VTechWorks Repository :: Browsing by Author "Crunkilton, John R."

Browsing by Author "Crunkilton, John R."

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ALCE Then and Now
Hillison, John H.; Crunkilton, John R.; Oliver, J. Dale (Virginia Tech, 2018-09-22)
Chronology of major Agricultural, Leadership, and Community Education Department highlights
Beef producers' attitudes toward the Virginia Cooperative Extension Service and their assessment of extension methods of disseminating information
Obahayujie, Julius O. (Virginia Polytechnic Institute and State University, 1986)
This study determined the attitudes of part-time and full-time beef producers in southwest Virginia toward the Virginia Cooperative Extension Service and their assessment of the methods used by the agency in disseminating information to its clientele. Descriptive research design was utilized for this study. The population consisted of 1202 beef producers located in Carroll, Grayson, Russell, Washington, and Wythe counties in southwest Virginia. Beef production is their main source of farm income. A random sample of 300 beef producers was systematically selected for the study. Based upon the percentage of annual gross income from beef production, the producers were categorized as part-time and full-time producers. Data were collected by use of a structured questionnaire developed by the researcher with assistance from a panel of experts. The instrument was divided into three parts; part one was used to obtain background information, part two (Likert-type scale) was used to measure respondents' attitudes, and the third part was used to measure respondents' assessment of the methods of disseminating Extension information. Mailed instruments were returned by 201 producers (67%) in usable form. Information collected from the survey instruments was transferred to the computer and analyzed via the SPSSX program at the Virginia Tech Computer Center. Statistical procedures used in analyzing the data included frequencies, measures of central tendency, an independent t-test, and the Pearson Product-Moment Coefficient of Correlation. Six research questions were used as a guide for analyzing and reporting the data. The following major conclusions were reached: (1) that both parttime and full-time beef producers possessed a slightly unfavorable attitude toward the Virginia Cooperative Extension Service beef cattle program; (2) that both part-time and full-time beef producers had a slightly unfavorable attitude toward the Virginia Cooperative Extension Service overall agricultural program; (3) that both part-time and fulltime beef producers possessed a slightly unfavorable attitude toward the qualifications of the local Virginia Cooperative Extension Service agricultural agents; and (4) that both part-time and full-time beef producers assessed the Virginia Cooperative Extension Service methods of disseminating information to farmers as more effective than ineffective.
Core occupational competencies for secondary agricultural education programs as identified by Ohio agricultural business and industry
Waidelich, William Dale (Virginia Tech, 1995)
The purpose of this study was to determine the critical core occupational competencies for secondary agricultural education programs as identified by Ohio agricultural business and industry. The method used to generate this information was an item analysis of the competencies that industry experts identified as core competencies in the Ohio Competency Analysis Profile (OCAP) process. OCAPs are a source of competencies that agricultural educators use to teach the essential skills needed for employment in agricultural careers. The study identified the importance of and relative time spent on core competencies in 10 agricultural occupations, determined the critical core of occupational competencies in each of 10 agricultural occupations, and determined the common core of critical occupational competencies across all 10 agricultural occupations. A survey of Ohio agricultural business and industry workers was conducted. The competency lists for this study consisted of 10 agricultural education OCAPs developed by the Vocational Instructional Materials Laboratory at The Ohio State University. The OCAP lists consisted of: Agricultural Production, Agricultural Sales and Service, Agricultural/Industrial Mechanical Technician, Animal Management Technician, Floriculture and Greenhouse Worker, Forest Industry Worker, Meat Processor, Nursery and Garden Center Worker, Resource Conservation, and Turf and Landscape Worker. Conclusions included: 1. Competencies in the general safety precautions unit: demonstrate safe work habits, maintain safe work environment, and operate equipment and vehicles were ranked among the 20 most important competencies in all 10 agricultural occupations. 2. One competency in the general safety precautions unit, operate equipment and vehicles, was the only competency ranked among the top 20 competencies on relative time spent in all 10 agricultural occupations. 3. A critical core of occupational competencies was identified for each agricultural occupation. 4. Each agricultural occupation is so highly specialized that a substantial common core of critical occupational competencies in agricultural occupations could not be identified. Selected recommendations included: 1. Given that the competencies in the general safety precautions unit are the most important competencies in all agricultural occupations, agricultural educators should concentrate on preparing workers with general safety precaution competencies. 2. Because a critical core of occupational competencies can be identified, agricultural education programs that need to determine the occupational content for the program should concentrate on the critical core competencies for the occupational focus of that agricultural education program. 3. Because the common core of critical occupational competencies across all 10 agricultural occupations is not substantial, agricultural education programs cannot be generic agricultural education programs with a common core of critical occupational competencies for program content. Agricultural education programs should be occupationally specific.
