International Agricultural Education from 1975 to Present: A Research Synthesis

Autor/inn/en	Wright, Kendall M.; Vincent, Stacy K.; Epps, Rebekah B.
Titel	International Agricultural Education from 1975 to Present: A Research Synthesis
Quelle	In: Journal of Agricultural Education, 60 (2019) 2, S.153-172 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; International Education; Educational Research; Transformative Learning; Study Abroad; Global Approach; Extension Education; Foreign Countries; Developing Nations; Georgia Republic; Nigeria; Kenya; Costa Rica; Egypt; Thailand; Turkey; Trinidad and Tobago; Uganda; United States + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Internationale Erziehung; Bildungsforschung; Pädagogische Forschung; Pädagogische Transformation; Studies abroad; Auslandsstudium; Globales Denken; Erweitertes Bildungsangebot; Ausland; Developing country; Developing countries; Entwicklungsland; Kenia; Ägypten; Türkei; Trinidad und Tobago; USA
Abstract	With the increasing interdependence of international agriculture, agricultural education has, and will, continue to play a significant role in the success of all nations' agriculture. The purpose of this research synthesis was to examine the literature on international agricultural education since 1975 to identify major research themes and determine if the transformative learning process is present. Inclusion criteria for this synthesis included a) publish date after 1975 in a peer- reviewed journal, b) address international agricultural education, c) demonstrate at least one stage of transformative learning, and d) be identified through search strategies. Seventy-one articles were identified. Themes in current research included studies on education abroad, explorations of other nations' agricultural education systems, globalization of American curriculum, and extension efforts abroad. The most common stage of transformative learning present in articles was the critical assessment of assumptions. Recommendations include further research on the impact of international experiences on secondary agriculture teachers and to increase the use of the transformative learning theory (Mezirow, 1991) as a theoretical lens in international agricultural education research. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06