Identification of STEM concepts associated with junior livestock projects: A Delphi study - Kate Wooten (Texas A&M University, 2012)
This degree was republished online in 2013 under John Rayfield and Kate Wooten. Using a modified Delphi technique, this study identified STEM concepts associated with junior livestock projects. The study also examined STEM concepts that should be integrated into the supervision of the junior livestock projects and identified barriers which would prevent the incorporation of STEM concepts into local 4-H and FFA leaders/advisors should incorporate STEM concepts into their programming and instruction, and no barriers which would prevent them from incorporating these concepts into their teaching. The paper also explores the rationale regarding STEM integration and makes recommendations for the integration of STEM concepts into the supervision of junior livestock projects.
The study was also published under the advisor's name, John Rayfield in 2013.

A mixed methods examination of the motivations of 4-H volunteer leaders and extension educators - Jessalyn Rae Schrock (Oklahoma State University, 2012)

The nature and extent of conflict among volunteer leaders in the 4-H horse project: implications for effective program management - Mary E. Arnold; Brooke D. Nott (Journal of Extension, 2012)

North central region 4-H volunteers: Documenting their contributions and volunteer development - Pamela Larson Nippolt; Sue Pleskac; Vicki Schwartz; Doug Swanson (Journal of Extension, 2012)
A team of North Central region 4-H volunteer specialists conducted a study of volunteer contributions and impacts related to working with youth within a 4-H program. More than 3,000 4-H volunteers from twelve states completed a survey.

Pilot Study: A guide to equine welfare assessment - Taylor A. Fabus; Karen Waite; John Shelle; Janice Siegford; Julie Chapin (Journal of Extension, 2012)
In response to growing interest in equine welfare and the need for 4-H curriculum, a pilot study of equine welfare curricula was conducted with 4-H clubs (n=15). An overall low response rate of 26.6% was experienced. An online survey was then conducted in order to determine factors affecting involvement. Time constraints for both youth and leaders were among the most commonly cited deterrents to completion. Survey responses also suggestion also suggested that following a hybrid (of hard copy and online instruction) may increas usability and effectiveness of A Guide to Equine Welfare Assessment.

Project horse or horseless: A comparison of leadership life skills development of youth in the Kentucky 4-H horse program - Jessica Nicole Williams (University of Kentucky, 2012)
The study's aim was to determine the influence of a project horse on the leadership life skills developed by 4-H horse club members in Kentucky, by comparing leadership life skills developed by 4-H horse club members with a project horse to members who are horseless. The 4-H horse club members who indicated they participated with a project horse were found to have a higher level of leadership life skills development than those members who were horseless, though not to a significant degree. Though correlations were found between life skills development and all of the selected horse club member characteristics, only the relationship between life skills development and reported academics was significant.

Rodeo Austin blue ribbons, buckin' broncs, and big dreams: The story of the Star of Texas Fair and Rodeo - Liz Carmack (Texas A&M University Press, 2012)
Who would have dreamed that a one-day calf show would evolve into a top five professional rodeo that raises millions of dollars for education? From its beginnings as a tiny 4-H event to its current role as one of Austin's largest charities, the Star of Texas Fair and Rodeo has grown in both size and purpose in the past 75 years.

Social capital development in youth development programming: A case study of California 4-H, Youth, Families and Communities - Amy McGuire (University of California, Davis, 2012)

South Carolina's model for initiating Hispanic 4-H clubs - Robert Lippert; Kellye Shofner Rembert (Journal of Extension, 2012)
Ideas at Work 6IAW5

Text to speech: A 4-H model of accessibility and inclusion - Jeremy W. Green (Journal of Extension, 2012)
4-H project manuals play an integral part in a youth's ability to achieve mastery in a specific project area. For youth who struggle with reading, written 4-H materials prove inadequate in addressing the needs of the learner. Article includes introduction, meeting the need, replication, results to date, implications and conclusion.

Use of Experiential Learning in 4-H Clubs: Implications for 4-H Programs - Bechtel, Robyn; Ewing, John C; Radhakrishna, Rama B (North Central American Association for Agricultural Education Conference, 2012)
This paper begins on page 18 of the proceedings

Using digital classrooms to conduct 4-H club meetings - Patricia West; Nicholas E. Fuhrman; A. Christian Morgan; Dennis W. Duncan (Journal of Extension, 2012)
Using computer technology and digital classrooms to conduct 4-H club meetings is an efficient way to continue delivering quality 4-H programming during time of limited resources and staff. Nineteen junior and senior 4-H'ers participated in seven digital classroom workshops using the Wimba Classroom application. These digital classroom sessions were designed to improve Project Achievement development and increase competition scores. Eighteen of the nineteen 4-H participants increased Project Achievement scores by approximately 11%. Seven hours of travel time and 26 hours of instruction time were saved by utilizing digital classroom technology in a 3-month period.

Volunteer management needs assessment of the Tennessee 4-H program - Robbie B. Casteel (Journal of Extension, 2012)
The purpose of the descriptive study was to determine the perceptions of working with 4-H volunteer leaders and knowledge level of volunteer managemnet through a state-wide needs assessment among Tennessee Extension agents with 4-H youth responsibility. Most of the Extension agents agreed on a need for readily available, Web-based materials and for a comprehensive 4-H volunteer leader management system.

Why 4-H members leave: A study of discontinuance through both current 4-H members and former members - Kevin Dwayne Chilek (Texas A&M University, 2012)
This study addresses why youth choose to discontinue membership in 4-H, asking current members what they know about youth who do not choose to reenroll and what factors might guide programmatic adjustments to decrease member dropouts. The study addressed the number of factors that are needed to cause a member to discontinue, whether discontinuing members felt 4-H was un-cool. There was no significant single factor found that caused young people to dropout.

2011 Kansas 4-H camp counselor training impacts - Deryl E. Waldren ([unpublished] report, 2011)
The purpose of the study was to learn how much knowledge, attitudes, skills, and spirations were learned in the camp counselor trianing, and 2) to learn how what short term outcomes were applyed by counselors during camp. Results showed that camp counselors met or exceeded their anticipated level of performance during camp for 6 out of the 14 topics learned duirng camp counselor training.

4-H women and their horses: An extraordinary relationship with an extraordinary animal - Janet Kiser Lambarth (Journal of Extension, 2011)

Adolescent academic achievement and school engagement: An examination of the role of student peer culture - Alicia Doyle Lynch (Tufts University, 2011)
Utilized the 4-H Study of Positive Youth Development and the National Longitudinal Study of Adolescent Health. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have been previously associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. These results are discussed in light of recent developments in adolescent intervention strategies and school reform.

Assessing the need for an on-line educational module for volunteer leaders on bio-security in Washington State 4-H livestock projects - Jill L. Stevenson; Dale A. Moore; Jerry Newman; Janet L. Schmidt; Sarah M. Smith; Jean Smith; Susan Kerr; Michael Wallace; Pat BoyEs (Journal of Extension, 2011)
Although barriers to online education exist, there are many benefits of online education that can be passed from leaders to youth to help reduce the spread of disease in 4-H livestock.

An assessment of positive youth development within 4-H programs in Warren and Sussex County, New Jersey - Megan Erica Everswick (Pennsylvania State University, 2011)

Bringing carnaval drum and dance traditions into 4-H programming for Latino youth - Evelyn Conklin-Ginop; Marc T. Braverman; Robyn Caruso; Dennis Bone (Journal of Extension, 2011)
Evaluation revealsed that 4-H Bloco has positive impacts with regard to cultural appreciation, gang-related attitudes and awareness, health awareness, exercise and nutrition.
Ideas at Work 4IAW1

Character education and 4-H youth development - Jessica Lynn Mullins (University of Kentucky, 2011)

Characteristics and perceptions of 4-H participants: Gender and age differences across adolescence - Karin Bartoszuk; Brandy A. Randall (Journal of Extension, 2011)
The study reported here examined 367 adolescent 4-H participants in terms of demographic, psychological, behavioral and relational characteristics as well as their perceptions and experiences in 4-H. Overall, participants scored high on all outcome variables except having a diverse population in their culb. Older participants were more optimistic and were more satisfied with their 4-H experiences. Girls appeared to be healthier in regards to psychological characteristics, positive behaviors and relationships with peers and other adults and were more satisfied with their experiences.

Content analysis of the effectiveness of talking points during the 2010 Georgia budget cuts - Nicole Kliebert (University of Georgia, 2011)
It was found that the talking point theme, "higher education" was used most frequently, which included 4-H.

Demographic indicators of persistence among intermediate 4-H members in Iowa - Bryan Leslie Whaley (Iowa State University, 2011)
The purpose of this study was to explore the demographic characteristics that predict persistence among intermediate 4-H members in Iowa. Membership data were evaluated from the 2009-2010 and 2010-2011 membership years. High persistence was associated from members from rural areas, under 10,000 in population or a farm.

Developing a life skills evaluation tool for assessing children ages 9-12 - Kristina Luckey; Louis Nadelson (Journal of Youth Development, 2011)
The purpose of the study was to create and validate an instrument to assess life skill outcomes. The study used both qualitative and quantitative methods. One hundred and 11, six to 12-year olds were involved in the study.
Article 110601RS002

Development and evaluation of an on-line educational module for volunteer leaders on bio-security in Washington State 4-H livestock projects - Jill L. Stevenson; Dale A. Moore; Jerry Newman; Janet L. Schmidt; Sarah M. Smith; Jean Smith; Susan Kerr; Michael Wallace; Pat BoyEs (Journal of Extension, 2011)

Development of self-determination in youth with intellectual and developmental disabilities in 4-H programming: A qualitative study - Myra Jo Monroe (Louisiana State University, 2011)

Does participation in 4-H improve student outcomes? Evidence from Florida and Ohio - Troy Thomas Timko (University of Florida, 2011)
This study used data on school districts and grade-levels observed over several school years and a difference in difference in differences approach to control for potential unobserved confounders of causal relationships of interest. The author examined the impacts of participation in 4-H on test scores and behavioral outcomes and results of the Florida Comprehensive Assessment Test, with 4-H participation information obtained from Florida 4-H and Ohio achievement Assessments combined with 4-H participation information obtained from Ohio 4-H. The results in Florida showed that 4-H participation has a statistically significant effects on both mathematics and reading subtests for Florida 4-H members. Ohio 4-H members were also positive, the though the effects are milder. An inconclusive result was shown on the program's effects related to misconduct in both states.

