Learning Disabled Student Needs Met Through Curriculum Redesign of the Illinois Agricultural Education Core Curriculum

Pense, Seburn L.; Watson, Dennis K.; Wakefield, Dexter

doi:10.5032/jae.2010.02115

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Sapp & Thoron (2014) recommended additional studies that determine the effects of teaching methods on students' attitudes toward subject matter and teaching approaches. Other recommendations included additional experimental studies on student motivation, interest, and self-efficacy (Baker & Robinson, 2016;Pense, Watson, & Wakefield, 2010;Salle et al, 2013;Thoron & Myers, 2012a).…”

Section: Research Question 5: What Trends In Research Recommendationsmentioning

confidence: 99%

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Coclasure¹,

Thoron²

2018

JAE

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The purpose of this synthesis of literature was to identify and analyze existing research that used experimental or quasi-experimental design in school-based agricultural education. This study utilized published articles in the Journal of Agricultural Education from the years 2006 through 2016. The study identified 35 articles that met the criteria of the investigation. Studies were analyzed and compared based on number of participants and duration. Trends in research constructs were found to be the impact of curriculum design, technology, laboratory approaches, and methods of active learning on student outcomes. Trends in researcher recommendations included extended treatment durations, larger sample sizes, follow-up research addressing longterm knowledge retention, increased teacher training through professional development, and exploring the impact of teaching methods and curriculum design on constructs such as student motivation, interest, and self-efficacy.

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Section: Research Question 5: What Trends In Research Recommendationsmentioning

confidence: 99%

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Coclasure¹,

Thoron²

2018

JAE

View full text Add to dashboard Cite

show abstract

“…In response, only two studies have thus far sought to identify methods that can best meet the needs of SLD students in the agricultural education classroom; namely, inquiry based instruction (Easterly & Myers, 2011) and technology-assisted curricular redesign (Pense, Wakefield & Watson, 2010). With nearly one fourth of students enrolled in secondary agricultural education possessing an SLD Pense, 2009), further curriculum development and inquiry into appropriate teaching methodology for SLD students is clearly needed.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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Learning Disabled Student Needs Met Through Curriculum Redesign of the Illinois Agricultural Education Core Curriculum

Cited by 2 publications

References 11 publications

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

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