14 pages, One of the tools middle school SBAE teachers can use to deliver the total program is research-based SAEs, for which students can receive recognition through the FFA Agriscience Fair. This study examined why middle school SBAE teachers implemented the FFA Agriscience Fair into their programs. This study built on previous literature in this area, but with a specific focus on middle school programs. Using a qualitative case study, seven teachers that had various levels of use with Agriscience Fair were interviewed. Teachers were categorized into their levels of use for this innovation and spanned across multiple levels. Major themes from the interviews emerged that found the Agriscience Fair award area was a tool that teachers used to help strengthen their program by enriching the program offering and providing hands-on learning for students. Themes of teachers learning to figure out the complex rules of the competition to be successful as well as using relationships to help students be successful emerged. Recommendations were made to make the award area more intuitive, especially for teachers who are newer to the implementation including providing examples of manuscripts and presentation materials, providing lesson planning resources, and professional development.
Miller, Amelia (author), Warnick, Brian K. (author), Spielmaker, Debra M. (author), Pate, Michael L. (author), Judd-Murray, Rose (author), and Longhurst, Max L. (author)
Format:
Journal article
Publication Date:
2025-01-17
Published:
USA: American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 209 Document Number: D13469
16 pages, It is commonly held that parents have a profound impact on child development. Decades of research investigated the ways parents, the community, and school staff interact to foster student learning during kindergarten through twelfth grade education. Agriculture provides for daily needs through the growth, harvest, and processing of food, fiber, fuel, and forestry products. This research sought to understand the level of importance parents place on their children learning about agriculture in school. A 26-question survey was distributed to a nationally representative sample of parents having at least one child in K-12 education within the United States. Results of this study indicate parents found it important, even very important, for students to learn about many agricultural topics in school. Factors historically associated with parent perceptions and support of student learning proved to not significantly impact this indicated level of importance. Therefore, further research is needed to understand what impacts parents’ value of their students learning about agricultural topics in school. The conclusions of this study are of primary importance to entities conducting agricultural education outreach such as Agriculture in the Classroom programs, Extension, Career and Technical Education, agricultural industry organizations, and others interested in agricultural literacy.
14 pages, The implementation of urban school-based agricultural education programs has been a topic of growing interest. The literature indicates that urban programs are increasing in numbers and yet also presents unique challenges in implementation and programming. This case study examined a program which had traditional programmatic elements but in an urban community. The program utilized some traditional elements such as a barn with livestock and greenhouse focused on floral production. The program also layered elements of non-traditional programs including an emphasis on DEI work, deemphasizing the FFA, and curriculum to food production in the greenhouse. The implications of this case study for urban program design are important in that there is no one size fits all in programming for urban programs.
23 pages, We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges. Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational adequacy and equal treatment. The professional development helped alleviate the educational adequacy barrier. More research is needed to elicit the role of professional development programs in counteracting equity barriers.
17 pages, Community engagement has significant impacts on SBAE teachers’ perceived opportunities to remain at their schools or in the profession at large. We wanted to better understand how interactions between teachers and their communities invoked challenge or support, particularly in helping us understand how to retain mobile teachers. Specific to this study, our purpose was to understand how individuals in communities interacted with each other’s positions to better identify where support and challenge were perceived. This discourse analysis utilized the metalanguage generated from a series of interviews, based in dialogue, with several actors across a single migratory context. To evaluate the use of positionalities, we aligned previously identified positions of each group against the other. This condensed to three themes articulating how actors’ positionalities interacted: Conflicting Requirements, I Can and I Will, and All My Love and Support for question one, and themes of Support and Challenge to answer question two. These themes culminated in an interactional work cycle recognizing replaceability and we discuss the theoretical implications of this work cycle for SBAE teachers and community influencers alike.
15 pages, Agriculture is a significant contributor to the global economy and critical for future food and fibre production. To maximise the industry efficiencies and improve sustainability, a knowledgeable workforce is essential. Today’s school-aged youth will be the next generation agriculture workforce. However, there is concern that today’s youth are more detached from agriculture than ever before, viewing the industry as an unattractive career prospect and possessing low levels of agricultural literacy. Using a qualitative approach, this research presents the results from an open-response survey item asking Australian primary and secondary students to ‘list three words you think of when you hear the word ‘agriculture’’. Focus groups with Australian primary and secondary teachers were also conducted to explore these findings. Overall, students appear to have what can be described as a conventional understanding of agriculture as it relates to traditional farming, particularly animal production. However, students appeared to have a lower level of understanding and perception of the industry in less-traditional settings, including modern careers and the technologies involved. Improved agricultural education in Australia, including both formal and informal programs on possible career paths and technology adoption in the industry is recommended to support knowledge development of the modern sector to attract the next generation workforce.
16 pages, School-Based Agricultural Education teachers faced a unique challenge during the COVD-19 pandemic as they continually tackled state and local health mandate decisions while teaching technical skills in a variety of settings, advising FFA chapters, and supervising work-based learning experiences. These challenges could influence teacher motivation in a variety of ways. Thus, the purpose of this study was to explore the essence of SBAE teacher motivation during the shared trauma of the COVID-19 pandemic. This phenomenological study consisted of eight solo interviews and two focus group interviews (n = 14) that focused primarily on teachers’ motivation within their teaching role. Participant responses resulted in four themes: 1) stronger teachers emerging from the chaos, 2) triumphs and challenges of working with students in the three-circle model, 3) always the scapegoat, rarely allowed to graze, and 4) forced reconciliation of work-life priorities. These themes consisted of both motivational and demotivational factors in the teachers’ past year, and provide insight for state staff, teacher educators, and professional development providers as they support teachers as the pandemic continues.
14 pages, University agricultural educators are challenged to employ innovative approaches to prepare undergraduates in agriculture and natural resources to address complex global problems while understanding interconnected systems. Undergraduates, current members of Generation Z (Gen Z), prefer environmental sustainability and innovation, but solutions for addressing these preferences in educational settings remain elusive. Exploring Gen Z’s environmental consumption values and how those values relate to their systems thinking tendencies may provide university educators with insights on how to best educate Gen Z students. The purpose of this study was to examine the association between Gen Z students’ green consumer values and systems thinking tendencies. Data were collected using a web-based survey instrument of 68 undergraduate students at the University of [state]. Findings revealed respondents somewhat agreed they had green consumer values and respondents often used systems thinking when seeking to make an improvement. A Spearman’s rank-order correlation coefficient indicated a positive, yet weak, association between systems thinking tendencies and green consumer values. The association necessitates further exploration. University agricultural educators should incorporate systems thinking educational tools into classrooms so Gen Z students can effectively engage in systems thinking when addressing complex agricultural issues, like sustainability. Additional implications for systems thinking teaching are explored.
12 pages, Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club work and activities allowed the involved individuals to learn important home life concepts including incorporating more nutritious meals, record keeping, maintaining the family garden, and other duties surrounding the home. In addition, clubs promoted cooperation among various groups, fostered friendships, and provided entrepreneurial opportunities for farm women. Movements such as these increased the demand for agricultural and extension education and many of the strategies developed through these clubs can be implemented in both formal and non-formal education today.
20 pages, Knowledge of agricultural practices has declined in recent years, resulting in consumers becoming uncertain of where and how their food has been produced and the marketing tactics used to promote the product. Historically, the U.S. population’s rich agricultural heritage coincided with higher levels of agricultural literacy. Some scholars, however, have maintained that U.S. culture has begun to lose touch with its agricultural foundations. More recent evidence has demonstrated that consumers acquire knowledge about their food from various media, most notably the Internet and social media. Often these sources use incorrect information and promote food and agricultural marketing trends that may not be grounded in scientific data. In response, this historical narrative analyzed a reform effort that occurred in U.S. food labeling policy and practice in the 1900s, which contributed to food labeling issues and consumer distrust in the agricultural industry. Based on the findings of this investigation, we concluded that food labels were initially intended to provide consumers with more profound knowledge of the food they purchased. However, key legislative acts such as the Fair Packaging and Labeling Act and the Nutrition Labeling and Education Act shifted the food labeling movement into a branding device to differentiate products and brands. We recommend that agricultural practitioners explore new ways to communicate their message more effectively. We also call for producers to incorporate more personal and emotional appeals when marketing agricultural products to better compete with third-party branding efforts.
