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You searched for subject:(agriscience applications). Showing records 1 – 2 of 2 total matches.

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University of Illinois – Urbana-Champaign

1. Still, Steven M. A description and exploration of how four teachers interpret and practice BSAA curriculum.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

This study explored secondary agriculture education as practiced by four teachers and sought to examine and describe how they interpreted and practiced the Biological Science Applications in Agriculture (BSAA) curriculum. The following questions were examined: (a) What does BSAA teaching look like in practice? (b) How do teachers perceive their teaching of BSAA curriculum? (c) What role does inquiry play in BSAA classes? (d) Do teachers’ practice and perceptions align? (e) How are science and agriculture blended in BSAA? On what do teachers base this decision? This study used a qualitative research design. The theoretical framework included two perspectives: the Theory of Planned Behavior (Ajzen, 1991) and the Sociocultural Model of Embedded Belief Systems. A phenomenological approach was used to explore, describe and analyze the lived experiences of the four teachers. Data collection procedures included semi-structured interviews and observations of participants’ practice. Data were coded and analyzed using Saldana’s (2009) codes theory model for qualitative inquiry, and Glaser & Strauss’s (1965) constant comparative method. The findings from my research described participants’ implementation of the BSAA curriculum. The findings indicated (a) these teachers used a variety of instructional approaches ranging from traditional lecture to inquiry-based learning, and (b) while they blended science and agriculture content in their instruction no teacher taught one to the exclusion of the other. (c) Teachers said they valued BSAA as a context in which to teach science, and (d) all four teachers professed adequate knowledge of science content to feel comfortable teaching BSAA, although their self-described understanding of the use of inquiry ranged from uncertain to proficient. Advisors/Committee Members: Osborne, Margery (advisor), Osborne, Margery (Committee Chair), Abd-El-Khalick, Fouad (committee member), Thieman, Erica B. (committee member), Eastburn, Darin (committee member).

Subjects/Keywords: Biological Science Applications in Agriculture (BSAA); Inquiry; Agriscience

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Still, S. M. (2015). A description and exploration of how four teachers interpret and practice BSAA curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89110

Chicago Manual of Style (16th Edition):

Still, Steven M. “A description and exploration of how four teachers interpret and practice BSAA curriculum.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 27, 2020. http://hdl.handle.net/2142/89110.

MLA Handbook (7th Edition):

Still, Steven M. “A description and exploration of how four teachers interpret and practice BSAA curriculum.” 2015. Web. 27 Sep 2020.

Vancouver:

Still SM. A description and exploration of how four teachers interpret and practice BSAA curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2142/89110.

Council of Science Editors:

Still SM. A description and exploration of how four teachers interpret and practice BSAA curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89110


North Carolina State University

2. Conoley, John William. Impacts of an Audience Response System on High School Agriscience Applications Courses.

Degree: PhD, Agricultural Education, 2005, North Carolina State University

The purpose of this research was to ascertain the impacts of an audience response system on student achievement. Audience response systems are a group of developing technologies that have been adapted for use in classrooms, as a tool for providing feedback. A group of high school students, enrolled in an agriscience applications course, were examined to discover differences in achievement. Teachers integrated the audience response system into the classroom and students' tests scores were examined comparing the technology-based feedback methods with the verbal and written response-contingent feedback methods. Both student and teacher attitudes were examined to determine perceived impacts of the audience response system. The results of the study showed a significant increase in student achievement when integrating an audience response system. Some of the impacts of the audience response system, as perceived by students were a more fun classroom environment, an increase in participation, and an enhanced ability to understand the material presented. Impacts of the audience response system, as perceived by the teachers included an improved ability to analyze feedback from students, an increased focus on student learning needs, and spending more time in preparation for each class. The conclusions drawn from the results of this study show that audience response systems are a promising, developing technology for improving student achievement and positively impacting the classroom environment. Advisors/Committee Members: Jim Flowers, Committee Member (advisor), Gary Moore, Committee Co-Chair (advisor), George Bostick, Committee Member (advisor), Barry Croom, Committee Co-Chair (advisor).

Subjects/Keywords: CPS; instructional technology; agriscience applications; audience response system; agricultural education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Conoley, J. W. (2005). Impacts of an Audience Response System on High School Agriscience Applications Courses. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5468

Chicago Manual of Style (16th Edition):

Conoley, John William. “Impacts of an Audience Response System on High School Agriscience Applications Courses.” 2005. Doctoral Dissertation, North Carolina State University. Accessed September 27, 2020. http://www.lib.ncsu.edu/resolver/1840.16/5468.

MLA Handbook (7th Edition):

Conoley, John William. “Impacts of an Audience Response System on High School Agriscience Applications Courses.” 2005. Web. 27 Sep 2020.

Vancouver:

Conoley JW. Impacts of an Audience Response System on High School Agriscience Applications Courses. [Internet] [Doctoral dissertation]. North Carolina State University; 2005. [cited 2020 Sep 27]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5468.

Council of Science Editors:

Conoley JW. Impacts of an Audience Response System on High School Agriscience Applications Courses. [Doctoral Dissertation]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5468

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