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dc.contributor.advisorGold, Michael Alaneng
dc.contributor.authorHemmelgarn, Hannaheng
dc.date.issued2017eng
dc.date.submitted2017 Falleng
dc.description.abstractHigh school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.eng
dc.identifier.urihttps://hdl.handle.net/10355/66741
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.eng
dc.sourceSubmited to University of Missouri--Columbia Graduate School.eng
dc.titleAgroforestry education for high school agriculture science : a case study of novel content implementationeng
dc.typeThesiseng
thesis.degree.disciplineNatural resources (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelMasterseng
thesis.degree.nameM.S.eng


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