The Integration of International Agricultural Concepts into Agricultural Science Programs in the North Central Region of the United States. Summary of Research 78.

Autor/inn/en	Ibezim, Don O.; McCracken, J. David
Institution	Ohio State Univ., Columbus. Dept. of Agricultural Education.
Titel	The Integration of International Agricultural Concepts into Agricultural Science Programs in the North Central Region of the United States. Summary of Research 78.
Quelle	(1994), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agricultural Education; Agricultural Sciences; Comparative Analysis; Educational Practices; Global Approach; Integrated Curriculum; Regional Characteristics; Relationship; Secondary Education; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Bildungspraxis; Globales Denken; Regionaler Faktor; Wechselbeziehung; Sekundarbereich; Lehrerverhalten
Abstract	A study examined the extent to which international agricultural dimensions were taught in secondary agricultural programs and factors associated with the extent of integration. A systematic sampling technique was used to select a random sample of 332 of the 2,612 secondary agricultural teachers in 12 states of the North Central United States. Of 231 responses, 220 (66%) were usable. Overall, 58% of the teachers reported teaching international agricultural concepts in their classes. Ohio ranked first with respect to extent of integration, followed by Wisconsin. Minnesota ranked 12th. Nearly 92% of the respondents expressed a high degree of awareness about cultural differences among people, and more than 83% expressed positive attitudes toward integrating international agricultural concepts into their program. Older teachers, teachers perceiving strong school administration support for internationalizing the agricultural curriculum, and teachers exhibiting higher degrees of cultural awareness were most likely to integrate international agricultural concepts into their courses. It was recommended that school authorities support internationalization of the agricultural sciences curriculum by providing instructional materials and necessary information on international agriculture and that agricultural teachers familiarize themselves with and actively participate in internationally focused activities to enhance their cultural and global awareness. (Contains 26 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC