Young, Ian (author), Waddell, Lisa (author), Harding, Shannon (author), Greig, Judy (author), Mascarenhas, Mariola (author), Sivaramalingam, Bhairavi (author), Pham, Mai (author), and Papadopoulos, Andrew (author)
Format:
Journal article
Publication Date:
2015
Published:
International
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 153 Document Number: D06782
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 195 Document Number: D08000
Notes:
John L. Woods Collection, Resource compiled for a doctoral student, John Woods, with citations organized within 12 categories. Categories include historic, extension, development and others involving organizations related to agriculture.84 pages.
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.
4 pages., Via online journal., Interactive web-based questions were developed for students to review
subject matter learned in an online plant propagation course. Articulate Storyline
software was used to build nearly 250 review questions with five different testing
styles to ascertain proficiency in subject areas, including the biology of propagation,
the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the
supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors
and students worldwide. Users received immediate feedback for each question
answered correctly or incorrectly. The system remembers where one leaves off,
which enables starting and stopping multiple times within a chapter. Means of preand posttest responses to nine content knowledge items showed that students
perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields,
including horticulture, botany, systematics, and biology. They can also be expanded
to overlay multiple objects and trigger events based on user response. Since inception,
the website hosting these online reviews averaged 156 unique visitors per month.
Students have reported this to be a useful tool to prepare them for course exams.
10 pages., This study examined the edu-communication strategies that agriculture extension service agencies use in the dissemination and promotion of innovation adoption among cashew farmers in the Kpandai district agricultural zones in Northern Ghana. A total of 140 cashew farmers were sampled using simple random sampling technique. Three District Agricultural Officers (DAO) and twenty-one satellite Agriculture Extension Officers (AEO) were also drawn into the sample. The results of the study show that, face to face interaction, field demonstration, entertainment- education through community radio broadcasting and Farmer Group Discussions (FGDs) were extensively and efficiently used by the AEOs to promote adoption of improved production technologies among cashew farmers. The study discovered that EduCom strategies contribute to higher rates of adoption and partly accounts for increased cashew yields in the study area. The indigenisation of agriculture extension services approaches using local language in the design and dissemination of adoption process is, highly recommended as a core tenet of technology dissemination if higher adoption rates are expected.
