@misc{bailey_peake_croom_rubenstein_2024, title={A Needs Assessment of Georgia Elementary Agriculture Education Teachers}, author={Bailey, H and Peake, J and Croom, D and Rubenstein, E}, year={2024}, month={Feb} }
 @article{croom_scheyett_yoo_2024, title={Factors that contribute to extraordinary stress in farmers}, volume={5}, url={https://doi.org/10.37433/aad.v5i1.401}, DOI={10.37433/aad.v5i1.401}, abstractNote={This research aimed to identify the conditions leading to stress in farmers. Rural and agricultural communities face heightened stress levels due to multiple factors, with cumulative negative consequences, as proposed by the Cumulative Stress Model (CSM). This study engaged a panel of experts with lived and professional experiences in an intentional and iterative Delphi process to identify stressors in agricultural communities. Employing the three-round Delphi technique by Turoff and Linstone (1975), this study integrated diverse perspectives and expertise while minimizing biases arising from group discussions or face-to-face interactions. The findings indicate that most stressors, such as farm operating costs, commodity prices, weather, labor shortages, crop/livestock diseases, economic fluctuations, and work-related accidents, were beyond individual control. These stressors can lead to a sense of powerlessness, particularly challenging in communities valuing independence and self-reliance. Furthermore, farm operating costs, commodity prices, weather, labor shortages, and crop/livestock diseases ranked among the top stressors. Debts, loans, and work-related accidents also contributed to stress. Notably, farm operating costs, commodity prices, and weather emerged as the three most highly rated stressors across all categories—lack of control, sudden fluctuations, and farming-related stressors. Addressing these stressors is paramount for monitoring and improving the well-being of agricultural communities.
}, number={1}, journal={Advancements in Agricultural Development}, publisher={Advancements in Agricultural Development, Inc.}, author={Croom, D. Barry and Scheyett, Anna M. and Yoo, Kaitlyn Brianna}, year={2024}, month={Mar}, pages={5–15} }
 @misc{scott_roberts_moore_croom_2024, title={The FFA Girl: A Historical Examination of the Driving Forces Leading to Girls’ Admittance into the National FFA Organization}, publisher={Southern Region AAAE Conference}, author={Scott, B and Roberts, R and Moore, G and Croom, D}, year={2024}, month={Feb} }
 @misc{croom_2023, title={Pollinators in Peril}, author={Croom, B}, year={2023} }
 @inproceedings{bastos_croom_scheyett_porter_virk_2023, title={Real time stress-risk mapping for agricultural communities: The precision agriculture stress support (PASS) initiative}, author={Bastos, LM and Croom, B and Scheyett, A and Porter, W and Virk, S}, year={2023} }
 @article{secondary non-traditional, urban agriculture students of color and their motivation to stay in agriculture: a study of retention_2023, volume={48}, number={1}, journal={Career and Technical Education Research}, year={2023}, month={May}, pages={2–20} }
 @article{ikner_croom_fuhrman_yopp_2023, title={Student Interest in the National Council for Agricultural Education Career Pathways}, volume={64}, number={3}, journal={Journal of Agricultural Education}, author={Ikner, A and Croom, B and Fuhrman, N and Yopp, A}, year={2023}, month={Mar}, pages={135–157} }
 @article{ikner_croom_fuhrman_yopp_2023, title={Student interest in the national council for agricultural education career pathways}, volume={64}, url={https://doi.org/10.5032/jae.v64i3.116}, DOI={10.5032/jae.v64i3.116}, abstractNote={This study describes student interest in the agricultural content pathways established by the National Council for Agricultural Education. Differences exist between male and female students concerning curriculum choices in agriculture, food, and natural resources. Male students were most interested in food products and processing systems, while females averaged the highest interest in animal systems. Females were significantly more interested in animal systems. Males were more interested in power, structural, and technical systems, biotechnology, food products and processing, and agribusiness systems. When considering the students’ race and ethnic background, Native Americans or Alaska Natives reported the most interest in animal systems. Asian students reported the highest interest in natural resource systems. African American students averaged the highest interest in power, structural and technical systems. White Non-Hispanic students reported the highest interest in animal systems. White Hispanic students reported the highest average interest in natural resources. White Non-Hispanic students were significantly more interested in agribusiness systems, animal systems, food products, and processing systems than were African American students. Native American or Alaskan Native students were significantly more interested in animal systems than African American students. This study concluded that male and female students value agricultural curriculum content differently and that the differences were significant in most agricultural content pathways. Students of different races and ethnic backgrounds value agricultural content pathways differently, but most of these differences were insignificant.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Ikner, Alexandra and Croom, D. Barry and Fuhrman, Nicholas and Yopp, Ashley}, year={2023}, month={Sep}, pages={135–157} }
 @article{croom_yopp_edgar_roberts_jagger_clemons_mckibben_mccubbins_wagner_2023, title={Technical Professional Development Needs of Agriculture Teachers in the Southeastern United States by Career Pathway}, volume={2}, journal={Journal of Career and Technical Education}, author={Croom, B and Yopp, A and Edgar, D and Roberts, R and Jagger, C and Clemons, C and McKibben, J and McCubbins, OP and Wagner, J}, year={2023}, month={Feb} }
