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1. Career Development, Supervised Agricultural Experience, and FFA. The Connecticut Vocational Agriculture Education Curriculum.

Author

EASTCONN Regional Educational Services Center, North Windham, CT. and Mannebach, Alfred J.

Abstract

This curriculum guide was developed to help teachers and administrators in Connecticut Regional Vocational Agriculture Centers to update and upgrade their vocational agriculture curriculum in the areas of career development, supervised agricultural experience (SAE), and Future Farmers of America (FFA). The curriculum incorporates the competencies related to each area and integrates them with elements of Connecticut's Common Core of Learning. An emphasis is placed on new and emerging, as well as current, occupations. The three sections of the curriculum guide, Career Development, FFA, and SAE, provide two to six units for each of the three areas. Information provided includes the following: length of study, when taught, competencies, course outline, teacher and student activities, evaluation criteria, references and resources, and a unit review for teachers to return to the curriculum committee. Topics covered in the career development curriculum are as follows: career exploration and self-awareness, goal setting and job exploration, obtaining employment and job application, and post high-school plans. The FFA curriculum includes the following: introduction to the FFA, programs and activities, FFA leadership, applications and programs, banquets and beyond, and parliamentary procedure. The two units of the supervised agricultural experience curriculum are SAE programs and ideas for SAE projects. Two appendixes provide sample forms and records and explain the relationship of vocational education in agriculture to the Connecticut Common Core of Learning. A bibliography lists 20 references. (KC)

Published
1991

2. A System for Installing Occupational Experience Programs in Local Schools.

Author

Mannebach, Alfred J.

Abstract

The purpose of this paper is to provide an awareness of the broad variety of educational programs which use the community or the work environment as a part of the curricula, to help school officials realize the benefits of using the work environment to enhance the educational program, andto suggest ways of installing occupational experience programs--either general work experience or cooperative occupational education--in local schools. Properly funded, conceptualized, planned, coordinated and implemented occupational experience programs are one of the great "untapped resources" for making education relevant for many students. Some type of occupational experience program should be an integral part of every school system in the nation. (Author/PC)

Published
1975

3. A Survey of Employment Opportunities and Community Resources Having Implications for Programs of Vocational Agriculture in Connecticut: Phase 2. Final Report.

Author

Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education., Mannebach, Alfred J., and Lownds, Barbara V.

Abstract

The publication is a report of phase 2 of a two-phase project to determine the employment opportunities and community resources in vocational agriculture in Connecticut. The study was designed to enumerate job possibilities, to inform farmers and agricultural firm operators of the vocational agriculture program, and to identify the community resources available to State programs in vocational agriculture. Phase 2, conducted between July 1964 and March 1975, involved the collection, compilation, and reporting of the data, and the dissemination of information about the vocational agriculture program. The tabulated data appearing in the report provide information about current and projected employment, income, and levels of experience and education required for beginning employment. Results of the survey indicate that the employment opportunities in agriculture in the State are increasing at the rate of approximately 3 percent per year. The findings also indicate a large number of resources available in the State that could be utilized to enrich the vocational agriculture program. The major portion of the report is taken up with the presentation and summary of the data. Phase 2 procedures are described, and a summary of the activities of phase 1 also appears. A sample interview schedule is appended along with information about project personnel. (NJ)

Published
1975

4. A Survey of Community Resources and Employment Opportunities Having Implications for Programs of Vocational Agriculture.

Author

Mannebach, Alfred J.

Abstract

A 1973-75 federally sponsored study, undertaken by the State of Connecticut and the University of Connecticut, was conducted to determine the employment opportunities for vocational agriculture graduates as well as available community resources for vocational agriculture programs in the State. Objectives of phase 1 of the project were to: (1) compile a literature review related to agricultural employment opportunities and community resources, (2) compile a State master list of farmers and nonfarm agricultural firms, (3) randomly sample a representative number of farmers and agribusiness persons to be interviewed, (4) develop a survey instrument to collect the needed data, (5) develop the interviewing and survey research skills of vocational agriculture teachers, and (6) initiate data collection in high sample concentration areas. A major focus of the survey was on identifying areas that would afford the greatest likelihood of providing employment opportunities for vocational agriculture graduates. Interview preparation involved the development of an interviewing manual, two letters of introduction for obtaining interviews, a vocational agriculture brochure for interviewees, and teacher-training sessions. Although objective data will not be available until phase 2 of the project, some sample interview responses have been included. (Author/EA)

Published
1974

5. A Team Approach to Building Level Career Education.

Author

Mannebach, Alfred J. and Stilwell, William E.