Economic impact analysis of 4-H youth livestock projects using IMPLAN - Amy Harder; Alan W. Hodges (Journal of Extension, 2011)
Evaluated a software program to demonstrate long-term impact in one of the largest program areas.

Effects of the Texas 4-H Livestock Ambassador program on 4-H youth and the perceived impact on leadership skills, livestock production knowledge and agricultural career development - William Zanolini (Texas A&M University, 2011)
Forty-six youth attended one of the 2011 Texas 4-H livestock ambassador short courses held on the campuses of Texas A & M and Texas Tech University. Two instruments were developed to evaluate the perceptions of the participants regarding their perceived i

Effects of the University of Georgia Cooperative Extension New Agent Training Program on the retention of 4-H youth development extension agents - Stacey Ellison (University of Georgia, 2011)
This was a qualitative study to investigate what effects the Georgia Extension New Agent Training program has on employee retention, especially 4-H agents. Findings indicated that participants value the training program and there is a much stronger relati

The evaluation attitudes and practices of 4-H educators - Kristi S. Lekies; Amanda Marie Bennett (2011)
Internet study of Extension educators to examine their evaluation attitudes and practices.

An evaluation of the Health Rocks! program: Implications for measuring future program impact - Carlton Self (University of Georgia, 2011)
The National 4-H Council and Georgia 4-H attempted to present a substance abuse education program, called Health Rocks! during 2010 to an audience primarily composed of middle school youth. Statistically significant differences were found in attitudes and

Examining the reasons and relationships between why youth join, stay in and leave 4-H - Rebecca Harrington; Trisha Sheehan; Dale A. Blyth (Journal of Youth Development, 2011)
online

Factors influencing 4-H club enrollment and retention in Georgia - Amber B. Defore; Nicholas E. Fuhrman; Jason B. Peake; Dennis W. Duncan (Journal of Youth Development, 2011)

Factors influencing 4-H volunteer recruitment and retention in Lincoln County - Rachael L. Payne (West Virginia University, 2011)

Findings of 4-H impact studies in six Western states - Brenda S. Seevers; Frank Hodnett; Dawn Van Leeuwen (Journal of Extension, 2011)

Global 4-H network: Laying the groundwork survey - Jennifer Major (Utah State University, 2011)
A descriptive study examining 4-H programs in Africa, Asia and Europe was conducted for the National 4-H Council. Program size, scope, structure, organization, and funding varied greatly by country and few of the programs were connected to a university, but many partnered with other 4-H organizations around the world. Program participants were found to be primarily male with few programs specifically for women.

Improving knowledge and practice relating to animal disease transmission risk through an integrated education and competency project for 4-H animal science youth participants - Martin H. Smith; C. L. Meehan (2011)
Final Project Report to the California Department of Food and Agriculture)

Influence of 4-H horse project involvement on development of life skills - K. P. Anderson; L. Karr-Lilienthal (Journal of Extension, 2011)

The influence of past experiences on the motivation of adult volunteers - Marcus Eason; A. Christian Morgan; Dennis W. Duncan; John C. Ricketts (Journal of Youth Development, 2011)
The purpose of the study was to describe factors thaqt motivate 4-H camp volunteers to work with youth. Participants that were not involved wiht 4-H as a youth volunteered more days per year than did participants who were former members.

Investigating the utilization of research evidence in the 4-H youth development program - Lynette H. Bikos; Julia A. Kocheleva; Twyla Campbell; Ritesh Daryani; Sandeep Chahil; Terran Brown; Yolanda Winberg; Liz Pavese (Journal of Youth Development, 2011)
This study investigated the acquisition, interpretation, and utilization of research evidence in the 4-H Youth Development Program from the frame of Social Cognitive Theory. Utilizing Consensual Qualitative Research, we interviewed twenty 4-H faculty, staff, and volunteers from seven states. Results indicated four domains, which covered participants’ definitions of research utilization, their experiences utilizing research, the process of acquiring and distributing research, and barriers and facilitators to research utilization. Participants described research use primarily in terms of improving 4-H programs. They discussed their level of confidence (i.e. self-efficacy) in finding and applying research evidence and their beliefs about the outcomes of research utilization (i.e. outcomes expectancy). Participants mentioned such barriers as not knowing where to look for research, lack of time, lack of funding, and difficulty applying research findings to their work. The facilitators included support from other 4-H colleagues and availability of 4-H specific conferences, publications, and curriculum databases.

Leadership skill development: The perceptions of Connecticut 4-H adolescent 4-H leaders in the Connecticut 4-H youth development program - Linda R. Horn (Psychology, 2011)
This study investigated the perceptions of 4-H adolescents holding active leadership roles in the Connecticut 4-H program. The qualitative research designed examined the interpretations and perceptions of 8 individual cases regarding leadership skills and leadership skill development. Youth interviewed felt a strong sense of having learned leadership through their 4-H program participation.

Military youth involved in a 4-H youth development program and their levels of connection to peers, parents, and the 4-H program - Laura E. Bradley (University of Florida, 2011)
This study focused on determining whether or not involvement in positive youth development program helps military youth develop better connections to their peers, parents, and the PYD program, and if so, does the level of involvement play a role in the level of connection. An adapted version of Armsden and Greenberg's Inventory of Parent and Peer Attachment and an adapted version of Goodenow's school connection questionnaire. Questionnaires were completed by adolescents of active-duty military personnel living on military installations. The participants were between ages 8-18 and participate at some level in the 4-H program. The findings show that PYD programs do make a difference by helping to increase connections to peers, parents, and the program.

Motivational factors related to youth performance in a horticulture career development event - Amy Jones (Purdue University, 2011)
The purpose of this study was to explore youth's knowledge, motivation, and educational experiences and to describe the relationships between youth motivation, coach motivation, learning and participation, and youth's performance in a competitive, out-of-school horticultural career development event: the 2010 Indiana 4-H/FFA Horticulture Career Development Event. There were three conclusions of this study: 1) youth were motivated to participate in a competitive horticulture career development event and that motivation was related to performance of horticultural competencies. 2) Coaches' motivation was related to youth motivation and youth performance of horticultural competencies. 3) Time spent preparing for the horticulture career development event and learning resources used by youth were related to youth's overall performance of horticulture competencies.

Parental perceptions of participation in 4-H beef, sheep and swine livestock projects and the fostering of life skill development in youth - Janice Heavner; Kelly Hicks; Shanna Nicodemus (Journal of Youth Development, 2011)
The findings of this study provide postive insights into the relationship between the development of valuable life skills and 4-H beef, sheep and swine projects.
online

Perceptions of empowerment of participants within youth development programs - Kyle Busing (Journal of Youth Development, 2011)
Article 110601FA006

Projects in a day develop life skills in at-risk after school youth - Katie J. Hoffman (Journal of Youth Development, 2011)
online

A qualitative study of 4-H state and field faculty use of social media to communicate with youth, volunteers and stake holders - Mary Christina Sorenson (Louisiana State University, 2011)

The relationship among workload, job satisfaction and burnout of Extension 4-H youth development professionals from six land-grant universities - Carrie Beth Stark (North Dakota State University, 2011)
The purpose of the study was to determine how Extension 4-H youth development professionals (n=241) chose to spend their work time and how the workload related to their job satisfaction and burnout. 4-H youth development professionals reported being satisfied with their job and felt very little burnout. Strategies were reported in each of the 4-H PRKC domains to help increase job satisfaction.

Relationships between 4-H volunteer leader competencies and skills youth learn in 4-H programs - Rama B. Radhakrishna; John C. Ewing (Journal of Extension, 2011)

Stewardship as a means to create organizational reform: A view into Minnesota 4-H Youth Development - Jennifer A. Skuza; Dorothy M. Freeman; Tamara J. Bremseth; Shirley A. Doering; Robert B. Quinlan; Patricia A. Morreim; James C. Deidrick (Journal of Extension, 2011)

West Virginia 4-H Camp Songs and Music Traditions - Jason A. Burnside (West Virginia University, 2011)

What brings people to leadership roles: A phenoenological study of beef industry leaders - B. Lynn Gordon (University of Nebraska, Lincoln, 2011)
Twelve beef industry leaders active at the local, state and national level of beef industry membership organizations were interviewed and described their experience as leaders. This study offers significance to the field of leadership which may guide the future development and role of leaders.

Wisconsin 4-H/Youth Development Staff perspectives on Hispanic 4-H programs - Candis O'Brien (University of Wisconsin, River Falls, 2011)

4-H contests contribute to life-skill development - Jeff Goodwin (2010)
A total of 387 individual surveys were collected at 8 state contests. Data were analyzed by contest, by age level of participants, and with all contests together as one experimental group. The Fashion Revue contest had the greatest influence on positive youth development of all the contests evaluated in the study.

4-H Food Challenge - Courtgney Dobb; Sarah Womble (Journal of Nutrition Education and Behavior, 2010)
Evaluation of food challenge, similar to Iron Chef program on television. Evaluations indicate youth have changed the way they handle and prepare food, have made healthier food choices, planned a recipe at home, and altered a recipe according to dietary needs based on what they have learned.
abstract

4-H leaders: Factors that affect their persistence in the 4-H youth development program - Regina Schinker (Western Michigan University, 2010)
The study explored the factors that influence the retention of 4-H volunteer leaders in the St. Joseph County 4-H youth development program and also explored if the relationship between former 4-H volunteer leaders and current 4-H volunteer leaders. In-depth interviews were conducted, artifacts examined, and observational data collected. The study also applied qualitative data to a Volunteer Process Model. Four themes and one emerging theme materialized from the data. Practical applications, recommendations and limitations of the study were discussed.

