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dc.contributor.advisorTerry, Howard Robert, 1961-eng
dc.contributor.authorScales, Jason A., 1975-eng
dc.date.issued2007eng
dc.date.submitted2007 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on February 29, 2008)eng
dc.description|Vita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractFor the past two decades, the idea of integrating more science concepts into the agricultural education curriculum has been gaining support. The purposes of this study were two fold: 1) To assess the knowledge base and interest levels among agriculture instructors in teaching concepts related to science; 2) To assess how such a change in the curriculum would impact current agricultural education programs. The sample was derived from the population of agriculture instructors teaching in Missouri secondary schools. For this descriptive correlational research, an instrument was developed to assess the instructors' perceived level of competence to teach selected science grade level expectations (GLE) and their relationship to the agricultural education curriculum and programs. A second instrument, solicited from the American Board for Certification in Teacher Excellence, was used to assess the general biological science knowledge of the teachers. Agriculture instructors perceive that they are competent to teach and integrate science GLEs into the agriculture curriculum. However, their scores on the examination of knowledge of biological science brings into question their competence to teach this subject matter. Teachers believe integrating science into the agriculture curriculum will benefit their program and their students; however, they unsure if their classes should count for science credit or if FFA programs and activities are a good match for a more science-based curriculum.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb62225406eng
dc.identifier.oclc212408433eng
dc.identifier.urihttps://doi.org/10.32469/10355/4717eng
dc.identifier.urihttps://hdl.handle.net/10355/4717
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshFuture Farmers of Americaeng
dc.subject.lcshAgricultural education -- Curriculaeng
dc.subject.lcshAgriculture -- Study and teaching (Secondary)eng
dc.subject.lcshScience -- Study and teaching (Secondary)eng
dc.subject.lcshBiology -- Study and teaching (Secondary)eng
dc.titleAssessment of teachers' ability to integrate science concepts into secondary agriculture programseng
dc.typeThesiseng
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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