Abstract

This paper provides school building principals, teachers, and counselors with a systematic approach for implementing a comprehensive career education program at the building level by organizing teams of multi-discipline and/or multi-professional roles, called Career Activities Teams (CATs), composed of two or more persons committed to integrating career education concepts and activities into the educational program. Two main functions of key CAT personnel are identified: (1) to prepare for program installation and (2) to implement the program. These two functions are expanded in this paper along with a detailed description of the eight interdependent and interrelated functions of the CAT System: (1) develop career activity teams, (2) assess present levels of career education performance, (3) specify career education goals/objectives, (4) plan career education program activities, (5) implement career education activities, (6) monitor career education activity outcomes, (7) maintain performance levels, and (8) maintain career activities reference system. A flow chart and outline of the CAT System and references are appended. (TA)

Published
1975

6. Theories of Career Development and Occupational Choice: Self and Teaching/Counseling Implications.

Author

Mannebach, Alfred J.

Abstract

A study was conducted to determine which of nine theories of career development and occupational choice were (1) ranked as most important in regard to the role each played in the subject's own career development and (2) were ranked as most important in regard to the usefulness of the theory in teaching and/or counseling students. Each of seventy-one students enrolled in a course (three separate classes) in career education were asked to rank nine prominent theories of career development/occupational choice in regard to the role each played in her/his own career development and in regard to the usefulness in teaching and/or counseling his/her students. Holland's Personality Theory of Vocational Choice was judged most important in the development of the participants' careers. Close behind was Super's Developmental Self-Concept Theory and Blau's Conceptual Framework of Occupational Choice. O'Hara's Learning Theory, Super's Developmental Self-Concept Theory, and Hoppock's Composit Theory had a mean rank of first through third respectively in regard to the usefulness of the theories for teaching and/or counseling students. In addition, a rank-order correlation was computed to determine the degree of relationship between the rankings of the theories in regard to self-development and usefulness in teaching and/or counseling. Correlations ranged from .79 to .98. The order that emerged is subject to further study. Other populations may rank the theories differently, depending on background and experience. (BM)

Published
1979

7. Summaries of Research and Development Activities in Agricultural Education, 1977-1978. United States of America.

Author

Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education. and Mannebach, Alfred J.

Abstract

This compilation includes abstracts of 140 research and development studies in agricultural education completed during the period July 1, 1977 to June 30, 1978. Thirty-three of the completed studies represent staff research, fifty-six represent master's theses, and fifty-one represent doctoral dissertations. Studies are arranged alphabetically by state and alphabetically by author within states. Entries contain the purpose, method, and findings of the research and development activities. A comprehensive subject index, utilizing ERIC descriptors, is included; among the topics included are Adult Education, Agribusiness, Curriculum, Economics, Employment, Forestry, Leadership, Program Development, Work Attitudes, etc. Studies reported as being in progress during 1978-79 are also compiled. They are arranged alphabetically by state and by author within states. In progress were fifty-two staff studies, forty-seven master's theses, and twenty-seven doctoral dissertations. A listing (by ED numbers) of where to find previous summaries of studies in agricultural education is also included. (CSS)

Published
1978

8. Teaching Culturally Diverse Students in Vocational Education.

Author

Mississippi State Univ., Mississippi State. Dept. of Agricultural and Extension Education., Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College., Lee, Jasper S., and Mannebach, Alfred J.

