scholarly journals Kids Growing with Grains: Connecting Agriculture, Nutrition, and Environmental Literacy

2020 ◽  
Vol 15 (6) ◽  
pp. 272-291
Author(s):  
Rachel Bayer ◽  
Ashley Travis ◽  
Chenzi Wang
Keyword(s):  
Agricultural Education ◽  
Environmental Literacy ◽  
Extension Programs ◽  
University Of Maryland ◽  
Mixed Methods Approach ◽  
Extension Educators ◽  
The Past ◽  
School Based ◽  
Hands On ◽  
Teachers And Students

Kids Growing with Grains is a school-based agricultural education program that improves youths’ conceptual understanding of how agriculture is linked to nutrition, the environment, and human health. University of Maryland Extension Educators developed the program’s hands-on activities, which focus on grain science, grains and the environment, grains and animals, and grain nutrition. The program is traditionally implemented through a station-based field trip experience lasting 4 hours in length. The program has been evaluated using a mixed-methods approach that includes qualitative and quantitative data collected from both teachers and students. Evaluation results from the past 2 years indicate the program is achieving its learning objectives. The program is designed to be easily replicated by other Extension programs throughout the country in a variety of formal or non-formal settings.

scholarly journals The Impacts of COVID-19 on school-based agricultural education teachers in the U.S.

2021 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
R. G. Easterly ◽  
Kelsey Humphrey ◽  
T. Grady Roberts
Keyword(s):  
Agricultural Education ◽  
Well Being ◽  
Research Practice ◽  
Program Outcomes ◽  
Pedagogical Design ◽  
School Based ◽  
Agricultural Education Teachers ◽  
Hands On ◽  
Teachers And Students ◽  
The U.S

The COVID-19 pandemic of 2020 disrupted education all over the world. Teachers and students were forced to adapt to online learning. In the U.S., school-based agricultural education (SBAE) teachers faced challenges in delivering what is traditionally a hands-on curriculum. This study used a Pedagogical Design Capacity framework to understand the experiences of four SBAE teachers at different career stages and different geographic regions of the U.S. Our results showed dissatisfaction over initial changes, frustrations over changes to program outcomes, and impacts to teacher well-being. Recommendations for research, practice, and policy are provided.

Teacher Persistence in Implementing EE: Implications for the Interpretive Community

2007 ◽  
Vol 12 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Julie Athman Ernst
Keyword(s):  
Environmental Literacy ◽  
Educational Setting ◽  
Teacher Persistence ◽  
Interpretive Community ◽  
Teaching Context ◽  
School Based ◽  
Teachers And Students ◽  
Literacy Knowledge ◽  
K 12 ◽  
Do So

There are a variety of barriers that deter teachers from using environmental education (EE), including state curriculum standards and testing, lack of funding and transportation, lack of training, and misconceptions about what EE is. Despite these barriers, some teachers persist in using EE. Because teachers and students in the formal educational setting often are a key audience for interpretive centers, it would be useful to understand teachers’ motivations for using EE and what helps them overcome barriers to integrating EE into their curriculum. Survey research was conducted with 70 K–12 teachers to investigate what they perceive as the strongest influences on their decisions to implement EE and their abilities to do so. Results indicated personal environmental literacy knowledge and skills, environmental sensitivity, and teaching context as key influences on teachers’ use of EE. Implications for the interpretive community related to providing teacher training and marketing school-based programs are discussed.

scholarly journals AgVenture: Establishing the Link between STEM and Agriculture

2018 ◽  
Vol 13 (4) ◽  
pp. 179-189
Author(s):  
Becky Ridgeway ◽  
Virginia Brown
Keyword(s):  
Stem Education ◽  
School Curriculum ◽  
Extension Programs ◽  
Educational Value ◽  
Extension Educators ◽  
Science Technology ◽  
Hands On ◽  
Primary School Curriculum ◽  
Plant Sciences ◽  
Agriculture Extension

Science, technology, engineering, and math (STEM) education is an integral part of primary school curriculum. AgVenture allows Extension to teach 4th graders about the connection between STEM and agriculture. Extension educators in Maryland developed hands-on activities around animals, plant sciences and nutrition, while linking station-specific activities back to STEM standards. Pretests and posttests show a statistically significant change in STEM-related knowledge by students, while feedback from teachers demonstrates the educational value of the program. Because of these results, AgVenture has grown and now has a waiting list of interested schools. The success of the AgVenture program can be replicated in other Extension programs throughout Maryland and nationwide.

Advisory in Ukraine: history, achievements, prospects

2020 ◽  
Author(s):  
V. Verhunov ◽  
О. Bielova
Keyword(s):  
Agricultural Education ◽  
Historical Analysis ◽  
Information Support ◽  
Industrial Complex ◽  
Advisory Services ◽  
Agricultural Knowledge ◽  
Current State ◽  
Teachers And Students ◽  
Science And Education ◽  
The Government

The current state and problems of agricultural advisory organization in Ukraine on the basis of historical analysis of the evolution of the formation and development of agricultural knowledge and information in the world and in modern Ukraine, the involvement of peasants in the active use of innovative solutions in agricultural production, storage and processing of agricultural products was highlighted. The basic principles of the organization of agricultural advisory activity, features of interaction of advisory services with agrarian business, the government, a science and education were formulated. Forms of scientific-consulting and information support of the processes of transfer of innovative technologies in agro-industrial production were given. Ways to improve the organization of agricultural advisory activities in Ukraine using the potential of the National Academy of Agrarian Sciences of Ukraine were proposed. The edition is recommended for specialists of agricultural advisory services, scientists, teachers and students of agricultural education institutions, participants of the system of training and retraining of personnel of the agro-industrial complex of Ukraine.

scholarly journals Understanding Extension for School-Based Agricultural Education #3: FFA and 4-H—A Comparison

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Debra Barry ◽  
Alyssa J. Shepherd ◽  
Jennifer Patton ◽  
Stephen Gran
Keyword(s):  
Agricultural Education ◽  
Educational Tool ◽  
School Based ◽  
Similarities And Differences

Even though many recognize FFA and 4-H, there is still a big disconnect in understanding the similarities and differences between them. This 4-page document serves as an educational tool for school-based agricultural education and 4-H programs, and provides a background of the history, characteristics, and membership process of these long-standing organizations. Written by Debra Barry, Alyssa Shepherd, Jennifer Patton, and Stephen Gran, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2020.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

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