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Articles de revues sur le sujet « 309902 Education and Extension »

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Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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1

Musa, Michael B. « Extension education and the role of university extension departments ». International Review of Education 40, n^o 2 (1994) : 177–79. http://dx.doi.org/10.1007/bf01103693.

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2

Scheer, Scott, Graham Cochran, Amy Harder et Nick Place. « Competency Modeling in Extension Education : Integrating an Academic Extension Education Model with an Extension Human Resource Management Model ». Journal of Agricultural Education 52, n^o 3 (1 septembre 2011) : 64–74. http://dx.doi.org/10.5032/jae.2011.03064.

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3

Presley, DeAnn. « Know Your Community : Extension Education ». CSA News 60, n^o 11 (novembre 2015) : 28. http://dx.doi.org/10.2134/csa2015-60-11-9.

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4

Das, Samares Kumar, et Hema Tripathi. « Extension Education : Myth or Reality ». International Journal of Bio-resource and Stress Management 5, n^o 3 (2014) : 467. http://dx.doi.org/10.5958/0976-4038.2014.00598.3.

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5

Fredericks, Eldon E. « Extension Education and Information Technology ». Journal of Agricultural & ; Food Information 1, n^o 1 (25 mai 1993) : 131–34. http://dx.doi.org/10.1300/j108v01n01_15.

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6

Dwyer, Jeffrey W., Dawn Contreras, Cheryl L. Eschbach, Holly Tiret, Cathy Newkirk, Erin Carter et Linda Cronk. « Cooperative Extension as a Framework for Health Extension ». Academic Medicine 92, n^o 10 (octobre 2017) : 1416–20. http://dx.doi.org/10.1097/acm.0000000000001640.

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7

Budak, D. B., et O. Yurdakul . « Sustainable Agricultural Development Through Extension Education ». Asian Journal of Plant Sciences 3, n^o 2 (15 février 2004) : 215–18. http://dx.doi.org/10.3923/ajps.2004.215.218.

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8

Jones, Rodney, Alicia Goheen, Kevin Dhuyvetter, Terry Kastens et Vincent Amanor-Boadu. « Using Distance Education in Extension Programming ». Journal of Agricultural and Applied Economics 39, n^o 2 (août 2007) : 265–74. http://dx.doi.org/10.1017/s1074070800022975.

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This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.

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9

Price, David W. « Cooperative extension as community education developer ». New Directions for Adult and Continuing Education 1990, n^o 47 (1990) : 79–87. http://dx.doi.org/10.1002/ace.36719904712.

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10

Carey, Freda. « Theological Education by Extension in Pakistan ». Ecumenical Review 64, n^o 2 (juillet 2012) : 160–68. http://dx.doi.org/10.1111/j.1758-6623.2012.00158.x.

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11

Idowu, Oladele. « Sasakawa Africa Fund for Extension Education : A Review of Demand-Driven Agricultural Extension Education in Nigeria ». Journal of Agricultural Extension 25, n^o 1 (1 mars 2021) : 83–94. http://dx.doi.org/10.4314/jae.v25i1.9.

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The paper examined demand-driven agricultural extension education in Nigeria and emphasized the need for extension professionals to acquire soft skills in addition to their technical capabilities through the utilization of demand-driven extension education (DDEE) strategies. A review of demand-driven agricultural extension education in Nigeria as introduced by Sasakawa Africa Fund for Extension Education in universities was carried out to assess the concepts of demand-driven extension education, capacity development, skill, skill- mismatch. The reviews were analysed using themes and the findings were reported based on the themes identified from the review analysis. Job matching and human capital theories are the theoretical underpinning for this paper. The paper further highlighted the numerous benefits of DDEE prominent among which include its ability to adapt to the need of the learners and employers, utilize dynamic work-based pedagogy to improve competencies, and respond to the needs of the labour markets to ensure continuous alignment between desired qualification and available training. It is important to properly mainstream the use of demand-driven extension education strategies in training extension personnel for better and more sustainable extension and services delivery to farmers. Keywords: Agricultural extension, agricultural education, demand-driven extension education, capacity development, skill, skill- mismatch