14 pages, Agriculturalists can be divided into broad ideological camps with differing value sets. While many different groups exist, there are two primary ideological groups: (1) conventional or agrarian populists and (2) non-conventional or neo-agrarians. Agricultural education students’ values about agriculture shape how they will work in their future classrooms, schools, and communities, as well as how they will interact with students and community members. The purpose of this narrative study was to describe undergraduate agricultural education students’ conceptualization of their values about agriculture. The findings from this study highlighted the polarization of ideologies in American agriculture. The agricultural education students’ conceptualization of agricultural values was largely conventional. Some students formed conventional agriculture values as they grew up, while other students experienced a change of their values towards conventional attitudes while in college. Students’ responses to others with differing values ranged from indifferent to negative. These differences indicate a real challenge for post-secondary agricultural educators. Students have the right to maintain their own values in agriculture, however they must be able to work with others who have differing values. Research is needed to evaluate effective ways to help students learn how to work with people who have differing agricultural values.
Cletzer, D. Adam (author), Mott, Rebecca L. (author), Simonsen, Jon C. (author), Tummons, John D. (author), Peckman, Jaelyn Y. (author), and Preston, Kate (author)
Format:
Journal article
Publication Date:
2022-01-01
Published:
USA: American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12706
17 pages, Agricultural leadership coursework has sought to developed leadership skills in graduates of colleges of agriculture for decades. Yet, a national study of the scope and nature of undergraduate leadership coursework has not been conducted since 2003. The purpose of this study was to provide empirical data for discussion of the state of agricultural leadership education. A census of all programs represented by faculty in AAAE was conducted, and 227 courses were determined to exist, the most common types of courses were introduction to leadership, personal leadership, and team and group leadership. The most common leadership theories or concepts present in the 100 course syllabi analyzed were “traits and skills,” “ethics,” and “servant leadership.” More than 80 different textbooks were used.
17 pages, Small farms and small farmers are a growing sector of the agricultural economy nationwide. Notably, small farms are influenced by similar antagonists to the success of their business as large, concentrated operations, but they experience it differently. The purpose of this study was to describe small farms and farmers in North Dakota to assist North Dakota State University Extension in defining their needs for programming development. We found that nearly 45% of small farmer respondents are women. Small farmers prefer to access information for their operations in a variety of ways but like to engage with Extension through more direct and personal means. Recommendations include developing programming targeted at female farmers and organizing Extension information resources targeted at small farm needs, specifically.
17 pages, This study sought to describe agriculture and natural resources (ANR) opinion leaders’ ethical orientations by illuminating how they determine what is right/wrong or good/bad when making decisions that impact the ANR industry. ANR leaders’ ethical perspectives impact decisions regarding complex critical issues and influence others’ behavior. We used Q methodology, and four typologies were revealed, including Principled, Industry-focused, Dutiful, and Multi-Hat Leaders. The methodological approach of Q methodology to identify common ethical perspectives among ANR leaders is unique. Leadership development practitioners and educators should encourage leaders to reflect on and be cognizant of their ethical beliefs, particularly when making high-stakes decisions with far-reaching implications and when representing others as industry leaders. Though each typology characterized was unique, they all relied on a combination of ethical perspectives to guide their decision making. This may be evidence of Kohlberg’s postconventional morality as leaders’ attempt to reconcile a multitude of perspectives while seeking solutions to complex problems. Ensuring ethical approaches to food and fiber production and consumption simultaneously with care for and preservation of natural resources begins with a clear understanding of leaders’ existing ethical perspectives.
19pgs, New communication methods and technology continue to emerge and evolve – as do societal trends – making it paramount that Extension professionals stay abreast with the preferred communication channels of potential clientele. By being aware of clients’ preferred communication channels, Extension professionals can increase the number of participants who benefit from their work while also improving the quality of the message being delivered. The present study examined the preferred communication channels of potential Extension clientele specifically when gathering information regarding their community. Specifically, a non-probability opt-in sampling procedure was employed whereby respondent (N = 3,347) communication channel preferences were analyzed from an audience segmentation and uses and gratifications perspective. Overall, the results indicated the most effective channels through which to reach potential Extension clientele under 50 years of age is through the internet and social media, while word of mouth and newspaper are preferred channels for those 50 and over. However, the results of the study indicate there are a variety of potential communication channels with varying degrees of preference among different audiences. Using study results as a starting point to inform communication channel strategy may help to Extension professionals ensure the correct message is provided to the correct audience via the correct channel.
