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The impact of participation in a vocational student organization (VSO) on student achievement was examined. First, an exhaustive review of the recent literature on VSOs was conducted. In addition, a survey aimed at state directors of VSOs was developed and pilot tested on a purposefully-selected sample of 25 state directors of VSOs. A response rate of 93% was achieved. Although more than 250 documents on VSOs were identified, an in-depth review and analysis of the applicable literature revealed only a limited amount of literature and research documenting or chronicling the impact of VSOs on student achievement. Much of the literature advocated benefits that were not adequately verified in the reports, were supported by limited or weak methodologies in the areas of research and analysis, and were not described in sufficient detail to support duplication of the results. It was recommended that research in the area of VSO impact, benefits, and assessments be conducted to identify VSOs' strengths and weaknesses and provide baseline data. The state VSO director survey validation panel, field test group, and pilot study responses indicated that the survey is adequate for collecting the data that would be necessary in a study designed to document VSO-related efforts at the state level. (Contains 76 references.) (MN)

The nature, structure, and scope of student teaching in agricultural education as practiced, supervised, and evaluated in the United States today was examined through a survey of all 80 U.S. agricultural teacher education programs. Responses were obtained from 73 (91%) of the programs. The responding teacher education institutions exhibited great variability in terms of how student teaching is organized, how long it lasts, what is required of students teachers, how the experience is organized, and how it is assessed. A limited number of programs provided intensive, planned, outside experiences in related areas such as extension. All programs used some sort of planning documentation. Many programs used course syllabi as a structuring document. In a slightly larger number of programs, a cooperating teacher manual was provided. The vast majority of programs provided a student teaching manual. The criteria used to select cooperating teachers varied widely. Most of the criteria appeared to be rather arbitrary on the teacher education facility's part. Little formal training was being provided on the cooperating teacher's role or the procedure for supervising students. Overall, student teaching in agricultural education was based more on the apprenticeship model than on the clinical approach advocated by educational theorists such as Dewey. (Contains 18 references.) (MN)

The question of how agricultural education students and faculty define and hope to foster student success was studied at a large southeastern land-grant university with a college of agriculture that included 1,497 students and 193 faculty. The study questions were explored in 2 focus groups containing a total of 7 faculty members and 8 focus groups containing a total of 26 students. Faculty members defined student success in primarily academic terms: maintaining academic success, securing a position in a chosen career field, graduating, and applying lessons learned during the college experience to other life situations. Students tended to define student success less in academic terms and more in terms of general life satisfaction. They viewed happiness and satisfaction as the true measures of success, with academic achievement holding a less central role in defining a successful college career. Barriers to student success identified by faculty were lack of motivation and poor time management skills. Students identified the following barriers: poor quality instruction, poor communication, large classes, and time management and study habits. Faculty solutions focused on students' internal characteristics and willingness to prepare for and participate in classroom discussions, whereas students saw both internal and external solutions. (MN)

The 31st annual national survey conducted a census of the field of public school agricultural education to determine the situation regarding the supply and demand of teachers in the United States in 1995. Supply data came from teacher education programs, graduates, and placements. Demand data came from numbers of teachers, numbers of replacements hired, sources of replacements hired, types of schools, and kinds of programs. Findings indicated that the number of agricultural education teaching positions had been relatively stable for several years and was at about the same level as when the study began 30 years ago. The total number of newly qualified potential teachers fell back to the 30-year low of 625 established in 1990 and fell below the net number of replacements needed in 1995. Nearly a quarter of those newly qualified were not actively seeking teaching positions. Agricultural education programs nationwide experienced a growing shortfall in the number of fully qualified potential teachers prepared to accept available teaching positions. All three indicators of that shortfall reached their highest levels of the decade: teachers needed but not available on September 1, teachers with emergency certification, and departments that likely would not operate because a teacher was not available. The placement rate remained stable near the historic norm of just over 50 percent. Teachers were disproportionately white, non-Hispanic males. (Appendixes contain 21 references, news release, and fact sheet.) (YLB)

