Agriculture Education aff plans/Drafts

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Solvency Mechanisms

Agriculture Education Integration

Agriculture education creates informed citizens and should be included in formal secondary education

Lufkin et al, National Alliance for Partnerships in Equity Executive Director, 9

[Mimi, March 2009, Pennsylvania Department of Education, “Vision for Pennsylvania Agricultural Education,”, pp. 8-9, 6/28/17, KF]

Education "about" agriculture, or agricultural literacy, provides individuals with practical and appropriate knowledge of food and fiber production, processing and domestic and international marketing and distribution. It also should include enough knowledge of food and nutrition to make informed personal choices about diet and health. Learning about agriculture is a lifelong process and should be included in the formal educational system K-adult. Achieving the goal of agricultural literacy will produce informed citizens able to participate in establishing and revisiting policies that will support a competitive agricultural and food industry in this country and abroad.
Education "in" agriculture has a long history in American education. Most programs consist of three parts: classroom and laboratory instruction, supervised agricultural experiences (SAE's) and leadership activities through the FFA. These programs are found in schools starting in the seventh grade and continuing into college. They are designed to give students the skills needed to enter and advance in agricultural careers and/or pursue postsecondary education.

Over 500 individuals involved in agriculture participated in developing a vision for Pennsylvania agricultural education. The vision statement “educating people for life through agriculture; food, fiber and natural resource systems” reflects the broad-reaching impact agricultural education has on everyone’s lives. The visioning process, completed through the Reinventing Agricultural Education for the Year 2020 project, also resulted in the development of a set of goals and objectives for six key areas. These areas included:

Lifelong Learning

Personal Development (for all students)

Professional Development (for all educators)

Environmental Stewardship

Long-term Agricultural Viability

Emerging Technologies

Agriculutre Education Funding

Funding key to agricultural education – allows for better teacher training, curriculum, and job preparation

Rubenstein, University of Georgia College of Agricultural & and environmental Sciences Assistant Professor of Agricultural Leadership education and communication, et al, 16

(E.D., N.W. Conner, University of Nebraska-Lincoln assistant professor Agricultural Leadership education and communication, S.D. Hurst, Agriculture Teacher Osceola Middle School, and A.C. Thoron, University of Florida Institute of food and Agricultural studies Assistant Professor of Agricultural Education and Communication, September 2016, North American Colleges and Teachers of Agriculture Journal, “A Philosophical Examination of School-based Agricultural Education and NBC's Education Nation.” ProQuest, Volume 60, Issue 3, Accessed 6/30/17, GDI - JMo)

This study provides findings that elicit three overarching implications for local SBAE programs, agricultural education organizations and agriculture teacher education programs. First, based on the findings that SBAE prepares students to enter the workforce or post-secondary classroom (Hillison, 1987; Moore, 1987; Newcomb et al., 2004; Phipps et al., 2008), secondary agricultural educators and agricultural education organizations (National FFA Organization, The Council, Team Ag Ed, etc.) should promote the achievements of their students on the local and state level. This could promote the need for SBAE in every public school, state and federal funding and local support for appropriate agricultural teaching facilities. Second, because students have been found to increase knowledge gain due to proven teaching methods (Phipps et al., 2008; Ricketts et al., 2006), secondary agricultural educators should continue to utilize innovative and proven teaching methods. This will assist students in developing problem-solving, criticalthinking and personal development skills. Further, teacher education programs should continue to prepare preservice teachers to implement proven and innovative instructional strategies and teaching methods. Third, because SBAE has historically demonstrated the goals and innovations of Education Nation and the Common Core State Standards (Phipps et al., 2008; Ricketts et al., 2006), teacher educators and secondary teachers must continue to promote preservice teacher education programs to high school and undergraduate students. Fourth, agricultural education teacher preparation programs must continue to rejuvenate curriculum to incorporate new and innovative strategies that enhance the overall education experience of high school and middle school students.