4-H science, engineering and technology (SET) initiative: Youth engagement, attitudes and knowledge study - M. Mielke; J. LaFleur; J. Sanzone (2010)
The Noyce Foundation and the National 4-H Council provided support for this evaluation and executive summary is included.
Prepared for National 4-H Council

Adapting and implementing a social capital survey for urban youth in an after-school science 4-H club - Jamila Walida Simon (Cornell University, 2010)
The purpose of this study was to adapt and implement a pilot study of a social capital survey in an after-school youth development program focusing on environmental science in urban youth. Two multi-week series' of lessons for urban youth were implemented. Results suggest that most of the survey questions were readily understood by youth and thus needed little adaptation for use with this audience. Youth involved in the study increased their levels of civic participation, social trust, diversity of friendships, and organized group interaction.

An analysis of LifeKnowledge skills and abilities development within North Carolina agriscience education programs - Chastity English (Virginia Polytechnic Institute and State University, 2010)
English did not study 4-H programs, but recommended that research be conducted to determine how 4-H, career and technical student organizations, and other youth groups develop LifeKnowledge® skills.

Assessing ground safety knowledge of North Carolina 4-H horse program participants - C. Beck; J. Rayfield; J. Flowers; D. Jones (Journal of Extension, 2010)
The objectives of this study were to develop a benchmark of current ground safety skills among North Carolina 4-H horse camp participants and to identify relationships between demographic factors of 4-H horse camp participants and their total ground safety score. 4-H members are lacking in ground safety knowldege and this is important as third to one-fourth of horse injuries occur when the rider is on the ground. Based on low ground safety mean scores, 4-H members did not follow good basic ground safety practices with horses. There was no statistically significant relationship between the participant's age, years of riding experience, the number of years they had been involved in the 4-H horse program and their total ground safety score.
Research in Brief 3RIB5

Assessing on-line professional development for non-formal environmental educators - Lindsey McConnell (University of Florida, 2010)
With a grant from National Project Learning Tree (PLT), Florida PLT explored the potential to reach 4-H leaders with online training to empower and prepare them to use PLT. Results of the study suggest the self-efficacy of these participants' to lead PLT activities with youth increased significantly during the training. The success of these participants is promising for the potential of online training to support the goals of environmental education. However, technology problems and lack of time kept the large majority of leaders who registered for the training from attaining similar benefits.

Assessing trajectories of adolescents' fidelity: An examination of contextual influences and implications of fidelity for positive development - Aerika S. Brittian (Tufts University, 2010)
Data for this study were derived from the 4-H Study of Positive Youth Development, a longitudinal study launched in 2002 to examine the nature, bases and developmental course of thriving in adolescents. This project examined developmental trajectories of fidelity existing across adolescence. Adult supports and parenting were important to the youth's development.

Beetroots not Greek roots: A history of the 4-H movement - Joyce Walker (Essays in the History of Community & Youth Work, 2010)
Year unknown

Can blogging benefit staff and youth in 4-H camp programs? - Carolyn Ashton; Robin Galloway; Virginia D. Bourdeau (Journal of Extension, 2010)
This article examined the usage of edublogging in three different 4-H camp programs to create relationships, promote trust, create new conversations, and filter and disseminate knowledge amongst adult and teen camp staff, and middle school aged campers.

Context and adolescent intentional self regulation: Testing the positive youth development model - Christopher M. Napolitano (Tufts University, 2010)
Using data from the 4-H Study of Positive Youth Development (PYD), the present study assessed the relation between SOC (self-regulation skills) and PYD (positive youth development) at different levels of two contextual variables--maternal education and per capita household income. Results indicated that at lower levels of both resources, higher levels of selection were associated with PYD. The inverse of this relation held as well.

Developing and building collaborations between a cooperative extension service and a local school and its community - Robin Bourdreaux Landry (Louisiana State University, 2010)

Does 4-H camp influence life skill and leadership development? - Martha S. Garton; Margaret Miltenberger; Brenda Pruett (Journal of Extension, 2010)

Effects of StrengthsQuest on community congregations at Bandina Christian Youth Camp in Texas - Clay R. Bassham (2010)
The study was conducted with teenagers attending Bandina Christian Youth Camp for one week in the summer of 2008. This study recommended that organizations such as 4-H use StrengthsQuest.
Ed.D. Ag.Ed.

Energizing behavior in the direction of future goals: The role of adolescents' hopeful futures in achieving positive developmental outcomes - Kristina L. Schmid (Tufts University, 2010)
Positive emotions surrounding the achievement of developmental outcomes, such as hope for one's future, have begun to receive theoretical attention in the developmental literature. The 4-H Study for Positive Youth Development (PYD) was used to determine the presence of an underlying construct, termed hopeful future, from a set of indicators assessing adolescent's future expectations. The preparation of this manuscript was supported in part by a grant from the National 4-H Council.

Engaging youth as members of a food environment community of practice: An action research study on facilitating participation and learning - Katherine Nault (Michigan State University, 2010)

An evaluation of youth-adult partnerships in Florida 4-H programs - Jessica L. Kochert (University of Florida, 2010)
This study sought to identify the impacts of various levels of youth adult partnership (YAP) experiences and training on levels of involvement and quality of interactions, and continued engagement within the community. Youth who were trained in YAP were more likely to perceive levels of youth involvement more positively. They also showed significantly higher perceptions regarding levels of adult involvement and quality of interactions between adults and youth. These youth also scored higher in their confidence level and perception of the importance of personal involvement within the community. Strong indications exist in support of Walker's Theory of Intentionality.

Examining the interrelationship of motivation and place attachment in a residential 4-H camping environment - Jenna McEwen Genson (Virginia Polytechnic Institute and State University, 2010)
The purpose of this study was to better understand the role of place attachment and need to belong in facilitating 4-H Camp Graham campers and counselors interested in returning to residential 4-H summer camp year after year. Findings suggest that staff training and program planning are critical to camper and counselor connection to camp. This research provides tangible evidence pointing to the value of sharing the residential camping experience with potential donors and parents.

Examining youth camping outcomes across multiple states: The National 4-H camping research consortium - Barry Garst; Allison Nichols; Jill Martz; Niki Nestor McNeely; Laura Bovitz; Denise Frebertshauser; Martha Garton; Suzanne Le Menestrel; Jill Walahoski (Journal of Youth Development, 2010)
Report of the National 4-H Camping Research Consortium, logic models, and standardized instruments.

An exploratory study of parental and program volunteer perspectives on Hispanic youth participation in Indiana 4-H youth development programs - Sara E. Haines (Purdue University, 2010)
In-depth interviews were conducted with Hispanic parents in four Indiana counties to identify factors that encourage as well as potentially discourage Hispanic participation in 4-H programs. 4-H volunteers were also interviewed to learn about their perspectives and actual experiences in involving Hispanic youth in their programs. The major objective of this study was to investigate ways to establish and strengthen engagement efforts with Hispanic youth and families and to encourage their increased involvement in youth development programming. Parents believed that 4-H programming is a benefit to their children's lives. Key recommendations related to parents not knowing about the 4-H program include building personal relationships, customizing advertising and marketing, addressing language barriers and making a more focused effort to appeal to Hispanic families. The 4-H volunteers used different methods for recruiting new youth.

Factors affecting teen involvement in Pennsylvania 4-H programming - Bart Gill; John C. Ewing; Jacklyn A. Bruce (Journal of Extension, 2010)
This descriptive and correlational study identified factors that affect teen involvement in 4-H programming. Using a purposive sampling procedure, a survey questionaaire was distributed to all (N=214) 4-H members attending a 4-H State Leadership Conference. Aligned with previous studies, parents were found to have a great influence on their children's choices within 4-H. The study also showed that 4-H members are given the opportunity to lead meetings and organize events.

Food safety for 4-H youth: A survey of interests and educational methods - David C. Diehl; Dale W. Pract; Larry F. Forthun; Amy H. Simonne (Journal of Extension, 2010)
The study surveyed food safety issues by analyzing data from surveys with 4-H youth about their food safety attitudes, behaviors, and preferred methods of educational delivery. Youth are most interested in food safety information that is fun, interactive and built around cooking demonstrations.
Article 4FEA5

Head, heart, health, and speech: Understanding 4-H experience and communication apprehension in the basic communication course - Emily Paskewitz (University of Northern Iowa, 2010)

Increasing Latino engagement in sustainability and philanthropic efforts of mainstream youth development organizations in the U.S. - Lynda Gonzales (DePaul University, 2010)
Members were interviewed and existing data reviewed from 4-H, Boy Scouts, Girl Scouts, and the YMCA. The study looked at the current engagement of Latinos in these four youth development organizations and the state of Latino nonprofit and philanthropic participation in the United States.

Intentional self-regulation and participation in 4-H programs: Individual and contextual bases of positive youth development and contribution - Megan K. Kiely (Tufts University, 2010)
Utilized 4-H Study of Positive Youth Development to examine relations with between adolescents' self-regulation skills (selection, optimization and compensation). Results indicate that duration of time spent in a 4-H program interacted with optimization to predict adolescents' contributions to community. Suggestions for future research are made.

Investigating lesson study as a professional development model for 4-H volunteers - Martin H. Smith (Walden University, 2010)
A sequential explanatory mixed method design was used to investigate the influence of lesson study on 4-H volunteer understanding and use of inquiry methods and veterinary science content Knowledge. Survey data were analyzed using a repeated measures general linear model (GLM). The lesson study improved teaching practice and subject matter knowledge.

