This article describes workshop participants and their selected perceptions of the in-service education topics presented during the 1999 professional development seminars sponsored by the American Professional Partnership for Lithuanian Education (APPLE). Sources of the data were 58 teachers and administrators who were employed at high and higher (postsecondary) schools of agriculture in Lithuania. One-half (52%) of the participants in the two workshops taught agricultural subjects. A researcher- developed survey instrument elicited three categories of information from the seminar participants: (a) personal/demographic data, (b) perceptions about trends and the future for education, agricultural education, and agriculture in Lithuania, and (c) assessments about the ìimportanceî of and their self- perceived ìabilityî to perform the nine competencies presented in the seminars. The descriptors for the ìimportanceî scale were ì5î = ìGreat Importance,î Ö ì1î = ìNo Importance.î The descriptors for the ìabilityî scale were ì5î = ìHigh Ability,î Ö ì1î = ìNegligible Ability.î Cronbachís coefficient alpha reliability estimates for the rating scales were .77 and .79, respectively. Two-thirds of participants perceived that the general quality of education in Lithuania was either ìsomewhatî or ìmuch improvedî since 1992, and half expressed that ìtheir life as an agricultural educator/educatorî was either ìsomewhatî or ìmuch improved.î The overall mean ìimportanceî rating for all workshop topics was 3.69; the overall mean ìabilityî rating for all topics was 3.28. For the purpose of planning and designing future workshops, stakeholder consensus needs to be reached regarding the ìidealî target audience for APPLE-sponsored agricultural education seminars.


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