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Descriptors:
Agricultural Education; Vocational Education Teachers; Teacher Attitudes; Mathematics Education; Integrated Curriculum; Teacher Collaboration; State Standards; Academic Standards; Needs; Interviews

Abstract:
The purpose of this study was to analyze outstanding agricultural education teachers' attitudes towards mathematics integration. An investigation into the collaboration efforts being made between the agricultural education and mathematics departments was also included. The objective of this study was to identify the primary themes to integration of mathematics that emerged through interviews with the five agricultural education instructors who were identified as having high self-reported levels of mathematics integration in their courses. This study used qualitative methods were used to collect, interpret and analyze the data. Interviews were used by the researcher to collect in-depth information regarding mathematics integration into the agricultural education curriculum. Based on the interviews of the five outstanding agricultural education teachers, four major themes emerged from each of the interviews. Those themes include mathematics as a component of agricultural education, teacher collaboration, role of STATE Standards of Learning, and perceived needs of the teachers. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rural Schools; Federal Legislation; Agricultural Education; Academic Achievement; Academic Standards; Mathematics Teachers; Vocational Education; Mathematics Instruction; Relevance (Education); Interdisciplinary Approach; Models; Faculty Development; Teacher Education; Teacher Education Programs; Science Instruction; High School Students

Abstract:
The increased pressure for gains in academic performance in mathematics and science are not going to dissipate, and rural schools must find a way to meet these challenges. The No Child Left Behind (NCLB) and the Carl D. Perkins Federal Vocational and Technical Education Act legislations have also put pressure on career and technical education (CTE) to increase academic standards in CTE curriculum. Infusing mathematics into the curriculum will give students a chance to see the mathematics in a real-world context. The model of infusion proposed by the National Research Center for Career and Technical Education (NRCCTE) has given a viable option to aid in teaching mathematics in context. Further research is needed in order to guide everyone to the best model of mathematics infusion. The NRCCTE model should be tested across more CTE curriculums to determine if it can be implemented nationally. Also, more research is needed on the professional development that CTE and mathematics teachers receive in order to determine its effectiveness. Most of the research in mathematics infusion has taken place with in-service teachers. Mathematics infusion needs to start with the pre-service teachers. An analysis of teacher preparation programs can determine if future CTE instructors are receiving adequate mathematics and science courses to be able to proficiently infuse those academics into the curriculum. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Choice; Decision Making; High School Seniors; Rural Youth; Self Efficacy; Student Attitudes; Urban Youth; Vocational Maturity

Abstract:
Urban (n=51) and rural (n=43) high school seniors completed measures of career maturity and career decision-making self-efficacy (CDMSE). Career development attitude was the most significant predictor of CDMSE. Rural seniors scored significantly higher on career development knowledge. (SK)

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