agricultural education programs when they were in high school (n = 11)

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

A teacher’s willingness to accept inclusion has been identified as an indicator of the quality of experience that a student with special needs will have in the classroom The purpose of this exploratory study was twofold: (1) to describe the overall perceptions of working with students with special needs and (2) to determine how teachers in Louisiana are currently working with students with special needs.  A total of 152 teachers attended the Louisiana agricultural education teacher’s summer conference with 43% completing a three part survey instrument.  Data analysis indicated that teachers are confident in their ability to work with students with special needs and they agree that they can incorporate various areas of inclusion within their programs. However, they disagreed that they have received adequate in-service opportunities related to special education.  Regarding educational strategies, teachers in this study identified all of the given inclusion strategies as being used regularly in their programs with the exception of tutoring after school.  They also identified these educational practices as being highly effective within their programs. Due to the exploratory nature of this study, additional research is recommended to further investigate the in-service and training needs of teachers in Louisiana