haw,“ ‘ _Q‘mwfl’a""fl’j’rflv‘ “'4ch 6r ‘ .as. own-Why. h" ‘4»? ‘ '- "'KV'" ' L‘tfl'.~_ ‘3 > :1»; -u mam Assocmm mm mmu' mm.“ mmsm Mm 103% rm 1".st ummcx mmm‘m w. mama-nor vommm‘ ' mammal m" mam. Thox'lflorflto ”mi. of £61; I34. .MmHIGAN STATE coma Conrad Paul Whit-a 1.7951 - THESIS .. r" .A ‘ .1 i. . - ‘ ' ' . ‘————-—-—-—_—_________ .,.__._L-_A_..—'.. nk—‘zk.hfi Thkhtooertifgthatthe that: entitled FACTORS ASSOCIAqu '.'.'ITH CERTAIN ABILI ”’5 FJSSESVED AND JOE’S TAUGIT‘I‘ IN SEIECTLD LIVESTOCK ENTERPRISLS BY TILACISSRS 0F VOCATIONAL AGRICULTURE IN MICHIGAN presented by Conrad Paul White has been Icoepted towards fulfillment of the requirements for Maj0r p or Date Jul 12 1951 ' " “'17.:- ~ w \ FACTORS ASSOCIATED WITH CERTAIN ABILITIES POSSESSED AND JOBS TAUGEI‘ IN SELECTED LIVESTOCK ENTERPRISES BY TEACHERS OF VOCATI QUAD AGRICULTURE IN MICHIGAN by Conrad. Paul White M A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the reQuiremente for the degree of DOCTOR OF EDUCATION Diviai on of Education 1951 SJ “WES monitor ie very gretetnl to the may people vhoee cooperation end eeeietenoe nae poeeible the coupletion of thie Italy. latex-e of the guidance oonittee cone ieting of Dr. let-old fl. hm. choirnn. Dr. 1. real Sweeny. Dr. John A. heat. Dr. 61in l. legee. and Dr. Ronald I. leleon vere very helpful hiring the propose of the etudy. Profeeeor George A. Drown and molten-e of hie etetf at liohigen Stete college Into any euggeetione regarding the develop- lent of the ohook-liet need. in the etudy. The teeehere who "upended to the queetionneire which no enhnitted to then; lorry 3. lemon and hie um; and. file I. leieenring and Intern of hie etett et liohigen Btete college aided in the collection of late. Dr. 11mm 1. let. oiled nterielly in checking end edvieing ”Win; the etetietioel nethode need in the eulyeie of “to. he writer ie also indebted to hie wife, Glare leee. for her contribution in reeding end critioieing the unverifi- l g L ‘\ 3 o. w“ « \ k n . . 1' -i ' ' .’ 1 I. w ' ~ * . o 0- 9 Q I - - , .o l e 7 Q . . . . O ' ' . ‘ . - . .- g . a. ‘ | u- . ‘ .- . .“‘ a i o ' ‘ O \ \ ‘ ' l I - » ' N t ‘ .. 0 E7] C ‘ ' ‘ O , e I . t "' ._ '. ' ‘ .. ' c \ I ' 2-. m -. -- - s . e e . .‘ o . t l. i . . . . .. _ a . t m. m um 01' CONTENTS own: I. ”Mflfl.................... leckgomdfortheetudy........'..... i'heprohlu................... leeioeeeulptione ................ Scopeottheetndy................ Sinitetioneoftheetudy............. Deflnitioneoftermeneed ............ 11. mmmunmxm.............. Studiee of technical knowledge in agriculture PO.I”'dw‘mfloeeeeeeeeeeee Studies of abilitiee in egriculture poeeeeeed WtM”.OOOOOOoeeeeeeeeeeo Studiee of agricultue in the preparatory curricula for prospective teacher-e . . . . . . Studies of knowledge of reubject utter poeeeeeed ”tmu.°£°mw,.c‘. eeoeeeeee Meeeeeeeeeeeeeeeeeeeee m. muwmmnzm,,.,,,,,,,,,,,, Selectionof the ereetote etndied........ Determinetion err ehilitiee end Joke to he includee'oeeeeeeeeeeeeeeee Oonetruotion of the cheek-Met . . . . . . . . . 11 PM] 33 33 36 55 ‘2 ‘3 — 1 q 3 l. o \1 . . O a l C e O I O 0 e o I e e o O 0 O o e s t J O I 4 . o e e 0 e e D e e O o e 0 e e O x Q o o O o e I C ' C e O O O Ery-ont of the check-list . . . . Administration of the check—list Wintionofdnta. . . . . . Analysieotdnto ........ IV. ”I'M!“ AJIIITIES P0883883 III Em All: MIDWIIVIJOJSMH........... Gomez-icons between “macro. and 'non—nnJore' comerieons between More-experience” teachers m .lals-mfiiucad. toaChCr. e e e e e e e e Oomerisons between teachers in “more-important. ereu and teachers in “less-inportent' areas of livestock production . . . . . . . . . . . . w..................... 7. menu: DISHIIS 398838319 3'! mm m mmm:oesmm...........’... Gomorisone between “more“ end “non-Indore. . . Comparisons between 'nore—enerienoed' teeohce end Hess-experienced teachers Ooqerieone between teachers in 'mre-inportont' Irene and teachers in '1ess-inportent' ereee out livestockprodnotion . . . . . . . . . . . . . iii no: 66 67 7h 76 ‘2 :6 39 9‘ 99 1e; yr“ 1932?. r1. 3:.» r! :‘3 00 o.— CHAPTER VI. COMPARISONS 03‘ TYPES OF ABILITIES POSSESSED II TEACHERS. COMPARISONS 01' TYPES OF JOBS TAUGEI. AND CORRELATIONS 1mm AJILITIES AND JOBS TAUGHT IN EACH ENTERPRISE . . . . . . . . . . . . . . . . Comerisons between manipulative abilities and mguialabilitiaa.eeeeeeeeeeee Comparisons between manipulative Jobs and magmaldo'bitaught.o.......... Correlations between abilities possessed by toaChOr’BndJObItaughteeeeeeeeeee 3m”..................... VII. COMPARISONS BETWEEN MILITIES IN DIFFERENT ENTE- PRISES POSSESSD III TEACHERS AND COMPARISONS mum JOIS TAIPEI! IN DHFEEENT ENTERPRISES T0 Ali-351 CLASSES . . . . . . . . . . . . . . . . . Comparisons between abilities of teachers in the different enterprises . . . . . . . . . . . . . Comparisons between jobs taught in the different enterprises to all-day classes . . . . . . . . 5mm 7111. SUMMARI. CONCLUSIONS. IMPLICATIONS. AND SUGGESTIONS FOR FURTHER STUDY . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . . . . . Imlicat 1 on. . O O O O O O O O O O O O O O O O 0 iv PAGE 10h 1e5 106 108 12. 123 12k 129 133 131+ 135 139 m “vi 3.03 13312531.? MEI! , CIDER 1A5! Suggestions for further study . . . . . ...... 11"! )m 1mm“ 0 O O O O O O O O O O O O O O O 0000000 O 151 mm“ C O O O O O O O O O O O O O O O O 0 O O O O O O O O O 155 ' N"..§]-'Si'fi .‘ . e ate-:3 mm" MEI! . omen 3A0! Suggestions for further stuw . . . . . ...... 11F! rmtoomnm ............ 151 “mu 0 O O 0 O O O O O O O O 0 0 O O O 0 O O O O O O O O O 155 g“;“:_..~v”fl" '1'” 7" _ 4‘93}? . e o O o O O OOOOOOOOOOOOOO m~mfl I. II. III. IT. 7. VII. VIII. XI. 3181' orrmns Credits indninl tusbendry Possessed byteachere MfidmthCSMeeeeeeeeeeeeeeee tears of Experience of Teachers Included in the Study . tor Cut of Total tern Income from Livestock hterprises in Counties there Teachers Included in the Study were 1.“t“ . . U C O O O O O O O O O O O O C O O O O O . tunber of Indore and ton-more by tor Coat of Imipulative Abilities tossessed in the livestock htupfl.”eeeeeeeeeeeeeeeeeeeee tuber of. more and ton-more by tor Out of Manipulative Jobs Taught in the tivestocl: liter- pfiIOltofll-GAVCIOII”.o............ labor of Iore-erperienced Teachers and less- eqerienced teachers by tor Cent of Manipulative Abilities Possessed in the tivestock Enterprises . . . tunber of Here—erpcrienced teachers and tees- eaperienced teachers by Per Cent of tanipulative Jobs in the Livestock Enterprises Tanght to All-day em...Coeeeeeeeoeeeeeeeeeeeee tunber of teachers in Important Areas and teachers in tess-ispertsnt Areas by Per Cent o: lisnipulative Abilities Possessed in the Livestock Enterprises . . . tuber e! !eachers in Igor-tent fleas and leachers in tess-iqortsnt Areas by tor Cent of Isnipulative Jobs Taught in the livestock taterprises to All- ”.m.“eeeeeeeeeeeeeeeeeeeee tuber of Majors and Non-majors by Per Cult of flanageriel Abilities roseessed in the tivestod lites-prises . . e tuber of lleJore and tonomjors by Per Cent of Imagerial Jobs Tauglt in the livestock Enterprises “alwcm'.'eoeeeeeeeeeeeeeeee vi no: 59 7s 78 ‘3 8h 93 ‘3! (Ann—.m-no-L .~. fife 1. i—J um Innber expo: Abili prise tuber ices} live: XIII. XVII. XVIII. tuber of tore-experienced Teachers and Less- superinced Teachers by tor Cent of Managerial Abilities Possessed in the Livestock hter- Pri.’. O O O O O O O O O O O O O O O O O O O O O O O tuber of tore-esperienced Teachers and Lees-experienced Teachers by for Cent of Managerial Jobs in the “Livestock Enterprises Taught to All-day Classes . . labor of Teachers in Important Areas and Teachers in Less-imortant Areas by Per Cent of Ianagerial Abilities Possessed in the Livestock hterprises . . tuber of Teachers in Important Areas and Teachers in Less-important Areas by Per Cent of Managerial Jobs Taught in the Livestock Enterprises to All- Mala"...eeeeeeeeeeeeeeeeeeee tuber of Teachers by Per Cent of Kanipulative Abilities and Managerial Abilities tossessed in tachLivestockhterpriso . . . . . . . . . . . . . tuber of Teachers by Per Cent of Manipulative Jobs and tanagerial Jobs Taught in Inch Livestock ktmrIIO to All-d.” 01”... e e e e e e e e e e e tuber or Teachers tho Could to tech of the lisnipu- letive Jobs in the leer-cattle mterpriee. tuber m Taught Each of These Jobs to All-day Classes. and tuber tho Taught tech of These Jobs to Out-of- Bacaleh..”eeeeeeeeeeeeeeeeeee tuber of Teachers Who Could to tech of the Nanipup lative Jobs in the Sheep tnterprise. tuber tho Taught tech of These Jobs to All-day Classes. and tuber tho Taught Each of These Jobs to Out-of— s¢°°1°1u.“eeeeeeeeeeeeeeeeeee tuber of Teachers Who Could Do Each of the Manipu- lative Jobs in the Swine hterprise. tuber tho Teugit tech of These Jobs to All—day Classes. and tuber tho Taught Each of These .1 obs to Cut-of- Schoololassos................... Vii DAG] 97 100 102 105 1.7 109 111 113 ' ~’.‘~ a ‘4'..- ”—1. '- ‘1'". IT. A}. I”, u 1 nun-f XIII. XVII. XVIII. tuber of tore-experienced Teachers and Less- experimed Teachers by Per Cent of Managerial Abilities Possessed in the Livestock Inter- Pri...eeeeeeeeeeeeeeeeeeeeeee tuber of tore-enperienced Teachers and Less-experienced Teachers by Per Cent of Managerial Jobs in the “Livestock Intemrises Taught to All-day Classes . . tuber of Teachers in Inportant Areas and Teachers in Less-iqortsnt Areas by Per Cent of Managerial Abilities Possessed in the Livestock Ihterprises . . tuber of Teachers in Important Areas and Teachers in Less-important Areas by Per Cent of Managerial Jobs Taught in the Livestock Enterprises to All- wcla".'ooooeeeeeoeeeoeoeeee tuber of Teachers by Per Cent of Hanipulative Abilities and Managerial Abilities Possessed in MI1V."°°k hterprlto . o o e e e e e e e e e e tuber of Teachers by Per Cent of Manipulative Jobs and Ianagerial Jobs Taught in tech Livestock ktmrilo to All-day 01”.C. e e e e e e e e e e e tuber or Teachers tho Could to tech of the tenipu- lative Jobs in the leer-cattle Enterprise. tuber m Taught Each of These J obs to All-day Classes. and tuber tho Taught tech of These .7 obs to Cut-o!- 8w°°1°htsueeeeeeeeeeeeeeeeeee tuber of Teachers Who Could to tech of the Nanipu- lative Jobs in the Sheep Interprise. tuber tho Taught tech of These Jobs to All-day Classes. and tuber tho Taught Each of These Jobs to Gut-of- 8&0010m.“eeeeeeeeeeeeeeeeeee tuber of Teachers Who Could Do Each of the Manipu- lative Jobs in the Swine htcrprise, tuber tho Tenant tech of These Jobs to All-day Classes. and tuber tho Taught Each of These J obs to Cut-of- SchoolCICCCOC................... Vii tACt 97 100 1.2 ms is? 109 111 113 5m XII. XIII. 37:! mm, It BE XIII. XXIII. mm. mm. tuber of Teachers Who Could Do Each of the Managerial Jobs in the Leaf-cattle Enterprise, tuber the Taught Each of These Jobs to All- day Classes, and tuber tho Taught Each of These :0b. to out‘OfdchOOI Ola-3... e e e e e e e e e e e e tuber of Teachers Who Could Do Each of the tanagerial Jobs in the Sheep Enterprise, tuber tho Taught tech of These Jobs to All—day Classes. and tuber the Taught Each of These J obs to Out-of- Sobnol Classes . . . . . . . . . . . . . . . . . . . tuber of Teachers Who Could to Each of the Managerial Jobs in the Swine Enterprise, tuber Who Taught tech of These Jobs to All-day Classes. and tuber the Tang“ hch of These J obs to Cut-of-school 61“.“00000000000000000000OOO Correlations between Abilities Possessed and Jobs ”Mteeeeeeeeeeeeeeeeeeeeeee tuber of Teachers by Per Cent of Kanipulative Abilities Possessed in Each Livestock Enter- pn'.00000 O 0...... IO. .0... O... tuber of Teachers by Per Cut of Hanageriel Abilities Possessed in tech Livestock Enterprise . . tuber of Teachers by Per Cent of Itanipulative Jobs Taught in tech Livestock Enterprise to All-day Class“......o.............o.. tuber of Teachers by Per Cent of Managerial Jobs Taught in hch Livestock Enterprise to All-day Glu'Qteeeeeeeeeeeeeeeeeeeeeee 7111 PAC! 115 117 11‘ 121 121} 128 130 132 12333 LIST 03' FIGURES t ICU!) PAC] 1 Ligation. byCounties. of the h5Teachcrs IncluddmthestWOOOOOeeeeeeeeeeo 73 \ ‘5." ,___‘~__ 3-12- mu: techm. mist the interests promtio m It in n 1; stilt, :1: national 52} («cm lull of u (5‘! hum Wumom Plum“: . enmn I IITDNCTICI Those concerned with the education of public school teachers generally reoopise the need for imroving the preparation of these teachers. The! are seeking reliable and valid infornation that will assist then in bringing about this “prover-1t. The areas of imrovenent other than general education inclule subject-utter preparation and professional education. This etch involves the area od' subject-utter prqaration. It is an investigation of tho nore inortant abilities in best-- cattle. sheep. and swine enterprises possessed by teachers of vocational agriculture and the more 119th Jobs taught in these ates-prises. It is based on a survey made during 1949-50 of 115 teachers in tichigen relative to these abilities and Jobs. This ampu- will (1) pro-ant a background for the new. (2) describe the problea. (3) list the basic assunptions on which parts of the study are based. (h) indicate the scope or the study. (5) describe the linitatione of the etch. and (C) presut necessary definitions. tacky-cud for the Study As a background for the study the following needs will be presented: for competncy in subjects taught by teachcs in the field of general education. for occutional abiliv by teachers s‘ .V_ \N e fl: tel m . the 1 "mm m .1 ma. of any subjects taught in vocational education. for cometacy in technical apienltare w teachers of vocat ional agricultue. for «cynical ability h teachers of vocational agriculture. and for teaches of vocational agriculture to possess abilities and teach jobs in livestock atom-prises. Irid consideration will be given to: selection st stints for prospective teachers: pro- servico etaoatien: ia-servico education: and selection and place- neat of teachers or vocational agriculture as they relate to these needs. low inortant is ocnpotncy in subjects taught for on: teacher In answer to this question. sons opinions of educators and some results of their studies will be presented. lost of those educators agree that teachers should be coyotent in subjects taught it they are to be successful in the teaching profession. larrl studied the ehractoristio differences betweu good and peer teachers of social studies. In ranking 23 of the lost frequent practices of good teachers. he found that showing a superior knowledge of subject utter ranked seventh in the group of practices. Icing in the upper third of the characteristics ranked. would indicate that a superior knowledge of subject utter was iqortont AA..— A ‘1. I. larr. “leaching Coqetsncies.‘ edi g mmm- nuns .mm. 195-. ,, 1 . . \ o C O «r a . I . ' . . . . -.\ o--. ,- 3 - ~ - .‘ . h I . ' -w, , 9‘ f ) i . ._ . . . .‘ V)‘ . . 1' 4 g I s V ’4 1 ' e a . ’ 6 ' . t n ‘ A - . k _, is. . ° e ‘ a 3 e . ‘ V . . . 7‘ W /\ J s V O ' e l . ‘ v '“‘ 4 . I , . . v « o r- . ,. » c.- I . \ q ‘ ' “ ., .i _,‘ ' ‘ . 9. I u l . s '-\ 1 ‘- . a -o e . ' . . . l ' . a .‘ | . h . fl 5 . i e . f . - '.'. . .‘e - o a . o I-Q‘~ - . fl..- 0 O - O J ' a a e v a . , c - . .t ' ‘ * u 4. _ r 0 1 I . . ’e s . \ .— ‘ ' , _ ,9 s I e ‘ . J' ,, . 1 . a . .t,‘ . . . 1 . s . . o ' .e “ _ J a ' ~ ‘\ 'fi _ o _ ‘ . a , . . ‘ I . o e ‘ . P‘ . — . ‘ 7‘ D k ' ’. ‘ O . s , ' ' . 'a . s . ~ ..‘ ' v ‘ -~ . . I. 3 ‘ .e a.“ o ’ 4 a I ' . ’ - . e o ‘ .c . I 3 ‘ . r ‘ ‘ s . ‘ J .‘_ ‘ o ' I‘ 1 . L ‘ ' . 3 ' . ‘ ’ ~ . ; ‘L‘ x . . J ,u . ’w a . - . \- a o ,‘. ‘ , ‘ A a a . v ~ ~ ' » . : o 3 r‘ '5 ' ' . \ \ . _ _‘ ‘ u / I ' c e 0 \ . ’ , . ' . . . t y a“ ' ~ \ ~ 2 m.‘ , _ ‘ a . . Q ~.. .3 J A! . ¢ 4 . w, a. ,.‘ . ' ‘ ‘ \ ‘ L ‘ . . . .- ' O I e . g - .\ . ' a - . ,. o rt o / . e b, A ‘ ' ‘ .Q ‘ ' a a .l " - - .J , t _ a. . .. .‘ .1 ,, ..- I . ‘ O , - - ’ ' 4 7‘ - 4 .- -‘. ' , . 1 ). I I _ O . t \ . A 7 ’ ,) ’ i D ., O t v Q a _ 1 ' V} ‘ ‘ e . -' . e a - . . g | e u v1 - . j _ ‘ - . ‘ v w ' - “700* .~.". -¢-. sflo~wu our” oeu- ' . . , 3. -‘ . . ~ rcx - . | 1 l- v ' ' ’ Q ~ ‘ e 0" ‘ ‘ e a \ .1 . . . ‘ ‘ . a ‘K | ' ' “ ‘ I . ' . ~ o a e - . - a 0-. u s a a . - O~e for a person who desired to become a good teacher. Several investiflters hve sought to doternine wiw teachers fail. 0n the basis of the results of these investiptions. )arrz developed a list of causes of failures along teachers. 0f the 17 causes of fdluros in the list. the lack of aastery of subject utter taught ranked third in frequency. Ibis rank indiedos that a lack of eonpotaicy in the subject taught is closely associated with a person being a failure as a teacher. Additional evidence on the inertanoo of competency in subject taught for a teacher to be successful is indicated w “'0 statemt. 'Othor studies reveal sinilar gueral pictu‘os of the good teacher.'3 he four asst frequent causes of teacher failure as reported r “can ranked as follows: peer howledge of subject utter. lack of instructional shill. inability to systentiso work. and peer discipline. lhsaaon5 also believes that a bowledgo of subject ‘3‘” 2 Laos ’e 1"”. be. r. 1“,. n I. I. idea. 'Ihe Irediotion of reaching Moses.“ w Mam-.12. '01- 13. m. 1921. pp. 3.4 53.1. Manon. 'Oogotnsios dined at in the lducatien of leachers at Indiana Itato teachers 0ollogo.‘ geochors m m. Vol. I. July 1912. pp. 125-26. . ‘ ‘. 1 “.; '.. , . . . 4 g I .\. _ ».,‘ . )t _ ' , ‘o u . I . .r r - 4 . .r . ' ‘ 3 . e ' . . . ' ._. ' “ . ‘ ' t ‘ p . 'c o e ..t— . I- V ‘ ) . - o ’ . ' A . ‘ ‘ a . . . . i - Q ' . '} u " ‘ ‘ r ' r - - , g _ ‘~ 6 ,4 ,l 'I‘ 5 a .‘I .- ' ' ' ' . ' . ,n . w ‘\ ' o ‘ .' v Q ‘ A \ y .. \, ‘ t . I ‘ * o ‘ ° ‘ e ‘ ‘ . ‘ ._ - 'l , ‘ ‘ , 4 . .. —. ‘X , | . J ‘ . , , . . . \. . Lla ! . [I "I .I. ‘ ' ' e e.' e \ . ~ ~ - .‘ . . ‘ . . - i . ~ ' t ‘ . . . , ' e b - ' ’ . 0 . A ' t ' ‘ - ' ' ' d N x. '» 3 ‘ W a ‘ K ‘ e ‘ C . . , . l - 0 ,‘: ' . ‘ a , ‘ ‘l . . ' . t ‘ _ ) l . n ‘ , ‘ g ‘ -o ‘ ‘ e . s 1 . ‘ d 4 . \ c ,_ _ . ‘ - . a . _ . . . 1 q .1. .‘, 9 .. . " '. , ,. \° ..- ,. * I ‘. W ”A: J _ - \ . , . 4 . ~ .. . p s e - " no ~, e ‘n . r . . . ’ . , . . '5 . 0') ‘ ’ w : r. - h . 4 . \ .\ .. , rt , t ‘x . ' .. , . . r‘ . a- - , I _ . a s _, o ‘ ‘ . e ' c u , . , r ' e . ‘ 1 fi r e, (. . (w. .4 ~ -‘ 4 v Q. ‘ . . ,. \ o , . . .. . . - . .1 ' ‘ O ‘ e " 0 o ‘ " g r' 0 “ . r -) . ‘ e r ‘ e \ . . - k - . 4 x . , ' d ,_. . .l A .. . . {a . ‘ p , . l ‘ . ' . l . a: ‘ a. ‘ ~ ' ' i - r ' t) 9 . . -I o o - . - , ‘ ‘L : IV \ f» ‘ u‘v— I ‘. - . e .7 ‘ r . . a ' ’e ‘ ,. . ‘ \ , l ' 4 4 ‘ < ‘ < a p n ‘ Vb ' no.0-QO'-~-o-O-C‘OIQOVO‘O‘OQU‘“- \ ‘ ' . :- v c O .0 “ ov- ' ' " e “4' a t . . '. - r a x 'l 4 «I — . ' . s O ' - ' ‘ .4 e I} ~. 1 ' ' ‘1 “ .\'u s s O ' . i. ' ' . . .1 ‘ c e e o o e- o ole s—. e .. . .. .. '- . . .u.‘ , O . o c O O t o f e * ' ‘ ‘ ' ~- ‘d-OO - o . p-Qo no-4. c -A.-io - a . . a. . a 9-- 0.. o . a a r. , Q i . .1 ' .. ‘ _‘ - - \ . ‘ s ' .~ . a . . o ' ' ‘ . ‘ .u o . .. . ‘ I. . .. . . . . . ‘ y ‘ V. Q g - . - v. . .o.-.o.»¢oo.-.ev...4e.p—....“ . - . .- ~ ‘ 0 . {P . . is iqertant because he lists this factor as one that contributes nest to teaching success. he performs of I? good teachers and 117 poor teachers was analysed in another study by barr.‘ fliers wore lI qualities that cculd be considered as contributing to good tflching but not critical. A knowledge of subject utter was one of three qualities possessed w all good teachers and h none of the poor teachers. Iubjective pupil ratings were used by Bart? to dotornino why teachers were or were not liked. i'ho pupil ratings indicated that the best-liked teacher was acre exacting in standards of work. better at eqlainiag lessons. and new subject latter. Other educators disagree with those just quoted as to the iqertaaee of cogetenc: in subjects taught for teachers of any subjects. Iittler' found that a in: of preparation and m1: of instructional still were given as the reasons for the failure of only 29 of See teachers who hd failed. on. ilportauso of subject utter is do-uphasised w . ‘ A l. ‘d. I. Iarr. OMteristic Differnc 2* the erfor-nco Good on Poor teachers of _t___ o 8oci____a_l_’- L_tuios. Eneunéngmfiu rublio §chool lrublishing cow. 1329) 1‘1. I. “.mggeach 2‘. (lewrerkzlacnillan Cele-no 1931*) .I. hittlor. "W teachers l'ail.‘ {one onoend School heatig. 7-1. 33. m 191». pp. 255-256. "J ‘o‘. I. t- ..u, . . .v d . Q \ - .- , A . . . x ’ l W . 9 e s e ;- 1‘ ~ v o' H“ ’ '.§ . . . V \ s u ‘ \ s a , . O o ' _ s I ' ‘ A . . . a. I 'v ‘ _ ' . l C I A I - , . - .. . . ‘ I ‘ ~ . . . ‘ I . *1 ' b a . C c . ‘ . \ “ ‘ 7f ' ‘ 5 a . . K, . 0 a o « . .t ._ , , _ . “c ‘ n , ‘ . ‘ C 1 - ' a , pa . o . ' o - . . ,‘ . b 's 1’ r i ;L A . l‘ - ‘ a _o. _. . o 1 I' ' ~ o ‘ ’ e ' o ,s r\ ..\: ‘ t- u. , .u -e . - - ‘ ’ t ,. 9 _ 1 ‘ _ I .. .. .. - - . . n ‘ s ~ - '- .‘ . c . . . u ‘ ,‘ . .. . , ’ ' '. r . I C . .- \ 3 4 4 " '3 ‘ ‘ ' _ I . , \ '.¢ O “Or—- .6 a—e o. “Q". ‘4. o . s ho“- c. ‘i . - a u ' ’0 f, I ’ . ' _ . . . . n . - a . . . a o- u u » o u a 0 vi. .e r I I I n _ C v o . an. -- . ~ — ‘c a... 3 gm. Us- -. V «out. . v-u a-.. g... .ro . . o a- c a- . _ O ' l a L ' . *N ' g . a . - . g 0- Cdo‘fio-DAOO-o -- o-.. -«. a o -‘O'- a . l i 4 . . - e .4- UK 5 ~ . .1 u. ’2 ' . . x a ' s. l . ' f " ‘ , Q s o ' I I . V .— 5 sex, in this stusat: 'Ieaehsrs should receive a general education because subject utter is not the testers' chief nosd.‘ m writer did not find any studies dealing with iqcrtance of coupetucr in subject taught for teachers in unich tho epinins of local school adninistrators were included. Iuch st‘uies night pros-t a truer picture as to the causes of teacher failure or success. Iva thoudi lost of the Waters quoted belieiathat this factor is iqortsnt for the success of teachers. no oviduco was found that indicated the possession of competency in subjects taught would assure success in teaching. Occupational ability for teachers of any subject in vocational education is iqertant. Such teachers nust have had orporienco in doing iqortaut jobs in their occupation if thq are to be able to teach these jobs. that occupational coupeteaco is very inertnt for the success of an instructor in vocational education is the belief of tresser and @11ng who egress it in this finer: do a working principle which has found wide accqtanco in Itato and latienal legislation regulating vocational schools we hve the scvnith theory that vocational education will be effective in proportion as the instructor be had successful aupsrinco in the application of skills and ’1. V. tor. 'Iducating Ioaehers for Guidonco dotivities.‘ W {935. Vol. II. lovenbor 1939. P. 51. ..— j-F ,_ . .‘v‘ .8 -v—urrww'r our —. r—a-‘fi . a o . V - I e . e - .-‘ . ' ‘ 3 . . . .4 a .. ‘. o O ’ 7 o s ‘ 4 . 3 t . I _ ‘ no ' I e ‘ - ,s ‘.'.p-‘ - ~ - ‘ I u ““‘7 u I O I . I ‘ A b I v n x ' 3, ~ ' 1H ' tin u o ‘ .. , o a ‘ . ‘ \ Nil! ' e . x ‘v ' 3 . .3 A ‘ . . o . u \ t ‘ n . . . t - l c s o _ _ t ‘ '. ‘ s .g ‘ . , v I I ”l “ -r t | ‘. t h. a ' t ' e c c ‘ .‘ . O U . . (‘ ‘ . o . . ~ - - -o e .- x . . \ . I I I to l . ‘ . ‘ . ‘. ) ' . O I r U .c‘ u x. x o . \ ' "‘ . Haw N skm b 1 -‘ o 0 v “I“. I 0“. e .9 rod-— . o . a o a g a . \ C -b . n . v ‘ g c I . - ‘\ ' ' ‘ ‘ ‘ D ‘ I ' . ' l. . ’ O . l . 7 knowlefle to the operations and processes he udertakoe to on... two authorities also qhasiso the inortanco of occupatieml training for instructors by listing it as one of a special efficiency factors in vocational education. they say that: Other things being equl. tint scheme will be noro efficient which employs an occupationally trained instructor to give realflerieaco on real jobs in a real occupational environ- nut. !he iQertanoe of this factor in the selection of prospec- tive teachers is stressed by )enjanin 1. Italian of the University of California in discussing vocational teacher training: . . . heal «emotional experience under upleynent con- ditions is increasingly stressed as a qualification of teachers in all vocational fields. 2. here is a slight trend in the direction of insisting that the occupational backpoud of the prospective voca- tional teacher possess qmlity and breadth rather than interpretation in tons of length of emoriuco only. Oc- cupational fitness s new viewed as a qocifio rather than a guoral ability. According to those stat-snts w lsllary. it would be erpested thatayouag-n‘mowasraisodonthofarnandhndsuccossful 1'.Oi|ax-lesd.!1'osser and Ihons l. Gil-610’: locational ucation on}; _a_ Denoc .(novised edition. Chicago: icon com Io eie 9 r. 223. 11 M" Do me 12 uwin 1. Ice. liter. 0 ectives and rroblens _o_f Vocational auction. (Second Edition. low gorkt Maw-Hm— Oonpeny. 939) p. 225- ' wv‘v -.-t a: My -. d?" _' v...‘ i '. . I o ' x _ Q \l I t) ~ _ ° I .- .| ‘ ) 3 ' 4 I l 1. . -. ' 1 o. '> .. . l’ ... " ‘ t . . . v . O C . . - ., '— .‘ s . O. O O u I . . ‘. . , . h u .‘l ‘ . ‘ . I . . i ,, ' ' . 3. V .. .n. gout-u. . .. o , W . ' e .. .... .o «.‘n | W O , o - . . . . I o . . e , ‘ r ’ . ‘ ‘ u I e s _ . ' s . ‘ a ' ' o O I s o v - e r a . . , I . . . ~ . P ‘ b . A g ' , ‘ 4 ' . L _ - . . . , Q- . . ,_ u < ,~ yo ‘ e ' g . _ . . - 4’ .. . ‘. A. . V n ' . I . .. . d \ .. I a I . . q . ‘~ ._ 5 . _..‘ g ‘ . o! . _ 0 \ o ' ,- ‘ . s . . ' .... . . I n 'fi L - . . a . . _ ‘ 1' . ‘ , _ ‘ 9 _ e e c ‘\. . ' ‘- - . . a I ) \ 5 ‘ I e e t . ‘ O o _ o I a .. ' f e O . ' t . ' -' O O c - - o . . '- . . o ' 't. ’ . _ - . . . k ' . - . .i . '. r J \ ‘ ‘. . a 0 1‘. t I I . .- 1 I v ' , . - . A . . . s 3 . t ‘w n ‘ 1 v ‘ o a ' c . .‘ . o s _ g - ‘ o . . \ ‘ . . . n ' ' ~ - ' . . ‘ . . \ . '1 c.“ o e - w~.o¢—. I' e e c o 0-- "G t 0" *v- ' P I- . . c . ‘ . \ e . O . ,. o e . I e l I .- t .. I ' D l '4’- . - . n o v . . , s . u - . . s Div. , r _ . . ‘- . ! ‘ O o e . ~ . .. . o 0 o ' '- o e . . . . .. . e o . . o u - . .— 0.. .. o A . .. s . s . ' ' . ‘ o ' I s V V "‘ o a o c O 7 again“ 1: no upwind tuning prop- in nation]. amm- t‘ro. will to 0, nor. 1&0]: prospect for a teacher of national agriculture than 3 m In vith non. of thin Impala”. national support of the We of manual “1113’ for Mm as national “mum 1. indicated w the win-n1 «you.» remnant 0: than “when in Inchipn. A tsuna- 01 ”can“ micflm 10 figural. to h". in you" of pantie“. 1m quince liter taco-1:; fit». you: of 0.30.13 A teach. - of mun-n. m II“ In". at 103.. tin-00 ml of N101- puu 1n nun-kn; autumn.“ m. an mun-1.1 tum:- mrowdumommu nun-:0 «I'm-nun” man in tho trade or mum-1 mun taunt."5 ha- 3 tank» 0! min»- “an. no to tin-00 yarn 0! minus upciau 1| ugh-d.“ Imus ”quart-um. m Misfit pm- for mum “at“: in «hu- uutu. . “an" in agriculture 1- «(and tor the Ma.- 00 #L‘u 1 M It“. gm £01- mt uni: . . lo. 31. (sun but on for «awn». m. main. 1’") ,0 a. “ma” 3. 38. 1 SM‘o t ’0 “0 “gm-- 0 "o 21"”. ~ .~;' ‘ . . ‘. '\ ~x .' .. l'i 6 h h .— r' . J ' ”I do: » !.‘ ' C .1‘ ‘ I o .> on 1 r. ..,- o . \ . W » o a . u o . '3 ‘l .. I l, ‘ fi.<.- A ‘_- . n , [ . u . ‘\ - ' 4 ,y t v o ' a . . O x . w. '. x ' _ u, ‘ a r . ' . g . . o 0 ~ fl - .. , C a I ' ’ ' - ‘ . .1 ,. A‘ _ ¢- - . . . ‘ u ‘ ~, . . o " ‘ ’f . , . . ‘3 ' . , - ‘ . . q A ". ‘ ‘ . I‘ ’ . o o . ' a , ',. ‘x , '. < I ’ I O _. . ‘ 9‘. ‘ . . .‘ Ln ~ "‘7 ..L 0 x “’ . \ . r . ‘ ..‘ ~ , , ' " 0 x .. , I y . . '- . ‘ o t .°' \m‘ov ’5‘ - ( - In. “ . C A ‘ , 4 s z , ‘. z 4 , . x W I ' n . at \ . . "J '3 ' f . “‘1 .V . 1" _ .4 ‘ \ . "(\ “ “‘ \ 1hr ,'-\~ -‘D~o o u fwr—Ohv av...“ -¢.o~.~‘v.-IO _ . \ x .‘ .§.s s 5.- x . '1’ P I 0‘ . (I I . M o to '0 .‘r ‘, o ”0" O 'l -'~ .1“- to 1' at he ‘ .pmlt Mm malt I smile:- tkc. Eu h mtt HFFaEFEr .- 2 It h 1 mm 1 hnldg but u " 1.110: thet he will he etle te teach the “mi-1 Jehe in teatime]. eciultu-e. Opiniene e: eene helm in the field ef epioultuel elmtieh will he given W; the heel of oometency in micelture for tenchere of thie “Meet. 11 cemetenq' e! the teachers in epicultue ie to he emeiierel u einilu- te cemeteuy e! the fez-nei- in agriculture. that me- W the queetien et the heel for thie comet” w etetiu: Agriculture hae to to with turning. It in heth an at end a ecience. Le a ecieue it he ite ermisei ted: e: knowledge at cameo. eflecte. have. and principles fer guiding aha directing the agricultural ekille. lo the atmt that learned behavior in significant. tench- inz nut he eiglifieent. If e. are learning make: hi: largely whet he ie, directing the learning process heoenee me 1: incl-tent. mt ene ie taught nettere e. great deal. Geek believe! that the teacher e: natienal epicentre nut he competent in the «rim are“ e: the «abject tendxt. to peeeeee this eon’etenq. the teeeher net knee hoe te apply the hevleue thet he he pine! tree the technical «one he he tehen in agriculture. lie «note concerning thie comet.” ere ee tenet" Lpereennut‘tetreinelteiethejebehevinhevete Ge ee e teeeher e: wutiend miceltu-e. leaee. he met w ALA .L A; A AA; 1”Genie lea-emu. flouting. (lent tech: lem- [inleekcequm no" 1 5e ,. 3. O 23‘ ' ._w 0 4.2. o ‘ ,\. e e -" e ‘ A e \ e ' ' ‘ T) a . .. . . . V s , . , . - V . “- e , r a ‘ - .. 3‘. ,] -.. A \, , - u - . _ O 9- A; ' .4 . ‘ '1. \ ’ .J . , , . , - a $ no w \ n .. o \- ’ O ‘ .. ’x ‘ ' ‘ ‘ ". \ A * ' ° - el- - . - I . . n a ‘ C ’e “ ‘ 11 ‘\ . . . i .‘ l 1 . l e D ‘ ~ . \ , Q t. - . I. . >0 . e - e ’ ( ,. .‘s O I 4' C u 1 ‘ ‘ " ‘I , _- . . - . ' ‘ 9 N’ '1 ~ ~ -e ‘ A -\ . - . o -h . ‘ r . ' Iv I ‘ K e ' e "‘ l .- .. y . ‘ o ' 0 ,‘ I . O . . . i ' . .. Q‘ ' ‘ e‘ . C o - e ‘ x g ' ' . . . . 1 v - o ' ,‘; .w x . . v 2 f O I v e A , ‘ I . t y . I \ \ a . e, t ‘ ' g 1 i . . . I 1 . . - ' ‘\ ‘ .z I . \ e ‘ ‘ _ t ‘ " . I 4 - 1 e . I . . c i . V ‘ ' -‘ - ‘ . . -e ‘ ; .f t W . U . e . e r ‘_ . . » . .‘ , A r ' ‘ A \, x . e 3..-“-Qn. v e ‘ \ i .. . ' ' ,‘ . I ' e . ‘- e.-. , . nofl- O....-v.e- " ‘ . 0" ' n . e e . . (e ~~ e v‘ e ' e ' . O ’ ’ .- , e f e.“ e " I ‘. I . - O- 7 -- o \e .\' \ . e . .e» O . . I ‘ . , A g e 0y .. e 0 .\.~" l .~ 1)) " f. r ’\ J . l J $ ' e ' L . ‘ . \ l . ; l ,' t O , O l V ‘1 e V O ' ' . € ' . L .. I n ‘ A f . \ e ,- 5 l ~-”~ "uao-e 1.“-5- 1-" urinal :2 mt fiHflD-e-HPT- .1 M34 ' 4 ’v 27. “the" “Vita tte technical eenreee in each areae ee: liveeteek. fieli are”. eeile. fen mt. horticulture. rural eeeneliee. all fun leeheniee. 1e net he trainee. in ecientifie inferntien an! alee heve an mertunity te develep ehille ehieh he will noel in prevaing inetmtien fer prunt an prepeetive farnm. he met her her te ml: the howl-Ice he he pint.” Inject ntter and netheie ef preaatntien are eenetantlr changing. i'heee ehncee ere greater in eene fielie than in ether fialde. hunt utter and netheia ef preentetien are eentineelly changing in the field. ef agriculture. fheee chengee require thet eueatere hey what eeureee are neelei w teacher-a of vocational agriculture to meet their neeie. Carrie eupheeiree the imrtanee ef neeting then changing neele w eating: All pn‘tlie eeheel teachere here the (ml reepenaihility ef keep up vith ehnngee in their technical field (er fielie and. in the are: of ilpreving their netheda ef teaching. In certain “Meet ntter fielie the facte taught are canetantly clinging while in ethere thq w remit rather etetie. !he teacher ef vocational apienltm'e ie in 3 dynamic fieli. A earn: ehonld he made te latenine whet technical an prefeeeiml eenreee venli beet nit the neeie ef eqlqei aniealtnre teaehere.19 Aa pea-tin eviiuee ef the inertanee ef veentienal agri- 1e * Old 0. “aim I §eeatienal fig;- t'are. fifth etitien. e. ineiet e teretate. p. 27. 19 I. I. Carrie. 'rrefeeeienel laprev-ent ef Apie'alteral 10-4311”..le Intention m. Vel. 12. le. 5. e ,e 11.. ten-her l e L O .,, O C If s 'e a I I .5.- r . . .. . . v .0 e I t. .‘ , .\ ' r a‘ . .. ‘ e.‘ e .t . . \ " A. . e O a - .t e ~ a I e e e 1 ‘ . o - s.- ‘ - .0 , . I \ e ‘ V \ . fl ‘ e -\ ‘ . w ‘ e .. ,. 1. .. o . . . , . ._ . l x .» . '... J . .. ' '\ _ .o , . ‘ 'v . . I ‘ " e I\‘ V ' ‘ .» o L ' '- ~ . . v .‘ . ‘ ~ - L .0) .‘ y 0 i ‘.. 3'. '-,, . - . 'L ‘:- ‘,. A ,‘« .. O ‘ I. . _ , I .. .r et’ ‘ O ' '. .. “I A,-‘~ "1 , ‘ r‘ ’a ‘u . .. . .I ‘ .’ ‘ ‘ .\.“ § t .0- finan-n Q-.. 0 C e ’ . ‘1 O . O OI‘ 1 '.