Criteria for assessing the cooperative extension program planning process in the West central district of Virginia
Ewang, Peter N. (Virginia Polytechnic Institute and State University, 1986)
The success of cooperative extension depends on the knowledge of how to apply the principles of extension education to situations where the activities are to be performed. The cooperative extension services dynamic localized approach to the solution of the common persons problem has stood the test of time. It is not necessary to establish a new system, but what is needed is to increase accountability and efficiency in the way programs are planned and developed. The overall purpose of this study was to develop criteria for assessing the local cooperative extension program planning process in Virginia. Specific objectives that served as a basis for accomplishing the overall purpose of the study were: 1. To identify principles that are basic for planning an effective local extension program. 2. To verify these principles with a panel of experts. 3. To formulate criteria, based on the verified principles, to assess if on-going local extension programs were developed following the accepted programming principles. 4. To field test the criteria to determine the degree to which the criteria are used as guides during the local extension program planning process. This study was a qualitative study. The principles identified and the criteria developed were reviewed by a panel of eight experts, then field tested in randomly selected extension units in the West Central Extension District of Virginia. Using personal interview methodology, unit directors of the randomly selected units were used for the field testing stage of this study. Six of the seven principles identified as basic for planning/developing effective local extension programs were accepted by the panel of experts. Eighteen criteria were formulated based on the accepted principles. Criteria as used in this study implies an overall description of a set of related actions and/or operations which will be called standards of the planning process. It was found that most of the unit directors in the West-Central Extension District of Virginia interviewed for this study use the criteria as guides during their respective programming process. The panel of experts and unit directors agreed that the criteria were important as guides for local extension programming processes. Based on the findings the author concluded that: (a) there are six essential principles for planning effective social extension programs; (b) that there are 18 criteria that can be used as guides for assessing if local extension programs are planned/developed using the essential extension program planning principles; and (c) that it is possible to assess local program planning activities in extension. A recommendation made from the study that the process of assessing local program planning activities be tested statewide to increase the usability potential of the criteria and give possible directions for statewide in-service needs of unit directors and extension agents.
Direct and indirect influences of school learning on Hispanic-American eighth grade students' academic achievement
HernÃ¡ndez-Gantes, Victor M. (Virginia Tech, 1993-03-11)
The purpose of this study was to determine the extent of the direct and indirect influence of previous grades, quality of instruction, motivation, quantity of instruction, and homework on Hispanic-American eighth grade students' academic achievement, while controlling for important background variables (family background, student's English proficiency, and gender). Few researchers have examined both direct and indirect effects of school learning variables and background influences simultaneously. Path analytic techniques were used to test a model of school learning on Hispanic-American eighth grade students' achievement, while controlling for background variables. The National Education Longitudinal Study of 1988 (NELS:88) was used to test the model. NELS:88 is a large, nationally representative survey of eighth graders developed by the National Center for Education Statistics (NCES). Results indicate that the achievement of Hispanic-American students was strongly influenced by previous grades, motivation, quantity of instruction, and time spent on homework. The most influential background variables were family background and English proficiency, while gender had a small but significant influence, indicating boys doing better than girls on achievement. These results support both the variables tested and the framework derived from school learning theory.
