@inproceedings{whorley_donaldson_lambert_2022, title={A career matrix amplifies community college advising and career development in agriculture}, author={Whorley, G. and Donaldson, J. and Lambert, M.D.}, year={2022} }
 @inproceedings{taku-forchu_lambert_retallick_2022, title={Access to information about hermetic storage technology by smallholder farmers in Dormaa Ghana: The role of extension in the dissemination process}, author={Taku-Forchu, Qu S. and Lambert, M.D. and Retallick, M.S.}, year={2022}, month={Feb} }
 @inproceedings{ford_morgan-fleming_lambert_2022, title={Leading student organizations post covid-19 campus shutdowns}, author={Ford, J.C. and Morgan-Fleming, J. and Lambert, M.D.}, year={2022} }
 @inproceedings{taku-forchu_lambert_retallick_ulmer_qu_opit_2022, title={Maize farmers' preference and trustworthiness of the sources and channels to receive agricultural information in Dormaa, Ghana: A gender perspective}, author={Taku-Forchu, N. and Lambert, M.D. and Retallick, M.S. and Ulmer, J.D. and Qu, S. and Opit, G.P.}, year={2022} }
 @inproceedings{taku-forchu_lambert_retallick_ulmer_opit_2022, title={The rate of adoption and factors influencing farmers adoption of hermetic storage technology in Dormaa, Ghana}, author={Taku-Forchu, N. and Lambert, M.D. and Retallick, M.S. and Ulmer, J.D. and Opit, G.P.}, year={2022}, month={Apr} }
 @inproceedings{ford_lambert_2022, title={To join or not to join: factors influencing agriculture educators’ decision regarding their state professional teacher association}, author={Ford, J.C. and Lambert, M.D.}, year={2022}, month={Feb} }
 @inproceedings{lambert_ford_2022, title={What is in it for me: Reasons to Join the Teachers' Professional Association}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Ford, J.C.}, year={2022} }
 @article{claflin_lambert_stewart_2020, title={An Investigation of the Routes to Certification and Turnover Intentions of Wisconsin Agriculture Teachers}, volume={61}, DOI={10.5032/jae.2020.01128}, abstractNote={The purpose of this study was to examine the routes to certification and turnover intentions of agriculture teachers to identify differences between alternatively and traditionally certified teachers. The population consisted of a census of early career agriculture teachers in Wisconsin with fewer than three years of teaching (N = 67) with a response rate of 52% (n = 35). The majority of respondents were traditionally certified (71%) through a bachelor’s degree program, and 29% were alternatively certified through three different routes. Respondents had moderately low turnover intentions to leave the agriculture classroom as a teacher with no statistical difference (U = 130.50, p = .843) between traditionally and alternatively certified teachers. Additionally, there was no correlation between turnover intentions and traditional and alternative certification routes. While this study is not generalizable to other populations, it does provide the first insight into agricultural education research on how teachers are being alternatively certified. The results of this study prompt the need for further research on alternative certification in agricultural education, focusing on the types of programs and preparation, as well as the impact of certification route on turnover.}, number={1}, journal={Journal of Agricultural Education}, author={Claflin, K. and Lambert, M.D. and Stewart, J.}, year={2020}, pages={128–139} }
 @inproceedings{ulmer_lambert_2020, title={Creating an instrument to measure technology adoption in Africa}, author={Ulmer, J.D. and Lambert, M.D.}, year={2020}, month={Apr} }
 @inproceedings{ulmer_lambert_subrmanyam_washburn_tadesse_abay_2019, title={Needs of Ethiopian Wheat Farmers}, author={Ulmer, J.D. and Lambert, M.D. and Subrmanyam, B. and Washburn, S. and Tadesse, T. and Abay, F.}, year={2019}, month={Apr} }
 @article{mckim_lambert_kohn_velez_balschweid_2018, title={A Teacher’s Guide to Illuminating Science and Society within Agriculture, Food, and Natural Resources Education}, volume={90}, number={5}, journal={The Agricultural Education Magazine}, author={McKim, A.J. and Lambert, M.D. and Kohn, C. and Velez, J.J. and Balschweid, M.}, year={2018}, month={Mar}, pages={14–16} }
 @inproceedings{claflin_lambert_stewart_2018, title={Examining the Relationship Between Routes to Certification and Turnover Intentions of Wisconsin Agriculture Teachers}, booktitle={Proceedings of the North Central AAAE Conference}, author={Claflin, K.Lambert and Lambert, M.D. and Stewart, J.}, year={2018} }
 @inproceedings{lambert_2018, title={Models for implementing curriculum and evaluating fidelity}, author={Lambert, M.D.}, year={2018} }
 @inproceedings{stewart_lambert_claflin_2018, title={Pedagogical Content Knowledge and Experiential Learning: The Context for teaching and learning}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Stewart, J. and Lambert, M.D. and Claflin, K.}, year={2018} }
 @article{lambert_stewart_claflin_2018, title={Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon}, volume={59}, DOI={10.5032/jae.2018.02197}, abstractNote={The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.}, number={2}, journal={Journal of Agricultural Education}, author={Lambert, M.D. and Stewart, J. and Claflin, K.}, year={2018}, pages={197–214} }
