Project Food, Land, and People (FLP), is a comprehensive K-12 curriculum that teaches about the interconnectedness of the environment, food, and society. Because teachers in Arkansas need to follow state guidelines, the curriculum was correlated to the state standards, revealing a systematic, thorough integration of academic subjects with agriculture. The FLP lessons address 75% of the Student Learning Expectations (SLEs) in the Arkansas Science Framework in grades K-4 (including 100% of life science SLEs), 66% of science SLEs in grades 5-8 (including 81% of life science SLEs), and 37% of science SLEs in grades 9-12 (including 63% of life science SLEs). FLP addresses 70% of the SLEs in the Arkansas Math Frameworks in grades K-4, 41% in grades 5-8, and 29% in grades 9-12. FLP addresses 69% of the SLEs in the Arkansas Social Studies Frameworks in grades K-4, 56% in grades 5-8, and 43% in grades 9-12. The FLP curriculum, consisting of 55 units, incorporates 45% of all SLEs in the Arkansas Curriculum Frameworks in all subject areas in grades K-4, 35% in grades 5-8, and 25% in grades 9-12. Documenting this connection provides justification of program appropriateness for teachers to consider in adoption and implementation of this curriculum.
This paper reports a multi-method study that investigated adolescents' experiences of cyberbullying. Sixty-one students (grades 10-12) responded to a survey that requires answers of both quantitative and qualitative nature. Quantitative data were statistically analyzed to understand frequencies and compare gender and grade differences. Qualitative data were coded to identify themes. Results suggest that a substantial portion of adolescents have experienced cyberbullying of various types. Significant gender differences exist in cyberstalking, with girls being more likely than boys to be subject to cyberstalking. Significant grade related differences exist in cyberstalking and exclusion, with 12th graders more likely to be victims of cyberstalking and exclusion than 10th and 11th graders. The majority of adolescents are unwilling to report cyberbullying experiences to adults due to reasons including lack of awareness or underestimating the negative effect of cyberbullying, fear of adults' overreaction, and the desire to deal with the problem by themselves.
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