AbstractSecondary agricultural educ

Abstract
Secondary agricultural education teachers were surveyed to examine if a relationship existed
between the physical attributes of agricultural mechanics laboratories and agricultural education
teachers’ enjoyment of teaching agricultural mechanics. Teachers also indicated their competence
to teach courses other than agricultural mechanics within the agricultural education curriculum,
perceived importance of Iowa agricultural education curricula, and training an agricultural
mechanics Career Development Event (CDE) team. Responses were collected from 103 Iowa
agricultural education teachers. It was found that shop size and the age of the shop did not have
a correlation between agricultural education teachers’ enjoyment of teaching agricultural
mechanics, competence in other courses, importance of agricultural mechanics, or training a team
to compete in the state CDE. Teachers’ enjoyment of teaching agricultural mechanics was
positively correlated to the size of the budget for consumables and equipment for their agricultural
mechanics laboratory. Researchers recommend that further research be conducted to identify
factors which motivate agricultural education teachers who teach agricultural mechanics within
secondary agricultural education programs.
Keywords: job satisfaction; agricultural mechanics laboratory; agricultural education; laboratory
size; Iowa
This article is a product of the Iowa Agriculture and Home Economics Experiment Station, Ames,
Iowa. Project No. 3713 and sponsored by Hatch Act and State of Iowa funds.
Since the establishment of formal secondary agricultural education, learning laboratories
have been an integral part of the comprehensive school-based agricultural education program’s
success by providing a learning-by-doing atmosphere for students (Shoulders & Myers, 2012;
Sutphin, 1984). Educational laboratories are part of the overall program which consists of
classroom and laboratory instruction, Supervised Agricultural Experience (SAE), and leadership
development and personal growth through FFA (Dailey, Conroy, & Shelley-Tolbert, 2001; Phipps,
Osborne, Dyer, & Ball, 2008). Talbert, Vaughn, Croom, and Lee (2007) suggested that by utilizing
laboratories, agricultural educators can make a positive difference in students’ learning by changing
the quality, breadth, and depth of instruction to which they are exposed.
Rosencrans and Martin (1997) stated that a majority of Iowa secondary teachers believed
stand-alone courses in agricultural mechanics were a critical component of agricultural education
programs. Walker, Garton, and Kitchel (2004) found that agricultural educators enjoyed

ผลลัพธ์ (อังกฤษ) 2:

Abstract
Secondary Agricultural Education teachers were surveyed to examine if a Relationship existed
between the physical attributes of Agricultural Mechanics Laboratories and Agricultural Education
teachers' Enjoyment of teaching Agricultural Mechanics. Teachers also indicated their COMPETENCE
to teach courses Other than Agricultural Mechanics Within the Agricultural Education Curriculum,
perceived importance of curricula Iowa Agricultural Education, Training and an Agricultural
Mechanics Career Development Event (CDE) Team. Responses were 103 Collected from Iowa
Agricultural Education teachers. It was Found that the Age of the Shop Shop Size and did not have
a correlation between Agricultural Education teachers' Enjoyment of teaching Agricultural
Mechanics, COMPETENCE in Other courses, importance of Agricultural Mechanics, or a Training Team
to compete in the State CDE. Teachers' Enjoyment of teaching Agricultural Mechanics was
Positively correlated to the Size of the Budget for consumables and Equipment for their Agricultural
Mechanics Laboratory. Researchers recommend that further Research to be conducted Identify
factors which motivate Agricultural Education teachers teach Who Agricultural Mechanics Within
Secondary Agricultural Education programs.
Keywords: job satisfaction; agricultural mechanics laboratory; agricultural education; Laboratory
Size; Iowa
This Article is a product of the Iowa Agriculture and Home Economics Experiment Station, Ames,
Iowa. Project No. 3713 and Sponsored by Hatch Act and State of Iowa Funds.
Since the Establishment of formal Secondary Agricultural Education, Learning Laboratories
have been an Integral Part of the Comprehensive school-based Agricultural Education Program's
Success by providing a Learning-by-doing atmosphere. for students (Shoulders & Myers, 2012;
Sutphin, the 1,984th). Educational Laboratories are Part of the overall Program which consists of
Classroom and Laboratory Instruction, Supervised Agricultural Experience (SAE), and Leadership
Development and Personal growth Through FFA (Dailey, Conroy, & Shelley-Tolbert, 2,001th; Phipps,
Osborne, Dyer, &. Ball, 2008). Talbert, Vaughn, Croom, and Lee (in 2007) SUGGESTED that by utilizing
Laboratories, Agricultural educators Can Make a positive difference in students' Learning by changing
the quality, breadth, and depth of Instruction to which they are exposed.
Rosencrans and Martin (1,997. ) stated that a majority of teachers believed Secondary Iowa
stand-alone courses in Agricultural Mechanics were a Critical Component of Agricultural Education
programs. Walker, Garton, and Kitchel (2004) found that agricultural educators enjoyed.

ผลลัพธ์ (อังกฤษ) 3:

Abstract
Secondary agricultural education teachers were surveyed to examine if a relationship existed
between the physical EOS Attributes of Agricultural Mechanics laboratories and agricultural education sb teachers ’ enjoyment of teaching Agricultural EOS Mechanics. Teachers also indicated their competence
to teach courses other than agricultural mechanics within the agricultural. Education, curriculum
.Perceived importance of Iowa agricultural education curricula the and training an agricultural sb mechanics Career Development EOS Event (CDE) team in can Responses were collected from 103 Iowa
agricultural education teachers in can It was found that shop size and EOS The age of the shop did not have
a correlation between agricultural education teachers' enjoyment of teaching, agricultural
mechanicsCompetence in other courses importance of, agricultural mechanics or training, a team
to compete in the state CDE. Teachers. ' Enjoyment of teaching Agricultural mechanics was
positively correlated to the size of the budget for consumables and equipment. For their agricultural
mechanics laboratory. Researchers recommend that further research be conducted to identify
.Factors which motivate agricultural education teachers who teach agricultural mechanics within
secondary agricultural education. Programs.
Keywords: job satisfaction; Agricultural Mechanics Laboratory; agricultural education; laboratory
size; Iowa
This. article is a product of the Iowa Agriculture and Home Economics Experiment Station, Ames,
Iowa. Project No.3713 and sponsored by Hatch Act and State of Iowa funds in can
Since the establishment of formal secondary agricultural education, EOS Learning laboratories sb have been an integral part of the comprehensive school-based agricultural education program ’ s sb success EOS By providing a learning-by-doing atmosphere for students (Shoulders, & Myers 2012;
, Sutphin 1984).Educational laboratories are part of the overall program which consists of
classroom and, laboratory instruction Supervised. Agricultural Experience (SAE), and leadership
development and personal growth through FFA (Dailey Conroy & Shelley-Tolbert,,,, 2001; Phipps
Osborne,,,, Dyer & Ball 2008). Talbert Vaughn Croom and,,, Lee (2007) suggested that by, utilizing
laboratoriesAgricultural educators can make a positive difference in students' learning by changing
the quality breadth and depth,,, Of instruction to which they are exposed.
Rosencrans and Martin (1997) stated that a majority of Iowa secondary teachers. Believed
stand-alone courses in agricultural mechanics were a critical component of agricultural education
programs, Walker,. Garton.And Kitchel (2004) found that agricultural educators enjoyed.