Enabling behaviors exhibited by selected Virginia postsecondary vocational technical instructors
Smick, Regina Anne (Virginia Polytechnic Institute and State University, 1988)
Critical thinking is a chief focal point in all areas of education today. Teachers can create an environment that is conducive to critical thinking through behaviors practiced in the classroom. Knowledge and use of these teacher behaviors by teachers are basic for development and enhancement of critical thinking in students. The purpose of this research was to determine the enabling behaviors used by a selected group of Virginia postsecondary vocational educators that stimulate critical thinking in students. The primary subjects for this study were postsecondary vocational technical educators randomly selected from five community colleges in Virginia. A total of 30 instructors were identified. In addition, 328 community college students participated in the study. Selected conclusions drawn from the findings were: 1. The postsecondary vocational technical instructors of the five community colleges selected for this study are not using the enabling behavior of questioning that"best" stimulates critical thinking or modeling the behaviors found in the literature that will enhance a student's ability to think critically. 2. The amount of pedagogical training (course work) taken by the postsecondary vocational technical instructors, of the five community colleges selected for this study, does not seem to influence the instructor's use of enabling behaviors related to critical thinking. 3. The community college students in this study perceived their instructors to be exhibiting behaviors and possessing characteristics that will stimulate critical thinking. Selected recommendations drawn from the findings and conclusions are: 1. Additional research is needed to determine if the findings of this study are typical of vocational technical community college instructors statewide. 2. Research similar to this study needs to be conducted on faculty other than vocational technical instructors of the community colleges to assess their use of enabling behaviors. 3. Community college instructors need to be exposed to instructors in formal course work or in informal workshops that embody and exhibit enabling behaviors, especially questioning and modeling.
A follow up of Alcorn State University 1982-1986 agricultural baccalaureate degree graduates
Fluker, Powhatan Leflore (Virginia Polytechnic Institute and State University, 1987)
This study described the Department of Agriculture at Alcorn State University (ASU) as perceived by the agricultural baccalaureate degree graduates. Additionally, the study established a biographic and demographic data bank of these graduates for future reference and use by the Department. A descriptive research design was used for the study. The total population for the study was the 160 graduates from all agricultural program areas at ASU from 1982-1986. Data was collected by a questionnaire developed by the researcher with assistance from two review panels. Mailed instruments were returned by 102 graduates representing a 64% response rate. Data were summarized by frequency distributions, percentages, measures of central tendency and measures of variability as appropriate for each variable item. Statistical analyses were performed using the Statistical Analysis System computer package at ASU. The following major conclusions were reached: (1) the graduates perceived the faculty as being effective in the Department of Agriculture at ASU, (2) graduates perceived that certain curricula in the Department were less than adequate, especially that the number of semester hours in communication skills and agricultural engineering courses needed increasing, (3) the graduates perceived the facilities in the department as insufficient and that additional intern training centers are needed, {4) graduates reported little participation in professional and civic activities, (5) graduates were willing to participate in recruitment for the department, and (6) most graduates were currently employed. Major recommendations made were: (1) strategies be developed to improve communications with agricultural agencies and industries, (2) the Department of Agriculture closely review the current curriculum to determine how communication, agricultural engineering and computer skills could better be integrated into the undergraduate curriculum, (3) agricultural graduates be contacted to assist in locating appropriate off-campus training centers for student internships, and (4) each program area of the Department needs to further analyze the data collected from the graduates to assist in making programmatic improvement.