- .r ‘7 l . I ,. , ') ~ ; . .9 “ . .‘q r\- O O . D O o O O ._ - I an. I \ t , . C ar ’ . . ‘ 0 Ir - ~-- . t ' . 1 1‘, O O . O ‘- C 00“."- . . F ~~—D-- .. O -4 p " ‘ ..e 't I O O a .. . ‘ '1 \O- — a .‘ - 10 ealtu-e inliehigan and. the neat fer ite teeehere te he eeqetent in egriealtnre. e Irief preeentetien will he nee ef the inereeee in the m ef ‘Mfltl all ef the inoraeee in enrellnente in theee {gartnente einee weeetienal agriculture wqe firat tendtt in the etate. Yeeetienel agriculture wee firet tenght in fliehigen in 1917-18 efter the penny ef the lath-Inches let in 1917. hiring that fieeel year 2.535 etaiente were arellel in all-lei eleaeee in it} departlute in the etete.a During the fiaoel yen ef 1939-9. e total of 1mm all-m uni-ate were wallet in 36 talents-Mun Alee. CO5 etuenta were enrollei in 53 Vane-farmer elaeeee. end 11.918 etfiute were nrellel in 163 ahlt-farner elueee in 1111;121:1131."22 fhe total enroll-ate in ell eleeeee Ike an even-age enrenneu ef ehent 30 etfienta per lepertnut. If thie large Ira-her ef preaat'ane preapeetive far-ere ie te receive eeeqeate inetreetien in the eeienee of ferm‘. it will he neeeeeary al‘iret Cane the Term. Ezetegi ef Veeetienel eel 99% g Iichig. Yel. 3e. . State lead of centre er eee i weetien. Lenin; . liehigan. Jane 19%) p. 15-16. linen _e_f_ _th_e_ Offiee g_f_ Yeeetienel Imtien Le; , leer ”in; gene 2' m. (upnuiehel repert. Offiee ef eeetienel uncetien. Dyertleet ef Pellie hetruetien. Win; It. liehigan) lee. n. p. 2. w 22 a. a. .. . mm: 9-» «=1 arm-F “ml,- ’- .4 fu.‘ 'Nn , a . e» ' r . t I’ ‘ . ' . . a- ) - -. K n r w -“ ~ ~ - ’ 9 ,- , p, a t ' «I ' .-\' .e . N I . e. e I e . J I ,.. ‘ . . .. .l ' f _ t . \ . V: \ '. ‘\. 4 1y, - - '.-~e~‘ \ . ’,~r \ . r _ .e ' . - . M .--$. . - h “ 1 . . “" ‘ ' ‘ ° 5 ~ ' r 5' " p ‘ .- - ' r r ’I ~ ’ - . V ‘ ’ ' U '3 0 e ‘_ _ e - e‘ \ u‘.\ . ‘ ~ ‘ .1- e . . - -‘ .4 . ) Q . ‘ h 7 '1‘ ‘ “a in... ‘-~.’0—Ow.uov.nm “a. -e er . o—o n ‘ 5 In ‘ e P ' ‘ ' e - ' e ' . ' ' - L ’ ‘ \ ' d a ‘ . t ' a to e‘. —-< .- Q 'u a . e o - . . 9 at- o . ‘. e e. .~-\. — . ‘ -_ .. . y . _. . . ,fi , w > O O 0 O ‘ Q ‘ . . a n e a a 0—- O—9 ~ ev—o e ‘- .— v e | . . l 1 ' I ‘ . Vi F o— - -- o - n . . . . o - .-— -- u . v. e...- - run. 9 o ‘ ~ w ~ ~ 0 a a 'W. ’1, . . -e I q \ ‘ ‘ ‘\ ' ‘ ,e a‘ e ' ' ‘ ‘ ' ' ‘ ' UTE ' .0 GAO.» - e o o o o a 1 ~. - ~ “'4. . . I - O . ' .- , . J . . , Q . I . . “ ‘ O - A N b ‘ A ‘ . vv - I . r o ll thet the teachers ef weeetianal euiealtnre he ceepetut in age-in}... tire. Decense ef the content W ecenrrin; in the my area ef epiceltere. it ie wen iqertent thet pre—service eecrsee and in-eerviee eeureee in epicentre he anilehle te neet the necde ef the teachers. It is neceseary for e pereen te here eec'epetienel e‘bility' in erder thet he an he ehle te teech unipnletive debt to preeut and prespective fer-ere. Inipeletiwe ehilitiee are necessery if farlare are te he eacceesful in the production ef predncte in the eecepetien ef fer-ling. hue-ding these deing utilities ef fer-ere. Ian-ends qreseee himself thuelfl de en ert. apieeltere is e eeqeeite cf mipeletiwe can. in the centrel ef plent and chill life in producing ntilitiee fer In. the art side ef apiceltnre ceneiete ef the mipeletiwe skills ecqnired w the farmer end .3? er .7 net rqreseet 'artistic' uteri. Agriculture ie a. ee-eclled practical ert: it ei- et e utility. ‘fhe art eide ie the doing side. fhe farmer leet he ehle to do whet is neeeseery in predwcing the ntilitiee. the ferner net pea-fern. er here perfcrned. the leher ef predaetien and diepesal ef his predncte. his cells fer quelificetiene ef specific character including perticeler hhite ef evart eetivit: end standards ef achimt. theee eenetitnte the nuns.” If theee miynletiwe ehilities ere neceeeeu fer fer-ere te eyerete their fene euceeefully. then teechers of weeeticnel agriculture ehcwld hewe 'ehilitiee in the eeeapetien ef fee-ling. 23M. .01- 93” pp. 3-1;. a. I .. ..a’—‘ a e . e o I i - u .- . e ‘ 'l e . ' v I . F‘-. e ‘ \ \ u I . e ‘ I4 ‘_ D R , .. . . . . V O . . -- , I O . er‘e . .. ' a 0 I D l 2.1! N 0 .~ A.‘ \,_. . a d . ' . e ,7 ,‘ - .) (u ‘ L “n4 - . ; - O i 4 , v ,t ' - .. . ° ' r '. . final .0 ' Q * ' e e e e 0 ‘ ' ,"‘ ;' '. '-\‘ 3“. ‘ -... .. . '- . ‘$ .. 7'. . t . - .v I . r. t - . .. . , - 1 ‘ \ A r ‘ . ue‘ . - _ . e—~ - .. - » a»..- m- .9.» . 4‘ -\ o “q 0 anew-n 6- u: m“ limtm :ecogli: mm: it per out indicetod the need for utilities to select and w good. livestock: and 88.8 per cent indioetod the need for ehilities to main end. control eonon iisonsoe of livestock.” lone of these ehilitios are included. in the current study 1: the writer. In dotsrnining the need for instruction in the beef-onttlo. sheq. end swine enterprises hy stfints in vocational egrienlture. consideretien will be given to the growth end extent of these enterprises in the supervised fez-ling programs of those stints. is the deperhnts end. onrollnente in vocetionel egricnltnro in Iiehigen increased. in more. the productive projects in the ewporvisod fening progrons of nll-deq stints ineroesod in seeps. Gonetitnting port of the growth of the snporvisol fee-ling progrens see the growth of livestock proJoots in those prey-ms. She first yoer thet on: of the toechore included in the pros-It stud: tonght voootionel egricnltnro wne 1937-38. querisons will be .10 of the extant of produtive projects in hoof-eettlo, sheep. end swine at orprisoe hotwoon the fissel ysers of 1931-38 a: 191;”. During 1931-38 there were 15.316 eosploted. probative projects in ell nterprisos represented. in the supervised. ferning progre- A ___J__‘ 2"Jones 1.8m. Who Iiueetion of 'Dirt' learners.“ osltnrel Irellincetion m. Vol. 18. lo. 6. Decatur 19215. {e ' C .. . J x. J u . I ' ' \ . a ’ 3 I o I ,.\ Q .A. 0“- --. 0-- " 15 of ell-day stndhts in Hichigm; of these projects 7“! or 15.3 per out were hoof cattle. ohm. end swine.“ During 1913-50 there were 10.931 coupletod productive projects of ell-dew stndnts in Iichigen: 2.373 of those projects. or 21.1 per out were hoof cettls. sheep. end swine.” fhe nonher of productive projects in theee livestock atom-prises incronesd ehost 6 per cent between 1931-3: nu Ions-50. the totel not project inceno from ell ntorprisos rspresutod in the esporvisod forning progrene of ell-dew students in lichipn for 1937-33 wee d308.l}7.203 of this incono. “6.9”.” woe fron hed-uttlo. sheep. end swine enterprises.) the not project incone fron ell uterprisos represented in the supervised ferning progrens of ell-m stflsnts in lichigen for isle-so wee 01.829.07.15: of this incono ”5.516.?” woe fron hoof-cattle. sheep. end swine enterprises): fhough the not project incono fro. those livestock utorprises woe eppronintely 1h per cent of the tetel project incone “:A‘ A.‘ A4“ A“ a‘nncnl rt of the. Steto land 33‘ control £15 Vocational Rustin}; the __._ . fifico 3g Emotion £03 23 Year 3‘“ 3e. 19387Tunpnfi'ishcd Report. State herd of Contra for Vocational ldncntion. lensing. )lichigsn) Soc. 1'. 23w of Prodnctivo Intorprise Projects (ell-dear clsssoc) ”ks-50' Unpnhlishod Records. Office of Vocations]. ldncetion. Department of rnhlic instruction. lensing. Itichigon) ,‘nnill 39.1"“ 1938. 2’ Plates ’“o "o 31 Ion-r: 1916-50. a. gig. . ‘t (7 , 4 n O O ‘ - n e ~ ‘ . . . M I ~.4“ .- '- 0‘. s x . . . I I 9 O o 1 O . o .1—0 -0 c K -- J ~ e r\. ‘1 L I I s r .4 i O 1 O ' ‘ a ' C. - Q- - ~ .. e v s . .. . . I .‘ - ‘ a.- . s . 3 '- e' .. o ‘ ' l‘ I ‘ - . . ‘ e ». s o s ‘ o-.. .OO-Onoa- . .-‘o " ... a” g I ' \ .\-.‘ . . -e.e.—o .‘ ' V . . C " {ml ’ f” 1m:- ‘I no use Rte: M P. 7. 16 fron ell uterprieos during end: your. the total not project inccne fron livestock cater-prises in 1949-50 was epproxiutoly five-end- sno-hclf tines no large no it wee in 1937-38. Iho difference in price levels is pro‘se‘bly partially responsihle for the big difference in the not project income for the two years. !he continued increase over the period of years in the scope end incene of prodnctivo projects in best-cettlo. sheep. end swine utomrisos indicotes tint these enterprises ere very inortent in the prog-en of vecetionnl egricnltnro in lichipn. fhe totel fnrn incone for Kichigen for 19115. which was the lest year for which information wee available. wns 3356.87.11zfl. of which $72.8“.OZ1JO. or 19.89 per out see fren hoof cnttlo. ohog. and swine.32 Ihis incone indicetos that these livestock nterprisos ere igortent sources of fer- ineono for the fnrners of the state es well es for nll-dny students in vocational agricul- tire. If stunts snrollsd in agriculture ere to receive edoqnnte instruction in these three inortent livestock uteiprisos. it will is necessary that the teachers possess the oesontiel ebilities in these enterprises and that they tench the ossentiel jobs in the “Inn.“o r 1.1. “3%”. .1". of onerc gfifiafimfi “52¢; P0 70 so- p.‘ -Q J‘.‘-.. I ’..h' w...a~.-Ou . ire p "looted who ml: the 9:9 mm. the: apical-two? l '32. an... in 3. skills that 3 '.:m invent: nation]. lg “to their {1 .Wpoctin 1 school Mm Quince. alum to lg hem 1'! Are prospective teachers of voceticnnl egricnltnro hoing selected who have cough ehilities in nninel hnshendry so that. with the pro-service-edncnticn end in-sorvico-odncntion they will receive. they‘will be proficient in teaching in this area. of aaicnltnre? effern experience inventory' is need at Michigan Itete college in escorteining the form emorisncee and some of the fun skills that prospective tenchers of vocational egicnltnro possess. lhoso invatories ere completed hy the prospective tonchors of veceticnel egricnltnro toward the end of the sophenero year what they teko their first course in education. In the chock-list. the prospective toocher indicetos his fern morienco prior to high- school mdwntien. while ettmding college. end his full-tine uperience. Also. he indicates his erporienco in eccnpeticns closely rolotod to egricsltnre. rho fudonentol fern skills are grouped eccording to utorprisos. In the hoof-cottlo enterprise ere listed nine skills. in the deiry-cettlo enterprise are 28 skills of which some apply to hoof-cattle. in the sheep enterprise ere 2‘ skills. end in the swine enterprise are 19 skills. i'he prospective teacher indicates whether he has performed the job end if he feels qualified to perform the jo'b et the present tine. A hrisf emery will he given of the form skills in the livestock uterprises possessed by 50 pndnntes in egricnltnrel l! odneetion et lichipn Iteto Oollogo in 1959-50. Of those psdnotos. 1t,» cent hnddene loss thennoholf of the jobs in the hoof- eettlo nterpriso. end 22 per ont of then hed not done on of the jets in this enterprise. Ihoy were less qsnlifiod in the sheep enterprise es 8‘ per cnt of the plates lnd done less then one helf of the jobs in this ntoipriso. end lid per cent hed not done ent of the shon jobs. Appsrntly they were the host qnlifisd in the swine nterpriso since only ‘2 per cnt hed done less then helf of the jets in this enterprise. end only six per cnt Dd not done on of the swine jehs. Prospective toochers cen ecqniro these fundenentel fern skills h ehtoining noro fen experience end by taking courses in eninl indutry skills. the form oxporinco could he ohtninod hy working on e for: during more or during my tins of the you necessary to esqniro skills in eni-l hshendry thet ere seesonel in character. l'or eagle. if the stint felt thnt he needed noro ehilitios in coring for dens end offspring i-odictely refers. efter. end during pertnrition. he would need to he on the for: dsring the spring nonths. hichigen ltete College offers the course Anisnl lndnstry lkills dsring the spociel three weeks smor session. this course is open to nndorgredento stints end teachers of veceticnel egri- cnltsre: however. it does not sorry gredito credit. In the course. stints do mipnlotivo jehs deeling with the core. hsndling. nd W‘ hen! offer! the cm" prospective i: the live One: 1! ”gaunt of livestock including dairy cattle and poultry. It has ben offered during six sumer sessions since 19111. i'he demand for the course each tine is indicative of a felt need by prosnt and prospective teachers of vocational agriculture for acquiring skills in the livestock enterprises. One function of technical departments in a collegiate school of agriculture is to provide pro-service and in-service education for teachers of vocational agriculture. In providing this training. there scene to be a feeling by some teachers of aninl lmsbandry that teachers of vocational agriculture do not have on opportunity to take nough courses in animal husbandry in their undergraduate work. !he sane feeling night he said to exist among teachers in other technical departments of agriculture. During the tine teachers inclied in the present study were undergraduates. a ninilun of two courses was required in animl husbandry other than dairy end poultry courses. i'here seen to be varied Opinions as to wlnt should be I included in the two animal husbandry courses taken w mjors in agricultural education. was belief is that these courses should deal with magorial jobs primrily: and that the prospective teacher should have the manipulative skills when he enters college or acquire then during the summers. Another factor to consider in deciding the content of courses in animal husband!!! is the relative our" Mayan-1| an: of 24 size enter; If it Meters and hm who or to teach in {1:14 of raj is if value 1 inclines wl it! college a: M11121; pool the to Water: tone 639th in ‘1 ‘17 most; V‘ Poem: :7, 10b: 11 lives} amount of necessary time to devote to the beef-cattle. sheep. and swine enterprises. If there is a correlation betwon abilities possessed by teachers and jobs taught in the livestock enterprises. perhaps only these who are well qualified in- animal husbandry should be selected to teach in inportant areas of livestock production. knowing the field of njcr aphasia and technical qualifications of candidates is of value to adninistratcrs who are selecting teachers for localities where certain ntaxprisos are imrtent; and to those at the college who are responsible for nominating candidates for teaching positions in vocational agriculture. The following are the emery statements of this part of the chapter: teachers in the field of general education need to be coyetnt in the subjects taught: teachers need «emotional ability in any vocational subjects taught: teachers of vocational agriculture v need to be competnt in technical agriculture; they need occupational ability in agriculture: and teachers of vocational agriculture need to possess the more important abilities and teach the more important jobs in livestock nterprises. Sons of these needs my be not by selecting prospective teachers who possess some of these abilities. by providing pre- servico-oducation and in-sarvice-oducaticn courses that will offer opportmities for teachers to acquire some of the abilities. and by “Latins a posse: 21 selecting teachers for igertnt co-unities of livestock production who possess the sore inortant abilities in the livestock enterprises. !he Prole heterainatiea of the association of some factors with certain abilities possessed and Jobs taught in beef-cattle. sheep. and swine ntorprisos by teachers of vocational agriculture in lichigan is the problea which constitutes the basis of the presut study. In. study will incldo collecting. analysing. and interpreting of data to: ' (l) Detersine the abilities in the beef-cattle. sheep. and swine altos-prises possessed by teachers of vocational agriculture. (2) Dotcaiae the Jobs in these ates-prises that have beat taught to all-m classes and out-ef-ochool classes in vocational agriculture. ' I (3) Deteraine whether aunbor of credits in aninl hasbandry yer-meat; by teachers is associated with’abilities in those enter;- prises possessed w teachers. (t) Moraine whether nsaber of credits in aninl husbandry yarn-cc: by teachers is associated with Jobs in these cited-prises that have been taught to all-d” ad eat-of-school classes. (5) Deteraine whether amber of years of teaching eaperiuce is associated with abilities in these enterprises possessed by teachers. db ‘I armies vi; these enter issue. (9) tins of m: (19) tins of m; Ill-day cla: (11) km... and af—tcl'mol cvl (12) cf abilitie ”58939” b; of 5°53 am. 118.33“. 22 (5) Determine whether number of years of teaching experience is associated with Jobs in these enterprises that have been taught to all-day and out-of-school classes. (7) Determine whether importance of livestock production. in counties where teachers are located. is associated with abilities in these enterprises possessed by teachers. (I) Determine whether importance of livestock production. in counties where teachers are located. is associated. with Jobs in these enterprises that have been taught to all-day and out-of-school classes. (9) Determine whether there is a difference between propor- tions of mnipulative and mnegeriel abilities possessed by teachers. (1o) Determine whether there is a difference between propor- tions of manipulative and magerial Jobs that have been taught to all-day classes. (11) Determine the correlation between abilities possessed by teachers and the Jobs taught in each enterprise to ell-day and out— of-oschool classes. (12) Determine whether there is a difference in proportions of abilities among beef-cattle. sheep. and swine enterprises possessed by teachers. (13) Deternine whether there is a difference in prOportions of Jobs among these enterprises that have been taught to all-day Cla.8..a The a utilitie who enter Native 1: Idoctio i'hs (1) ‘ h the beef NI Jobs 1‘ he ‘ marines m "pm "111 indie: ”39 Jobs 1: (2) e in “lieu! M. has 1mm t] V ‘ comm 23 he results of this stub should provide inforuation pertaining to abilities possessed and Jobs taught in beef-cattle. sheep. and swine enterprises that could be usedfin selection of studaits for prospective teachers. in pro-service and in-eerviee education. and in selection and place-cut of teachers of vocational agriculture. basic donations fhe following basic assugtione were Idea (1) leachers of vocational agriculture possess seao abilities in the bod-cattle. sheep. and swine enterprises: and they teach seas Jobs in each of these attorprises. the large nuuber of productive pro: sets in the livestock enterprises that were aentioned in the first part of the chapter were supervised by these teachers. The supervision of these projects would indicate that the teachers possessed some abilities and team sene Jobs in the livestock enterprise. (2) !he survey procedure and the questionnaire technique /. are reliable aethods of securing data to be used in the present study. About 90 per out of the 757 research studies in apiculturel education that are listed in the first two publications prepared by a co-ittee of the Anericsn Vocational Association in cooperation at with the united States Office of Education. involved the use of survey procedures.” According to Ioops. the questionnaire technique has been widely used in education ad other fields: rho questionnaire has been extensively used as a neons of collecting data. especially in the fields of school adminis- tration and the curriculum. lt obviously is an indispasablo ncans of collecting such data as school enrollnonts. salaries. subject matter combinations of hick-school teachers. duties of administrators. adninistrativo prac- tices of schools. and curricular offerings. It is also eqloyed to obtain expressions of attitudes. opinions. judpsats. and 'noralo'. Outside of the field of educa- tion the questionnaire is used widely by social and governnentel agencies. nmers. business organisat one. ad the like to obtain various kinds of infomtia. (3) A jury of staff nembors in agricultural education and ai-l husbandry can determine the nore imortat abilities in the Def-cattle. sheep. and swine enterprises; also they can determine the nore inportant jobs in these enterprises. According to Greene. Jorgonsen. and Gerbes'ich.:55 the methods of determining validity are: curricular. statistical. and psychological and logical. Of these three. curricular validity is considered to be far the nest inportant one. Dy this nethod. specialists in the A— A._u J_. 33lei'bert ll. lanlin and George P. que. 'Agricultural Imtion.’ hcylopedia n. 931.. p. 37. 3 9|! 3hled-bert A. ioops. 'Quostiomires.’ hoyelepedia 2. cit. p. O 35lorry A. Greene. Albert 1. Jorgenson. and thyrnr: Gorberich. deems-tat and Inluation the Second gchool. ew c : Ems. 8.7:. and 5a.. 1 Tip. 5 . 2h with the thited States Office of lducaticn. involved the use of 33 survey procedures. According to loops. the questionnaire technique has been widely used in eucation and other fields: fhe questionnaire has been atasively used as a neons of collecting data. especially in the fields of school adminis- tration and the curricula. lt obviously is an indispensable means of collecting such data as school enrollmats. salaries. subject matter combinations of high-school teachers. duties of administrators. administrative prac- tices of schools. and curricular offerings. It is also eqloyed to obtain mressions of attitudes. opinions. judgments. and 'morale'. Outside of the field of educa- tion the questionnaire is used widely by social and governmental agencies. newspapers. business organisat one. ad the like to obtain various kinds of inforlmtiom. (3) A jury of staff members in agricultural education and aill husbandry can determine the more inportant abilities in the Def-cattle. sheep. and swine enterprises: also they can determine the more inortant jobs in these enterprises. According to Greene. Jorgensa. end Oerberich.” the methods of determining validity are; curricular. statistical. and psychological and logical. Of these three. curricular validity is considered to be far the most important one. by this method. specialists in the 4-.4 Amh- A— ”Ierbert I. lomlin and George P. que. “Agricultural lution.’ ”10““ no 2.1—!" ’o 37o I 9“ 3”hes-bert A. loops. “Questionnaires.“ heyelepcdia 2. ci . p. O 35lorry A. Iroao. Albert I. Jorgensa. a: J’ 21”?!“ Oorberich. leasuromat £1; Dnluation the Second §chco . ew ork: some. 8...... R 5e" 1 731:. 5. .O m u nhi‘ mu mm Rock N t) ' o . ~ O ‘ O . . C I o . I V . ‘ . - . t l‘ - ‘ i v a n . -‘ . i g o O I Q ' .- 0 . ‘ . I . . J . ' t . A .‘ . . L . . P . ' . . . .\,~ I ‘ ¢ ' a I ‘ ' e V. . ‘ W ‘ . s '3' K P O . . . O . . - i e . . . . w ' C . ‘ . I ' . D ' 5 ‘ ‘ K o ' I, I.“". ~-. .“ “I.--...- ‘. a- 0- - .us 0-... - . l 1 ‘ .s e ~ 6 . ‘ § . V . u . . 2 .‘I ‘ O . t I 0-... '.-'. ,.. y .K ' ~ k " ‘. l , .7 i ' . ‘ ~ . - . O c‘ ° \ ' o _ ‘ . ‘ . I . . ‘ -‘. ‘- ' . M u d. ‘ : . . . .‘. ’ .. b- O . O D ‘ 0‘. I .a t .s l I -CJ l I r - . - 0 _ ' . . ' 25 field data-mine the validity of the test or nterial in a check-list. [rightstonss‘ agrees that this is an Wt nethod of dstsrmining validity. ls indicates that there should be from three to 22 indepndsnt Jdges to determine validity. As will be discussed in chpter three. one method of determining the validity of the checknlist used in the presmt study was to suhit it to is staff nonbers in agricultural education and animal husbandry at Iichigan Itate College. (3) the check-list used in the pram study 1- a reliable instrumnt for measuring the sore iQertant abilities in the live- stock uterprises possessed w teachers of vocational agriculture. and the mere inertant Jobs taught in these enterprises. !ho measurement involves the accuracy and consist” of the amsuers of those responding to a check-list. It analysing data on cheek-lists that had been submitted to eight represatativo teachers of vocational agriculture in lichigan. a correlation coefficient of. .flk sas obtained. the correlation coefficient. finish is statistically significant. indicates a fairly high degree of accuracy and consistency of the itus in the check-list. the method of solving for the correlation coefficient is described in chapter three. AAA 1‘. 3‘}. Vane Vrifitstone. “hating Iothods.‘ M 2' flee Po we A” -4 thus lest t1 fin 191 26 (5) no reliability of the sapling of teachers is assured. loops of the Itfly this part of the chapter will describe the teachers. desipte the area of technical agriculture. and indicate the types of abilities and Jobs included in the study. 2%. he teachers were those who met the following criteria: (1) they graduated from lichiga: Itate College berton 1937 and 19%. Only gradutes of Iishigan State College were included bo- oause gredntes of other institutions might have met different requiruts in and-l husbandry. m nininun uount of credits required is “1‘1 husbandry in the curriculum in agricultural education at lichigan ltato Gollege has ruained constant during this period of tine. ror any of these teachers to have taught at least three years. they would have had to graduate not later than 1915. (2) they had taught vocational agriculture at least three years. A linin- of three years of teaching is a requirement for a per-snout vocational certificate in Iichigon. If a person he taught vocational agriculture for three years. he may be considered to be somewhat permanent in the profession. In some schools. Vocational Apiculture l is alternated with Vocational Agriculture 31: y r . ' \ ' s ‘ r ‘ . ~ 4 ' A ' . . ‘ ‘ . _ I , e r l . s I O 9 u \ ' ‘ r ' . ' ‘ e s a ‘ 1 - t ' ' .. , d 1, J O a ‘ J a . . C ' . f '1’ . ' ' . A H L ‘ " n . . . . . - ‘- O ‘ ~ ‘ ‘ . . . 5 I u ' _ I-l . e ' ‘ s a s — " .— v. \ _ J t . U H .- . , ' L |', a . ‘ . a. .. " n ‘. ' ' . - 4 ‘ I .g ‘ ‘ ‘ u. ‘ v A ' N \ i . . ' ' v ‘ ' ~ - , ‘ ' i I ‘ . ' - J - . o - a » g " . . . . ‘ . o t . v ( . . . ‘ ‘ .1 a v ‘. k I A c -. 4 - e _ ‘ . . ’ 'I h ; .- . b q ‘. ‘ v. ‘ 'l x a. J . 3 l 1 . l '\ . '.‘ b ‘ , ' ‘ . , u I . A. r ' * -«A -~ - ’ {\' . »- L ‘ U ‘ 1 - ‘ r ‘- | v- e . . l 7 .3 ’ ‘ ' oo.’ " ‘ ' . 'a . — s- . r a i \ r o e a « ‘1 - . " ° ‘ ' - _ s s I -- ‘ .f c 4 .v R‘ .s . . ’ C . \ ' ‘ t ‘ \ . ). ‘ ' . , a a ' ‘ V e ‘ r $ 0 ‘ f l 0 e ‘ ' e -A a . — . f s V ' . s l O a ' ' . , A. l \ - .1! "H ' t ' \ - J .o u ' ‘ H“. x ’ . ‘ . O 1 's q x J."“ 7‘ .‘fla " ‘ . . 9 . ' ’I " , ,. . 1 - ‘ I. - ‘ \.‘. f 1,. e , s 'e s -“ a J‘ I o . . f s p I .. ‘ . .' t O a . -' \ . I A ' O O -‘ V 1 .. . I . . a ‘ ~ o l~ e e - ‘ . . I _ , . O a a l I I 1 lo u s 5 a You malt at one 11“. um re credits ' fir s pa Mm Mint 27 and Vocational Agriculture 1:: is alternated with Vocational Apicultu-e 17. If he had not taught three years. the teacher midlt not have Dd occasion to teach all of the Jobs included in the check-' list. (3) M has completed 15 credits at lichbnltate 0.11.9 since receiving the Dachslcr of Sci-Ice degree: a ndority of these credits were in education and agriculture. !his is a require-ent for a psrnnent certificate to teach vocational agriculture in lichigaa. (t) th were teaching in Iichipn during the school year of 1%. It was more convaient to contact teachers who. were teaching atthntilethe studywasbcing ndethanitwouldhavebeute contact son who had left the teaching profession. Also. responses as to their abilities possessed and Jobs taught nidat be more nearly accurate. here were 50 teachers of vocational agriculture who met these criteria in Iichigan during labs-5o. Oheck-tists were received from N} of these teachers and ha of these check-lists were usable. w technical flange. Aainl husbandry was the area included and the enterprises were: beef-cattle. shoe. and swine. lowewer. sons aninl husbandry abilities and Jobs related to moultural ecemonics. bieleg. and chemistry were included. 4 d vo‘e m 2; mm {an ear 1: the: Minds it. (to: me to! can: If mat include U1 not nation "17 m: m inch mun“ I» up. “Clio a 23 m g abilities 295 19.5. lanipflativo abilities and managerial abilities possessed w teachers in these enterprises were inclued. !he more iqertant manipulative Jobs and nnagerial Jobs taught in these nterprises to all-day and ou-of-school classes were included. Silitations of the Italyc Only the ‘5 teachers previously described were included in the study. !he teachers possessedepecific characteristics. and they were teaching at a definite time under certain existing situations and in a prescribed geographical area. !he study did not attqt to include all enperinced teachers of vocational agriculture in Iichigfl: neither did it attstt to include former teachers of vocational agriculture in lichigan. It did not attempt to include all of the teachers who had a pernnent vocational certificate or its equivalut. !he studydealtcnlywith theareaofaninlhsbamdryaad only with the beef-cattle. sheep. and swine enterprises. It did not include the horse aterprise. it included a selected mbor of the more iqortant abilities in these enterprises: it included a selected nusbsr of the sore iqertant Jobs in these enterprises. lo att-pt was ndo to include _a_ll_ abilities and 3; Jobs that night be iqortant to each a "’i margarita. no. it." pcialist in 2mm“ «in: out: n mid I outlaw 01mm Ho “Jobs 1: 30h. It {slit} «:1 It or. toes grim. “Rm 0 Pmision Mm co N "1991' 29 miter-prise. It would be very difficult to deternine when and if as W list of abilities and Jobs has been formulated. Also. there would probably be considerable disagree-ant anong specialists as to what constitutes such a list of abilities and Jobs. his study Ida no attnpt to evaluts the quality of the abilities possessed w the teachers in the beef-cattle. sheep. and swine enta'prisss. It dealt only with the quantity of the abilities. it would be difficult and complicated to formulate terns. in . ' questionnaire. by which teachers night indicate the quality of their abilities in these enterprises. llo attempt was made to evaluate the quality of the teaching of Jobs in these enterprises. It dealt only with the quantity of jobs. It would be very difficult to obtain an evolution of the eulity of teaching. in eoqarablo terms. from each of the teachers. It did not include professional abilities of teachers that were necessary for teaching these enterprises or an other enter- prises. It dealt only with technical abilities. Bafinitions of forms Used Vocational W A pregroa of instruction in agri- culture offered in the public high schools in accordance with the provisions of the lational Vocational Iducation Acts. nervised forming The faruing activities of an educational nature conducted by the students mirelled in vocational agriculture and supervised by the teacher of vocational agriculture. can!“ “ " . “1.1mm" 1 nu, there loam "mm. as to me stud! abilities pause! «in. ate-prises 1% MM be diff! estimate. by 0mm. in thee lo sttmt d MI is those 3m, it would 1 slit! of teachfl It did n01 m Mary It We. It dew “hm Offered 1 million of the and mm 90111th “menisci by 29 enterprise. It would be very difficult. to deter-inc when and if as W list of abilities and Jobs has been formulated. Also. there would probably be considerable disagreement among specialists as to what constitutes such a list of abilities and jobs. his study .de no att-pt to evaluate the quality of the abilities possessed w the teachers in the beef-cattle. sheep. and swine enterprises. It dealt only with the quantity of the abilities. it would be difficult and complicated to formulate m... in a ' questionnaire. by which teachers sight indicate the quality of their abilities in these enterprises. llo attemt was made to evaluate the quality of the teaching of Jobs in these enterprises. lt dealt only with the quantity of Jobs. It would be very difficult to obtain an evaluation of the unlity of teaching. in coqarablo terns. from each of the teachers. It did not include professional abilities of teachers that were necessary for teaching these enterprises or an other enter- prises. It dealt only with technical abilities. Definitions of ferns Used Vocational W A progran of instruction in agri- culture offered in the public high schools in accordance with the provisions of the laticml Vocational lducation Acts. nervised my fhe farming activities of an educational nature conducted by the students enrolled in vocational agriculture and supervised by the teacher of vocational agriculture. ...