@book {6822, title = {Science, engineering, and technology (SET) programming in the context of 4-H youth development}, year = {2007}, publisher = {Ohio State University}, organization = {Ohio State University}, address = {Columbus, OH}, abstract = {The 4-H SET Leadership Team commissioned this paper to identify standards in SET with which 4-H could align, and to identify life skill outcome that would likely result from 4-H youth development programs. The authors see technology and engineering in context related to science, as some of the applications of scientific knowledge in the real world. A youth development approach to scientific learning allows the incorporation of cognitive theory into science education.}, author = {Robert Louis Horton and J. Gogolski and C. Warkentien} } @mastersthesis {9091, title = {Identification and selection of the appropriate leadership tasks for Ohio{\textquoteright}s teenage 4-H members}, volume = {Ph.D.}, year = {1983}, note = {

PRK Abstract

Modified NAL abstract with need for clarification

}, school = {Ohio State University}, type = {Doctoral diss.}, abstract = {

The study compared 4-H agent, club advisor, and teenage member perceptions regarding the importance of selected leadership tasks for teenage 4-H members, and the extent to which teenagers should be involved in carrying out these leadership tasks; and examine the differences among agent, advisor, and member perceptions and formulate a set of recommended leadership tasks. Results reveal moderate to extreme ratings of importance and involvement for the 87 leadership tasks by agents, advisors and members. The data also reveal that out of the 87 leadership tasks, all agree on the level of importance and the involvement of 52 leaders tasks. Leadership tasks identified by the state taskforce to represent the most recommended tasks for Ohio teenage 4-H members tended to be more highly rated by 4-H agents.

}, author = {Robert Louis Horton} }