 @article{croom_2023, title={The Biltmore Forest School and the Establishment  of Forestry Education in America}, author={Croom, B}, year={2023}, month={Mar} }
 @article{croom_2023, title={The Ripple Effect: How Farmer Stress Levels Impact Their Employees}, journal={Thriving on the Farm}, publisher={UGA Cooperative Extension}, author={Croom, B}, editor={Scheyett, AEditor}, year={2023}, month={Oct} }
 @inproceedings{croom_green_smith_2022, title={A Mission for Monarchs}, author={Croom, B and Green, A and Smith, N}, year={2022}, month={Sep} }
 @inbook{croom_2022, place={West Lafayette, IN}, edition={4th ed}, title={Advisory and Citizen Groups}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, DB}, year={2022} }
 @inbook{croom_2022, place={West Lafayette, IN}, edition={4th Ed.}, title={Classroom Management}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, DB}, year={2022} }
 @inbook{croom_2022, place={West Lafayette, IN}, title={Evaluating Learning}, number={19}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, B}, year={2022}, month={Aug} }
 @book{talbert_croom_larose_vaughn_lee_2022, place={West Lafayette, IN}, edition={4th}, title={Foundations of Agricultural Education}, ISBN={9781612497549 1612497543 9781612497525}, url={http://dx.doi.org/10.2307/j.ctv1zjgbnr}, DOI={10.2307/j.ctv1zjgbnr}, publisher={Purdue University Press}, author={Talbert, B. Allen and Croom, Barry and LaRose, Sarah E. and Vaughn, Rosco and Lee, Jasper S.}, year={2022}, month={May} }
 @inbook{croom_2022, place={West Lafayette, IN}, edition={4th ed}, title={History and Development of Agricultural Education}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, DB}, year={2022} }
 @article{powell_lamm_croom_sapp, title={How Do I Get There From Here? An Evaluation of 4-H Influence on Participant Career Trajectories}, volume={63}, DOI={10.5032/jae.2022.03197}, abstractNote={4-H provides unique opportunities for youth to experience new things and prepare for their future. The purpose of this study was to examine how 4-H has influenced participant career trajectories. Data were collected using the Delphi method to produce a list of 70 unique items. There were 46 of 70 items that received 90-100% consensus in the final round of the process. A constant comparative method analysis identified six emergent themes having had the most influence of participant career trajectories: relationships, personal development, leadership development, life skills, civic engagement, and college and career preparation. The research provides a foundation of critical touchpoints which may impact participants’ career trajectories. Additionally, specific recommendations for applying the results in 4-H and other youth development programs are provided.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Powell, ML and Lamm, KW and Croom, DB and Sapp, LR}, pages={197–215} }
 @inbook{croom_2022, place={West Lafayette, IN}, edition={4th ed}, title={Middle School Agricultural Education}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, DB}, year={2022} }
 @inbook{croom_2022, place={West Lafayette, IN}, edition={4th Ed.}, title={Philosophical Foundations of Agricultural Education}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, DB}, year={2022} }
 @inbook{croom_2022, place={West Lafayette, IN}, title={Progressing Through the Profession}, number={25}, booktitle={Foundations of Agricultural Education}, publisher={Purdue University Press}, author={Croom, B}, year={2022}, month={Aug} }
 @inproceedings{croom_alston_anderson_2022, title={The Penn School of South Carolina: A Case Study in Critical Race Theory}, author={Croom, B and Alston, A and Anderson, J}, year={2022} }
 @inproceedings{croom_alston_2022, title={The Role of the International Cotton Trade in establishing the Penn School, the first School for Agricultural Education for African Americans in the United States}, author={Croom, B and Alston, A}, year={2022} }
 @inbook{croom_2022, title={The Science of Agriculture}, number={5}, booktitle={Exploring Agriculture, Food, and Natural Resources, First. Goodheart-Willcox, Tinley Park, IL}, author={Croom, D}, year={2022}, month={Oct} }
 @inbook{croom_2022, title={Wildlife and Natural Resources Management}, number={11}, booktitle={Exploring Agriculture, Food, and Natural Resources, First. Goodheart-Willcox, Tinley Park, IL}, author={Croom, D}, year={2022}, month={Oct} }
 @inbook{croom_2021, edition={2nd Edition}, title={Agricultural Power and Engineering}, booktitle={Principles of Agriculture, Food and Natural Resource}, publisher={Goodheart-Willcox}, author={Croom, DB}, year={2021}, month={Oct}, pages={296–391} }
 @inbook{croom_2021, edition={2nd Ed.}, title={Agricultural Safety}, booktitle={Principles of Agriculture, Food and Natural Resource}, publisher={Goodheart-Willcox}, author={Croom, DB}, year={2021}, pages={144–197} }
 @inbook{croom_2021, edition={2nd Edition}, title={Agricultural Technology}, booktitle={Principles of Agriculture, Food and Natural Resource}, publisher={Goodheart-Willcox}, author={Croom, DB}, year={2021}, month={Oct}, pages={256–289} }
 @inbook{croom_2021, place={Tinley Park, IL}, edition={First}, title={Agriculture in Your Community}, number={4}, booktitle={Exploring Agriculture, Food, and Natural Resources}, publisher={Goodheart-Willcox}, author={Croom, D}, year={2021}, month={Feb} }