~':,.~“ h-F-U' . - e I 9 e e x ‘ a . d - ..‘ I , r . v - . . a b ‘ t e . . O C '5 ‘ a 'a . 30 mg. tractice An agricultural practice which has been tested h the state agricultural college and has bem recs-ended as being .r «pa-1.:- aerit. w classes classes in vocational agriculture for students who are regularly enrolled in a high school. log-farmer Classes classes in agriculture conducted in the departmats of vocational agiculture for young farmers. usually between the ages of 16 and 25 years. who are not enrolled in any other school. and who are in the process of becoming established in farming. Adult-farmer Glasses classes in agriculture conducted in the departuents of vocational agriculture priaarily for persons who are established in faruing and who are usually 2‘ years of age or older. Q-of—school Glasses Classes in agriculture conducted w the departments of vocational agriculture for adult farners and/or Young farners. £3 9_f_ Technical gicdture A division of the field of ‘criculture' dealing with closely related activities. e.g. horti- mtue. soils. peultry. Moot 5.9.3.2 gpeciolisg A person. in a technical dqartualt " the School of Agriculture. who works priniarly with one alter- Pfl-I. in the department. e.g. a swine specialist in the dalartment °f .nimel husbandry. .‘ . . o - _ ' ‘ . . ~ ‘ A.r - 'I ‘ V - t. .. . ‘ -A , a e-Q. . i o e on . . . a o - . ~ .\ 0’ ‘ 1' .a‘ 'e .s - - e .- u .s‘ ~ . o Ji 0 . . V ‘ - ~ n -' . o - - . G .- . ‘ e r r O u ' . . . . . '— p. .y. 7’ u a . . _ - o o e e- u o- - O -. u - .~‘ ' 0 I . a f . . a - ‘ . I I . O . v - " s . w a - .. . 1 . . - .. .. - i ‘ ,, , _ . . -. < . ¢.- - . v .0 . —-. . . g . o o . . , . e 4 . f - _ .. l , 7. I ‘ ' I - F 1 . . , _ . ‘ . ' . ‘ ' , L ‘ O ' a - > o e .V " A ' . ' ' ' ' . ‘ . ‘ ‘ f V e i C Q . . .- . . s I ' . -9 0 ~ I e a! a a o c .- - . 9- . o- . e e ' - ' 't e _ 4‘ ( A . ~ , . . a e e t i . ‘3 . u -'\ l \I . '- e- x . . a . . t ' . v 7‘ -' r a ' 0 . . o u .\ , o ' ' - ~— . . ,. H - "-' 0.... - 0‘..- a -_ q . . . 0-. » o . . e ‘ --— . . 7 . I ‘ . o . s . r. a p l, . , a . . ’ _ e a a . . ' a V r . ‘ t .. ‘ ' l 1 I ‘ y , ~. 4 - . q .- *4 - . vs o n . .» -3. -0 oi“ e 0.. -. ~¢ * e ~ a e . . - . ' ‘ - r . . . ‘ i . 1 ' 1 l . _ . . . - _ ' ' a v . t , - . , . . 0 ‘ t f ,. ° e A . 1 ,. \ :1 4 ‘ .. . .. . , L V- . ‘ r-.- s . . 0 - ‘ 0 O“ "O'.- < .- .- u” u. .,-.'., . ‘ ‘ ' r r . . s a . - I o . - - g e \ , A ‘ 1 ‘ l ‘ , . o . u a V . . " . ‘ . . . . . 1 . - . . ' ‘ . 31 m One phase of an area of technical agriculture. o4. sheep in the area of aninl husbandry. small grains in the area of farm crops. I lore-ingrtant county of Livestock Production A county in Iichigan in which 19.89 per cent or more of the total farm income was derived from beef-cattle. sheep. and swine enterprises according to the 0.8.34. ensue of 13%. lernnent Vocational Multan Certificate A certificate issued after the issuance of a provisional vocational certificate and you the successful coqlotion of three years as a teacher of vocational agriculture. the completion of 15 credits after receiving the 3.1. degree. the Nority of which not be in agriculture and agricultural education. and the reconendation of the superintmld-lt of schools where the teacher is located and of the sponsoring institution. W teacher A teacher of vocational agriculture who has a pernnent vocational certificate valid in lichigen. or who has completed the require-onto for such a certificate. Eipulative 9.9.1... re... Jobs in agriculture which require primily plysical action to cogleto. o.g. docking lanbs. dehoruing cattle. ringing pigs. Moral .1939. those Jobs in agriculture which require Fri-ray decision .king to complete. e.g. mkoting swine for the 38% eoononical returns. selecting owes for flock rQlacemalt. ’ O O C ‘. . | . ,...- O ,, s . . _ i ‘ V a. i o - I ‘ ‘ h . . . . o i C. .‘ ‘ ‘ O . . s 9 . . . . . o—. -7.-.— a ‘a v'. a. ~.-< '- " .— . - . _ . \ m 0‘- ,- I t‘ ' , J t . .n o .ao- vv‘o I C .. A . l “ O a . ‘ o I . - . 0...... .\ .2 I a -.-- ~ IN ' .0...- a»; . O . . ~ . . ' v e -» v .‘7 \ c. . . , . . 3 .- 5 ., e . . .. I . .. . I Ianipulative Abilities no abilities necessary to perfcrn the unipnlative Jobs in agriculture. aerial Abilities the abilities necessary to do the managerial Jets in agriculturO. m g; Aiilitico the nnipalative abilities or anagerial abilities inclfled in the «ital-prise. m 3; £333 i'he aanipalative Jobs or magerial Jobs molded in the enterprises. this chap‘ HIM tax. (1) 1 mom. (2) m (flip-inns” 1 mm. and (h) tether «Meet: to: relate to th Stud! m studio We “"01. Main of um I: 1' n Indicatiq m" "w nu «mm H nun! 01‘ mm WIS / his chapter rill sunrise sons results of stmiies which are related tot. (1) technical knowledge in agriculture peleeaeed w teachers. (2) abilities in agriculture possessed w teachers. (3) agriculture in the preparatory curriculua for prospective teachers. and (h) hncvledge of subject utter possessed by teachers of other subjects. i'he Nor findings of these investigations as they relate to the presut study vill be presmted. Studies of Iechnical Knowledge in Agriculture tossessed by teachers the studies in this classification are sonouhat linited in tuber. hour. this does not linit the iqortmce of the possession of‘this knowledge by teachers of vocational agriculture. It is an indication of the need for acre of such studies vhich the ”nut study rill attupt to fulfill to a certain extut. Darker studied the technicd knowledge of 71 negro teachers 13 Arkansas. lhe aninl husbandry pbso of the study consisted °3 11 selected nipulative Jobs. lo reported the range of iqortanoe ‘1 '» hauledge of these jobs as froa 6e teachers who considered a ' noVII-edge of castration of swine to be inortant. to ‘9 teachers who considered a knowledge of controlling lice on swine to be t J O 3h 1 barker found the range? in need for further training in igcrtant. aninl husbandry to be fron 55 teachers who indicated a need for acre training in controlling co-on diseases of cattle. to 58 teachers who imlicated a need for acre training in vaccination of cattle. Very few of these teachers indicated that their teaching of those Jabs teen be effective without previous training: 16 of then indicated that they could do an excellent Job of teaching castration of swine without previous training. Only three teachers indicated that thq could teach control of diseases of cattle without previous training. it the other extras. 5: of the 71 teachers indicated that they would do poor teaching of this Job without previous training. these teachers rated the ilportance of a knowledge of chi-l hubandry as fifth in seven grows of Jobs in technical agriculture.2 no study M0 by Parker attaupted to deterninc the problus in technical agriculture encountered by teachers of vocational agriculture. the iaportancc of these problems. and the need of l'Sellars I. rarker. 'ihe iaplications of Selected l'robleus in teaching Vocational Agriculture for Placing hphasis on the Goutent of the 'rsacher-Eraining Program at the Agricultural licehanical and lorml College in Arkansas.” (unpublished Doctor's dissertation. Gornell hiversity. Ithaca. low York. 1949) p. 101. 2 Did" pp. 111-113. all? I L 35 further training of teachers in these problems. the iaportence of these prebleas and the need. of further training of teachers was indicated nerely by opinions of teachers. rho presut study udcavors to deternine the Jobs that teachers can do and the igor- taace of these Jebc. w aching teachers to indicate the Jobs that thq have done and these that they have Mt. A study of abilities in technical agriculture possessed w 25 seniors in agricultural education at Ohio State University was aade w need. he reported that the trainees scored 39.6 per cent in ability to nice nnagsrial decisions in the swine entei-priee.3 no score of theee prospective teachers was not ocqared with the scores of an other grow of prospective teachers or present teachers in their abilities to mks mgerial decisions. lo study was node of factors related to anagcrial abilities as the present study proposes to nice. Phough only one enterprise in ani-l husbandry was inclfled in the tunnel-knowledge phase of the mu study. it was based. on a fairly conprehensive cheek-list which had been approved by specialists in aniaal husbandry at the state university. he study by the writer will include the three nest iqortant L 3Claude I. head. u Itudr of the Gemrehensivencss of Abilities in Qechnical Agriculture Attained w Prospective hachors of Vocational Agriculture in Ohio Previous to their htrencc into Student Teaching.' (unpublished Doctor's dissertation. Ohio State university. Oolunbus. 19”) p. 223. r~ I W at 61'? trim 1111:: that ' em- or in tech in t1 the? I? 1: ripe: km 5 5.} Int: than! enterprises in livestock production in lichigon. Btudies of Abilities in Agriculture Possessed w Poachers lee-ingly. acre studios have be. Ida regarding abilities in agriculture possessed by teachers than studies pertaining to technical knowledge in agriculture possessed w teachers. As reported by llaclonald. nine of 38 teachers in liontana indicated that they could do 75 per out or acre of the nuipulative Jobs in the swine enterprise. Iifteeli of these teachers indicated that they could do 75 per out or acre of the Jobs in the sheep enterprise. and 16 of then indicated that they could do 75 per cent or acre of the Jobs in the beef cattle enterprise. ihirty-threc teachers reported that they could do 75 per cent or norc of the Jobs in the fare lochanics enterprise. and 21 teachers reported that tho could do 75 per cent or acre of the Jobs in the horse enterprise.h it is interesting to note tint a such greater nuaber of teachers rqcrtcd that they could do 75 per cent or acre of the Jobs in the fan lochcnics and horse utcrprises than in any of the other enterprises. thnald In. IacDonald. “Sena leeded breve-ants in the lontena Vocational Agriculture Prograa.' ublishcd llastcr's thesis. liontana State Oollosoe Dos-an. 1939 p. 22. e I O O D C Q s v e .- - ‘ O . . V .q‘ 0* \ e o O I I i A \ ‘ t c. I 4 . .1— , , . ’ t a a .. e e e e - . . . . - l ‘. \ . , o . . O 6 r. . a Q [‘4 s v r“‘["'.-’-.-. v.“ I‘ ‘Q . U C a t u t O I 1 l .‘ a . i e- m - I‘ a O ‘ ' I ‘ I V ‘ A- ' ' .' \ x I . _ ‘ , O ‘ L d e h - e O U I C ‘ t 1 ‘ ‘ ’ ‘ i O . . . o. , l . ~ . - I I . I . O ‘- O ' ' . ~ “ . fl . ‘ ~‘ V . c o o . c I . ’ d . l ' § _ — . . t . ‘ 's .~..l st . _ t . . . . , a ‘ ~ e ‘ J ' ‘ c ' e . ‘ ._ - . . ' ’- . . ’ . . ‘ f - . \ c . | L ~. .84 Q ) . . . _ e o .’ . I ‘ . . Q ~ ‘g 4 u _ ‘ ~ A ‘ I g . . . 3 ‘ ' ‘ L . . ’ l 7‘ ‘ ‘ ‘ ». a . , . ‘ I ‘ J ‘ V ‘ - ~ at . . . r. \ » . . _ . i t 7 Vol I o . on a -.*—..-.a t or». --...-‘n.m~.o-n A 0 ~ e .. t . . ' c o - . . x ' o . . ‘ - . l 'l I o a ) 1 ' n 3 r ' r . s O Q ' . . 37 The ability to do Jobs in all enterprises according to the number of years of teaching was reported by MacDonald as follows: . . . assuming the teachers with eight years or more as ice per cent. then teachers with four to seven years of experience scored 96 per cent and teachers with one to three years amerienco scored 73 per cent.5 The lack of abilities of teachers of vocational agriculture is summarised by MacDonald as follows: ‘feachers do not generally know how to do enough of the basic skills which they should teach. according to the survey of teachers' abilities. It has been shown that the agricultural teacher on gaduating from college is unable to do many of the farm skills. Ken duo have taught three years or more have “picked up“ my of the skills but they are still. on the whole. quite weak in this respect.‘ This study dealt with manipulative abilities only. whereas the present study will also include mnegerial abilities. The above study made no nation of the Jobs taught to classes in vocational agriculture. Only one influencing factor was considered. this factor being the number of years of teaching by teachers. Other factors such as amount of credits in animal husbandry possessed by teachers. and importance of livestock production in communities where teachers were located. were not included in the study as is preposcd in the present study. 5INA” P. 23. ‘Ibides PPe 5w. i..." fipma o u 1, .'~ ..-—..-_., .. ‘5 a r- 11. N»: I. 1‘ {iv pt: "I 38 Apprexi-eteiy so per cent of 161 teachers of vocational agriculture in Louisiana rated each Job in general livestock produ- tion as essential according to a study conducted 1y larper. Seventy- five pcr out of these teachers reported that they had been called upon to use or teach every Job listed in the livestock section of the survey. except the use of the cusculator. there were seven Jobs listed in the general livestock group. or an aggregate of 1.127 Jobs that could have been checked by all teachers. Of these Jobs. 97 per cent were checked as essential by the teachers. 11.5 per out were rqtortcd as used or taught. and teachers indicated inadequate training in 30.” per out of the Jobs] there were 23 Jobs in the beef and dairy-cattle group. five Jobs in the sheep group. and seven Jobs in the swine group. !he teachers ranked these Jobs w uteiprises as to: 'being essential'. '11-qu used or taught'. and 'need to: furthcr training.' the rank of enterprises as to "being essential“ was as follows: beef and dairy cattle. swine and sheep. ‘Ihc enterprises ranked according to “frequency used or taught' as follows: swine. beef and dairy cattle. and sheep. As to 'need for father training by teachers'. 73cc]: London lacper. 'Operativc Skills lsssntial to the teachers of Vocational Agriculture in the State of Louisiana.’ (unpublished haster's thesis. Louisiana State University. baton W19“) PPc 3L5. us 39 the enterprises were in this order: shew. beef and dairy cattle. and swine.‘ l'he teachers also ranked the iqortance of areas of Jobs in this order: food preservation. livestock and poultry. horticulture. fern shop. and field crops. ‘l'he frequency with which they were taught or used was: horticulture. livestock and poultry. food preserva- tion. fern shop. and field crops. rho rank of areas of Jobs in which teachers reported needing acre training was as follows: fora shop. food preservation. field crops. livestock and poultry. and herticalturo.’ his is another study based largely on opinions of teachers. especially in indicating iaportancs of Jobs. however. it did include the ass of Jobs and an indication of Jobs taught. !here was a variation in number of years that teachers had taught. but no stmy was node of the relation of this factor to abilities possessed 1v teachers or Jobs they taught as will be done in the present study. to analysis was made of other factors in relationship to abilities possessed by teachers and Jobs taught by these teachers. fho study indicated that the need for more training was based on opinions of teachers only. and not on whether they had performed the Jobs. ‘ Moo FPO ”#0 ’rue, . pp. :34!» m .51. 3.1 7 ew‘kl‘e:’ e . olti lL— In the present study these needs for sore training will be based on responses to the irplied question. Have you performed the Job and can you demonstrate the Job" In larper's study the teachers were not asked to indicate the Jobs that they could do as was done in the present study. A study of technical difficulties encountered by beginning teachers of vocational agriculture in fennossee was nde w Xirnand during 19"”. feachers who had taught froa one to six years were asked to check one of the following: no difficulty in porforning. can perform. difficulty in perforaing. or cannot perform. l'rou the sunry of these findings it was found that the per out of teachers who had no difficulty in performing all activities in the utter-prises were: swine. 33.9: beef and dairy cattle. 37: and sheep. 2M2. the per cent of teachers who could perforu activities in the diffeer enterprises were: sheep. 53.6: beef and dairy cattle. M33: and swine. “0.9. the per cent of teachers who had difficulty in per- foruing and could not perforn the activities were: sheep. 22.2: beef and dairy cattle. 19.6; and swine. 15.2.1. l'rou these per cents it can be seen that teachers indicated they were the best A -__~“__ A “A “Jones ). Iirkland. 0d Study of the rrofessional and technical Difficulties hcoutored h Ieachers During l‘hsir first Year of reaching Vocational Agriculture.“ (upublished Doctor's dissertation. Ohio State University. Oolnnbus. 19,47) pp. 135.1%. ~e. a. -v~.. unicellulnl 3% 2 F5" to n me; 311: . . . , : : o o ‘ 2 that t ' ' 2 . . : Ill] at: 1m. | m I e) \ l ' . , ,_ . mi . , N c _ Q ‘ . . ‘ J ~‘ ' . , ~ 7; '- ; '- . tn: , O . ~ ' n t ; . .- ( g ' . . . ‘ f ‘3 ‘ o 1:1 qnlified to do swine activities and the least qualified to do sheQ activities. Ivan thoud: the stdy w Kirkland was to dotsrnins sons difficulties escomtered by beginning teachers. seas of the teachers includedinthesuveyhadtaughtasnnyas sixyears. fhe responses frou teachers who had taught acre than one year night not be indicative of the difficulties countered by first-year teachers. Ehis stub dealt with opinions. and particularly opinions in which the degree of performance was involved which would be very difficult to leasure. lo nation was nde of the Jobs that were taugit. lo study was ends of any factors that sign have been related to the abilities that the teachers indicated they possessed. In a study nentioned in a previous section. lhoad revealed that the trainees' range of individul scores in per out of Ianipulativo abilities that thq possessed were: beef and dairy cattle. 12 to sh; sheep. e to 15; and swine. e to 7k. fhe average scores in per cent ndo by the trainees in abilities possessed in the different enterprises were: beef and dairy cattle. kl: swine. 31.5: and shag. 22. fhe average score for all areas of livestock was 38.5 as contrasted with an average score of 51.01 per cent for the trainees in all technical areas in agriculture in the study.11 Ah— lln.“o no gas Po ‘5. s ‘ ' ‘ ’- » - . . . . IA ‘ ‘ ' ~ \ .fi I a ‘ ‘ ' . ‘ a s I O ‘ e _ ., a ‘ o 'd 7" C O 0 s . s _ a “ e e L ' I; e ’l . ~. ' , ‘ . v \ ‘ ' '- ‘ \ . ’ . Kw? , I I 1 ‘ ‘ ‘ . O 0 s . . . a . a . . v s e 1 ‘ l . O I Q — 0‘ O ' . l . . ' o a ' ' 9 “ ‘ s D s . e a . e e v v - t e I . - l . - O . o . r» ~ . b ‘ . o ' ' . n . . b g e . e o ‘ - W V ' O . . ' ' . .. s ' , e ' . ' . e u . V . --—...- e~...'.-o- b—x—ov- ,_ e e e O o e v o a ~e c - l3 b—fi gh— Ehere isenlyene igortantfindinginthephassef the study dealing with unipulative abilities. fhis finding is the rank of enterprises according to the per out of abilities that the trainees possessed in each atom-prise. lo analysis was ads as to the significance of this rank or of the causes of this rank of groups of abilities. Iv. though nest of the study Ids by Sullivan is not directly related to the present study. a few of the findings are given because the survey technique was used and the 'l‘arn buildings and Sanitation“ and Wood frecessing facilities“ pluses of farm Hechanics are related to livestock uterprises. Of the he teachers of vocational agriculture included in the study ndo by Sullivan. “.5 per cent of then indicated that they had adequate training in Jobs included in the Zl'arn .‘Iuildings and Sanitation unit. lher devoted an average of 22.7 per out of the tins allocated to far- leehsnics. to the rar- landings and Bani- tatios nit. Ibo teachers rated the Job “construction of fars buildings“ as desirable. fho 'Iood Processing Facilities“ phase of Tara lechsnics was not included in the questionnaire suit to teachers}2 concerning this phase of l'ara leshsnics. Sullivan nkos AA A AAA—A __-s_ 12mins I. Sullivan. 'l'aru “echanics loeds for feachers of Vocational Agriculture as a Guide for college Ourriculua 0on- structien and course running.“ (unpublished laster's thesis. Alaban Polytechnic Mtit‘tC. ‘m. 19“) Do ”a 3 I | Y O .1 '3' 1 s ‘g . s .— l ’. ‘. C | J .1 i .. 1 1i 1 V a - D \ ‘\ . a I C . a . e- . A ‘ a 1 ‘ O o - l ., O . . N . I, v C d U - .' . C Q o a: tr 9! 1 the no the following statement in his conclusions. 'lt is assuned that one- third or usre of the teachers of agriculture in service have in- adequate training in reed Processing lacilitiosJu l'er each of the Jobs included in the questionnaire in the above study. the teachers were to write fee or he in answer to the question. 'Do you have adequate training for this Job" l'or each of these Jobs. the teachers were to indicate d as 'sssential'. 3 as 'dosirabls'. d as 'would not matter“ or D as 'would not be needed'. in answer to the question. "low do you rate this Job with refernco to a good shop program“ his study was based on opinions of teachu's pertaining to the adequacy of their training and the inortance of various Jobs: the slant of degree of inortanee was involved. ls indicatiens were given as to whether teachers could do the Jobs or whether the Jobs were taught. 1n nking a stab of far-sung abilities of 107 teachers of vocational agriculture. Ibaptaw“ arranged 299 abilities w the enterprises of beef production. crop production. uilk production. fara sccnosies and fora unagenent. faru uechenics. forestry and conservation. fruit and gar-d. production. horses and uulos. poultry 13m: s P0 5‘- 1”Eden lboptasv. 'l'araing Abilities of Vocational Agricul- ture teachers in Arkansas.“ (unpublished Zlanthesis stuiy. wiversity of Arkansas. l'oyetteville. 19h?) Iron a summary of the results of the study. received rob. 2d. 1951. . L ‘ ' " ~ - - . l - ’ ' a . r1 7” T ' m ‘ r ' ' ‘ ' ' A. ‘ t ‘ '. ' \ - i: d e i ’ a ' ctr . h n - e ' ’ me ‘ ‘ o o w ' ‘ ‘f v u ‘ . 1 " ' ‘ . a ‘ ' ' “9 . ' ' , ' ‘ 1 z * ' ' m .- \ l ’ . ' . . 9 . _ p ' Q \ 3 : I e y ‘. t l s ‘ . ‘ ' a e e . * - o 0 . W ‘ O s I . 1" s a V . ' A ‘ c ' s ‘ ‘ I e ‘ .3 . . I ‘ mi C t . . ’ ' . . ‘ a | ' ‘ ‘ ' { ~ 0 g \‘ N 3 ’ \ \ . A .. Q 4074 v .-4 “a - -~—.-4 . . .-~a-o as a ....- o-“oaa— - ‘r I I Q C so. . “11 ‘. . ' ' ' o e I 4 id . a Y . ‘ ~__ 0 Ir . I 0 I‘. .H‘ l i Q , 'r o ‘ ’ ‘ fl \ ’ a I ‘ I ' c o r . - \ ‘ u e s u ' a s , r I O r O . A I, V“ . . — t he“ N: production. shag production. and swine production. to found that the range of abilities. which had bed. 'needed' or 'used' h teachers. was fron 27 per cut of those concerned with shag to 8‘ per cut of those concerned with horses and aloe. the teachers felt a need for 12 per cent of all abilities of the enterprises included in the study. he per out of needed abilities learned prior to college utrance as reported w teachers. ranged fron 1s per eat of those concerned with fern coonenics and far. mange-eat. to 51 per cent of those concerned with horses and sales. the average aces-plishnnt sf pro-college ecperiuce was 3s per cent. these teachers reported the abilities learned in college ranged fron 10 per cent of those concerned with horses and. sales to M per cent of those in fern econosics and fern magencnt. the contribution of the college was 28 per out of all abilities. fhc teachers reported having graduated fren college with needed abilities ranging fron hjper cent in. beef production to 13 per cent in fruit and garda: production. l'hq reported having developed abilities after graduating fron college. ranging fron 21 per out in the case of fruit and gardu production to 57 per cent in the case of beef production. Results of this study indicated that the difference in needs of teachers. as reported by then. botwen the 12 'iulgnent' >4 e5 abilities and the 227 'sanusl' skills was insignificant. lanual skills were developed nore cennonly before entering college. according to the teachers. while iudgnent abilities were developed sore cos-only in college. fhc relationship of one factor only and abilities possessed w teachers was considered in this man that factor being the tins of acquiring abilities. Itudics of Agriculture in the Preparatory Ourrinlul fer trespoet ivo feachers fhere is considerable variatien in the ansust of credits in aniasl hsbandry that prospective teachers of vocational agriculture are required to take in different teacher-training institutions. Also. the enount of these credits talc. by trainees at the sons institution varies considerably. Couch found that of no teachers reporting in low York. 13.63 per cent had 2-7 senester hours in aninl hnsbaadry. 39.09 per cent of then had 8-13 semester hours. and “.27 per out had 13 or nore selector hours in ear-e1 husbandry. or this group of teachers. cede per cent indicated that their aninal hnsbandry courses were of great value to then. while 3.53 per cent indicated that these courses were of little value. About 20 per curt indicated that they needed usrc work in ani’l husbandry}5 k I’ltuart !. couch. 'fho college rreparatien of teachers of Voeationel Agriculture} (unpublished lonthesis study. dornoll Uhivcrsity. Ithaca. low York. 19kg) “op. n3. I Ii. 1. .v P... L .. .. a... i . r |. en ell-i e-ee. MS daininaof lithours inani-lhusbandryhasboen reco-snded by the teacher trainers at Cornell University since 1931; a ainiuun of 5" hours in technical agriculture has bear required of all graduates at Cornell since 1931. the enount of credits reconended in aninl husbandry is the nest credits recon-ended in any depart- nut: the nearest approach being 13 sasster hours in agricultural 1‘ engineering. the nest frequart needs in ani-l husbandry. as reported by the teachers. ranked as follows: “lore on feeds and feeding“. “are work in Judging“. “a course in nest cutting“. “not arena practical nterial“. “need more off-campus courses“ and “a need for sons course revision. “17 hhasis of the need for course revision was ads by couch as follows: A considerable amount of revision should be done in several of the technical agriculture courses. the prac-- tical application of may of these courses is what a large percentage of the teachers indicated as lacking fren a teaching point of view. lore of these courses should be organised with nore student participation for the develop-sat of skills and erperiences." he also points out a need for special sections h saying: there are some indications that it night be desirable _‘_- l‘nl‘ve a PP. 71.12o 111223o ,0 3"- I‘M‘. . Po ‘10 s L . .. .1 . e . . . e . u c. . e s r O. . .. r . s e se W a o. e a . e 0 . - r o O a _. 9 ' ._ ' e r . 5 he . I. e . e I . O. V \ e f g e v . . . r s I ee e. .. , a o o . e d. . K e . .le. . 4‘ a I I. Q . . w . .1 . e e e “.0 e a ‘3 . v . . . . hr .. . .e .., . e K . h . O o e . iv A I e . a r. ' e r. e v , e e . _ .s e x. .s .e . e . ' e u . e a. e I. a. c e In to have special sections in use courses for Iaiors in Agricultural Iducation. but this would be Justified only whn there were at least 25 students or acre in these qecial sections}, is it pertains to needs and values. this is another study in which opinions were involved which night mks sons of the results controversial: especially this night be true when talking about “great value“ or “little value“. 1 study was lit by lsyden in which he reviewed stduts' treascripts of 3‘. teachers of vocational qriculture who graduated in 191:1 fron 3 teacherdtraining institutions represented in each of the four regions of the United States. lo rqorted that these teachers had an average of 15.} semester hours in mild husbandry. enclosive of credits in dairy husbandry and poultry husbandry. the range of credits in ani-l husbandry was fron two to H2 s-oster heurs.a to reported tilt of all technical dgart- acute in agricultue. the teachers ind the largest snout of credits in ani‘l husbandry: the nearest approach was 10 hours each in agricultural nginoering and agricultural econonics. the teachers in the study had an average of 1M sensster hours of college ”‘1‘.ea AA I’ll—$5. s ,e ‘le 2.lyle d. lsydar. “characteristics of College Curriculum for the Iducation of teachers of Vocational Agriculture based on students' transcripts.“ (upublished Doctor's thesis. Oornell University. 1%. I" York. I”) P. 1‘e 2l’lbi.d.. p. 101. 1 iflflaml‘l. .., I- -t “iodi'i. .. g . u u . u l a n O. . a» a . a ‘ O r s . I , n . a A o H. ‘ e O. on i. . MI . _, t . y. o . l . \ 3 9| . u . . a . J \ . ‘ g u y I ~u v I : . ,3- . . . n I II . i I a p I. o r ,- . . . s . I . n. o . M to have special sections in sons courses for More in Apicultural lducation. but this would be Justified only who. there were at least 25 students or sore in those special sections}, As it pertains to needs and values. this is another study in which opinions were involved which night lake sons of the results controversial; especially this night be true when talking about “great value“ or “little vulne“. A study was nde by laydon in which he reviewed students' tranacripts of 3‘s teachers of vocational griculture who graduated in 19341 Iron 3 teacher-training institutions reprosated in each of the four regions of the United States. lo rqorted that these teachers had an average of 15.3 selector hours in aninl husbandry. emclusive of. credits in dairy husbandry and poultry husbandry. rho range of credits in ani-l husbandry was tron two to M2 s-oster hours.” he reported that of all technical depart- nuts in agriculture. the teachers 1nd the largest amount of credits in eni-l husbandry: the nearest approach was is hours each in agricultural ugiaoering and agricultural econonics. Iho teachers in the study had an average of 1% semester hours of college ”dit.ea A; tho s ’e ‘1. is J. laydu. “characteristics of College Curriculum for the Iducation of reachers of Vocational Agriculture Jased on students“ Transcripts.“ (upublished Doctor's thesis. Ocrnell University. Ithaca. low York. 1916) p. l‘. anu. . p. 1o1. can trot alleg hubs: pun: to 5!. inclfi am: he a s: 2‘ nuts Vocat: his: !his stow revealed nothing on igortance of courses. contents of courses. or effectiveness of courses in preparing M. It Iarely stated anoint of credits. doable found that 20’! white teachers of vocational agricul- ture in Louisiana had a range of ll} to 225 senoster hours of college credit. with I. mm of 159 hours.22 A. rqorted by the teachers. they had frcn seven to E9 senester hours in ani-l husbandry. with a nodian of 19 semester hours.” As rQorted in this study. the technical subjects in agri- cultue constituted a nedian of #5 per cent of the total credits possessed w teachers. the range in total credit hours being 21$ to 58.2 per out. the rank of the five technical areas in agriculture in nedian per out of total hours was: uni-l husbandry. including dairy husbandry and poultry husbandry. W- api- cultural econonics. agricultural engineering. and horticulture. Ehe nedian per cent of total hours in ninl industry credits was 27.52t lo attempt was nde in this study to deternino the needs or dafieiacies of teachers in any areas of agriculture. ”Jack I. Gable. “Oollege rrqaration of lhite Ieachers of Vocational daiculturo in leuisiana.“ (unpublished llsster's thesis. Louisiana State University. Baton leugo. 195“) P. 52. 23ni‘os Po no ”me. no "’7’- . L \ . . v t x: \ c r r a ( e . O . . C . . . o a U . I ‘ C e o O s C e _ C x, u a o a a d .1 o o t o a e o ,. . e . U Q . I I. _ s O o a a a . s a I C v . _ ¢ o e a C . I . e r n O . . a h 9 s r 9 r v v s r I 7 ‘ . o I u I I O ' u v . \ 1 o . l , t; u o u . O I Q . ' e a .I O n y 0 0 fi ' . C . .. . a A O. . I . . \ ‘ O _ .. 4 s s o . J. u o s a . . O a ' ' a a o J t. I s n I a H \z D i , a O . . . o . n s . ' lo According to Iatola. ll hand-Orant Oollegos required a average of 211.3 tern hours for graduation of Nero in agricultural education in 19147-1916. nova other hand-Grant colleges required an average of 1“; semester hours for graduation of their adore in agricultural education. Is reported that of the total credits required for graduation in these institutions. an average of 38 pa out was required in technical. agriculture; ad on average of 3a.: per eat of this technical agriculture was required in ainal hus- tons-y.” lhis is approxiatohv 18 seaester hours required in the anial husbandry group. (Iadors in agricultural education at dichinn State college are required to take a ainiaun equivalat of 13 sasster hours in a sinilar group of courses.) .ds rqerted in this attuly w latela. ani-l husbandry out- ranhed any subject-utter area in techical agriculture in per eat of total credits required of adore in agricultural educa- tion. fhe average requirements in these areas of agriculture were: ani-l husbandry. 