Download or read book The Effect of Team Teaching of Agriculture and Science on High School Student Perceptions Attitudes and Knowledge of Sustainable Agriculture written by Dawn Marie Hildebrandt and published by . This book was released on 1995 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Masters Theses in the Pure and Applied Sciences written by Wade H. Shafer and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Masters Theses in the Pure and Applied Sciences was first conceived, published, and disseminated by the Center for Information and Numerical Data Analysis and Synthesis (CINDAS)* at Purdue University in 1957, starting its coverage of theses with the academic year 1955. Beginning with Volume 13, the printing and dis semination phases of the activity were transferred to University Microfilms/Xerox of Ann Arbor, Michigan, with the thought that such an arrangement would be more beneficial to the academic and general scientific and technical community. After five years of this jOint undertaking we had concluded that it was in the interest of all concerned if the printing and distribution of the volumes were handled by an international publishing house to assure improved service and broader dissemination. Hence, starting with Volume 18, Masters Theses in the Pure and Applied Sciences has been disseminated on a worldwide basis by Plenum Publishing Corporation of New York, and in the same year the coverage was broadened to include Canadian universities. All back issues can also be ordered from Plenum. We have reported in Volume 40 (thesis year 1995) a total of 10,746 thesis titles from 19 Canadian and 144 United States universities. We are sure that this broader base for these titles reported will greatly enhance the value of this impor tant annual reference work. While Volume 40 reports theses submitted in 1995, on occasion, certain uni versities do report theses submitted in previous years but not reported at the time.
Download or read book Secondary School Teachers Perceptions Regarding the Process of Teaching Sustainable Agriculture in the Agricultural Education Curriculum written by Emmanuel Chukwunenye Okeafor and published by . This book was released on 2002 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine perceptions held by high school teachers of agriculture in the North Central Region of the U.S. regarding teaching sustainable agriculture in the agriculture curriculum. This region is comprised of the states of Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. The specific objectives for this study were to: (1) identify perceptions of teachers regarding teaching sustainable agriculture, (2) identify the extent to which selected sustainable agriculture skills and knowledge were being taught, (3) identify the extent to which inservice training is needed in selected areas of sustainable agriculture, (4) identify demographic characteristics and their relationship with selected perceptions, and (5) develop a model inservice education program for teachers of agricultural education. The study utilized a descriptive research design with a self-administered questionnaire to collect data. The population consisted of all secondary school agriculture teachers in the twelve states of the North Central Region of the United States. The population for the study consisted of 2395 teachers as listed in the Agricultural Educator's Directory, 2000. A randomly selected sample size of 600 was used, with a usable return rate of 246. The data were analyzed using the Statistical Package for Social Sciences (SPSS) Program. Out of the 246 respondents, 199(81%) were males and 47(19%) were females. Agriculture teachers in this study generally supported the concepts related to teaching sustainable agriculture, infusion of sustainable agriculture into the curriculum and the use of a variety of instructional methods to teach sustainable agriculture. The respondents indicated that they needed more information and instructional materials regarding sustainable agriculture. The teachers indicated a need for inservice educational programs that would help them teach sustainable agriculture. The major topics perceived to be priority areas contributing to an understanding of sustainable agriculture included soil erosion control, soil testing, soil conservation, environmental protection and profitability.
Download or read book Progress Report written by and published by . This book was released on 1996 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Toward Sustainable Agriculture in an Ohio Science High School written by Sharmin Faraj Sameipour and published by . This book was released on 2017 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The discussion about the environmental challenges and socio-economic situation connected with conventional agricultural systems in the United States in the 1985s, and sustainable agriculture (SA), has mentioned the role of education in highlighting barriers. Advocates of sustainable agriculture declare that education about SA can present solutions to the current challenges in agriculture, provoke rural economic development, and enhance the scientific teaching of SA (Feldman, 1999). The goal of this study was to describe the perceptions of high school teachers about SA. A census of 17 teachers at the Global Impact STEM Academy (GISA) in Ohio (U.S.A.) was given questionnaires with five-point Likert-type scales and nine teachers responded. Teachers also self-selected into a focus group interview. In addition, a classroom observation was made in which qualitative data were collected.
