92% of experimental agricultural education teachers continued using Science-in-CTE materials one year after the pilot study¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of the 13 experimental agricultural education teachers who taught explicit science and received a personal follow-up interview, 12 (92%) used a combination of Science-in-CTE materials including the science-enhanced lessons and the pedagogical model one year later. → 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? · associational · r1

Follow-up questionnaire and personal interview data from the 15 experimental agricultural education teachers (N = 15 responding) one year after the Science-in-CTE pilot. Thirteen (86.7%) taught explicit science; of the 13 interviewed, "12 (92%) used a combination of Science-in-CTE materials".

"Therefore, of the 13 experimental teachers who taught explicit science and received a personal follow -up interview, 12 (92%) used a combination of Science-in-CTE materials that included the science-enhanced lessons and the pedagogical model."

Discussion¶

Related Claims¶

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