 @article{gibson_lamm_woosnam_croom_2021, title={Engaging the Public in Water Policy: Do Political Affiliation and Ideology Matter?}, volume={173}, DOI={10.1111/j.1936-704x.2021.3355.x}, abstractNote={Water resources in historically water scarce regions such as Arequipa, Peru are vulnerable to changing conditions. Population growth and climate change are projected to be major threats to water availability in the region, while urban growth, informal mining, and agriculture threaten water quality. To address these concerns and others, the Arequipa Nexus Institute for Food, Energy, Water, and the Environment (the Arequipa Nexus Institute) was formed as a collaboration between Purdue University and the Universidad Nacional de San Agustín to address key challenges to a sustainable future for Arequipa through research. In this work, a vision for water-related extension programming in Arequipa was developed through three phases of data collection. Phases 1 and 2 involved semi-structured interviews and focus groups with agency personnel, community leaders, and farmers in Arequipa. The water education needs of stakeholders that could be addressed by water and environmental extension programming were identified. In Phase 3, a workshop of researchers from the Arequipa Nexus Institute used the data and their knowledge of institutional capacity to identify opportunities for the Institute to serve as a boundary organization facilitating communication and collaboration between scientists and stakeholders to support water extension and engagement in Arequipa. Water resources extension services provided by this boundary organization would include education about water quality, water allocation, and water use, as well as providing resources to improve public participation in water management. Water extension services could be part of a cross-cutting extension initiative within the Arequipa Nexus Institute, which would be responsible for accumulating research data and connecting them to both formal and informal stakeholders. The dual training nature of the boundary organization will serve to both increase public understanding of water concerns and the capacity of information generators in the university and agencies to engage with the public. This study is unique in combining both sides of the boundary (community needs and scientists’ perspectives) in developing the vision for this extension programming.}, number={1}, journal={Journal of Contemporary Water Research and Education}, publisher={Wiley}, author={Gibson, KE and Lamm, AJ and Woosnam, KM and Croom, DB}, year={2021}, month={Sep}, pages={13–28} }
 @inproceedings{gibson_lamm_woosnam_croom_2021, title={Using theory of planned behavior to effectively communicate with the public about water resource protection behaviors}, booktitle={NACS Proceedings}, author={Gibson, K and Lamm, A and Woosnam, K and Croom, D}, year={2021}, month={Feb} }
 @unpublished{croom_yopp_ikner_2020, title={Being an Effective Cooperating Teacher}, author={Croom, D and Yopp, A and Ikner, A}, year={2020}, month={Jan}, pages={1–10} }
 @article{croom_yopp_ikner_2020, title={The Elements of Mentoring New Agriculture Teachers}, journal={Agricultural Education Magazine}, author={Croom, D and Yopp, A and Ikner, A}, year={2020}, month={Jul} }
 @inproceedings{yopp_croom_tostenson_harrington_2019, title={Agricultural Education Courses Taught Across the United States}, author={Yopp, A and Croom, D and Tostenson, ML and Harrington, A}, year={2019}, month={May} }
 @inproceedings{yopp_croom_edwards_2019, title={Communicating the Pollinators' Plight: A Social Media Strategy for Action}, author={Yopp, A and Croom, D and Edwards, C}, year={2019}, month={Jul} }
 @inproceedings{croom_harrington_wheeless_2019, title={Georgia Agricultural Education Partners for Pollinators}, author={Croom, D and Harrington, A and Wheeless, A}, year={2019}, month={Feb} }
 @inproceedings{croom_harrington_wheeless_yopp_2019, title={Georgia Partners for Pollinators}, author={Croom, D and Harrington, A and Wheeless, A and Yopp, A}, year={2019}, month={May} }
 @inproceedings{yopp_croom_hurst_2019, title={Operation Queen Bee: Locating Georgia’s Partners in Pollinator Protection}, author={Yopp, A and Croom, D and Hurst, A}, year={2019}, month={Jul} }
 @inproceedings{yopp_croom_2019, title={The walking dead: Resurrecting researcher engagement in face-to-face survey data collection}, author={Yopp, A and Croom, D}, year={2019}, month={May} }
 @article{croom_2018, title={The Painting Tells the Tale: The Origins of Agricultural Education in America}, volume={90}, journal={The Agricultural Education Magazine}, publisher={National Association of Agricultural Educators}, author={Croom, D}, year={2018}, month={Jan} }
 @inproceedings{croom_2018, title={The School in Biltmore Forest: The Beginning of Formal Forestry Education in America}, author={Croom, D}, editor={Ricketts, JEditor}, year={2018}, month={Feb} }
 @inbook{croom_2017, edition={1st ed.}, title={Plant Production}, booktitle={Principles of Agriculture, Food and Natural Resource}, publisher={Goodheart-Willcox}, author={Croom, DB}, year={2017}, pages={734–821} }
 @inproceedings{croom_angima_2017, title={Teaching Students Engagement Through Experiential Learning in Extension}, author={Croom, DB and Angima, S}, year={2017}, month={Sep} }
 @article{kellogg_plundrich_lila_croom_taylor_raskin_graf_2016, title={Engaging American Indian/Alaska Native (AI/AN) Students with Participatory Bioexploration Assays}, volume={60}, note={urldate: 2016-04-13 file: 11 Kellogg_NACTA Journal.pdf:C\:\Users\bcroom\Zotero\storage\HNQJ97MA\11 Kellogg_NACTA Journal.pdf:application/pdf;Engaging American Indian/Alaska Native (AI/AN) Students with Participatory Bioexploration Assays:C\:\Users\bcroom\Zotero\storage\33T5HVNP\2373-engaging-american-indian-alaska-native-ai-an-students-with-participatory-bioexploration-as.html:text/html}, number={1}, journal={NACTA Journal}, author={Kellogg, J and Plundrich, N and Lila, MA and Croom, DB and Taylor, RF and Raskin, I and Graf, B}, year={2016}, pages={42–50} }
 @article{technology usage of tennessee agriculture teachers_2015, volume={56}, note={file: 2014-0989-coley.pdf:C\:\Users\bcroom\Zotero\storage\JHEHJ278\2014-0989-coley.pdf:application/pdf}, number={3}, journal={Journal of Agricultural Education}, year={2015}, pages={35–51} }