 @article{elliott_lambert_2018, title={Urban and rural Latino students’ experiences in agricultural education: toward defining rural privilege}, volume={59}, DOI={10.5032/jae.2018.03198}, abstractNote={Agricultural Education programs continue to become more diverse and dynamic. However, diversity does not necessarily ensure equity or inclusion. As such, many programs strive to increase inclusive programming and ensure all students fully actualize the three-circle model of school based agricultural education. In some programs, students from rural and non-rural backgrounds coexist in a single setting. As part of a larger parallel mixed methods multiple case study investigating the experiences of Latino students in Agricultural Education, the data from this substudy found certain inequalities between the rural and non-rural students in three of the four cases. Three sub-themes emerged from the data: 1) Students from non-rural backgrounds may not possess the same understanding of agriculture and agricultural education as their urban counterparts; 2) Lack of privileged information may present a barrier to access, enrollment, and involvement in secondary agricultural education programs; and, 3) Students from non-rural backgrounds tend to report fewer opportunities and more barriers to fully actualizing the three-circle model. Thick, rich descriptions are provided of the participants’ perceptions of these inequalities. Furthermore, researchers offer a working definition of Rural Privilege along with suggestions for practice and further research.}, number={3}, journal={Journal of Agricultural Education}, author={Elliott, K.M. and Lambert, M.D.}, year={2018}, pages={198–212} }
 @inproceedings{lambert_stewart_claflin_2018, title={What do they want? Examining student teacher decision making}, author={Lambert, M.D. and Stewart, J.S. and Claflin, K.}, year={2018} }
 @article{mckim_velez_lambert_balschweid_2017, title={A Philosophical Review of Science and Society in Agricultural Education}, volume={58}, DOI={10.5032/jae.2017.02098}, abstractNote={We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education, science, and society were evaluated in light of the call for agricultural educators to illuminate the links between science and society. In our exploration, the feasibility of linking science and society within school-based agricultural education was considered as well as the motivation and competence of current agriculture teachers to link science and society. Three types of secondary agriculture teachers emerged: (a) science illuminators, (b) illumination attempters, and (c) vocational purists. Recommendations are made for research exploring how identified classifications of teachers meet the science and social learning needs of students. Additionally, recommendations include methods for operationalizing agriculture, science, and society connections to enhance student learning and the positive impact of school-based agricultural education.}, number={2}, journal={Journal of Agricultural Education}, author={McKim, A.J. and Velez, J.J. and Lambert, M.D. and Balschweid, M.A.}, year={2017}, pages={98–110} }
 @article{stewart_lambert_ulmer_witt_carraway_2017, title={Discovering Quality in Teacher Education: Perceptions Concerning What Makes an Effective Cooperating Teacher}, volume={58}, DOI={10.5032/jae.2017.01280}, abstractNote={With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014; Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose of this study was to identify which characteristics define an effective cooperating teacher in agricultural education. We utilized Roberts’ (2006) Model of Effective Cooperating Teachers and the Delphi methodology to identify characteristics of effective cooperating teachers from expert panels of agricultural educators in Missouri, North Carolina, Oregon, and Texas. The findings of this study revealed nine themes, which define effective cooperating teachers. We propose a new model defining the characteristics of effective cooperating teachers and recommend teacher educators work to create an assessment using these characteristics.}, number={1}, journal={Journal of Agricultural Education}, author={Stewart, J. and Lambert, M.D. and Ulmer, J.J. and Witt, P.A. and Carraway, C.L.}, year={2017}, pages={280–299} }
 @inproceedings{claflin_stewart_lambert_2017, title={It’s so easy even a student teacher can do it}, author={Claflin, K. and Stewart, J. and Lambert, M.D.}, year={2017} }
 @inproceedings{stewart_lambert_falk_perry_2017, title={NAAE region 1 capstone experience for agriculture teacher candidates}, author={Stewart, J. and Lambert, M.D. and Falk, J. and Perry, D.K.}, year={2017} }
 @inproceedings{claflin_lambert_stewart_2017, title={Routes to certification and turnover intentions of early career Wisconsin agriculture teachers}, author={Claflin, K. and Lambert, M.D. and Stewart, J.}, year={2017} }
 @inproceedings{mckim_balschweid_velez_lambert_2016, title={Agricultural Education: A Philosophical Review of Science and Society}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={McKim, A.J. and Balschweid, M.A. and Velez, J.J. and Lambert, M.D.}, year={2016} }
 @inproceedings{stewart_lambert_2016, title={Creating effective learning environments}, author={Stewart, J. and Lambert, M.D.}, year={2016}, month={Jun} }
 @inproceedings{lambert_stewart_2016, title={Team work makes the dream work}, author={Lambert, M.D. and Stewart, J.}, year={2016}, month={Jun} }
 @inproceedings{lambert_stewart_2016, title={The Role of School Farms in Oregon Agriculture Programs: Characteristics, Uses, Perceptions, and Barriers}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Stewart, J.}, year={2016} }
 @inproceedings{lambert_2016, title={There is no guru: Mentoring maps for intentional agriculture education teacher growth}, author={Lambert, M.D.}, year={2016} }