Leadership and decision-making life skill development in Mississippi 4-H Shooting Sports participants - Shanna Marie Holder (Mississippi State University, 2010)
The youth surveyed indicated a gain in leadership and decision-making life skills through participation in Mississippi 4-H shooting sports program. The average participant was Caucasian male, 16 years of age, had been a 4-H member for 5 years, participated in Mississippi 4-H Shooting Sports for 4 years and practices 4-6 hours per week.

Life skills and benefits from South Dakota 4-H - Audrey Jo Rider (South Dakota State University, 2010)

Life skills development of youth participants in 4-H clubs and camping - Wendi A. Armstrong (University of Florida, 2010)

A mixed method study of positional leadership of North Dakota 4-H ambassador and state FFA officer alumni - Nels Milan Peterson (North Dakota State University, 2010)
The purpose of this mixed method study was to determine the positional leadership of North Dakota 4-H and FFA leadership alumni. A panel of experts using a modified Delphi process ranked both organizations to which 4-H ambassador and State FFA officer alumni provided leadership and leadership positions. While 4-H ambassador and state FFA officer alumni reported gains in leadership life skills, a statistical analysis indicated no relationship between respondents and their leadership positions.

Modeling healthy lifestyle through peer-based 4-H fitness and nutrition clubs - U. R. Taylor; A. L. Gomez; S. S. Gray; M. Grillo; L. R. Horn; L. Christie-Francis; W. A. Hamilton (Journal of the American Dietetic Association, 2010)
State school fitness tests, obesity rates, and lack of play and recreation spaces were examined. Elementary and middle school students from urban scities scored below the state average. None of the fourth graders from one school passed the four standard fitness measures. An evaluation of a 8-week program indicated that programs might improve performance on standard fitness tests, nutrition knowledge, and daily exercise.
idenitifed as poster

Parental management of teen drivers after receiving their first traffic citation and having attended the 4-H Carteens program - James Lawrence Jordan (Ohio State University, 2010)
The study used a quasi-experimental design to analyze 243 teen drivers in attendance at 4-H CARTEENS who responded to a survey about risky driving behaviors, parental control, and parental restrictions. Overall this investigation found that the 4-H CARTEENS program reduced teens' risky driving behaviors.

Participation in positive youth development programs and 4-H: Assessing the Impact on self-image in young people - Karen DeeAnn Bloomquist (University of Nebraska, 2010)

Perceptions of 4-H Extension Educators and Volunteer Leaders toward the Inclusion of Youth with Attention Deficit Hyperactive Disorder(s) in 4-H Programs - Mpofu, Chido; Ingram, Patrreese D; Radhakrishna, Rama B (Journal of Youth Development, 2010)

Program Evaluation: A study of the impact of a workforce preparation program - Stephanie Strevels Blevins (University of Kentucky, 2010)
The Kentucky 4-H Reality Store, a workforce preparation program was established to educate youth about the importance of budgeting, setting goals, planning for careers, considering the future, preventing teen pregnancy and  abstaining from drug abuse. Administered to over 45,000 adolescents each year this program was evaluated in this study. The program was found to affect the lives of adolescents. This study also contributes to the scholarly literature associated with the impact of workforce preparation programs.

"Push" and "pull": A qualitative study of factors that contribute to older youth leaving the 4-H program - Mary Beth Albright; Theresa M. Ferrari (Journal of Youth Development, 2010)
Article 100503FA005

Readiness for lifelong learning of volunteers affiliated with a 4-H youth development program in the Southern Region of the United States - Kenneth Kimani Kungu (Louisiana State University, 2010)

The relationship between adolescents' news media use and civic engagement - Michelle J. Boyd (Tufts University, 2010)
The 4-H Study of Positive Youth Development was used to assess whether adolescents accessed media for information on politics and current events. Findings suggest that use of news media was associated with civic duty, civic skills, neighborhood social connection and civic participation and significantly predicted civic skills and participation. Implications for further research were discussed.

Relationship between participation in 4-H and community leadership in rural Montana - Allison Maurine Flynn; Martin Frick; Douglas Steele (Journal of Extension, 2010)
The study found that 4-H continues to influence rural community leaders in Montana, although it plays a modest role in influencing community development in all areas except agriculture groups.

Resilience and vulnerability: The deployment experiences of youth in military families - Angela J. Huebner; Jay A. Mancini (Department of Human Development Virginia Polytechnic Institute and State University Department of Child and Family Development The University of Georgia, 2010)
Report summarizes findings of a study supported by the U.S. Army's Military Kids that focused on the adaptation of adolescents in military famiies when a parent is deployed, as well as when the family experiences multiple deployments. Adolescents were identified via their attendance in one of their camps and through state 4-H military liaisons. The findings are an expansion of the previous work by the above authors published in 2005. The report is divided into 6 sections. Findings are largely anecdotal and implications are provided for future research, including support for parents and youth.
Printed copy. Jay A. Mancini and Lydia I Marek, Principal Investigators. Byline includes "with Kristin E. Wade, Sarah J. McElhaney, Bradford B. Wiles, John L. Butler VI, & James L. Ford"

Risk factors for childhood agricultural injury - Youn Su Choi (Ohio State University, 2010)
The study aimed to evaluate the effect of reaction time, safety courses, and age with respect to childhood agricultural injury. The target population of this study was 4-H youth in the Central Ohio Area between 9 and 18 years old were  exposed to agricultural hazards. Gender differences in injury rates and risk factors , including age, safety class and psychomotor skills were found to be associated with farm-related injuries in children and adolescents.

Self-perceptions of volunteer management: A Texas 4-H volunteer needs assessment - Jodi Lynn Torock (Texas A&M University, 2010)
The purpose of this study was to assess the management of volunteers through self-perceptions of Texas 4-H volunteers. This research was an on-line questionnaire designed to assess volunteer's attitudes toward recruitment, orientation, training, resources, utilization, motivations for continuation of service, and recognition. The following were recommendations: Orientation should become an integral part of all county 4-H volunteer management programs. Curriculum should be developed in the areas of volunteer and club management. All volunteers should be recognized for their contributions to the program.

Volunteer management needs assessment of the Tennessee 4-H program - Robbie B. Casteel (University of Tennessee, 2010)
The purpose of this descriptive study was to conduct a state-wide needs assessment of Tennessee 4-H Youth Development Extension Agents to determine their perception working with 4-H volunteer leaders and the knowledge level of volunteer management. This study also determined the need for a formalized 4-H volunteer leader management system.

Weaving evaluation into the fabric of youth development - Ben Silliman; Gene Shutt (Journal of Youth Development, 2010)
Article 100503FA003

Will natural resources professionals volunteer to teach youth? - Sandford Sherrick Smith; J. Finley; G. San Julian (Applied Environmental Education & Communication, 2010)
A unique approach to volunteer marketing research. Natural resources professionals from Pennsylvania completed a mailed survey. Those most likely to volunteer to teach youth through 4-H programs were: self confident with youth, self-confident in their knowledge about natural resources, and had a personal interest in the specific subject matter to be taught. The opportunity to teach youth fulfilled a need for social responsibility and high levels of outdoor activity. The study demonstrated the value of surveying and working with a specific population of potential volunteers and to determine their promise for volunteer involvement and program expansion.

Youth-adult partnerships: Examining the perceptions of youth and adult 4-H Foundation board members - Eric William Larsen (Montana State University, 2010)
The purpose of this study was to determine the effectiveness of youth adult partnerships within state 4-H foundation boards by assessing perceptions of youth and adult members toward one another. Evidence revealed that youth with prior youth-adult partnership experiences held less positive views regarding youth-adult partnerships than did the youth with no experience in a youth-adult partnership. Youth believed that adults were over-bearing and did not let the youth excel to their potential. Youth perceived adults were not actively listening to youth and were not taking youths' ideas seriously.

4-H members' public speaking experience through county leadership activities - Jennifer Ann Eckenwiler (Ohio State University, 2009)
The mixed-method study utilized a random sample of 4-H members in their last year of 4-H in Ohio. The findings indicated an increase in skill abilities and benefit from 4-H program, including choosing a career path, becoming leaders, confidence and capability of handling situations and opportunity to take on responsibility. Respondents were more involved in county activities when older and more club activities when younger and older. The researcher concluded that teaching 4-H members life skills at a young age and practicing them over a period of time enhances the individuals confidence in their abilities as well as helping them to better prepare them for college, the workforce and beyond.

4-H program quality assessment: Can volunteers improve quality? - Samantha Grant; Eric Vogel (International Journal of Volunteer Administration, 2009)
Expectations for volunteers in youth development organizations have grown to include an emphasis on accountability. In recent years, the field of youth development has begun to investigate out-of-school time settings by measuring the quality of learning environments at the point of service--the places where youth and adults interact. The current sutdy investigated 4-H volunteers' experiences in building quality youth development settings. Ten 4-H clubs were randomly divided into either an experimental or control group. Clubs in the experimental group received three hours of training on topics related to quality. Results demonstrated that experimental clubs saw improvements in measures of supportive environments. In addition, interview data revealed three themes important for implementing quality initiatives in volunteer settings: emphasis on engagement, special considerations in working with volunteers, and importance of a system-wide approach. Implications and furture directions are discussed.

4-H state leaders' readiness to support lesbian and gay youth-assessing leaders' lesbian and gay knowledge, homophobic attitudes and best practice implementation - Jeff R. Soder (Ohio State University, 2009)
Forty-seven of the 74 addressees on a national list of 4-H state leaders responded to a questionnaire of leaders' knowledge of lesbians and gays, homophobic attitudes, and practices regarding lesbian and gay youth. Contrary to the literature on homophobia, the state leaders' gender, age and religiosity were not associated with homophobia.

4-H youth worker characteristics: Comparisons with workers from other youth serving organizations - William P. Evans; Lorie L. Sicafuse; Eric Killian (Journal of Extension, 2009)
The study examined the characteristics of 4-H workers and youth workers from other organizations. Strengths of 4-H workers were identified as well as challenges they may face in expanding and promoting programming. Recommendations include the need to increase focus on enhancing the development of urban and suburban at-risk youth and understand the unique circumstances specific to these communities and audiences. Research should further investigate the training needs of 4-H workers as well as areas in which 4-H staff may use their expertise to enhance the skills and knowledge of youth workers from other organizations.