 @article{williams_warner_flowers_croom_2014, title={Accessibility and Usage of Technology by North Carolina Agriculture Teachers}, volume={55}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2014.04191}, DOI={10.5032/jae.2014.04191}, abstractNote={This study examined the integration of technology into the instructional process in North Carolina agricultural education classrooms. The study used survey research methodology to collect information on the availability of instructional technology and the frequency of instructional technology use by North Carolina agriculture teachers. The study found most teachers had access to digital projectors and digital cameras. Agriculture teachers also had convenient access to a teacher desktop computer and teacher laptop computer. The most commonly used software included Internet browsers and software for managing student records. Use of technology by agriculture students was less frequent and commonly consisted of Internet searching and use of reference materials on CD-ROMs. It is recommended the findings of this research study be used to inform future professional development offerings. Also, there should be additional investigation of appropriate learner-centered approaches to technology integration and continued research on the availability and utilization of educational technology in agriculture classrooms over time.}, number={4}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Williams, Maegan R. and Warner, Wendy J. and Flowers, James L. and Croom, D.Barry}, year={2014}, month={Oct}, pages={191–206} }
 @inbook{croom_2014, edition={3rd ed.}, title={FFA}, booktitle={Foundations of Agricultural Education}, publisher={Pearson}, author={Croom, DB}, year={2014}, pages={387–412} }
 @article{williams_warner_flowers_croom_2014, title={Teaching with Technology: North Carolina Agriculture Teachers’ Knowledge Acquisition, Attitudes, and Identified Barriers}, volume={55}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2014.05001}, DOI={10.5032/jae.2014.05001}, abstractNote={In order for agricultural education teachers to adapt to an ever-changing educational environment, they must possess the skills necessary to integrate technology into their classrooms. The purpose of this study was to examine the factors that influence North Carolina agriculture teachers’ ability to integrate educational technology. This study examined the identification of sources contributing to agriculture teachers’ technological knowledge, their attitudes towards technology integration, and barriers to the inclusion of technology in agriculture classrooms. Agriculture teachers acquired technology skills to a moderate extent from personal trial and error and interaction with other faculty/staff. Teachers felt technology allowed students to be creative, allowed students to access course materials easily, appealed to the learning styles of students, and provided opportunities for individualized instruction. The expense of technology was identified as the greatest barrier to technology integration.}, number={5}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Williams, Maegan R. and Warner, Wendy J. and Flowers, James L. and Croom, D. Barry}, year={2014}, month={Dec}, pages={1–15} }
 @book{talbert_vaughn_croom_lee_2013, place={Upper Saddle River, NJ}, edition={3rd}, title={Foundations of Agricultural Education}, journal={Pearson}, publisher={Pearson Higher Education}, author={Talbert, B.A. and Vaughn, R.C. and Croom, D.B. and Lee, J.}, year={2013} }
 @inproceedings{croom_sheffield_warner_2013, title={The Science Behind Traditional Knowledge: An In-Field Medicinal Plants Bioassay Method Boosts Science Engagement of American Indian and Alaskan Native High School Students.}, booktitle={Proceedings of the 59th North American Colleges and Teachers of Agriculture Annual Conference}, publisher={North American Colleges and Teachers of Agriculture}, author={Croom, DB and Sheffield, CA and Warner, WJ}, year={2013} }
 @inproceedings{croom_kellogg_graf_raskin_plundrich_lila_2013, title={The Science Behind Traditional Knowledge: An In-Field Medicinal Plants Bioassay Method Boosts Science Engagement of American Indian and Alaskan Native High School Students.}, booktitle={Proceedings of the 59th North American Colleges and Teachers of Agriculture Annual Conference}, publisher={North American Colleges and Teachers of Agriculture}, author={Croom, DB and Kellogg, J and Graf, B and Raskin, I and Plundrich, N and Lila, MA}, year={2013} }
 @inproceedings{worley-davis_flowers_croom_parkhurst_2012, title={A Comparison of Learning Styles and Academic Performance of Students Enrolled in Introductory Poultry Science Courses}, booktitle={Proceedings of the 58th North American Colleges and Teachers of Agriculture Annual Conference}, publisher={North American Colleges and Teachers of Agriculture}, author={Worley-Davis, L and Flowers, JL and Croom, DB and Parkhurst, CR}, year={2012} }
 @inproceedings{kinney_warner_flowers_croom_2012, title={A Qualitative Analysis of North Carolina Lateral Entry Teachers Perceived Ability to Lead Quality FFA Programs}, booktitle={Southern Agricultural Education Research Conference Proceedings}, publisher={Southern Association of Agricultural Scientists}, author={Kinney, JC and Warner, WJ and Flowers, JL and Croom, DB}, year={2012} }
 @inproceedings{uricchio_moore_croom_wilson_pratt-phillips_2012, title={Assessing the Agriculture Teacher Workforce in New England}, booktitle={Proceedings of the National Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Uricchio, C and Moore, GE and Croom, DB and Wilson, EB and Pratt-Phillips, S}, year={2012} }
 @inproceedings{croom_fisher_murray_2012, title={Funding Agricultural Education for African American Students in the American South: The Slater, Rosenwald, and Jeanes Funds}, booktitle={Proceedings of the National American Association for Agricultural Education Annual Conference}, publisher={American Association for Agricultural Education}, author={Croom, DB and Fisher, RA and Murray, KA}, year={2012} }
 @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} }
 @inproceedings{johnson_2011, title={Perceptions of North Carolina Agriculture Teachers in Working With Students With Special Needs When Implementing Supervised Agricultural Experience and Participation in the FFA Organization}, booktitle={Proceedings of the American Association for Agricultural Education National Conference}, publisher={American Association for Agricultural Education}, author={Johnson, LV}, year={2011} }
