Pioneers in an Emerging Field: Who Were the Early Agricultural Educators?

Foor, Ryan M.; Connors, James J.

doi:10.5032/jae.2010.03023

Cited by 3 publications

(5 citation statements)

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“…The first teacher educators in agriculture had no university programs to prepare them for their positions. Pioneer teacher educators in agriculture came from a variety of backgrounds (Hillison, 1998;Foor & Connors, 2010). Rufus Stimson, who developed the home project plan had degrees in philosophy and divinity (Foor & Connors, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Pioneer teacher educators in agriculture came from a variety of backgrounds (Hillison, 1998;Foor & Connors, 2010). Rufus Stimson, who developed the home project plan had degrees in philosophy and divinity (Foor & Connors, 2010). The founders of the Future Farmers of Virginia had degrees in horticulture, liberal arts, and animal science (Hillison, 1998).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The founders of the Future Farmers of Virginia had degrees in horticulture, liberal arts, and animal science (Hillison, 1998). Foor and Connors (2010) concluded that: "Having teaching experience at the elementary, secondary, and collegiate level in agricultural subjects, early professors were able to bring real experiences to their students even though agricultural education was in its infancy" (p. 28).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A History of Professional Associations for Teacher Educators in Agriculture: 1929 to Present

Connors

2021

JAE

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The history of professional organizations for teacher educators in agriculture is long and diverse. As formal vocational agriculture programs were established in the early 1900s it became evident that there was a need for professionally trained vocational agriculture teachers. This demand for agriculture teachers resulted in the new profession of teacher trainers, which evolved into teacher educators in agriculture in departments of agricultural education in land-grant universities across the country. The professional organizations started as informal social gatherings to discuss critical issues facing agricultural education in the 1920s. As the century progressed, so did the teacher education profession and the corresponding organizations. The organizations expanded their scope to include formal administrative structures, scholarly conferences, refereed research journals, professional development activities, research conferences, and innovative poster presentations. Throughout their history, the professional organizations for teachers reached out to collaborate with other professional organizations in the areas of education, vocational education, teacher education, and scientific agriculture. This historical research study presents a synopsis of the 92-year history of professional organizations for teacher educators in agriculture.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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A History of Professional Associations for Teacher Educators in Agriculture: 1929 to Present

Connors

2021

JAE

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“…Soil Conservation Service (Nelson, 1997). Foor and Connors (2010) examined the historical backgrounds and impacts of several early agricultural educators, including Liberty Hyde Bailey. Moreover, as Connors (2012) pointed out, researchers and practitioners should revisit Bailey's idea of nature study.…”

Section: Other Historically Significant Actorsmentioning

confidence: 99%

U.S. International Agricultural Development: What Events, Forces, Actors, and Philosophical Perspectives Presaged Its Approach?

Raczkoski

Edwards

2018

JIAEE

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The philosophical perspectives, including significant actors, events, and forces, that influenced and presaged the United States' approach to international agricultural development are somewhat unclear. The purpose of this historical narrative, therefore, was to understand the key drivers responsible for forging the U.S. framework for technical agricultural assistance abroad, especially in its formative years. The study's findings were reported by answering two questions. The first question explored historical events, including federal legislative acts and statutes, which precipitated the U.S. approach to international agricultural development. The second research question addressed the philosophical primers imbued in the U.S. approach to international agricultural development, including significant actors responsible for championing it. We assert the environmental pragmatism of Liberty Hyde Bailey and its other proponents was the philosophical foundation and worldview that informed many of the pioneers who guided the U.S. approach to offering agricultural assistance as part of the nation's international development efforts. As such, we recommend the inclusion of certain aspects of environmentalism in agricultural and extension educator preparation with implications for international and domestic development, including long-term sustainability initiatives.

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“…This is unfortunate because educated, well-rounded professionals should have an understanding and appreciation for the history of their profession. Other than two journal articles in which the authors (Camp and Crunkilton, 1985;Foor and Connors, 2010) attempted to identify the early leaders of the profession and a random assortment of biographical sketches in The Agricultural Education Magazine, there has been little effort to systematically identify the historically significant leaders in agricultural education. However, there was one systematic effort to identify the early leaders of the profession.…”

mentioning

confidence: 99%

Identifying the First Generation Leaders in Agricultural Education: The Lost Stimson Manuscript

Moore¹

2018

JAE

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Agricultural Educators are typically pragmatic and have generally neglected to document the history of the profession. This is unfortunate because educated, well-rounded professionals should have an understanding and appreciation for the history of their profession. Other than two journal articles in which the authors (Camp and Crunkilton, 1985;Foor and Connors, 2010) attempted to identify the early leaders of the profession and a random assortment of biographical sketches in The Agricultural Education Magazine, there has been little effort to systematically identify the historically significant leaders in agricultural education. However, there was one systematic effort to identify the early leaders of the profession. In the mid-1940s Rufus Stimson worked at compiling a book on the early leaders in agricultural education. The agricultural education leadership in each state was asked to identify five historically important leaders in their state. Photographs and biographical sketches were then collected from these early leaders. Unfortunately, before the book could be published Stimson died. He had collected the information but the book was never published. This historically important work was lost to the profession. This article describes the effort to find the lost Stimson manuscript and thus identify the early leaders in agricultural education.

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Pioneers in an Emerging Field: Who Were the Early Agricultural Educators?

Cited by 3 publications

References 5 publications

A History of Professional Associations for Teacher Educators in Agriculture: 1929 to Present

A History of Professional Associations for Teacher Educators in Agriculture: 1929 to Present

U.S. International Agricultural Development: What Events, Forces, Actors, and Philosophical Perspectives Presaged Its Approach?

Identifying the First Generation Leaders in Agricultural Education: The Lost Stimson Manuscript

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