Vol. 62 No. 1 (2021)

Articles

• Comparing Texas Principal and Agricultural Education Teacher Perceptions of the Importance of Teaching Activities in Agricultural Education Programs

  William Doss, John Rayfield

  1-16

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• Agricultural Mechanics Preparation: How Much Do School Based Agricultural Education Teachers Recieve?

  Taylorann K. Clark, Ryan Anderson, Thomas H. Paulsen

  17-28

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• Mentoring Mentality: Understanding the Mentorship Experiences of National FFA Officers

  Jarred A. Shellhouse, Ceclia E. Suarez, Matt Benge, J.C. Bunch

  29-46

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• Personas of Agricultural Education Supporters: A Q-Method Study

  Anna K. Pratt, Jeremy M. Falk, Kasee L. Smith, Sarah A. Bush

  47-60

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• Navigating the Social Landscape of School-Based Agricultural Education: A Hermeneutic Phenomenology

  Haley Q. Traini, Josh Stewart, Jonathan J. Velez

  61-76

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• Perceptions of Arkansas Agriculture County Extension Agents Toward Urban Agriculture

  Catherine E. Dobbins, Don W. Edgar, Cassandra K. Cox, Leslie D. Edgar, Donna L. Graham, Amanda G. Philyaw Perez

  77-94

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• What is the Real Cost of Professional Success? A Qualitative Analysis of Work and Life Balance in Agriscience Education

  Christopher A. Clemmons, Meredith Hall, James Lindner

  95-113

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• In-Service Agricultural Mechanics Needs of Montana Mid-Career Agricultural Educators

  Joshua T. Toft, Dustin K. Perry, Jeremy M. Falk

  114-130

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• Then What? Quantifying SBAE Teacher Career-Decisions Post-Migration

  Becky Haddad, D. Brett Milliken, Josh Stewart, Jonathan J. Velez

  131-143

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• The Effect of Authenticity on Project-Based Learning: A Quasi-Experimental Study of STEM Integration in Agriculture

  Jason D. MckKibben, Timothy H. Murphy

  144-155

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• Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisianna State University

  Whitney L. Figland, J. Joey Blackburn, Kristin S. Stair, Michael F. Burnet

  156-169

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• Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

  Eric M. Moser, Aaron J. McKim

  170-183

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• An Application of Social Network Analysis to Focus Group Discussions: Unobserved Interaction Between Participants and Discussion Topics

  Yu-Lun Wu, Joy N. Rumble, Taylor K. Ruth, Alexa J. Lamm, Jason D. Ellis

  184-195

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• Commonly Accepted Theories, Models, and Philosophies: The Subjective Norms of Our Discipline

  Amy Harder, Grady Roberts, James R. Lindner

  196-211

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• Intent to Teach: Perspectives from Pre-Service Agricultural Education Teachers

  Christopher J. Eck, Jessica M. Toombs, J. Shane Robinson

  212-226

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• Pre-Service Teachers Self-Perceived Training Needs Associated with Program Design and Management and Leadership and SAE Development

  Mark S. Hainline, Scott W. Smalley

  227-245

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• Hemp, Hemp, Hooray: The Impact of a Hemp Educational Campaign on College Students' Attitudes and Knowledge on Industrial Hemp

  Blake C. Colclasure, Taylor K. Ruth, Tessa Durham Brooks, Andrea E. Holmes

  246-259

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• The Influence of CASE on Agriculture Teachers' Use of Inquiry-Based Methods

  Taylor D. Bird, Amber H. Rice

  260-275

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• The Role of NFA Camps in Agricultural Education for Rural African American Boys in North Carolina

  Susan L. Jones, Barbara M. Kirby, Wendy J. Warner

  276-290

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• Assessment of Educational Law In-Service Needs and Percieved Competencies of Texas School-Based Agricultural Education Teachers

  Mark S. Hainline, Scott Burris, Rudy A. Ritz, Jonathan D. Ulmer

  291-311

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• School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

  Trent Wells, Mark S. Hainline, Scott W. Smalley, Steven "Boot" Chumbley

  312-330

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• Factors that Motivate High School Agriculture Teachers to Teach

  Normala Ismail, Greg Miller

  331-346

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