scholarly journals Understanding Extension for School-Based Agricultural Education #3: FFA and 4-H—A Comparison

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Debra Barry ◽  
Alyssa J. Shepherd ◽  
Jennifer Patton ◽  
Stephen Gran
Keyword(s):  
Agricultural Education ◽  
Educational Tool ◽  
School Based ◽  
Similarities And Differences

Even though many recognize FFA and 4-H, there is still a big disconnect in understanding the similarities and differences between them. This 4-page document serves as an educational tool for school-based agricultural education and 4-H programs, and provides a background of the history, characteristics, and membership process of these long-standing organizations. Written by Debra Barry, Alyssa Shepherd, Jennifer Patton, and Stephen Gran, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2020.

Hazardous Agricultural Tasks Completed by Youth as Part of their Supervised Agricultural Experience (SAE): A Descriptive Study

2019 ◽  
Vol 25 (3) ◽  
pp. 107-116
Author(s):  
Andrew J. Mann ◽  
S. Dee Jepsen
Keyword(s):  
Agricultural Education ◽  
Crop Production ◽  
Descriptive Study ◽  
Department Of Labor ◽  
School Based ◽  
Supervised Agricultural Experience ◽  
Geographic Regions ◽  
Academic Year ◽  
School Youth ◽  
The U.S

Abstract. This study describes tasks that middle school and high school youth, ages 13 to 18 years, completed during the 2015-2016 academic year as part of their supervised agricultural experience (SAE). The overarching goal was to collect information useful in directing classroom instruction to better prepare youth prior to engaging in agricultural tasks identified as hazardous by the U.S. Department of Labor. Using a list of eleven tasks currently identified as hazardous and 17 tasks proposed as hazardous, teachers were asked how many of their students engaged in each of the 28 tasks as part of their SAE. The 320 teachers from four U.S. geographic regions reported that students most frequently completed SAEs in the areas of livestock production (f = 6746, 26.6%), agricultural mechanics (f = 2695, 10.6%), home and/or community development (f = 2296, 9.0%), and crop production (f = 2250, 8.9%). Students often engaged in tasks associated with ATV/UTV operation (f = 7618, 10.3%), tractor operation (f = 5554, 7.5%), and assisting tractor operation (f = 5,081, 6.9%) as part of their SAE. All of these tasks are well documented in the literature as contributing to injuries and fatalities of both youth and adults. Keywords: Hazardous tasks, Safety, School-based agricultural education, Supervised agricultural experience, Youth.

scholarly journals Understanding Extension for School-Based Agricultural Education #1: Extension 101

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Debra Barry ◽  
John Diaz ◽  
Alyssa Shepherd ◽  
Jennifer Patton ◽  
Stephen Gran
Keyword(s):  
Agricultural Education ◽  
Structure And Function ◽  
Extension Services ◽  
Background Structure ◽  
Agricultural Educators ◽  
School Based ◽  
Agriscience Teachers ◽  
Basic Understanding ◽  
And Function

This article and series were designed primarily for use by secondary agriscience teachers in school-based agricultural education programs (SBAE) to help build a strong understanding of Extension and the role of Extension professionals. An important part of access and use of Extension services is understanding its background, structure, and function. This initial publication in the Understanding Extension for School-Based Agricultural Education series provides agricultural educators and the general public with a basic understanding of Extension. This new 4-page publication of the Department of Agricultural Education and Communication was written by Debra Barry, John Diaz, Alyssa Shepherd, Jennifer Patton, and Stephen Gran.https://edis.ifas.ufl.edu/wc372

scholarly journals Conceptualizing the process of supporting youths' psychological needs and intrinsic motivation within school based agricultural education programs : a mixed methods study

2017 ◽  
Author(s):  
◽  
Amanda Michelle Bowling
Keyword(s):  
Mixed Methods ◽  
Intrinsic Motivation ◽  
Agricultural Education ◽  
Student Motivation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Mixed Methods Study ◽  
Motivational Strategies ◽  
Substantive Theory ◽  
School Based

The purpose of this mixed methods study was to identify the strategies, actions, and processes School Based Agricultural Education (SBAE) teachers utilize to support the psychological needs and intrinsic motivation of students. Through an exploratory sequential design, quantitative instruments were first utilized to gauge the motivational climate of the programs and the teachers' tendencies to either be autonomy supporting or controlling. Qualitative grounded theory interviews and observations were utilized to determine the actions and processes of needs support within the program. Through the convergent analysis a substantive theory was formed which identified the process for supporting SBAE student psychological needs. Within the theory, teacher motivational beliefs emerged as the context to which the needs support process was fostered and developing and supported the need for relatedness emerged as the central phenomenon. Within the process, teachers also utilized extrinsic and intrinsic motivational strategies, along with the intracurricular nature of SBAE programs to foster and strengthen student motivation. Students experienced a range of outcomes including support for the need of competence, support and thwart for the need of autonomy, and a range of extrinsic and intrinsic motivational outcomes.

scholarly journals Title Author Hits Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisiana State University Written by Whitney L. Figland, J. Joey Blackburn, Kristin S. Stair, and Michael F. Burnet Hits: 268 Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education Written by Eric M. Moser and Aaron J. McKim Hits: 343 An Application of Social Network Analysis to Focus Group Discussions: Unobserved Interaction between Participants and Discussion Topics Written by Yu-Lun Wu, Joy N. Rumble, Taylor K. Ruth, Alexa J. Lamm, Jason D. Ellis Hits: 537 Commonly Accepted Theories, Models and Philosophies: The Subjective Norms of Our Discipline(s) Written by Amy Harder, T. Grady Roberts, James R. Lindner Hits: 538 Intent to Teach: Perspectives from Pre-Service Agricultural Education Teachers Written by Christopher J. Eck, Jessica M. Toombs, and J. Shane Robinson Hits: 250 Pre-Service Teachers Self-Perceived Training Needs Associated with Program Design and Management and Leadership and SAE Development Written by Mark S. Hainline and Scott W. Smalley Hits: 316 Hemp, Hemp, Hooray: The Impact of a Hemp Educational Campaign on College Students’ Attitudes and Knowledge of Industrial Hemp Written by Blake C. Colclasure, Taylor K. Ruth, Tessa Durham Brooks, and Andrea E. Holmes Hits: 215 The Influence of CASE on Agriculture Teachers’ Use of Inquiry-Based Methods

2021 ◽  
Vol 62 (1) ◽  
Keyword(s):  
Undergraduate Students ◽  
Agricultural Education ◽  
State University ◽  
Group Discussions ◽  
Louisiana State University ◽  
School Based ◽  
Educational Campaign ◽  
Students Attitudes ◽  
Industrial Hemp ◽  
The Impact
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