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12

Struckmeyer, Kristopher M., Alex J. Bishop, Gina Peek, Paula Tripp et Sarah Gordon. « INNOVATING CAREGIVER EDUCATION : INCLUDING COOPERATIVE EXTENSION IN RURAL CAREGIVING EDUCATION ». Innovation in Aging 3, Supplement_1 (novembre 2019) : S677. http://dx.doi.org/10.1093/geroni/igz038.2502.

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Abstract Studies consistently report that caregivers under utilize resources, citing unawareness or inability to access programs as barriers to service utilization. Family and Consumer Science (FCS) educators within Extension have a unique blend of training that can help transform access to education for rural caregivers. Extension programming covers a wide range of topics, but few have implemented a curricular program or workshops to educate caregivers about caregiving issues. The current study involved a multi-state examination of innovativeness in caregiving program implementation among N = 216 FCS educators employed by the Cooperative Extension Service. Educators rated their perceptions of Extension’s receptiveness to change and personal factors. Results indicated that more urban areas (β = .19, p < .05), fewer years in their current position (β = -.23, p < .05), and greater leadership self-efficacy (β = .17, p < .05) predicted educator innovativeness to implement new caregiver education programming. However, when personal factors were added to the model, only years in current position (β = -.20, p < .05) remained significant. Subjective age (β = -.25, p < .01) and social support (β = .28, p < .01) were also found to significantly predict educator innovativeness. Despite previous research, these results indicate that personal factors may have a greater influence on educators’ innovativeness than organizational factors. These findings are critical when adopting and implementing a rural caregiver education programs through new organizational networks.

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13

Pankaj, Kumar Ojha, et Ghadei Kalyan. « Factors determining extension education as a career ». Journal of Agricultural Extension and Rural Development 7, n^o 11 (30 novembre 2015) : 308–10. http://dx.doi.org/10.5897/jaerd2015.0708.

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14

Deribe, Kaske Kacharo. « ICT and challenges of agricultural extension education ». Journal of Agricultural Extension and Rural Development 12, n^o 3 (31 août 2020) : 57–61. http://dx.doi.org/10.5897/jaerd2020.1162.

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15

Singh, A. Shyam, Khajan Singh, Imtiwati et Chandan Kumar. « Livestock production through extension education-A review ». Agricultural Reviews 35, n^o 1 (2014) : 1. http://dx.doi.org/10.5958/j.0976-0741.35.1.001.

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16

Hillock, David A., et Brenda R. Simons. « Oklahoma Gardening—Extension Horticulture Education Through Television ». HortScience 33, n^o 3 (juin 1998) : 507f—508. http://dx.doi.org/10.21273/hortsci.33.3.507f.

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In an era of shrinking Extension resources the question of how to reach large audiences with horticulture information is a pressing concern. Now in its 23rd year, Oklahoma Gardening is an example of spreading Extension information to large audiences through television. Oklahoma Gardening is produced cooperatively by the Oklahoma Cooperative Extension Service, the Dept. of Horticulture and Landscape Architecture, and the Dept. of Ag. Education, Communication, 4-H and Youth Development. The show offers traditional how-to information about gardening, lawn care, and landscaping, as well as up-to-date university research on horticulture. Extension specialists from other disciplines such as entomology, plant pathology, human environmental sciences, and soils frequently contribute to the show fostering cooperation between these programs. Weekly, Oklahoma Gardening reaches more than 175,000 viewers in Oklahoma and surrounding states. County Extension Educators are kept informed of programming and provided with support materials for each weekly show. They are also encouraged to provide input as to content and needs in their particular area of the state. In addition, consumer horticulture programming and show content are closely tied and the show serves as a bulletin board for horticulture related events coordinated by the extension service.