A History of Agricultural Education in South Carolina With an Emphasis on the Public School Program
Fravel, Philip M. (Virginia Tech, 2004-02-13)
The researcher focused on the numerous elements that led to an organized state supported system of Agricultural Education in South Carolina. Emphasis was placed upon the secondary school program, but the various contributing events leading to the formal study of Agricultural Education were identified and examined. Many historical studies of 20th century Agricultural Education focus on the impact of the Smith-Hughes legislation. Upon deeper investigation, the Palmetto State can credit numerous influential factors that provided forms of agricultural instruction prior to 1917. The 18th and 19th century agricultural societies provided a clearinghouse for the socialization and sharing of experimental farming techniques by progressive agriculturalists. John C. Calhoun and his son-in-law Thomas Green Clemson, benefactors of Clemson Agricultural College, were members of the Pendleton Farmers Society. Support for agricultural research came one year prior to the federal Hatch Act. The Hatch Act of 1887, followed by the Smith-Lever Act of 1914, assisted in providing fertile conditions for community recognition and need for Agricultural Education. Prior to the Smith-Lever Act, South Carolina was active in attempts to infuse Agricultural Education into the public school system and rural communities. A series of demonstration trains traversed the state providing first hand opportunities for individuals to examine the revelations in agricultural techniques. A series of agricultural clubs, including boy's corn clubs, pig clubs, and even demonstration farms on schoolhouse grounds linked Agricultural Educators with school students. Prior to the Smith-Hughes method of vocational agriculture, students in sections of the state received textbook-based instruction in agriculture. Passage of the Smith-Hughes legislation in February 1917 was the catalyst that created a form of Agricultural Education recognized even in the 21st century. The rapid propagation of high school programs throughout the state created an immediate demand for teachers of Agricultural Education. Clemson College, still in its infancy, quickly arose to provide a new program to train collegiate students to become what were then referred to as "Smith-Hughes men." Specific objectives investigated and analyzed by the researcher included: 1. Describing the development of Agricultural Education in South Carolina prior to 1900. 2. Documenting the development of Agricultural Education in South Carolina from 1900-1945. 3. Documenting the redefining of Agricultural Education in South Carolina from 1946-1990. 4. Describing the development of the teacher-training program for Agricultural Education in South Carolina. 5. Documenting the development of administrative and supervisory provisions for the vocational agriculture programs for South Carolina. 6. Describing the historical events that led to the founding of the Future Palmetto Farmers and evolution of the Future Farmers of America in South Carolina.
The home satisfaction and work satisfaction of home economics teachers in Virginia
Dwyer, Sharon K. (Virginia Tech, 1989-05-05)
Home satisfaction, work satisfaction and the presence or absence of children were quantitatively assessed using responses from 132 Virginia vocational home economics teachers. Analysis of variance was used to examine whether home satisfaction and the presence or absence of children made a significant difference in work satisfaction. Those items which teachers found most and least satisfying in both their work and home situations were also identified. The analysis of variance found that mean home satisfaction scores made a significant difference upon work satisfaction, while the presence or absence of children did not. The interaction of home satisfaction and children made no significant difference. Home and family items teachers identified as being most satisfying were personal habits, housing, health of family members, and personal health. Those least satisfying were amount of time for self! division of household duties, time together as a family, and family schedule. Aspects which were the most satisfying at work were amount of commuting time, amount of control over job, opportunity to work independently, and friendships at work. Those which were least satisfying were flexibility of work schedule, opportunities for advancement, salary, and meal and break times. Overall, this group of vocational home economics teachers indicated a high level of satisfaction with work and home life.
Indoor plants, identification and culture
Harold, Lacy Clyde (Virginia Tech, 1974-12-05)
A self-instructiona1 kit identifying seventy-three indoor plants, their cultural requirements, and uses was prepared. The kit consisted of seventy-eight slides of the plant material and a forty-fife minute taped narration. The botanical and common names of each plant along with its moisture, temperature, and light requirements were superimposed on each slide. Each plant's unique characteristics and uses were described by the script of the tape which averaged approximately thirty seconds per plant.