Download or read book Commencement written by Iowa State University and published by . This book was released on 1993 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Teaching of Agriculture in the High School written by Garland Armor Bricker and published by . This book was released on 1911 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Agriculture written by National Research Council and published by National Academies Press. This book was released on 1988-02-01 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the widespread recognition among experts that our educational system needs to change in order to provide the skills and knowledge necessary to ensure the future vitality of U.S. agriculture. Understanding Agriculture focuses on agricultural literacy (education about agriculture) and vocational agricultural education (education in agriculture). The section on agricultural literacy addresses the teaching of science through agriculture, teacher education and training, model educational programs, community support, and agricultural career exploration programs. Vocational agricultural education is examined in terms of program enrollment, availability and content, supervised occupational experiences, the Future Farmers of America program, and teacher education and supply.
Download or read book Experimental Evaluation of the Effects of an Educational Activity on Awareness and Perceptions of Sustainable Agriculture Among Central Texas High School Agriscience Students written by Theresa Ann Pesl and published by . This book was released on 1993 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sustainable Agriculture and the Perceptions of High School Agriculture Teachers in the North Central Region of the United States written by Mathew Ajuoga Muma and published by . This book was released on 2006 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate about the socio-economic and environmental challenges associated with conventional agricultural systems in the U.S.A. in the 1980s vis-a-vis sustainable agriculture (SA) has included the definition of SA, the role of education in addressing the challenges and what should be taught about SA in high school and beyond. Proponents of SA claim education about SA can facilitate solutions to the current problems in agriculture, stimulate rural economic development and enrich scientific teaching of SA (Feldman, 1999; Sanstone, 2003/2004). The purpose of this study was to identify the beliefs of high school agriculture teachers about SA, and determine if any relationship about beliefs and the extent teachers teach SA exists. A random sample of 844 teachers in the North Central Region (U.S.A.) was sent questionnaires with 5-point Likert-type scales. Cronbach's coefficients for the instrument ranged from .74-.95. Teachers agreed to concepts about SA and taught selected topics in SA to a moderate extent. There was a positive but negligible association between teachers' beliefs about SA and the extent to which teachers taught selected topics in SA. Beliefs about SA uniquely explained no variance in the extent teachers taught selected SA topics controlling for the demographic variables. Teacher perceptions about SA practices influence minimally but significantly the extent teachers teach selected topics in SA. Selected topics that teachers rated highest (p
Download or read book Perceptions of Secondary School Agriculture Teachers in the North Central Region of the U S Regarding Sustainable Agriculture written by Kehinde Aderemi Ajaiyeoba Agbaje and published by . This book was released on 1998 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sources given the least ratings on credibility were television and radio programs, commodity promotion boards, newspapers, machinery dealers, and local seed and chemical dealers. Beneficial sources were similar to those observed for credibility. A curriculum development model was designed to assist educators to integrate sustainable agriculture subject matter into the teaching of agriculture courses. It was concluded that teachers need more training, experience, and instructional materials to enable them to help secondary school students to learn more about sustainable agricultural practices.
