Factors Limiting Vocational Agriculture Student Participation in Supervised Occupational Experience Programs in Nebraska
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Student Arc Welding Noise Exposures in Agricultural Mechanics Laboratories
Vocational agriculture teachers should be concerned with student exposure to noise in agricultural mechanics laboratories. "Instruction in agricultural mechanics is basic to all specialized programs in vocational agriculture" (Zurbrick, 1973). Zurbrick found that over 86% of the employees in all agricultural job titles required one or more skills in agricultural mechanics. Studies have shown th...
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Competence in one's professional work role is important in the overall learning process. Ready (1967) described competence as a motivational factor that is responsible for individual achievement. However, results of numerous studies reveal that vocational agriculture teachers are experiencing difficulties in the performance of several professional activities. Parrington (1981) reported that act...
متن کاملOutcomes of Changing Supervised Agricultural Experience Programs
Experiential learning has been an integral component of secondary agricultural education since the beginning of the program. The Smith-Hughes Act of 1917 has been cited as landmark legislation which established vocational agriculture programs in public secondary schools in the United States. This legislation contained language which required that students have “directed or supervised practice i...
متن کاملBeliefs and Intentions of Counselors, Parents, and Students Regarding Agriculture as a Career Choice
In Illinois, agricultural education programs at the secondary level continue to experience enrollment declines (Craft, 1991). Data compiled between 1977 and 1986 by the Illinois Association of Vocational Agricultural Teachers (Witt. 1987) and the Illinois Board of Higher Education (Databook on Illinois Higher Education, 1986) from 1977 to 1986, showed declining numbers as high as 54 and 22 perc...
متن کاملJournal of Agricultural Education - Vol. 38
Agricultural educators are confronted with a dilemma. They continue to espouse a theory of learning that requires Supervised Agricultural Experience (SAE) but their students practice fewer and fewer SAEs. The various dimensions of the theory-to-practice dilemma have not been adequately addressed by agricultural educators. Researchers have recommended changes in either espoused theories or theor...
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