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17

Dondera, Radu, Chun Jia, Voicu Popescu, Cristina Nita-Rotaru, Melissa Dark et Cynthia S. York. « Virtual Classroom Extension for Effective Distance Education ». IEEE Computer Graphics and Applications 28, n^o 1 (janvier 2008) : 64–74. http://dx.doi.org/10.1109/mcg.2008.19.

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18

Fredericks, Eldon E. « Cooperative Extension Computer Networking and Distance Education ». Journal of Agricultural & ; Food Information 2, n^o 3 (septembre 1994) : 111–15. http://dx.doi.org/10.1300/j108v02n03_14.

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19

Blake, J. P. « Opportunities for Extension Professionals in International Education ». Journal of Applied Poultry Research 14, n^o 2 (juillet 2005) : 417–24. http://dx.doi.org/10.1093/japr/14.2.417.

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20

Meeng, I. M. « Journal of International Agricultural and Extension Education ». Journal of Agricultural Education and Extension 5, n^o 4 (mars 1999) : 275–77. http://dx.doi.org/10.1080/13892249985300071.

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21

Mulder, Martin, et Angela Pachuau. « How agricultural is agricultural education and extension ? » Journal of Agricultural Education and Extension 17, n^o 3 (juin 2011) : 219–22. http://dx.doi.org/10.1080/1389224x.2011.559056.

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22

Rogers, Alan. « Adult education and agricultural extension : some comparisons‡ ». International Journal of Lifelong Education 12, n^o 3 (juillet 1993) : 165–76. http://dx.doi.org/10.1080/0260137930120302.

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23

Zhou, Yingying, et Leilei Wu. « Extension Priority Evaluation Extension Model for Quality Evaluation of Innovation and Entrepreneurship Education ». Journal of Advanced Computational Intelligence and Intelligent Informatics 23, n^o 2 (20 mars 2019) : 242–47. http://dx.doi.org/10.20965/jaciii.2019.p0242.

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The quality evaluation of innovation and entrepreneurship education is of vital importance. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, this paper constructs the efficient innovation and entrepreneurship education quality evaluation system of 4 dimensions: innovation and entrepreneurship curriculum and activities, innovation and entrepreneurship education conditions, innovation and entrepreneurship education channels, innovation and entrepreneurship education effectiveness and 16 sub indicators, establishes the extension priority-degree evaluating model, and makes empirical study for 3 universities in Ningbo City, so as to put forward the corresponding suggestions.

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24

Laband, David N., et Bernard F. Lentz. « Higher Education Costs and the Production of Extension ». Journal of Agricultural and Applied Economics 37, n^o 1 (avril 2005) : 229–36. http://dx.doi.org/10.1017/s1074070800007215.

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Do cost considerations justify the current structure of production of extension services in which one or more providers exists in virtually all of the contiguous U.S. states? Provision of extension services has sizable cost implications for the host institutions. Yet, to our knowledge, there has been virtually no analysis of the impact of extension on higher education costs. Using academic year 1995–1996 data, we estimate a multiproduct cost function for 1,445 public institutions of higher education in the United States, including 65 that provide extension services. We find evidence of significant economies of scale with respect to the provision of extension services but no evidence of significant economies of scope between the provision of extension and the production of research, undergraduate education, or graduate education.

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25

Wells, Murray. « Publish or Perish—an Extension ». Accounting Education 16, n^o 3 (septembre 2007) : 267–68. http://dx.doi.org/10.1080/09639280701430264.

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26

Hongxu, Wang, et Zhang Hongchen. « The extension algebra ». International Journal of Mathematical Education in Science and Technology 20, n^o 4 (juillet 1989) : 551–54. http://dx.doi.org/10.1080/0020739890200408.

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27

Agunga, Robert. « Communication Training Needs Of Agricultural And Extension Education Graduates : A Survey Of Association Of Agricultural And Extension Education Members ». Journal of Agricultural Education 34, n^o 3 (septembre 1993) : 84–92. http://dx.doi.org/10.5032/jae.1993.03084.