Download or read book Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study has been to determine the effects of an introductory agricultural education course on high school urban students agricultural literacy and their perceptions of the food and fiber industry. North Carolina schools offer an introductory course called Agriscience Applications and is meant to be the first in a series of agricultural education courses. This course is expected to positively impact the agricultural literacy and perceptions of agriculture upon its students. Data were collected from six schools in urban counties throughout North Carolina with 152 respondents. Five questions were specified for this study as follows: 1) Does an introductory agricultural education course increase students agricultural literacy in an urban agricultural education program; 2) does an introductory agricultural education course increase student knowledge of agricultural careers and opportunities for employment; 3) does an introductory agricultural education class increase student knowledge of agriculture's relationship with public policy; 4) does an introductory agricultural education class change a student's understanding of agriculture's relationship with the environment and natural resources; 5) what influence does an introductory agricultural education class have upon students' perceptions of the food and fiber industry? Upon completion of the Agriscience Applications course, students did increase their agricultural literacy. The students showed greatest improvement in agriculture literacy regarding public policy and the least improvement in career related knowledge. The perception scores of students regarding agriculture were not statistically significant.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Assessment of the Learning and Attitude Modification of Technology Education Students Who Complete an Instructional Unit on Agriculture and Biotechnology written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of introducing a two-week instructional unit on agriculture and biotechnology issues to a group of 30 Virginia high school technology education students. This study measured the student's knowledge about and attitudes towards agriculture and biotechnology before and after studying the unit. Further, the researcher selected four of the students for structured interviews that focused on learning in the six facets of understanding as defined by the book Understanding by Design (1998). The instructional unit was taught using education materials produced by the TECH-know project (2003). The students were tested on content material immediately before and after studying the teaching of the unit. The students were also given a 45-item pre-and-post survey regarding their attitudes towards agriculture and biotechnology. Videotapes and transcripts of the interviews were later evaluated by three raters who used the six facets of understanding as a rubric for judging the intangible understandings that the students gained from studying the unit and doing a related research project. The study found indications of learning in all six areas of understanding as defined by Wiggins & McTighe (1998). There was particularly strong evidence that the students gained perspective about issues and that they gained understanding about how knowledge related to agriculture and biotechnology could be applied. The study also found that there was a statistically significant gain in student knowledge about agriculture and biotechnology based on the pre-test and post-test of the information presented in the instructional unit. In addition, there was a statistically significant change in student attitudes towards agriculture and biotechnology in three of 45 items of the attitude survey. Overall, the two-week instructional unit and research project produced learning about agriculture and biotechnology and increased the levels of understanding for selected students in.
Download or read book Agriculture s Role in K 12 Education written by National Research Council and published by National Academies Press. This book was released on 1998-06-22 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways in which examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could enhance the continued education of K-12 teachers, improve school science programs, and increase collaboration with other professional societies and science teachers. This booklet presents the proceedings of this forum. Chapters include: (1) A Scientist's Role in K-12 Education; (2) Scientist and Teacher Partnerships; (3) Sustaining Support for Science Education; and (4) Future Roles for Professional Societies and Scientists. (ASK)
Download or read book Leadership Mathematics and Science Integration in Secondary Agricultural Education written by Aaron J. McKim and published by . This book was released on 2016 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research exploring methods to improve student learning of leadership, mathematics, and science in the United States is critically important. In this study, I sought to delve into the potential for student learning of leadership, mathematics, and science within the context of school-based agricultural education. Recognizing the teacher as a gatekeeper to the contextual learning within agricultural education, this study explored potential factors influencing the intentions of agriculture teachers to integrate leadership, mathematics, and science within their curriculum. In order to accomplish this research aim, relevant data were collected from a simple random sample of secondary agriculture teachers in the United States during the 2015-2016 school year. The potential predictors to the intentions of secondary agriculture teachers to integrate leadership, mathematics, and science were identified from the theory of planned behavior. Within the theory of planned behavior, an individual's attitude, subjective norms, and perceived behavioral control are posited as predicting the intentions of an individual to perform an identified behavior. In addition to these predictors, I included teachers' self-reported leadership, mathematics, and science knowledge as a potential predictor of their intention to integrate each of the three respective content areas. Each of the three predictive models (i.e. predictive model of leadership integration, predictive model of mathematics integration, and predictive model of science integration) were analyzed using structural equation modeling. In total, secondary agriculture teachers indicated intentions to integrate leadership content into 28.49% of their agriculture curriculum, mathematics content into 24.51% of their curriculum, and science into 39.91% of their curriculum. Within leadership integration, attitudes toward leadership integration and subjective norms regarding leadership integration were identified as statistically significant, positive predictors of their intentions to integrate leadership content within their curriculum. Within mathematics integration, perceived behavioral control was identified as the only statistically significant, positive predictor of intended mathematics integration. And, within science integration, only self-reported knowledge of science was identified as a statistically significant, negative predictor of intended science integration within agriculture curriculum. This research expands the current understanding of leadership, mathematics, and science integration within school-based agricultural education. Additionally, this work pinpoints the need for additional research into the attitudes and subjective norms of secondary agriculture teachers regarding leadership integration, perceived behavioral control integrating mathematics, and the unexpected relationship between self-perceived knowledge of science and the level of science integration intended among secondary agriculture teachers. The need and nature of these potential explorations, along with specific recommendations for practice, are also discussed.
Download or read book Bibliography of Agriculture written by and published by . This book was released on 1998 with total page 2312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
