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- Creator:
- Welch, Shannon
- Description:
- Research of the science of learning has unveiled the need to teach for understanding. In the same scope, it has been noted that students’ pre‐existing knowledge can affect how they acquire new knowledge. The need for action research became evident when analyzing below average assessment scores of students in early units of a tenth grade, agriculture biology course. The apparent lack of understanding prompted implementation of action research encompassing teaching for understanding while utilizing students’ prior knowledge. Life knowledge is a curriculum released by the National FFA Organization and is designed for integration into agricultural courses. Student test groups were taught small content units with and without Life Knowledge Precepts and were assessed at the close of each unit. Qualitative observations were made noting student engagement, interest and understanding during the units for comparison. Assessment performance and observations during unit instruction were compared to determine if Life Knowledge instruction leads to higher level content knowledge and higher levels of student engagement. The results of the trial showed assessments following Life Knowledge nstruction appear to be more effective in holding student interest and attention. It as further noted that it is most effective to teach Life Knowledge at the beginning of a unit rather than at the end. Observation of student behavior during the trial uggested students were more engaged by Life Knowledge and less resistant to participation in class activities when Life Knowledge was used.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Ammon, Elizabeth
- Description:
- To allow students to reach the full potential of the three-ring agriculture education model, students must excel in all three categories: FFA (formally Future Farmers of America), Supervised Agricultural Experience (SAE) and the classroom/laboratory. SAE experience begins at the local level. Students in the Lassen High School agriculture program volunteer at local veterinary clinics for their SAE and compete in the veterinary science career development event in FFA. To tie these two to the classroom/laboratory component, the current companion animal care curriculum required addition of veterinary science standards. These standards were embedded into the existing curriculum to provide a model agriculture program. Adding this curriculum allows students to develop knowledge about veterinary sciences. Students will be well prepared for the veterinary science contest, volunteering at the local veterinary clinics and to further their education at the university level.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Daniels, Michelle Ann Roth
- Description:
- Theory suggests students with agriculture education and FFA backgrounds are more engaged in community service and leadership roles in their careers. Findings suggest FFA programs provide students opportunities to accept leadership roles that will positively affect both their secondary high school experience as well as their career path. Implementation of the FFA program into the high school setting requires assessment of support, logic models, recruitment and promotional ideas as well as budgets, grant writing, and curriculum models for LAUSD, CDE, and FFA. Factors such as leadership development, community impact, effects of agriculture education and FFA were developed as components of this project. The impact on students and careers, instructional strategies, and implementation requirements were also addressed. Results of this study show a definite need for agriculture education in the high school setting and that students engaged in these programs empower themselves with strong leadership skills and knowledge that will prove to be assets in their future careers.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Creator:
- Goehring, JessLee
- Description:
- Agriculture education programs do an excellent job of teaching youth leadership skills and knowledge though the three ring model of SAE, FFA and classroom instruction. Although these programs provide students with opportunities to succeed, there is a need for leadership courses to be taught in all high schools to provide them with more knowledge and skills that will prepare them for college and their future careers. Not only will this benefit the students, but it will also provide leadership in the work place, which has been at a steady decline. This project focuses on the needs of developing an agriculture leadership class at Lodi High. This course is needed because a leadership course option is noticeably absent from the program. Although the agriculture program at Lodi High School is very successful, a leadership course would provide students with a curriculum that will challenge them to develop and strengthen their leadership skills. Additionally, it will provide students with an elective course option to choose for their junior or senior year of high school. This would help to decrease the number of students repeating courses or not continuing their enrollment. This project used a qualitative study to determine the needs of the current agriculture students (n = 98) at Lodi High School. The study found a strong need for adding the course to the agriculture program exists and over 70% of the students would enroll in the class. Adding an agriculture leadership class at Lodi High is needed and noticeably absent from the agriculture program and leadership development component.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Clement, Haley
- Description:
- The purpose of this study was to investigate self-reported reasons why high school students (a) enroll in agriculture courses for the first time and (b) continue to enroll in agriculture courses during their fourth year of high school agricultural instruction. An additional purpose was to compare the reasons first-year agriculture students enroll in their agriculture class to the reasons fourth-year seniors enrolled in their agriculture class. Demographic differences across the two groups were also compared. This study used descriptive research methods. The target population involved agriculture education students at two high schools in Galt, California. A questionnaire was developed and administered to 276 students. The findings of the study are as follows: (a) the students came from mostly rural and suburban living areas, are enrolled in mostly agriculture science courses and come from families with and without production agriculture backgrounds; (b) first-year students enrolled in their current agriculture class because it sounded fun and interesting, it seemed more hand-on, to participate in FFA activities, and because they preferred agriculture teachers; and (c) fourth-year students enrolled in their current agriculture class because it sounded fun and interesting, it seemed more hands-on, to participate in FFA activities, to learn a specific skill or trade, and because they preferred agriculture teachers. Fourth-year students scored higher on nearly all items as compared to first-year students, with 10 items demonstrating statistically significantly differences across the two groups. Understanding enrollment factors allows agriculture programs to enhance recruitment strategies in order to retain more students.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Agriculture