@article{johnson_wilson_flowers_croom_2012, title={Perceptions of North Carolina High School Agricultural Educators Regarding Students with Special Needs Participating in Supervised Agricultural Experience and FFA Activities}, volume={53}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2012.04041}, DOI={10.5032/jae.2012.04041}, abstractNote={The purpose of this study was to examine the perceptions of North Carolina high school agricultural educators toward including students with special needs when implementing Supervised Agricultural Experience and participating in FFA activities. The population was all high school agricultural educators in North Carolina with 12 month employment (N = 307). A simple random sample of 172 was selected with a response rate of 45.9%. Participants completed a questionnaire that measured teachers’ perceptions and collected demographic information. Data analysis indicated that teachers had positive perceptions toward including students with special needs when implementing SAE. Teachers perceived that FFA participation was beneficial for students with special needs, but there were more limitations for these students than for other students. Teachers most frequently perceived student ability as a barrier to working with these students in SAE and the FFA.}, number={4}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Johnson, Lendy and Wilson, Elizabeth and Flowers, Jim and Croom, Barry}, year={2012}, month={Dec}, pages={41–54} }
 @article{wilson_kirby_flowers_2002, title={Factors Influenceing The Intent Of North Carolina Agricultural Educators To Adopt Agricultural Biotechnology Curriculum}, volume={43}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2002.01069}, DOI={10.5032/jae.2002.01069}, abstractNote={In North Carolina, secondary agricultural education programs can now offer a state adopted integrated biotechnology course entitled Biotechnology and Agriscience Research. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to adopt this curriculum in order to assist teachers during this transition. North Carolina agricultural educators were randomly surveyed to determine their self-perceived level of knowledge, actual level of knowledge and perceived importance of integrated science competencies in the course. This descriptive correlational study described how agricultural educators perceived the course in fulfilling program needs, perceived barriers to teaching the course, and the likelihood of agricultural educators in North Carolina adopting the course. Exploratory research was conducted to identify factors that best predicted the intent of agricultural educators to adopt the course. Agricultural educators accurately perceive that they lack biotechnology knowledge but they support its importance and recognize the benefits of integrated curriculum in agricultural education. Agricultural educators perceive that funding, equipment and teacher knowledge are the largest barriers to adopting integrated science curriculum. Agricultural educators most likely to teach biotechnology have less years of teaching experience, have attended some biotechnology training, and perceive that the curriculum will fulfill their program needs.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Wilson, Elizabeth and Kirby, Barbara and Flowers, Jim}, year={2002}, month={Mar}, pages={69–81} }