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28

Mirando, M. A., J. M. Bewley, J. Blue, D. M. Amaral-Phillips, V. A. Corriher, K. M. Whittet, N. Arthur et D. J. Patterson. « EXTENSION EDUCATION SYMPOSIUM : Reinventing extension as a resource—What does the future hold?1 ». Journal of Animal Science 90, n^o 10 (1 octobre 2012) : 3677–92. http://dx.doi.org/10.2527/jas.2011-5074.

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29

de Koff, Jason P. « Know Your Community : Social Media in Education/Extension ». CSA News 59, n^o 6 (juin 2014) : 30. http://dx.doi.org/10.2134/csa2014-59-6-13.

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30

Hillison, John. « Agricultural Education And Cooperative Extension : The Early Agreements ». Journal of Agricultural Education 37, n^o 1 (mars 1996) : 9–14. http://dx.doi.org/10.5032/jae.1996.01009.

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31

Barton, Elizabeth T., Emily A. Barton, Susan Barton, Cheryl R. Boyer, Jim Brosnan, Paul Hill, Jared Hoyle, Judson Reid, Jamie Seger et Eric Stafne. « Using Technology to Enhance Extension Education and Outreach ». HortTechnology 27, n^o 2 (avril 2017) : 177–86. http://dx.doi.org/10.21273/horttech03608-16.

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We held a technology session at the 2016 Annual Meeting of the American Society for Horticultural Science in Atlanta, GA, to provide guidance for technology choices in extension education and an opportunity to learn more about engaging new audiences, including the millennial generation (people born between 1982 and 2000). The use of technology is now an integral part of extension-client interaction. Presenters in the session gave examples of when technologies such as blogs, social media accounts, or web conferencing tools allowed extension personnel to increase engagement with online consumers and ultimately help fulfill extension’s mission of extending knowledge and changing lives. Effective engagement requires both educators and learners to be satisfied with the exchange. It is critical to monitor the quality of these digitally facilitated exchanges as compared with traditional face-to-face interactions. Additionally, it is possible to quantify digital engagement with readily available metrics, such as “retweets” (a reposted or forwarded message) or “likes” (indication an item is appreciated). These allow innovative and substantive reporting to further justify continued use of digital technologies for enhancing client-extension relations.

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32

Onyebinama, U. A. U., et I. C. Onyebinama. « Extension Education and Entrepreneurship Development in Nigerian Agriculture ». Agricultural Journal 5, n^o 2 (1 février 2010) : 63–69. http://dx.doi.org/10.3923/aj.2010.63.69.

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33

Shelfer, Kathy, et Abby Goodrum. « Competitive Intelligence as an Extension of Library Education ». Journal of Education for Library and Information Science 41, n^o 4 (2000) : 353. http://dx.doi.org/10.2307/40324050.

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34

조진수. « A Study on Multi-Layered Sentence-Extension Education ». korean language education research 50, n^o 3 (septembre 2015) : 267–95. http://dx.doi.org/10.20880/kler.2015.50.3.267.

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35

Ibrahim, M., et R. Anwar. « HORTICULTURAL EDUCATION, EXTENSION AND TRAINING SYSTEM IN PAKISTAN ». Acta Horticulturae, n^o 672 (mai 2005) : 145–51. http://dx.doi.org/10.17660/actahortic.2005.672.16.

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36

Murdock, Edward C., et Alan C. York. « Documentation of Extension Specialists' Involvement in Graduate Education ». Journal of Natural Resources and Life Sciences Education 25, n^o 2 (septembre 1996) : 148–52. http://dx.doi.org/10.2134/jnrlse.1996.0148.

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37

Rosson, C. Parr. « The Role of International Trade in Extension Education ». Journal of Agricultural and Applied Economics 43, n^o 3 (août 2011) : 295–99. http://dx.doi.org/10.1017/s1074070800004284.