An investigation into the relationships between job satisfaction, temperament type, and selected demographic variables among West Virginia vocational agriculture teachers
Watson, Larry Walter (Virginia Tech, 1990)
The purposes of this study were to: (a) determine the distribution of personality temperament types of the study population of West Virginia vocational agriculture teachers, (b) determine the degree of job satisfaction expressed by West Virginia vocational agriculture teachers, (c) determine the distribution of job satisfaction among West Virginia vocational agriculture teachers by temperament type, (d) determine the distribution of West Virginia vocational agriculture teachers’ temperament types by selected demographic variables, and (e) determine the relationship between West Virginia vocational agriculture teachers’ satisfaction and selected demographic variables. The study population of 63 vocational agriculture teachers who attended the 1988 West Virginia Vocational Conference were each provided with a packet of questionnaires. Temperament types were determined using Form G of the Myers-Briggs Type Indicator (MBTI) and job satisfaction by the short form of the Minnesota Satisfaction Questionnaire (MSQ). Demographics were surveyed using an instrument developed for that purpose by the researcher. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies, means, and correlation coefficients (Pearson Product Moment and Kendall Tau) were the procedures utilized to answer the research questions. Major conclusions were as follows: (a) the majority of West Virginia vocational agriculture teachers were of the sensing-judging temperament type and the smallest group was the intuitive type, (b) West Virginia agriculture teachers were more satisfied with intrinsic than extrinsic job factors, (c) overall, West Virginia vocational agriculture teachers were satisfied with intrinsic job factors and moderately satisfied with their work in terms of general satisfaction, (d) West Virginia teachers were neither satisfied nor dissatisfied with extrinsic job factors, (e) teachers of the sensing-perceiving temperament type were the least satisfied on extrinsic and general job factors, (f) West Virginia teachers of the sensing-judging type were the oldest teachers and sensing-perceiving were the youngest, (g) teachers with sensing personality styles were more likely to hold advanced degrees than those with intuitive temperament types, (h) there was little relationship between the variables of age, educational level, years of experience, or number of teachers in a department and job satisfaction of West Virginia vocational agriculture teachers, (i) married West Virginia vocational agriculture teachers were more satisfied with their jobs than single teachers, and (j) teachers with intuitive-thinking personality types had the least teaching experience of the four Keirsey temperament types.
One Hundred Years of Agricultural Education at Virginia Tech
Vines, Karen A.; Hillison, John H. (Department of Agricultural, Leadership, and Community Education in association with VT Publishing, 2018-11-16)
In 2018 the Department of Agricultural, Leadership, and Community Education (ALCE) celebrated one hundred years of agricultural education at Virginia Tech. The initial mission of the department, founded in 1918 as the Department of Agricultural Education and Animal Science, was to educate agricultural teachers to work in secondary education in rural communities. This mission has evolved and expanded over the decades to include preparation of Extension professionals while developing new programs designed to meet the ever-changing needs of rural and urban communities alike. The interviews presented in this volume tell this story through the unique perspectives of fourteen former and present students, faculty, and administrators. Taken together, these interviews bring the department’s history to life while also using the past as a springboard into a future that undoubtedly will be characterized by continued change grounded in ALCE’s ongoing commitment to excellence.
The Potential Contribution of Vocational and Technical Education to the Future Social-Economic Development of Albania
Mykerezi, Pavli K. (Virginia Tech, 2003-04-09)
The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process.
Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies
Mndebele, Comfort Baphumuze Sikhumbuzo (Virginia Tech, 1994)
The primary objectives of this study were to identify the professional vocational technical education competencies needed by Swaziland agricultural, commercial (business), home economics, and technical teachers; and to assess the teachers' perceived importance of and the perceived ability to perform these competencies. The study also sought to determine if differences existed as functions of the four teacher specialty groups (areas), levels of education, and years of teaching experience. The professional vocational technical education competencies were developed in two, one-day focus group workshops with Swaziland teacher educators, curriculum development specialists, and school senior inspectors (supervisors) from the four specialty groups (areas) of agricultural, commercial, home economics, and technical studies. The workshop results were a universe of 161 professional vocational technical education competencies needed by Swaziland secondary/high school vocational teachers. Data were collected via a mailed instrument to determine the teachers’ perceptions of the importance and ability to perform the 161 competencies. The respondents surveyed were a stratified, random sample of 191 teachers, composed of agricultural (57), commercial (54), home economics (40), and technical (40) studies. All questionnaires were returned. Descriptive statistics were used to analyze and summarize the data. Measurement scales of importance and performance corresponding to the Likert scales utilized in the survey instrument were employed for data analysis purposes. Major findings were that teachers, regardless of specialty groups (areas), educational levels, and years teaching experience, agreed on the high importance of and a good ability to perform the 161 professional vocational technical education competencies needed to fulfill job expectations of secondary/high school vocational technical teachers. From these results, it was concluded that the professional vocational technical education competencies developed are needed by Swaziland teachers of agricultural, commercial, home economics, and technical studies. Hence, it was recommended that the developed competencies be adopted for inclusion in the teacher education programs, and that further study is needed to determine the more critical inservice needs of teachers.
The relationship between teacher effectiveness and beliefs of Virginia agricultural teachers
Rush, Michael Gene (Virginia Polytechnic Institute and State University, 1984)
The purpose of this research was to investigate the relationship between teacher effectiveness and agreement with the philosophy adopted by the Agricultural Education Division of the AVA. The study also investigated the relationship between teacher effectiveness and the strong beliefs about quality vocational agriculture programs held by teachers. The primary subjects for this study were agricultural teachers in Virginia identified by state supervisors of vocational agriculture and verified by selected teacher educators in agricultural education as the most and least effective agricultural teachers. A total of 40 teachers were identified as most effective and 33 were identified as least effective. In addition, the general population of 368 agricultural teachers in Virginia was used to investigate the relationship between selected demographic variables and agreement with philosophical concepts. Selected conclusions drawn from the findings were: 1. The philosophy adopted by the Agricultural Education Division, AVA does not contain the beliefs most likely to distinguish between the most and least effective teachers. 2. There are beliefs not included in the philosophy adopted by the profession that do seem to be related to teacher effectiveness. 3. The most effective teachers are more likely to express beliefs about the teacher being the key to effective programs while the least effective teachers are more likely to express beliefs about external factors being the key to effective programs. 4. Additional education is a better predictor of teacher effectiveness than either age, experience or agreement with any of the specific concepts adopted by the profession. Selected recommendations drawn from the findings and conclusions are: 1. Research is needed to determine what other beliefs are held by vocational agriculture teachers and how those beliefs are related to teacher effectiveness. 2. Research is needed to determine what factors other than beliefs are related to teacher effectiveness. 3. The philosophy of the profession should emphasize that effective agricultural programs depend on the teacher taking personal responsibility for and being committed to those programs.