3.8 per cent; agroaow. 8.7 Per cent: aaicultural engineering. 18‘ per cent: fern mags-ant. 11.2 per cent; horticulture. 9.8 per cat: ad other agricultural subjects. 8.9 per cent. An average of 30.9 per cut of the dreadio I. latola. “content of curricula for feachers of Vocational Agriculture in Separate land-Grant Colleges.“ l(:llfiglfiehed laster's thesis. Iowa State Cells“. Laos. 19“) ”I n' 3', mm mum . . . o . \ o O . o a . . . . a / ¢ O O . s » s C Is a x a I . . . n . . a .e n e u e a ' ‘ o p o _ . . ~ 0 A r h . O a . x. . . o . v e . 1 0 I o a \ n h . o . c O I h I . p D e . . . d . e .\ V. . O _ o e s . a . . s a n e .. h s. f O . A . s a a n 0 s o s C a s n s t O I h o r h a . O. . . o s v I I O V d . e r n s u . e . d I .4 u s. A i. O \ I l a. u l n o a e» . . L o . C h C U r . . a e- . — l . . o o . e . \ Y P. e . h . o . s ' s I ' o n O . . . r l s O \ s P n . \ a . . ' \ r ' o . a . . ' s . I a. \ . a r a a h s x . l r _ a e l . d a .9 a ‘ O * 50 technical agriculture was required in ainal husbandry by the six institutions in the North Oatral legion according to findings in this stdyf‘ htela states that. “dnial husbandry courses were those involving all phases of and-.1 production and predate. Ihis classification included courses dealing with aninal diseases and ”31.3.02? Ira though sous eonparisens were node of the sub: act-attu- areaa in terns of eredits and percatagea. no statistical treatnent was preaated in the study by llatola that night indicate the siaificace of these comparisons. A study of the importance of certain required courses and elective courses for graduation in agricultural edncation at the University of Idaho was ads by Wald. Ihe 7‘ presat and foraer teachers of vocational agriculture in Idaho evaluated each course as very iaortat. inportant. of little imortance. or of no igertace: the weighted ratings of these evaluations were 15. 1o. 5. and o respectively.” Iheir weighted ratings and rank of the “mo 0 Po 5‘0 21m.“ Po 2‘s 2‘Geergo J. laid. “Pro—hloyncnt Value of certain Courses for Vocational Agriculture ranchers in the State of Idaho.“ (un- published Iastor's thesis. University of Idaho. lioscow. 19th) ’0 12o —-¢s... 51 courses in agriculture of the 37 required courses were: llenuts of Dairying. lb and 5th: Gaeral Soils. 13.9 and 9th; livestock Industry. 13.! and 10th; naats of horticulture. 12.5 and lith: Gaeral Crop Production. 11.1; and 18th: Ilenents of Plant Iathology. 11.3 and 19th: General Agricultural Ghaistry. ll.0 and 20th: ad Gaeral Agric- cultual hginoering. 10.7 and thh. ‘11 of these courses were considered as iqertat or very tun-percent w the teaehers.” 0f the 21$ reconuaded elective courses. the weighted ratings and rank of the courses in agriculture as rqorted h the teachers were: loads and reading. find and let: Ion-Infectious Diseases. 12.1 and hth; leats (butchering. curing and cutting) 1o.5 and 19th: and Infectious Diseases. 10.1 and 20th. the following were written in as iqortant by the nuaber of teachers indicated for each course: livestock Judging ll. hairy tattle Judging 9. and Sheep Induction 5. Ihe elective course. reeds ad reading. received the highest weighted rating (11“) of all the required courses and. all the elective course“, As to the areas of additional work desired by the teachers. Vald says: Ihere soens to be a strong tadency on the part of the present and forasr teachers taking part in this survey to 2,211.. PP- 35-360 ”nil... P’s 37"}.e H ' vac-fin. 51 courses in agriculture of the 37 required courses were: haunts of Dairying. lit and 5th: “Coral Soils. 13.9 and 9th: livestock Industry. 13.! ad 10th: Ilaats of horticulture. 12.6 and lhth: General crop Production. 11.11 ad 18th: Ilenents of Plant retheieg. 11.3 and 19th: General Agricultural Ohaietry. 11.0 and 8th: ad Gaeral Agric- cultural hginoering. 10.7 ad 2hth. ‘11 of these courses were considered as deportent er very inpertent w the teachers.” 0f the 23 reconsaded elective courses. the weighted ratings and rank: of the courses in agriculture as reported by the teachers worse l'oeds ad feeding. 1358 ad 1st: Ion-Infectious Diseases. 12.1 ad hth: reete (hutchering. curing ad cutting) 1o.5 ad 19th: and Infectious Diseases. 10.1 and 20th. he following were written in as iqortant by the amber of teachers indicated for each course: livestock Judging 11. Dairy Cattle Judging 9. ad Sheep Iroduction 5. !he elective course. reeds ad Feeding. received the highest weighted rating was) of all the required courses ad all the elective nurses.” As to the areas of additional work desired by the teachers. Vald says: here seems to be a strong tendency on the part of the present and foraer teachers taking part in this survq to 2’&1_‘»_e0 ”a B’S‘e ,2!“ o ”a 31.3.0 s e I ' . ' C . e .— . ‘ ' ' A ' s c 4 ‘ e. ’ b ‘ . a s U Q , , . . t e I . . e I V I . ' \ t - r a t 1 d - -.e.m.M — . C C I C Q - . e 4 .v .\ . I . I U ' 1‘ . . D . O ' ' . _ t . S o § - — s e a ' . . - e L‘ favor additional work in the following fields of work in: a. Agriculjiural Icononics. b. Aninal husbandry. ad a. dgreneq. he indicates sons need of course revision by saying. “Ehero also seas to be a very strong desire for acre courses which stress laboratory work in which skills that are to be taught can first he metered i the prospective teacher.“32 Iva though the findings h Vald were based on opinions of degree of iqortace. they give a fairly good evaluation of required courses ad elective courses for aJors in agricultural education. Ihis should be helpful to those who construct the curriculun in agricultural education in a teacher-training institution. hill su-Iarises his findings pertaining to curricula in agricultural education in the following statenentst A study of the curriculua require-onto as set forth in the curricula of forty-four agricultm-al teacher training institutions in forty-one states reveals certain siuilarity in the grouping of requironats. ms sinilarity appears only in the broad classification. however. . . . his siailarity is no longer evidat when the broad classifications are broken down to the eenuon course. identification teraineley. ... he sees situation exists in each phase of this study. and with this in nind the only conclusion for one to draw indicates that each curriculua has not boa apped ac- cording to the need of the state. but has either Just 4—;— __ 31m. Po 3‘- ?mée 9 Po 3‘s Linea-1| .w 11 1.1.4.. iii ee> a-e 53 hapaod or has been planned to satisfy the individual likes or disl es of the curricular authorities of the institutions. An analysis of technical agricultural requirasentc in the teacher training institutions of the Southern region dis- closes considerably nore planning or einilarity in re- quirements than in any of the previously discussed regions . . . . In the Southern region “.29 per eat of the fourteen rqorting teacher-training institutions require the odor of agriculture to be taken in the field from which the mJor portion of the agricultural income is derived as conpared to 25 per cat of the eight reporting institutions in the Northeastern region. 33-1/3 per cent in the lorth Gutral region. ad to per ”“33: the ten reporting inetitutions in the Western region. Iva though conparisons were ads of the course requiraents in the institutions in the differ-1t regions. no statistical treat- nat was given to show whether or not the differaces were siaifi- cat. however. the study did show the requirements of each of the reporting institutions in each area of agriculture and the fare incone of each area of agriculture of the states in which the institutions were located. ”an reported that there was a tendacy of teachers of vocational agriculture to allocate their periods of instruction based on training ad experiaco rather than on the basis of 74“ 33Oregon 1. Kill. “Ooqarisons of Curricula for Under- Graduate Vork for Teachers of Vocational Agriculture in the United States.“ (unpublished laster's thesis. Agricultural and Hechanical College of rude. College Station. 19%) p. 99. 35—13... pp. 1.1-1.2o ...! hIIve C1 5h agricultural needs of the con-nities. he found that in three types- ef-farning areas of northwest Ions. a crap aterprise contributed the naJer part of the fern incone in every cemity. ad the incono fron a crop enterprise was second in two-thirds of the con-Inities. In analysing the transcripts of 37 teachers in this area. he found the average number of senester hours in technical agriculture to be as follows: agronosv. 11.5: ainal husbandry. 29.2: horticulture. 8.5: dairying. 1: and poultry. 11.2. As rqorted by the teachers. the average nuuber of 90-Iinuto periods devoted to the atorprises were: crop aterprises. 18.33 livestock enterprises. 53.3: horticulture. 17: dairying. 211.8: and poultry. 32.9. ha indicated that horticulture. dairying. ad poultry were of very little iaportace in this area even though as any or sore periods were devoted to these enter- prises as were devoted to crop aterprises which were the nest inortat in the area.” !he stub w hen did not reveal abilities of teachers nor the Jobs taught in the enterprises. Iowever. it did reveal a lack of relationship betwea the iaportanco of enterprises ad the enterprises taught in comities. It revealed a lack of relation- A_.e.__‘._ A —___A 350. 9. ”an. “the Relationships between Courses in Voca- tional Agriculture. Preparation of reachors of Agriculture. and fypoe of harming in the Three Iypes-of-J‘arning Areas in lorthwest i‘eaas“. (unpublished llaster's thesis. icultural and lechanioal dollege of Ines. college Itaticn. 1938 pp. 33-33. ' 55 ship between prgmtion of teachers and inpcrtance of enterprises in comities. It showed that teachers were allocating nest of their tins to enterprises in which the teachers had the nest preparation. these findings should be helpful to the curriculua committees at the teacher-training institutions in constructing the curricula for orders in apieultural education. Also. these findings should be helpful to educators in selecting teachers of vocational agriculture for their co-aitios. 8tudies of Knowledge of SubJect latter lossessed by feachers of Other OubJects Is a knowledge of subJect atter of value to teachers of vocational agriculture only; or. is a knowledge of subJect attu- essatial for teachers of other subJeetsi lecat studios per- taining to subJect utter possessed w teachers of subJects other than vocational agriculture are very linited in nuuber. Iheso studies have dealt primarily with the relationship between knowledge cf subJect matter and ability of teaches. Iron the sunnary of a unpublished doctor's thesis on file at the library of the University of Wisconsin in 1939. hcetker ‘de a. report of the teaching abilities of 28 teachers of Social 3tudios who taught 375 8th grade pupils. Ihe pupils were tested for their intelligence. reading ability. and socio-eeononic status. ‘sl’.’ "\ 55 ship between prgaration of teachers and isportance of alter-prises in calamities. It showed that teachers were allocating nest of their tine to enterprises in which the teachers hed the most preparation. fhese findings should be helpful to the curricula comitteee at the teacher-training institutions in constructing the curricula for majors in agricultural educstion. Also. these findings should be helpful to educators in selecting teachers of vocational agriculture for their co-uities. Studies ef Knowledge of Subject latter roseessed by teachers of Other lubJects Is a knowledge of subject ntter of value to teachers of vocational agriculture only; or. is a knowledge of subject nttsr essutial for teachers of other subJeots? lee-1t studies per- taining to subject latter possessed h teachers of subjects other than vocational agriculture are very liaited in nuber. fhese studies have dealt primarily with the relationship between knowledge of subject matter and ability of teacha'a. Iron the emery of an unpublished doctor's thesis on file at the library of the University of Wisconsin in 1939. losther ‘de a rgort of the teaching abilities of 28 teachers of Social Ctudies who taught 375 8th grade pupils. fhe pupils were tested for their intelligence. reading ability. and socie-eoononio status. L Cali 56 feachors were censured for these traits and characteristics commonly 3‘ associated with teaching ability. rho results of this investigation. as they relate to a knowledge of subject utter. are sunrised by lestkor in this state-mt: lucwledge of subject utter bears no great relationship to teaching ability but if results obtained from tests were used to uoasure non-iqortant objectives were included. there appears to be a sipificant association with teach- ing ability.” Characteristics of industrial arts teachers were grouped into nine cometency classifications in a study rqorted by Ieefold. teachers were asked to rank these nine classifications as to relative iQertance: also the characteristics in each classification were ranked as to imortenco. rho technical classification was ranked fourth by 378 teachers of industrial arts. 0f the 11 characteristics listed in the technical classification. a knowledge of 'Xnow low' of the subject was rated as the nest inportent by the teachers.“ the inortanco of a knowledge of subject latter for an industrial arts teacher is indicated w Sedeld in the statement. I... Is not have a ocmlete knowledge of his subject."” 4;. “icon I. hostker. 'fhe Ileasurenent and Prediction of feachin. ability.“ School and Seeieg. Vol. 51. so. 136. Jan. 6. 191e, pp. 3o-31. 37.32.2- 2.1.3.. “lerait d. tenfold. 'fho Gespetaices of Industrial Arts feachers.' (unpublished Doctor's dissertation. Stanford University. California. 199) 3fl‘wo Po 23in mks-vi}. hi1 r fill“. ‘llul 4 I ff'er.‘ w l'he bother rqort and the Beefald stub indicate that a knowledge of subject latter is very iqertant for teachers of sub- jocts other than vocational agriculture. fhe findings of little.“ “dean.“1 linemen."2 horn-)3 and hart.“ to which references were “0 in chapter one. are very siuilar to those of hostker and leefold. lvon thcud: the results of these studies indicated that a knowledge of subject matter was isportaut for teachers. this imortanco was doteruinod pri-rily by opinions of students. teachers. or educators who evelmted the teachers. these investi- gations did not reveal factors associated with abilities in eubject taught. nor factors associated with jobs taught. nor correlation between abilities possessed in the subject and jobs taught. as will be done in the present study. ‘A AA. 1". Littler. 'm feachers hil.‘ lone g_n__d School lducatien. Vol. 33. larch. 1911;. pp. 255-256. “I. I. laden. “the Prediction of reaching inocoss.‘ Emotional Adainiotration 5_n_d_ Envision. Vol. 13. Jan. 1927. ”e e ‘23. 3. Ihannon. 'Oometoncios dined at in the lducation of {teachers at Indiana State feachers College.“ zeachsrs Gollge lecord. Vol. 8. July. 19%. pp. 129-125. ”A. I. larr. characteristic Differences _i_n the feat-hi3 Performcg of Good :91; Poor Iteachers of the Social—Stance. oeaingtenT-Ifi'rnois: fiblic School filliehing aospeny. T929) “‘3. '0 m. :Oflchfll'd 2m. ('0' York: mum “We 1’3”) 58 fill-r! d bridl salary will be pres-rted of the four groups of ‘/ related studies that have been reviewed. rho investigators reported that presart and prospective teachers of vocational. agriculture indicated that an adequate knowledge of subject utter was very essential for teaching agriculture. they also rgorted that cost jobs co-only listed in the livestock enterprises should be taught to classes in vocational agriculture. i'ho teachers indicated a need for additional courses in eniaal husbandry: especially in Foods and feeding. Heats and Livestock Judging. the studies revealed that teachers of vocational agricul- ture believe it to be very necessary for then to be able to do asnipulative jobs in the livestock uterprises. lewover. these teachers indicated that they can do less than one half of these jobs. he teachers enprossod a need for core training in how to do these jobs. According to teachers. naipulativo jobs in livestock enterprises rank hid: in iqortence whu ooapared with the iqortenco of manipulative jobs in other areas of agriculture. teachers indicated that they were better qualified to do runipulative jobs in other areas of agriculture than in aninl husbandry. he reported rank of qualifications of teachers in these enterprises was: swine. beef cattle. and sheep. the studies indicated that aost abilities in animl husbandry were acquired with experience of doing the jobs: also. manual abilities were acquired before entering mflflqil} ..... 9| '1 s... ...e." ‘e , ... .. . 59 coll‘t'. and judgnent abilities were acquired when the teachers were in college. he investigators found that teachers of vocational agri- culture hed fron two to 39 sesester hours in sninal husbandry. do rqerted. an average of about 15 semester hours. exclusive of dairy and poultry husbandry. was required in animal. husbandry for njors in agricultural education in the teacher-training institu- tions of tho thited Itatos. According to these investigations. 19 suoster hours was the largest average aaouut of credit required in an of the technical agriculture departnuts. feachers of voca— tional agriculture expressed a need for revisions of courses in eni-l husbandry in several of the studies. the reviewed studies indicated that a knowledge of subject ratter was associated with teaching abilities of teachers of other subjects. All of the studies that were reviewed have revealed sons very irportsnt findings. 3y airing applications of these findings. they should be of great value in irproving instruction in elementary and secondary subjects. however. the studies lacked sons igortent analyses which will be side in the preent study. lost of these studies were based on opinions of teachers. oncept those dealing with agicultu-o in the preparatory curriculum for prospective teachers. fhe elesent of degree of ispertence was involved which Ikes the results of responses of teachers controversial. .3. 7.7 k 5 .3 1 l .a h , :. Eu! t ,‘M to it IMO! ' 1 Cm. std; tiff: abil- ME My do teachers were not asked if they had done certain jobs nor if these jobs had bear taught. All of the studies lacked statistical analysis to deternine the sigificsnco of the results obtained. In the studies reviewed. none was found dealing with the association of certain factors and abilities possessed in the beef- cattle. sheep. and swine mterprises w teachers of vocational agriculture or the jobs taught h these teachers. the present study will mks statistical comparisons between teachers with different anounts of credits in animal industry. as to their abilities in three livestock enterprises and the jobs they taught in these three miter-prises. Similar comparisons will be ands between teachu‘s with different anchor of years of tuohing. and between teachers loeatod in areas of varying irportance of livestock pro- duction. lens of the reviewed studios mde statistical comparisons between manipulative abilities and managerial abilities in animal husbandry possessed by teachers nor between manipulative jobs and magerial jobs taugt. comparisons betwem abilities possessed h teachers in the different livestock mterprises were not made in an of the studies reviewed. fhese statistical oonprisons will be made in the staly by the writer. studies of correlations betwear abilities in aniaal hus- bandry that teachers possess and the jobs taught in snilal hus- ‘l.Wk-\'JHIIIII1’.I.'JI .v life!" .V . . lei bendry were not included in any of the investigations reviewed but will be included in the present study. chapter two has presented findings of related studies. and the similarities and differnces between these studies and the presnt study have bem mentioned. chapter three will present nethods of investigation used in conducting the present study. 61 W. E m p i far "I the ttl 11: be mm 111 MODS or MEL?!“ Islection of the Ara to be Studied The technical education of a farmer or a prospective farmer includes a wide field of areas in technical agriculture. i'he teacher of vocational agriculture needs technical education in several areas of agriculture if he is to be successful in teaching farmers and prospective farmers. beams of the amount of time and effort that would be required by the teachers included in the survey. if all areas in technical agriculture were included. it was decided to limit the study to the area of animal husbandry. After the area of animal husbandry was tentatively selected. a confernce was held with Professor George A. Drown who was fornarly head of the Department of Animal husbandry at lichigan “at. College. the isportanee and purposes of the study. netth 01 investigation. and some of the possible outcomes of the study "1‘. discussed. Also at this conferaics. it was decided to include the beef-cattle. sheep. and swine enterprises: it was thought that the horse and mule enterprise was of too little inportance in n1alligan to be included. the dairy uterprise was not included 1“mania-e instruction in this enterprise at Iichigan sues college is °ffOred in the dairy department instead of the animal-husbandry .lflnrsfbc . -2 -D .3 s» (1.4} ...r i ‘3 departmt as it is in some institutions. Also. the inclusion of this enterprise would have resulted in a chads-list of such length that some teachers night not have givai sufficient tine to checking any items. Detenination of Abilities and Jebs to be Inclfled teachers of vocational agriculture possess both manipulative and managerial abilities. and they teach manipulative and managerial Jobs. l'or this reason it was decided to incllfle both of these types of abilities and Jobs in the study. !he next stq» was to decide which of these abilities and Jobs to include. since it would be impossible to make an all-inclusive 11st of either. A tntative list of approved practices was nade for each of the beef-cattle. sheep and swine enterprises. Bhese lists of approved practices were submitted to members of the staff in agricultural education and to the various subject-matter specialists in th. Department of Animal husbandry at Michigan State college. After their criticisms and suggestions had beat Me. a final list °f ‘PProved practices was made for each of these enterprises. Ehese lists of approved practices served as a basis for M‘rlllning tentatively the manipulative abilities. the magerial mlities, the manipulative Jobs. and the managerial Jobs to be inched in the check-list for the study. After a tentative list of I"WM-ties and Jobs had been formulated for each enterprise. it was {if at 61+ resubmitted to ten masbers of the staffs in agricultural education and animal husbandry. After their criticisms and suggestions 1nd been mde. a final draft of the abilities and Jobs was made for each enterprise. Construction of the check-list A cheer-inst was developed. It included a page for the Inipulative abilities and manipulative Jobs for each enterprise and a page for the magerial abilities and magerial Jobs for each cites-prise. An item on the check-list was considered as an ability and a Job. It was considered as an ability when the teacher checked the item as to whether he had performed and could duonstrate the annipulative Job or as to whether he could teach the managerial Job. fhe iten was considered as a Job when the teacher checked the its. as to when Mt. 0n the pages listing manipulative items. space was provided for the teacher to check: (3) Ln: of three possibilities for 'Dsrformance' - 'lave performed. feel qualified to denomtrate'. 'lave performed. do not feel qualified to duonstrate'. and 'lave not performed“ - for each item. Also. on these pages. space was provided for the teacher to cheer (1) an: or 31;: possibilities for each item as '!o whom taught' - IAll-day classes“. 'Ioung-farmer classes.“ 'Adult-farmer classes' and 'Not taught'. no he ‘5 On the pages listing managerial items. space was provided for the teacher to check (in) 32: possibility for each of the items as to 'feaehing Ability' - 'il'eel qualified to teach. or 'Do not feel qualified to teach“. On these pages space was provided for the teacher to check each item as '!o whom taught.' Space was provided on the first page for the teacher to write his name. the name of his school. the name of the county in which he was teaching. the number of years as a teacher of vocational agriculture. and an answer to the question. 'Do you have 12 or more credits in animl husbandry" Try-out of the check-list A 'try-out' of the check-list was made with eigit teachers of vocational agriculture in flichigan. Two teachers were selected in imortant areas of beef cattle production. two in imortant areas of sheep production. two in inportant areas of swine production. and two teachers in areas of general farming of the state. As a result sf this try-out. a few items were re-aworded and a few itass were added to the check-list. the revised check-list was then duplicated. l'he data on the check-lists returned by the above eight teachers were used to determine the reliability of the cheek-list. One method for determining reliability is by scoring two half-tests 66 which is suggested by moi-nuke} Ehe test or check-list is divided into two halves. co-only by letting the edd-«nnnbered item con- stitute one half and the even-snumbered items other half. scoring of each half smarately. and correlating the scores on the two half- sets. fhe resulting correlation is then corrected by the Spearm- lrown formula to take account of the double length of the whole test. A correlation of .901; was obtained h using this method on the data found on the eight check-lists returned by the eight teachers used in the trial. Administration of the Check-list A copy of the check-list was sent to each of the 50 fully- qualified teachers who had gradmted from Hichigan State College between 1937 and 19145 and who were teaching vocational agriculture in Iichigan during the academic year of 1916-50. A cover letter was sent explaining the purpose of the study and directions for checking the items. A follow-up letter was out to 12 teachers. and a second follow-Q letter with another copy of the check-list was sat to six of the 12 teachers who had not responded. 1'lobert In. fhorndike. 'Reliability'. hgclgpedia 93. Educational lesearg. Revised ldition. 1950. pages 101 1917. I\ firstsusxlwavf. Illipilti ......tln‘s. ‘7 rinal returns included responses from ’48 teachers of which 1:5 or g per cent were usable. i‘he returns from three teachers were discarded because none of the magerial items in am of the miter-prises were checked. and there was inconsistency in the check- ing of the ability to teach or perform a Job and in the checking items as to whom taught. In some instances. an item was checked as “an performed. can demonstrate“ and also checked as 'Have not performed'. Also in some instances. the item was checked as having been taugit to one or more classes and also as not taught. Summarisation of Data from the check-list of each teacher. a count was made of the manipulative Jobs and managerial Jobs in each enterprise that he could do: a similar count was made of these Jobs that he taught to all-day classes and to cut-of-school classes. In it- count was mde of the teachers who could do each Job in each enterprise: a similar count was made of the teachers who taught each Job to all-day classes and to eut-of-schcol classes. he teachers were grouped according to the per cent of manipulative Jobs in each enterprise that they could do and according to the per cent of these Jobs in each enterprise that were taught to all-day classes and out-ef-school classes. similar groupings were nde of the teachers in the sanagerial Jobs in each enterprise. fhese groupings were based on: " 9..an CO? 6s (1) the number of credits in animal husbandry possessed by teachers. (2) Ehe number of years of teaching experience of the teachers. (3) the iqicrtance of livestock production in the counties where the teachers were located. Ehe distributions of teachers based on these three factors are fond in fables I. II. and III. Groupings were made of teachers according to the per cult of nnipulative Jobs and managerial Jobs in each enterprise that they could do. and according to the per cult of these Jobs in each enterprise taught to ell-day classes and out-of-school classes. A rank order was nde of the manipulative Jobs in each enterprise according to the greatest number of teachers who could do the Jobs; a similar rank order was made for the managerial Jobs in each uterprise. The teachers were grouped according to the per cent of maipulative Jobs in each enterprise that they could do and according to the per cent of these Jobs taugit in each enterprise to all-day and out-of-schocl classes. Similar groupings were rude of teachers in magerial Jobs in each livestock enterprise. A minimum of 12 credits in one technical department of the School of Agriculture at Hichigan State college is considered a field of saJor interest in the curriculum in agricultural education. “EIWJIII . slmf’thl‘rf " ‘9 ems: owns a anal. susnmm rossm'sn s! axioms mourn m on route -— —* h lumber of credits dumber of teachers rer cait of teachers 21 l 2.2 26 e e 23 l 2.2 2 o O 23 2 Ins 1 2.2 21 l 2.2 20 o e 18 3 5.7 17 6 e 16 2 ms 1g 1 2.2 1 2 Ins l3 2 ‘55 12 13 28.9 11 l 2.2 le 0 e 9 O 0 g 5 11. 7 0 e -6 I 17.8 a I 0 e e 3 l 2.2 Iotal 35 100.0 zlnformtion supplied by the office of the Registrar. Michigan State college. !he mean number of credits of all teachers was 12.7 term hours. The mean number of credits of the msJors was 15.6 term hours. the moon number of credits of the non-majors was 5.8 term hours. lorry... ‘1 Is 70 The teachers with 12 or more credits in animal husbandry are desipated as “were“ and those with less than 12 are designated as 'non-njors'. There were 39 More and 15 non-msJors in the entire group of teachers included in the study. In ‘rable I it can beaseen that the largest per cent (28.9) of the madors had a minimum about of credits (12) required for a war. and the largest per cent (17.8) of the non- majors had a minimum amount of credits (6) required.in animal hus- bandry in the curriculum in agricultural education. m1]: TILES 01' ”MO! 01' ammo INGLUDID IN THE mm lumber of years Number of Per cent of of superience teachers teachers 13 5 11.0 12 3 6.7 11 3 6.7 is 12 26.7 9 5 11.0 8 5 11.0 1 2 k5 6 2 h.5 a 2 h. 6 13. W! E a 100.0 he mean number of years of emperience of all teachers was (.8 years. Ehe mean number of years of experience of the more-esperiencod teachers was 9.9 years. The mean number of years of ecperiuce of the less-eaperienced teachers was 6.6 years. Imam rum or com mm moon mu LIVESTOCK mmmsm n nsmnrnonss mnmmmmmm3 .o Omties for Cent of farm Income Ember of from livestock teachers Ilare MA 1 “Mid: 35o? 1 Osceda 35-5 1 lenawee 32.7 1 mICm. 31e‘ 1 Clinton 30.6 1 Ionia ,1 2 1mm pa 2 Jerry 29.2 2 Inshna 27.5 3 'orford 26.9 2 laton 25.! h iivingston 25.6 2 Osceola 25.0 1 Ilecosta 21.1 1 charl mu 20.9 1 true 13.: 1 Konroe 11.5 1 Bhiawassee 17.12 Iason 16.8 1 bapeer 13o .7 2 flanilac 1 .7 1 ”001.» Inc. 1 Yen hrs: 13.” 1 Allepn 13e2 3 .cm ne‘ 1 ...—- A—‘h‘ A“ Eotel 5 Blatomtion supplied by the Dgartmult of Agricultural Iconenics. Itichigan State college. 