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A study explored attitudes of adult vocational instructors in Central Ohio toward the use of higher-order thinking skills in vocational education. The attitude instruments developed by Kitinoja and Miller (1989) and Baldwin (1989) were adapted into a six-point Likert-scale to collect data from 32 of 33 full- and part-time instructors in 10 adult vocational institutions selected by cluster random sampling. Findings were analyzed using descriptive and inferential statistics. Instructors agreed with the use of educational objectives for the following purposes: (1) building program curriculum, planning learning experiences, and defining vague educational goals; (2) helping instructors teach, facilitating exchange of information about delivery of educational programs among instructors, and providing instructors with ideas of how to teach adult learners at higher levels of learning; (3) evaluating educational programs to help specify the criteria used to determine acceptable performance by adult learners and permit instructors to compare present programs goals with possible outcomes; (4) enabling adult learners to do a better job of learning, help them understand the purpose of instruction, and make them better users of information given in the program; and (5) maximizing the probability of achieving the educational goals of programs, analyzing the levels of learning that take place in teaching, and enhancing instructors' understanding of the educational process. (Contains 7 data tables and 13 references.) (YLB)

A study explored the attitude of the first-year university and teacher training college students toward the secondary agriculture program in Swaziland. A questionnaire generated data from 235 first-year college students at the University of Swaziland and 3 teacher training colleges. Findings indicated respondents had a positive attitude toward the secondary agriculture teachers, objectives, and teaching materials and only a slightly positive attitude toward the students. Students at the different institutions held different attitudes toward the teachers, about how people viewed students in agriculture, and about how the media portrayed agriculture and individuals in agriculture-related fields. Students' personal characteristics varied positively but explained little about their attitude toward the secondary agriculture components. Students rated most reasons listed in choosing their program very important. Characteristics that explained attitude toward students were grade level at which students decided to attend college (GL/DAC) and fathers' occupation; those that explained attitude toward objectives were mothers' occupation and GL/DAC; those that explained attitude toward teaching methods were recruitment by someone in present college and mothers' occupation; and those that explained attitude toward teaching materials were mothers' education and hobbies. Recommendations were made regarding teaching methods, improving student attitudes, and further research. (Contains 36 references.) (YLB)

A study determined the learning (achievement) of 151 participants in the 1992-93 Ohio pesticide applicator training (PAT) program. It assessed the intended level of cognition of instruction and the actual cognition level achieved by the participants. All participants were pre- and posttested using questions adapted from Hall and Prochaska (1991), Environmental Protection Agency (EPA) Home Study Course (1980), Ohio PAT program (Bohmont 1990), and information in the core package used by the program. The interview schedule developed by Bhardwaj (1989) was used to collect data that measured the intended level of cognition at which the PAT instructors planned to deliver the program. Findings indicated that the county agricultural agents who participated in the study intended to deliver the program primarily at the remembering (25 percent) and evaluation (21 percent) levels. The participants learned primarily at the remembering level. The following recommendations were made: county extension agents should become familiar with the levels of cognition; the Ohio Cooperative Extension Service should hire candidates who have knowledge of cognition; staff of the Ohio Department of Agriculture should attend workshops on developing tests for higher cognitive levels; and the EPA should include cognitive levels in the PAT program. (Contains 21 references.) (YLB)

A descriptive-correlational study was conducted to determine the extent to which students used the subject matter content taught in the "O" Level School Agriculture Program in Swaziland. The target population was 493 graduating "O" Level agriculture students in Swaziland. Data were collected in a school visit and through a mailed survey monitored to ensure 100 percent response. The questionnaire contained five sections that measured content in the following areas: plants and soil science, livestock and poultry production, farm structures and machinery, management and operation of agriculture business, and personal characteristics. The study found that students enrolled in the program rarely used the information they learned in the program and had low intentions of using it in their future. A number of recommendations were made: ensure that education is integrated with work; employment skills in agriculture should be used as a basis for curriculum content; students should be trained to use the skills taught; and agriculture should be taught as applied science. Further research was also recommended. (Contains 11 references.) (KC)

The forest products industry is one of the largest manufacturing enterprises in Ohio. Sawmills are a well-known and visible manufacturing sector. This document reports on a descriptive correlational study that investigated perceived educational needs of innovative Ohio sawmill operators which could serve as a model for individuals conducting needs assessments in other occupational areas. Using survey research methodology, the study examined a purposive sample of 32 innovative Ohio sawmill operators nominated by a panel of experts. The data collection instrument was developed as a mail questionnaire. Part 1 of the instrument collected data on innovative Ohio sawmill operators' perceived importance and knowledge of 67 job competencies. Part 2 collected data on characteristics of the subjects. A response rate of 100 percent was achieved. The following were among the findings: (1) the most important educational needs were in the areas of sawmill production, forest product marketing, and environmental awareness; (2) 50% of respondents preferred less formal delivery methods; (3) Appalachian-area operators tended to have more tenure and be more innovative; and (4) perceived educational needs did not appear to be related to such characteristics as age, tenure, educational level, size of operation, income, or aspirations. Recommendations based on the findings were made to adult educators, adult education organizations, and researchers. (Five tables and 36 references are included.) (NLA)

A study was conducted to determine the relationship of curriculum, gender, and location of residence to career maturity of high school students. Two schools (one urban, one rural) in central Ohio provided 320 participating students. A stratified random sampling techique was then used to select equal numbers of 10th and 12th grade vocational-male, vocational-female, college preparatory-male, college preparatory-female students from each of the rural and urban schools. Data were collected in the classrooms using the Career Development Inventory (CDI) and a demographic data questionnaire. Grade point averages and test scores were provided by the schools. Among the findings were the following: (1) college preparatory students were higher in career maturity than vocational students at both the 10th- and 12th-grade levels; (2) female students were higher than male students in career maturity at both the 10th- and 12th-grade levels; (3) no significant difference in career maturity was found between rural and urban students; and (4) scholastic achievement was significantly related to career maturity. (34 references) (CML)