 @article{murray_flowers_croom_wilson_2011, title={The Agricultural Teacher’s Struggle for Balance Between Career and Family}, volume={52}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2011.02107}, DOI={10.5032/jae.2011.02107}, abstractNote={Research has shown that agricultural education graduates are hesitant to enter the profession and seemingly quick to leave, often citing long work hours as a main contributing factor. As the shortage of agricultural teachers continues, there is concern over the balance of career and family and its effect on the profession. The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. It was determined that Georgia agricultural teachers were working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. One third of respondents reported that it was always difficult or impossible to balance career and family.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Murray, Kathryn and Flowers, Jim and Croom, Barry and Wilson, Beth}, year={2011}, month={Jun}, pages={107–117} }
 @inproceedings{murray_flowers_croom_wilson_2010, title={Balancing Act: How Agricultural Teachers Meet Career and Family Responsibilities}, booktitle={Proceedings of the 2010 American Association for Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Murray, KA and Flowers, JL and Croom, DB and Wilson, EB}, year={2010} }
 @inproceedings{croom_2010, title={Creating Individualized Instruction in Colleges Courses Through Online Collaboration Tools}, author={Croom, DB}, year={2010} }
 @article{stair_moore_wilson_croom_jayaratne_2010, title={Identifying Confidence Levels and Instructional Strategies of High School Agricultural Education Teachers When Working with Students with Special Needs}, volume={51}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2010.02090}, DOI={10.5032/jae.2010.02090}, abstractNote={Identifying confidence levels and instructional strategies of high school agriculture education teachers when working with students with special needs , Identifying confidence levels and instructional strategies of high school agriculture education teac... , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Stair, Kristin and Moore, Gary and Wilson, Beth and Croom, Barry and Jayaratne, K.S.U.}, year={2010}, month={Jun}, pages={90–101} }
 @article{rayfield_croom, title={Program Needs of Middle School Agricultural Education Teachers: A Delphi Study}, volume={51}, DOI={10.5032/jae.2010.04131}, abstractNote={This study examined program needs of middle school agricultural education teachers in North Carolina. A three–round Delphi technique used two open–ended questions to collect information from an expert panel of middle school agricultural education teachers. Each panel member was asked to respond to: Question one: “What can be done on the local, state and national levels to improve middle school agricultural education programs?” Question two: “When looking at the three circle model for agricultural education, what improvements can be made for middle school agricultural education related to FFA, Supervised Agricultural Experience (SAE), and classroom instruction?” Panel members identified 29 areas of concern on the local, state, and national level and 19 areas related to FFA, SAE, and classroom instruction. Middle school agricultural education teachers in [State] believe that the curriculum for their students should contain more hands–on activities and should have a stronger agricultural focus. This panel of teachers also revealed that there are many more concerns with FFA activities for middle school students than there are for SAE and classroom instruction.}, number={4}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Rayfield, J and Croom, B}, pages={131–141} }
 @inproceedings{croom_jones_2009, title={A Wizard in Egypt Land: The Leadership Style and Methods of Booker Washington at the Tuskegee Normal and Industrial School}, booktitle={Proceedings of the Association for Leadership Educators National Conference}, publisher={Association for Leadership Educators}, author={Croom, DB and Jones, DWW}, year={2009} }
 @article{croom_moore_armbruster_2009, title={An examination of student participation in national FFA career development events}, volume={59}, note={urldate: 2016-03-28 file: 2009-59-009.pdf:C\:\Users\bcroom\Zotero\storage\HM8ACIUP\2009-59-009.pdf:application/pdf}, number={1}, journal={Journal of Southern Agricultural Education Research}, author={Croom, DB and Moore, G and Armbruster, J}, year={2009}, pages={112–124} }
 @article{croom_alston, title={The Problem of Agricultural and Industrial Education for African Americans: A Historical Inquiry}, volume={50}, DOI={10.5032/jae.2009.03001}, abstractNote={The model of agricultural and industrial education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral education and a “learning by doing” approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB and Alston, A}, pages={1–10} }
 @article{croom, title={THE DEVELOPMENT OF THE INTEGRATED THREE-COMPONENT MODEL OF AGRICULTURAL EDUCATION}, volume={49}, DOI={10.5032/jae.2008.01110}, abstractNote={This research project sought to determine the origin of the three-component model of agricultural education in the United States and provided a contextual base for future research into the three-component model for agricultural education. The study concluded that each of the three components of the agricultural education model originated at different times in American history but were developed simultaneously. Supervised experience probably originated in colonial America, and formal instruction in agricultural education probably began in 1858. The FFA was officially established in 1928, although similar agricultural youth organizations probably began either at the end of the nineteenth century or the beginning of the twentieth century. This study did not find evidence of an established date or recognized event that created the three-component agricultural education model. The Smith-Hughes Act of 1917 provided a more sophisticated linkage between classroom instruction and supervised experience. This study did not find evidence of a legal basis for the integral nature of the three-component agricultural education model. Instead, the integral nature of the model probably exists out of tradition, or as a result of a philosophical tenet in the agricultural education profession.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB}, pages={110–120} }