 @inproceedings{elliott_lambert_2016, title={Wait! What are we doing again? Setting context and giving effective directions the first time}, author={Elliott, K.E. and Lambert, M.D.}, year={2016} }
 @inproceedings{hartman_lambert_2015, title={An Analysis of Engineering Content Embedded within Western United States' Agricultural Education Standards}, author={Hartman, B.D. and Lambert, M.D.}, year={2015} }
 @inproceedings{lambert_elliott_2015, title={Asking Good Questions and getting more mileage}, author={Lambert, M.D. and Elliott, K.M.}, year={2015}, month={Nov} }
 @inproceedings{strawn_mckim_velez_lambert_2015, title={Developing robust mentoring relationships in a college of agricultural sciences leadership development program}, volume={59}, number={1}, booktitle={Abstract of Oral Presentation for the North American Colleges and Teachers of Agriculture Conference}, author={Strawn, K.A. and McKim, A.J. and Velez, J.J. and Lambert, M.D.}, year={2015}, pages={36–37,} }
 @inproceedings{lambert_velez_2015, title={Emergency Activity Handbook: An Innovative Resource for Creative Teaching}, volume={59}, number={1}, booktitle={Abstract of Oral Presentation for the North American Colleges and Teachers of Agriculture Conference}, author={Lambert, M.D. and Velez, J.J.}, year={2015}, pages={16} }
 @article{mckim_lambert_sorensen_velez_2015, title={Examining the Common Core State Standards in Agricultural Education}, volume={56}, DOI={10.5032/jae.2015.03134}, abstractNote={The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers’ attitudes, familiarity with, current level of integration, and professional development needs related to the Common Core State Standards. Our research identified the majority of responding teachers were somewhat familiar with the CCSS. Additionally, teachers had varying levels of agreement that the CCSS would help their teaching, yet the majority of agriculture teachers in our study reported they had somewhat implemented the CCSS. In an effort to identify the professional development needs of teachers concerning these standards, we used the CCSS to develop 11 needs assessment competencies related to math, reading, and writing. Respondents identified the highest professional development need areas in topics related to developing students’ abilities to write and do mathematics problems in the context of agriculture. These findings are discussed using the theory of planned behavior; recommendations for practice and future research are also highlighted.}, number={3}, journal={Journal of Agricultural Education}, author={McKim, A.J. and Lambert, M.D. and Sorensen, T.J. and Velez, J.J.}, year={2015}, pages={134–145} }
 @inproceedings{mckim_lambert_sorensen_velez_2015, title={Getting to the Core: Agriculture Teachers’ Attitudes, Implementation and Professional Development Needs Related to the Common Core Standards}, volume={42}, booktitle={Proceedings of the Annual National Research Conference American Association for Agricultural Education}, author={McKim, A.J. and Lambert, M.D. and Sorensen, T.J. and Velez, J.J.}, year={2015}, pages={877–891} }
 @inproceedings{lambert_elliott_2015, title={Giving Clear Student Directions}, author={Lambert, M.D. and Elliott, K.M.}, year={2015}, month={Nov} }
 @inproceedings{elliott_lambert_2015, title={Hispanic Agricultural Education Students’ Career and College Plans}, volume={59}, number={1}, booktitle={Abstract of Poster Presentation for the North American Colleges and Teachers of Agriculture Conference}, author={Elliott, K.M. and Lambert, M.D.}, year={2015}, pages={80} }
 @inproceedings{lambert_2015, title={Master-Ring the art of Differentiated Instruction}, author={Lambert, M.D.}, year={2015}, month={Jun} }
 @article{velez_lambert_elliott_2015, title={Perceptions of Critical Thinking, Task Value, Autonomy, and Science Lab Self-efficacy: A longitudinal examination of students' CASE experience}, volume={56}, DOI={10.5032/jae.2015.02204}, abstractNote={The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study (N = 173) sought to examine the perceptions of students enrolled in a CASE course specific to the constructs of critical thinking, task value, autonomy, and science lab self-efficacy. Results revealed no differences in construct means between points of assessment. Correlation of the constructs of interest with student characteristics revealed small correlations between gender, English Language Learner status, and activity in the FFA with task value, autonomy, and science lab self-efficacy. Conclusions and recommendations are discussed in light of both the findings and the exploratory nature of this study.}, number={2}, journal={Journal of Agricultural Education}, author={Velez, J.J. and Lambert, M.D. and Elliott, K.M.}, year={2015}, pages={204–216} }
 @misc{towery_lambert_2015, title={Teach Ag!}, author={Towery, R. and Lambert, M.D.}, year={2015}, month={May} }
 @inproceedings{stewart_lambert_ulmer_witt_carraway_2015, title={The Cooperating Teacher Component: Exploring Effectiveness}, volume={59}, number={1}, booktitle={Abstract of Poster Presentation for the North American Colleges and Teachers of Agriculture Conference}, author={Stewart, J. and Lambert, M.D. and Ulmer, J.D. and Witt, P.A. and Carraway, C.}, year={2015}, pages={79} }
 @misc{towery_lambert_2015, title={What is Agricultural Education?}, author={Towery, R. and Lambert, M.D.}, year={2015} }
