The Strategic Plan for Agricultural Education: An Assessment in Pennsylvania

Eaton, Dennis; Bruening, Thomas H.

doi:10.5032/jae.1996.01056

Cited by 6 publications

(2 citation statements)

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“…Agricultural education has been struggling with strategic planning on the national level for many years (Eaton & Bruening, 1996;NRC, 1988;Pope, 1992). Recommendations resulting from national studies such as Understanding Agriculture: New Directions for Agricultural Education (NRC, 1988) have not met with success in terms of mobilizing the teacher educators to develop a response to the recommendations (Conroy, 1997).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Teacher Education Response to Reinventing Agricultural Education for the Year 2020: Use of Concept Mapping to Plan for Change

Conroy¹,

Kelsey²

2000

JAE

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Goals for agricultural education outlined in the results of the Reinventing Agricultural Education for the Year 2020projectproposed change at all levels of education including teacher education. For this study, teacher educators and other stakeholders provided input about what changes in preservice programs are needed in order to meet the needs of the future. A web-based statistical program was used to gather, sort, rate, and display the input in the form of a concept map, providing visualization of the concepts through cluster analysis. A group ofparticipants met to examine the results of the project and to determine any desired action based on the results. The group decided to promote the development of national standards for teacher education in agriculture. This decision was adopted by the Program Improvement Committee of the American Association of Agricultural Education as part of its Program of Work and represents a philosophical shift of the organization as it moves toward the next century.

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Section: Statement Of the Problemmentioning

confidence: 99%

Teacher Education Response to Reinventing Agricultural Education for the Year 2020: Use of Concept Mapping to Plan for Change

Conroy¹,

Kelsey²

2000

JAE

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“…Specifically, two research teams have studied strategic plans and public policy impacts. First, Eaton and Bruening (1996) (Conroy, 2000a), and found that stakeholders agreed that a science-based agricultural education program would improve the image of agricultural education if it remained community-based, invoked experiential learning, and stimulated leadership development (Dailey, Conroy, & Shelley-Tolbert, 2001). Further, Dailey et al found that the greatest challenges facing agricultural education today that were also identified by the NRC were: (a) making people aware of the importance of and new changes in agriculture; (b) recruiting and keeping students interested and involved in agriculture; and, (c) promoting agriculture and dispelling common misconceptions about agriculture.…”

Section: Introductionmentioning

confidence: 99%

A Comparison Of National Leaders' Strategic Thinking To The Strategic Intentions Of The Agricultural Education Profession

McDermott¹,

Knobloch²

2005

JAE

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This instrumental case study compared the common themes of strategic intent from three strategic plans in agricultural education to current strategic thinking and beliefs of national leaders and policy makers. Eleven strategic intentions emerged from the strategic plans. Program and curriculum reform, as well as leadership and partnerships were mentioned the most in the strategic plans. There was a difference between the strategic plans and the national leaders regarding the need for programmatic, policy, and budgetary changes at the state and federal levels. The national leaders in agricultural education realized the importance of congressional visits, but questioned if their strategies were working. National leaders in education and agriculture stressed the need of agricultural literacy and awareness and funding opportunities within existing legislation. National policy makers stressed the need for more communications about agricultural education so that they are prepared when funding opportunities arise. The agricultural education profession should focus on policy changes and assess the effectiveness of implementing its strategic initiatives.

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The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education

Frazier¹

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The purpose of this study was to identify if a discrepancy exists between agricultural education professionalsâ€™ perceptions regarding the purpose and current outcome of school-based agricultural education (SBAE) curriculum. The target population for this national study was agricultural education professionals (N=13,049). The stratified sample used in this study included homogeneous subgroups of SBAE teachers (n=12,701), teacher educators who concentrate on SBAE teacher development (n=218), and state agricultural education program leaders who are engaged with continuing professional development efforts of SBAE teachers (n=130). The resulting sample (n=533) consisted of 310 SBAE teachers, 127 teacher educators and 96 state agricultural education program leaders. The resulting sample consisted of individuals from every state in the nation. These professionals identified teaching leadership skills as the top purpose and were unsure as to whether teaching traditional production agriculture should be a purpose. The Borich Needs assessment identified needs of agricultural education professionals regarding the purpose of SBAE curriculum. The study found that agricultural education professionals indicated a need for improvement in 16 of the 17 competencies utilized in this study, of which, increasing the awareness of global agricultural issues and developing higher-order thinking skills were found to be the most important. Furthermore, this study employed factor analysis to create five, concentrated groups of teaching leadership skills, â€oeagricultural awareness,â€• â€oepost-secondary preparation,â€• â€oevocational skills,â€• and â€oeagricu scienceâ€• that were used in a multiple analysis of covariance (MANCOVA) to explain the significant differences that occur in agricultural educational professionalsâ€™ perceptions regarding the purpose of SBAE curriculum among different roles within agricultural education and regional locale. â€oeTeaching leadership skillsâ€ was found to have the highest discrepancy among the five factors. The study also concludes that regional locale and role within agricultural education are significant indicators regarding the purpose of SBAE curriculum. The findings of this study also indicate that there are significant differences regarding agricultural education professionalsâ€™ perceptions regarding the purpose and current outcome of SBAE curriculum.

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The Strategic Plan for Agricultural Education: An Assessment in Pennsylvania

Cited by 6 publications

References 0 publications

Teacher Education Response to Reinventing Agricultural Education for the Year 2020: Use of Concept Mapping to Plan for Change

Teacher Education Response to Reinventing Agricultural Education for the Year 2020: Use of Concept Mapping to Plan for Change

A Comparison Of National Leaders' Strategic Thinking To The Strategic Intentions Of The Agricultural Education Profession

The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education

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