72 Since the mean number of years of experience of all teachers was betwoen eight and nine years. nine was used as the division point for grouping the teachers on the basis of years of experience. leachers who had taught nine or more years are designated as “more- onperienced teachers“: and teachers who had taught less than nine years are dosimted as 'less-emperionced teachers". there were 2! more-emperienced teachers and 17 less-experienced teachers. table II shows that the largest number (12) of more- orperienced teachers had taught 10 years which is only 1.2 years more than the mean number of years of teaching of all teachers included in the study. This table also shows that the largest number (6) of less-experienced teachers had taught h years which is the minimum number of years of teaching for any of the teachers in the study. Of the total farm income for Michigan in 19145. 19.!9 per cut was from beef-cattle. sheep. and swine. Ihe counties with 19.89 1:- cent or more of the farm income from these mterprises are designated as here-important“ areas of livestock production. and the counties with less than 19.89 per cent of the farm income from these enterprises are desipated as 'less-important' areas. here were 29 teachers in important areas and 16 teachers in less- iqicrtant areas of livestock production. Host of the state was fairly rqresented. geographically. by the location of teachers included in the stuw. as shown in Figure 1. -—-—.—— -* f w”...— ..__-..—>__._._-—_.'- . - MICHIGAN 73 I \II-HNIIINIHII'" .--- -.. . A ’,~’. fl iLUC: i / — ... 7 Heat. I KW J CRArr lcmppzm O 1......J. l i ./N \jhnufbazi‘) 5"" Wm, 9" ”:3 g in?“ \Jj‘j “NE-5’"? OYJIGO ‘NGVT‘QfOQ-O CY: MPENA l {m “1r- “13mm “com {nu/£123: i g ! 1 i Fmrimfommmuxze immigootmihoioo“ ° 2 i . , ! ms’ofi'uxi °—ro'saou° TEA}: 'cuome- manual 1 ! i 1 i 1 ! 1 L}; u’unao )EEA—u ‘.’m n57; meow-1358673 {WWDJM ( § . 1 i i you W 4L. M0m2£‘-.W‘r':oy 54.0!le xi 1 «cm j l | r- |__ .er'l ' .GIN T . e—'.\ com I hair 'i'cmmTrm‘rw'j . i 2 WW" . s 2 i 'H2!1! !2!ul3i2|23i15” J; [a “WWW WWW" Jmfinmffi 112 It i “.063” suoism ism Winsouilwmwufiw g L£;__J ' . ! 1 i 1 I 1 E gill—.-..JL..- noun v - “MIC! 31' WMIES 01' m enemas WEED!) II ms flimsy. .'s. salute: O rlrtuv I,..l...\, ....ii 7:. Almost all east-and-west tiers of counties in the lower pminsula were rqaresented by one or more teachers. One teacher was located in the upper peninsula in the county farthest east. Analysis of Data Data were analysed to compare the two groups of teachers in each of the groupings Just described as to the per out of Jobs thq could do and as to the per out of these Jobs taught. 1'hese compuisons included a determinination of the sigificsnoe or difference of the number of teachers in each group by using the chi- squre technique. the formula“ used in the chi-square calculations is: 82 I $0422 e i'he o in the formula rQresaxts observed frequencies in the distributions and the e rQresents the equated frequencies in the distributions. 1! a cell combination was less tun five. a correction factor .5 was subtracted from the quantity ( o - s) before the quantity was squared. Ihe significance of the values of chi-eqmre was determined w referring to a iable of chinsquare.5 Ihe readings #— uAllen 1.. Edwards. Statistical M3. (New York: kinmart “a. cow. Inc” 19“) Po 2 e 5M. s Po We ‘ . ' . . . J i . r . . . . . i Q ' ‘n e ' g ‘ «4%..» ~ . ‘ u . ‘ - . I . ‘ I ' K ‘ ! . C 5 J . ’ v i ‘ ‘ » . 0 4| I ‘5 . e . . . ‘ I . _ . ‘ . v . .. ‘ C I . I ‘ e . lo ' . ... . , o v v . . ‘5 ‘ ‘ ‘ ‘ a . . C e . ' . n v I A t , - I a e u . o - ' ~ . . ‘ ‘ I . .. fi Y ‘ ‘ . e ~ o. ' O . ' ' ---.. l ‘ . . - e _ . ' . . 4...,__. .. ‘~ .~ . . '0 ' . 0 e. 75 were and. at the five per out level and with ( r .- 1) ( 1: - 1) deg-see of freedom: r rqaresmts the number of rows and k represmts the Mer of cclunns in the tables of cell entries. A correlation coatficient was calculated from the number of teachers who could do each manipulative Job in each enterprise and the number of teachers who taught each of these Jobs in each enter- prise: similar calculations were ads for the managerial Jobs in each enterprise. the formula‘ used in the correlation coefficient calculations xx! . {:12 (gr) ll! r = . . \fixz - 3223 - 9,2. I The I in the formula represents the number of teachers who could do each Job. !he I rqaresents the number of teachers who taught each Job. the I represents the number of pairs of items that were correlated. The significance of the correlation coefficients was determined by the use of a fable of the Values of r.7 Ehe readings were made at the one per cent level and with 3-2 degrees of freedom. ‘I. I . _ '3“. Eu 1’- 91. Tfle 9 P0 39-. . . e . I. . ev « ‘4! e ‘ . .. c e -. ... u . r e. A e C A! I o . .9 I e O . t . . . a . . t I l . . a e p. . . (o . . v ., . o a n I . o a . a . . o L o e o a A \ . . . . w I . ,. _ . . . . . V t , . o _ . . I u a s , _ . v . a e . . t . I _ o . i . . . . a e e . . u s . - . o n . . . . . _ . . . . . . . e . . .v . o r I V n. . . r e e a . enrmxv WW1!" DIMIB MS” 1! means an “DWI!“ 3018 new his chapter presnts an analysis of data regarding manipuu- lative abilities in beef-cattle. sheep. and swine atom-prises possessed by teachers. and data regu‘ding mipulative Jobs taught in these livestock uterprises to etudeits in vocational apiculture. fhe following questions will be answered in this chapter: ’id teachers who had 12 or more credits in animal husbandry possess more nnipulative abilities in beef-cattle. sheep. and swine enterprises than teachers who had less than 12 credits in this sabjeet? lid teachers who had less than 12 credits teach as many naipulative Jobs in these uterprises as did teachers who had 12 or more eredits in animal lmsbandry? Vere core of these abilities possessed w teachers who had more years of teaching esperimce than were possessed by teachers who had fewer years of teaching erperience! Did teachers with more experience teach more manipulative Jobs than did teachers with less experience! lid teachers who were in inortant areas of livestock produc- tion possess more of these abilities than teachers who were in less- iqortant areas of livestock production? Vere more of the Jobs taught by teachers who were in important areas of livestock production tun than were tamt by teachers who were in less-important areas of livestock production! .‘01 r. fhe analysis of data involves a comparison of teachers in each of three classifications that were nude on the basis of: (1) number of credits in animal husbandry possessed by teachers. (2) number of years of quince as teachers of vocational agriculture. and (3) inortance of livestock production in counties where teachers were located. rests for the significance of difference between the number of teachers in each of the groups of teachers oespared have been used at appropriate places. If a teacher indicated that he had performed and could demonstrate a Job. it was considered that he possessed the ability to do that job. Oeqarisons between “More. and 'len—Iaiers' Ihis section of the chapter deals with the two mugs of teachers Id. on the basis of number of credits in ani-J. hus- bandry that thc possessed. One group is designated as “users“ who had 12 or more credits in aninl husbandry. The other group is desipated as 'non-s-Jors' who had less tmn 12 credits in animal husbandry. The 14-5 teachers included in the present study had an average of 12.7 term hours in animal husbandry: the range of credits in this subject was from three to 27 term hours. Oonverted unto semester hours. the average was 8.1}. exclusive of credits in dairy husbandry and poultry husbandry. The range in semester hours was free two to 1:. laydut reported that 36s teachers of vocational r s J. 7‘ agriculture in the United States had an average of 15.3 semester hours in animal husbandry. exclusive of credits in dairy husbandry and poultry husbandry: the range of credits in this subject was from two to ‘2 semester hours} mun \ man or mass m sermons 1! us cm: or mmru DILHIES rosssssn m m 1mm: mums: P” Gm“ 0‘ lad-Q1310 Shag "in. abilities mars lon-nJors wors Ion-more lisJors Ion-moors 75-1“ h s 5 1 1s 1 50.711 15 3 11 5 6 11 25-39 6 6 6 I; h 2 s—2h 5 6 s 5 2 1 Iotals 3s 15 30 15 30 15 A #_ +A__ AA A— -- +__ A_. “ fhs difference between the two groups of teachers in per out of mipulative abilities possessed in the beef-cattle enterprise is significant. The differmce between the two groups of teachers in per out of asnipu‘lative abilities possessed in the sheq: enterprise is not sipificsnt. the difference between the two mops of teachers in per cent of unipulative abilities possessed in the swine enterprise is signifi- cant. 1‘lyls J. Isrdm. 'Ghsracteristics of college curriculum for the lducation of Teachers of Vocational Aaiculturs based on Stulaitsd Transcripts.‘ (unpublished Doctor's thesis. Gornell university. Ithaca. law York, 1915) p. 1‘. - v . ...'a. O . s I . s . . a e e-cr. n'. a » .... , a . . . - -9 . . . . a .-. . . . .-. p . .14 ., . a f‘ - ' on u . . . A . . e s s . a . . 4 a s . .. n .v ‘ . . . A or. - . - s- - o—d .— a v - 0'. 0 . . a o . ~ P w- r r ‘ ' . , , a Q l 1 a .IO WW‘ . Q l . I a I e I. O . l‘ . O n s O 0 § ' I O 1 . O C . U I < h - U V s e e s . .. -‘ - ‘ - ‘ e t . y . . d b . .. ' O . .e - s' s s _ s ' . ~ 0 s ‘ . l‘ r ' u ‘ .. — . I - ~ ) a a . v ' e I e ‘ . . 4 t . -a . . e 0 ‘ ‘ , . . »- a 7 V e t ' ' ’ « ' a . . , . K . . . .. . . O 4_ _ .. ’ “ ‘ > .— ‘ 4 ...-.‘o. -o..4 .,..4 .... . . . .-.--... . .. -o-.._ .7..- ... ......... ............-.. - s L . 1 I" r . .. o v ' ' 1 f‘ n ..... ..... ‘ .-.. u- .9 - . a s 1‘. ~. . a A . av ‘ -~.av~--.»-.-—~.-a~.-—.-o.«..-... . .....-....-.o.. -.-.. I . . ~ x i n " 1' -. , '1 , o. . .. ~-.- . -¢.- .‘ ...-..-» -_.e. ...-.4-..‘ to- vac-er..‘--~¢-.........-..a..-u .e--“~4..~‘.CQ-‘—..- . - . ‘e ‘ , . - ‘ - v . e - . . ,_ . 0‘s - .‘ a . . . ‘ . e s M- . . ‘ ' ' . so . . e o . . , ~ . a a . ‘_.‘ - u . ~ 9 ,- . A . " ‘ e. . ' » . - ‘ . . \ . ' " I ~. I p-’§.'.‘~oe.u ...-~w..a"‘ 0" , t . .. — .‘ . w». A f 0 ‘ . ' ‘ , . , '\ u 0 ‘ .s ‘ ‘ . ‘ . . . Q ‘ Y - ‘ Q - .0 - r O o P ‘ 79 The results of the analysis of data in Table I? show that teachers who had 12 or more credits in animal husbandry possessed a sigificantly higher per cent of manipulative abilities in the beef- cattle alter-prise than teachers who 1nd less than 12 credits in the subject. has Table I? it can be seen that 19 More (or approxintsly ‘3 per cent) had 56 per out or more of these abilities and only three non-ndors (or 20 per cent) had 56 per out or more of the abilities. There was very little difference in the per cut of Ianipulativs abilities in the sheep enterprise that majors possessed and the pn- cent of these abilities that non-msJors possessed. The analysis of data in Table IV reveals tint more possessed a nah greater per cent of manipulative abilities in the swine enterprise than non-adore possessed. This table shows that 1‘ sailors (or 50 per cent) had 75 per out or more of the Inipulativs abilities in the enterprise. and only six non-wore (or 6.6 per out) had 75 per out or acre of these abilities. Only 2h of the 105 teachers included in the study taught unipulative Jobs in the beef-cattle mterprise to out-of-school classes. There was a very small differuce between the per out of these abilities that the sailors and the per cent of these abilities that the non-adore bad. This small difference is in contrast to the difference found when a comparison was node of the per cent of Inipulative abilities in the beef-cattle enterprise possessed 1w all more and all non-sad ors included in the study. In this latter comparison the difference was statistically significant. Only 11 teachers taught manipulative Jobs in the sheep enter- prise to out-of—school classes and only one of these was a non-war. lowever. there was no difference in the per cent of abilities possessed by the two groups of teachers. Twmty teachers taught manipulative Jobs in the swine mterprise to out-of-sohool classes. There was no difference in the per cent of these abilities possessed by adore and non-ssJors. There was very little difference in the par out of manipu- lative Jobs taught by More and non-adore in each alter-prise to all-day classes. Table 1 shows that 15 Indore (or 53 per cent) and nine non-More (or ‘0 per cent) taught 50 per out or more of the manipulative Jobs in the beef-cattle utter-prise to all-day classes. The table shows thath more (or 53 per out) and seven non- ndors (er R7 per cult) taught 5s per cent of the Inipulative Jobs in the sheq) enterprise to these classes. In the table it can be seen that 2‘! were (or 80 per cent) and 13 non-qusrs (or 86 per cent) taught 56 per cent or more of the mipuJative Jobs in the swine nterprise to these classes. ladors and non-wore tend“ about the same per cent of mnipulative Jobs in the beef-cattle enterprise to 'out-of-schoel 1 \0‘3 TINY man or mass m sonwoss‘ st us cm or mmru ms: was! m m trusses: mnnsw 20 mm omen _m.—— -.. --.. ---w“- *~*~—-.—-—~——.#_---- led-cattle Sheep Swine 1 of Jobs lajors Ion-..Jors Majors lon—nJors laJors lon-quers 75-1» 2 1 h h 13 3 50-7! 1h 3 12 2 11 1s 25—319 10 3 5 3 h 2 act ’1 3 9 6 2 0 Totals 3s 15 3s 15 3s 15 The differmcs between the two groups of teachers in the per cent of unipulative Jobs tenant in each enteiprise is not sipificsnt. classes. There was no differmcs in the per cut of Inipulative Jobs taught by the two groups of teachers in the sheep enterprise to out-of-sohoel classes. The two groups of teachers taud1t prac- tically the same per cent of mipulative Jobs in the swine uter- prise to out-of-school classes. Ooqarisons of data presented in this part of the chapter indicate that a lack of credits in aninl husbandry was a handicap to teachers in two instances only. Teachers with 12 or more credits had a such hidnr per out of mnipulative abilities in the beat- a we 82 cattle enterprise and in the swine enteiprise than teachers with less than 12 credits. The findings gave no indications that teachers had acquired more manipulative abilities in the sheep enterprise by taking a maJor in animal husbandry. Comparisons between I'More--e:cperienced' Teachers and “Less-experienced' Teachers This part of the chapter concerns two groupings of teachers made on the basis of the number of years they had taught. One group of teachers is designated as "more-erperienced" teachers who had taught nine years or more. The other group is designated as 'less- erperianced' teachers who had taught less than nine years. The difference was small between the per cent of manipulative abilities possessed by more-emerienced teachers and less-experienced teachers in each enterprise. 1y comparing the number of teachers shown in Table VI it can be seen that 50 per cent of the more- erperienced and 1&8 per cent of the less-experienced teachers had 50 per cent or more of the manipulative abilities in the beef-cattle enterprise. Alec 5o per cent of the more-experienced teachers and ‘18 per cent of the less-experienced teachers possessed 50 per cent or more of the manipulative abilities in the shew enterprise. The numbers in the table indicate that 78 per cent of the more- erperienced teachers and 82 per cent of the less-experienced teachers possessed 50 per cent or more of the manipulative abilities in the swine mt erprise. ‘3 . mu '1 mm 01' mmnrmsn rum AND 3355.30111me IMOEES 1! Pl! cm 01' “PM!“ ARI-HES POSSESE IN THE SW! mmmmn W Beef-cattle She; Swine Ier out of Kore-sub Less-e:- llore—ex- less-em- liore-ex- Less-ex- sbilities perisneed perisnced perisnced perimced perienced perienoed 75-1» e h 3 3 13 6 5s-1t it h 11 5 9 3 25-!" 7 5 6 t 3 3 e-zh 7 h s 5 3 s fetus as 17 as 17 2s 11 the differmce between the two groups of teachers in per cent of .31)!» lstive abilities possessed in each enterprise is not sipifioent. fhe difference in the per out of these abilities possessed in the beef-cattle enterprise by the two grows. who tenant out-ef- school classes. was very small. Ehis was also true of the two groups who taught manipulative Jobs in the sheep and swine enterprises to ont-of-school classes. fable '1! shows the number of sore-experienced end the number of less-erperienced teachers who taught the certain per cent of manipulative :obs in each enterprise to ell-day classes. 1y converting these numbers to per cents. it can be seen that 51 per out of sore- gs,» L .l-. .s‘vilsn )3 ,o .u v ..P‘ ‘3 . mu '1 mm 0? WEI-WIRING“ rms AND ussnmmcm INCHES 1'! us our 01' “PM!“ AMI-HES POSSBSE IN THE smocx MITRE!!!” W ledgattle _ Shag: swine Ier eat of lore-sr- Less-er:- Ilore-ex- less-er.- llore-er- Less-ex.- abilities perieneed perienced periuced perimced perienoed perienced 75-100 0 h 3 3 13 6 5.4: in n u s 9 t 2549 1 5 5 ‘i 3 3 e-ah 7 h s 5 3 s !ctals 2! l7 2‘ l? 23 17 the differnce between the two groups of teachers in per out of unip'c- lative abilities possessed in each uterprise is not sipificast. lhe difference in the per cent of these abilities possessed in the beef-cattle enterprise by the two grows. who taught cut-ef- sehool classes. was very smll. This was also true of the two groups who taught manipulative Jobs in the sheep and swine enterprises to ont-of-school classes. fable VII shows the number of acre-eapsrienced and the number of less-srperienced teachers who taught the certain per cent of manipulative Jobs in each nterprise to all-day classes. Dy converting these numbers to per cents. it can be seen that 57 per cut of more- ) l c e v.. c . s 0 ‘ , - -. ., . . . . .. . s , . . ( ... . . V . . . . , _. . .... .. . v . .9- . . . . . o—a . c a ‘ ‘ . - . . . r . a . - . . . . - . p . - - . - - n o o . . .. . . .. I' ~ ‘ .., -.1 ... . - .. -7 3.. . . - . 0 e t . , . - I A c Q A 1'. a — < O ~ l D ‘ e e I p - - 9 I c - . a a o , e n . o o a! n -“1 f’-»O-. .0 - r—O ' e a - ~-. . o o _ ... y - . . - . , . , ... 4 ¥ ‘ f. - d a». o o . c . . g c n. no- A» . s p- - .- i . . . . ..- . - . . .. .. . O s r n v ‘ ' I \ . . . p . a . .. . . L . ‘ -. b \ n 0* ~ ‘ _ ’ . Q a - a s - _ ’ 4, _ ’ H . ' . . ‘ D e . . . e ‘ _ ‘ ‘ . 7 . ‘ ' e > ‘ ‘ .n \ ' u. I : . . " . . 7‘ u ‘ 1 r u . . , . ‘ ' ' Q - o . . a— -- G . - t . O». . I 1 I . .. -. O I h. 0‘- H k - . . - . , ‘ . . - . e .-. , . ' \ rm: VII mm 01' non—mmmcn TWIN!) LES-summon TEACHERS I! rn cm 61 ”PM!!!" JOBS IN THE 117381300! MERISE ”WED 10 ALL-m GLASSES ... -___.-.-.__.-.- leaf-cattle Sheep # Swine Der out fire-er- Fess-er- Tore-ex- Fess-e:- iore-ex- Fess-er- — of Jobs psriensed perimed psrienced perieneed perisnced psrieneed 75-100 1 2 3 5 I 8 50-711 15 7 is h 15 6 25-119 s 5 h t 3 3 0.2); h 3 11 h 2 e letals 2s 17 2s 17 as 17 the difference between the two groups of teachers in the per out of unipulative Jobs taught in each nterpriss is not siaificant. superianced teachers and 53 per cent of less-experienced teachers taught 56 per cent or more of manipulative Jobs in the beef-cattle enterprise to all-day classes. In the sheep enterprise ’46 per cent of the more-exp erienced teachers and 53 per cent of the less-exper- imced teachers taught 50 per cent or more of the manipulative Jobs to all-day classes. In the swine enterprise 82 per cent of each group of teachers taught 50 per cent or more of the manipulative Jobs to these classes. The difference in the per cut of these Jobs taught by the two youps of teachers was very small in each enterprise. . . c-m 85 There was a small difference in the per cent of manipulative Jobs taught by the two groups of teachers in each enterprise to out- of-school classes. 'fhe analysis of data indicates that teachers must have developed most of their manipulative abilities in these livestock enterprises by the time they graduated from college or that they acquired them urine their first three years of teaching vocational agriculture. All teachers incluied in the study had taught at least three years. However, it should be kept in the mind of the reader that these ccmarisons were between teachers with differing amounts of eaperience and not between the some men at different times of teaching. Ihe results might have been different if comparisons could have been made between abilities of the more-eaperienced teachers and the abilities they had at a time when they would have been classified as less-erperienced teachers. Seemingly. after the third year of teaching the per cent of manipulative Jobs taught in each enterprise did not increase. These findings are very similar to those reported by MacDonald.2 2 Donald 1.. MacDonald. “Some heeded Improvements in the lontana Vocational Agriculture Progrtnn,‘I (Mun ished Haster's thesis. Montana State college. loam, 1939) p. 23. e A . . ‘ ... . . u . , o .1 O . . . o . _. e W 7 1 I a u . . e r s . o s 6 V . ~ . \ u o . , . . _ p . , . . a . . . e O u e . s _ . . t o . . A a p . . . a r . . .~ . . . 1 o . 0 w 0 . e . . y e s Q o .\ v . . I C r . 7 4 . I O s e ‘b . e . s 17 I L V . O I O I A . , '. . c \ V . . . . \ \ . a. \r . . s u e . A x l . 3 :6 Oonmarisons between Teachers in Wore-important“ Areas and Teachers in ”Less-important' Areas of livestock Production A presentation will be made of the two groupings of teachers made on the basis of importance of livestock production in the counties where they were located. A. county to be considered as a 'more-ilportent' livestock county must have derived 19.59 per cut or more of its total farm income from beef-cattle. chew. and swine during 1915. The groups are designated as teachers in 'more-impor- tent' areas and teachers in 'less-importent' areas. )y referring to Table VIII it can be seen that ‘2 per cent (10) of the teachers in less-important areas possessed 50 per cent or more of the manipulative abilities in the beef-cattle enterprise. and hi per cent (12) of the teachers in more-important areas possessed 5s per cent or more of these abilities. Though the difference in the per cent is not statistically sigiificant. it is noticeable because teachers in areas where livestock was not so important had a higher per cent of these abilities than did teachers who were in important areas. In the more-important areas ’48 per cent of the teachers had 50 per cent or more of the manipulative abilities in the sheep enterprise. and 50 per cent of the teachers in less-important areas had 50 per cent or more of these abilities. In comparing the mipulative abilities in the swine enterprise possessed by teachers in more-inportant areas and these abilities possessed by teachers ‘lsfih‘X . mun murmmsmmmummrmmm sue—mom AREAS r: rm: cm or mnmm Armin: rossmsn is m trusses: msmnsm W leaf-cattle 8heep Swine Per cent of Tre- Less- flore. less- flore- Tess. abilities important mutant inportsnt important Ilportmt llpertsnt _ areas areas areas areas areas areas 75.1» 3 1 5 1 10 9 50—73 9 9 9 7 11 6 25.49 s u 7 3 5 1 eat 9 2 I 5 3 0 Totals 29 16 29 16 29 16 The difference between the two groups of teachers in the per cent of manipulative abilities possessed in each uterprise is not sigificsnt. in less-imortant areas. it is again found that the teachers in less- ispertant areas had a higher per cent of the abilities. It can be use in Table m! that 15 teachers (93 per cent) in less-important areas and 21 teachers" (72 per cent) in are-important areas bed 50 per cent of the abilities. However. this difference in per out is not statistically significant. There was a very small difference in the per cent of unipur- lative abilities in each enterprise possessed by the two groups of . . O — “int-I- I ‘ teachers who taught asnipulative Jobs in these enterprises to all- day classes. mu murmmmnmmmmrmmsn mam mas If m cm 01‘ mnmm JOBS men I! an IIVDSTOGK WHERE TO ALL-JAY GLASSES W leaf-cattle Sheep V Swine Per cent allere- Less- More— less- -I(ere- flees- of Jobs lepertent lnpcrht Important Imortant important limes-tent areas areas areas areas areas areas 75.1» 2 1 1 1 9 7 5.4» is c 16 u 114 7 25.149 8 h h h 2 e-2h l I 7 2 0 Totals 29 16 29 16 29 16 The difference between the two groups of teachers in the per cent of mipalative Jobs taugit in each enterprise is not sipificant. . Teachers in less-imortant areas tamt a smller per edit of mipulative Jobs in the beef-cattle enterprise than did teachers in acre-inertant areas: this difference was not sigiificant. The same was true of the manipulative Jobs taugtt in the sheep mterprise to ell-day classes. The swine enterprise is a case in which teachers in less-inportant areas taught more unipulative Jobs than did teachers '! H “--.—I. f. 4 a K .0. p 9-. u . -.. .--- a co. ’J .a.. e I. - e . o --. -~ "\ ,' ~ 5* ‘9 in aere-iqortant areas of livestock production. Ty referring to Table I: it can be use that 11:, teachers in less-ispertant areas (:7 per cent) and 23 teachers in acre-i-portant areas (79 per cent) taught 9 per cut or more of the sanipulative Jobs in the swine enterprise. lowever. this differnce is not significant. The difference in the per cent of Jobs taught by these two coups of teachers in each enterprise to out-ef-school classes was small. The analysis of data in this part of the chater does not indicate that teachers with more mipulative abilities in the livestock enterprises are teaching in more-imortant areas of live- stock production. These data also reveal that teachers in more- iqortant areas of livestock production are teaching only a sligitly greater per cent of manipulative Jobs in these atteiprises than are teachers in less-imortant areas. lanai-y This chapter has aade coaperisons betwem groups of variom teachers of vocational agriculture concerning the mipulative abilities in the beef-cattle. sheep. and swine enterprises that the teachers possessed and of manipulative Jobs taught in these anter- prises. These groupings were nde according to: (l) nubsr of credits in animal husbandry the teachers had. (2) number of years of eaperiuce as teachers of vocational agriculture and (3) TUVKUVMJ: .5. Infrt02t. . L.‘ . _, 9 iqortence of livestock production in counties where teachers were located. Of these comparisons there were only two in which there was a sipificant difference between groups of teachers compared. Teachers. who had 12 or more credits in animal husbandry. possessed a nuch greater per cent of manipulative abilities in the beef-cattle enter- prise and in the swine enterprise than teachers. who had less than 12 credits in animal husbandry. possessed. 12....I‘Wl. vet..." lies... . MY amount DISITIIBS POSSESD I! new as WAGE]!!- J’OJS TAMI! In this chapter will be presuted the results of the study pertaining to sanagerial abilities possessed and managerial Jobs taught in beef-cattle. sheep. and swine enterprises. Questions siailar te those in the first part of chapter four would be apprepriate here except that they would concern magerial abilities and Jobs instead of unipulative abilities and Jobs. These questions will be answered: )id teachers who lid 12 or more credits in animal husbandry possess more magerial abilities in beef-cattle. sheep. and swine uteiprises than did teachers who had less than 12 credits? Did teachers who had 12 or more credits teach mere nnagerial Jobs in these utter-prises than did teachers who had less than 12 credits in sainl husbander lid teachers who had fewer years of teaching experience possess as may of these abilities as were possessed by teachers who had more years of teaching experience? lid teachers with more enperience teach more of the managerial Jobs than did teachers with less erperience? Tare more of these managerial abilities possessed w teachers who were in isportsnt areas of livestock production than were possessed by teachers who were in less-important areas of livestock production? Vere as may of the Jobs taught by teachers who were in less-inportant areas of livestock production as were taught by teachers who were in inportant areas of livestock production? The analysis of data includes comparisons of teachers in each of the classifications that were made on the basis of the following factors: (1) number of credits in animal husbandry possessed by teachers. (2) number of years of experience as teachers of vocational apioulture. and (3) inportance of livestock production in counties where teachers were located. These are the same classifications nde in chapter IV dealing with mnipulative Jobs. chi-square tests for the significance of differmces have ben used at appropriate places. If a teacher indicated tint he felt qualified to teach a managerial Job. it was considered that he possessed the ability to do the Job. comparisons between “More. and “Ion-wore. In this part of the chapter will be presented the results of the two groupings of teachers made according to the number of credits in animal husbandry tint they possessed. The 'mdors' had 12 or more credits and the “non-wore“ had less than 12 credits in animal husbandry. 93 m: m 01' WOIS AND HC-JMJORS I! rm CM 03‘ means. ABILITIES POSSBSID IN THE BMWK mmnrsm W Per cent of beef-cat tle 811:1 Swine w abiliti as More Ion-laden lad ors loupmd ors Had ore Ion-m: ers 75.1.. 29 9 22 lo 2! 13 9.7!; 1 u 5 3 1 0 25-h, I 2 2 2 O l O-Zh O O l O l l Iotale 3e 15 3e 15 30 15 he difference between the two groups of teachers in per out sf Inagerial abilities possessed in the beef-cattle enterprise is sigzifieant. The differmce between the two groups of teachers in per out of nnagerial abilities possessed in the sheep enterprise and in the swine mterprise is not sigificent. In observing Table I it can be seen that 29 more (or 97 per cent) and nine non-Indore (or ‘6 per out) possessed 75 per cut or more of the mnagerial abilities in the beef-cattle enterprise. The difference in these per cents is significant. The findings here are sililar to those of the couparisons of More and non-wore in their mipulative abilities in this enterprise: the difference between the majors and non-Indore in their mipulative abilities in this enterprise was also sigifiesnt. fl‘itl‘ir.~:., r. ‘5‘ a 7 ,. 9n Approxintely 90 per cent of the teachers in each group had 56 per out or more of the managerial abilities in the sheep enterprise. Table I shows that 29 More (or 90 per out) and 13 non-more (or 87 per cent) possessed 50 per cat or more of the ssnagerial abilities in the swine enterprise. 'I'his is a conlpare- tively small difference in the per cent of these abilities possessed by the two groups of teachers. Of the ll teachers who taught magerial Jobs in the beef- cattle enterprise to cut-of-school classes. all of the majors and all of the non-ma: are bad 9 per cent or more of the magerial abilities in this enterprise. The same was true of the 15 majors and non—More who taught sanegerial Jobs in the sheep enterprise to out-of-school classes. Also the 23 naJors and non-moors. who tanght managerial Jobs in the swine enterprise to out-of-school classes. possessed 50 per cent or more of the wagerial abilities in this enteiprise. In Table II it can be seen that 26 More (or 87 per cent) and nine non-Indore (or 50 per cent) taught as per cent or more ' of the mgerial Jobs in the beef-cattle enterprise to ell-day classes. rho 27 per cent difference between the two groups of teachers. who taught 50 per cent or more of the magcial Jobs. is set eigifieant. there was a very snail differ-ace between the per cent of managerial Jobs taught by the seniors in the sheq mu m or were my 301144110123 r: us can or museum. .1038 mm In re: mmroox mun-11mm no mm oussm Per cent beef-cattle She: Swine of Jobs laden Non-adore IeJors Ion-wore Isdors Ion-nJors 75-4» 21 9 1s 11 29 13 504% 5 o ‘ 2 0 1 25.119 e 5 2 1 e e 1.22; a 1 u 1 1 1 Eotals 3e 15 3s 15 3e 15 rho difference between the two groups of teachers in the per cent of managerial Jobs taught in each enterprise is not significant. mterprise and the per cent of these Jobs taught by the non-wore in this enterprise to ell—day classes. The two groups of teachers taught approximtely the same per cut of managerial Jobs in the swine enterprise to all-day classes. Gonparieons of data presented in this part of the chapter indicate that possession of a Nor field of interest in eninl husbandry was of a special benefit in one of six cases. feachers with 12 or sore credits in animal husbandry possessed a much greater per out of managerial abilities in the beef-cattle uter- Q»- -.