Forces Affecting the Improvement and Implementation of International Perspectives in Secondary Level Agricultural Programs in Texas. A Summary Report of Research. Department Information Bulletin 99-2.

Autor/in	Bell, Larry G.
Institution	Texas A and M Univ., College Station. Dept. of Agricultural Education.
Titel	Forces Affecting the Improvement and Implementation of International Perspectives in Secondary Level Agricultural Programs in Texas. A Summary Report of Research. Department Information Bulletin 99-2.
Quelle	(1999), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agricultural Education; Economics; Foreign Countries; Foreign Culture; Higher Education; International Education; International Trade; Secondary Education; State Programs; Teacher Attitudes; Vocational Education; Texas + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Volkswirtschaftslehre; Ausland; Fremdes; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Trade; International relations; Handel; Internationale Beziehungen; Sekundarbereich; Regierungsprogramm; Lehrerverhalten; Berufsbildung
Abstract	A study analyzed the forces affecting improvement and implementation of international agricultural perspectives in secondary programs of agricultural science in Texas. A mail survey, based on force-field analysis, was used to determine the effect of 14 variables, including 3 that involved perceptions of the relevance, knowledge, and implementation of 16 selected international perspectives. Eleven other variables measured the effect of forces on perceptions of relevance, knowledge, and the support for teaching those perspectives. The instrument was mailed to 310 agriscience teachers in Texas (one-fifth of such teachers in the state), and 120 usable surveys were returned. The study found that implementation ranges between somewhat adequately and inadequately and is subject to more restraining effects than driving effects. Path analysis determined that the variables with the strongest direct and indirect effect on implementation were knowledge of the perspectives, knowledge gained, personal relevance, and general support from all stakeholders. Forces contributing to lack of knowledge included the following: (1) failure to use high school instructional materials on international agriculture; (2) lack of emphasis on the importance of world trade in university-level agricultural education teacher-training programs and in-state secondary programs; and (3) no interaction between agriscience teachers and stakeholders to enhance teachers' awareness of economic benefits. Measurement error and low response rate limit the study. (Contains 81 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC