Journal of Agricultural Education Vol. 37, No. 1, 1996 31

TEACHER PERCEPTIONS OF THE GOALS ACHIEVED

BY ADULT ORGANIZATIONS IN AGRICULTURAL EDUCATION

Thomas J. Dormody, Associate Professor

Brenda S. Seevers, Assistant Professor

Dennis L. Clason, Associate Professor

New Mexico State University

Abstract

The purpose of this study was to describe perceptions of secondary agricultural education teachers in

the United States toward the adult agricultural education organizations affiliated with their programs.  A

random sample of 367 teachers, stratified proportionally by state, was generated.  Data were collected from

March through May 1994 using a mail questionnaire.  Usable responses were obtained from 244 teachers.

Two (n=96) or one (n=82) adult organization(s) were commonly affiliated with secondary agricultural

education programs.  Advisory committees were affiliated with 199 programs, often advising on course

content, assessing equipment and facility needs, and evaluating programs.  Adult organizational goals that

were being met by over 50% of all types of organizations included assisting the secondary agricultural

education program with public relations, promotion, and identifying community resources; supporting FFA

youth activities; and assisting young agriculturists to remain in agriculture.  Although the teachers had

positive attitudes toward a model of three adult organizations (i.e., advisory committee, FFA Alumni

affiliate, and NYFEA chapter) affiliated with their programs, only 20 reported having all three.

Agricultural education students remaining in the community after high school graduation commonly

received continuing education in agriculture through local postsecondary institutions, the Extension Service,

commodity organizations, and Farm Bureau.

Adult  organizations like advisory committees, at young men and women engaged in agriculture

FFA Alumni affiliates, National Young Farmer and/or agribusiness (NYFEA, Inc., 1992).

Education  Association (NYFEA) chapters, and Historically, secondary agricultural education

booster  clubs are often associated with, and teachers have had administrative, advising, and

considered  by many to be integral to, secondary other responsibilities with the adult organizations

agricultural education programs.  Each organization affiliated with their programs.  Demonstrated

has specific goals developed to enhance and support commitment to adult organizations can vary from a

agricultural education.  "Advisory committees are full-time adult educator to the absence of any adult

essential linkages between the community and the programming affiliated with the agricultural

agricultural education teacher, providing nonbinding education program (NCR-158 Committee on Adult

recommendations  to support the operation of Education in Agriculture, 1990).  While agricultural

agricultural  education programs" (Whaley  & education professionals possessing practical

Sutphin, 1988, p. 18).  The FFA Alumni Association experience with adult agricultural education

is an organized extension of the FFA program.  The organizations have some knowledge about what

association's primary purpose is to assist the these organizations are doing, research is needed to

agricultural education teacher/FFA advisor in more completely profile their activities.

increasing his/her efforts and contacts (National

FFA Foundation, 1993).  The NYFEA, chartered in

22 states, is an educational program aimed primarilyJournal of Agricultural Education Vol. 37, No. 1, 1996 32

Goals of advisory committees (National Center for Research in Vocational Education, 1982):

1. To advise teachers in the agricultural education program on course content.

2. To assist the agricultural education program with student job placement.

3. To assist with public relations for the agricultural education program.

4. To assess equipment and facility needs of the agricultural education program.

5. To assist with staffing concerns for the agricultural education program.

6. To evaluate the agricultural education program.

7. To identify community resources for the agricultural education program.

Goals of the FFA Alumni Association (National FFA Foundation, 1993):

1. To support FFA youth activities.

2. To assist the agricultural education program to involve former FFA members in worthy activities.

3. To promote an appreciation of the American free enterprise system.

4. To promote the personal development aspect of the FFA.

5. To cooperate with national-level FFA support groups.

6. To promote the agricultural education program.

7. To provide a tie between former and present FFA members.

A perception exists in the profession promoting among head agricultural teacher educators that adult

an  ideal of secondary agricultural education instruction should be provided through the

programs  being affiliated with an advisory agricultural education framework.  McCracken

committee, FFA Alumni affiliate, and NYFEA (1992, p.11) disagrees.  "The public school system

chapter.  The assumption is that each of these adult has failed to provide adult education in an effective

organizations has unique goals that, if achieved way  to adults outside of production agriculture.

together, should provide exhaustive and well- Adult education in the public schools is a broken,

balanced community support, continuing education, torn, and worn-out wineskin."  To help resolve this

and literacy education through the agricultural issue, research is needed to determine how

education framework.  However, given the demands agricultural education is being delivered to adults.