~' 96 prise than did teachers with less than 12 credits in animl hus- bandry. the findings gave no indications that teachers had acquired sore nnagerial abilities in the sheep and swine enterprises by taking a radar in animal husbandry. the teachers with less than 12 credits in animal husbandry taught practically the same per cent of magerial Jobs in these uterprises as did the teachers with 12 or lore credits in the subject. Oomparisons betwem ”Here-experiaced' Eeachers and “Less-emperienced' Ieachers This section of the chapter compares the 'nore-ezperienced' teachers who had taught nine or more years and the “less-experienced“ teachers who had taught less than nine years. Ihe difference in per cut of magerial abilities in the beef-cattle enterprise possessed by teachers who had taught nine or more years and the per cent of these abilities possessed by teachers who had taught less tlnn nine years was small. However. it can be seen in fable III that 17 less-maimed teachers (or 100 per cut) and 2C sore-experienced teachers (or 92 per cent) had 50 per out or more of these abilities. the more-experimeed teachers possessed approximately the use per cent of modal abilities in the sheep uteiprise as the less-eaperienced teachers possessed. fhe swine enterprise is . . 1 n r . 1 . a e . e e e . a e e e . . a u 1 . . I ‘ . 1. . a X 1 . e . C e 1 . e . r . 1 ‘ . o . s e t 1 . \ o . v 1 e o < . L. 1 1 . 1 a n n x. . I . . 1 s . . n n a . . t » 1 1 . e . e no 1..- it"s! . .F‘ 97 mm: sum or mmnzmm swans m nemmmcn exams a! us can or momma nnmns rossrssn m an annex manners -W~__ __ led-gttle Sheep Swine Per cent of Kore-er- Less-er- More-e:- less-ex- Kore-ex- less-er- abilities perienced perienced perienced perienced perienced perienced 75-1» 22 16 as 12 2h 17 511.711 h 1 u h 1 e 25-h: 2 o h e 1 o e-2t e e e 1 2 e Iotals as 11 as 17 as 17 !he difference betweai the two groups of teachers in per out of magerial abilities possessed in each enterprise is not siaificant. another case in which the less-experienced teachers possessed slightly more of the managerial abilities tmn did the sore-erperienced teachers. Table III shows that 17 less-esperiuced teachers (or 100 per cent) and 25 sere-erperienced teachers (or I! per cent) possessed 50 per cent or more of these abilities. All of the teachers. who taught managerial Jobs to out-enf- sehool classes. possessed 50 per cent or more of the managerial abilities in each enterprise. mm 1111 mass 01‘ won—mmmn rucams AND LES-”HMO“ mum I! an em OF MOBILE- J'OIIS IN m LIMOK MEEHSE new TO ALI-M omens . _---‘--fl~-—fi-- #v*‘——-—_- beef-cattle Sheep Swine ler cent Kore-er- Lees-er- Kore—en- wLessoer- More-er- Less-ex- efJobs perienced perienced p’eriuced perienced perienced perienced 75-100 17 13 19 1e 25 17 5e-7h 3 2 n h 1 a 25-149 h 1 3 e e e e-2h t 1 2 3 2 e Iotals 2s 17 2s 17 2s 17 Ihe differuce between the two geups of teachers in the per cut of magerial Jobs taught in each utezprise is not siguficsnt. here was very little differaice between the two groups of teachers in the per cent of managerial Jobs taught in each enter- prise to ell-day classes. however. the less-experienced teachers taught a slightly highc per cut of these Jobs in the beef-cattle enterprise and in the swine entexprise than did the more-eaperienced teachers. fable XIII shows that 15 less-experienced teachers (or 88 per cent) and 20 more-experienced (or 71 per out) taught 50 per cent or more of the magerial Jobs in the beef-cattle enterprise. In the swine enterprise. 1‘] less-experienced teachers (or 100 per a. h r‘. OslollLI \.’ I.» 99 cent) and 26 more-experienced teachers (or 92 per cent) taught 50 per cent or more of the managerial jobs. In the sheep enterprise 82 per cent of the teachers in both groups taught 50 per cent or more of the managerial Jabs to all-day classes. There was a very small difference in the per cent of jobs taught by the two groups of teachers in each enterprise to out-of-school classes. The analysis of data presented would indicate that these teachers possessed nest of their managerial abilities when they graduated from college or that they had aCQuired them during their first three years of teaching vocational agriculture. However, the results might be Opposite of those presented. if comparisons were to be made of the abilities possessed by the more-experienced teachers and the abilities that they possessed when they were less-experienced teachers. Also. the results might be different if comparisons were to be made of the abilities of the less-experienced teachers and the abilities that they would have when they become mere-experienced teachers. The analysis of data also revealed that the less-experi- enced teachers taught as many managerial Jabs in these enterprises as were taught by the more-eXperienced teachers. Comparisons between Teachers in "More-important" Areas and Teachers in ”Less-important" Areas of Livestock:Production The last part of the chapter presents the results of the study pertaining to the teachers who were in "more-important” areas of 100 livestock production and teachers who were in Hess-important" cross of livestock production. It was considered that a teacher was in e. 'nore—igortent' srea of livestock production it the county where he was located derived at least 19.19 per cent of its total farm income from best—cattle. sheep. and swine during 1915. mm WWTW EWWWSAKDTW muss-mom ARMS 1! PER CENT Ol‘ MANAGERIAL ABILITIES 20883819 I! m INISTOCK INTERISIS Jed-cattle Shoq: Swine tor cent of *Hors- Less- Hors- I-sss- Mors- less- abilities important inportont important important inportmt isportsnt arses arses Irons areas cross cross 75-100 an in as 12 25 15 5e—7h h 1 5 2 1 0 25-»: 1 1 3 1 1 o 0—2” 0 O O 1 1 1 Totals 29 16 29 15 29 1‘ The difference between the two groups of teachers in the per out of wagons]. abilities possessed in each enteiprise is not signifi- cant. All“: i. l !l Haiti: 13‘ b 1e1 There was very little difference in the per cent of managerial abilities in the beet-cattle and sheep enterprises possessed by teachers in lore-important areas and teachers in less-important areas. The teachers in nore-inportant areas had approximtely the some per cut of mageriel abilities in the swine enterprise as did teachers in less-important areas. Table XIV shows that 28 teachers in more- inportant areas (or 9‘ per cent) and 15 teachers in less-imartent areas (or 93 per cent) possessed 50 per cut or more of those abilities in the beef-cattle enterprise. In the sheep enterprise 26teachers in sore-important areas (or 89 per cat) and 1h teachers in less- inportant areas (or (7 per cut) had 50 per cent or more of the mnagerial abilities. In the swine enterprise 27 teachers in more- inportant areas and 15 teachers in less-important areas (or 93 per cent of the teachers in each group) possessed 50 per cent or more of the mnagerial abilities. All of the teachers in each tree. who taught managerial Jobs in these enterprises to ont-o£-school classes. possessed 59 per cent or more of the wageriel abilities in each mterprise. There was very little differeice in the per cent of magerial Jobs taught by the two groups of teachers in each ates-prise to ell- day classes. Seventy-seven per cent of the teachers in nore-isportant areas and 75 per cent of the teachers in less-isportent areas taught maria]. Jobs in the beet-cattle enterprise to these classes. In 102 mm 1mm 01' rncms II mmmom ABEAS AND TEACH” IN use—mom m3 3! Pm cm 01' MANAGERIAL 301$ TAWEI‘ m MG! LIVETQGI MEHBISI T0 ALL-DAY GLASSES -— ——. —-—~_. — __ .___.... -_...-_. leaf-cattle SheQ Swine Per cent lore- Less- More- _Less- More- ‘Less- of Jobs inportent important important tnportant isportant important areas areas areas areas ;areas areas 75-100 as is 22 7 as 1». 50-714 3 2 3 5 9 1 2549 h l 2 l e 0 0—211 2 3 2 3 l 1 some 29 16 29 16 29 16 The difference between the two grows of teachers in the per cent of managerial Jobs taught in each enterprise to ell-day classes is not significant. the sheep enteiprise 86 per out of the teachers in more-important areas and 75 per cent of the teachers in less-important areas taught 50 per cent or more of the managerial jobs to e11-day classes. In the swine enterprise 95 per cent of the teachers in more-inportent areas and 93 per cent of the teachers in less-important areas taught mnagerisl Jobs to those classes. All of the teachers in each group taught 50 per cent or more of the managerial Jobs in each enterprise to out-of—school classes. 163 According to the results of the study Just presented. teachers in less-inportsnt areas of livestock production were as well qualified to do managerial Jobs in the livestock enterprises as were the teachers in more-important areas of livestock production. They also taught as my of these Jobs as did teachers in more-impor- tant areas. lama-y In this chapter comparisons have been presented in groupings of teachers of vocational agriculture based on these factors: (1) number of credits in animal lmsbendry possessed by the teachers. (2) number of years of experience as teachers of vocational agriculture. and (3) importance of livestock production in counties where teachers were located. In the comparisons made. there was only one case of a signifi- cant difference between the two groups of teachers in the per cent of medal abilities they possessed. The teachers who had 12 or more credits in animal husbandry possessed a significantly greater per cent of managerial abilities in the beef-cattle enter- prise than did the teachers who had less than 12 credits in animl husbandry. In none of the comparisons nde was there a significant difference between the two amps of teachers in the per cent of magerial Jobs taught in the livestock enterprises. ~.IIrv.IrF||.\s u‘ flu. {1.} mu "amass 01' runs 01' “MISS ressnsm 3! 1m. comment 01 mas W J03. man. All) “NATIONS m- nnnzns POSSUM m J0)! use]! II “I muss his chapter will present conparisons betwesl types of abilities possessed by teachers in each livestock enterprise and coqarisons between types of Jobs taught in each nterprise. Eype of abilities refers to unipulative abilities and magerial abilities and type of Jobs refers to mipulative :obs and magerial :obs. Data will be presuted showing the correlations between abilities to do ”be and :obs taught in each enterprise. lone questions which should be answered by the results of analysis of data presented in this chapter are: bid teachers of vocational agriculture possess nore sanagerial abilities in a live- stock enterprise than Inipulative abilities in the same uterprise? 'as there aw difference between the per cent of nnipulative jobs and the per cent of fingerial Jobs taught in any of the livestock enterprises? Vere about the sane nunber of Jobs taught in each livestock uterprise that teachers were qualified to perform! V s x ‘ L . . . l .- e . . . A .1 r , A _ . e , .t . 7. . n \ r u a ‘ , s \, a . A .\ _ .1 a .. . n . n e . . r w . \ A . o. s . o . I I a u D . A, x . o o a e r a . a... II . . .4 105 Deg-risen batwali Nanip‘llative Abilities and lanacerial Abilities 2his part of the chapter will mks comparisons between the pa- eant of naipulative abilities and the per cent of magerial abilities of teachers possessed in each enterprise. Imam mu 01' mans I! m CH! 01' mmm nnnm as main; ”II-1!!!! mm 13 nun 1mm remain ‘ .. . a ”mu—M..— *3 0 m 2212;— Per cent of Ianipup lana— Ianipa- lana- lanipup lana- abilities lative serial lat ive serial lative serial 15-400 11 3s 6 32 19 In goat is 5 16 s 17 1 2549 12 2 1s h 6 1 e—zt 11 e 13 1 3 2 mm he :5 us Is he he , A the difference between the per cut of unipulative abilities and mangerial abilities possessed in each enterprise is sipificant. here was a big difference in the per cent of mipulative abilities and the per cent of magerial abilities possessed by the teachers in each ates-prise. fable m shows that 113 teachers (or 9‘ per cent) possessed 50 per cent or more of the merial abilities in the beef-cattle snterpriss but only 22 teachers (or 5s per cent) Z" a D . .-- a c ~ 0 e e x 1 ‘ .e . e 0 ~ - . 1‘5-o . L t a _ ‘ C e u \ u]; ‘ . a , . «o - .-. “‘ ‘ .‘ ..- oooouo e o . .- ‘ r. ~--- '-—o--- b n . -- .....- n‘- . ....-. It - s be e \ - . . ‘ ; A». ‘ I .. ‘r' h _ .. 1 .1 O0. 1e6 possessed 5e per cent or nere of the sanipulative abilities in this enterprise. In Table m it is shown that he teachers (or so per out) had 5s per cent or acre of the material abilities in the sheep uterprise but only 22 teachers (or 5s per cent) had 5s per cent or acre of the mipulative abilities in this enterprise. fable :1: shows that 111 teachers (or 91 per cent) possessed 75 per cent or more of the magerial abilities in the swine Citerprise and only 19 teachers (or ’32 per cent) possessed 15 per cent or more of the unipulative abilities in this enterprise. rho large differences in per cent of managerial abilities and per cent of unipulative abilities possessed in each nterprise indicates that the teachers were qualified to do a much larger per cent of manual Jobs than of unipulative Jobs in all three miter-prises. Iewisens between Ianipulative Jobs and Win Jobs had“ In this part of the chapter will be presented coqarisens betwen the per cent of Inipulative Jobs and the per cent of ”germ jobs taught in each enterprise to ell-day classes. 3y referring to fable m: it can be seen that 35 teachers (or 77 per out) taught 5s per cent or more of the medal 3m in the beef-cattle enterprise to all-day classes and that 25 teachers (or 56 per cent) taught 5s per cent or acre of the nenip'ep- lative Jobs in this enterprise to all-day classes. In fable XVII it is indicated that 37 teachers (or I! per cent) taugxt 5s per cent “.1... \ .d a q ( . y \ . ‘ y ‘ . . r n \l 5 fl - ‘V ‘ \ .I I r A a . _ . . . . I I v - . . In a r f 4 b ‘ . \ , .I s r u e . . . e «a .1. \ \ . . . . i ‘ . a. 1. . . L . i . . a O J u s a . . l e e. 1 . \ .a e. . r. a e . . l‘ .. A . D < a I . \ I I t . . x s r . o. e I . . x w 0. Qn '- u - a d A . e . a \ < . ' r o . | . . O \ ._ 9 n e . i e A . . o A \ . e N A I . a, t I ; ~ \ I T D I , . A I C e \ . , n 0‘ -. Q . . . Va s - I -151: 1..-!!1... - x 4‘. use. .I ’ .J ‘ .\ J. . s u I fr P. . m s , a \ . L .\ e . \ t . e p . a. \ .I \ e. \. ‘ I I . x t e e A .. o u / ' .. w y e r‘ o 4 V . - .t b . D . fl . . l C . \ a . \ r J u u n . 1. p t u it 0. . L a c e ~. n t... r. e M . o 7. a . . . . e . . n o N. .xl \ . . _ a . O V . t, o . y . a , . x \ e a . \ . a o . ~ . i w. o . H V x 1 , ‘ n . e ‘U . e . . ‘ \ e . L . c e . . «J . . . l . u . . . . l A . t o i . . Q A v I .\ \I 2 . ,I O r ~ 4 V . . _. o .s .1 . _ V . A k 1 . . a . l _ \ . ‘ 6 . x e 1) l \w . . . \ u C _ Q . . . a .. . w . . J. . k . d . L A , ‘. t O o a e a e . . ..II I 1.7 mm: mummnrnmcrmnmmsoumpmm 3018 ”WE “MW“ ”1.31.10an cuss- )eef-cattle the: lwine rer oent of lsnipu- Iona- lhipu— lana- llanipu- Iona—- abilities lative gerial lative serial lative serial nlLLi 75-1» 3 as s 29 16 1:2 5o-7h 22 5 11; s 21 1 2549 13 5 s 3 s o o-st 1 5 15 5 2 2 “”10 N5 N5 #5 *5 *5 ‘6 m differaice between the per cent of unipulative Jobs and Ianagerial Jobs taught in each uterpriso is oipificant. or acre of the wagerial Jobs in the sheep enterprise to these classes but only 22 teachers (or 50 per cent) tamt 5s per out or more of the nuipulative Jobs in this attorprise. fable 1111 also shows that 1'2 teachers (or 93 per out) taught 15 per out or acre of the magerial Jobs in the swine enterprise to all-sq classes and only 1‘ teachers (or 35 per out) taught 75 per cent or acre of the nnipulativo iobs in this uterprise to these classes. he big difference in the per cent of managerial Jobs and mnipulative Jobs taught in each ’\ n- a» ' V‘ " V — . . ~ . - '— a - -- O . ... r a - - ~- . . - . a - . . . . l , V 1 a o a - . - . . V . .-. . . . . V .-.. -. . _ . . .0» t 1 a 1_ "- 1' ‘ sen -..— -.-. . .v- v - . o u o 9 . ... ~. e - g . - .l. . . . . ‘ O ' I i e a. .. .- .. .V - - . - , \ o A a _ s s _ . hr. 7V 4 . . . ‘ , - tn. . a - e --. A. . a — . e - a a . ’ \e - " a 1' ' 1 we I‘ ‘ ~— . -’ .. ~ -1 or- - .o ....o , - .- .- .. a —- - o-- - ¢vc . - -..... . .7 a r .. ..- . ..- 1 , 7 ' i ‘ a u- v -.. ... . .~. - a. . o . . . . .. n . . — . - - 4 . ,, , ...... ' O " a I .- Io , . v . - A ' 5 -4 ; J I V' . V . . a a . “ ' . C " -‘ . . - . . . . ..., . . . ‘ _ _ . _ ‘ ' \ a ‘ . I . 8 - . . ' ' V ‘ ' . I .~ \ ‘ k \. A I g I \ "' I c Q s . g ’ ~ ~ .‘ r. . ‘ . . l . ‘ 1‘ ‘ I ' ‘ " ‘ ‘s ' ‘f‘ 0 \ s c.‘ on e I .V -- . V . . ‘ ‘ ’ G a 1 ‘ 5 t . .. . ' I .,( I . - , . ‘ -‘ I .~ O . '- . t I e o ' - r . \ - ' ‘- a a ‘— -| 4 e ' e r . a e . . I p t .- 1" - . ‘.‘ ‘ / ‘-—¢-s-a—e a 0-1-00e. -‘O-'.>-¢-'. at.>.. ‘ov\ a...-‘ . - . 1 r ' I O C ‘7'. r . 0| ...-...... -..v .-.-.“o<-. on . at- .... . - . —-P A s‘ .— ‘. .lro . .— a --.~ooa~.O-a--.-.--.a---— W .L-\ ' x I ‘ ~*.I ’ . l- a 0‘ .V.».>-l. D‘-‘ ‘o-'- \ ~ - A .. . - ' -\ ‘ ‘ . ,_ fl . '1 .I‘ ‘ . L a " . .) 7' . x _ ' ‘ _ W .A - ‘. . , \ a e . . . . n ' . '~ 1 1 ‘ .. ‘ . 1' . - . ~v \- .1 .0 ‘ 'A ' ' ‘- H A I '.. 1 ’ ‘ . 1 .1. .- ‘ " \a‘ " .~ ‘ . .‘ 1 v \ w .' K . ‘ V ' “G'. I \v . . -, a 0 1o: enterprise indicates that more nnagerial :obs were taught in the livestock enterprises than manipulative Jobs were taught in these enterprises to all-day classes. Correlations between Abilities rossessed by leachers and Jobs Tawt his part of the chapter will present data in Tables XVIII to XXIII showing the nuaber of teachers who had ability to as each Job. the nuaber of teachers who taugit each Job to ell-day classes. and the nuaber who taught each Job to out-of-school classes. I'hese data include nuipulative jobs and mnagerial jobs in eahh livestock enterprise. this procedure is another aethod of analysing phenom previously analysed in chapters four and five and the first part of the present chapter. Zl'roa these data were calculated correlation coefficints between Jobs the teachers could do and the Jobs that were taught. l'hese calculations were nde for unipulativo Jobs and for magerial Jobs in each livestock.uterprise inclded in the study. he Jobs in each enterprise were ranked according to the largest nanber of teachers who reported that they could do the Jobs. I'hese rankings indicate the jobs that could be done by the largest nuaber and the smallest number of teachers. fhe rankings also give somewhat of an indication of the areas of animal husbandry in which teachers were the most capable and the least capable of doing Jobs. Infill-v. 4 1.). If. .Jfitaus‘. e; V I .“v . e ‘ . :,..‘. 109 Ml XVIII mnurmmsmommmorrnmmwrnsons mm III-GAME ENTERPRISE. mu WHO TAIPEI IACE 01' THE! JOJS 10 m. u! omen. AND mun H30 IAUGM MC! 03' m JOJS TO 0171.. um: Oil-AS- *, ...» , -._ .--———.—_ _'.—w—__ _ -1- Iamt to Isnkia “11 it! of 3'03- Could All-day Out-of- teachers do classes school classes l. 'Dehorning' calves with caustic. hornspooa or electric dehorner 2. Disinfecting the navel of calves 1&5 Ireating calves for scours M5 lemving grabs froa beef-aninls 1.5 Ireating beef animls for lice ’55 1mm; beef ani-ls for show 7. thawing beef animls I. Gastrating bull calves 9. treating for ringwora 10. Ilacing rings in the noses of bulls 11.5 treating beef annals for bloat 11.5 Iatooing or tagging calves l . Assisting cows at parturition l . throwing beef aninls by the rope aothod 15. bohorning nture beef ani-ls l‘.5 Erecting beef anihls for feet rot l‘.5 Iriming hooves of beef animls 18. raking tequrature of boat snimls 19. latchering beef snisals so. Cutting up beef carcasses 21. Erecting animls for pinkeye 22. faking pulse of beef anisals rsssaasuswwur we assseaurauuan “In acumen-so \a 0- H Hmmueses i'he correlation coefficient between jobs the teachers could do and Jobs taudit to all-day classes is .9‘7. which is sigificant. She correlation coefficient between the Jobs teachers could do and Jobs taught to cut-of-schoel classes is .m.which is sinificant. ll. Calculations made fron data in Table I'll! give a statistically significant correlation of .9“! betwem manipulative Jobs that teachers could do and manipulative Jobs taught in the beef-cattle enterprise to all-day classes. i'heeo calculations also resulted. in a significant correlation of .837 between unipulative Jobs that teachers could do and manipulative Jobs taught in this enterprise to out-of-echool classes. these significant eorrelatiens indicate that unipulative Jobs taught in the beef-cattle enterprise were about the some as those in which teachers possessed nnipulativo abilities. !able XVIII shows that the largest numbetl| of teachers who could do a unipulative Job in the beef-cattle enterprise was 39 and the smallest number who could perform an: of these Jobs was two. Iron the data in fable III. the correlation coefficient between the number of teachers who could do mipulativo Jobs in the sheep enterprise and the number of teachers who taught these Jobs to all-day classes was found to be .959 which is highly significant. 'l'he analysis of data in table XIX resulted in a correlation coefficient of .‘15 between the number of teachers who could do the Jobs and the number who taudxt these Jobs to cut-of-echool classes. i'hese significant correlation coefficients indicate that mipulative Jobs taught in the sheep enterprise were mostly those that teachers were able to perform. 1n fable 111. it can be seen that two aanipulative Jobs in the sheep enterprise could be done by 33 teachers and one unipulative Job in this enterprise could be done by only one teacher. «dd. 5 . 4.... e D .. u p o I. a O .t l .o . . . q . . . o \l ‘ . I r O a _ r I. !. .H‘! 111 mm monorrncnnsuooomm MEWMHAHIPMIVEJOJS m- m MERE}. mam V30 RIDE! M6! 01' MS! 3033 $0 mm anew. AND own no MW! men 01‘ ans! 3018 N GUIIOIISQMI cm Isak u ._;_ Taught to ability of 3 obs Could All-day Out-of- teachers do elassee school to do classes 1.5 3ocking lanbs 35 35 1. 1.5 hatching sheep 53 3. 1. . 3. Castrating lambs 3| 3. l. 1t. catching sheep by an approved neth 2! 3h 5 6.5 flushing ewes 25 27 5 6.5 Determining the age of sheep 25 29 1e 8. Giving sheep capsules 2 20 ‘ 9. Hocking sheep for shows and sales 22 2h 3 10.5 Showing sheep 2!. 22 10.5 Glipping and disinfecting the navel cord of lambs 21 26 6 12.5 frining feet of sheep 20 21 5 12.5 hing fleeces of wool 2. l7 5 1n. leviving chilled lambs 19 15 g 15. Ear tagging lambs l! 17 16. Assisting ewes in parturition 1 15 6 l7. Spraying sheep to control ticks and lice 1 2| 9 1!. fainting briskets of rams during the breeding season 15 11 5 19. Shearing sheep 13 1: 6 no.5 mom-mg lambs 5 5 20.5 Applying silver nitrate to eyes of lambs 5 z u 22. Cutting up carcasses of lambs 2 a 2}. "swing back. eyelids of lambs .1 5 ihe correlation coefficient between Jobs the teachers could do and Jobs taught to all-day classes is .959. which is eipificant. !he correlation coefficient between Jobs the teachers could do and Jobs taught to out-of-echool classes is .615. which is significant. _ ...... .h -u-_ .v.——- nee-- .. .. , . . A - - . .-. a-. c c - . . - ' u . r , . ‘ " l v' . I \ a \ . . - ,. . - u o - ,, . .. ,l . . . ... . (a , v e . . . e o - . '7. e a - ‘ ' t»..— .. .-. .-. .- \ I .-- —- ...i—-...-.,. I - ~,',- .\ P H A , A L l . . l ,, . .- . . - e c . e A ' '. a " , . I u e . ' ‘ I. ' -. .. I . ..., _ . I 1 --.—u - . . _,.. \ ' 1.‘ . e . .- ' e - . ' a . .. 4 1.. A r \ ‘ . e ,‘ _ ‘ " l‘ V C I . "V . o . e . . ‘ e ' o . ’. . l ‘a. . a ' 0 -~- -v 0—- 112 late in fable II were used to calculate the correlation coef- ficient between the number of teachers who could do manipulative Jobs in the swine enterprise and the number of teachers who taught these Jobs to cut-cf-school classes: it was found to be .173. which is significant. rho correlation cceffioimit between the number of teachers who could do these Jobs and the number who taught these Jobs to out- of-school classes was .739. I‘hese sigificant correlations indicate that unipulativo Jobs in the swine enterprise were taught very loch according to the manipulative abilities of teachers in the enterprise. do shown in table xx, ‘41 was the largest number of teachers who could do any manipulative Job in the swine enterprise and ten was the smallest number of teachers who could do any manipulative Job in this enterprise. Gonelations between naipulative abilities possessed and nuipulative Jobs taught in each enterprise were statistically significant. These significant correlations indicate that nonipu- lative Jobs are taught. primarily. according to nnipulative abilities possessed in the enterprises. which would be mooted. however. by observing fables XVIII. III. and n. it can be seen in some instances that the number of teachers who reported they taught Jobs was greater than the number of teachers who reported that they could do the same unipulativo Jobs. One reason for this difference might be that classroom teaching of the nonagerial aspects was 1‘ 113 mu :1 mwmuooommmnormmnmuiuons II- sum mmnsr. mm m umnr we or one: .1013 r0 mm mass. m mu mo 1'de men or rm: :ors re our—arm mess V- ...- ..."..._,_..._._._--_ _- ..___,____ - laught to Dank in , ability of Jobs Gould All-day Out-of- teachers do classes school to do classes 1. heating swine for worms in In 15 3. Ior uni-king young pigs 39 he 12 3. 311161113 hm 39 36 9 3. Constructing gmrd rails in farrowing houses 39 39 11: 5.5 Scrubbing the farrowing house with boiling hot water 37 39 17 5.5 Constructing pig breeders 37 39 10 7.5 treating swine for lice 3‘ 38 12 7.5 Vashing sows before farrowing 36 37 15 9. treating swine for songs 32 35 13 10. flipping needle teeth of pigs 3 3! 9 11. Feeding siphan pigs 33 28 5 12.5 Castrating pigs by belly lethod 32 3 12 12.5 ritting swine for show 32 3 ‘ 15. Reviving chilled pigs 3. 28 3 l5. lauling sows and litters to clean pasture 3O :2 l. 15. lhowing swine 3O 5 l7. Gonstructing pig creeps 29 29 C is. ‘iding a sow at parturition 2s 25 5 19. greeting swine for ansaia 27 29 1. 20. onstracting hurdles 25 2‘ 3 21. Constructing breeding crates as 16 3 22. htchering hogs 19 17 3 23. frilling feet of hogs 1‘ 1h 2 25. fronting for occurs 15 19 3 25. Cutting up hog carcasses 15 l 3 25. Operating a breeding crate 15 1 g 27. lenoving tucks fron boars 10 9 Ihe correlation coefficient between Jobs the teachers could do and the Jobs tangit to all-day classes is .373. which is sigiificant. Ihe correlation coefficient between the Jobs teachers could do and the Jobs taught to out~of-school classes is..7I9. which is sipificant. 1" w o -"I a . -.- 11‘} considered when some omnipulative :obs were reported as having been taught by teachers who reported that they could not perform the Jobs. llso. a resource person. such as a local butcher. night have taught some manipulative Jobs that teachers could not perform. A significant correlation coefficient of .738. between manap gerial Jobs that teachers could do and magerial jobs taught in the beef-cattle enterprise. was obtained from calculations of data in table III. This correlation indicates that mnagerial Jobs taught in the beef-cattle enterprise to all—day classes were mostly those that L teachers could do. . An analysis of data in Table III resulted in a non—sipificant correlation coefficient of .1211 between managerial Jobs that teachers could do and managerial Jobs that were taught in the beef-cattle enterprise to out-of-school classes. )y a careful study of items in fable m. it can be seen that some of the Jobs. that could be done by the largest number of teachers. were those thatllult-farnors and young-farmers might be expected to be capable of doing because of farming experience. Some of the managerial Jobs that the greatest number of teachers could do. but that were the least frequently taught to cut-of-school classes. were: providing adequate housing. feeding the cow and calf at calving time. caring for cows and heifers during gestation. airing for the cow and calf during lactation. and weaning beef calves. 3.9.... m “4.9 l ‘I I .1.- .lvi. L.» :91! I mm 115 WOITMCBIRS WHO CWDOMCEOFTEEMANAGHIALJOIS mm m-OA‘I‘TIJ INTERPRISE. mm WHO IAIDH EACH OF THESE .1038 1'0 ALL-3L! Gm, AND mm WHO MIME! nos 03' THIS]! JQJS 01‘ OWE-016803003 OMSSZIS hank in i ability of J obs Gould All-day Out-cf- teachers do classes school to do classes 1. Choosing the breed of beef-cattle for the home farm W ’42 la 2. Providing adequate pasture it} 37 1 3.5 Providing adequate housing 132 3‘ 9 3.5 leading the growing stool: during winter ”2 3d 10 5. Peeding the cow and calf at calving time In. 38 9 I. Deciding the possibilities of beef production for the home farm MO 1&3 15 I. Caring for cows and heifers during gestation it. 3! 9 I. Peeding cows and heifers during gestation he 3‘ 10 I. caring for the cow and calf at calving ' time ll. 37 10 8. Caring for cow and calf during lactatim MO 315 9 11.5 'eaning the beef calves 39 31 s 11.5 Protecting beef cattle from parasites 39 37 11 13. )reeding cows and heifers for spring calving 3! 3‘ l. 1h.5 Selecting suitable foundation stock 37 36 9 1h.5 Feeding breeding herd during the winter 37 32 9 l‘.5 larketing beef cattle for economical returns 3‘ 32 11 16.5 Feeding and caring for the herd m1. 156 2 9 ll.5 Pattming beef cattle for economical gains 35 3 11 11.5 Protecting beef cattle from diseases 3 3‘ ll 2.. Selecting replacement heifers 3 29 7 21.5 Preparing beef cattle for shows and sales 33 33 7 21.5 Keeping records of the beef herd 33 25 ll 25‘. culling and improving the beef herd 3o 26 11 2 . flarketing feeder calves 28 3O 9 25. Selecting feeder steers for the feed-lot 27 29 12 Ehe correlation coefficient between the Jobs teachers could do and Jobs taught to all-day classes is .738. which is significant. ihe correlation coefficient between Jobs teachers could do and jobs taught to cut-cf-schoel classes is .124. which is not sigiificant. I1 i . ii'l ... I 0w. . IIP IF... - 116 Gene of the Jobs in which teachers were the least proficient. but which were frequently taught to out-of-school classes. were those dealing with fattming beef cattle. mrketing. selecting feeder cattle. keeping records. and improving the herd. fable 1:: shows that M was the largest number of teachers who were capable of doing any managerial Jobs in the beef-cattle enterprise and 27 was the smallest nunber of teachers who were capable of doing any one of these Jobs. A significant correlation coefficient of .917. between managerial Jobs that teachers could do and nnagerial. Jobs taught in the sheep enterprise to all-day classes. was obtained froa an analysis of data in Table XIII. the analysis of these data also gave a significant correlation coefficient of J77 between these Jobs that teachers could do and Jobs taught to out-of-school classes. These hid: correlation coefficients indicate that wagerial Jobs in the sheep enterprise were taught. primarily. according to the magerial abilities in the enterprise possessed by the teachers. As shown in fable XIII. the largest number of teachers capable of doing any nnagerial Job in the sheep enterprise was M3. and the smallest number capable of doing any one of these Jobs was an. A non-significant correlation coefficient of .162 was obtained from the number of teachers who could do magerial Jobs and the number who taught these Jobs in the swine enterprise to all-day classes as shown in 'table XXIII. As reported by the teachers. apparently a few 117 um 1:11 murmurs who compo loser mmommaors mm: sen mmaisn. man the MIDI! EACH 01' THESE JOJS 1'0 mm 01.5“. nu ma V30 MWHT M 01‘ Ml JOZIS IO DREW—SCHOOL CLASSE Bank in Taught to ability of Jobs Gould All-day Out-of- teachers do classes school to de classes 2. Deciding the possibilities of sheep production for the home farm R3 32 1h 2. Peeding pregnant ewes during winter #3 37 ll 2. Providing adequate housing for the flock during the winter ”3 39 9 1!. Peeding ewes and lambs during lactation 1:2 39 9 5.5 Selecting the type and breed of sheep for the foundation stock ‘ll 39 11 5.5 lreeding the ewes for the most satis- factory lambing period ’41 37 13 7.5 Pattming lambs for the most economical sain- 39 37 11 7.5 Gontroling diseases of sheep 39 39 l 9. controlling parasites of sheep 38 39 1 10.5 Selecting foundation stock for the heading flock 37 35 10 10.5 caring for the ewes and lambs at lambing time 37 37 11 12.5 Oulling and improving the breeding flock 36 35 11 12.5 Selecting replacement ewe lambs for the breeding flock 36 36 11 13.5 Planning for sheep shearing time 35 31 ll 1&5 Keeping records of the flock 35 31 10 16. Iarketing sheep for the most economical. returns 31 27 9 17. Preparing sheQ for shows and sales 30 28 8 1!. Iarketing wool for the most economical returns 29 29 ‘ 19. Improving the physical characteristics of young lambs 2h 22 9 The correlation coefficient between the jobs the teachers could do end the Jobs taught to all-day classes is .917. which is sigiificant. Ehe correlation coefficient between the Jobs the teachers could do and the Jobs taught to eat-of-school classes is .177. which is significant. 