Abstract

This handbook is intended to provide vocational educators with methods for teaching culturally diverse students. The first two sections offer information on cultural diversity in vocational education and the concept of multicultural education and on understanding the culturally diverse. Four principles of cultural diversity are described, and learning about cultural diversity in the local community is discussed. The third section focuses on teaching the culturally diverse. The learning process is summarized, and then preplanning procedures are outlined. Discussion of instructional procedures first considers teaching methods--presentation, discussion, job instruction, self teaching, and combinations--and then surveys teaching techniques or procedures used with a method of teaching. These are described: role playing, demonstrations, resource persons, field trips, lectures, supervised study, problem solving, and tests and inventories. Other topics addressed include using realia; infusing concepts and activities to preserve, extend, and enrich cultural diversity; and parent involvement. The final section summarizes in a table format possible problems and preventive/correctional educational practices. The left hand column describes the problem/observation, while the right hand column contains helpful practices. A list of sources of materials is appended. (YLB)

Published
1981

9. Priorities for Research in Agricultural Education.

Author

Mannebach, Alfred J.

Abstract

Several methods for determining priorities for research in agricultural education can be cited. These include the following: to rely on individual initiative, as has been done in the past; to get organized as a profession and reach agreement regarding research priorities at the national, regional, or state levels; to wait for federal and state direction regarding research priorities; or to obtain input from the various publics regarding what agricultural education's priorities should be. Research priorities can also be approached from the standpoint of process and product. Some process approaches that might be considered include: (1) inventorying those problems that have no current answers to find priorities (educational ignorance), (2) determining felt need--but whose need?, (3) waiting for federal or state initiative, which may be blocked by fund shortages; and (4) expecting leadership from the profession--if it has the resources needed. A look at the "product" of research reveals many valid areas for research in agricultural education, such as annual personnel needs in agricultural occupations, agricultural curricula, agricultural special needs students, impact of Future Farmers of America, predictors of success in students and teachers, and many other potential research subjects. One example of an area that could spawn many research projects is the assessment of parttime employment of in-school youth. Thinking about the questions raised regarding process and product of agricultural education research should aid the profession in determining relevant actions to take to determine research priorities. (KC)

Published
1981

10. Relevance and Access: A Comprehensive Evaluation of a Statewide System of Vocational Agriculture.

Author

Mannebach, Alfred J.

Abstract

A study of the regional vocational agriculture centers in Connecticut was conducted to determine the following: (1) the need for vocational agriculture (vo-ag) in the state; (2) criteria to be used as guidelines in the future development of vocational agriculture programs; and (3) alternatives for the further development of vocational agriculture in the state. Research factors were identified as relevance factors (community and vo-ag program enrollments, current and potential agricultural and related employment, and graduate placement) or access factors--(program awareness, transportation, and instructional environment). Data were gathered from vo-ag students, instructors, superintendents, and employers through document research, development and implementation of survey instruments, interviews, and researchers' observations. Findings included the following: (1) enrollment--increasing for five years because of greater participation by female students; (2) placement and employment--more than one-third of the vo-ag graduates were furthering their education, while more than half had found employment in agriculture-related fields; employment needs greater than supply were projected for nonfarm agricultural occupations, but fewer farm jobs were forecast; (3) program awareness--public relations techniques were used, but minority recruiting was not perceptible; (4) transportation and tuition did not appear to be problems; and (5) instructional environment--facilities and pupil-teacher ratios were generally perceived as good. Through the data gathered, criteria and strategies for maintenance, expansion, and relocation of programs and development of new programs were prepared. (KC)

Published
1981

11. Summaries of Research and Development Activities in Agricultural Education, 1976-1977, United States of America.

Author

Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education. and Mannebach, Alfred J.

Abstract

This document contains abstracts of 121 completed studies of research and development activities in agricultural education in the United States during the period, July 1, 1976 to June 30, 1977. Twenty-six of the completed studies represent staff research; sixty-one represent master's theses, and thirty-four represent doctoral theses. The abstracts are arranged alphabetically by state and alphabetically by author within states. A subject index, utilizing ERIC descriptors, is included. Abstracts of studies reported as being in progress during 1977-78 are also compiled. They are arranged alphabetically by state and include thirty-two staff studies, seventeen master's theses, and fifteen docotral dissertations. (A list by ED-ERIC Document-number of previous summaries of studies in agricultural education concludes the document). (BM)

Published
1977

12. Attaining Excellence in the 80's. Research in Agricultural Education. Proceedings of the Annual National Agricultural Education Research Meeting (14th, Las Vegas, Nevada, December 4, 1987).

Author

American Vocational Association, Arlington, VA. Agricultural Education Div. and Mannebach, Alfred J.