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38

Wallace Goddard, H., et Charlotte Shoup Olsen. « Cooperative extension initiatives in marriage and couples education ». Family Relations 53, n^o 5 (octobre 2004) : 433–39. http://dx.doi.org/10.1111/j.0197-6664.2004.00051.x.

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39

Smith, Wendell. « The Leadership Challenge in Continuing Education and Extension ». Adult Learning 3, n^o 3 (novembre 1991) : 14–16. http://dx.doi.org/10.1177/104515959100300307.

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40

Rogers, Everett M. « Prospectus for a Cooperative Extension System in Education ». Knowledge 13, n^o 3 (mars 1992) : 248–55. http://dx.doi.org/10.1177/107554709201300305.

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41

Peters, Laurence. « The District Education Extension Agent as "Strategic Broker" ». Knowledge 13, n^o 3 (mars 1992) : 320–29. http://dx.doi.org/10.1177/107554709201300309.

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42

Abi-Ghanem, Rita, Lynne Carpenter-Boggs, Richard Koenig, Chris Pannkuk, William Pan et Robert Parker. « Extension Education for Dryland Cropping Systems in Iraq ». Journal of Natural Resources and Life Sciences Education 38, n^o 1 (2009) : 133–39. http://dx.doi.org/10.4195/jnrlse.2009.0001.

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43

Mulder, Martin. « Editorial – Extension education theory and research in India ». Journal of Agricultural Education and Extension 22, n^o 2 (14 mars 2016) : 105–9. http://dx.doi.org/10.1080/1389224x.2016.1155890.

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44

Röling, N., et F. de Jong. « Learning : Shifting paradigms in education and extension studies ». Journal of Agricultural Education and Extension 5, n^o 3 (décembre 1998) : 143–61. http://dx.doi.org/10.1080/13892249885300281.

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45

Davis, Kristin. « The complex processes of agricultural education and extension ». Journal of Agricultural Education and Extension 25, n^o 3 (19 mai 2019) : 193–94. http://dx.doi.org/10.1080/1389224x.2019.1615170.

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46

SINGH, R. A., AMAR SINGH, DHARMENDRA YADAV, JITENDRA SINGH et S. B. PAL. « Potato production through telecounselling mode of extension education ». AGRICULTURE UPDATE 11, n^o 4 (15 novembre 2016) : 423–26. http://dx.doi.org/10.15740/has/au/11.4/423-426.

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47

Mixon, J. Wilson, et Weidong Wan. « International demand for American higher education : An extension ». Research in Higher Education 31, n^o 2 (avril 1990) : 129–34. http://dx.doi.org/10.1007/bf00992257.

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48

Tiffany, Jill Churchill, et Janet Z. Burson. « Baccalaureate Nursing Education At Extension Sites : A Survey ». Journal of Nursing Education 25, n^o 3 (mars 1986) : 124–26. http://dx.doi.org/10.3928/0148-4834-19860301-11.

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49

Abboud, Elias. « Viviani's Theorem and Its Extension ». College Mathematics Journal 41, n^o 3 (mai 2010) : 203–11. http://dx.doi.org/10.4169/074683410x488683.

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50

Díaz-Jiménez, Alfonso, et Gentil A. Estévez-Bretón. « An Extension of Rayleigh's Principle ». International Journal of Mechanical Engineering Education 22, n^o 2 (avril 1994) : 83–90. http://dx.doi.org/10.1177/030641909402200202.

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Steidel's extension of Rayleigh's method for calculating the natural vibrational frequencies of mechanical systems with two degrees of freedom provides an elegant method to obtain exact results. In the present article this approach, which perhaps has not been exploited as much as it could be, is first reviewed and then several examples of the procedure are given. An extension of the method to three degrees of freedom is presented, and a natural generalization of Rayleigh's principle is suggested.

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