FFA camps have provided members with recreational, social, and leadership development for decades. Since the first FFA camps were established in 1928, they have served as a vital piece in the puzzle of FFA leadership development. This historical research study investigated the origins of FFA camps in the United States, the use of camps for leadership development, and the current status of FFA camps by state FFA associations. The study found that three states, Tennessee, South Carolina, and North Carolina established state FFA camps shortly after the FFA was founded in 1928. Several southern states operated separate camps for African-American boys who were members of the New Farmers of America. FFA camps offered a variety of recreational activities, social events, and leadership development programs. Approximately 24 state FFA associations currently offer some form of summer FFA camp for their members. Theoretical Framework Youth camping has long been a part of the American culture. Millions of young boys and girls spend a few days to a few weeks at camp each summer. Numerous research studies have

With the increasing interdependence of international agriculture, agricultural education has, and will, continue to play a significant role in the success of all nations' agriculture. The purpose of this research synthesis was to examine the literature on international agricultural education since 1975 to identify major research themes and determine if the transformative learning process is present. Inclusion criteria for this synthesis included a) publish date after 1975 in a peer-reviewed journal, b) address international agricultural education, c) demonstrate at least one stage of transformative learning, and d) be identified through search strategies. Seventy-one articles were identified. Themes in current research included studies on education abroad, explorations of other nations' agricultural education systems, globalization of American curriculum, and extension efforts abroad. The most common stage of transformative learning present in articles was the critical assessment of assumptions. Recommendations include further research on the impact of international experiences on secondary agriculture teachers and to increase the use of the transformative learning theory (Mezirow, 1991) as a theoretical lens in international agricultural education research.

No abstract

This chapter consists of a clear and direct path to assist educators in creating specific unit and lesson plans. The chapter clearly outlines the differences among unit plans, lesson plans, the use of the three-circle model in agricultural education, and how to evaluate classroom resources. There are templates and examples available for the educator to utilize in planning for their curriculum, program, and resources. If an educator utilizes this chapter effectively, many problems with student engagement, pedagogical understanding, and planning will be eliminated.

The purpose of this study was to examine how school schedules can or cannot be justified through the perspective of student performance on state core content assessments and occupational skills standards assessments. This study utilized the Theory of Power in Education when considering school schedules as a means to student success on core content and occupational skills assessment. The population of this study consisted of secondary agricultural programs (n = 136) across the state of Kentucky. The survey revealed the majority of secondary agricultural programs work on a seven-period day. Secondary agricultural programs received the highest pass rate on the production livestock occupational skill standards assessment. The majority of students received a passing score on the state mandated assessment area of reading no matter the schedule. Less than half of agricultural students received passing scores in Math, Science, and Social Studies. Trimester schedules had the lowest pass rate in the areas of Reading, Science, Social Studies, and Writing while only outperforming 4x4 block in Math by one percentile.