Only 29% of control agricultural education teachers used the Science-in-CTE method and lessons one year later¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of the seven control agricultural education teachers who taught explicit science a year after the pilot, only two (29%) used the Science-in-CTE method and lessons in their curricula. → Wendi Mizer Stachler 2013

Evidence¶

Wendi Mizer Stachler 2013¶

Wendi Mizer Stachler, R. Brent Young, Mari Borr. (2013). Sustainability of professional development to enhance student achievement: A shift in the professional development paradigm. Journal of Agricultural Education, 54(4), 13-30. https://eric.ed.gov/?id=EJ1122391

q2 · i? · causal · r2

Questionnaire data from 10 of 14 control agricultural education teachers, who received only one debriefing session rather than the seven-day professional development. "only two (29%) of those teachers indicated that they had used the Science -in-CTE method and lessons".

"The remaining seven (70%) control agricultural education teachers indicated they had taught explicit science a year after the pilot study, but only two (29%) of those teachers indicated that they had used the Science -in-CTE method and lessons in their curricula."

Discussion¶

Related Claims¶

• 92% of experimental agricultural education teachers continued using Science-in-CTE materials one year after the pilot study — related
• Sustained usage rates in Science-in-CTE were consistent with those reported in the Math-in-CTE follow-up study — related
• 80% of partnered science teachers voluntarily incorporated Science-in-CTE methods or examples into their science classes — related
• The authors argue STEM content incorporation in agricultural teacher education is appropriate because agriculture is an applied science — related