 @article{croom, title={Agricultural Education At The Tuskeegee Normal And Industrial School}, volume={48}, DOI={10.5032/jae.2007.02013}, abstractNote={This study identified events during the life of Booker Taliaferro Washington and during the early years of the Tuskegee Normal and Industrial School that may have contributed to the development of agricultural and industrial education for African Americans. Washington’s experiences as a former slave and his observations of life for African Americans in the South in the late 1800’s may have shaped his philosophy of agricultural and industrial education. Washington believed that agricultural and industrial education contributed to the mental development of students, helped students secure the skills necessary to earn a living, and taught students the dignity of work. African American students wanted an education, but they often could not afford to attend school because they lacked the funds to pay tuition. The labor system and agricultural and industrial education provided the means by which they could labor for their education. It is concluded that Washington saw that the need for farmers, skilled artisans, and machinists was equally important to the academic preparation of lawyers, physicians, and professors. Agricultural and industrial education met this need. Under Washington’s leadership, Tuskegee Institute offered 37 industrial occupations on the campus and school farms.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB}, pages={13–22} }
 @inproceedings{rayfield_croom_2007, title={Middle school agricultural education programs: Source of growth or area of improvement?}, author={Rayfield, JS and Croom, DB}, year={2007} }
 @inproceedings{croom_2007, title={The Evolution of the Integrated Three-Component Model of Agricultural Education}, booktitle={Proceedings of the 2007 American Association for Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Croom, DB}, year={2007} }
 @article{conoley_croom_moore_flowers, title={Using Electronic Audience Response Systems In High School Agriscience Courses}, volume={48}, DOI={10.5032/jae.2007.03067}, abstractNote={The purpose of this research was to determine whether using an audience response system improves student achievement. Audience response systems are computer-based tools for use in classrooms for the purpose of providing feedback to students on questions asked during instruction. This study used a quasi-experimental design to determine if students receiving feedback through an audience response system had higher achievement scores than those who receive feedback through non-technology based methods. The experiment included students from three high school agriscience classes. Teachers integrated the audience response system into the classroom and students’ tests scores were examined comparing the technology-based feedback methods with the verbal and written response-contingent feedback methods. The results of the study showed a significant increase in student achievement when integrating an audience response system. The study concludes that audience response systems are a promising, developing technology for improving student achievement and positively impacting the classroom environment.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Conoley, JW and Croom, DB and Moore, GE and Flowers, JL}, pages={67–77} }
 @inproceedings{croom_2006, title={An Examination of Student Participation in Career and Technical Student Organization Career Development Events}, booktitle={Proceedings of the Research Conference of the Association for Career and Technical Education}, publisher={Association for Career and Technical Education}, author={Croom, DB}, year={2006} }
 @inproceedings{croom_2006, title={Integrating effective writing skills into the agricultural sciences}, author={Croom, DB}, year={2006} }
 @inproceedings{conoley_croom_moore_flowers_2006, title={The Use of Audience Response Systems to Improve Student Achievement in High School Agriscience Classes}, booktitle={Proceedings of the Research Meeting of the American Association for Agricultural Education}, publisher={American Association for Agricultural Education}, author={Conoley, JW and Croom, DB and Moore, GE and Flowers, JL}, year={2006} }
 @inproceedings{conoley_croom_moore_flowers_2006, title={The impact of an Audience Response System on Student Achievement in High School Agriscience Classes}, booktitle={Southern Agricultural Education Research Conference Proceedings}, publisher={Southern Association of Agricultural Scientists}, author={Conoley, JW and Croom, DB and Moore, GE and Flowers, JL}, year={2006} }
 @inproceedings{croom_2005, title={Booker T. Washington and Industrial Education for African Americans}, booktitle={Southern Agricultural Education Research Conference Proceedings}, publisher={Southern Association of Agricultural Scientists}, author={Croom, DB}, year={2005} }
 @article{uricchio_looney_stair_moore_conoley_croom_wilson_2005, title={Inducing Active Learning in the Classroom}, author={Uricchio, C and Looney, SE and Stair, KS and Moore, GE and Conoley, JW and Croom, DB and Wilson, EB}, year={2005} }
 @article{croom_2005, title={The ideal middle school agricultural education program}, author={Croom, D}, year={2005}, month={Jan} }
