Differentiating Instruction in High School Agricultural Education Courses: A Baseline Study

Autor/inn/en	Rayfield, John; Croom, Barry; Stair, Kristin; Murray, Katie
Titel	Differentiating Instruction in High School Agricultural Education Courses: A Baseline Study
Quelle	In: Career and Technical Education Research, 36 (2011) 3, S.171-185 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-7558
DOI	10.5328/cter36.3.171
Schlagwörter	Agricultural Education; Individualized Instruction; Secondary Education; Secondary School Teachers; Alternative Teacher Certification; Teacher Characteristics; Critical Thinking; Creative Thinking; High School Students; Teaching Methods; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Individualisierender Unterricht; Sekundarbereich; Kritisches Denken; Kreatives Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung
Abstract	The researchers sought to determine how agricultural education instructors differentiate instruction in the classroom. Based upon the findings of this study, they conclude that the teachers in this study differentiate instruction in the agriscience classroom. Teachers base their teaching on students' learning needs as well as on the curriculum. The researchers also examined whether or not lateral entry teachers and traditionally prepared teachers approach differentiation in the same manner or differently. Statistically significant differences existed between traditionally certified and alternatively certified teachers in their differentiation of instruction. The lateral entry teachers were more likely than traditionally prepared teachers to base teaching on students' learning needs as well as on the curriculum. Lateral entry teachers were also more likely than traditionally prepared teachers to emphasize critical and creative thinking, use several instructional formats, group students based on learning needs and use different instructional methods when re-teaching. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10