on secondary agricultural education teachers, what

are their attitudes toward and rate of adoption of the The principal theoretical framework for this

three-organization model? study is a comprehensive list of 21 primary goals for

Demand still exists for local adult agricultural in Vocational Education, 1982), the FFA Alumni

education  programming (Nur, Birkenholz,  & Association (National FFA Foundation, 1993), and

Stewart, 1989; Birkenholz & Maricle, 1991; Chizari the NYFEA, Inc. (1992).  They form the base from

& Taylor, 1991).  However, there is disagreement in which conclusions will be drawn and comparisons

the  profession about how adult agricultural made about the goals adult organizations affiliated

education should be delivered.  In a national study, with secondary agricultural education programs are

Birkenholz  and Maricle (1991) found agreement achieving.

advisory committees (National Center for ResearchJournal of Agricultural Education Vol. 37, No. 1, 1996 33

Goals of the NYFEA (1992):

1. To assist young agriculturalists through educational programs to remain in farming, ranching, or

agribusiness.

2. To assist young agriculturalists to use resources to develop family relationships.

3. To cooperate with other organizations to improve the economic conditions of rural life.

4. To assist young farmers, ranchers, or agribusiness people to develop leadership skills.

5. To provide group identity to the adult organization.

6. To promote the adult organization as an integral part of the agricultural education program.

7. To improve urban consumers' understanding of agricultural issues.

Purpose and Objectives Procedures

The purpose of this study was to describe Population and Sample

perceptions and attitudes of secondary agricultural

education teachers in the United States toward adult The population of the study was 7961 secondary

agricultural education organizations affiliated with agricultural education teachers listed in the National

their programs.  Specific objectives were: Agricultural Educators Directory (Henry, 1993).  At

1. to describe the teachers by gender, age, needed to represent the population (Krejcie  &

years of teaching agriculture completed and Morgan, 1970).  A random sample of teachers,

to describe their programs by the number of stratified proportionally by state to ensure

teachers in the program; representation, was generated.

2. to determine which adult organizations are

affiliated with the secondary programs; Instrumentation

3. to determine which goals of advisory The design of the study was descriptive.  A mail

committees, the FFA Alumni Association, questionnaire containing six sections, five of which

and the NYFEA, are being achieved by the apply to this paper, was developed by the authors.

adult organization(s) affiliated with the Section one asked the teachers to identify from a

secondary programs; checklist all adult organizations affiliated with their

4. to determine the teachers' attitudes toward the 21 primary goals (listed in the introduction) of

a model of three adult organizations advisory committees, the FFA Alumni Association,

affiliated with their programs; and, and the NYFEA.  Teachers were asked to check the

5. to  determine how agricultural education each of the adult organizations and any "other" adult

program graduates who remain in the organization like a booster club, affiliated with their

community after high school graduation are agricultural education program.

receiving continuing education in

agriculture. Section three assessed the teachers' attitudes

a 95% confidence level, a sample size of 367 was

agricultural education program.  Section two listed

goals that were being addressed in whole or part by

toward a three-adult organization model (i.e.,Journal of Agricultural Education Vol. 37, No. 1, 1996 34

advisory  committee, FFA Alumni affiliate, and those  of 21 others who responded after the data

NYFEA chapter) by asking them to indicate their collection deadline.  These pooled nonrespondents

level of agreement to a statement about the model (n=37) were compared statistically to respondents

on  a Likert-type sub-scale ranging from strongly (n=207) on adult organizations affiliated with their

disagree to strongly agree.  In section four, programs; attitude toward the three-adult

respondents indicated on a checklist which adult organization model;  teacher gender, age, and

organizations or institutions were utilized by number of years teaching agriculture completed; and

students remaining in the community after high the number of teachers in the agricultural education

school graduation to obtain continuing education in program.  The two groups differed only in that

agriculture.  Gender, age, number of years teaching nonrespondents were more likely to have a booster

agriculture completed, and number of teachers in club or other adult organization, limiting

the agricultural education program were sought in generalizations to the respondents for this variable.

section five. Respondent and nonrespodent data were pooled,

All parts of the questionnaire were assessed for Data were analyzed with descriptive statistics (i.e.,

content  and face validity by a state supervisor, means, medians, standard deviations, frequencies,

teacher educator, and secondary teacher in and percentages).