 @article{uricchio_stair_moore_conoley_croom_wilson_2005, title={Using Handheld Electronic Responders to Induce Active Learning in the Classroom}, author={Uricchio, C and Stair, KS and Moore, GE and Conoley, JW and Croom, DB and Wilson, EB}, year={2005} }
 @article{looney_stair_croom_2005, title={Using the Peer Review Writing Process as Tool for Educators}, author={Looney, SE and Stair, KS and Croom, DB}, year={2005} }
 @article{croom_2004, title={Are There Any Questions?}, volume={2}, journal={Teachers College Record}, author={Croom, DB}, year={2004}, month={Feb} }
 @inproceedings{wilson_croom_flowers_moore_2004, title={Evaluating A Pre-Service Agricultural Education Program Using Outcomes Based Assessments}, booktitle={Southern Agricultural Education Research Conference Proceedings}, publisher={Southern Association of Agricultural Scientists}, author={Wilson, EB and Croom, DB and Flowers, JL and Moore, GE}, year={2004} }
 @article{horton_derner_croom_akers_rudd_whittington_2004, title={Learning Leadership Skills: An Essential Component of Global Education}, author={Horton, K and Derner, S and Croom, DB and Akers, C and Rudd, R and Whittington, S}, year={2004} }
 @inproceedings{croom_2004, title={Student Peer Review Writing Process}, booktitle={Southern Region Teaching Symposium Proceedings}, publisher={United States Department of Agriculture}, author={Croom, DB}, year={2004} }
 @inproceedings{moore_croom_flowers_wilson_2003, title={Academic Leadership in a Changing World: A New Paradigm for Course Development and Delivery}, booktitle={Proceedings of the North American Colleges and Teachers of Agriculture Conference}, publisher={North American Colleges and Teachers of Agriculture}, author={Moore, GE and Croom, DB and Flowers, JL and Wilson, EB}, year={2003} }
 @article{croom_moore_2003, title={Student Misbehavior In Agricultural Education: A Comparative Study}, volume={44}, DOI={10.5032/jae.2003.02014}, abstractNote={This study examined the seriousness with which agriculture teachers view the misbehavior of students enrolled in their agriculture programs today and sought to determine if the level of seriousness of student misbehavior in agricultural education has changed over time. The participants in the study were 165 agricultural education teachers in North Carolina, South Carolina, and Virginia. These teachers rated 77 misbehaviors according to how serious a problem it created for them in their agriculture programs. No misbehaviors received a rating higher than 2.0 on a scale that had 4.0 as the critically disruptive behaviors, indicating that student misbehavior is not a serious problem in agricultural education. The most serious misbehavior manifested by students is a negative attitude toward school. However, there could be cause for concern when one realizes that the number one problem found in previous studies, “exhibiting an ambivalent attitude,” slid to a 20 th place ranking. In this study, teachers perceive that students have finally made up their minds about school - they don't like it. The "love-hate" relationship reported by Burnett and Moore (1988) has essentially developed into a "hate" relationship.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB and Moore, GE}, year={2003}, pages={14–26} }
 @inproceedings{croom_moore_2003, title={Student Misbehavior and Teacher Burnout in Agricultural Education}, booktitle={Southern Agricultural Education Research Conference Proceedings}, publisher={Southern Association of Agricultural Scientists}, author={Croom, DB and Moore, GE}, year={2003} }
 @article{croom_2003, title={Teacher Burnout In Agricultural Education}, volume={44}, DOI={10.5032/jae.2003.02001}, abstractNote={The teaching profession is one of the most visible professions in the world, and even though significant improvements have been made in student achievement, society continues to expect more from its teachers. As the gap widens between the public’s expectations of education and the teachers ability to deliver that education, burnout will continue to be a concern. This study sought to determine the level of burnout experienced by agriculture teachers in three southeastern states using the Maslach Burnout Inventory – Educator’s Survey. The study found that agricultural teachers experience moderate levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues and others, and a high degree of personal accomplishment in their work. An agriculture teacher’s gender, academic degree, field preparation method, and annual contract length do not seem to influence teachers’ responses on each of the sub-scales of the Maslach Burnout Inventory nor do the size of the school, the type of community, and the size of the agricultural education department. The age and years of teaching experience of the agriculture teacher is related to depersonalization scores, but not to emotional exhaustion and personal accomplishment scores on the Maslach Burnout Inventory.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB}, year={2003}, pages={1–13} }
 @inproceedings{croom_2003, title={The Effectiveness of Teacher Education as Perceived by Beginning Teachers}, booktitle={2003 National Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Croom, DB}, year={2003} }
 @article{croom_moore_2003, title={The relationship between teacher burnout and student misbehavior}, volume={53}, note={urldate: 2016-03-28 file: 53-03-262.pdf:C\:\Users\bcroom\Zotero\storage\KJWPMDDD\53-03-262.pdf:application/pdf;Croom_49_1_110-120.pdf:C\:\Users\bcroom\Zotero\storage\S3N5K59C\Croom_49_1_110-120.pdf:application/pdf}, number={1}, journal={Journal of Southern Agricultural Education Research}, author={Croom, B and Moore, GE}, year={2003}, pages={262–274} }
 @inproceedings{croom_moore_2002, title={Student Misbehavior in Agricultural Education}, booktitle={2002 National Agricultural Education Conference Proceedings}, publisher={American Association for Agricultural Education}, author={Croom, DB and Moore, GE}, year={2002} }