21 —M—_ ,g. e e e o n -v' .0.“ .’\ L ‘_‘ s \7 .4 'L _,,‘ w . . 4 ,s.. 1 \ . \' ' 'l .7. Q t r- .. .. e A b d e " 118 um XXIII mammswso OOWNMOIMWMJOJS BMW! WEISS. mm '30 man EACH 01' THEE JOJS 1‘0 ALL-BAY GLASSES. m Imam no man nos 01‘ ME JOBS 1'0 ODIN-803901 GLASS“ ability of Jobs Gould day t-ef- teaehers do classes school to do classes 2.5 lreeding the sows for spring litters 113 he as 2.5 Weaning the pigs at 5‘ dare R3 ‘82 18 2.5 Providing pastures for swine on the home farm #3 3‘3 21 2.5 Providing protein supplements for swine M3 #3 20 I. Selecting the foundation steel: for the breeding herd he he 17 3. leading sows at breeding tile 132 ’43 19 8. leading pregnant sows during the winter 12 142 19 8. reading the sows at far-rowing time 32 143 19 s. reeaing the sows and litters during lactation he M3 19 I. Preventing parasites of swine 112 1&3 21 8. Providing adequate housing for the herd during the winter he he 16 13.5 Selecting the type and breed for the home farm 1&1 143 15 13.5 Caring for sows and litters at far-rowing time ill 1&2 21 13.5 Patttning the pigs for the most economical gains Ill. ’42 20 13.5 Preventing diseases of swine on the heme farm N1 1&3 20 17.5 Deciding the possibilities of swine production for the home far- he ‘13 22 17.5 Gulling and iqroving the breeding herd I. ”3 1‘ 17.5 Providing adoqute equipment for the swine herd he h2 1” 17.5 Keying records of the nine herd ho he 11 20. Iarketing swine for the most economical returns 39 h. a 21. Peeding the herd boars 37 33 12 22. Preparing swine for shows and sales 35 37 I he correlation coefficient between the Jobs the teachers could do and the Jobs taught to ell-day classes is $52. which is not sipificant. 1'he correlation coefficient between the Jobs the teachers could do and the Jobs taught to out-of-sohool classes it .699. which is significant. u." I'l- an 's. .. ,. e i . V r e -w l. 'a . a o e .--> - I. W e l e f -..e ' L Q - e a».-. o s I e m -. o . r 4 e ' \ v e. g h e 1 I -..-a . a a e .c s u 1 .c e .. ... e <- o'- J 119 of then were atteotpting to teach a few mangerial Jobs in this enterprise that they indicated that they could not do. Table mu shows that the number of teachers who taught 13 Jobs to all-day classes were slightly larger than the numbers of teachers who rqorted that they could do the same 13 Jobs. line of these 13 Jobs were in the lower one-half of the Jobs. ranked according to the ability of teachers to do the Jobs. Ehe correlation coefficient between nnagerial Jobs that teachers could do and managerial Jobs taught in the swine uterprise to out-of-school classes. as shown in fable XXIII. was sigiificant at .‘99. his correlation indicates that managerial Jobs taught in the swine enterprise to out-of-school classes were mostly determined by managerial abilities possessed by teachers in the enterprise. l‘able XXIII shows that four Jobs could be done by ‘13 teachers and one magerial Job in the swine enterprise could be done by 35 teachers. fables 17111 to mu show tht some Jobs con-ion to two or three of the enterprises were in the lower one-inlf of the Jobs ranked according to the ability of teachers to do the Job. Bells outstanding maples of these Jobs were: 'Putchering" and 'Gutting up the Carcasses' in all. enterprises: “Guarding the health of Animals' in all enterprises: Jobs concerning “Animal lreeding' in all uterprises: “Marketing“ in the sheep and swine enter- “at! e .44 s. . s5. . s 120 prises: 'l'oeding the lord Biro“ in the beef-cattle and swine enter- prises; and “Tattooing for MarketI in the beef-cattle and swine enterprises. lost of these Jobs in which the teachers were the weakest can be grouped into three areas of livestock production: meats. animal breeding. and urinating. Dumry l'his chapter has presented comparisons between mnipulative abilities and managerial abilities possessed by teachers in each livestock enterprise and comparisons between manipulative and managerial Jobs taught in each enterprise. The results of these conparisons are reported in the following paragraphs. here was a significant difference between mipulative abilities and magerial abilities that the teachers possessed in each livestock miter-prise. In each of these enterprises the teachers possessed a much higher per cent of managerial abilities than of manipulative abilities. Also. a much larger per suit of managerial Jobs than of manipulative Jobs were taught in each enterprise to all-day classes. Data pertaining to correlations between abilities possessed by teachers and Jobs taught in each attorprise lave been presented in this chapter. The values of r between both manipulative and managerial abilities possessed and manipulative and mnagerial Jobs taught in each livestock enterprise are summarised in Table 1117. 121 mumv 00135511038 mum DIIHIES POSSESSED AND JOBS M133! Job: taught Ianipulative abilities Nsnagerial abiliti es o __ in in lest-cattle Egg fiine seer-cattle Esq: Swine All-day 611.0000 0"? 0’5, 0'73 073‘ 0917 0’62. Oat-of-sehool ‘ 51"... e .37 e‘ls e 7" e12“. e'" e 6” I lot statistically significant; all other values of 3; are significant. i'he significant correlations between abilities possessed and Jobs taught, in ten of 12 instances. would indicate that there is a tendency for teachers of vocational agriculture to teach about the same Jobs in livestock enterprises in which thq possessed the abilities to perform. It might be expected that correlations between abilities possessed and Jobs taught would be comparatively high. 0n the basis of rank order of Jobs according to the ability of teachers to do Jobs. the teachers were the least capable of doing Jobs in the meats. eninl breeding. and mketing phases of livestock production. Ieachers were the most capable of doing Jobs in the general mnagement. animal nutrition. selection of animls. and fitting and showing phases of livestock production. 122 The variation was much greater among manipulative Jobs than snug mnagerial Jobs as to the number of teachers who possessed the abilities to do Jobs in these livestock enterprises. cmmm «nmsons mm DISHES IN DEW MERISIS 205338” 3! mm m GOIDABISOHS 31mm .7018 MUCH I! rm manuals IO M cussas i'he iqortenee of mipalative abilities and nnagerial abilities possessed by teachers of vocational agriculture were presented in chapter one. In deteraining the more inortent abilities in the livestock enterprises possessed by these teachers. this ehpter will present the following comparisons: of sanipulative abilities in bed-cattle. sheep. and swine enterprises possessed by teachers: of nnagerial abilities in these uterprises possessed by teachers: of unipslative Jobs taught in these enterprises: and of nnagerial Jobs taught in these uterprises. Ihese cosparisons should answer these and siailar questions! Did teachers possess more manipulative abilities in the beet-cattle enterprise than they possessed in the swine enterprise? In which of the livestock alter-prises were teachers most capable of doing magerial Jobs? Were more unipulative Jobs taught in the swine nterprise than in the sheep enterprise? In which of these liter-prises was the largest per cent of magerial Jobs taught? rllxu 12h Goqarisons between Abilities of Teachers in the Different Interprises This part of the chapter will present results of the study pertaining to unipulative abilities and magerial abilities in the enterprises that teachers possessed. Ooqarisons will be made between abilities possessed in the different livestock enterprises. man man or mm: at us can or mnmm unnns possum n no: 5mm manna: re;- cent or m” °‘ “‘9'" name- uaatuo lheep Irin- 75—100 " ‘ 1’ 5.4,; 1; l6 17 254a 12 1' ‘ Fan 11 13 3 totals 1‘5 :5 us !he differnoe between the per cent of manipulative abilities possessed in the beat-cattle and sheep miter-prises is not sigiificsnt. the differaioe between the per out of unipulative abilities pessessed in the beat-cattle and swine enterprises is sipificant. lthe differ-ice between the per out of manipulative abilities possessed in the sheep and swine enterprises is significant. by observing Table 11!: it can be seen that 22 teachers (or approxintely 50 per out) possessed 50 per out or more of the nnipn— a" ’e s b .4 avi- to J , no I .7. . . I .l . _ f . e r - , .-f .7 . t o»— 0-0 -... . ,_ - v “‘ I C . 1 “ I \ .- 3-. \. J . "W i u u . ,, .‘ a e O a ,, ... t \. a '\ --. \ Ob 125 lative abilities in the beef-cattle and sheep mterprisss and 3‘ teachers (or 30 per cut) possessed 50 per cent or more of these abilities in the swine mterprise. The difference in the per out or abilities in the beef-cattle and sheep alter-prises that teachers possessed was very small. the differ-Ice between the per out of these abilities possessed by the teachers in the swine atu'prise and the per cent ed the abilities possessed in either of the other two mtg-prises was simifioantly large. !hese differences in per cuts indicate that teachers were Inch better qualified to de Inipulative Jobs in the swine uterprise than in the beet—cattle or sheep nterprise. Ehe results indicate that they were about equally qualified to do nnipulative Jobs in the beat-cattle and sheep enterprises. table 117 shows that 19 teachers (or he per out) could do 75 per cent or more of the unipulative Jobs in the swine cites-prise: six teachers (or approxisately l} per cent) and four teachers (or about nine per cent) could do 15 per out or more out the nnipalative jobs in the sheep and beet-cattle enterprises respectively. IacDonaldl reported that nine of 38 teachers in )lontana (or about 2‘ per cent) could do 75 per cent or acre of the nniszative :obs in the swine llonald h. laclonald. “Sons leeded lyrovenents in the lontana Vocational Agriculture Iregrenfl ( ublished laster's thesis. Iontena State college. )oseman. 1939 p. 22. 126 enterprise: 15 of 38 teachers (or approxinately 39 per cent) could do 75 per cent or more of these Jobs in the sheep ulterprise: and 15 of. 38 teachers (or about ‘42 per cent) could do 75 per cut or more of the manipulative Jobs in the beat-cattle enterprise. the Hontena teachers were Inch better qualified to do manipulative Jobs in beet-cattle and sheep enterprises than were the Michigan teachers. Inner. the Michigan teachers were much better qualified to do unipulative Jobs in the swine mterprise than were the Montana teachers. the importance of the three enterprises in the two states might account in part for the differences in the abilities of teachers in the two states. the range of scores in manipulative abilities of teachers included in the present study were: swine. 0-“ per cent: sheep. 0-83 per cent: and bed-cattle. 041 per cent. Ihoad reported a range of scores of prospective teachers as follows: swine. 1.0.75 per cent: sheep. 0-75 per cent: and beef and dairy cattle. 12 to Ill per cent.2 lore farm experience of uployed teachers included in the present study night have accounted for a higier upper liait of scores in the swine and sheep enterprises than were made by prespective teachers included in the study by Ehead. the abilities in the cattle enter- prise in the Ihoad study included both been! and dairy cattle. this 2Olaude I. lhoad. “A Study of the Oomprehensiveness of Abilities in Technical Agieulture Attained by Prospective teachers of Vocational Agriculture in Ohio Previous to their zntrance into Stdent teaching.I (unpublished Doctor's dissertation. Ohio State University. Goluabas. 19‘3) Po ‘50 127 might be partially responsible for the higher score made in this enterprise than was made by teachers in the present study. the average scores in per cat mde by teachers included in the present study were: swine. $5.5: beef-cattle. !WA: and sheep. h2.2. head reported the average scores in per cent of trainees in manipu- lative abilities were: beef and dairy cattle. ‘41: swine. 38.5: and sheep. 22.3 the rank of manipulative abilities of teachers in the present study by enterprises was: swine. beef-cattle. and sheep: however. the difference of abilities in the beef-cattle and sheep enterprises was very small. the rank of nanipulative abilities of prospective teachers in the study by Bhoad was: beef and dairy cattle. swine and sheep: the differace of abilities in the beef and dairy cattle enterprise and swine enterprise was snll. In the study reported by Kirkland.h the rank of manipulative abilities by teachers by enterprises was swine. beef and dairy cattle. and sheep. this rank is similar to that found in the presait study. Results pertaining to the magerial abilities of teachers in the different enterprises are presented in table m1. 3m" p. 65. hJames P. Kirkland. “A Study of the Professional and technical Difficulties Encountered by teachers During their First Year of Teaching Vocational Agriculture.‘ ublished Doctor's dissertation. Ohio State University. Columbus. 19147 p. 1‘40. N U ‘ a v . ‘ . . . I ‘ ‘ . “~ 0 '1 . e e . . l H v . : . 9‘ ,, “I § ' . 0 e e - A , , , ‘ s . ‘ ' a v . ‘ a . . I . . v ‘ \ ' ' s \ ‘ _ I c a . ‘ \' ., I V I ‘ " '7 "p v n a . . v . V (- \ . ' ' ‘ A . ' a ' I 3 . ~ I a , . . gs ' .. a ‘ '0 ‘ r. . .. 4 _ . ‘ O _ e . . . . a . o 7. .L _ \' ‘ ’ " ‘ . c. e e - . ‘ ' ' ‘ - - v o\. a v “ O ' V ‘ -... ._ s . ‘ ~ , l i I . 9 .‘ a . u I > ’ . e ‘ _ \ s ’ . . u ' - . . 0 , 123 mu XXVI mun 01' rm 3'! rm cm 01' mm ”BRIE POSSESSID 1] HO! LIVESTOCK ETEEPRISI Per cent of . lumber of teachers abilities leaf-cattle Sheep twine 7H0 3' 32 ‘0- 9-“ 5 I 1' 15-h! 2 t 1 0-21} 0 l 2 totals M5 - its )5 the difference between the per out of magerial abilities pessessed in the beef-cattle and sheep ates-prises is not siuificent. the differuce betweci the per cut of magerial abilities pessessed in the beef-cattle and swine enterprises is not sinificsnt. the difference betweci the per out of nnagerial abilities possessed in the sheep and swine ates-prises is sipificant. In table In: it can be seen that M3 teachers (er 9‘ per out) pessessed 50 per out or more of the nnagerial abilities in the beef-cattle enterprise. and to teachers (or 89 per out) possessed 50 per out or more of these abilities in the sheq: enterprise. this differsnce in per out is comparatively small. table 117: also shows that 382 teachers (or 93 per cat) possessed 5e per out er more of the Inagerial abilities in the swine cites-prise. this -.o— . o-e~~. - .7- . a 7‘ 'e . . ,. a \ 0-.-— r . ,,- o. o — - . . . l ..»9—v.. I . e o - . . a ‘ \ e s s c e e . . ev—a . . u . . . n .- ‘ a .- 9 o . . our. - - .-..- J . a a t 7 . . a 0 a a ---- a r ‘ 1 1 s I ~ . . w w a - ...—o-c. ,a s. c - 9-0. a . 0-1 e ¢~ ‘4 s I. ‘0; V.— ‘ . \ . ‘e _ 3 . 1 O .0. 0-. . O O . t 0“...“ a , ._ ~— - -. - I ' \- .--.wgn-u t I“ . . . ' .—. a. . . - ' \ ‘ I -\ '( . - - A . , ‘ a _ .. I ' c ‘l 1 » 1 ~_ . .. u ‘ t. \ e ,' ’ , _ V v, . A.r - . I . a 125 1a a small difference in per out of abilities pessessed in the beef-cattle and swine ates-prises. table mu shows that 10. teachers (er ’1 per out) had 75 per cat or more of the magerial abilities in the swine enterprise. and 32 teachers (or 71 per out) had 75 per out or more of the nnageriel abilities in the shag alter-prise. this sakes a large differuce between the per out of nnagerial abilities possessed in the sheep and swine uteiprise. It can be sea: in table 1111 that the number of teachers who possessed 75 per cent or more of the abilities in each miterprise is large. this skewed distribution of teachers in the upper 25 per cut is partially responsible for the lack of a sigiificant difference between abilities possessed in the beef-cattle and my uterprises and between the beef-cattle and swine nterpris es. Oogarisons between Jobs taught in the Different lnterprises to 111-day classes the last part of the chapter will present comparisons: between nnipulative Jobs taught in the beef-cattle and shag enterprises. between these Jobs taught in the beef-cattle and swine enterprises, and between these Jobs taught in the sheep and swine enterprises. limilar comparisons will be presented for the managerial Jobs taught in the enterpriscs. I. ta.‘ the the 519 the “h. —--~— . « 1150 mu nm N 01' am I! rn em 01' HAIIPULATNI .1018 won II mes IMO! mums: 1'0 AIL-BL! WIS , labor of teachers or cut __ of Jobs leaf-cattle Sheep Swine 75-100 3 I l‘ 50.71; 22 1h 21 235-89 13 I 6 o-zh 7 15 2 totals ”5 3+5 ’45 — the differmce between the per out of mipuuiwe Jobs taught in the beef-cattle and sheep enterprises is not significant. ' rho difference betwem the per cent of mnipnlntive Jobs taught in the beef-cattle and swine enterprises is siguficant. The differences between the per cent sf manipulative Jobs taught in the sheq and swine enterprises is sigiificant. In table mn it can be seen that 25 teachers (or 5‘ per cent) taught 50 per out or more of the ssnipnlatiwe Jobs in the 5OQf—eattle enterprise. and 22 teachers (or 50 per cent) taught 50 P0!“ cent or more of theso Jobs in the sheep cites-prise. The differmce h“ween the per cent of Jobs taught in these two enterprises is very III-ll. i'able mu also shows that 37 teachers (or 82 per cent) “wt 50 per out or more of the unipnlatiwe Jobs in the swine 130 mm nm “E 01‘ rum 3! rn cm 01' MAIIPULATIVI .7018 when 13 M IMO! mums: no M GLASSES W lumber of teachers Ier cut of Jobs leaf-cattle Sheep lwine 75—1ee 3 s 16 5047‘! 22 1h 21 2549 13 t ‘ 0-234 7 15 2 lotals #5 ‘5 M5 lhe differnce between the per cult of mipunive Jobs taught in the beef-cattle and sheep enterprises is not significant. Ehe difference between the per cent of unipnlative Jobs taught in the beef-cattle and swine enterprises is significant. Ehe differences between the per cent of nnipnlative Jobs taught in the sheep and swine enterprises is sinificant. In fable mu it can be seen that 25 teachers (or 5‘ per cent) tenght 50 per out or acre of the nanipnhtive Jobs in the beef-cattle enterprise. and 22 teachers (or 50 per cent) taught 50 per cent or more of these Jobs in the sheep ates-prise. Ehe differuce between the per cent of Jobs taught in these two enterprises is very small. table m1: also shows that 37 teachers (or 82 per cent) taught 5s per out or sore of the manipulative Jobs in the swine .--. .—o -~4-—. - . , '-' . ,.. .- - ~ \ 131 uterprise. fhe diffsrnce between the per cent of Jobs taught in the swine uterprise end the beef-cattle enterprise was very large. Ihe differuce in the per cent of ranipnlative Jobs taught in the swine mtezprise and sheep enterprise was large. A much larger per cut of mipnlative Jobs was taught in the swine enterprise than in either the beef-cattle or sheep enterprises. The rank of mnipnlative Jobs taught by alteiprises in this study was as follows: swine. beef-cattle. and sheep. larper5 rqaorted the rank of unipnlative Jobs taught by enterprises to be: swine. beef and dairy cattle. and sheep. lsrper's findings were similar to those of the present study emcept that mnipnlative Jobs in dairy cattle were included with Jobs in beef-cattle which was not the case in the present stdy. . Oosparisons of managerial Jobs taught in the diffeer enterprises to all-day classes are presented in table mm. lable nun shows tint 35 teachers (or 77 pc out) tangit 5s per cent or acre of the magerial Jobs in the beef-cattle uter- prise: 37 teachers (or 82 per out) tenant 5e pu- cait or sere ef these Jobs in the sheep mterprises. Ihe diffsruce betwen the per cent of magerial Jobs taught in the beef-cattle and sheep enterprises was very small. fable mm shows that M3 teachers (or 9‘ per cent) taught 56 per cent or more of these Jobs in the swine enterprise. fhe difference between the per cent of Jobs 5Jsck4onden larper. 'Opsrative Skills Issutial to the Teachers of Vocational Agriculture in the State of Louisiana'. (unpublished Iastsr's thesis. ionisiana State University. laton longs. 19hr) p. he. A O s \ A .‘ i L O - e . ‘\ ,, . e . . a . s . .-. .4 ~- '2 v:- ‘ . . I ...- ' s -..—- ‘l eufi \‘v ' l .7 C \ 132 run norm W ' rum I! rm cm 01' MANAGERIAL .7038 mm 13 MC! nmcx WHERE! 20 mm GLASSES M )sr cunt lumber of teachers 0! 10M leaf-cattle Sheep Swine 75-100 3| 29 ha 53-?” 5 i 1 2549 5 3 e eat 5 5 2 Iotals 1’5 ”5 ’45 the difference betwem the per cent of magerial Jobs taught in the beef-cattle and sheep enterprises is not significant. Ehe differ-ice between the per out of magerial Jobs tangit in the beef-cattle and swine uterprises is sipificant. !he difference between the per cent of magsrial Jobs taught in the sheep and swine enterprises is significant. tangit in the beef-cattle uterprise and the swine nterprise was quite large. In fable mm it can be seen that ‘42 teachers (or 93 per cent) taugt 75 per cent or acre of these Jobs in the swine enterprise. and 29 teachers (or ‘5 per out) taught 75 per cut or more of the magerial Jobs in the sheep enterprise. 'l'here was a big difference between the per cent of Jobs taught in the sheep enterprise and the swine enterprise. The largest per cent of v . . . _ -.. _ p . a .. . . . - a. 7 a. -- .. ‘ . ~ . a _ y - . . '~ . c . “V ‘- - ' ., - " e. . . - 5.. . - . e . . . a -- . . i - - . . . . - . u - - ,, o . e . a . n . a. . . . . - . . . . . . e . .. ,_ . - — — - - . ..- - . . - . . _ . . - . V . . o 9 V. \ . a ‘ ' ' . J ~ \ . a 'u ‘ ‘ o e .‘0 ‘~' . h - I ... -0 Q n v a - — - — - -v - a . . . »- 3 . \ . '_ a O 0'. I -< C D O ‘ 0 - Os. -‘ Q m I I A s e - . > v 1 v I ~ I ~. .1 . 4 -'- I O - .4. — a. 4 --*’~. -. . g 4 fl 9 J . o l‘ \ . “ . .— . ?, u s‘ I v .- I _ \ r -, . . -. a A - -.. --- o - .- » o - - . .. ..-..- - a , -.. ¢ . - .~ _ o u a -. a - .. . V- .... es ~ . . . . - .-.- c-o -‘ v. -‘ . ...-.4 'r ' 'v , A F ... ...—...- .,....-.’-. “9‘:- o.. ...--.-._,-...... . . -- o»..- ....,, -. ..--.- -. ---t---o~. . . . . . .‘ ‘ a L o. \ V \ . n . . ‘ _ , ‘ ’ ‘ I I! e . ’ _ - . _ _ . ’ . .a a u ‘ . . t . , . ‘ .I‘ . I . } 0 r. - . g , e J ' ' s _ s ‘ I g "I . . ‘ . . _ . , l ‘ . v ..., " .I‘ “H __ p . _‘ ~ v 1’ . - e - e . ‘4 A ' ... ,‘ ' V ‘ , . ' - ' . . s .‘ ' . . 4 ' . n .. '. V , p ‘ v . O . u , . l ‘ | ’ . 1 Q r I w . \ ' 1 A Q I a - , p , . ‘ . . . e-r», . - , . '— . . ' p. , . . e ' 4 i . . , i ' - e . * ‘ .- * . , ‘ ‘ ‘ c - A ‘ 1‘ . b ‘ a ' " \ ‘ ' .- ‘ \’V ‘ . ' ‘. '- i, , v . b- a v ‘ . _- \ \ ‘ ‘ . o ‘ I ,. -o- r .- ar is. ‘ - t V . . ' ~ '_ >."_ . ’_ k i L . 4 .. a . . ‘ ... . ’ . . O I ‘ > .- . I I H K I‘ ‘ ‘1‘ ‘ ‘ e", I a . , p e , ~ ‘.. ' ' a V A - _ l 1 . ' . \ ’ "> " , ‘ w“ . -r -‘- a ‘ " . . . a i s . . - e . . . a A .r ‘ ' _ ‘ . ‘ . ‘ ' , . . . 1 l ‘ ‘ ' ' ‘ I ‘ - 7 I i ' ‘ ‘ I . ‘ . "L a s O " \ r‘» r . . . 1‘ ‘ . ' A 133 -ns.gerial Jobs taught was in the swine enterprise. the next largest per cent was in the cheap enterprise. and the least per cent of these Jobs taught was in the beef-cattle uterprise. Bull-37 his chapter has presuted results of the study regarding the cowative abilities in the livestock nterprises possessed by teachers and comparisons of Jobs taught in these enterprises to all-day classes. IJ.‘he siglificant results pertaining to manipulative abilities possessed by the teachers are: a such hidier per cent was possessed in the swine enterprise than in either the beef-cattle or sheep mterprises. there was only one significant finding pertaining to the managerial abilities possessed by teachers: a such greater per cent of these abilities was possessed in the swine enterprise than in the sheq: uterprise. A significantly greater per cut of unipulative Jobs was taught in the swine enterprise than in either the beef-cattle or sheq aterprise. rhe per cut of magerial Jobs taudit in the swine uter- prise was such larger than the per cent of these Jobs taught in either the sheep or beef-cattle enterprises. CHAPTER VIII SUMMARY. CONCLUSIONS. IMPLICATIONS. AND SUGGESTIONS FOR FURTHER STUDY The problem in this study was to determine if certain factors are associated with the more important abilities possessed and the more important jobs taught in the beef-cattle, sheep, and swine enterprises by teachers of vocational agriculture. A list of these abilities and jobs was validated by a jury of ten members of the staffs in agricultural education and animal husbandry at Michigan State College. Chapters four, five, six. and seven present data. analysis of data. and interpretation of data in the present study regarding these abilities and jobs as reported by 45 fully-Quali- fied teachers of vocational agriculture in.Michigan during 1949-50. The analysis of data includes comparisons of manipulative abilities possessed between teachers who were grouped according to: (1) number of credits in animal husbandry possessed by teachers. (2) number of years of experience as teachers of vocational agricul- ture. and (3) importance of livestock production in counties where teachers were located. Similar comparisons were made for managerial abilities possessed, and for both manipulative and managerial Jobs taught to all-day and out-of-school classes. Comparisons were made between manipulative abilities and managerial abilities possessed, and between manipulative Jobs and 135 managerial Jobs taught in each of these livestock enterprises. Oorrelations were determined by calculating the correlation coefficients between both manipulative and managerial abilities possessed by teachers and manipulative and managerial Jobs taught to all-day and out—of—school classes in all three livestock enterprises. Oom- parisons were made: of manipulative abilities among the beef-cattle. sheep. and swine enterprises possessed by teachers; of managerial abilities possessed among these enterprises: of mnipulative Jobs taught among these enterprises: and of managerial Jobs taught among these enterprises. The chi-square technique was used to determine the siyifi- cance of the difference between groups compared: the readings were made at the five per cent level on a table of chi-square. The significance of correlation coefficients was determined by readings at the one per cent level and with l - 2 degrees of freedom on a table of values of r. rm. chapter will: (1) summarise the important findings. (2) list the under conclusions. (3) describe the implications of the study. and (3+) sake suggestions for further study. Sums-y Conforming to the specific purposes of the study as stated in chapter one. the following summary statements are made on the 'basis of analysis of data in the study. 136 (1) l‘ron less than 25 per cent to more than 75 per cent of the lore inportant nanipulative abilities and managerial abilities in the beef-cattle. sheep. and swine enterprises were possessed by the teachers of vocational agriculture. (2) Iron less than 25 to more than 15 per cent of the more important manipulative Jobs and managerial Jobs were taught in each livestock enterprise to all-day classes and out-of-school classes by teachers in the study. (3) a. Ieachers with 12 or more credits in anieal husbandry (Indore) possessed a significantly higher percentage of manipulative abilities in beef-cattle and swine enterprises than did teachers with less than 12 credits (non-more). In the sheep enterprise. the difference in the percentage of manipulative abilities possessed by the two groups of teachers was not significant. b. The eaJors possessed a significantly greater percentage of wagerial abilities in the beef-cattle enterprise than did the non-adore. The difference in the percentage of managerial abilities possessed by the two groups of teachers in tin sheep enterprise and lwine enterprise was not significant. (it) here was no significant difference between majors and heap-majors in percentage of Ianipulat ive Jobs or in percentage of Ianagerial Jobs taught in each enterprise to all-4h: classes. 137 (5) There was no significant difference in percentage of manipulative abilities and managerial abilities possessed in each enterprise between teachers who had taught nine or more years (more. experienced teachers) and teachers who had taught less than nine years (less-experienced teachers). (6) The difference was not significant between the percentage of manipulative Jobs or the percentage of managerial Jobs taught in each enterprise by more-experienced and less-experienced teachers to all-day classes. (7) There was no significant difference between teachers in more- important counties and teachers in less-important counties of live-l stock production in percentage of mipulative abilities or in percentage of managerial abilities possessed in each enterprise. (8) The difference in percentage of manipulative Jobs or per- contage of magerm Jobs taught in each enterprise by these two coups of teachers was not significant. (9) The teachers possessed a significantly high» percentage of nenagerial abilities than of manipulative abilities in each enterprise. (10) L sipificantly greater percentage of managerial Jobs than or manipulative Jobs was taught in each livestock enterprise. (11) a. Correlations were significant between the nubers of Imnipulative abilities possessed and smnipulative Jobs taught in all three livestock enterprises to all—day classes and to out-.of school classes. 138 b. significant correlations were found between managerial abilities of teachers and managerial Jobs taught in the beefecattle enterprise and in the sheep enterprise to all-day classee. However, the correlation was not significant batman managerial abilities possessed and managerial Jobs taught in the swine enterprise to all- day classes. This non-significant correlation is due to the fact that the number of teachers who could do each Job was very nearly the same as the number who taught each corresponding Job. c. The correlation was not significant between managerial abilities possessed and managerial Jobs taught in the beef-cattle enterprise to out-of-school classes. This correlation wae signifi- cant in the sheep enterprise and in the swine enterprise. d. The largest number of teachers who could do a mnipulative Job was In, and the largest number who could do a managerial Job was 1a. The eealleet nuaber who could do a manipulative Job was one. and the smallest number who could do a managerial Job was 2“. (12) a. The teachers possessed a significantly greater percentage of unipulative abilities in the swine enterprise than in either beef- Gattle or sheep entelprises. There was a very small difference in POrcentage of mipulative abilities possessed in the beef-cattle and Iheep enterprises. The rank, by enterprises, of manipulative abilities possessed was: swine. beef-cattle, and sheep. b. There was only'ene significant difference in percentage of magerial abilities possessed among the enterprises. The teachers POssessed a significantly greater percentage of these abilities in the fiaII‘rti A «guilt-54“! 139 swine enterprise than in the sheep enterprise. The rank, by enter- prises, of managerial abilities possessed was: nine, beef-cattle. and sheep. (13) a. a significantly higher percentage of manipulative Jobs was taught in the swine enterprise to all-day classes than in either the beef-cattle or sheep enterprise. The rank, by enterprises, of manipulative Jobs taught was: swine, beef-cattle, and sheep. b. a significantly greater percentage of managerial Jobs was tenant in the sine enterprise than in either the beef-cattle or sheep enterprise. The rank. by enterprises, of managerial Jobs taught to all-day classes was: swine, sheep. and beef-cattle. c. There was no significant difference in any comparisons made between groups of teachers who taught out-of-schocl classes. Conclusions The present study was linited to teachers of vocational agri. culture who had graduated from Hichigan State college between 1931 and 19%; who had completed 15 credits at Montana State College since graduation; who had taught between four and 13 years: and who were teaching in Michigan during 1918-50. If applications of findings and conclusions are nude to other sitmtions. these liaitations should be considered. Curricula in agricultural education vary in different ./ Itates. The curricula in agricultural education at Hichigan State 1&0 College before these teachers graduated was different free the one which was in effect when they graduated. Teachers with less than four years or more than 13 years of experience might vary in abilities possessed and Jobs taught when compared with teachers incluied in the present study. The following conclus ions, which apply to groups instead of individual teachers, are based on findings in the study which involved its fully-qualified teachers in Hichigan as described in the previous paragraph. (1) There is a wide variation among teachers regarding the per- centage‘ of listed abilities possessed in beef-cattle, sheep. and swine enterprises. (2) Teachers vary greatly in the percentage of a given list of Jobs taught in these livestock enterprises. (3) a. Runber of credits in animal husbandry earned by teachers is associated with manipulative abilities possessed in beefecattle and swine enterprises. from this association it m be expected that ‘ teachers with 12 or more credits, similar to these received by these teachers at Hichign State College, will possess acre manipulative abilities in each of these two enterprises than will be possessed by teachers with less than 12 credits in animal husbandry. If teachers with similar training vary in manipulative abilities in the sheep enterprise, it is reasonable to emect that in the livestock enterprises. 1’41 the variation will not be due to number of credits possessed in animal husbandry. b. lumber of credits in animal husbandry. earned by teachers is associated with managerial abilities possessed in the beef-cattle enterprise only; thus teachers with 12 or more credits may be expected to possess more mnageriel abilities in this enterprise than are possessed by teachers with less than 12 credits. (‘4) lumber of credits earned in animal husbandry is not associated with Jobs taught in these livestock enterprises. If teachers vary in either manipulative or managerial Jobs taught in these enterprises. it may be expected that the variation will not be due to number of credits possessed in sninel husbandry. (5) Number of years of teaching in vocational agriculture is not associated with abilities possessed in these enterprises. If there is a variation among teachers in abilities possessed in the livestock enterprises. it may be expected that the variation will not be due to number of years of teaching vocational agriculture. (0 lumber of years of teaching is not associated with Jobs taught in these enterprises. If there is a difference among teachers in Jobs taught in these enterprises. it may be suspected that the difference will not be due to number of years of teaching. (7) Importance of livestock production in counties where teachers are located is not associated with possession of abilities 1’42 If there is a difference among teachers in abilities possessed in these enterprises, it is reasonable to emect that the difference will not be due to importance of livestock production in counties where teachers are located. (8) Importance of livestock production in counties where teachers are located is not associated with Jobs taught in these enterprises. If teachers vary in Jobs taught in these enterprises, it my be expected that the variation will not be due to importance of livestock production in counties where teachers are located. (9) 'l'here is a difference between proportions of mipuatin and managerial abilities possessed by teachers. Teachers with training like that received by these at Kichigan State College may be expected to possess a greater percentage of magerial abilities than of mnipulative abilities in all three livestock enterprises. (10) fhere is a difference between pr0portions of mnipulative and managerial Jobs taught in the enterprises. It my be expected that a greater percentage of magerial Jobs than of 1:11th ive Jobs will be taught by teachers of vocational agriculture in all of these enterprises. (11) a. It' may be expected that teachers who possess more llanipulative abilities will teach more manipulative Jobs, and teachers who possess fewer manipulative abilities will teach fewer manipulative Jobs in the livestock enterprises to both all-day and out-bf-schocl classes . 11+} b. It is reasonable to expect that managerial Jobs taught in the beef-cattle and sheep enterprises to all-day classes will be largely determined by managerial abilities possessed by teachers in these enterprises. Managerial abilities possessed by teachers will not be the sole determining factor in managerial Jobs taught in the swine enterprise to all-day classes. c. It my be expected that managerial abilities possessed by teachers will determine to some extent the managerial Jobs taught in the sheep and swine enterprises to out-of-school classes. Managerial Jobs taught in the beef-cattle enterprise to out-cf-school classes will be determined to a very small extent by managerial abilities possessed by teachers. d. It may be expected that a wider variation will exist among nnipulative Jobs than among managerial Jobs as to the number of teachers who possess abilities to do Jobs in these livestock enter-4 prises. (12) there is a difference in proportions of abilities along these enterprises possessed by teachers. Teachers with training liailar to that received at Hichigan State College may be expected to possess a much greater percentage of mipulative abilities in the .wine enterprise than in sitter the besfacattle or sheep enterprise. They may possess a much larger percentage of wagerial abilities in the swine enterprise than in the sheep enterprise. (IE. 1‘ 11m (13) There is a difference in proportions of Jobs taught among the livestock enterprises to all-day classes. It my be emoted that a much higher percentage of both manipulative and managerial Jobs will be taught in the swine enterprise ttmn in either the beef- cattle or sheep enterprise. Inplicat ions This part of the chapter will present implications of the study which might aid in: selection of students for prospective teachers; pro-service education; in.service education; and placement of teachers of vocational agriculture. i’hese implications are made on the basis of the findings and conclusions in the study. Sglection g studegts f9; prospgtivg teachgz . Probably greater consideration should be given to selection of students. for prospective teachers who possess more abilities in the livestock mterprises prior to enrollment: or to students who give indications that they might acquire some of these essential abilities by securing additional farm experience prior to becoming employed teachers. This applies especially to the sheep and swine enterprises. Eo aid students in making a more efficient analysis of abilities possessed in these enterprises might necessitate a partial revision of the Oection of the farm experience inventory dealing with the livestock enterprises. This might be done partially on the basis of the more important abilities included in the check-list in the present study. 1‘5 Ire-service education 9; teachers. a. Perhaps prospective teachers of vocational agriculture should be encouraged to take 12 or more credits in animal husbandry to acquire more manipulative abilities and mnageriel abilities in the beef-cattle enterprise and more manipulative abilities in the swine enterprise, if they are to be able to teach the essential Jobs in these enterprises. 1). Possibly some consideration should be given to reorganizing the introductory courses in animal husbandry for students who find it impossible to take extra courses or who will not take extra courses in animal husbandry. rerhaps these reorganized courses should be general rather than specialised; they should cover beef- cattle. sheep. and swine enterprises with possibly a big increase in the amount of instruction in the sheep enterprise and some increase in the amount of instruction in the beef-cattle enterprise. This might necessitate the offering of a special section in the required courses for mjors in agricultural education. c. It might be that in some of the courses in agricultural education. still greater emphasis should be placed on the necessity of teachers using their manipulative abilities. and also the isportence of teaching manipulative Jobs to studentsiof vocational tyiculture. however, there is a possibility that more of these abilities may have been used and more of these Jobs may have been taught in the individualised farm instruction in connection with the supervised farming programs of students. than were reported by the teachers included in the present study. 1&6 d. If possible. consideration might be given to including courses covering the animl breeding, meats. and mrketing phases of livestock production in the pro-service education programs for prospective teachers of vocational agriculture. Seemingly. teachers are fairly well qualified in the general mnagement, animal nutrition, selection, fitting. and showing phases of livestock productien. Inn-servicg education 2; teachers. a. Probably in graduate courses in agricultural education. continued emphasis should be nude of the value of employed teachers making use of their abilities and also the importance of teaching the 'doing' Jobs. b. As indicated in chapter one. the demand for a course in animal industry skills offered during the three weeks summer session at Iichigan State College is indicative of its being one satisfactory method of acquiring some of the more important abilities in the livestock enterprises. However. this course does not carry graduate credit. c. There might be a need for an increased number of in- service-education meetings on animal husbandry whereby teachers would have an Opportunity to acquire some of the more important abilities in these enterprises. Some teachers of vocational agriculture do not attend college after receiving a permanent certificate or a mster's deg-es; the in-servics meetings should be of special benefit to these teachers. 11:7 d. Another method of meeting these needs is to continue. and perhaps in some instances. to increase the time allocated during the annual conference for teachers of vocational agriculture for special sessions dealing with the livestock enterprises. Placement 93. teachers. a. Perhaps local administrators should continue to give increased consideration to selection of teachers who possess sufficient abilities and who give indications that they will teach the more important Jobs in the livestock enter- prises in communities where these enterprises are of the greatest inportence. however. there is a possibility and probability that some of the teachers. in counties desigated as less-important in live- stock production. might have been located in conmrunities where livestock production was very important and vice versa. b. It might be that those concerned with placement at the educat ional institutions should continue to give increased considera- tion to technical qualifications of candidates. when asked to make nominations for communities where livestock enterprises are important. Suggestions for Further Study There are some questions which have confronted the writer during the progress of the present study. Would the findings be similar to those of the present study if like studies were mde in other areas of technical agriculture such as fans craps or horti- , . . . . r. s . . . I e . . - m n . . O . v a O D O I r s s v . I e _ e V , a . . c . . A . e , . a _ . l _ . s a . . s .. . . \— . . . . e e 4 . . . . . .. 1 u U \l 0 . . . . . O O r ‘ e . . . . . . . . . . . . O . A . . . w e . . G . . D I . . . i V: \h u . . s ) u . . . . . s: .3 .. \ . . a a C as? , 1148 culture? The results of such studies would help to determine if the findings in the present study were peculiar to livestock enterprises only and not applicable to other areas of technical agriculture. Also. if such studies were made. the results should be of value in formulating or revising a curriculum in agricultural education. and in organising and presmting both pro—service and in-service instruction in technical areas other than animal husbandry. What is the relationship between grades made in courses in animal husbandry by teachers of vocational agriculture and their abilities in the livestock enterprises or Jobs taught in these enterprises? The results of such a study should be of some value in considering grades as a factor in selecting a teacher for vocational agriculture. especially a first-year teacher. Is there an association between specific courses taken in animal husbandry (or other technical areas) by teachers of voca— tional agriculture and abilities possessed or Jobs taught in animal husbandry (or other technical areas)? There might be a tendency for students. who were raised on livestock farms. to take courses in animal husbandry primarily. Possibly this is as it should be but it might be of greater value for prospective and employed teachers to take courses dealing with other technical areas in which the teachers were lacking in abilities. The results of such a study could be helpful in guiding students in course selection. and also M9 in partially determining courses to include in a curriculum in agricultural education. What is the association between abilities possessed in a specific livestock enterprise and the farm experience of students from farms devoted primarily to the same enterprise? Or. what is the association between abilities possessed in a technical area of agriculture and the farm experience of students from farms devoted primarily to the same technical area such as horticulture? Such studies could be helpful in guiding students in course selection. These studies would need to be made before the students took any collegiate courses in the enterprise or technical area involved. Are teachers of vocational agriculture. who have taken graduate courses in animal husbandry. better qualified in this technical area than teachers who have taken undergraduate courses only! It might be that courses taken when teachers were graduate students would be of greater value in developing abilities in live— stock enterprises than courses taken when teachers were under— graduate students. Results of such a suidy could be helpful in guiding teachers in course selection when they are working for a permanent certificate or an advanced degree. Do teachers. who have participated in most of the in- service-education meetings on livestock production that have been held during a designated period of time, possess more abilities in l5. livestock enterprises than do teachers who have not participated in such meetings? The results of such a study might aid in an evaluation of the in—service instruction in animal husbandry. This evaluation might be a factor for teacher-educators to consider in deciding whether to broaden or narrow this phase of the program in agricultural education. Also, this evaluation could be a factor for teachers to consider in deciding whether to participate in such meetings. TJ “~— I smxosms! A. IGOKS larr. A. 8.. Characteristic Differences in the Teachin Performance of Good and Poor ITeachers g; the Social-Studies. oomington. E11371" Pix—blic 3""choo1 'r"ub11""shm_“‘g Company—.T929. :9 pp. cook. Glen 0.. A landbook an Teachi Vocational iculture. fifth edition. ianville. Illinois: he Interstate. 1&7. 812 pp. Hurds. Allen 3.. Statistical Anal sis. low York! ninehart and domany. Inc" 59“. xviii plus 3‘. pp. Greene. tarry A.. Jorgensen. A. 1.. end Gerberich. J’. 1.. Reame- Ient and gigaluation in the; Secondgz School. low York: Longnns. Green and company. 1%. xxvi plus ‘70 pp. hmnds. Oarsie. Ieachijg Agriculture. low York: HcGrew-lill look Company. Inc" 1950. '11 pl“! 353 PP- lart. 1'. 1L. leachers and Teachigg. low York: lac-illen company. 1931‘. 2‘5 PP- Bee. Edwin A" 0331 ectives and, Problems 91. Vocational Education. Second edition. ew York: Ichraw-Iill Eek Conpany. Inc.. 1938. Dresser. Charles A” and misley. Thomas In heational lducation _i_n_ e. Danocr%z. Revised edition. Ghicago: lmerican Technia ociety. 9 9. 1! p111! 575 PP- ). ENCYCLOPEDIA MICBIS lei-r. A. 8.. “Teaching competencies.“ In cl ediegg Educational Research. Revised edition. 1950. pp. 15130-1135. lenlin. lerbert It. and Deyoe. George P.. “Agricultural. Iducetion.’ Edged“ 2; Educational Research. Revised edition. 1950. pp. e 'e 152 |l'horndike. Robert 1.. “Reliability.“ Enc cl edia 23 Educational Research. Revised edition. 1950. pp. 101 4017. Ioops. lerbert A.. “Questionnaires.“ m c1 edia o__f_ Educational iesearch. Revised edition. 1950. pp. 952-951.— ‘lrightstone. J. Wayne. “Eating Methods.I In c1 edia .o_f Educational Research. Revised edition. 1950. pp. 9‘1-9‘E C. PERIODICAL ARTICIBS Cox. P. I" 'Educating Teachers for Guidance Activities.I Educational Porum. Vol. ’4. November 1939. pp. 50-52. Gerris. l. '.. “Professional Improvement of Agricultural Teachers.“ iculturel Education Higgins. Vol. 12. lo. 5. lovember 19“. p. 10. Littler.s .. "Iv Ieachers hil.’ _l___ome and _S_______chool Education. Vol. 33. Ilarch 1911}. pp. 255—255. Hadsen. I. 11.. “the Prediction of reaching Success.“ Educational Administration and Envision. Vol. 13. January 5:927. pp. 39447. nostker. Icon 3.. “The Measurement and Prediction of reaching Ability.“ §____chool and Smocieg Vol. 51. lo. 130‘. January 5. 19Ms PPe §—_‘31e Shannon. 3. 3.. 'Cospetencies Aimed at in the Education of ranchers at Indiana State Teachers College.' reachers College eRec___o___rd. Vol. s. July 19142. pp. 125-126. "' Starrek. James A.. 'i'he Education of 'Dirt' Parlors.“ Education Easing Vol.18. lo. 5. Decmber 19105.pp t115. P. smms Ilichigan State loard of Control for Vocational Education. Annual lgort_ of the State Board of Control fo___1_-_ Vocational Education to the 1.3—9???“ of Eucation for _t__he Year Eag___ June 2. TEETH lensing. iichigsn: State loard of Control for Vocational tion. lineagraph. 1193!. 55m. 153 . Annual Rgort _o__i_’_ the Office of Vocational Education £95 213 Year 1531 June :3. 0. 3253mm. Michigan: State Board of Centre for Vocational ‘ucation. Mimeograph. 1950. 77 pp. . l'irst Came the Farms: History of Vocational Agricultural Eucation E Hichi Z—Sfimoard 0? Control for Vocational Eucation filletin. 389. lensing. Michigan: State Board of Control for Vocational Education. June 191414. 75 pp. . Michigan State Plan for Vocational Education. State Bard 0? Control for Vocational—Education )ulletin 201 Rev.. lensing. Michigan: State loard of Control for Vocational l‘duca- tion. 19147. ‘5 pp. United States Department of Commerce. United States Census '93 £21- c‘ulture £23 135 £95 Michign. 19;. _I_. Part 5. United States Department of Commerce. Washington. D. 6.: Government Printing Office. 194‘. xvii plus 178 pp. 1. UNPUBLISHED MATERIALS Couch. Stuart T.. “The College Preparation of Teachers of Vocational Agriculture.“ Unpublished Ion-thesis Study. Cornell University. Ithaca. New York. 19.9. 75 pp. Gamble. Jack 3.. “College Preparation of White Teachers of Vocational Agriculture in Louisiana.“ Unpublished Haster's thesis. Louisiana State University. Paton Rouge. 1950. 92 pp. Harper. Jack london. “Operative Skills Essential to the Teachers of Vocational Agriculture in the State of Imuisiana.I unpublished Master's thesis. Iouisiana State University. laton Rouge. 19M. 127 Pp. Hayden. lyle (1.. “Characteristics of College Curriculum for the , Education of Teachers of Vocational Agriculture ”mod on Students' Transcripts." unpublished Doctor's thesis. Cornell University. Ithaca. new York. 1915. 11k pp. 1111. Gregory A.. 'Comisons of Curricula tor Under-Graduate Work for Teachers of Vocational Agriculture in the United States." Unpublished Naster's thesis. Agricultural and Ilechanical College of Texas. College Station. 191:6. 1e6 pp. 15h Kirkland. James 3.. I'A Study of the Professional and Technical Difficulties Encountered by Teachers During Their First Year of Teaching Vocational Agriculture.“ Unpublished Doctor's dissertation. Ghio State University. Columbus. 191W. it‘ll pp. Monald. Donald 1... 'Some leaded Improvements in the Montana Vocational Agriculture Program.' Unpublished Master's thesis. Montana State College. loseman. 1939. 55 pp. Katela. Arcadia G.. “Content of Curricula for Teachers of Vocational Agriculture in Sgarate Land-Grant Colleges.‘ Unpublished Master's thesis. Iowa State College. 1915. 121; pp. Parker. Sellers J.. “The Inplications of Selected Problems in Teaching Vocational Agriculture for Placing Emphasis on the Content of the Teacher-Training Pragram at the Agricultural Mechanical and normal College in Arkansas." Unpublished Doctor's dissertation. Cornell University. Ithaca. lev York. 1949. 31! pp. Rhoad. Claude 1%.. 'A Study of the Conprehensiveness of Abilities in Technical Agriculture Attained by Prospective Teachers of Vocational Agriculture in Ohio Previous to Their Entrance into Studmt Teaching." Unpublished Doctor's dissertation. Ghio State University. Columbus. 191+}. 3‘12 pp. ban. 0. T.. "The Relationship between Courses in Vocational Agriculture. Preparation of Teachers in Agriculture. and Types of Farming in the Three Types-of-J'arming Areas in Northwest Texas.“ Unpublished Master's thesis. Agricultural and Mechanical College of Texas. College Station. 1938. 314 pp. Seei’eld. Kermit A.. "The Cometmces of Industrial Arts Teachers.“ Unpublished Doctor's dissertation. Standard University. Cal ifornia. 19149. 258 pp. Sullivan. Archie V.. 'l‘arm Mechanics leads for Teachers of Vocational Agriculture as a Guide for College Curriculum Construction and Course Planning.I Unpublished laster's thesis. Alaban Polytechnic Institute. Auburn. 19“. 73 PP. Wald. George J.. 'Pre-Inploynent Value of Certain Courses for Vocational Agriculture Teachers in the State of Idaho." Unpublished Master's thesis. University of Idaho. Moscow. 1919. ‘pp. O APPENDIX Copy of questionnaire sent to employed teachers of vocational agriculture who were included in the study. Copy of letter which accompanied the questionnaire. Copy of first reminder letter requesting return of the questionnaire. COpy of second reminder letter requesting return of the questionnaire. 1 A. 5‘ 00?! 01' QUESTIONNAIRE WHICH WAS SHIT TO TEACHERS OF VOCATIONAL AGRICULTURE Name of Instructor a Name of School Post Office County Number of years experience as a teacher of vocational agriculture Po you have 12 or more credits in animal husbandry! INSTRUCTIONS M Check-List on Manipulative .T obs in leaf. Sheep. and Swine Enterprises Under the heading PERFORMANCE. check (1) in one column for each item of each of the enterprises. Under the heading TO WHO“ TAUGIT. check (1) in one or more colunms for each item of each of the enterprises. Check-List on Managerial J obs in leaf. Sheep and Swine Enterprises Under the heading TEACHING ABILITY. check (I) in one column for each item of each of the enterprises. Under the heading T0 WHOM TAIDIT. check (x) in one or more colums for each item of each of the enterprises. In checking the heading T0 WHOM TAUGET. in the manipulative Jobs and in the magerial Jobs. do not make a separate colunm for veterans classes and do not consider veterans classes as young-farmer or adult-farmer classes. This study includes only the classes in a regular and complete program of vocational agriculture. D 1'37 Check-List of Manipulative Jobs in leaf Cattle Enterprise : feel to a. oualified to a Have performed Not taught Check (1) in Check (1:) in 333 column as one or more to performce columns as to whom taught .9. .e: 158 Check-list of Manipulative Jobs in Sheep nnterprise classes feelqualified qualified in in one column as one or more to performnce colums as to whom taught . . . . e a . . a o . . . . v n v . . . . s . . t v I" . e llrml u ..v- 159 Check-List of Hanipulative J obs in Swine kites-prise demonstrate not feel qualified to demonstrate ts ESE 1: a3 53; lot taugit in column as to m or 3;; performance columns as to when taught - . . . . . . a . . . . . A o . . . u . . . . . u a . . . , . r . s . e e e. 0 I s e e 0 e e O 0 e . s s s 0 e. — . . . . ~ g I u - a . . . r . r . A . . . . a . . . _. A . . A . . . . . a A . c . . v . o . . A . . . . . A . . . a . o e , l O Q 0 V I t e _ . . A . . 4 _ a . e . . o s l O . s . . A . . . . c . . A . . . . . . o o . . .V . . . . ~ . A . , . A A a A . . . a a . . . . A u e r . e . . r . A . a . a ~ . . . A . A a . o . . s . . A . A A . . . . A . . A . . e . A . A . . .. s . ~ 0 I . . . . l c . . o A . . . A V A . , . a . . . . s o e O . a . A . a . ' , s . . u i A A a s e . s D V . _ V . . . o A . A A C O u . . . . . _ . n A A . , . , V , . _ . . . . . . . A . . , . l . ~ . . a A . . A y w . . A . . . . . A . . . _ . A. A . , . . . . v . a . n . ~ . . V . . . . . _ . h V . A . _ . A . v . a . , . . . a , c v o a u d _ . . . . . _ A e . . . . o A a I a . A . , a . A . . . i V A A V . . a . A . . . . . . A . v . V e Q C v rA OI . e A . o u . . . A . . V 4 A .. V . . . — _ . I A . . a O . . v . . , A c . . o . A r . . . . . . . . . , . . . . . A . . e e . . V _ o a o . A . . . . . . . . , . . . . . . . . 4 . , . A .. . . O u . i V . . . . . s . . .. e . A . . . . . . . . . . . . . . n a A n a o a u u s Q . ¢ . I . A A . A . A . A . . u . V . . A . A . . .. A s t V . . c \ s o A y. . A A . . .A e . . . . . A . . , V . . w I . . A! y P A: . , A A _ . 1 . A . . A u . u . A . A . A . _ A . . , . . . . . A o e . o . A . . . u .. n s . . . .l n .» . . e . . - A , . , c.1A . . . . A . s u ., c . . . , e . . . . e . u o ‘ t o. 1 .. f . co 7 Q . . .... t, . , .v. . . 4 . .s . . u A A . . 7 . . . . A A . . . . A ~ u . a . . . V . . a u . . . . . . » .i . . . .u u . . A e. . l V . . i . A . . A A i A . . _ . a . A . . . . e .. . A o . , . . . 9 ~ . e . o . . c o . . . A . . o A . ., a . , a . . . l 16s Check-List of Mamgerial Jobs in )eef x"tuber-prise To Whom Taught W one as or Efficyhing as taught C. .0 ,0; 0: so it: Ani.’ 161 Check-List of Managerial Jobs in Sheep Int emrise Teaching To Whom Taught Ability : 33; a. s JOBS 0.4 do a 4: '3 "n '3; 3 § «'1 'HO 0' ... 3,2,: ...... A. AA “A lavas-a ggui‘aaa. 00 Fig—l 0 “AL, 20.33;. 1. Deciding the possibilities of sheep product on for the home farm 2. Selecti the t e and breed of sheep for the foun ation s ock A 3. Selefiing foundation stock for the breeding . lreeding th'e' ewes for—the most satisfactory lambipg period 2. Feeding pregnant ewes during the winter . Caring for ewes and lambs at lambing time 7. leading ewes and lambs during the lactation per od C. Improving the physical characteristic of loung lambs _ 9. l‘attening lambs for the most economical gains M __ l5. Marlieting sheep for the most economical returns ll. Controlling diseases of sheep 12. Controlling parasites of sheep 13. Planning for sheep shearigg time 11L. Marketing wool for the most economical returns 15. Providing adeqmte housing for the flock during the linter C Culling and imroving the breeding flpck l_.:._l_ 17. Keeping records of the flock 18. greparing shegp for shoKr—s' and sales 19. Selecting replacement ewe lambs for the bregding flock Check (X) Check (X) in in one column one or more as Wteach- columns as to ing ability whom taught 162 Check-List of Managerial Jobs in Swine hiterprise :3: d .5: .p O m Check (1:) Check (1) in in gag-column 923 or more as to teach- columns as to lug ability whom taught s 163 COPY OF LETTER WHICH ACCOMPANIED TEE QUESTIONNAIRE 719 Wisconsin Lansing. Michigan Mr. . Instructor Vocational Agriculture High School . Michigan Dear Mr. : Most of us are interested in improving instruction in the different areas of vocational agriculture. Several teachers are wanting to improve their instruction in the area of animal husbandry. The amount of the improvement. which they can make. is closely related to the manipulative skills and managerial skills which they have in animal husbandry. A study is being made to determine the skills which the teachers have and to determine which of these skills the teachers need. 1y using the results of this study the men. who are doing in- service—training. should be better able to assist you in making your teaching of animal husbandry more effective. Also. the dqaartment of animal husbandry at Michigan State College should be in a better position to organise its courses for future teachers of vocational agriculture. At the present time there is a committee at the college working on the reorganization of the curriculum for agri- cultural education. The results of this study should be valuable for this committee in its work. This research study. which is being done for graduate credit under the guidance of Dr. H. M. ZIyram. has the endorsement of Mr. Harry E. Nesman. under whom I am employed. He has given me permission to send the survey form to you. The information. which you submit. will be treated confidentially and only a summary of the data returned by all of the teachers involved will be published. I appreciate your valuable time in checking the items included in this form. Please do this at your convenience and return in the enclosed. self-addressed. stamped envelope. Thank you very much for your coOperation in helping with this study. Sincerely yours. Conrad White 16h COPY OF FIRST REMINDER LETTER REQUESTING RETURN OF THE QUESTIONNAIRE 7’49 Wisconsin Street Lansing. Michigan May 21+. 1950 Dear Instructor of Vocational Agriculture: All of us in vocational agriculture are very busy at the closing of the school year. However. it would be very much appreciated if you would take a few minutes of your valuable time to check the survey on animal husbandry recently sent to you and then return it in the self-addressed. stamped envelope that was enclosed. Thank you very much for your cooperation in helping with this research proJ ect. Sincerely yours. Conrad White 165 n COPY OF SECOND REMINDER LIIPTER REQUEST BIG RETURN OF THE QUESTIONNAIRE 7M9 Wisconsin Lansing. Michigan June 1’4. 195. Mr. . Instructor Vocational Agriculture High school . Michigan Dear Mr. : lecause of the possibility that the first capy of the survey form that was sent to you has been misplaced. you are being sent another copy. This study is being made to determine the skills which the teachers have and to determine which of these skills they need in animal husbandry. 1y using the results of this study. all of those concerned should be better able to assist you in making your teach- ing of animal husbandry more effective. The information. which you submit. will be treated confidentially and only a summary of the data returned by all of the teachers involved will be published. It would be greatly appreciated if you would take a few minutes of your valuable time to check the items included in this form. Please do this during the next week and return in the enclosed. self-addressed. stamped envelope. Thank you very much for your c00peration in helping with this study. Sincerely yours. Conrad White CW:bef J ' R85 USE mm x w, 28 fl 1 FE1555 W 30 ~55 ‘ Ft" Z' ".1|a I". i i1’).~ . s .' t I it loo!!! Ilfi‘l‘ .t Elsi}! out!” .... Ir, fl}! 4| I I, H H S" H H H 3 0 3 9 2 1 3