 @article{lambert_sorensen_elliott_2014, title={A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections}, volume={55}, DOI={10.5032/jae.2014.04085}, abstractNote={Teacher reflection continues to be a key component of many preservice teaching programs across the United States. In Agricultural Education, reflection begins in the early field experience and continues throughout the teacher education program as an important opportunity to assess students’ proficiency of teaching concepts, thought process, and growth over time. The purpose of this study was to examine the topics of preservice teachers’ reflections and compare the effectiveness of written and reflective interviews. We examined the written and reflective interviews of four preservice teachers over three reflection cycles, comparing themes, levels of reflection, and completeness to determine the benefit of multiple methods of reflection. Applying the theory of preservice teacher concerns, we found participants tended to report more task reflection than self-concerns or impact concerns when given open-ended reflection prompts. Moreover, written reflections tended to be more summative in nature, while reflective interviews provided more support and detail. The findings indicate reflection across multiple methods may provide a more complete assessment of student proficiency. Teacher education programs could benefit from these findings by analyzing their means of facilitating preservice teacher reflection.}, number={4}, journal={Journal of Agricultural Education}, author={Lambert, M.D. and Sorensen, T.J. and Elliott, K.M.}, year={2014}, pages={85–99} }
 @inproceedings{lambert_sorensen_elliott_2014, title={A Qualitative Examination Comparing Preservice Teachers' Written and Oral Reflections}, booktitle={Proceedings of the Southern Region Agricultural Education Research Conference}, author={Lambert, M.D. and Sorensen, T.J. and Elliott, K.M.}, year={2014}, pages={549–564} }
 @inproceedings{elliott_lambert_2014, title={An Analysis of Teachers' Perceived Competence and Situated Motivation at the Oregon Delta Conference}, booktitle={2014 Western Region Agricultural Education Research Conference}, author={Elliott, K.M. and Lambert, M.D.}, year={2014}, pages={407–409} }
 @inproceedings{sorensen_lambert_mckim_2014, title={An Analysis of the Professional Development Needs of Induction and Non-Induction Phase Agriculture Teachers in Oregon}, booktitle={Proceedings of the Western Region Agricultural Education Research Conference}, author={Sorensen, T.J. and Lambert, M.D. and McKim, A.J.}, year={2014}, pages={30–46} }
 @inproceedings{elliott_lambert_2014, title={An Examination of Teachers' Professional Development Experiences at the Delta Conference}, booktitle={Proceedings of the Western Region Agricultural Education Research Conference}, author={Elliott, K.M. and Lambert, M.D.}, year={2014}, pages={340–353} }
 @inproceedings{lambert_stewart_sorensen_2014, title={Are you Questioning your Questioning?}, author={Lambert, M.D. and Stewart, J. and Sorensen, T.J.}, year={2014}, month={Oct} }
 @article{sorensen_lambert_mckim_2014, title={Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase}, volume={55}, DOI={10.5032/jae.2014.05140}, abstractNote={Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment model, the inservice needs of agriculture teachers in Oregon by career phase. A list of 49 agricultural education competencies were developed from existing research, and responses were analyzed using mean weighted discrepancy scores (MWDS). We found induction-phase teachers (0-5 years of experience) had the highest inservice needs for the following competencies: (a) writing grant proposals for external funding, (b) utilizing a local advisory committee, and (c) utilizing the AET record book system. Non-induction phase agriculture teachers (6 or more years of experience) were most in need of: (a) balancing priorities to make time for career and family/personal life, (b) utilizing the AET record book system, and (c) utilizing techniques and skills to stay organized. Additionally, differences and similarities between inservice needs of induction and non-induction teachers were identified and discussed. Implications of these findings and recommendations are presented.}, number={5}, journal={Journal of Agricultural Education}, author={Sorensen, T.J. and Lambert, M.D. and McKim, A.J.}, year={2014}, pages={140–154} }
 @inproceedings{mckim_lambert_sorensen_velez_2014, title={Exploring Oregon Agriculture Teachers' Perceptions and Integration of Common Core Standards}, booktitle={Proceedings of the Western Region Agricultural Education Research Conference}, author={McKim, A.J. and Lambert, M.D. and Sorensen, T.J. and Velez, J.J.}, year={2014}, pages={309–322} }
 @misc{lambert_thompson_sorensen_mckim_henderson_stewart_2014, title={Exploring agricultural education as a career}, author={Lambert, M.D. and Thompson, G.W. and Sorensen, T.J. and McKim, A.J. and Henderson, T.M. and Stewart, J.}, year={2014} }
 @inproceedings{lambert_2014, title={Using music in the classroom}, author={Lambert, M.D.}, year={2014}, month={Jun} }
