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Curriculum Development Of Agricultural Educators In South Dakota, Mercedes Lemke
Curriculum Development Of Agricultural Educators In South Dakota, Mercedes Lemke
Electronic Theses and Dissertations
Curriculum development is an essential component of teaching. Understanding how agriculture education teachers utilize, develop, and adapt content to curriculum can benefit teachers to spend less time on curriculum development. Recognizing the way agriculture education teachers use content in curriculum implementation will allow curriculum developers to create materials that can effectively be used by teachers. This study also looked at the affects of how COVID19 pandemic affected the way teachers locate and develop curriculum. The purpose of this study was to evaluate the way agriculture education instructor’s usage of content for curriculum development, implementation decisions and the affects of the …
School Gardening In America And A Survey Of South Dakota Schools, Aminah Hassoun
School Gardening In America And A Survey Of South Dakota Schools, Aminah Hassoun
Electronic Theses and Dissertations
School gardening has a longstanding history in American education, dating as far back as the mid-1800s. Despite fluctuations in popularity throughout the twentieth century, school gardens have grown into an established method for hands-on teaching. This paper builds upon a historical framework of school gardening in American public education with particular focus on the connections between school gardens and agricultural education. This study offers a descriptive portrait of contemporary K-12 school gardens in South Dakota. Schools across the state were surveyed about their gardens to gain a better understanding of garden-based teaching in practice both in general education and agricultural …
Teachers' Perceptions Of Experiential Learning In The 3-Circle Agricultural Education Model, Jon C. Schreurs
Teachers' Perceptions Of Experiential Learning In The 3-Circle Agricultural Education Model, Jon C. Schreurs
Electronic Theses and Dissertations
The purpose of this paper is to describe teachers’ perceptions of experiential learning and its effects on student learning, understanding, and engagement through agriculture education's three-circle model. This paper explores teachers’ perceptions of the value and importance of experiential learning in agriculture education instruction, FFA, and supervised agricultural experience. Further, I explore experiential learning, constructivism, and hands-on learning as the foundational instructional practices used in agricultural education. Agricultural education teachers from southwest Minnesota were surveyed to determine how they are using experiential learning in their agriculture education programs, including classroom instruction, FFA, and supervised agricultural experiences.
Parents In Urbanized Areas And Their Perception Of 4-H Youth Development Programs, Matthew Ryan Olson
Parents In Urbanized Areas And Their Perception Of 4-H Youth Development Programs, Matthew Ryan Olson
Electronic Theses and Dissertations
This study examined the perceptions held by parents living in the urbanized area of Rapid City, South Dakota, to determine if artificial barriers to joining 4-H PYD programs existed. Through snowball sampling methods, nine participants were recruited to engage in semi-structured interviews. Transcripts from the interviews were coded utilizing in vivo and axial coding methods. Four themes emerged from the interviews: characteristics of youth development programs, program promotion through school flyers, barriers to joining youth development programs, and 4-H and its connection to agriculture. The major recommendation for 4-H professionals is to focus on leadership, life skills, and character development …
Effects Of Standards-Based Grading On Students In Agricultural Education, Matthew Tripp
Effects Of Standards-Based Grading On Students In Agricultural Education, Matthew Tripp
Electronic Theses and Dissertations
Standards-based grading is being discussed more frequently in the field of education as school districts either explore or adopt this grading method. This study examined the effects of standards-based grading on achievement and perceptions of students enrolled in high school agricultural education courses. This nonequivalent quasi-experimental study focused on how students’ perceptions of classroom feedback, abilities, and opportunities to redo assessments were affected by the implementation of a standards-based grading method. Participants in this study were students who enrolled in a quarter long Home Maintenance course that used standards-based grading methods to assess student mastery on specific content standards in …