A comparative study of agricultural mechanics laboratories in Pennsylvania student-teaching and non - student-teaching centers.

摘要

This study evaluated the agricultural mechanics facilities in Pennsylvania's student teaching centers and non-student teaching centers in comprehensive high schools. This was accomplished by using the national standards developed for vocational agriculture mechanics laboratories (U.S. Department of Education 1974). The specific intent was to determine to what extent selected Pennsylvania vocational agricultural mechanics laboratories in production agriculture programs did or did not meet the national standards. Characteristics of selected schools, vocational agriculture teachers, and vocational agriculture programs were examined to determine if there was a relationship between such factors and whether agricultural mechanics laboratories met or did not meet the standards.;The author evaluated the 30 laboratories via on-site observations. Six argicultural mechanics laboratory evaluation categories were used: safety, budget, drainage, exhaust, and dust-collection system, electrical, compressed-air systems, housekeeping, and laboratory area. Data analysis was completed using the Statistical Package for the Social Sciences (SPSS;Findings revealed the 30 Pennsylvania vocational agricultural mechanics laboratories fared poorly in meeting the 34 standards. Student teaching centers selected as Pennsylvania's best vocational agriculture programs met only 14 standards; in comparison, non-student teaching centers met only 6 of the 34 standards.;Significant differences were found between student teaching and non-student teaching center laboratories. Student-teaching centers were more likely to have (a) a first-aid kit located in the department, (b) laboratory equipped with electrical overhead busways, (c) storage provided for student coveralls and glasses, (d) laboratory floor well-maintained, and (e) laboratory width of 40 feet. Non-student teaching centers were more likely to provide safety instruction in advance of any laboratoy work than student teaching centers.;The following recommendations resulted from the study: (1) Vocational agriculture teachers would benefit from inservice workshops on how to make their agricultural mechanics laboratories safer. (2) It is recommended that specific standards be written for Pennsylvania agricultural mechanics laboratories. (3) It is recommended that all production agriculture student teaching centers meet 75 percent of the national standards, including standards in agricultural mechanics, classroom instruction, youth organizations, and classroom facilities. (Abstract shortened with permission of author.).