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ATTITUDES OF OREGON AGRICULTURAL SCIENCE AND TECHNOLOGY TEACHERS TOWARD INTEGRATING SCIENCE

ATTITUDES OF OREGON AGRICULTURAL SCIENCE AND TECHNOLOGY TEACHERS TOWARD INTEGRATING SCIENCE,Gregory W. Thompson,Mark M. Balschweid

ATTITUDES OF OREGON AGRICULTURAL SCIENCE AND TECHNOLOGY TEACHERS TOWARD INTEGRATING SCIENCE   (Citations: 16)
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Abstract The purpose ,of this study was to determine ,the attitudes of Oregon ,Agricultural Science and Technology,(AST) teachers ,toward ,integrating ,science ,into their agricultural ,education ,programs.,Results of the study indicated that almost one fourth of Oregon 'sAST teachers have a teaching credential with a science endorsement, while almost half the teachers indicated students receive science credit for agriculture classes in their Teachers felt prepared to teach biological and physical science concepts and that integrating science into agriculture classes has increased their ability to teach ,students to solve problems.,Teachers believed that administrator and parental support for the agriculture program,has increased since they integrated more science into the curriculum, and that high ability students are more likely to enroll in agricultural education courses that integrate science. There are, however, barriers to integrating,science. Funding ,and ,equipment ,are significant barriers ,to integrating ,science. Teachers also felt that lack ,of agriscience ,workshops for agricultural ,education ,teachers ,is a ,barrier to integrating ,science into the agricultural education program. Introduction/Theoretical Framework How,do Agricultural ,Science ,and
Cumulative Annual
    • ... has consistently concluded that vocational programs have encouraging attitudes toward academic integration and recognize collaborative integration benefits (Balschweid & Thompson, 2002; Conroy, 1999; Conroy & Walker, 2000; Eisenman et al., 2003; Knobloch & Martin, 2002; Layfield et al., 2001; Osborne & Dyer, 1998; Roberson et al., 2001; Rudd & Hillison, 1995; Schmidt, 1992; Shelley-Tolbert, Conroy, & Dailey, 2000; ...
    • ...Additionally, adequate administrator support was found to be directly correlated to successful integration (Conroy & Walker, 2000; Thompson, 1998; Thompson & Balschweid, 1999, 2000)...
    • ...Past experiences, personal training, and knowledge of subject matter have been shown to influence teacher adoption of new curriculum and collaboration (Balschweid &Thompson, 2002; Conroy, 1999; Conroy & Walker, 2000; Dormody, 1993; Inger, 1993; Knobloch & Martin, 2002; Layfield et al., 2001; Rudd & Hillison, 1995; Thompson, 2001; Thompson & Balschweid, 1999, 2000; Wilson & Flowers, 2002; Wilson et al., 2002; Warnick ...
    • ...Balschweid and Thompson (2002), Thompson and Balschweid (1999) (2000), Thompson and Schumacher (1998), and Wilson et al. (2002) reported findings indicating lack of agriscience workshops as a major barrier to integration...
    • ... 2002; Balschweid & Thompson, 2002; Conroy, 1999; Conroy & Walker, 2000; Dormody, 1992, 1993; Eisenman et al., 2003; Farley & Taylor, 2004; Inger, 1993; Knobloch & Martin, 2002; Layfield et al., 2001; Leonard, 2002; L. Leonard & P. Leonard, 2003; P. Leonard & L. Leonard, 2001; Little, 1982; Osborne & Dyer 1998, 2000; Roberson et al., 2001; Rudd & Hillison, 1995; Schmidt, 1992; Shelley-Tolbert et al., 2000; Thompson, ...

    Lee G. Stephensonet al. Collaboration Between Science and Agriculture Teachers

    • ...Thompson and Balschweid (1999) found that the largest proportion of teachers believed that integration of science into their programs increased the support they received from administrators as well as parents...
    • ...For teachers, integrating science may be a good method of recruiting students into their program (Thompson & Balschweid, 1999)...
    • ...Thompson and Balschweid (1999) recommended further research on the subject and Newman and Johnson (1993) recommended research be conducted on achievement to be used in applying for science credit for a new agriscience program in Mississippi...

    Mary H. Bristeret al. Science Integration in Secondary Agriculture: A Review of Research

    • ...In fact, nearly one-half of the agriculture science teachers in Oregon indicated students received science credit for agriculture classes (Thompson & Balschweid, 1999)...

    Harry N. Booneet al. MODERNIZING THE AGRICULTURAL EDUCATION CURRICULUM: AN ANALYSIS OF AGRI...

    • ...Attitudinal surveys of agriculture teachers in Oregon (Thompson & Balschweid, 1999), Mississippi (Newman & Johnson, 1993), Texas (Norris & Briers, 1989), South Carolina (Layfield, Minor, & Waldv ogel, 2001), and Indiana (Balschweid & Thompson, 2002), as well as winners of the National FFA’s Agriscience Teacher of the Year Award (Thompson & Schumacher, 1998b) have all provided information regarding the perceived ...
    • ...Studies by Balschweid and Thompson (2002) of Indiana agriculture teachers, Layfield, et al . (2001) of South Carolina agriculture teachers, and Thompson and Balschweid, (1999) of Oregon agriculture teachers, and a study of Oregon principals (Thompson, 2001) all rated the highest scores on the same barriers to integrating science...
    • ...This finding is in agreement with Oregon (Thompson & Balschweid, 1999) and South Carolina agriculture teachers (Layfield, et al., 2001), and the FFA AgriScience Teachers of the Year (Thompson & Schumacher, 1998b)...

    Brian K. Warnicket al. PERCEPTIONS OF SCIENCE TEACHERS REGARDING THE INTEGRATION OF SCIENCE I...

    • ...The research base strongly supports a positive attitude within the profession toward the integration of science in agriculture (Balschweid & Thompson, 1999; Connors & Elliot, 1994; Dyer & Osborne, 1999; Layfield, Minor, & Waldvogel, 2001; Newman & Johnson, 1993; Peasley & Henderson, 1992; Thompson, 1998; Thompson & Balschweid, 1999; Welton, Harbstreit, & Borchers, 1994)...

    Brian E. Myerset al. Assessing Agriculture Teachers' Capacity for Teaching Science Integrat...

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