|dc.description.abstract||The field of agricultural education relies on multiple research journals to
disseminate findings. This study focused on a 10-year content analysis of research
published in premier journals in agricultural education. The study ascertained primary
research themes, types of research conducted, prolifically published authors, frequently
cited authors, and frequently cited referenced works, and discussed how the formation
and usage of research in agricultural education has changed from 1997 to 2006. The
study sought assistance from agricultural educators to narrow the focus of the study and
to ensure study content validity.
A conceptual model, based on a thorough review of literature and a focus on the
peer discipline areas of agricultural education, guided the study. The study utilized a
field study and employed descriptive statistics.
Premier agricultural education (AGED) journals were identified: the Journal of
Agricultural Education (93%); Journal of International Agricultural and Extension
Education (67%); Journal of Extension (63%); North American Colleges and Teachers of Agriculture Journal (48%); Journal of Applied Communications (41%); and Journal
of Leadership Education (41%). The study identified primary and secondary research
themes, prolific authorship, research methods and types, and frequently cited authors and
referenced works in each of the identified premier AGED journals. The research used
compiled data, from each of the research journals, to analyze the frequencies and gaps
identified in the National Research Agenda [NRA]: Agricultural Education and
Communication 2007-2010 (2007).
Agricultural education in domestic and international settings: Extension and
outreach was the research priority area noted as the most frequently identified in past
research and no gaps were identified in the NRA.
To continue to strengthen the agricultural education discipline, research from this
study should be used to adjust research priority areas in the NRA and on the regional and