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Full-Text Articles in Vocational Education
Perceptions And Instructional Practices Used By West Virginian Secondary Agricultural Teachers In Meat Science Education, Kindra D. Carr
Perceptions And Instructional Practices Used By West Virginian Secondary Agricultural Teachers In Meat Science Education, Kindra D. Carr
Graduate Theses, Dissertations, and Problem Reports
A focus on classroom integration of science, technology, engineering, and math (STEM) concepts has resulted in secondary teachers broadening the scope and delivery of STEM principles in their classes. Because agriculture classes allow students to convert abstract ideas into concrete ideas, they provide a useful setting to teach STEM concepts. Using secondary agricultural classes to teach science is effective and has contributed to higher standardized science test scores, as opposed to a science class alone. West Virginia is known for meat processing facilities and meat technology learning activities in its public schools. However, little is known about how the content …
Games In Agriculture, Food, And Natural Resources Education, Aaron J. Mckim, Robert Bud Mckendree, Catlin M. Pauley
Games In Agriculture, Food, And Natural Resources Education, Aaron J. Mckim, Robert Bud Mckendree, Catlin M. Pauley
Journal of Research in Technical Careers
Educational games provide learners with team-based, experiential, and problem-centered learning opportunities. Therefore, educational games are recommended to encourage learner success in an increasingly complex and collaborative world. Research exploring interventions to increase teacher affinity toward games is needed to inform expansion of games within classrooms. The current study leveraged the input, environment, and outcomes model to analyze perceptions of games held by school-based agriculture, food, and natural resources (AFNR) educators before and after a professional development experience focused on educational games. Results indicate teachers held a favorable perception of games before engaging in the professional development. Engagement in the professional …
A Case For The Congo: How Can Education And Agriculture Lead To Economic Development?, Arthur Kilongo
A Case For The Congo: How Can Education And Agriculture Lead To Economic Development?, Arthur Kilongo
Senior Projects Spring 2020
Since its independence from Belgium in 1960 until this point in time, the Democratic Republic of the Congo has more than often experienced violence and political instability that have prevented the creation of a stable economy and functional political system. As a result, quality education and high paying jobs are scarce in the DR Congo today, resulting in poverty to the extent where many people in the country live on less than $1.90 per day. According to the International Labour Organization, as many as 68.7% of Congolese worked in agriculture in 2019. This paper investigates how education and training can …