An Empirical Analysis Of The Literature Cited In The Journal Of Agricultural Education

Abstract

Thirty-one volumes of the Journal of reflect on author's debt to earlier works, constitute Agricultural Education (formerly AATEA Journal) a statement as to which of these works are have been published since 1961. Over the years, important, and are a means by which authors the journal has undergone a number of changes in anchor their work and relate it to earlier research" terms of size, format, content, frequency of (Goldman, 1979, p. 485). In addition, citations publishing (from three issues to four in 1983) and finally, a change in the name from AATEA Journal may also reflect an author's scope of reading and his/her scientific interests (Berg, 197 1; Broadus, to the Journal of Agricultural Education (JAE). 1967; and Crane, 1972). During the Journal's span of 31 years, a number of researchers have examined various research and publishing aspects in the agricultural education profession. The most prominent subjects discussed included empirical analysis of the Journal of Agricultural Education during the eighties (Radhakrishna and Jackson, 1992); what topics were cited and who was cited (Moore, 1991); reader opinions of the JAE (Newman, 1990 & Williams, 1982); statistical procedures used by agricultural educators in reporting research findings (Bowen, Rollins, Baggett & Miller, 1990; Manneback, McKenna & Pfau, 1984; and Warmbrod, 1986); and agricultural and extension education research published in terms of program area, area of focus, and scope (Crunkilton, 1988). Researchers in other disciplines have also examined research and publishing aspects within their professions. The most notable publications reviewed included the

Research Themes, Authors, and Methodologies in the Journal of Applied Communications: A Ten-Year Overview

“…Therefore, agricultural communications research must be at a level equal to agricultural education research, in order to more easily form, build, and expand collaboration efforts. However, research quality, continuity, and rigor in the discipline have been questioned (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990; Warmbrod, 1986).…”

“…Yet, the quality of research in agricultural education, with the inclusion of agricultural communications, has been questioned for more than two and one-half decades, and in some cases it has been identified as inferior to other disciplines (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990;Warmbrod, 1986).…”

“…Therefore, agricultural communications research must be at a level equal to agricultural education research, in order to more easily form, build, and expand collaboration efforts. However, research quality, continuity, and rigor in the discipline have been questioned (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990; Warmbrod, 1986).Commentary in the Journal of Applied Communications (JAC) has focused on the need for creating research focus, cohesion, and goal-oriented vision (Doerfert, 2003;Tucker, 2004;Whiting, 2002). In an effort to strengthen research agendas, the National Research Agenda [NRA]: Agricultural Education and Communication, 2007-2010 was created as a guide for developing futuristic research (Osborne, n.d.).…”

“…Knight (1984) wrote that a discipline's journals and magazines are good indicators of research priorities in the discipline. Radhakrishna and Xu (1997) found that research journal articles are indicators of the profession's scientific activity, philosophy, and application. Ball and Knobloch (2005) indicated that it is critical for practitioners to examine the knowledge base of the field to allow the profession to reflect upon actions and ultimately improve the discipline.…”

Journal of Applied Communications vol. 95(2) Full Issue

“…The conceptual framework of the study was grounded in work by numerous scholars in agricultural education and agricultural communications. Several researchers have completed various components of journal analyses in agricultural education: Familiarity and quality of journals and importance of faculty publishing (Radhakrishna, 1995;Radhakrishna & Jackson, 1993); research theme areas (Buriak & Shinn, 1993;Dyer et al, 2003;Edgar et al, 2008;Miller et al, 2006;Moore, 1991;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990); prolific authors (Harder & Roberts, 2006;Radhakrishna & Jackson, 1995;Radhakrishna, Jackson, & Eaton, 1992); statistical methods used (Bowen, Rollins, Baggett, & Miller, 1990;Dyer et al, 2003;Mannenbach, McKenna, & Pfau., 1984), and cited literature (Moore, 1991;Radhakrishna et al, 1994;Radhakrishna, 1995;Miller et al, 2006). Conceptually this study focused on cited literature.…”