ARTICULATION ACTIVITIES BETWEEN MISSOURI SECONDARY AND TWO-YEAR POSTSECONDARY VOCATIONAL AGRICULTURE PROGRAM

Purpose. The purpose of the study was to identify current and needed articulation practices between Missouri secondary and postsecondary vocational agriculture programs. Questions investigated related to what extent: (1) could selected activities promote articulation between secondary and postsecondary vocational agriculture programs? (2) have selected articulation activities been implemented between secondary and postsecondary vocational agriculture programs? (3) do the perceptions of secondary and postsecondary vocational agriculture teachers differ when identifying priority activities for articulation?;Procedures. The sample included 133 secondary and 23 postsecondary Missouri vocational agriculture teachers. The dependent variables were 19 articulation activities identified by a jury of experts. The instrument was field tested and modified as needed. The instrument reliability for the study was .89 for the importance rating of articulation activities and .89 for the current level of articulation implementation. The independent variables consisted of responses from 151 secondary and postsecondary Missouri vocational agriculture teachers for a 97 percent return rate.;Multivariate analysis of variance was the primary statistical method. The multivariate analysis of variance was followed by analysis of variance if the variables produced a significant value.;Conclusions. (1) Both secondary and postsecondary vocational agriculture teachers perceived articulation to be important. (2) Postsecondary vocational agriculture teachers perceived articulation activities to be more important than did secondary vocational agriculture teachers. (3) Both secondary and postsecondary vocational agriculture teachers believed that the current level of articulation activity in Missouri was limited. (4) Secondary vocational agriculture teachers indicated that the current level of articulation activity was greater than did postsecondary teachers. (5) Postsecondary vocational agriculture teachers perceived a greater need for articulation activities than did secondary vocational agriculture teachers.