The CROPS Curriculum Experiment: Evaluating the Farm Safety Knowledge Gained Among Secondary Appalachia Youth

Abstract

Rural youth in poverty stricken Appalachian communities are the highest at-risk population for tractor rollover accidents (Cole, 2007). The Apprenticeship of Observation theory (Lortie, 1975)

Examining University-level Agricultural Students' Safety Climate Attitudes in the Agricultural Mechanics Labratory

“…Agricultural mechanics curricula and laboratories can serve as excellent vehicles for a multitude of teaching and learning purposes, including facilitating thinking and reasoning skills (Blackburn & Robinson, 2017;Pate & Miller, 2011), emphasizing academic content such as mathematics (Parr et al, 2006), providing economic returns in communities (Hanagriff et al, 2014), and developing opportunities to connect to local stakeholders through service-oriented projects (Schafbuch et al, 2016). These experiences and benefits can certainly result in great strides toward the provision of capable individuals needed by the agricultural industry (Stripling & Ricketts, 2016).…”

“…The prominence of agricultural mechanics curricula and laboratories within agricultural education have been considered as program cornerstones (Burris, Robinson, & Terry, 2005;Twenter & Edwards, 2017). Agricultural mechanics-related activities have been used to address farm safety knowledge among secondary students (Schafbuch, Vincent, Mazur, Watson, & Westneat, 2016), have served as a context for mathematics integration (Parr, Edwards, & Leising, 2006), have challenged students' capacities for problem-solving (Blackburn & Robinson, 2016;Pate & Miller, 2011), and have provided positive economic impacts in communities (Hanagriff, Rayfield, Briers, & Murphy, 2014). As such, the impact potential of this curriculum area is certainly worth considering.…”

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

“…Examples of studies focused on new curriculum efforts include: Rusk, Brubaker, Balschweid, and Pajor, (2006); Salle, Edgar, and Johnson, (2013); Sapp and Thoron, (2014); Schafbuch, Vincent, Mazur, Watson, and Westneat, (2016); Skelton, Stair, Dormody, and Vanleeuwen, (2014); and Wagler et al, (2008). The inclusion of new curriculum involving farm safety (Schafbuch et al, 2016), biodiesel (Salle et al, 2013), swine (Wagler et al, 2008, and livestock ethics (Rusk et al, 2006) all increased student knowledge in learning constructs measured. Four studies investigated the enhancement of existing agriculture curriculum with math (Edwards & Leising, 2009;Parr, Edwards, & Leising, 2006;Parr, Edwards, & Leising, 2008;Young, Edwards, & Leising, 2009).…”

“…Furthermore, larger sample sizes may require more schools and teachers which can unintentionally cause an increase in treatment variability, yet it may offset student and teacher fatigue (Shoulders & Myers, 2013). Eight studies recommended future research increase the sample size used in the experimental design (Baker et al, 2014;Blackburn & Robinson, 2016;Bunch et al, 2014;Easterly & Myers, 2011;Rose et al, 2015;Sapp & Thoron, 2014;Schafbuch et al, 2016;Witt et al, 2014).…”

“…Several studies cited treatment methods may not have been delivered appropriately due to poor teacher knowledge of instructional methodology used in the study. In order to combat this issue, four studies recommended that adequate professional development opportunities be held for classroom teachers who are implementing instructional methodology (Haynes et al, 2012;Johnson & Roberts, 2011;Schafbuch et al, 2016;Thoron & Burleson, 2014). Professional development provided to teachers will make the implementation of the research design more effective, and could positively impact teachers and students in ways not associated with the study.…”