[SBAE = School Based Agricultural Education]

CASE Grants

Nationwide CASE programs key to teacher quality – more grants needed

Bloom, Plant Pathway Coordinator at Curriculum for Agricultural Education Science Education, AND Eddy, agricultural education teacher at Southeast Polk High School in Pleasant Hill, Iowa, 16

(Melanie and Matthew, 5/16/16, The Agricultural Education Magazine, “Securing STEM Dollars for CASE and Agricultural Education.” ProQuest, P. 25-26, Accessed 6/30/17, GDI JMo)

Nation-wide STEM grant agencies have begun to sponsor educational programming around the country. www.changethe- now has completed CASE education programming grants on file that can be utilized by groups searching for grant dollars to fund, or to provide ex- amples for companies who would like to fund STEM intiatives.

CASE provides detailed, itemized purchase manuals for each course which include ev- ery tool, material, supply and consumable needed to teach each course. By providing these manuals, CASE equips teachers with two important advantages: time and potential. First, by uti- lizing the purchasing manuals, time spent securing supplies and preparing purchase orders for the upcoming year is reduced to almost nothing. These manuals also provide a tool for lobbying administration for extra help. When a teacher shares a compre- hensive plan, national curriculum with third-party assessment, and support from potential employers it is much easier to justify local expenditures. The human capital potential in CASE curriculum is amplified when developing grant proposals. Grants require specific plans along with budget narra- tives that are comprehensive. The CASE purchase manuals make a very compelling demonstration of financial need by specifically spelling out what will be pur- chased. This is a great illustration of how Iowa Team Ag Ed has had success with grants. Compre- hensive plans, budget narrations, and potential employer support statements prove the need for dol- lars and allow the organization to complete the grant proposal - and funded project - successfully.

[Note: CASE = Curriculum for Agricultural Science Education]

CASE models good – leads to highly qualified teachers and allows for real world learning

Ulmer, Texas Tech University teacher educator, & Witt, Texas Tech University Agricultural Education, doctoral student, 11

(Dr. Jonathan and Phillip, September/October 2011, The Agricultural Education Magazine, “Integrating Science Instruction into Pre-Service Teacher Education.” ProQuest, Accessed 6/30/17, GDI - JMo)

A recent study conducted in conjunction with Texas Tech University and Oregon State University explored the professional development component of CASE. Requiring teachers to commit two weeks in the summer before they can use the curriculum is a huge commitment and might prevent many teachers who are interested from attending. Researchers wanted to know what impact the institute might be having on the teachers.

The purpose of this study was to discover if the science teaching efficacy belief of teachers changed after completing a CASE Institute. Beliefs are part of the foundation upon which behaviors are based and studies investigating teacher efficacy indicate that these beliefs may account for differences in teacher effectiveness (Enochs &Riggs, 1990). A teacher's efficacy belief is a judgment of his or her capabilities to bring about desired outcomes such as student achievement, motivation, and student engagement (Tschannen-Moran & Hoy, 2001).

The study explored the science teaching efficacy belief of agricultural education teachers before and after they participated in a CASE institute in order to determine what impact it might have on science teaching efficacy.

Researchers found that the CASE Institutes and the CASE curriculum are making a positive impact on agricultural science teachers and the courses they offer. They believe that the professional development requirement is a critical component of the CASE model because it provides teachers, regardless of the number of years they have been teaching, with the confidence they need to implement rigorous science and math content into their courses. Teachers also told the researchers they are implementing CASE curriculum into their classrooms because they, and their administrators, see the value of enrolling in the course.

CASE is one solution to the need for highly qualified and motivated teachers in agricultural education. Recent trends in education have required more and more agricultural education programs to demonstrate how they are contributing to the overall performance of students in core curriculum areas. The CASE curriculum is an option that teachers have to establish themselves as a critical component in the education system. Through CASE, teachers can create, for many students, a link between difficult concepts and a real world context for learning.

[Note: CASE = Curriculum for Agricultural Science Education]

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