Vol. 2 No. 3 (2021)

Articles

• The EVAL framework: Developing impact evaluation scholars

  Robert Strong, Kim Dooley, Theresa Murphrey, Jen Strong, Chanda Elbert, Matt Baker

  1-13

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• Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience

  Matthew S. Kreifels, Nathan Conner, Bryan A. Reiling, Christopher T. Stripling, Mark A. Balschweid

  14-24

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• The Influence of extension professional’s job satisfaction and the quality of relationship with department heads on field faculty career commitment to Montana State University Extension

  Steven Siegelin, Dan Lee, Cody Stone

  25-38

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• Credibility in crisis: Determining the availability and credibility of online food supply chain resources during the COVID-19 pandemic

  Anissa M. Zagonel, Lauri M. Baker, Joelle Covarrubias, Angela Lindsey

  39-49

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• Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

  Eric Rubenstein, James Scott

  50-60

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• Identifying important skills and competencies needed for new Florida agriculture extension agents

  Alicia Halbritter, Marcelo Wallau, Matt Benge, Cheryl Mackowiak

  61-71

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• Communication in a pandemic: Concerns of agricultural and natural resources opinion leaders during early stages of the COVID-19 pandemic

  Lauri Baker, Christy Chiarelli, Shelli Rampold, Ashley McLeod-Morin, Angela Lindsey

  72-82

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• Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce

  John Diaz, Colby Silvert, Cody Gusto, K.S.U Jayaratne, Lendel Narine

  83-95

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• Comparing the Borich model with the Ranked Discrepancy Model for competency assessment: A novel approach

  Lendel Narine, Amy Harder

  96-111

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