rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Assessing student knowledge and perceptions of factors influencing participation in supervised agricultural experience programs
  name:
    name part: Lewis, Lauren Joanna.
    role:
      role term: creator
  name:
    name part: Rayfield, John S.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this study was to assess student knowledge and perceptions of factors influencing participation in Supervised Agricultural Experience (SAE) programs. This descriptive study was conducted in 120 randomly selected agricultural education programs throughout four purposively selected states representative of the National FFA regions. Within each state the programs randomly selected to participate were from FFA divisions characterized as having urban city-centers with outlying rural/suburban areas. Students in Florida, Indiana, Missouri, and Utah completed a researcher-designed questionnaire assessing knowledge and perceptions on factors influencing SAE participation. A response rate of 43.3% (N = 120, n = 52) was achieved, with questionnaires completed by 1,038 students. According to findings of this study 45.6% (n = 473) of the students participated in SAE programs, with most categorized as an entrepreneurship SAE and classified as a livestock project. Students could only identify at most three of five SAE categories, and those without a SAE program were either not or somewhat familiar with the five SAE categories. Students surveyed in Missouri and Utah appeared to have the strongest SAE knowledge. Each state appeared to have three main types of school resources available for use by student SAE programs. Student perceptions indicated that teachers did encourage all students to have a SAE program and apply for awards and recognition; however, most did not receive awards and recognition for their SAE program. Students reported receiving SAE help from their teacher on a monthly basis most frequently. Most students used a paper-based SAE record book which they updated weekly or monthly. Students on average received a total of nine to 34 days of classroom SAE instruction and a total of eight to 33 days of classroom recordkeeping instruction during enrollment in agricultural education courses. Factors such as enjoyment of agricultural education courses, parent…
  note: by Lauren Joanna Lewis.
  note: "Major Subject: Agricultural Leadership, Education, and Communications"
  note: Electronic resource.
  note: Master of Science Texas A&M University 2012 http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11028
  note: Includes bibliographical references.
  note: Text (Thesis)
  subject:
    topic: Major Agricultural Leadership, Education, and Communications
  subject:
    topic: agricultural education
  subject:
    topic: experiential learning
  subject:
    topic: SAE
  subject:
    topic: student SAE programs
  subject:
    topic: Supervised agricultural experience
  subject:
    topic: student SAE projects
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11028
  record info:
    record content source: TXA
    record creation date: 120807
    record change date: 20150922105756.0
    record identifier: in00002757509