The process of literacy integration in agriculture classrooms: a grounded theory
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The purpose of this grounded theory study was to conceptualize how agriculture teachers' beliefs and literacy experiences translate into classroom practices. The emergent theme focused on teacher belief drivers which started the process of literacy integration. Once they felt driven to include literacy, the participants worked through a variety of considerations. At times, the participants felt it was necessary to seek out additional support structures to enable the integration process. Incorporating literacy was not free of challenge or struggles, but the participants had sustaining experiences to help them stay motivated during the integration process. A substantive level theory was developed to illustrate the relationships between these themes and the literacy integration process. Future research should explore if typical agriculture teachers follow a similar process and if additional supports help increase integration.