Agricultural Literacy in El Paso County, Texas: a Comparison Between an Urban Elementary School and a Rural Elementary School PDF Download

Author: Orlando Omar Flores
Publisher:
ISBN:
Category : Agriculture
Languages : en
Pages : 78

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672

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Author: University of Texas at Austin. Bureau of Extension
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 64

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Author: Educational Resources Information Center (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 820

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"A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).

Author: CCM Information Corporation
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 818

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Author: Robert J. Birkenholz
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 91

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A study assessed the knowledge and perceptions of U.S. citizens regarding agriculture, food, and natural resources. Data were collected from 2,005 respondents representing the following groups: purposely selected primarily white Indiana high school students and primarily black Michigan high school students, randomly selected rural Missouri adults attending one of several town meetings, and randomly selected urban Missouri adults contacted in various settings (including churches, libraries, and grocery stores). Adults were more knowledgeable about agriculture than were high school students. Respondents were most knowledgeable and positive about natural resources and least knowledgeable and positive about agricultural policy. No differences among ethnic groups' perceptions of agriculture or between rural and urban Missouri adults' knowledge of agricultural concepts were discovered. The study recommendations included the following: integrating agricultural instruction throughout elementary and secondary school curricula, developing agricultural literacy instructional efforts targeting inner city minority students, broadcasting television agricultural literacy programs for adults in urban areas, and establishing a National Center for Agricultural Literacy to coordinate agricultural literacy efforts at a national level. (Appended are knowledge statement responses by group, 12 data charts, and the survey instrument. Contains 12 references and 20 tables. (Mn).

Author: Benjamin Marshall Davis
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 178

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 816

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Author: Alexander Jay Hess
Publisher:
ISBN: 9781124219646
Category : Agricultural education
Languages : en
Pages : 184

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Science and agriculture professional organizations have argued for agricultural literacy as a goal for k-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across k-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (I.E. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining food from areas with favorable growing conditions and supporting technology (such as transportation and refrigeration) was an understanding lacking in the group. Furthermore, most spoilage prevention technologies employed today were not an expressed part of student's schema. Students' backgrounds and experiences did not appear to support the development of a robust agri-food system schema. An agricultural science and technology schema appears poorly developed in each of the students. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: United States. Internal Revenue Service
Publisher:
ISBN:
Category : Charitable uses, trusts, and foundations
Languages : en
Pages : 1144

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