Jimmy G. Cheek’s research while affiliated with University of Florida and other places

Graduate student enrollment in the plant sciences has decreased over the past several years, and there is increasing interest in recruitment/retention strategies. Before successful strategies can be implemented, however, the status of current plant science graduate programs needs to be determined. Survey data on graduate student demographics, research area, support levels, current recruitment strategies, and career opportunities were collected from 23 plant science graduate programs. Overall, 55% of graduate students in plant sciences were male and 45% were female; approximately 60% were domestic and 40% were international. Cellular/molecular biology and breeding/genetics were the two disciplines that had the greatest number of graduate students and the greatest number of job opportunities. Although most programs cited financial support as the biggest obstacle to recruitment, there was not a strong correlation between graduate student number/program and stipend amount. However, other funding factors besides stipend amount; such as stipend number, the guarantee of multiple years of support, the funding of tuition waivers, and health insurance costs, likely impact student number. As more of these costs are shifted to faculty, there appears to be an increasing inability and/or reluctance to invest grant funds (which support 60% of the plant science graduate students) in graduate student education. These data suggest that the decline in plant science graduate student enrollment may not be directly due to low stipend amounts, but rather to shifting of more of the total cost of graduate training to faculty, who may be unable/unwilling to bear the cost. There is also a clear shift in the research focus of plant science graduate students, as postdoctoral and career opportunities are weighted towards molecular biology/genetics, leaving the more applied plant science areas particularly vulnerable to low graduate enrollment.

An effective way to learn most practical skills is through first-hand experience. Nowhere has this principle been applied to a greater extent than in vocational agriculture. Supervised agricultural experience (SAE) programs have long satisfied the practical aspect of agricultural education by providing students with a wide variety of learning experiences. These programs continue to enjoy broad support from students, parents, and educators. Sutphin and Newcomb (1983) reported that 98% of respondents to a national survey of agricultural educators and administrators believe that SAE should be required of all high school vocational agriculture students. A recent national study of agricultural education recommended that all students participate in worthwhile SAEs while enrolled in vocational agriculture (National Research Council, 1988). Arrington and McGhee (1988) reported that over 50% of the 1983 vocational agriculture program completers in Florida believe there should be more emphasis on SAE in the program. Relatively little investigation has focused on the relationship between the scope of SAE projects and student achievement. Morton (1978) found a positive relationship between SAE scope and student achievement gauged by written test scores. In a study limited to handicapped students, Potter (1984) found no significant relationship between SAE scope and student achievement. Noxel and Cheek (1988) found a positive relationship between SAE scope and student achievement for students enrolled in ornamental horticulture. Tylke and Arrington (1988) found no positive relationship between SAE scope and student achievement in livestock production. Considering the limited research conducted on SAE scope as related to student achievement, and the conflicting results thereof, more investigation needs to be conducted in this area. Additional research should consider the unique situations within other states and other extraneous variables related to student achievement not measured in previous research. A comprehensive review of the literature suggested that in addition to SAE involvement, student performance on an achievement test can be related to: student interest in the subject area (Christensen, 1964; Neavill, 1973; Sjoberg, 1984); FFA involvement (Cheek & McGhee, 1985;Long & Israelsen, 1983;McGhee & Cheek, 1988; Potter, 1984; Smith, 1983); years of previous enrollment in vocational agriculture (Morton, 1978); parental involvement and expectations (Caroselli, 1980; Christensen, 1964; Gigliotti & Brookover, 1975; Seginer, 1983); cumulative grade point average (Christensen, 1964; Morton, 1978); and teacher effectiveness (Dunkin & Biddle, 1974; Rosenshine & Furst, 1971).