10 pages, This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.
14 pages, For centuries music has played a vital role in the lives of people, communities, and organizations. This is the same for agricultural and youth organizations like the Future Farmers of America (FFA) and the New Farmers of America (NFA). From the very beginning of these youth groups, music has played an important part in the live’s of members, as well as in chapter, state, and national events. The purpose of this historical research study was to document the history of music within the Future Farmers of America and New Farmers of America youth organizations. Historical research methods were used to gather information for this study. From the beginnings of both the FFA and NFA, local advisors quickly saw the benefit of using music to build leadership, confidence, and esprit de corps among the boys in their organizations. The NFA developed quartet and talent competitions at the state and national levels. Both the FFA and NFA organizations established chorus groups for boys from across the country. The FFA placed more emphasis on state and national bands and orchestras than did the NFA. Song books were published to encourage the inclusion of singing in FFA and NFA events. Official manuals for the organizations included songs and yells that could be used in local chapter activities. Organization leaders saw the benefits of using music to inspire youth to develop their musical and leadership skills. Music has been a key component of the success of both the FFA and NFA organizations.
14 pages., The agricultural sector has been influenced significantly by agriculture and natural resources (ANR) policies voted in by elected officials. Many agricultural organizations and their members have sought to provide a ‘voice’ for the ANR industry and communicate with policymakers about emerging issues. It is necessary that such organizations and members be able to use that voice effectively. This study was conducted to examine the communication preferences of Florida agricultural organization members and factors that may encourage them to contact elected officials about an ANR policy. Respondents in this study least preferred to be contacted by their organization(s) via phone call or text message. They also identified local Extension offices and the university as the most trustworthy sources of communication regarding ANR policy. When contacting members to spur involvement in ANR policy decisions, organizational leaders should use a variety of communication mediums, including email magazines and printed newsletters and magazines, to promote engagement in ANR policy discussions. Future research is needed to examine other factors that may influence agriculture organization members’ communication with elected officials, as well as the types of messaging strategies organizational leaders can use to further members’ engagement in ANR policy decisions.
24 pages, The central research question that guided this study was: how does the framing of written content on Facebook influence public perception of information regarding the management of wild horses and burros? This research was conducted using content analysis to examine 136 Facebook posts of six organizations communicating about the wild horse and burro controversy and 8,295 comments made by individuals to the organization’s posts. There were eight major themes that emerged from the data, organized by the interaction of three frames: organization frame, audience frame, and organization-audience interaction frame. Organization frame themes included: organization positionality and its influence on framing posts for emotional appeal and audience action, and organization post style, post frequency, and response frequency and its influence on audience reception of the issued. Audience frame themes included: action-oriented responses, emotional responses, government responses, and management-related responses. Organization-audience interaction frame themes included: the influence of organization comments on audience’s perception of the issue, and misinformation concerns.. These themes provide insight into how organizations and individuals are communicating about the wild horse and burro controversy using social media and illuminate opportunities for further research into social media communications to positively impact agricultural literacy. Recommendations for practice include: supplying necessary information to social media instead of relying on the audience to click links, keeping the perceived-cost and investment of requested audience participation low to encourage activism, and strategic planning regarding the frequency and types of post to maximize audience engagement.
13 pages., While work on agricultural messaging is abundant, the way that audiences form perceptions of messages is not well understood and little research has examined the cognitive effects of image and word associations in an agricultural context. Previous knowledge gap research has shown that socioeconomic status and access to information could be one contributor of perception formation. We propose that these variables could also impact cognitive processing. Therefore, the purpose of this exploratory study was to examine how components of cognitive dissonance and knowledge gap theory apply in the context of a contentious agricultural issue. Data were collected from 1,049 United States’ residents through an online survey with an embedded experimental design. Respondents randomly received one of two image and word association pairings. After viewing the treatment, measures of cognitive conflict, demographics, and desire to learn more were collected. The results showed that the cognitive conflict instrument performed differently in the context of a complex agricultural issue than in prior research. Additionally, the message pairings had a stronger influence on cognitive conflict components than demographic characteristics. Finally, the desire to learn more was impacted by the message treatments. Future research on cognitive conflict and advanced modeling is recommended.