The 30th annual national survey of the supply of and demand for teachers of agricultural education in the United States examined state, regional, and national supply and demand data for 1994. The supply data were collected from a survey of the head teacher educator in each agricultural education department with a program for specific preparation of teachers of agriculture at higher education institutions in the United States, and the demand data were collected in a survey of the individuals in charge of agricultural education at each state department of education. It was estimated that there were 10,234 agriculture teachers (9,435 of whom were white and non-Hispanic) in the United States in 1994. The total number of openings and net number of openings for new agriculture teachers were estimated at 992 and 694, respectively. It was further estimated that only 643 newly qualified agriculture teachers would be seeking teaching positions and 441 would not be seeking teaching positions, thereby leaving 40 positions unfilled as of September 1, 1994. It was concluded that research is needed to determine why individuals enroll in and complete teacher education programs but decide not to seek teaching positions. (Fourteen tables and 18 references are included.) (MN)

This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program consists of 11 major components: (1) systematic administrative support; (2) a detailed orientation structured around a specific set of topics; (3) a research-based beginning teacher handbook; (4) a structured mentoring program; (5) a peer support group; (6) an ongoing series of inservice workshops; (7) coaching in reflection; (8) certification courses for teachers with provisional or emergency certificates; (9) a professional development plan individualized to the beginning teacher; (10) a professional development center; and (11) a local professional development coordinator. The program is designed as a collaborative effort involving the local education agency, the state department of education, professional teacher organizations, and teacher education institutions. (KC)

The induction process for vocational education teachers was examined in a research study. A literature review indicated a growing research base illuminating the induction problems, successes, and needs of beginning teachers and other research proposing a general theory of human development. Major research activities included nominal group technique sessions and interviews; daily/weekly logs and case studies; time series data collection; national survey of beginning vocational teachers; examination of exemplary programs; and model induction assistance program. Analysis of findings indicated substantive differences in the induction experiences and needs of teachers entering vocational education from teacher education certification and alternative or vocational routes and the need for a structured induction assistance program. A model for an induction assistance program was proposed. Its 10 major components were as follows: (1) Professional Development Center; (2) Local Professional Development Coordinator; (3) detailed orientation; (4) structured mentoring program; (5) beginning teachers handbook; (6) beginning teacher peer support group; (7) systematic administrator support; (8) flexible series of ongoing inservice workshops; (9) certification coursework for alternative certification teachers; and (10) coaching in reflective teaching. Four groups involved in this collaborative effort were the local school system; state department of education; teacher education program; and professional teacher organizations. (29 references) (YLB)

A study investigated the nature, dynamics, and scope of the induction process for beginning vocational teachers. Ten purposefully selected groups of beginning vocational teachers from eight different states participated in nominal group technique sessions. Two groups were selected for intensive follow-up for case study. A mail survey of a stratified sample (n=625) of all first-year vocational teachers in the United States was conducted near the end of the 1989-90 school year; 352 usable responses were received. Findings from the qualitative research indicated that teacher education certified (TEC) teachers primarily noted problems related to students. Nonteacher education certified (NTEC) teachers tended to focus more on the facilities and materials. Case study analyses confirmed differences in the nature of problems faced by TEC and NTEC teachers. The positive experiences identified were focused predominantly on students; case study analyses confirmed the results. Findings from the national survey showed that (1) only 25 percent of respondents were involved in assistance programs but over half had a mentor or buddy teacher assigned; (2) two items with the highest perceived impact rating dealt with curriculum and availability of curriculum guides; and (3) assistance items rated as "major" impact were among the most frequently reported. Recommendations included assignment of a mentor or buddy, provision of curriculum guides, extra assistance for teachers taken from industry, and thorough orientation. (18 references) (YLB)