agricultural education; a faculty member in adult

education; and two faculty members in research

methods and statistics.  Reliability was assessed

using a two-week test-retest procedure and

determining percentage of agreement for each Objective 1

section and the overall questionnaire.  Forty

secondary agricultural education teachers from New The sample had 95% male teachers and 5%

Mexico who were not part of the sample were female teachers.  Most came from one-teacher

randomly  selected for the reliability assessment. (76%) or two-teacher (20%) departments.  The

Eleven returned two fully completed questionnaires teachers had a median age of 40 and averaged 40.2

in the two-week time frame.  The total questionnaire years in age (sd=9.5).  They had taught a median of

had a percentage of agreement of 86%.  The section 13 years and an average of 14.1 years (sd=8.6).

relating to the 21 adult organization goals and by Using the formula (mean-median)/sd x 100, these

which  organization(s) they were being met had a last two distributions were nearly normal with 2.1%

percentage of agreement of 87%. and 12.8% of possible skewness, respectively.

Data Collection Of the 218 who responded to  sections one and

Data were collected from March through May two (n=96) or one (n=82) adult organizations to be

1994, following the Dillman (1978) procedure for affiliated with their secondary agricultural education

mail questionnaire administration.  Incentives were programs (Table 1).  The most common

included in the mailings to increase response rate. arrangement was to have only an advisory

To  check for nonresponse bias, 16 teachers were committee (n=69 or 31.7% of the programs).

randomly selected from among the nonrespondents, Programs with two adult organizations usually had

contacted by telephone, and asked to respond to the both an advisory committee and FFA Alumni

questionnaire.  Their answers were pooled with affiliate (n=43) or an advisory committee and

yielding a usable response rate of 66.5% (n=244).

Results and Conclusions

Objective 2

two of the questionnaire, it was most common forJournal of Agricultural Education Vol. 37, No. 1, 1996 35

Table 1. Adult Organizations Affiliated With Secondary Agricultural Education Programs (n=218)

                                                                            Subtotals                               Totals      

Organizational Category f % f %

No Adult Organizations 1 0.5

One Adult Organization 82 37.6

AC* Only 69 31.7

Another Only   7 3.2

FFAA* Only   6 2.8

NYFEA Only   0 0.0

Two Adult Organizations 96 44.0

AC and FFAA 43 19.7

AC and Another 37 17.0

AC and NYFEA 11 5.0

FFAA and NYFEA  2 0.9

FFAA and Another  2 0.9

NYFEA and Another  1 0.5

Three Adult Organizations 34 15.6

AC, FFAA, and NYFEA 15 6.9

AC, FFAA, and Another 13 6.0

AC, NYFEA, and Another   6 2.8

FFAA, NYFEA, and Another   0 0.0

Four Adult Organizations   5 2.3

Totals 218 100.0

Total With an Advisory Committee 199 91.3

Total With a FFA Alumni Affiliate   86 39.4

Total With Another Organization   71 32.6

Total With a NYFEA Chapter   40 18.3

*Note. AC stands for advisory committee.  FFAA stands for FFA Alumni affiliate.

another organization (n=37).  Twenty programs had community resources for the agricultural education

an  advisory committee, FFA Alumni affiliate, and program," were being met by over 50% of all four

NYFEA chapter (Table 1). adult organizations.  Goal 1, "to advise teachers in

Objective 3 content," goal 4, "to assess equipment and facility

According to the teachers, at least 60% of the goal 6, "to evaluate the agricultural education

advisory committees were meeting each advisory program," were met by nearly 90% of the advisory

committee goal (Table 2).  At least 50% of the FFA committees, while receiving relatively low attention

Alumni affiliates were meeting advisory committee from the other adult organizations.

goals 2, 3, and 7; at least 50% of the NYFEA

chapters were meeting goals 1, 2, 3, and 7; and at Eighty percent or more of the FFA Alumni

least  50% of the other adult organizations were affiliates were meeting six of the FFA Alumni

meeting goals 3 and 7.  Advisory committee goal 3, Association goals (Table 3).  Goal 3, "to promote

"to assist with public relations for the agricultural

education program," and goal 7, "to identify

the agricultural education program on course

needs of the agricultural education program, andJournal of Agricultural Education Vol. 37, No. 1, 1996 36

Table 2. Advisory Committee Goals that Are Addressed By the Adult Organizations Affiliated With

Secondary Agricultural Education Programs

Short Titles of AC(n=199) FFAA(n=86) YF(n=40) Other(n=71)

Advisory Committee Goals*   f %   f  %  f  % f  %

Goal 1, Advise on course content 177 88.9 35 40.7 20 50.0 24 33.8

Goal 2, Assist w/ student placement 121 60.8 54 62.8 25 62.5 27 38.0

Goal 3, Assist w/ public relations 132 66.3 72 83.7 28 70.0 49 69.0

Goal 4, Assess equip./facil. needs 174 87.4 38 44.2 15 37.5 33 46.5

Goal 5, Assist w/ staffing concerns 126 63.3 27 31.4 11 27.5 14 19.7

Goal 6, Conduct program evaluation 179 89.9 23 26.7   8 20.0 15 21.1

Goal 7, Identify commun. resources 148 74.4 55 64.0 26 65.0 40 56.3

*Note. The goals are listed fully in the introduction section.

Table 3. FFA Alumni Association Goals that Are Addressed By the Adult Organizations Affiliated With

Secondary Agricultural Education Programs

Short Titles of  AC(n=199) FFAA(n=86)  YF(n=40) Other(n=71)

FFA Alumni Association Goals*   f %  f  %  f  %  f  %

Goal 1, Support FFA activities 146 73.4 83 96.5 36 90.0 55 77.5

Goal 2, Involve former FFA mem.   76 38.2 77 89.5 29 72.5 43 60.6

Goal 3, Promote Amer. free enterpr.   89 44.7 48 55.8 26 65.0 29 40.8

Goal 4, Promote personal develop. 103 51.8 76 88.4 18 45.0 44 62.0

Goal 5, Cooperate w/ ntl. FFA grps.   35 17.6 68 79.1 16 40.0   7   9.9

Goal 6, Promote the ag. ed. program 160 80.4 78 90.7 32 80.0 52 73.2

Goal 7, Tie w/ past/pres. FFA mem.   62 31.2 80 93.0 23 57.5 46 64.8

*Note. The goals are listed fully in the introduction section.

an  appreciation of the American free enterprise organizations appear to address most of the same

system" was being met by only 55% of the affiliates. goals as FFA Alumni affiliates.

At  least 50% of the advisory  committees were

meeting FFA Alumni Association goals 1, 4, and 6; At least 60% of the NYFEA chapters were

at least 50% of the NYFEA chapters were meeting meeting each NYFEA goal (Table 4).  At least 50%

goals 1, 2, 3, 6, and 7; and at least 50% of the other of the advisory committees and other adult

adult organizations were meeting goals 1, 2, 4, 6, organizations were meeting NYFEA goal 1.  At

and 7.  FFA Alumni Association goal 1, "to support least 50% of the FFA Alumni affiliates were meeting

FFA youth activities," and goal 6, "to promote the goals 1, 3, 4, 5, 6, and 7.  NYFEA goal 1, "to assist

agricultural education program," were being met by young agriculturists through educational programs

over 50% of all four organizations.  Goal 2, "to to remain in farming, ranching, or agribusiness," was

assist the agricultural education program to involve being met by over 50% of all four organizations.

former FFA members in worthy activities," The other six goals appear to be somewhat unique

approached this criterion, having a frequency under to the NYFEA although over 50% of FFA Alumni

50% only for advisory committees.  Goal 5, "to affiliates were meeting five of them.  Urban

cooperate with national-level FFA support groups," agricultural literacy (NYFEA goal 7)

appears to be the most unique to FFA Alumni

affiliates.  NYFEA chapters and other adultJournal of Agricultural Education Vol. 37, No. 1, 1996 37

Table 4. NYFEA Goals that Are Addressed By the Adult Organizations Affiliated With Secondary

Agricultural Education Programs

Short Titles of AC (n=199) FFAA (n=86)  YF(n=40) Other(n=71)

NYFEA Goals*   f  %   f %   f  %  f  %

Goal 1, Assist to remain in ag. 105 52.8 54 62.8 33 82.5 36 50.7

Goal 2, Assist w/ family relation.   53 26.6 39 45.3 24 60.0 28 39.4

Goal 3, Improve rural life economics   77 38.7 47 54.7 27 67.5 33 46.5

Goal 4, Assist w/ leadership skills   76 38.2 45 52.3 35 87.5 30 42.3

Goal 5, Provide group identity   55 27.6 49 57.0 31 77.5 33 46.5

Goal 6, Integral part of ag. ed. prog.   71 35.7 50 58.1 29 72.5 28 39.4

Goal 7, Promote urban ag. literacy   63 31.7 43 50.0 27 67.5 24 33.8

*Note. The goals are listed fully in the introduction section.

was not addressed by a high frequency of any of the secondary agricultural education programs were

adult organizations. much  less frequently mentioned as a means for

Objective 4

Even though only nine percent of the programs

had an advisory committee, FFA Alumni affiliate, 1. Over 90% of the local agricultural education

and  NYFEA chapter (Table 1), the teachers had programs had advisory committees.  Nearly

positive  attitudes toward having all three 90% of the time, these committees were

organizations.  Of the 236 who responded to the advising agricultural education teachers on

Likert-type question, "Ideally, agricultural education course content, assessing equipment and facility

programs would have all three of the following: An needs of the agricultural education program, and

advisory  committee, FFA Alumni affiliate, and evaluating the agricultural education program.

NYFEA chapter," 65 (27.5%) strongly agreed and Because other adult organizations were not

109 (46.2%) agreed.  Forty-seven 47 (19.9%) frequently meeting these three goals, they

neither agreed or disagreed, while only 13 (5.5%) appear to be somewhat unique to advisory

and  two (0.8%) disagreed and strongly disagreed, committees.  Because they are extremely

respectively. important goals for ensuring strength and

Objective 5 of secondary agricultural education program

According  to the agricultural education researchers recommend that secondary

teachers, the most common means for secondary agricultural education programs be held

agricultural education students who stay in the accountable for active advisory committees by

community after graduation to receive continuing state departments of education and encourage

education  in agriculture were through a local teacher education and state departments of

community college or other postsecondary education to cooperate in offering pre-service

institution (n=179), the  Cooperative or Agricultural and in-service teacher education related to

Extension Service (n=161), commodity establishing and maintaining effective advisory

organizations  (n=98), and Farm Bureau (n=94) committees.

(Table 5).  Adult organizations associated with

continuing education in agriculture.

Implications and Recommendations

development of secondary agricultural education

programs,  the researchers support the concept

advisory committees with a focus on them.  TheJournal of Agricultural Education Vol. 37, No. 1, 1996 38

Table 5. Means By Which Agricultural Education Students Who Stay In the Community After Graduation

from High School Receive Continuing Education in Agriculture (n=244)

Organization   f  %

Local Community College or Other Postsecondary Institution 179 76.5

Cooperative or Agricultural Extension Service 161 68.8

Commodity Organizations   98 41.9

Farm Bureau   94 40.2

FFA Alumni Affiliate   44 18.8

Secondary Agricultural Education Program Advisory Committee   39 16.7

NYFEA Chapter   34 14.5

Other   34 14.5

2. Assuming  that an adult organization goal that is - To assist the agricultural education

being met by over 50% of all four organizations program to involve former FFA

is a  measure of its importance, the results members in worthy activities.

suggest a framework for other goals an advisory

committee or second adult organization might

adopt. Combining similar goals, the researchers

From the advisory committee goals: goals to supplement the three advisory

- To assist with public relations for the

agricultural education program. - To assist with public relations and

- To identify community resources for the education program.

agricultural education program.

From the FFA Alumni Association goals: agricultural education program.

- To support FFA youth activities. - To support FFA youth activities.

- To  promote the agricultural education - To assist the agricultural education

program. program in involving former students

From the NYFEA goals: graduation in worthy activities,

- To  assist young agriculturists through agriculture.

educational programs to remain in

farming, ranching, or agribusiness.

One other FFA Alumni Association goal agricultural education teacher with their

comes close to meeting the 50% criterion: program while providing the adult organization

recommend the adoption of the following four

committee goals previously mentioned:

promotional efforts for the agricultural

- To identify community resources for the

who  remain in the community after

including continuing education in

All four goals provide assistance to the

with meaningful activities.  If other adult

education organizations in the community are

harnessed  to accomplish the fourth goal, theseJournal of Agricultural Education Vol. 37, No. 1, 1996 39

goals could be accomplished by the adult institutions, Cooperative or Agricultural

organization(s) while actually reducing the Extension, commodity organizations, and Farm

responsibilities of the teacher.  This is crucial for Bureau.  Therefore, secondary agricultural

ensuring a high rate of adoption. education teachers should not duplicate effort,

3. Any other goals adopted by adult organizations organization(s) to these other programs that

affiliated with secondary agricultural education have  the time, funding, and other resources to

programs should be based on local needs. provide quality continuing education programs.

4. Agricultural  education should not promote  a qualitative opinions of secondary agricultural

model of three adult organizations (i.e., an education teachers about the three-organization

advisory committee, FFA Alumni affiliate, and model and the utility of each adult organization.

NYFEA chapter) associated with secondary In the case of programs that have multiple adult

agricultural education programs.  While there is organizations, it would be valuable to determine

agreement among teachers about the merit of how many persons are members of more than

this model, in practice there is little adoption. one  organization.  Another follow-up study

Through these results, the teachers have could measure which goals the members feel

suggested which adult organization goals are these adult organizations are achieving.

most central to the mission of secondary

agricultural education programs.  State

supervisors, teacher educators, and teachers

should collaborate to develop achievable routes Birkenholz, R. J. & Maricle, G. L. (1991)  Adult

for secondary agricultural education teachers to education in agriculture: A national survey.  Journal

meet these goals through one or two adult of Agricultural Education, 32(3), 45-52.

organizations.  For example, why couldn't a sub-

committee of a FFA Alumni affiliate, NYFEA Chizari. M. & Taylor, W. N.  (1991).

chapter, or booster club be the advisory Agriculture teachers' perceptions of adult education

committee for the agricultural education programs: An examination of critical educational

program, in effect limiting the number of adult needs, obstacles faced and support needed.  Journal

organizations affiliated with the program to of Agricultural Education, 32(2), 23-28.

one?  What we call the adult organization(s) is

not as important as the goals they accomplish. Dillman, D.  (1978).   Mail and telephone

5. In  most cases, there appears to be more

effective ways for agricultural education Henry, C.  (1993).  1993 agricultural educators

students who remain in the community after directory.  Greensburg, PA: Charles M. Henry

graduation to obtain continuing education in Printing Company.

agriculture than through the agricultural

education framework and secondary agricultural Krejcie, R. V. & Morgan, D. W.  (1970).

education teachers, who have little time or Determining sample size for research.  Educational

funding to develop a quality program and Psychological Measurements, 30, 607-610.

(McCracken, 1992).  Teachers and the students

appear to be knowledgeable about continuing

education opportunities through postsecondary

but  develop linkages through their adult

6. A second publication from this study will report

References

surveys: The total design method.  New York: John

Wiley and Sons.Journal of Agricultural Education Vol. 37, No. 1, 1996 40

McCracken, J. D.  (1992). Educating Educational Association, Inc., 5632 Mt. Vernon

agriculturalists:  New wineskins for new wine. Memorial Highway, P.O. Box 15160, Alexandria,

Diamond Anniversary Lecture Series, p. 9-19. VA 22309).

(Available from: Dept. of Agricultural Education,

208 Agriculture Administration Building, 2120 NCR-158 Committee on Adult Education in

Fyffe Road, The Ohio State University, Columbus, Agriculture.  (1990).  Empowering adults: A new

Ohio 43210)  agenda for agriculture.  Focusing research in adult

National  Center for Research in Vocational Martin, Dept. of Agricultural Education and

Education.  (1982).   Organize an occupational Studies, 210 Curtiss Hall, Iowa State University,

advisory committee.  Athens, GA:  American Ames, Iowa, 50011).

Association for Vocational Instructional Materials.

National FFA Foundation.  (1993).  FFA alumni (1989).  Superintendent and teacher perceptions of

manual.  (Available from: The National FFA adult education programs in agriculture.  Journal of

Foundation, Inc., National FFA Center, P.O. Box Agricultural Education, 30(1), 47-51.

15160, Alexandria, VA 22309).

National  Young Farmer Educational Agricultural advisory committees: Partnerships for

Association, Inc.  (1992).  National Young Farmer public relations.   The Agricultural Education

Educational Association, Inc. directory, 1991-92. Magazine, 60(12), 18-19.

(Available from: The National Young Farmer

agricultural education.  (Available from: Dr. Robert

Nur, A. M., Birkenholz, R. J. & Stewart, B. R.

Whaley, D. & Sutphin, H. D.  (1988).

:: بازدید از این مطلب : 541

|

امتیاز مطلب : 1

|

تعداد امتیازدهندگان : 1

|

مجموع امتیاز : 1