@article{brierton_wilson_kistler_jones_flowers_2016, title={A Comparison of Higher Order Thinking Skills Demonstrated in Synchronous and Asynchronous Online College Discussion Posts}, volume={60}, number={1}, journal={North American Colleges and Teachers of Agriculture Journal}, author={Brierton, S. and Wilson, E.B. and Kistler, M.J. and Jones, D.W.W. and Flowers, J.L.}, year={2016}, month={Mar}, pages={14–21} }
 @article{flower_2015, title={Do What is Important}, volume={56}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2015.01001}, DOI={10.5032/jae.2015.01001}, abstractNote={Dr. James L. Flowers presented the 2014 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Salt Lake City, Utah in May, 2014. The article is a philosophical work based upon the author’s experiences in the agricultural education profession.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Flower, James L.}, year={2015}, month={Mar}, pages={1–5} }
 @article{shoulders_johnson_flowers_2015, title={Peer Review in Agricultural Education: Interrater Reliability of Manuscript Reviews for the 2014 National Agricultural Education Research Conference}, volume={56}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2015.03121}, DOI={10.5032/jae.2015.03121}, abstractNote={This study analyzed 336 peer reviews of 112 manuscripts submitted for possible presentation at the 2014 National Agricultural Education Research Conference (NAERC). There were scoring errors on 6.8% of the reviews; the most frequent errors were failure to record a score or assigning a score above the range of points possible for one or more of the review criteria. The coefficient of variation (CV) for same-paper ratings of manuscript quality ranged from 3.94% to 96.43% with a mean of 19.65% (SD = 15.22%). The interrater reliability for same-paper evaluations of manuscript quality was .15. The CVs for reviewer same-paper reject-accept recommendations ranged from 0.00% to 98.97% with a mean of 38.80% (SD = 22.72%). The interrater reliability for same-paper reject-accept recommendations was .09. On 82 (73.21%) manuscripts all three reviewers agreed on the manuscript’s relevance to agricultural education. Mean manuscript quality scores explained 68.3% of the variance in mean reject-accept recommendations leaving 31.7% of the variance unexplained. There were no significant (p > .05) differences by academic rank in ratings of manuscript quality, reject-accept recommendations, or assessments of relevance to agricultural education. The authors offered recommendations for improvement of the NAERC manuscript review process.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Shoulders, Catherine W. and Johnson, Donald M. and Flowers, Jim}, year={2015}, month={Sep}, pages={121–133} }
 @article{coley_warner_stair_flowers_croom_2015, title={Technology Usage of Tennessee Agriculture Teachers}, volume={56}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2015.03035}, DOI={10.5032/jae.2015.03035}, abstractNote={This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers’ adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study found Tennessee agriculture teachers have been slow to adopt technologies for classroom use. Many of the teachers had limited access to the various technologies. Over half of the teachers did not have access to new educational technologies such as a Smartboard, student response clickers, iPads, iPods, or smartphones. Additionally, there was limited access to most social networks, several web tools, a commercial learning management system, and social bookmarking sites. Cost, time, and availability of technology were recognized as barriers to technology integration. It is recommended further research be conducted on a larger scale to examine technology integration in agriculture classrooms. As well, classroom observations and interviews with teachers and administrators can provide a more in-depth understanding of current technology usage in agricultural education.}, number={3}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Coley, Michael D. and Warner, Wendy J. and Stair, Kristin S. and Flowers, James L. and Croom, D. Barry}, year={2015}, month={Sep}, pages={35–51} }
 @article{anderson_bruce_jones_flowers_2015, title={The Impact of Livestock Exhibition on Youth Leadership Life Skill Development: Youth Agricultural Organizations}, volume={53}, number={1}, journal={Journal of Extension}, author={Anderson, J. and Bruce, J. and Jones, D. and Flowers, J.}, year={2015} }
 @article{kish_jayaratne_flowers_kistler_2014, title={Motivational Factors of Effective Extension Advisory Leaders: Implications for Building Strong Extension Advisory Councils}, journal={Journal of Human Sciences and Extension}, author={Kish, J. and Jayaratne, K.S.U. and Flowers, J. and Kistler, M.J.}, year={2014} }
 @article{mills_bruce_jones_flowers_2013, title={Socially Responsible or Just Plain Social: Socially Responsible Leadership Skills of New Members of Greek Letter Organizations}, volume={12}, number={1}, journal={Journal of Leadership Education}, author={Mills, K. and Bruce, J. and Jones, D. and Flowers, J.}, year={2013} }
 @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{curry_wilson_flowers_farin_2012, title={Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students}, volume={53}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2012.01057}, DOI={10.5032/jae.2012.01057}, abstractNote={The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real–world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi–experimental non–equivalent control–group design with an identical pre/posttest given to each group as a means of assessing content achievement. The experimental treatment, based on the principles of contextual teaching and learning, was not statistically significant (p >.05), so the study’s null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student mastery of scientific concepts related to agricultural biotechnology.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Curry, Kevin and Wilson, Elizabeth and Flowers, Jim and Farin, Charlotte}, year={2012}, month={Mar}, pages={57–66} }
 @article{baughman_bruce_jones_flowers_2012, title={The Leadership Proficiency of Commissioners of Agriculture}, volume={11}, number={2}, journal={Journal of Leadership Education}, author={Baughman, K. and Bruce, J. and Jones, D. and Flowers, J.}, year={2012} }
 @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} }
 @book{flowers_martin_2010, place={Columbus, OH}, title={Teacher certification: Traditional and Alternative Approaches, Preparing and Advancing Teachers in Agricultural Education}, publisher={The Ohio State Curriculum Materials Center}, author={Flowers, J.L. and Martin, D.R.}, year={2010}, pages={246–255} }