 @article{lambert_velez_elliott_2014, title={What is the teachers' experience when implementing the Curriculum for Agricultural Science Education?}, volume={55}, DOI={10.5032/jae.2014.04100}, abstractNote={This multiple case study was designed to understand the experience of implementing the Curriculum for Agricultural Science Education (CASE) for five teachers at four high schools. All teachers were in their first year of implementing CASE. Through the use of weekly journals, semistructured interviews and a focus group, researchers attempted to gain insight into how the teachers were implementing CASE as well as their perceptions of the curriculum’s impact on their program and students. Five themes emerged from the study: a) some teachers adapted more easily to the student-centeredness of the curriculum; b) teachers enjoyed having content available, but none of them made it all the way through the material; c) the materials and equipment were essential to the successful implementation of CASE; d) teachers saw attending the CASE training institute as vital to their implementation of the curriculum; and, e) implementing CASE allowed the teachers to refocus. Additionally, researchers used the Concerns Based Adoption Model as a framework for this study and determined each teacher’s level of use, stage of concern and innovation configuration. Recommendations are included for classroom teachers, teacher educators, as well as the CASE developers.}, number={4}, journal={Journal of Agricultural Education}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2014}, pages={100–115} }
 @article{mckim_lambert_sorensen_elliott_2013, title={Ask not what your principal can do for you: Unlocking the potential of administration}, volume={86}, number={1}, journal={The Agricultural Education Magazine}, author={McKim, A.J. and Lambert, M.D. and Sorensen, T.J. and Elliott, K.M.}, year={2013}, month={Jul}, pages={16–17} }
 @article{ulmer_velez_lambert_thompson_burris_witt_2013, title={Exploring science teaching efficacy of CASE curriculum teachers: A post-then-pre assessment}, volume={54}, DOI={10.5032/jae.2013.04121}, abstractNote={This descriptive-correlational study sought to investigate teachers’ levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments were made at two points. First, the participants were as- sessed by using a post-then-pre assessment with a second follow-up assessment after nine months of im- plementing the new curriculum. Demographic characteristics are presented to provide insight into the participants. The teachers experienced gains during the institute on both their personal science teaching efficacy and their science teaching outcome expectancy. However, after nine months of using the curricu- lum, their efficacy remained high while their outcome expectancy returned to the same levels held before attending the professional development. It appears the CASE Institute had a lasting impact on the partic- ipants’ personal efficacy, but not their outcome expectancy beliefs. Recommendations are made for future research.}, number={4}, journal={Journal of Agricultural Education}, author={Ulmer, J.D. and Velez, J.J. and Lambert, M.D. and Thompson, G.W. and Burris, S. and Witt, P.A.}, year={2013}, pages={121–133} }
 @inproceedings{lambert_elliott_2013, title={STNEMOME: Flipping E-moments around}, author={Lambert, M.D. and Elliott, K.E.}, year={2013} }
 @inproceedings{elliott_lambert_2013, title={Sharing What Works: Best Practices of Collegiate Agricultural Student Organizations}, volume={57}, number={1}, booktitle={Abstract of Oral Presentation for the North American Colleges and Teachers of Agriculture Conference}, author={Elliott, K.M. and Lambert, M.D.}, year={2013}, pages={54} }
 @inproceedings{elliott_lambert_2013, title={Trends in Ethnicity Demographics of California Secondary Agricultural Education Students}, author={Elliott, K.M. and Lambert, M.D.}, year={2013} }
 @misc{lambert_mckim_2013, title={Understanding the expectations of a cooperating teacher}, author={Lambert, M.D. and McKim, A.J.}, year={2013} }
 @inproceedings{witt_ulmer_lambert_2012, title={A Delphi exploration of effective cooperating teacher characteristics}, volume={39}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Witt, P. and Ulmer, J.D. and Lambert, M.D.}, year={2012}, pages={493–506} }
 @misc{lambert_jansen_ray_cole_velez_conlon_2012, title={An Initial Evaluation of the Effectiveness of the CASE Curriculum}, author={Lambert, M.D. and Jansen, D.J. and Ray, T. and Cole, S. and Velez, J.J. and Conlon, T.}, year={2012}, month={Apr} }
 @inproceedings{velez_lambert_elliott_2012, title={An examination of the impact of CASE on students}, volume={39}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Velez, J.J. and Lambert, M.D. and Elliott, K.M.}, year={2012}, pages={34–46} }
 @inproceedings{lambert_torres_2012, title={An experimental study of critical reflection}, volume={39}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Torres, R.M.}, year={2012}, pages={867–882} }
 @inproceedings{ulmer_velez_witt_thompson_lambert_burris_2012, title={CASE Institute and Science Teaching Efficacy}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Ulmer, J.D. and Velez, J.J. and Witt, P.A. and Thompson, G.W. and Lambert, M.D. and Burris, S.}, year={2012}, pages={135–149} }
 @inproceedings{velez_lambert_elliott_2012, title={CASE's Impacts on Students}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Velez, J.J. and Lambert, M.D. and Elliott, K.M.}, year={2012}, pages={150–163} }
 @inproceedings{witt_ulmer_lambert_2012, title={Characteristics of Effective Cooperating Teachers: Teachers’ Perceptions}, booktitle={2012 Southern Region Agricultural Education Research Conference}, author={Witt, P. and Ulmer, J.D. and Lambert, M.D.}, year={2012}, pages={58–62} }
 @inproceedings{velez_lambert_elliott_2012, title={High School Student's Perceptions of Their Yearlong CASE Experience}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Velez, J.J. and Lambert, M.D. and Elliott, K.M.}, year={2012}, pages={1–16} }
 @inproceedings{lambert_velez_elliott_2012, title={How Does CASE Function in the Total Agriculture Education Program?}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={33–47} }