Stages of concern in the implementation of tech prep programs in Virginia
Long, Brenda Yvonne Dingus (Virginia Tech, 1994-11-01)
Curriculum innovations, such as Tech Prep, provide practitioners an avenue to change expectations, attitudes, teaching styles, and organizational structure. However, the benefits of educational innovations are not fully realized until those practitioners, such as administrators, academic teachers, vocational teachers, and guidance counselors, adopt and implement change in the classroom. The purpose of this study was to determine the concerns of Tech Prep practitioners at the secondary level in the state of Virginia as measured by the Concerns Based Adoption Model (CBAM). The population for this study was 322 individuals consisting of administrators, academic teachers, vocational teachers and guidance counselors involved in implementation of Tech Prep programs for two years or longer. Based on the findings of this study the following conclusions are presented. Based on the theory of the CBAM and the mean scores of the Stages of Concern, indications are these practitioners are becoming experienced users of the Tech Prep concept. The two highest SoC mean scores for the four groups were either Collaboration or Consequence Stage. It was concluded that staff development should relate to strategies necessary to increase student outcomes and cooperation and coordination of others. Practitioners involved with Tech Prep have passed the self-concerns (Awareness, Informational, and Personal Stages) and task-concerns (Management). The Stages of Concern for all groups evolved around impact-concerns (Consequence, Collaboration, and Refocusing Stages). It was concluded that the level of involvement by administrators, academic teachers, and vocational teachers during implementation of Tech Prep is related to the Stages of Concern. There was not a significant relationship between the Stages of Concern and level of involvement for counselors. Selected recommendations drawn from the findings and conclusions are: • Attention should continue to focus on concerns, attitudes and expectations of practitioners as they proceed with the continuation of Tech Prep in Virginia. • This study should be replicated with larger sample sizes and questionnaires submitted at the beginning of the innovation adoption and at designated periods after the implementation process. Such longitudinal studies may determine linkage between time, staff development activities, integration of vocational and academic studies, and the SoC of practitioners. • Focus by teacher educators, the Virginia Department of Education staff, vocational-technical and academic personnel, should concentrate on collaborative techniques and student competencies. It is recommended that policy be developed to include extensive professional development and increased dialogue among practitioners as they implement Tech Prep programs.
Student misbehavior in vocational agriculture: a national study
Garrison, James Marion (Virginia Polytechnic Institute and State University, 1982)
The major purpose of this study was to determine the seriousness of specific student misbehaviors as perceived by vocational agriculture teachers. The secondary purpose was to determine if differences exist among groups of vocational agriculture teachers based on selected demographic and situational variables with regard to the seriousness of student misbehaviors. The population for this study was composed of 12,726 vocational agriculture teachers as listed in the 1981 Agriculture Teachers' Directory. A sample of 604 teachers was selected for inclusion in this study. The instrument used to collect data contained demographic and situational information with a five point Likert-type scale to measure the specific student misbehaviors. Useable returns from 437 teachers represented 72.02 percent of the sample. The statistical techniques used to analyze the data were factor analysis, multivariate analysis of variance, analysis of variance, Pearson product-moment correlation, and the Scheffé post hoc multiple comparisons test. The major conclusions of this study were: 1. Those misbehaviors which were rated the most serious to vocational agriculture teachers were generally attitudinal in nature, i.e. ambivalence, clowning/foolish behavior, etc. Those misbehaviors which might be considered to be severe in nature, i.e. rape, homicides, etc., were not a serious problem for vocational agriculture teachers. 2. Senior high school teachers of vocational agriculture perceive a less serious student attitudinal problem than combination junior-senior high school vocational agriculture teachers. 3. Teachers in schools of over 2000 enrolled and teachers in Region 1 of the National Vocational Agriculture Teachers' Association perceived use of drugs to be more serious than teachers in Region 4 and teachers in schools with enrollments of less than 2000. Studies of this nature should be conducted across service areas of vocational education to determine the seriousness of student misbehaviors in each respective area. Studies of this nature should also be conducted outside of vocational education to determine similarities and differences from vocational agriculture teachers in regard to the seriousness of student misbehaviors.
