A Case Study: Agricultural Literacy Proficiency in an Iowa Elementary School

Autor/inn/en	Miller, Amelia; Warnick, Brian; Spielmaker, Debra
Titel	A Case Study: Agricultural Literacy Proficiency in an Iowa Elementary School
Quelle	In: Journal of Agricultural Education, 63 (2022) 4, S.220-231 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Knowledge Level; Elementary School Students; Agriculture; Student Evaluation; Iowa + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Wissensbasis; Schulnote; Studentische Bewertung
Abstract	Planning theories suggest a stepwise structure for organizing programs; evaluate current status with a needs assessment, identify strengths, weaknesses or gaps, use tools such as a logic model to plan, then implement and evaluate programming (Kettner et al., 2017). The National Agriculture in the Classroom organization and its state affiliates have the responsibility of providing agricultural education content to school-aged children and teachers to increase agricultural literacy (NAITC, n.d.). The Longhurst Murray Agricultural Literacy Instrument (LMALI) is a modern, valid tool to assess proficiency level of students participating in such programming (Longhurst, et al., 2020). Tri-Center Elementary in Iowa administered the LMALI to kindergarten through fifth grade students in March 2021. The findings from this case study suggest recommendations to state and national program planners to improve effectiveness of agricultural literacy outreach programs. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01