 @inproceedings{lambert_velez_elliott_2012, title={How does CASE Compare to High School Science and Non-Science Courses?}, volume={46}, booktitle={Abstract of Oral Presentation for the 2012 NACTA/DOCE Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012} }
 @inproceedings{lambert_torres_2012, title={Satisfaction and Self efficacy of students enrolled in a teaching methods course}, volume={56}, number={1}, booktitle={Abstract of Oral Presentation for the 2012 NACTA/DOCE Conference}, author={Lambert, M.D. and Torres, R.M.}, year={2012}, pages={45,} }
 @inproceedings{lambert_velez_elliott_2012, title={Students' Perceptions of Curriculum of Agricultural Science Education (CASE) as Compared to High School Science and Non- Science Course}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={164–179} }
 @inproceedings{lambert_velez_elliott_2012, title={Teachers speak about CASE}, volume={39}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={48–63} }
 @inproceedings{lambert_velez_elliott_2012, title={Teachers' Concerns and Behaviors while Implementing the CASE curriculum}, volume={56}, number={1}, booktitle={Abstract of Poster Presentations for the 2012 NACTA/DOCE Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={83,} }
 @inproceedings{lambert_velez_elliott_2012, title={Teachers' Perceptions of CASE}, volume={31}, booktitle={Proceedings of the 2012 Western Region Agricultural Education Research Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={17–32} }
 @inproceedings{ulmer_velez_witt_thompson_lambert_burris_2012, title={The CASE curriculum and science teaching efficacy: A one-year follow-up study}, volume={39}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Ulmer, J.D. and Velez, J.J. and Witt, P.A. and Thompson, G.W. and Lambert, M.D. and Burris, S.}, year={2012}, pages={1–15} }
 @article{torres_lambert_tummons_2012, title={The influence of time management practices on job stress level among beginning secondary agriculture teachers}, volume={53}, DOI={10.5032/jae.2012.01045}, abstractNote={Monitoring the stress of teachers continues to be important – particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers’ perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure and collect the data. The study was comprised of 36 beginning secondary agriculture teachers in Missouri. A highlight of the findings suggests that beginning teachers tend to perceive themselves as good managers of time when compared to norm data. Additionally, on average, these teachers are not in a state of stress. Low to negligible relationships exist between the seven time management practices and teachers’ scores on the job stress, job pressure, and lack of support indices.}, number={1}, journal={Journal of Agricultural Education}, author={Torres, R.M. and Lambert, M.D. and Tummons, J.D.}, year={2012}, pages={45–56 10 5032 2012 01045} }
 @article{lambert_elliott_2012, title={Tips from teachers who have implemented CASE}, volume={85}, number={2}, journal={The Agricultural Education Magazine}, author={Lambert, M.D. and Elliott, K.M.}, year={2012}, month={Sep}, pages={18–19} }
 @misc{lambert_strawn_2012, title={Using Parliamentary Procedure like a Pro}, author={Lambert, M.D. and Strawn, K.}, year={2012}, month={Jan} }
 @inproceedings{lambert_velez_elliott_2012, title={Yearlong Involvement with the Curriculum for Agricultural Science Education: A High School Student Perspective}, volume={56}, number={1}, booktitle={Abstract of Oral Presentation for the 2012 NACTA/DOCE Conference}, author={Lambert, M.D. and Velez, J.J. and Elliott, K.M.}, year={2012}, pages={45,} }
 @inproceedings{lambert_torres_2011, title={"How’d I do?” Preservice teachers reflecting on their clinical teaching experiences}, volume={38}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Torres, R.M.}, year={2011}, pages={708–726} }
 @article{velez_lambert_2011, title={Creative teaching strategies for your toolbox}, volume={83}, number={6}, journal={The Agricultural Education Magazine}, author={Velez, J.J. and Lambert, M.D.}, year={2011}, month={Apr}, pages={19–21} }
 @inproceedings{lambert_velez_2011, title={Enhancing reflection and improving pedagogical design through the development of a cumulative course reflection}, author={Lambert, M.D. and Velez, J.J.}, year={2011} }
 @article{lambert_henry_tummons_2011, title={How Do Early Career Agriculture Teachers Talk About Their Time?}, volume={52}, DOI={10.5032/jae.2011.03050}, abstractNote={This phenomenological study of early career agriculture teachers sought to determine the meaning early career agriculture teachers ascribe to their time. Seven teachers with a range of experience from mid- first year to beginning of sixth year were chosen. Interviews were used to make meaning of their time. Five themes were found in the information: (a) the day consists of patterns that vary depending upon the time of the year; (b) there is a conscious allocation of work time; (c) the process of managing time adapts and evolves over time; (d) personal and social time for the teacher is woven into or around work; and, (e) tensions exist between how teachers would like to spend their time and how they actually spend their time. Recommendations include taking stock of workload and personal time, identifying times that are most productive and adjusting their schedule to accommodate, developing a rhythm to their work, making decisions about how to spend time and realizing it is an evolving process.}, number={3}, journal={Journal of Agricultural Education}, author={Lambert, M.D. and Henry, A.L. and Tummons, J.D.}, year={2011}, pages={50–63} }