Academic competence for adolescents who bully and who are bullied: Findings from the 4-H study of positive youth development - Lang Ma; Erin Phelps; Jacqueline V. Lerner; Richard M. Lerner (Journal of Early Adolescence, 2009)
Concurrent random effects hierarchical regression analyses of a subsample of 250 adolescents suggested that educational expectations and school engagement interacted in fostering academic competence for bullies and victims.

Adult 4-H volunteer empowerment in 4-H youth development settings - Pamela Olsen (Oregon State University, 2009)
The primary purpose of this study was to determine which factors related to adult 4-H volunteer empowerment in 4-H youth development settings. This study examined the relationship of adult 4-H volunteers' perceived leadership styles of Oregon 4-H youth development educators (YDE) to the adult 4-H volunteer sense of empowerment. The study found a significant negative correlation when comparing transformational leadership style to transactional leadership styles, meaning that 4-H YDE who are rated as using transformational leadership are very likely NOT to use transactional leadership. A significant positive relationship was found when the 4-H YDE was using transformational leadership. They are very likely to be empowering adult 4-H volunteers.

Are rural 4-H'ers more connected to their communities than their non-4-H counterparts? - Omolola A. Adedokun; Mark A. Balschweid (Journal of Extension, 2009)

Assessment of Indiana 4-H youth and their community contribution: Indiana 4-H study of Positive Youth Development - Laura V. Bossaer (Purdue University, 2009)
The purpose of this research is to determine the amount of community contribution that is associated between 4-H and non 4-H members. This study focuses on the Five C's of Positive Youth Development (PYD), which in turn lead to the Sixth C, Contribution. A survey was used to examine the elements of adolescent development, particularly the factors that promote Positive Youth Development. This study builds on the work of Dr. Richard Lerner (2005) and researchers at Tufts University in collaboration with the National 4-H Council. This research study was administered in 22 Indiana counties. Extension Youth Educators served as the primary data collectors in collaborating with Indiana youth in grades 8 through 10. Results from this study indicate that 4-H members are less likely to participate in risk taking behaviors than their non 4-H counterparts. Results also show that 4-H youth have a higher level of Contribution within their communities. These findings support the work of Dr. Richard Lerner (2005) and the 4-H Study of Positive Youth Development.

An assessment of the in-service training needs of Mississippi County Extension directors in the area of program needs assessment - Martha Jackson-Banks (Mississippi State University, 2009)
Four 4-H youth development directors participated in the study. Needs assessment training was recommended for all of the directors.

Balancing work and family responsibilities as an Extension 4-H agent - Joseph Richard Rhea Jr. (Mississippi State University, 2009)
The group experiencing the stressors to the most detrimental level was the members of the "Sandwich Generation" which include employees aged 35-54 and who find their careers sandwiched between raising children and caring for aging parents.

A descriptive analysis of the perceptions of North Carolina 4-H agents toward minority youth participation in agricultural-related activities - Antoine J Alston; Cormanica Amie Lavon Crutchfield (Journal of Extension, 2009)
A descriptive analysis of the perceptions of North Carolina 4-H Extension personnel regarding minority youth participation in agriculture-related activities. The study found thre was a strong need to increase recruitment and retention of minority youth in 4-H agricultural based activities.
Research in Brief 5RIB5

The effect of youth participatory evaluation and youth community action training on positive youth development - David J. White (Oregon State University, 2009)
The purpose of this study was to measure changes in PYD (Positive Youth Development) through adolescent participation in youth participatory evaluation and youth community action training. Seventy-four conveniently sampled senior 4-H members from eight Oregon County 4-H programs participated in a longitudinal study over the course of six months. There were no significant and consistent differences in mean scores between the treatment and comparison groups relative to the six Cs following the training of the treatment group.

The effectiveness of teens reaching youth 4-H model in a childhood nutrition and physical activity education program - Kristen Rae Stokes Strong (Utah State University, 2009)
The Teens Reaching Youth (TRY) 4-H model was  used to deliver nutrition and physical activity education to youth, grades third through sixth. It was found that teens from the TRY 4-H program are as effective as adult volunteers in teaching younger youth about nutrition.

Engaging Latino youth in community-based programs: Findings from the first 10 years of the Oregon 4-H Latino Outreach Project - Beverly B. Hobbs; Barbara J. Sawer (2009)

An evaluation of electronic identification in 4-H beef, sheep and swine - Brittany Anita Simmons (Purdue University, 2009)
The purpose of this study was to evaluate electronic identification in the form of an ear tag, in 4-H beef, sheep and swine. The objectives were to determine the retention rate, as well as the readability of the ear tags over various lengths of time. The results showed that 98.4% of the beef cattle retained their electronic ear tag, 96.3% of the sheep and 99.1% of the swine. Only one of the 1,463 animal tags was unreadable after one year. Researchers concluded that the EID ear tag is a reliable form of temporary identification in 4-H beef, sheep and swine projects.

An evaluation of the impact 4-H has on its members from the perspective of Colorado 4-H alumni - Marcella E. Talamante (Colorado State University, 2009)

An evaluation of the youth horticulture project - Sara Coblyn Porth (University of Vermont, 2009)

An evaluation of youth/adult partnerships in Georgia youth summit teams - Robert H. Jones (University of Georgia, 2009)
The evaluation was used to gauge youth and adult perceptions on youth/adult partnerships. Youth and adults in this study showed positive perceptions of these partnerships and that they had a change of perception.

Exploring the implementation of 4-H in high school's (China) curriculum reform - Ya Wen (Sanda University, Shanghai, 2009)
The article briefly explores the curriculum reform in Shanghai's elementary and secondary schools and it examines the features of 4-H with an emphasis on the advantages that 4-H can bring to facilitate the curriculum reform. This article reports the first implementation of a 4-H project in a high school in Shanghai and the joint effort between Sanda University and the University of Illinois.
See abstract for location of paper

Exploring the positive impact of 4-H camp on youth: Identifying differences based on a camper's gender, years of attendance, and age - Jason Hedrick; Greg Homan; Jeff Dick (Journal of Extension, 2009)
This research project reported, from a parents' and guardians' perspective that youth gain multiple benefits from 4-H camp experiences in the areas of leadership, character development, self-esteem, decision-making skills, independent living skills, and citizenship. The camper's gender, years of camp experience and age affected the degree of benefit.

Factors that influence 4-H club enrollment and retention in Camden County, Georgia - Amber B. Defore (University of Georgia, 2009)
This study attempted to determine participation trends from an ex post facto study and reasons for reenrolling or leaving the 4-H program. Promoting the program to the community and getting parental involvement was found to have a positive effect on reenrollment of 4-H members. Leaders should ask youth what they want to learn, give them leadership roles and provide hands on lessons was one recommendation. Promoting core programs, including camp, district and state events and taking every opportunity to recognize and reward members was another recommendation of the study.
Available online

A follow-up study of Ohio State University Extension's youth financial literacy program, "Real Money, Real World": Behavioral changes of program participants - Lisa Bateson (Ohio State University, 2009)

From family to society: The role of parenting behaviors in promoting youth civic engagement - Neda Bebiroglu (Tufts University, 2009)
4-H Study of Positive Youth Development. Four sets of two-level multilevel regression models were conducted with the outcome variables of youth social conscience, youth civic ability, youth civic behavior and youth civic information. The analyses involving parental monitoring found that as parental monitoring increased for females, social conscience and civic information scores increased, but for males, these factors decreased.

Identifying entry-level skills expected by agricultural industry experts and determining teachers' perceptions on whether they are being learned through students' participation in the supervised agricultural experience.... - Jon W. Ramsey (Oklahoma State University, 2009)
Secondary agricultural education teachers and state FFA proficiency award sponsors in Oklahoma were surveyed in this descriptive study using a modified Delphi technique that included 3 rounds of data collection. Most of the panelist reported participation in supervised agricultural experiences or 4-H projects during their youth. Findings identified entry-level technical skills, per the seven career pathways.

The impact of the 4-H program on Nevada public school youth - Steven R. Lewis; Tim H. Murphy; Matt Baker (Journal of Extension, 2009)
A 4-H impact evaluation conducted in Montana, Idaho, Colorado, and Utah was replicated in the Nevada public schools. For the independent variables: Age, gender 4-H partcipation and population density, revealed that 4-H participation significantly contributed to the variance in extracurricular activity involvement, school leadership positions held, caring for others and self-conficence, character and empowerment.
The study was also published as an Internet resource in 2008, titled: Impact assessment of the Nevada 4-H program: An examination of public school students' perceptions and behavior.

Impact of year long 4-H Japanese internship experiences on United States participants - Patreese D. Ingram; CherRhonda Smith-Hollins; Rama B. Radhakrishna (Journal of International Agricultural and Extension Education, 2009)

Indiana 4-H horse and pony adult volunteers' valuation of equine welfare - Natalie M. Rappaport (Purdue University, 2009)
The purpose of the study was to determine the value that Indiana 4-H horse and pony adult volunteers place on skills that reflect aspects of equine well-being. The volunteer educators were asked to assign a value to components of the Five Freedoms framework of animal welfare. Skills related to nutrition, malnutrition and thirst were the most highly regarded and skills related to physical facility management and design were the least valued in regards to responsible care and use of horses. Different assignments of value were observed based on previous horse ownership, education level and familiarity with the programmatic source of the skills.

The influence of past experiences on the motivation of adult volunteers - Marcus D. Eason (University of Georgia, 2009)
The study examined the likelihood that past 4-H experiences contribute to adult volunteerism. A total of 81 adult volunteers serving at 4-H summer camps in 2008 answered a survey questionnaire. Six motivational constructs of 4-H adult volunteers were identified. The values motivational construct which expresses values and beliefs related to unselfish desire to help others is the leading motivational construct of 4-H adult volunteers. 42 leaders were identified as being involved in 4-H as youth and a majority of those attributed their present volunteer participation to their past experiences. 4-H alumni view their 4-H experiences as very beneficial and continue to influence them in later life.
Master of Arts in Leadership (?)