Abstract

Among the 36 research papers and critiques are "A Comparison of 1972 and 1980 Secondary Agricultural Education Students" (Navaratnam, Oliver); "A Day Late and a Dollar Short" (Moore); "Assessment of Preservice Preparation by Recent Graduates of Agricultural Education Programs" (Yahya, Burnett); "Characteristics and Activities of Vocational Agriculture Teachers and FFA Chapters Related to Participation in Community Development" (Malpiedi, Voth); "Current Status of Women Teachers of Vocational Agriculture in Ohio and Their Perceptions of Their Place in the Profession" (Knight); "Educational Strategies and Extent of Cooperation with Agri-Educators by Selected Agribusinesses" (Ubadigbo, Gamon); "Effectiveness of Two Instructional Modes for Teaching Vocational Agriculture Students of Differing Learning Styles" (Howard, Yoder) "Effect of Feedback on Selected Teaching Behaviors of Agriculture Teacher Educators" (Woodley, Kotrlik); "Employers' Perceptions of Technical and Nontechnical Skills Needed by Horticultural Employees" (O'Neal, Henderson); "Factors Associated with Preferred Learning Styles of Vocational Agriculture Students" (Cox et al.); "How Do They Compare? The Opinions of Vocational Agriculture Teachers toward State Supervision and Teacher Education in Agriculture" (Lelle, Kotrlik); "Identification of Science-Related Competencies Taught in Vocational Agriculture Programs" (Moss); "Mathematical Problem-Solving Skills in Agricultural Mechanics of Undergraduate Students" (Gliem et al.); "Mathematical Problem-Solving Skills of High School Vocational Agriculture Teachers and Students" (Persinger, Gliem); "Microcomputers and Instruction" (Ogle); "Opinions of School Administrators Regarding Selected Aspects of Vocational Agriculture Programs" (Jewell); "Pedagogical Inservice Needs and Activities of Postsecondary Agriculture Instructors" (Harmon, Mortensen); "Perceptions of Vocational Agriculture Students and Teachers about the Role of Vocational Agriculture in Rural Schools" (McCracken); "SOE Programs in Illinois" (Osborne); "Teacher Presage Variables and Quality Supervised Occupational Experience" (Makin, Miller); "The College Preparatory Curriculum and Academic Performance in College" (Warmbrod, Doerfert); "The Effect of Participation in Secondary Vocational Agriculture on Success in Postsecondary Education" (Rudolph, Yoder); "The Evolution of the Problem-Solving Approach in Agricultural Education" (Lass, Moss); "Video-Simulation as a Computer Applications Instructional Technique for Agricultural Professionals and Students" (Atherton, Buriak); "Assessment of Three Microcomputer Teaching Strategies in Vocational Agriculture" (Birkenholz et al.); and "Job Satisfaction of 4-H Agents of the Cooperative Extension Service" (Marshall, Burnett). (YLB)

Published
1987

13. Revising and Updating the Animal Science Components of the Connecticut Vocational Agriculture Curriculum.

Author

Connecticut Univ., Storrs. Dept. of Educational Leadership. and Mannebach, Alfred J.

Abstract

This guide is intended for use in teaching Connecticut's revised animal science curriculum at regional vocational agriculture centers. Like its predecessor, this curriculum includes exploratory (intended for grades 9 and 10) and specialized (intended for grades 11 and 12) animal science units and is based on the following major areas of agriculture: animal science, plant science, agricultural mechanics, and natural resources. In this revised version of the curriculum, each unit has integrated in it a section on related potential employment or entrepreneurship job titles and relevant competencies needed for employment or self-employment success. The exploratory units deal with the field of animal science, animal selection, and basic animal care. The specialized animal science units cover the following topics: animal reproduction and genetics; animal health; animal nutrition; production of dairy cattle, poultry, beef, sheep, swine, horses, goats, rabbits, forage, and specialty animals; dairy production; meat products; care of laboratory animals; veterinary services; pet care and services; and riding and horsemanship. Each unit contains some or all of the following: unit title, unit length, grade(s) taught, objectives, related job titles and relevant competencies, a content outline, teacher activities, student activities, evaluation, resources, a bibliography, and sources of pertinent educational media. (MN)

Published
1987

14. Research in Agricultural Education. Proceedings of the Eastern Region Agricultural Education Research Conference (43rd, Mystic, Connecticut, May 4-6, 1989). Volume 43.