A study of alumni follow-up practices in accredited postsecondary institutions in the Commonwealth of Virginia
Miller, John David (Virginia Tech, 1992)
Alumni follow-up practices of accredited postsecondary institutions in the Commonwealth of Virginia were investigated. The subpopulations studied included: (a) community colleges (N=23); (b) two-year colleges (N=3); (c) proprietary two-year colleges (N=19); (d) accredited proprietary schools (N=47); and (e) accredited postsecondary vocational programs (N=5). A total of 97 institutions participated in the study. The study collected data on the: (a) purposes for which alumni follow-up studies were conducted; (b) procedures and methodologies employed in follow-up studies; (c) categories of data collected; and (d) dissemination made of completed alumni follow-up reports. The study used two survey instruments and achieved a 100% response rate for both instruments. The following conclusions were drawn from the research findings: (a) Almost all accredited postsecondary institutions conduct alumni follow-up studies; (b) the four most common purposes for conducting alumni follow-up activities are for evaluation, compliance/reporting, accreditation and planning; (c) graduates or program completers are the population of alumni most universally studied in follow-up studies; (d) employers of graduates or program completers are almost exclusively the focus of alumni follow-up activities; (e) institutions tend to follow-up the subpopulation of all students when conducting alumni follow-up studies; (f) most institutions use mail questionnaires in alumni and employer follow-up studies; (g) most institutions make 1 to 3 attempts to collect Follow-up data from both alumni and the employers of alumni; (h) a minority of institutions collect longitudinal data from alumni; (i) a majority of institutions collect follow-up data on alumni to determine their employment status, to evaluate training programs, to determine the job satisfaction of alumni and to obtain information on the educational status of alumni; (j) the majority of institutions collect follow-up data from the employers of alumni on the satisfactoriness of their alumni, employee knowledge and employee characteristics; and (k) the primary disseminations made of completed alumni follow-up reports are to meet compliance/reporting requirements, institutional information needs and marketing efforts. The findings are applicable only to accredited postsecondary institutions in the Commonwealth of Virginia. This study also makes recommendations for future research on alumni follow-up practices.
A study of the impact of CLIA '88 on personnel needs in clinical laboratories of acute care facilities in Virginia
Craft, Betty V. (Virginia Tech, 1995-03-05)
The purpose of this study was to determine the impact of Regulation 1 of CLIA '88 on personnel needs in clinical laboratories of acute care hospitals in Virginia, resulting from proficiency testing, complexity level of testing and personnel standards. Because the legislation was enacted and passed with the intent of improving the quality of laboratory testing in every setting, the problem of the study was to determine the effects Regulation 1 of CLIA ’88 had on personnel needs for the delivery of quality clinical laboratory services in acute care hospitals of Virginia. A survey was sent to 140 acute care hospital laboratories in Virginia. There were 107 respondents, with 75 respondents providing usable data for this study. The remainder did not provide full laboratory services. Demographic information was obtained regarding bed capacity, educational levels of current personnel serving in different capacities, test volume, and percent of tests performed by different complexity levels. Comparisons were made among small, medium, and large facilities. The majority of respondents were representative of a facility with a bed capacity of 200 or less. The level of test complexity performed was similar regardless of the facility size. The majority of facilities did not anticipate an increase in personnel needs as a result of CLIA personnel standards. All facilities had personnel at all capacities that met required educational levels at this time. The majority of facilities did not anticipate an increase in personnel as a result of increased proficiency testing; however, when a projected need was indicated, there was a greater need indicated for AS degree level personnel followed by BS level personnel with a decline indicated in non degreed personnel. Staffing pattern changes related to increased proficiency testing indicated differences in the projected needs of small, medium, and large facilities. Barriers for implementing CLIA ’88 personnel standards were identified from the literature review and the pilot study. Respondents were asked to identify the barriers that were most Significant; they are in order as ranked: cost, availability of qualified personnel, and CLIA not reflecting the depth of knowledge and judgment needed to make independent competent judgment. The barriers were also reviewed by hospital bed size. It was concluded that as the number of tests being sent out increased, the number of tests being performed in-house have increased at the moderate complexity level, a level which requires less qualified personnel. The intent of the law to improve the quality of laboratory testing has not occurred in every setting. If the intent of the law is implemented, a need exists to provide educational opportunities at the AS and BS level for experienced personnel. Respondents did not perceive criteria as established by CLIA ‘88 as being adequate to determine the qualifications of personnel, who are responsible for quality patient test results in all settings.
A systematic method for determining in-service educational needs of agricultural education teachers and cooperative extension agricultural agents in Virginia
Turner, Clinton V. (Virginia Polytechnic Institute and State University, 1982)
The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities.

Browsing by Author "Crunkilton, John R."

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