Determining the effects of the smartphone as a learning tool on the motivation of school-based agricultural education students in Louisiana.

As demands to participate in a global economy increase, American students, who have limited knowledge of international agriculture concepts, must be better educated in terms of international awareness and understanding. The purpose of this study was to identify the attitudes, beliefs, understanding, and desired instructional methods of Tennessee school-based agricultural education students in regards to international agriculture. A descriptive questionnaire comprised of 46 items, which measured four constructs, was used to collect data. The summated means of all students for attitudes, beliefs, understanding, and instruction were 3.81 (SD = .46), 3.81 (SD = .57), 3.76 (SD = .51), and 3.76 (SD = .47), respectively. Findings indicated students hold positive attitudes and beliefs toward international agricultural concepts. In an effort to remain a global leader in science and innovation and to meet the needs of the agricultural employers, State Departments of Education should consider providing resources for the development, testing, and implementation of internationalized curricula. If not currently internationalized, other countries should also consider internationalizing their curricula and determine how best to equip students with the skills and knowledge necessary to work in a globalized economy.

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Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

Journal of Agricultural Education ◽

10.5032/jae.2016.02046 ◽

2016 ◽

Vol 57 (2) ◽

pp. 46-59 ◽

Cited By ~ 1

Author(s):

Joey Blackburn ◽

Shane Robinson

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Agricultural Education ◽

Hypothesis Generation ◽

Problem Complexity ◽

Education Students ◽

School Based

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

EDIS ◽

10.32473/edis-wc371-2020 ◽

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.

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

Journal of Agricultural Safety and Health ◽

10.13031/jash.12998 ◽

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.

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