Leadership and group facilitation skills in Florida 4-H camp counselors - Stefanie L. Duda (University of Florida, 2009)
The purpose of the study was to determine factors that facilitate camp counselor and leadership skills. The factor most influential to a change in leadership and group facilitation skills was the amount of time one spent in practicing these skills at camp. Age and years of experience as a camp counselor played a distinct role. While the amount of training was not found to be as important, without proper training in leadership, counselors were less prone to practice these skills.

More than child's play: Variable-and pattern-centered approaches for examining effects of sports participation on youth development - Nicole Zarett; Kristen Fay; Yibing Li; Jennifer Carrano; Erin Phelps; Richard M. Lerner (Developmental Psychology, 2009)
The authors used data from Grades 5 through 7 of the longitudinal 4-H Study of Positive Youth Development to assess relations among sports participation and other out-of-school-time (OST) activities and indicators of youth development. The benefits of sports participation were found to depend, in part, on specific combinations of multiple activities in which youths participated along with sports. Participation in a comiantion of sports and youth development programs was related to positive youth development and youth contribution, even after controlling for the total time youths spent in OST activities and their sports participation duration.

Ohio 4-H PetPALS and companion animal 4-H curricula: Impacts, findings and implications - Lucinda Berry Miller (Ohio State University, 2009)
This Ex Post Facto research, utilizing a static group comparison, sought to answer the following questions: What were the characteristics of youth who completed the 4-H Pet PALS and companion animal 4-H projects in respect to county, age, gender, years enrolled in the project and type of pet species used? What were the attitudes toward pets, attachment to pets and empathic attitudes toward people for youth in the 4-H PetPALS projects? and What were the relationships among attitudes toward pets, attachment to pets and empathic attitudes toward people and youth characteristics for those completing the projects? A questionnaire was developed and administered on-site to  a census of 4-H Pet PALS youth (N=74) and a random sample of 4-H companion animal youth (n=74). 4-H PetPALS project members exhibited more positive attitudes toward their pets, experienced a stronger attachment to their pets and were more empathic toward people than youth who completed solely a companion animal 4-H project. A regression analysis revealed that youth who completed the 4-H Pet PALS project and were female were significant predictors of attitudes toward pets, and empathic attitudes toward people.

Opportunities Matter: Exploring youth's perspectives on their long-term participation in an urban 4-H youth development program - Theresa M. Ferrari; Kristi S. Lekies; Nate Arnett (Journal of Youth Development, 2009)
Study explores youths' perspective on their long-term involvement at Adventure Central, a comprehensive 4-H youth development program based at an urban park facility. The youth spoke positively of their experiences and described how they benefited from their participation. Novelty, challenge an dleadership were key features of these opportunities. The skills acquired, such as teamwork and public speaking and developed personal qualities, such as responsibiltity, helped them as they were growing up, transferred to other settings and would benefit them in the future.
Article 090403FA001

Perceptions of 4-H Extension educators and volunteer leaders toward the inclusion of youth with attention deficit hyperactive disorder(s) in 4-H programs - Mpofu, Chido (Agricultural and Extension Education, 2009)
The purpose of this study was to determine the challenges, attitudes, training and support systems needed by 4-H Extension educators and volunteer leaders in order to successfully and effectively include youth with ADHD in their program. The key findings of this study indicated the leaders find it challenging to work with youth with ADHD due to lack of training, but have positive perceptions toward youth with ADHD, and believe that all youth benefit from inclusion in the program. Many, however, are uncertain that 4-H is effective in providing an environment conducive to inclusion and need training on the disorders and knowledge of ways to make inclusion a success.

Perceptions of county Extension 4-H agents/educators regarding essential elements and delivery modes of positive youth development and their collective impact on character - Kellye Shofner Rembert (Clemson University, 2009)
The purpose of this research was to investigate the perceptions of county 4-H agents/educators regarding the level of emphasis placed on the eight elements (caring adult, safe environment, mastery, service, self-determination, inclusiveness, futuristic view, and engagement) in each of the four delivery modes (clubs, special interest, school enrichment and camping. Participants replied to a web-based survey. The findings from this study supported earlier research regarding the impact of 4-H youth development. Significant results were shown for: 4-H school enrichment and club activities.

Perceptions of ethical practices in youth livestock shows - Sharon J Ankrom (West Virginia University, 2009)
This study evaluated the perceptions of 4-H and FFA youth and their parents regarding the ethical nature of practices used in livestock shows. A questionnaire was designed to determine the perceptions of 23 commonly used livestock practices. A total of 109 youth and 67 adults were included in the survey. Overall the population perceived the 23 practices unethical. The study found significant differences existed among those with training as well as their gender and age. Those who attended an ethics training course found more practices to be unethical compared to participants that had not attended an ethics training course.

Preparing youth development professionals to be successful: How do the needs of Extension/4-H compare to those of other organizations? - Keith G. Diem (Journal of Extension, 2009)

A qualitative study of Ohio State University Extension professionals' experience with marketing and recruiting 4-H Cloverbuds and their parents - Elizabeth McNeal (Ohio State University, 2009)
The purpose of this qualitative study was to explore the recruitment and marketing strategies used with the 4-H Cloverbud program. Successful marketing messages found were: an emphasis on a 4-H experience, activity based and non-competitive, and fun activities for the children. Barriers for recruitment emerged as limitations and successes, schools and volunteers.

A quantitative assessment of a LEED certified campus (4-H) building - Steven Edward DeArmon (Ohio State University, 2009)
The study summarized the design and construction details implemented in order for the 4-H Center to be LEED Certified.

A reconceptualized analysis of the West Virginia 4-H Global Education program: Attitudes of agents, specialists, and volunteers - Ahmed M Abdulai (Curriculum and Instruction, 2009)
The study looked a perceived attitudes of 4-H agents, specialists and volunteers toward global education and how such an educational program affects the youth development of the 4-H member.
Keywords: Global Education; West Virginia 4-H Youth Development Program

Secretary's Commission for the Achievement of Necessary Skills (SCANS) competencies within 4-H curricula - Diane Elizabeth Mashburn (University of Florida, 2009)
4-H curricula have not historically been successful in including career and other competencies. The purpose of this study was to analyze 4-H career competencies that are now being included. Curricula used by Florida were studied. Career Development curricula were at a higher quality than the popular project curricula. Curricula developers should ensure that the objectives and outcomes reflect the competencies and skills developed within the curricula's activities. Research should be conducted to examine the inclusion of SCANS competencies within the activities and lessons outlined within 4-H curricula.

Social networking among youth: How is 4-H represented? - Emily Rhoades; Jerold R. Thomas; Annie Davis (Journal of Extension, 2009)
How do 4-H members represent themselves and 4-H on the pages they post. How are educators engaging and promoting programs on such sites.

Teaching leadership and communication skills and responsibilities: A comparison of 4-H and other youth organizations - Rama B. Radhakrishna; Prosper Doamekpor (Journal of Extension, 2009)

Workforce skills development in Ohio 4-H club members: An analysis by grade, gender and leadership experience - Amanda Marie Bennett (Ohio State University, 2009)
Ohio 4-H club members completed measures on 4-H experiences, workforce skills, youth employment and demographics, Twelfth graders perceived 4-H to be more helpful on 20 out of the 25 skills. Thirty percent indicated that they had gotten a job as a result of the knowledge and skills they learned in 4-H. They perceived 4-H to be the least helpful in technological skills and written communication.
available Online

The 4-H computer refurbishing program: An implementation model - Bradley S. Barker; Kristen L. Warner (Journal of Extension, 2008)
The 4-H computer refurbishing program was implemented as a service learning project for the 2006 National 4-H Technology and Leadership Conference. The specific goals of the program were to decrease the number of computers discarded each year and provide 21st century job skills to youth. The program was introduced as a model 4-H'ers could take back to their communities to start their own refurbishing efforts. The model is comprised of the following three steps: 10 program planning, 2) inventory management, and 3) technology training.

Applying marketing concepts to non-profit/educational organizations: The youth professional's responsibilities in program marketing and promotion - Keith George Diem (Journal of Youth Development, 2008)
online

Assessing the impact of life skills learned in 4-H utilized by Yolo County 4-H alumni - Kristen Breitmeyer (Pacific Oaks College, 2008)

Assessment of life skill development of Indiana 4-H members - Tami M. Mosier (Purdue University, 2008)
Perceived life skill development of Indiana 4-H members as a result of 4-H involvement was assessed in this mail survey research study. Heavily influences by the theoretical and methodological concepts used by Barkman (2003), this study builds up not he work of Hendricks (2006) as it tested and validated her work with the Targeting Life Skills Model. Materials were administered by Indian's 92 county-based Purdue University Cooperative Extension Service offices, and the data collected at the county level were forwarded to the researcher for analysis. Results indicated Indiana 4-H members perceive they are acquiring multiple life skills through their participation in the 4-H program, particularly life skills such as self-responsibility, self-motivation, communication, leadership and social skills: the top five rated life skills. Leadership and community service volunteering exhibited the largest mean differences when comparing officers to non-officers. Females rated their perceive acquisition of 26 of the 35 life skills significantly higher than males. These findings support the work of others in the 4-H youth development literature and can be practically applied to the work of Extension educators as they more readily incorporate the lower rated life skills in their youth programming. An environment in which life skill development is fostered will assist 4-H members in becoming productive, contributing citizens in society.

