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University of Nebraska - Lincoln
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
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Full-Text Articles in Public Affairs, Public Policy and Public Administration
Effects Of Classroom Testing By Microcomputer, Blannie E. Bowen, David M. Agnew
Effects Of Classroom Testing By Microcomputer, Blannie E. Bowen, David M. Agnew
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Microcomputers are being used for a variety of purposes , but research about their instructional effectiveness lags behind adoption rates for the technology . However, several researchers have examined competencies vocational education teachers need to use effectively this emerging technology These studies were explorative and descriptive in nature.
Professionalism Of Vocational Agriculture Instructors As Perceived By Vocational Agriculture Instructors And Superintendents In Nebraska Public Secondary Schools, Allen G. Blezek
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Vocational agriculture instructors, teacher educators and state supervisory staff are expected to demonstrate a high degree of professionalism in their respective positions. At the same time, many of them would be hard pressed to provide a concise definition of "professionalism." j Lee (1981) defined professionalism as "how individuals or groups of individuals conform to the characteristics expected of them by virtue of their occupation." Allen (1978) stated that "being a professional carries with it certain roles and responsibilities. The three areas with which we should be concerned are: professional status, professional improvement and professional organizations."
Importance Of Mechanical Activities Performed By Outstanding Young Farmers In Mississippi, David M. Agnew, Glen Shinn
Importance Of Mechanical Activities Performed By Outstanding Young Farmers In Mississippi, David M. Agnew, Glen Shinn
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Significant changes are occurring in the work place, and these changes must be reflected in the vocational education curriculum. A task force of the American Vocational Association (1981) developed a national agenda for vocational education which identified remaining current in the technical subject area as a major concern among vocational educators. More recently, a national study on vocational education placed the topic of “Keeping up with technological changes” third on a list of 60 topics of concern (Zellner & Parrish, 1986). Vocational agriculture faces a similar challenge to meet the needs of the changing agricultural industry. Curriculum content rapidly becomes …
Factors Limiting Vocational Agriculture Student Participation In Supervised Occupational Experience Programs In Nebraska, Richard M. Foster
Factors Limiting Vocational Agriculture Student Participation In Supervised Occupational Experience Programs In Nebraska, Richard M. Foster
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Supervised occupational experience (SOE) programs have been a part of vocational agriculture and agribusiness since its inception. The Smith-Hughes Act of 1917 provided federal funding for vocational agriculture and required ". . . directed or supervised practice in agriculture, either on a farm provided by the school or other farm, f o r a t least six months per year" (Stimson, 1919). Vocational agriculture and the industry of agriculture have changed dramatically since that time. However, the role of SOE in the comprehensive vocational agriculture program remains fundamentally the same (Barrick, 1981). Lee (1980) expressed concern that SOE in our …