Author

Mannebach, Alfred J. and Bowen, Blannie E.

Abstract

This document contains 10 papers selected for presentation at a research conference on agricultural education. The titles are as follows: "Agriculture Students and Their Problem Solving Skills" (Rollins); "Agriculture Students' Preferred Styles of Learning" (Rollins); "Identification of Curricular Strategies for Enhancing Undergraduate Experiences in Colleges of Agriculture" (Lyons, Yoder); "Identification of Teaching Techniques, Strategies, and Styles for Use with Special Needs Students Enrolled in Vocational Agriculture" (Conroy, Baggett); "Relationships between Job and Marital Satisfaction of Secondary Agriculture Teachers and Their Spouses" (Cochran, Lawrence, Odell, and Gartin); "Job Satisfaction of College of Agriculture and Forestry Teaching Faculty at West Virginia University" (Cowie, Gartin, Odell, and Lawrence); "Major Problems Encountered in Administering Vocational Agriculture as Perceived by State Vocational Agriculture Supervisors in the United States" (Smith, Lawrence, Gartin, and Odell); "Microcomputer Use and Resulting Educational Needs of Farmers" (Escolme, Lancs, Bowen, Miller); "Perceptions of Agriculture Faculty at Land Grant Institutions in the Northeastern United States Concerning the Land Grant Mission" (Snively, Odell); and "Stakeholder Perceptions of Pennsylvania 4-H" (Etling). Also included in the proceedings are critiques of each paper. (KC)

Published
1989

15. Using Student Committees in Educational Program Evaluation.

Author

McKinney, Floyd D. and Mannebach, Alfred J.

Abstract

The research reported was a part of the Central Kentucky Vocational Education Evaluation Project (VEEP), a locally directed, State-assisted evaluation effort with personnel from eighteen school systems and the regional vocational education staff. The purposes were to identify successful approaches for operating student committees and to determine opinions held by students and educators regarding the operation and function of the student committees. Two questionnaires were used, one for local project directors and assistant project directors, and other for members of the student committee. Size of committees, member selection criteria, structure of organization, length and frequency of meetings, major activities, problems encountered, and a general evaluation of student committees were assessed. Opinions of directors were compared with opinions of student committee members; data on 21 statements were tabulated and individually analyzed. Recommendations include (1) school systems using student committees should continue to do so, (2) school systems without student committees should organize them, (3) student committees can be used for areas other than evaluation, (4) further experimentation is needed, (5) additional research should be conducted, and (6) the use of student committees should be taught in preservice and inservice teacher education programs. (MS)

Published
1973

16. A System for Installing Career Education at the Local Level.

Author

Mannebach, Alfred J.

Abstract

This is the report of a study conducted to develop a system which would identify the primary elements needed to install career education at the local level, provide insight into attitude changes needed regarding the installation of career education, identify strategies that could be initiated to enhance the installation of career education, and to provide local school personnel and the public with a comprehensive and systematic overview of their roles and responsibilities regarding the installation and implementation of career education. The system developed consists of involving and orienting key groups, analyzing educational systems, defining goals, selecting or creating career education programs, preparing for program installation, implementing a career education program, and evaluating career education programs. (An eight-item bibliography and a Career Education Program Implementation System flow chart are included.) (KP)

Published
1973

17. Theme: Agricultural Educators in Non-School Settings.

Author

Mannebach, Alfred J.

Abstract

Four theme articles illustrate other settings for agriculture teachers besides public schools, including agriculture lobbying, children's home, preschool, exporting business, utilities industry, and youth group. (SK)

Published
1993

18. Theme: A Mission Statement.

Author

Mannebach, Alfred J

Abstract

Discusses what the future holds for vocational agriculture. Includes seven articles on the mission of agricultural education, teacher education, the public image, planning, secondary vocational agriculture, needed changes, and a vision for the future. (JOW)

Published
1990

19. Developing Career Education Programs: A Team Approach

Author

Mannebach, Alfred J. and Stilwell, William E.