A national mail survey examined the experiences of beginning vocational teachers. The survey had three sections: demographics, a list of assistance items, and a list of events. The latter two sections had two scales: frequency of occurrence and degree of impact. The survey sought to determine the kinds of induction assistance that beginning vocational teachers perceived they needed and to compare perceptions to what they actually received in their first year. Of a total sample of 625 teachers, 352 returned usable responses. The proportion involved in beginning teacher assistance programs was dismally low--only 25 percent. Slightly over half reported having a mentor or buddy teacher assigned. Involvement was higher among nonteacher education certified teachers than teacher education certified teachers. The most frequently reported form of assistance was feedback and evaluation from the principal; almost a quarter did not receive a curriculum guide for organizing a course they had never taught. In general, the types of assistance that teachers regarded as important tended to be ones that are most frequently experienced. Positive experiences occurred much more frequently than negative experiences. Recommendations were that all beginning teachers be provided with curriculum guides and instructional materials; inservice programs be spread out over the year; and teachers be provided with released time for planning. (12 references) (YLB)

While many aspects of high technology may be directly applicable in the vocational agricultural classroom, the primary thrust of high technology into such programs, at least in the short range, will be centered around the microcomputer. Because of its cost and availability, the microcomputer will continue to play an ever increasing role in vocational agricultural programs in such areas as program administration, guidance, computer-managed instruction, and computer-assisted instruction. In addition, the microcomputer will become an increasingly important occupational tool that can be used in courses in word processing, computer literacy, computer programming, and data processing. As it is for educators in other fields, the microcomputer is a valuable resource that can help vocational agricultural teachers improve their teaching. The most important application of the microcomputer in vocational agriculture is, however, in teaching students how they will use microcomputers in their jobs. One such relevant use of microcomputers is in the area of numerical analysis. A large variety of farm management and agricultural business management software packages are already available. The occupational aspects of the microcomputer in secondary level agricultural education are practically limitless. (Appended to this report are a series of transparency masters describing the application of microcomputers in education.) (MN)

This paper discusses research findings concerning student discipline problems in Indiana secondary schools. Issues explored attempted to determine (1) what specific student behaviors are perceived by teachers and administrators to be discipline problems, (2) how frequently these problems occur, (3) how serious teachers and administrators perceive the problems to be, and (4) how much the identified discipline problems interfere with the learning environment. Questionnaires were mailed to a sample of secondary school teachers and administrators in Indiana. Of the 101 student misbehaviors listed, only 47 were perceived to be discipline problems by a majority of the teachers responding. The paper concludes that teachers who deal with the individual classroom work of the student hold different perceptions of student discipline than administrators who must be concerned with the problems of the school at large. Related literature on the subject of student discipline is reviewed in detail in this document. (Author/LD)

A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management techniques. Although the most effective component of the teacher education process is field experience, more specific "pedagogical laboratories" should emphasize the practice and critique of teaching skills. Among the problems inhibiting smooth induction of beginning teachers are institutional responsibility, professional status of teachers, and lack of tradition in teacher education. There has been a widespread movement in general education to develop and implement a variety of induction programs. Assessment and support of beginning teachers are functions of induction programs. An effective mentoring program is beneficial in teacher induction. Teacher centers should serve the needs of vocational teachers. A collaborative effort should include professional centers, preservice instructional programs, and induction assistance for other school systems. The professional development center should be a direct relationship involving ongoing school and university contact to encourage cooperation. (85 references) (NLA)

A study examined the effects of participation in a high school agricultural education program on occupational attainment. Using data collected in the National Longitudinal Study of the High School Class of 1972, researchers compared the employment patterns and income of 6,585 individuals who had taken at least one semester of agricultural education while in high school to those of students with no history of participation in agricultural education. On initial analysis, participation in agricultural education appeared to affect adversely the socioeconomic attainment of graduates whether they entered an agricultural occupation or not; however, when the effects of such background variables as socioeconomic background, family history, type of community, sex, and race were taken into account, the results of the analysis changed dramatically. Even when statistically significant differences in socioeconomic attainment were found, however, they were too small to be of practical significance, thus reinforcing the conclusion that participation in an agricultural education program while in high school had no practical effect, either positive or negative, on the subsequent job status attainment of graduates. Nor did number of semesters of participation in agricultural education courses have any marked influence on occupational outcomes. (MN)

A project to continue operation of the Virginia AG ED Network, a free, online computer-based instructional information system, is described. Curriculum material, news information, and instructional material were collected for input into the database for use by teachers. The project also provided inservice workshops to agricultural education teachers on the use of telecommunications, including but not limited to the Virginia AG ED Network, and its implementation in the agricultural education classroom. (YLB)

