The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students' cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students' cognitive style was assessed using Kirton's Adaptation-Innovation Inventory (KAI). Students were classified as either more adaptive or more innovative. Students were assigned randomly to either a verbal or written reflection-in-action group in the completely randomized 2x2 design. A Lab Aids® classroom kit, based on the principles of biofuels, served as the content for the treatment. The findings of this study indicated that cognitive style and type of reflection-in-action did not affect students' knowledge scores in an agriscience laboratory positively or negatively. As such, teachers can utilize either type of reflection-in-action without detriment to student learning. As this study was exploratory in nature, it is recommended that it be replicated with a larger sample size to increase generalizability. Additional research should focus on pairing students of similar and opposite cognitive styles to determine how their problem-solving ability and performance on tests is affected.

The rapidly growing world population and need for more food and agricultural knowledge has inspired city dwellers to explore urban cultivation practices such as vertical farming and community gardening. Ultra-modern approaches to growing crops and livestock in urban highrise buildings has sparked the imagination of scientists, agriculturists, and engineers as well as rural and urban citizens in recent years. With this new piqued interest for urban agriculture, secondary urban Agricultural Education programs are in a prime position for growth. However, more research is needed to inform the profession regarding quality Agricultural Education growth in American cities. The purpose of this transcendental phenomenology was to discover the essence of the shared experiences of urban students who were persistently enrolled in Agricultural Education. The findings, conclusions, implications, and recommendations associated with the study are reported as five interpretive themes of meaning including: (a) disorienting experience, (b) critical assessment, (c) shared experiences, (d) thoughtful planning, and (e) projected transformation. The essence of the shared lived experiences of Thomas High School Agricultural Education students was discovered through the lens of the Transformational Learning Theory and can be described best as a Journey Toward Transformation.