Abstract

A systematic approach for implementing a comprehensive career education program at the individual school level is described. The advantages of using the Career Activities (CAT) System are presented. (Author)

Published
1978

20. Lifelong Learning and the Vocational Educator.

Author

Hriceniak, Judith and Mannebach, Alfred J.

Abstract

The authors discuss the increasing interest in adult education and lifelong learning, the differences in and the differing needs of adult students, and the need for qualified lifelong educators who can work with adult students. (MF)

Published
1978

21. Source Units Developed as Part of an Internship Program in Agriculture/Agribusiness.

Author

Connecticut Univ., Storrs. Dept. of Higher, Technical, and Adult Education., Connecticut State Dept. of Education, Hartford. Div. of Vocational Education., and Mannebach, Alfred J.

Abstract

This guide includes 12 source units of instruction developed by teachers of vocational agriculture who participated in an internship program in agriculture/agribusiness, which was designed to up-date the knowledge and skills of teachers of vocational agriculture in their areas of teaching specialization and to develop source units of instruction based upon the experiences of the interns. Each source unit follows a common format which includes a situation, motivational questions, motivational activity, teacher objectives, content, materials and equipment needed, and references. The units cover (1) Dog Grooming, (2) Floral Arranging, (3) Marking and Tallying Forest Products, (4) Horsemanship, (5) Managing a Small Stable, (6) Establishing a Retail Produce Agribusiness by Wholesale Buying, (7) Harvesting Logs from the Woodlot, (8) Servicing and Maintaining Small Gasoline Engines, (9) Operating and Maintaining Chainsaws, (10) Equitation: Improving Riding Skills, (11) Maintaining Herd Health, and (12) Selling Farm and Garden Supplies. (WL)

Published
1976

23. [Theme: Teacher/Professional Liability.]

Author

Mannebach, Alfred J.

Abstract

This series of articles is intended to give vocational agriculture teachers familiarity with the areas of professional liability, basic guidelines to follow to limit liability, and knowledge of the basic legal terminology. (SK)

Published
1981

25. [Theme: Achieving Quality Relationships with Business and Industry.]

Author

Mannebach, Alfred J.

Abstract

This series of six articles discusses why vocational agricultural educators must develop strong relationships with business and industry and with community leaders, gives suggestions for tapping these resources, and lists benefits to both sides. (SK)

Published
1983

26. Let's Give Students Their Say: Feedback from Student Advisory Committees Pays Off

Author

McKinney, Floyd L. and Mannebach, Alfred J.

Abstract

Students represent a great untapped source of assistance in the management of the educational system. The returns in student motivation, student responsibility, and pertinent suggestions for program improvement may make student committees worth operation. The Central Kentucky Vocational Educational Evaluation Project (VEEP) reports on a sub-study using student advisory committees. (DS)

Published
1974

28. Reaching Your Public

Author

Mannebach, Alfred J. and Lownds, Barbara V.

Abstract

A Statewide interview survey of farmers and agribusinessmen conducted by Connecticut vocational agriculture teachers served as an excellent public relations opportunity to inform the public about vocational agriculture in the State. It also provided teachers with a greater understanding of the changing needs of farmers and agribusinessmen. (EA)

Published
1975

29. Structured Occupational Experience for Teachers

Author

Mannebach, Alfred J.

Abstract

"This article is based on Alfred J. Mannebach's Ed.D. dissertation, The Effectiveness of Structured Occupational Experience For Instructors of Agricultural Occupations, which was completed at the University of Illinois in June, 1969. A former teacher of agriculture in Kansas, Dr. Mannebach is presently Assistant Professor of Education in the Research Coordinating Unit at the University of Kentucky, Lexington. (Editor)

Published
1970

30. Performance Objectives: Foundation for Evaluation

Author

McKinney, Floyd L. and Mannebach, Alfred J.

Abstract

Only when agricultural educators and others evaluate agricultural education programs on the basis of student's performance in relation to valid and realistic performance objectives will progress be made in educational program improvement. (Authors)

Published
1970

34. A Model for Expanding Areas of Learning

Author

Mannebach, Alfred J.

Abstract

Eight elements of an up-dated career education program in vocational agriculture are described, with their expected outcomes. (MW)

Published
1974

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