 @article{croom_flowers_2001, title={A Question of Relevance: FFA Programs and Services as Perceived by FFA Members and Non-Members.}, volume={51}, note={shorttitle: A Question of Relevance urldate: 2016-03-28 file: 55d38cbb08ae0a3417226a62.pdf:C\:\Users\bcroom\Zotero\storage\UXCWIVNC\55d38cbb08ae0a3417226a62.pdf:application/pdf;ED462282.pdf:C\:\Users\bcroom\Zotero\storage\G5KU2C9P\ED462282.pdf:application/pdf}, journal={Southern Journal of Agricultural Education}, author={Croom, B and Flowers, JL}, year={2001}, pages={1–13} }
 @article{croom_flowers_2001, title={Factors Influencing An Agricultural Education Student's Perception Of The FFA Organization}, volume={42}, DOI={10.5032/jae.2001.02028}, abstractNote={The FFA is a learning tool that both enhances and supplements instruction. While agricultural education prepares students for careers, the FFA prepares students for a broad range of community interests. This systematic program of leadership, personal growth, and career success is the essential purpose of this student organization. The purpose of this study was to determine if there is a difference between FFA members and non-members as to their perception of the overall image of the FFA, and to determine if students’ perceptions of the image of the FFA are influenced by social and demographic characteristics. Data were collected using a questionnaire administered to 404 students enrolled in the Agriscience Applications course in 27 high schools in North Carolina. It can be concluded that: A student’s decision to join or not join the FFA is influenced by their perception of the image of FFA in their school. Students tend to join and participate in the FFA based upon the organization’s ability to meet a student’s need for a sense of belonging. Based upon the responses of members, the social aspects of the organization were motivating factors in their desire to be members.}, number={2}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Croom, DB and Flowers, JL}, year={2001}, pages={28–37} }
 @inproceedings{croom_flowers_2001, title={Finding and Keeping Members: Perspectives of Members and Non-Members on the Effectiveness of FFA Programs and Services}, volume={28}, booktitle={Proceedings - 28th National Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Croom, DB and Flowers, JL}, year={2001}, pages={72–83} }
 @book{croom_2000, title={Developing Leadership & Communication  Skills Activity Manual}, publisher={Pearson}, author={Croom, D}, year={2000}, pages={1–122} }
 @inproceedings{croom_flowers_2000, title={Factors Influencing a Student’s Perception of the Image of a Career and Technical Education Student Organization.}, note={urldate: 2016-03-28 }, booktitle={2000 Research Proceedings of the American Vocational Education Research Association}, publisher={American Vocational Education Research Association}, author={Croom, DB and Flowers, JL}, year={2000}, pages={65–76} }
 @inproceedings{croom_flowers_2000, title={Factors Influencing a Student’s Perception of the Programs and Services offered by a Career and Technical Education Student Organization.}, note={urldate: 2016-03-28 file: 55d38cbb08ae7fb244f58bdc.pdf:C\:\Users\bcroom\Zotero\storage\NU4966HS\55d38cbb08ae7fb244f58bdc.pdf:application/pdf }, booktitle={2000 Research Proceedings of the American Vocational Education Research Association}, publisher={American Vocational Education Research Association}, author={Croom, DB and Flowers, JL}, year={2000}, pages={77–88} }
 @book{croom_2000, title={Teacher Manual: Developing Leadership and Personal Skills}, publisher={Pearson}, author={Croom, D}, year={2000}, month={Jan}, pages={1–37} }
 @inproceedings{croom_flowers_2000, title={The Image Factor: Perceptions of the FFA Organization by members and Non-Members.}, note={urldate: 2016-03-28 }, booktitle={21st Century Research for Agricultural Education: National Agricultural Education Research Conference}, publisher={American Association for Agricultural Education}, author={Croom, DB and Flowers, JL}, year={2000} }
 @article{ffa members, why are we here?: standards-based accountability in the ffa }
 @article{getting from q to a, note={file: v78i1.pdf:C\:\Users\bcroom\Zotero\storage\T4R28P44\v78i1.pdf:application/pdf } }
 @article{gibson_lamm_woosnam_croom, title={Predicting Intent to Conserve Freshwater Resources Using the Theory of Planned Behavior (TPB)}, volume={13}, DOI={10.3390/w13182581}, abstractNote={Freshwater resources are being rapidly depleted by unsustainable human activities in the United States (U.S.), causing concern for water security. If individuals were targeted with appropriate information, public engagement in water conservation may increase. Political affiliation and ideology may play a role in grouping individuals based on their engagement in water conservation, as environmental issues are politically contentious in the U.S. The purpose of the study was to determine if political affiliation, political ideology, and theory of planned behavior variables related to water conservation predicted intent to engage in water conservation. Data were collected from 1049 U.S. residents using non-probability opt-in sampling methods. Descriptive statistics and multiple linear regression models were used to analyze the data via the Statistical Package for the Social Sciences (SPSS) 26. The results from a multiple linear regression model revealed that political affiliation, political ideology, attitude, subjective norms, and perceived behavioral control predicted 27.5% of variance in respondents’ intent to engage in water conservation; however, the variance accounted for was mostly attributed to theory of planned behavior variables. The findings have implications for environmental communication, namely focusing on increasing subjective norms towards water conservation.}, number={18}, journal={Water: an open access journal}, publisher={MDPI AG}, author={Gibson, KE and Lamm, AJ and Woosnam, KM and Croom, DB}, pages={2581–2581} }
 @article{the experiential learning model for delivering agricultural education, with a new perspective on the role of communities }