Building youth entrepreneurs in Nebraska: An assessment of the EngrepreneurShip Investigation curriculum - Katelyn Anne Larson (University of Nebraska, Lincoln, 2008)
A project of Nebraska 4-H

Common Courtesies: Teaching Young People American Etiquette Through 4-H - Kelley A. McCord; Jan Scholl (Journal of Youth Development, 2008)

Cooperation between Florida county extension agents and Florida agricultural educators - Audrey L. Vail (University of Florida, 2008)
The purpose of the study was to describe the level of cooperation between Florida county extension agents with a 20 percent or higher 4-H appointment and Florida agricultural educators who advise FFA programs. The study compared and contrasted demographic variables, identified self--perceived levels of cooperation and past and present cooperative activities. Factors related to the knowledge and perception of programs and levels of cooperation among both groups were also studied. Findings included that both populations were similar in age, educational background, county populations and opinions of encourage ment in 4-H and FFA. The physical distance between offices was not a very important factor in forming or maintaining a relationship. Most cooperation was found at county and state fairs.

A descriptive view of the 4-H club experience through the lens of 4-H youth - Lisa A. Guion; Blanca E. Rivera (Journal of Youth Development, 2008)
online

Development of life skills during Projects in a Day - Katie J. Hoffman (University of Idaho, 2008)

Do higher levels of 4-H leadership affect emotional intelligence? - Kalico Karr Leech; Chris T. Boleman; Cindy Akers; Barry L. Boyd (Journal of Youth Development, 2008)
The ex post facto, exploratory study sought to determine whether higher levels of 4-H leadership had an effect on level of emotional intelligence. Using the Bar-On Emotional Quotient Inventory (EQ-i), the Texas 4-H Council (n = 32) answered questions related to five domains of emotional intelligence. The results for the five domains are as follows: “General Mood” = 104, “Intrapersonal” = 101, “Interpersonal” = 100, “Stress Management” = 100, “Adaptability” = 94 (Scale: effective emotional functioning = 100). The overall EQ-I score was in the average range indicating that individuals in the group are functioning and healthy. Extension professionals should be aware of the lower scores related to “Adaptability” and “Stress Management.” Some things Extension professionals should consider teaching youth include: ensuring youth goals are attainable, keeping youth focused on the issue at hand, establishing concrete protocols with youth, and teaching youth compassion for one another.

Economic benefit of youth leadership experience through Texas 4-H - Donald Weston McCorkle; Jeff Wayne Howard; S. Klose; D. Hanselka; T. Lepley (AgriLife Extension, MKT-3357P, 2008)
While employers highly value leadership skills in their employees, qualifying the economic value of leadership is not easy. The leadership-wage effect study by Kuhn and Weinberger offers some research-based insight into the effect of leadership skills on earnings. The 10-year $45,000 leadership wage gain is an estimate that can be attributed to cumulative leadership experience gained through 4-H, high school activities, and other youth organizations (summary).

Effect of training sessions and a horse packing notebook in preparing youth and adults participating in the 2005 and 2007 Arkansas 4-H high adventure horse packing program to pack in the wilderness - Creenna Leigh Sheely (University of Arkansas, 2008)

The effects of the teens reaching youth 4-H model in a childhood obesity prevention program - Kristen Rae Stokes Strong; N. K. Christensen; D. Carter (Poster session, Supplement 3, 2008)
The TRY model was found to be an effective delivery method of nutrition education to children.
abstract

An evaluation of the 4-H master livestock volunteer program in Texas - Joe Douglas Smith (Texas A&M University, 2008)
The purpose of this study was to assess the perceptions of Master Livestock Volunteer program participants regarding the effectiveness of the program, their role in the county 4-H volunteer program, and the role of various stakeholders in livestock project decision making. The average participant reported 9 years of overall volunteer service and two years of service as a Master Livestock Volunteer. Participants in this study were between 38 and 47 years of age.

Examining 4-H robotics and geospatial technologies in the learning of science, technology, engineering, and mathematics topics - Bradley S. Barker; Gwen Nugent; Neal Grandgenett (Journal of Extension, 2008)
The study investigated the use of educational robotics, paired with GPS and GIS geospatial technologies, as a context for learning selected concepts in science, technology, engineering, and mathmatics within a 4-H camp setting. The study involved 38 students between the ages of 11 to 15. A pretest-posttest quasi-experiential design was used in the study, with a 29-question multiple choice instrument targeting various academic topics. The results of the study suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related learning, as represented by a significant increase of means from pretest to posttest.
Ideas at Work 3IAW7

Examining 4-H Robotics in the Learning of Science, Engineering and Technology Topics and the Related Student Attitudes - Bradley S. Barker; Gwen Nugent; Neal Grandgenett; Amy Hampton (Journal of Youth Development, 2008)
The purpose of the study was to measure the effectiveness of the 4-H robotics program. Pre- and posttest scores on an assessment of basic SET concepts between youth, ages 7-11 in the 4-H robotics intervention and similar youth in a control group. The results revealed that youth in the robotics intervention showed a significant increase in mean scores on the posttest, while the control group had no significant pre-post change in scores. The results indicate that educational robotics engage youth in activities that support their learning of SET topics.
also published as NAE4-HA Conference Research Paper

Factors influencing the leadership life skills of Montana 4-H youth - Allison Maurine Flynn (Montana State University, 2008)

Factors related to the developmental experiences of youth serving as camp counselors - David Nathan Carter; Joe W. Kotrlik (Journal of Agricultural Education, 2008)
The study investigated the personal characteristics and developmental experiences of high-school-aged 4-H summer camp counselors at 4-H camps.  The Youth Experiences Survey 2.0 and the Developmental Experience Surveys showed that the highest level of experiences occurred in the areas of teamwork and social Skills, positive relationship and camping experiences.  Camp counseling lead to significant positive experiences, which may enhance positive leadership and life skills.

Family and contextual variables as predictors of school engagement and developmental outcomes in adolescence - Atara Tatelman Hedvat (Boston College, 2008)
Utilized data from the 4-H Study of Positive Youth Development

Ground safety skills among North Carolina 4-H horse program participants - Courtney Hathaway Beck (North Carolina State University, 2008)

Helping youth with autism be successful in your group, 4-H club or camp: A guide for 4-H Extension educators and volunteers - Rebecca A. Davidson (Penn State University, 2008)

Here today, gone tomorrow: An investigation into why older youth leave the 4-H program - Mary Beth Albright (Ohio State University, 2008)
For years, 4-H has struggled with the complex problems of membership retention, especially among older youth. However, little research has been done concerning why 4-H members choose to leave the program. The purpose of this qualitative study was to explore the retention of older 4-H youth. Specifically, the study sought to investigate the reasons older youth choose not to re-enroll in the Erie County 4-H program. Specific objectives of the study were to: (a) explore the reasons why youth chose not to re-enroll in the Erie County 4-H Youth Development program (b) identify the barriers to participation in the 4-H program for Erie County youth, and (c) determine what conditions would facilitate participation in the Erie County 4-H program.

Making the national farmer: Progressive educational reforms and transformation of rural society in the United States (1902-1918) and Japan (1920-1945) - Rika Fabian (University of California, 2008)
Comparing the cases of the 4-H Clubs in Ohio and the progressive educational reforms in rural Saitama, Japan in the early twentieth century. This project also illuminates the dissimilarities in the schemas of practice between two societies.

Men on a mission: Valuing youth work in our communities - William Marsiglio (John Hopkins University Press, 2008)
A comprehensive study of men who work and volunteer with kids in a variety of public settings. Diverse histories and experiences of men are presented, including coaches, teachers, 4-H agents, and other youth organizations.
Modified abstract from WorldCat. Available in hard and paper copy.

Middle school dropout? Enrollment trends in the California 4-H youth development program. - Steven T. Russell; Katherine E. Heck (Applied Development Science, 2008)
This study used proportional hazards modeling, also known as survival analysis, with over 221,000 youth in the California 4-H Youth Development Program data during 1992-2002 to examine patterns of enrollment, retention, and dropout. Results showed that enrollment was greatest among youth ages 10-13 in 2002. There was a trend toward dropout beyond age 11. Enrollment was fairly stable at the younger ages, but dropout accelerated in middle school and beyond and was not made up by new youth joining the program at that age. Two-thirds of the new enrollees were between 8 and 12 and fewer than 14 percent joined at high school age. The average number of years youth spent in the program was greatest for youth who joined at age 9 (3.85 years spent enrolled on average). Results showed that white youth and those living on farms were less likely to drop out of the program than other young people.

The Nevada 4-H Program: Impacts on Nevada Public School Youth - Steven Richard Lewis; Tim Murphy; Matt Baker (Proceedings of the 2008 Western Region AAAE Research Conference, 2008)
Paper begins on page 202 of these proceedings.

Ohio public school student's out-of-school time study: Measuring the impact of Ohio's 4-H youth development community club program - Deborah Kay Lewis (Ohio State University, 2008)
The purpose of this descriptive study was to survey Ohio youth in grades 5, 7, and 9 and explore if out-of- school activities made a difference in their lives. In the domain of life skills, other youth organization members exhibited leadership in their schools and were more likely to indicate good written record keeping skills. 4-H members responded more positively about their money management skills. Levels of risky behavior were low. 4-H members were more likely to hold leadership positions in their clubs and felt their involvement had made a positive difference in their family live. They felt that the 4-H organization to explore their unique interests that they could not explore elsewhere in their community.

Oregon 4-H volunteer study: Satisfaction, access to technology and volunteer development needs - Mary E. Arnold; Brooke Dolenc (2008)

Out-of-school time activity participation, school enrichment and positive youth development: Findings from the 4-H Study of Positive Youth Development - Yibing Li; Neda Bebiroglu; Erin Phelps; Richard M. Lerner; Jacqueline V. Lerner (Journal of Youth Development, 2008)
The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that “hanging out” with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed.

