Vol. 52 No. 2 (2011)

Articles

• A Needs Assessment to Determine Knowledge and Ability of Egyptian Agricultural Technical School Teachers Related to Supervised Agricultural Experience

  R. Kirby Barrick, T. Grady Roberts, M. M. Samy, Andrew C. Thoron, III Easterly

  1-11

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• Utilizing Natural Cognitive Tendencies to Enhance Agricultural Education Programs

  Alexa J. Lamm, Emily B. Rhoades, Tracy A. Irani, T. Grady Roberts, Lori J. Unruh Snyder, Joel Brendemuhl

  12-23

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• Just How Much Can School Pupils Learn from School Gardening? A Study of Two Supervised Agricultural Experience Approaches in Uganda

  John James Okiror, Buryabaho Frank Matsiko, Joseph Oonyu

  24-35

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• Inquiry–Based Instruction for Students with Special Needs in School Based Agricultural Education

  R. G. Easterly III, Brian E. Myers

  36-46

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• Value and Expectations of Supervised Agricultural Experiences as Expressed by Agriculture Instructors in Oklahoma Who were Alternatively Certified

  J. Shane Robinson, J. Chris Haynes

  47-57

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• An Analysis of National Agriscience Teacher Ambassadors’ Stages of Concern Regarding Inquiry–Based Instruction

  Catherine W. Shoulders, Brian E. Myers

  58-70

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• A Longitudinal Study to Determine if Wiki Work Builds Community among Agricultural Adult Education Students

  Kathleen D. Kelsey, Hong Lin, Tanya C. Franke-Dvorak

  71-81

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• Entry–level Technical Skills that Agricultural Industry Experts Expected Students to Learn through Their Supervised Agricultural Experiences: A Modified Delphi Study

  Jon W. Ramsey, M. Craig Edwards

  82-94

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• Assessing the Animal Science Technical Skills Needed by Secondary Agricultural Education Graduates for Employment in the Animal Industries: A Modified Delphi Study

  Wendy L. Slusher, J. Shane Robinson, M. Craig Edwards

  95-106

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• The Agricultural Teacher’s Struggle for Balance Between Career and Family

  Kathryn Murray, Jim Flowers, Barry Croom, Beth Wilson

  107-117

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• Understanding the Value of Volunteer Involvement

  Bryan Terry, Amy Harder, Dale Pracht

  118-127

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• Changes in Teacher Self–Efficacy from the Student Teaching Experience through the Third Year of Teaching

  Benjamin G. Swan, Kattlyn J. Wolf, Jamie Cano

  128-139

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• The Benefits and Barriers Toward Diversity Inclusion Regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs

  Douglas D. LaVergne, Jr. Larke, Chanda D. Elbert, Wash A. Jones

  140-150

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• A Qualitative Study of Agricultural Literacy in Urban Youth: Understanding for Democratic Participation in Renewing the Agri–food System

  Alexander J. Hess, Cary J. Trexler

  151-162

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