 @article{lambert_2011, title={Prioritize and Delegate}, journal={Old Yeller (OVATA newsletter).}, author={Lambert, M.D.}, year={2011}, month={Apr} }
 @inproceedings{witt_ulmer_lambert_thompson_velez_2011, title={Science teaching efficacy: The impact of the CASE institute}, booktitle={Proceedings of the 2011 National Agricultural Education Research Conference}, author={Witt, P. and Ulmer, J.D. and Lambert, M.D. and Thompson, G.W. and Velez, J.J.}, year={2011}, pages={85–88} }
 @misc{lambert_haug_crawford_cant_2011, title={Teach Ag Ed}, author={Lambert, M.D. and Haug, K. and Crawford, W. and Cant, J.D.}, year={2011}, month={Mar} }
 @inproceedings{velez_lambert_simonsen_dye_birkenholz_2011, title={The extracurricular participation levels of high school students and the relationships between activity levels and high school grade point average}, author={Velez, J.J. and Lambert, M.D. and Simonsen, J.C. and Dye, T. and Birkenholz, R.J.}, year={2011} }
 @inproceedings{lambert_torres_2011, title={The relationship of methods students’ characteristics to reflective ability}, volume={38}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Torres, R.M.}, year={2011}, pages={728–744} }
 @misc{lambert_velez_2011, title={What is Agricultural Education?}, author={Lambert, M.D. and Velez, J.J.}, year={2011} }
 @inproceedings{torres_lambert_tummons_2010, title={Does the ability to manage time influence the stress level among beginning secondary agriculture teachers?}, volume={37}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Torres, R.M. and Lambert, M.D. and Tummons, J.D.}, year={2010}, pages={366–379} }
 @inproceedings{lambert_ball_tummons_2010, title={Early career agriculture teachers and their time}, volume={37}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lambert, M.D. and Ball, A.L. and Tummons, J.D.}, year={2010}, pages={312–326} }
 @article{lambert_smith_ulmer_2010, title={Factors influencing relational satisfaction within an agricultural education mentoring program}, volume={51}, DOI={10.5032/jae.2010.01064}, abstractNote={Agricultural education is facing a teacher shortage. As a result, many states have implemented a mentoring program to help retain early career teachers. One of the challenges facing mentoring programs is the process of creating successful pairs. The purpose of this study was to determine if Mind Styles™ of mentors and protégés influenced satisfaction with the mentoring relationship. The study also describes demographics, Mind Styles™, and relational satisfaction scores of both mentors and protégés. Data were collected using the Gregorc Style Delineator™ as well as the Mentoring Relationship Questionnaire. The subjects for this study were all mentors and first year protégés in Missouri. The average age of mentors was 40.83 with the average protégé being 25.28 years of age. The mentor group was 80% male while protégés were 69% male. The group was largely Concrete Sequential, but all styles did appear at least once. Differences in relational satisfaction based on Mind Style™ combinations were found for three different combinations. A large effect size was found for Concrete Sequential mentors paired with Abstract Random protégés, indicating a difference in satisfaction.}, number={1}, journal={Journal of Agricultural Education}, author={Lambert, M.D. and Smith, A.R. and Ulmer, J.D.}, year={2010}, pages={64–74} }
 @article{torres_lambert_lawver_2010, title={Predicting secondary agriculture teachers’ job stress from selected personal, family, and work-related characteristics}, volume={35}, DOI={10.5328/cter35.206}, number={2}, journal={Career and Technical Education Research}, author={Torres, R.M. and Lambert, M.D. and Lawver, R.G.}, year={2010}, pages={65–79} }
 @article{lambert_lawver_torres_2010, title={Secondary agricultural education teachers in North Carolina: Forecasting underlying work-related job-stress levels}, volume={60}, url={http://www.jsaer.org/pdf/Vol60/2010-60-005.pdf}, journal={Journal of Southern Agricultural Education Research}, author={Lambert, M.D. and Lawver, R.G. and Torres, R.M.}, year={2010}, pages={52–66} }
 @inproceedings{lambert_ball_tummons_2010, title={The meaning early career agriculture teachers ascribe to their time}, booktitle={Proceedings of the Southern Region Agricultural Education Research Conference}, author={Lambert, M.D. and Ball, A.L. and Tummons, J.D.}, year={2010} }
 @inproceedings{torres_lawver_lambert_2009, title={An investigation of stress among secondary agricultural education teachers in Missouri and North Carolina}, volume={36}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Torres, R.M. and Lawver, R.G. and Lambert, M.D.}, year={2009}, pages={601–614} }
 @inproceedings{lawver_lambert_terry_2009, title={Assessment of instructional technology use and needs of university instructors}, volume={7}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Lawver, R. M. and Lambert, M.D. and Terry, R., Jr.}, year={2009}, pages={113–126} }
 @misc{lambert_2009, title={Fiesta Bound: Leadership for the sisterhood of Sigma Alpha}, author={Lambert, M.D.}, year={2009}, month={Mar} }
 @misc{lambert_2009, title={How do you eat an elephant: Time management for student teachers}, author={Lambert, M.D.}, year={2009}, month={Feb} }