Parents' perception of life skill development related to participation in the 4-H Treasures school enrichment project - Rhonda K. Herrick (University of Nebraska, Lincoln, 2008)

Perceived effectiveness of youth-adult partnerships on enhancing life skill development through 4-H - Jeffrey Alan Sallee; Charles Cox (Journal of Youth Development, 2008)
online

Perceptions of retinal imaging technology for verifying the identity of 4-H ruminant animals - Brian M. Howell; Clinton P. Rusk; Christine R. Blomeke; Renee Krieg McKee; Ronald P. Lemenager (Journal of Extension, 2008)
The purpose of the study was to determine perceptions of 4-H members and volunteers regarding use of retinal imagery to identify 4-H animals. Retinal imaging was perceived to be an accurate and efficient method of livestock identification. Skill and practice is involved in capturing a quality image.

Perceptions of secondary agriculture teachers and 4-H youth development Extension personnel regarding cooperative behavior - Billy Ray McKim (University of Missouri, Columbia, 2008)
Study looked at factors related to the cooperative nature between agriculture teachers and 4-H youth development educators. Importance and affect of factors related to discrepancies and cooperation were ranked. Two context specific, case-type hypothetical scenarios were utilized in order to ask specific questions.

A phenomenological study of the relationship between award-winning 4-H alumni horsewomen and their horses - Janet Kiser Lambarth (Gonzaga University, 2008)
This study explored the meaning of the relationship between 5 4-H alumni adult horsewomen and their horses. The pervasive finding was the role of the horse in providing its female owner with the necessary grounding that enabled the woman to face not only life's challenges, but to move ahead with confidence, courage and competence in everyday living. As 4-H alumni, the women found 4-H relevant to their young lives and credited the 4-H experience with providing direction in their adult lives. Each of the five women were interviewed and provided descriptive information about their interest in horses.
WSU/Pend Oreille County Extension director. Gonzaga University, Spokane, WA, January 2008

The positive development of youth: Report of the findings from the first four years of the 4-H study of positive youth development - Richard M. Lerner; Jacqueline V. Lerner; Erin Phelps (Tufts University Office of Publications, 2008)

Promoting supportive relationships in youth programs: A self-determination theory perspective - Mat D. Duerden; Ann Gillard (Journal of Youth Development, 2008)

Proven effectiveness of Missouri 4-H camps in developing life skills in youth - Michelle Klem; Donald J. Nicholson (Journal of Youth Development, 2008)
In order to evaluate the efficacy of these camp programs, resident campers within the 10-13 year age range were surveyed about their camping experience during the summer of 2005 and a similar group was surveyed in 2006. Parents of campers were also surveyed both years to gather their perceptions of the 4-H camp's impact on their children in developing the life skills of: managing and thinking, relating and caring; giving and working and living and being. Parents and youth agreed strongly that the 4-H camp experience was substantially valuable in developing the life skills identified in the Targeting Life Skills Model.
Article: 0803RS003

A qualitative examination of youth voice in the decision-making process within the 4-H youth development program: Promoting promising practices in overcoming barriers - Janet Fox; Todd Tarifa; Krisanna Machtmes (Journal of Youth Development, 2008)
online

The role of ecological context and activity involvement in youth developmental outcomes: Differential impacts of asset poor and asset rich neighborhoods - Jennifer Southwick Brown (Cornell University, 2008)

State 4-H Council: A look back on what it meant to serve - Christopher Thomas Boleman; Kyle Merten; Gayle Hall (Journal of Extension, 2008)
Ex-post fact evaluation designed to seek impact of life skill development as a result of serving on the 4-H Council in Texas. Members who served from 1987 to 2006 were studied (n=38) and the life skills that were enhanced the most from serving on the council wre: development of oral communication skills, ability to relate to others, working in teams, building self-esteem. Texas 4-H Council was found to be an excellent promoter of youth through various aspects of youth development.

Taking Congress Home: Effects of NC 4-H Congress on Youth Behaviors and Intentions - Benjamin Stillman (Journal of Youth Development, 2008)
Evaluation study of the 2006 North Carolina 4-H Congress showed that conference participants valued service. They learned to accept differences. Teamwork was emphasized and they felt they were able to make a difference in the lives of others.
also in NAE4-HA Conference Proceedings 2007

Texas 4-H agents' perceptions of selected competencies in the 4-H professional research, knowledge, and competencies model - Amy Harder; Gary J. Wingenbach (Journal of Agricultural Education, 2008)
A modified Borich (1980) model of needs assessment was used to determine training needs of Texas 4-H agents in the Organizational System domain of the PRK model.    Agents perceived they were more proficient in program delivery competencies and less proficient in their own wellness.  Significant differences were found between perceived proficiency and several competencies.  Training is most needed in the areas of knowledge, skills, and abilities required to overcome the stresses associated with careers as Extension 4-H agents.

Using focus groups to evaluate youth development program direction - David J. White; Mary E. Arnold; Marilyn Lesmeister (Journal of Extension, 2008)
Research in Brief 6RIB3

West Virginia's response to the rotten truth about oral health - Brent Clark; Elaine Bowen; Chad Higgins; Zona Hutson; Gina Sharps; Tracy Waugh (Journal of Youth Development, 2008)
West Virginia University Extension Service has taken steps to increase the awareness and practices of good oral health. Significant barriers exist for optimal dental health and preventive care for youth in West Virginia. The 4-H Health Initiative strengthens community 4-H clubs through joint commitment to improve the Health “H,” club reliance on youth leadership, responsiveness to youth voices, and involvement of community health resources. These efforts bring oral health education and services to school-age youth. Evaluation data suggest that the model may impact oral health behaviors.

What factors contribute to older youth retention in 4-H - Bonnie L. Nutt (University of Wisconsin, Stout, 2008)

Who is volunteering for the Maine 4-H program? - Jennifer Lobley (Journal of Extension, 2008)
The study was designed to identify people who are most likely to volunteer for the Maine 4-H youth development program and determine how they became involved and why they continue to provide service to the organization.

Windows to a wider world: The Payne/National 4-H fellowships, 1931-1969 - Harlan Gene Copeland; Vincent Joseph McAuliffe (Alumni, 2008)
Also a special collection at the National Ag Library

Youth competitors gain benefits from horse show judges' training program - Patricia A. Evans; Scott McKendrick; John Wesley; Justen Smith (Journal of Youth Development, 2008)
The article details how youth benefit from a horse show judges' training program. With qualified judges, youth can be more confident that they will be evaluated in a fair and consistent manner during each show all season long.
Article 0803PA002

Youth program risk management: A case study of the 4-H PetPALS program - Lucinda Miller; Ryan Joseph Schmiesing (Journal of Extension, 2008)
Also published in 2009: Ohio 4-H PetPALS and companion animal 4-H curricula impacts, findings and implications. Columbus, OH: Ohio State University

Youth-adult partnerships in community decision making: An evaluation of five state 4-H youth in governance programs - Kenneth Jones; Kahaema Byer; Shepherd Zeldin (2008)
Arizona, Maryland, Missouri, New Hampshire and Wyoming participated in this study to determine: Why do states feel it is important to include youth in collective decision making? What is the rationale for including youth? What did the states seek to do as a means to address this rationale? What are the key challenges facing staff when implementing youth in governance? What practices were most promising in the implementation of youth in governance. The study produced 4 major findings: 1) The state should incorporate youth governance in its programs and legitimize the importance of efforts, 2) state and local staff must value youth governance programs, 3) state and local staff must involve multiple stakeholders in planning, implementing and evaluating the program, 4) consider effective ways to execute programs: combining meetings, technology, award ceremonies and using technology.
12-page report

Youth's self assessment of the Nebraska 4-H Quality Assurance Program - Jennifer E. Hansen (University of Nebraska, 2008)
The purpose of the study was to allow 4-H youth, ages 15-18, to self-assess their knowledge, attitudes, and behavior with regard to six components of the Nebraska Quality Assurance (NQA) program. Research questions answered were: 1) Did youth knowledge of general care and management, prevention, animal handling, carcass quality and animal health products increase as a result of NQA, 2) Did youth knowledge of NQA program improve their attitudes about responsibility as a producer of livestock for human consumption, and 3) Did youth change or improve their management practices to be consistent with the information taught by the NQA program in regards to general care and management, prevention, animal handling, carcass quality and animal health products? Results indicated youth significantly increased their knowledge, positively changed their attitudes and implemented better management practices upon completing the three year rotation, and similarly, as a result of the Quality Assurance Program.

2006 4-H animal science fair: Regional program evaluation - Mary E. Arnold (2007)

2006 Colorado County 4-H & Youth Ag Literacy/Safety Program Evaluations - S. Garrett; D. Rankin (2007 Texas 4-H Research Review, 2007)
A post questionnaire was used to evaluate knowledge gained by students at the Farm Safety/Health Day when students were introduced to a variety of farm safety and health issues such as gun, ATV, and poison safety. A total of 329 evaluations were sent out with 99 (30%) returned. The greatest increase of knowledge was in regard to pesticide safety. Anecdotal data also provided.

2006 District 11 4-H Crossroads Program Summary - C. Dodd (2007 Texas 4-H Research Review, 2007)
County Extension agents and volunteers worked with the district 4-H specialist to develop an educational program to promote career develoment and higher education among youth. The program targeted toward all 4-H youth, ages 14-18, with a total of 113 youth participating. Each youth could attend one of four workshops exploring career opportunities in: Sports Medicene, Veterinary Medicine, Journalism, Theatre/Share the Fun. The first section of the survey included questions to determine the overall satisfaction of youth with the program. Eighty-nine of 105 youth indicated they were mostly or completely satisfied with the program. The second section of the survey, consisted of seven questions that determine dthe overall impact of the program.

2006 Nueces County 4-H Quality Counts Outcome Program - N. Carr (2007 Texas 4-H Research Review, 2007)
An evaluation of programs was given to youth participants at the Nueces County Major Entry Night program. At this event a Quality Countys program was given and show updates and changes were shared with 4-H members and their families. Overall, the 27 youth participating in this survey correctly answered 75% of the questions. They were also completely satisfied with educational programs.