Vol. 72 No. 01 (2022)

The manuscripts in Volume 72, Issue 1 (2022) of the Journal of Southern Agricultural Education Research (JSAER) address key priorities in agricultural education including teacher effectiveness during crisis conditions, student engagement in experiential learning, Extension outreach for emerging agricultural sectors, and curriculum adoption in international contexts.

Teacher Preparation and Effectiveness

• Teaching Effectiveness During the Pandemic: A quantitative study using the ETI-SBAE instrument measures the effective teaching characteristics of 72 preservice SBAE teachers at Oklahoma State University during the Spring 2020 COVID-19 semester, finding that all participants scored in the strong to very strong range and that those who intended to enter teaching reported higher effectiveness scores, affirming the instrument's utility for teacher preparation programs.
• Motivating Students in SAE Programs: A collective case study of three successful agricultural educators identifies key strategies for motivating high-quality Supervised Agricultural Experience programs, including grading SAE participation, connecting projects to student interests, maintaining flexibility in SAE categories, and building programs incrementally over time, offering practical implications for both classroom teachers and preservice preparation.

Technology Integration and Critical Thinking

• GPS and Geocaching in the Agriscience Classroom: A quantitative study evaluating a GPS and Geocaching lesson in agriscience classrooms finds statistically significant improvements in student engagement, cognitive maturity, innovation, and overall critical thinking disposition for all participants, though geocaching integration alone did not produce additional gains, suggesting GPS-based instruction is a promising but not fully understood lever for critical thinking development.

Extension Education and Organic Farming

• Educational Needs of Organic Farmers: A Borich needs assessment of South Carolina organic farmers identifies managing organic crop diseases, insect pests, and weeds as the highest priority educational needs, recommending that Cooperative Extension develop targeted resources for organic producers and assess agent competency gaps to better bridge the divide between organic education and extension programming.

International and Curriculum Perspectives

• Curriculum Adoption in Uganda: A qualitative study interviewing eight Ugandan secondary teachers who adopted an international NGO's agriculturally-focused curriculum finds that shifting from theoretical to practical instruction, meeting students' survival needs, and changing teacher habits and perceptions of agriculture were central themes, recommending continued partnership with Uganda's Ministry of Education to explore broader national adoption of the curriculum.