The purpose of this study was to identify competencies perceived as needed by secondary level agricultural teachers in Pennsylvania to help them become more effective while working with disabled students. The authors used a random sample (153) of 60% of the secondary agricultural teachers from a 1999-2000 state directory for this descriptive study. The instrument used was divided into five competency areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects rated their perceived present and desired levels of competency by responding to a five-point Likert-type scale on 17 items. Frequencies and distributions were used to describe demographic variables. A paired t-test was used to analyze each competency area. The five currently held competency levels rated lowest were 1) completing individual vocational education plans, 2) being familiar with laws that apply to special needs students, 3) completing individual education plans, 4) assisting the student in viewing his/her assets or limitations realistically, and 5) utilizing a variety of teaching methods and techniques to provide instruction for disabled students. All teachers rated their desired competency levels higher than their current competency levels. The authors recommend that inservice programs be planned so that teachers may increase their knowledge base while working with disabled students.

University faculty, including agricultural educators, must increasingly demonstrate their scholarship through papers presented at research conferences and articles published in refereed journals. In documenting the emphasis being placed upon research and related scholarly activities, Warmbrod (1987, p. 2

Ethnic minority students traditionally pursue degrees and careers in the food and agricultural sciences at rates lower than their non-minority counterparts. To help improve upon this situation, the Food and Agricultural Sciences Institute (FASI) was created to expose academically talented high school students to opportunities within the food and agricultural sciences. FASI provided a week of laboratory experiments, classroom discussions, hands-on activities and demonstrations, and tours of departments in a college of agricultural sciences. Building upon prior research that had assessed the immediate and short term benefits of FASI, this study examined long-term contributions to the attitudes, educational, and career choices of the 1994-2001 FASI participants. Participants from these years were studied because they would have now graduated from high school given that they were high school sophomores and juniors when they participated in FASI. Fifty-seven individuals responded to a survey instrument. The major finding was that the respondents had positive attitudes toward the food and agricultural sciences, but few had pursued degrees or careers in the food and agricultural sciences. Personal factors, parents, and family members most influenced their educational and career choices.

Secondary agricultural education programs are enrolling increasing numbers of students with various disabilities. One consequence is that pre-service teachers are expressing a need for additional preparation to work with such students. This study was conducted to examine the preparation that preservice teachers receive to work with students with learning disabilities in secondary agricultural education programs. The target population for the study was agricultural teacher educators who plan and in some situations, deliver such preparation. An instrument was mailed to a purposive sample of 84 teacher educators in the fall of 2006. As a result, 63 were returned for a 75% response rate. The respondents reported the cooperative pairs/groups teaching technique and the extra/extended time accommodation as most covered in their teacher education programs. The No Child Left Behind Act of 2001was the federal legislation pre-service teachers felt was most covered in their program to prepare them to implement in the secondary setting. A majority (73%) of the respondents indicated that their preservice teachers must complete at least one special education course. It is recommended that when a special education course is not offered by another department, agricultural teacher education programs should offer a course within the department.

Cohesion is a fundamental determinant of performance in farmer groups in which collective action is pursued for the benefit of the members. The study examined the influence of individual members’ objectives, participation culture, group rewards, structure of tasks and perceived equity on cohesion of farmer groups that can promote access to agricultural extension services. Quantitative data were collected from 180 members of 19 farmer groups using questionnaires selected in a multi-stage process that combined purposive and random sampling. Qualitative data were gathered from 20 key informants in oral interviews and three focus group discussions. Regression analysis indicated that there were statistically significant negative relationships between individual members’ objectives, structure of the tasks, group reward system and cohesion of farmer groups. In contrast, perceived equity had a statistically significant positive relationship with cohesion in farmer groups. We recommend that, for sustainability of group cohesion, group facilitators work with the farmer groups to ensure alignment of group and NAADS institutions and performance indicators. A group dynamics perspective to understanding farmer group cohesion should be a helpful organizing principle.