ERIC Number: EJ1133122
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Exploring the Role of Agriculture Teachers in Core Academic Integration
McKim, Aaron J.; Sorenson, Tyson J.; Velez, Jonathan J.
Journal of Agricultural Education, v57 n4 p1-15 2016
Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential solution to students' underperformance in core academics. This study focused on core academic integration in secondary agricultural education classrooms and explored a conceptual model for teachers' core academic integration competence in the areas of math and literacy. Results indicated pedagogical competence and technical knowledge were significant predictors of teachers' reading integration competence. Pedagogical competence was also a significant predictor of respondents' writing and math integration competences. These findings highlight the importance of agriculture teachers' ability to engage students through effective pedagogical strategies as a potential precursor to competence integrating reading, writing, and math. Implications and strategies for utilizing the proposed model and the findings from this research are discussed.
Descriptors: Agricultural Education, Teacher Role, Secondary School Teachers, Secondary Education, Core Curriculum, Teacher Competencies, Pedagogical Content Knowledge, Teaching Skills, Predictor Variables, Reading, Interdisciplinary Approach, Writing (Composition), Mathematics, Common Core State Standards, Surveys, Statistical Analysis
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Oregon