Effective Techniques of Supervision for Instruction in Vocational Agriculture

In the preliminary statements of the introduction, an attempt was made to establish the importance of farming as an occupation and to justify research in all of its many areas. Since the passage of the Smith-Hughes act in 1917, teachers of Vocational Agriculture have employed a variety of techniques in developing and supervising farming programs with all-day students on the home farm. The study has been conducted in order to isolate the techniques contributing most to the success of farming programs. The use of some of these practices which are rated high, in this study, should result in teachers of vocational agriculture doing a more effective job of supervising the farming programs of their all-day students. This study is primarily concerned with the effective techniques for supervision of farming programs of all-day boys on the home farm. This study deals with information compiled from data supplied by a representative group of vocational agriculture teachers in Area I, Area II, and Area III. In making this study, the writer does not wish to point out the weaknesses of any particular program or teacher, but rather to make possible an overview of the factors which have in the past contributed to the development of supervised farming programs. No attempt was made to determine the causes of the conditions found