The central purpose of this study was to assess the level of mastery of Florida secondary students enrolled in applied principles of agribusiness and natural resources occupations programs during the 1982-83 school year. In addition, the study sought to determine which recommended competencies were in fact being taught by teachers. The data were collected from 1,039 students and 44 teachers of agriculture. Using the 60-item Applied Principles Achievement Test (APAT), the study found that the students' mean level of mastery was slightly more than 52 percent. Students performed best on APAT questions related to the core component (agricultural business management, agricultural mechanics, leadership, and citizenship), agricultural production, and agricultural resources sections. Performance was poorest in the areas of ornamental horticulture, agricultural mechanics, and forestry. Students who scored highest were usually members of Future Farmers of America (FFA), were involved in supervised occupational experiences, planned to continue with postsecondary education or enter the military, and planned to enter an agricultural occupation. In addition, the study found that 65 of the 140 recommended competencies were taught by 75 to 100 percent of th4 teachers, and 51 competencies were taught by 50 to 75 percent of the teachers. On the basis of the data collected and analyzed, the investigators recommended strengthening instruction in applied principles by improving teacher preparation, improving the curriculum, and creating instructional materials. They also recommended encouraging students to join FFA and participate in supervised occupational experiences. (The APAT and survey instruments listing competencies make up more than half the document.) (KC)

An activity was undertaken to develop written criterion-referenced tests for the agricultural mechanics component of the Applied Principles of Agribusiness and Natural Resources. Intended for tenth grade students who have completed Fundamentals of Agribusiness and Natural Resources Occupations, applied principles were designed to consist of three components, with each component comprising one-third of the school year. The agricultural mechanics component was designed as a specialized component to be taught together with the common core and one other specialized component. A criterion-referenced test was developed for the agricultural mechanics component from a list of competencies that was compiled. Project results were a list of specific competencies for the agricultural mechanics component of Applied Principles of Agribusiness and Natural Resources Occupations and an item bank of multiple choice test items and answer keys for the agricultural mechanics component. Criteria for selecting items from the item bank for testing purposes were recommended. (Two tables display summary statistics and complete item analyses for each question in the item bank. Appendixes, amounting to one-half of the report, contain the list of competencies, test items, and answer keys.) (YLB)

The central purpose of this study was to develop and field test written criterion-referenced tests for the ornamental horticulture component of applied principles of agribusiness and natural resources occupations programs. The test items were to be used by secondary agricultural education students in Florida. Based upon the objectives identified in the "Applied Principles of Agricultural Occupations Curriculum Guide," a list of competencies was compiled. The list was reviewed and modified by a group of teachers, Florida Department of Education regional consultants for agribusiness, and University of Florida faculty at a workshop in 1980. Using the competency statements developed, test items were developed for each competency statement. Items were reviewed and revised by teachers, regional consultants, and University faculty members. The instrument was field tested by administering it to groups of students who had completed applied principles of agribusiness and natural resources occupations programs. As a result of the project, a list of specific competencies and an item bank of multiple choice test items with an answer key was published. Criteria for item selection were developed, based on outcomes of the field test, and recommended for use by teachers selecting items from the test bank. (The competencies and test items for ornamental horticulture make up the bulk of this document.) (KC)

The role of the vocational counselor as perceived by vocational directors, vocational counselors, secondary school principals, and secondary school counselors was ascertained. Further, role perceptions held by vocational counselors and secondary school counselors with varying demographic characteristics were determined. Null hypotheses were formulated and tested utilizing analysis of variance with Scheffe's test and the Wilks' lambda portion of multiple discriminant analysis. Among the four groups, significantly different means existed relative to 44 of the 70 role statements and significantly different perceptual profiles resulted. Significantly different means existed on 13 items among vocational counselors and on six items among secondary school counselors when role perceptions and different combinations of teaching and world-of-work experiences were examined.

The central purpose of the study was to identify the role of the vocational counselor in the public schools of Texas as perceived by vocational directors, vocational counselors, secondary school principals, and secondary school counselors. Of the 121 school districts in the sample, 99 complete school district data sets, consisting of returned opinionnaires from the person in each of the four respondent categories, were obtained. Among the four groups significantly different responses were recorded regarding: 44 of the 70 role statements pertaining to the role of vocational counselors, perceptual profiles across 70 role statement variables, and all 10 issue statements concerning the role of vocational counselors. Within categories, the following significant differences were found with respect to the role of the vocational counselor: respecting 13 of the 70 role statements between vocational counselors without vocational education teaching experience but with world-of-work experience and those with both kinds of experience; and respecting 6 of the 70 role statements among secondary school counselors without vocational education teaching experience but with world-of-work experience, those with neither kind of experience, and those with both kinds of experience. Appended are 107 references. The role statements, issue statements, and their statistical means are listed. (Author/JR)