A study examined the impact of vocational education enrollment on the occupational aspirations of high school students, after correcting for the effects of other variables that also affect those aspirations. The data used for the study were collected in the High School and Beyond Sophomore Cohort study, second follow-up, when former students were age 30. Variables taken into account were gender, socioeconomic status, grade point average, and basic ability. The results showed that the major contributor to basic ability was socioeconomic status. Basic ability was the major contributor to both grade point average and to vocational enrollment pattern, whereas vocational enrollment pattern was the major contributor to occupational aspiration. The study concluded that even when correcting for the effects of gender, socioeconomic status of family, basic ability, and high school grade point average, the students who enrolled in vocational education express lower occupational aspirations than nonvocational students. The results of the study thus support earlier findings that enrollment in vocational programs produces reduced occupational aspirations among students. However, the study recommended further research to determine what variables other than the ones studied produced the actual effect, as well as the fact that vocational educators stress the upward mobility possibilities of vocational education, not just entry-level jobs. (KC)

A study analyzed the employment pattern of agricultural education graduates of the class of 1987, using part of the annual "National Study of the Supply and Demand for Teachers of Vocational Agriculture in the United States." All institutions of higher education in the United States that certified teachers of agriculture made up the study population, and 100 percent of them responded to a mailed survey. The survey showed that 921 persons received agricultural education degrees or were otherwise certified to teach. Of that total, 396 (42 percent) accepted teaching positions in agriculture and another 39 are teaching other subjects. Of the 105 students who graduated with degrees in agricultural extension or education/extension, only 29 took extension positions. The study concluded that the nationwide surplus of qualified agriculture teachers continued for school year 1986-87. The study recommended that national supply and demand research should be continued in agricultural education as a valuable tool for projecting the need for agricultural teachers. Further research also was recommended into the background and characteristics of agriculture students and their career goals to provide planning information. (KC)

A study examined the relationship between student behavioral problems and job satisfaction among vocational agriculture teachers. Data were collected in accordance with a three-block, temporally ordered causal model. The first part of the survey instrument sought data pertaining to teacher and school background variables, the second part consisted of Camp and Bourn's Student Misbehavior Survey, and the third part was based on the Brayfield-Rothe Index of Job Satisfaction. The study population was defined as all teachers of vocational agriculture teaching in the United States during the 1981-1982 school year and listed in the "Agriculture Teachers Directory" (N=12,726). A final systematic sample with a random start was used to select a final sample of 605 teachers. The standardized coefficients leading to job satisfaction--student behavior and its square--both had substantial direct effects on job satisfaction (-.510 and +.413 respectively). Thus, as the teacher's perceived level of student misbehavior increases, job satisfaction decreases. This decrease in job satisfaction occurs, however, at a decreasing rate. Although student misbehavior problems contribute to lowered job satisfaction, the effect of misbehavior tends to become marginally less pronounced as misbehavior problems continue to increase. Also found to be significant were the relationships between job satisfaction and coefficients for years of teaching experience and community type. (MN)

The product of a research symposium on the induction process for beginning vocational teachers, this document contains the following papers: (1) "On Becoming a Teacher" (William G. Camp, Betty Heath); (2) "Overview of Beginning-Teacher Induction Process" (Randol G. Waters); (3) "Mentoring as a Component of Induction" (Julie M. Johnson); (4) "Certification Patterns and Vocational Teacher Induction" (Maynard J. Iverson, et al.); (5) "Induction Needs of Professionally Trained Beginning Vocational Teachers" (Betty Heath, et al.); (6) "Induction Needs of Beginning Vocational Teachers without Teacher Education Degrees" (John L. Scott); (7) "First-Year Teacher Assistance Programs" (Barbara J. Malpiedi); and (8) "Structuring the Induction Process for Beginning Vocational Teachers" (William G. Camp, Betty Heath). (CML)

Reports a national survey of vocational agriculture teachers that sought to measure their perceptions of the seriousness of student misbehavior in classrooms and laboratories. Results show that misbehavior is not a major problem in vocational agriculture. (JOW)