 @article{torres_lawver_lambert_2009, title={Job related stress among secondary agricultural education teachers: A comparison study}, volume={50}, DOI={10.5032/jae.2009.03100}, abstractNote={The study sought to explore and compare the current level of job stress among secondary agriculture teachers in Missouri and North Carolina. The accessible populations consisted of secondary agriculture teachers (n = 252) in Missouri and (n = 118) in North Carolina. Data were collected using the Job Stress Survey (Spielberger & Vagg, 1999). From the findings, it was concluded that agriculture teachers in Missouri and North Carolina are not in an overall state of stress compared with norm data. However, time-related job tasks were found to be a source of stress among both teacher samples, and "excessive paperwork" was identified as the highest stressor. Low stress items among teachers fell into three broad job-related categories best described as supervision, advancement, and inactivity.}, number={3}, journal={Journal of Agricultural Education}, author={Torres, R.M. and Lawver, R.G. and Lambert, M.D.}, year={2009}, pages={100–111} }
 @inproceedings{torres_lambert_lawver_2009, title={Job stress among secondary agriculture teachers: An explanatory study}, volume={36}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Torres, R.M. and Lambert, M.D. and Lawver, R.G.}, year={2009}, pages={587–600} }
 @inproceedings{torres_lambert_tummons_2009, title={Stress levels of first year teachers as influenced by their perceived ability to manage time}, volume={7}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Torres, R.M. and Lambert, M.D. and Tummons, J.D.}, year={2009}, pages={272–282} }
 @inproceedings{smith_lambert_2009, title={Taking the profession to new heights}, booktitle={Abstracts of Poster Presentations for the 2009 NACTA/SERD Conference}, author={Smith, A.R. and Lambert, M.D.}, year={2009}, pages={4} }
 @misc{lambert_2009, title={Teaching with Instructional Materials Laboratory drop-ins}, author={Lambert, M.D.}, year={2009}, month={Jan} }
 @inproceedings{lambert_lawver_terry_2009, title={Technology training: An exploration of the interest of agriculture faculty}, booktitle={Abstracts of Poster Presentations for the 2009 NACTA/SERD Conference}, author={Lambert, M. D. and Lawver, R.G. and Terry, R., Jr.}, year={2009}, pages={20–21} }
 @inproceedings{torres_lambert_tummons_2009, title={The relationship between perceived time management behaviors of agricultural education students and their selected characteristics}, volume={7}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Torres, R.M. and Lambert, M.D. and Tummons, J.D.}, year={2009}, pages={283–292} }
 @inproceedings{saucier_lambert_2009, title={Using vodcasts for reflective teaching in an agricultural mechanics course}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Saucier, P.R. and Lambert, M.D.}, year={2009}, pages={36} }
 @misc{torres_lambert_2009, title={Where does the time go: Time management for first year teachers}, author={Torres, R.M. and Lambert, M.D.}, year={2009}, month={Jan} }
 @misc{lambert_frazier_strid_2008, title={Active learning: Engaging students in the classroom and beyond}, author={Lambert, M.D. and Frazier, D. and Strid, M.}, year={2008}, month={Mar} }
 @misc{lambert_lawver_2008, title={Ag-Mazeing adventure: What can an Ag Ed Degree Do for You?}, author={Lambert, M.D. and Lawver, R.G.}, year={2008} }
 @inproceedings{lambert_lawver_2008, title={Agricultural Instruction: Enhancing the efficiency and effectiveness of your program utilizing the IML agricultural online curriculum resource}, author={Lambert, M.D. and Lawver, R.G.}, year={2008}, month={Dec} }
 @article{lawver_lambert_2008, title={Do You Have AI (Appreciative Inquiry) in Your Toolbox?}, volume={80}, number={6}, journal={The Agricultural Education Magazine}, author={Lawver, R.G. and Lambert, M.D.}, year={2008}, month={May}, pages={11–12} }
 @inproceedings{ulmer_lambert_smith_2008, title={Does mind matter? Mind styles and relational satisfaction among agricultural education mentor protégé pairs}, volume={6}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Ulmer, J.D. and Lambert, M.D. and Smith, A.R.}, year={2008}, pages={229–239} }
 @misc{lambert_lawver_2008, title={Games with a point, utilizing games in the classroom}, author={Lambert, M.D. and Lawver, R.G.}, year={2008}, month={Jan} }
 @misc{smith_lambert_lawver_2008, title={Marooned on Paradise Island: Group cohesion and teamwork}, author={Smith, A.R. and Lambert, M.D. and Lawver, R.G.}, year={2008}, month={Mar} }
 @misc{lambert_lawver_2008, title={Parliamentary procedure basics: How to survive your first meeting}, author={Lambert, M.D. and Lawver, R.G.}, year={2008}, month={Dec} }
 @inproceedings{torres_lambert_lawver_2008, title={Predictors of job stress among Missouri secondary agriculture teachers}, volume={6}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Torres, R.M. and Lambert, M.D. and Lawver, R.G.}, year={2008}, pages={204–216} }
 @inproceedings{torres_lawver_lambert_2008, title={Stress among agriculture teachers: Highs and lows}, volume={6}, booktitle={Proceedings of the North Central Region Agricultural Education Research Conference}, author={Torres, R.M. and Lawver, R.G. and Lambert, M.D.}, year={2008}, pages={217–228} }
 @inproceedings{lawver_lambert_frazier_strid_garton_2008, title={Using podcasts as an instructional tool in verbal communications: Interactivity, connectivity and processing}, volume={35}, booktitle={Proceedings of the National Agricultural Education Research Conference}, author={Lawver, R.G. and Lambert, M.D. and Frazier, D. and Strid, M. and Garton, B.L.}, year={2008}, pages={1177–1179} }
 @misc{lambert_strid_2008, title={Using technology for distance education in Rural Sociology}, author={Lambert, M.D. and Strid, M.}, year={2008}, month={Oct} }
 @misc{ulmer_smith_lambert_2007, title={What is your style?}, author={Ulmer, J.D. and Smith, A.R. and Lambert, M.D.}, year={2007}, month={Sep} }