Evaluation of a Livestock Ethics Curriculum for High School Youth

Abstract

The purpose of this study was to evaluate the effectiveness of a livestock ethics curriculum developed for high school students in Agricultural Education classes. The three hour curriculum was taught by Keli Brubaker to 305 students enrolled in eight Indiana High School Agriculture programs. Data were collected using a pre-test/post-test experimental design and both tests were administered by the researcher to ensure consistent and detailed instructions were given to students. The McNemar test in SPSS was used to evaluate pre-test/post-test responses. Participants increased their awareness and knowledge of the overall principles involved in making ethical choices when faced with decisions in youth livestock programs. Students improved their understanding of the consequences associated with making unethical choices when faced with decisions in the youth livestock program. Participants were better informed and thus, more likely to make an ethical choice when faced with a decision in the youth livestock program as a result of the case study analysis. The researchers concluded that a livestock ethics curriculum is beneficial for students in high school Agricultural Education classes. Additional research should be done to determine if students will make an ethical choice when faced with a decision in a real life situation.

Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill

“…The consideration or discussion of moral dilemmas in teaching is believed to encourage students" moral development, actively involves the students in the process of decisionmaking, and demands their personal commitment to a choice (Jewell et al, n.d.). Rusk et al (2006) indicate that moral development exists due to an interaction between the child"s cognitive structures and the structural features of the social environment. As Kohlberg"s theory suggests, moral development is promoted by social experiences, which produce cognitive conflict and create opportunities for children to take the perspective of others.…”

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

“…Six studies investigated the effect of a new curriculum on student outcomes. Examples of studies focused on new curriculum efforts include: Rusk, Brubaker, Balschweid, and Pajor, (2006); Salle, Edgar, and Johnson, (2013); Sapp and Thoron, (2014); Schafbuch, Vincent, Mazur, Watson, and Westneat, (2016); Skelton, Stair, Dormody, and Vanleeuwen, (2014); and Wagler et al, (2008). The inclusion of new curriculum involving farm safety (Schafbuch et al, 2016), biodiesel (Salle et al, 2013), swine (Wagler et al, 2008, and livestock ethics (Rusk et al, 2006) all increased student knowledge in learning constructs measured.…”

“…Examples of studies focused on new curriculum efforts include: Rusk, Brubaker, Balschweid, and Pajor, (2006); Salle, Edgar, and Johnson, (2013); Sapp and Thoron, (2014); Schafbuch, Vincent, Mazur, Watson, and Westneat, (2016); Skelton, Stair, Dormody, and Vanleeuwen, (2014); and Wagler et al, (2008). The inclusion of new curriculum involving farm safety (Schafbuch et al, 2016), biodiesel (Salle et al, 2013), swine (Wagler et al, 2008, and livestock ethics (Rusk et al, 2006) all increased student knowledge in learning constructs measured. Four studies investigated the enhancement of existing agriculture curriculum with math (Edwards & Leising, 2009;Parr, Edwards, & Leising, 2006;Parr, Edwards, & Leising, 2008;Young, Edwards, & Leising, 2009).…”

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

“…Examples of studies focused on new curriculum efforts include: Rusk, Brubaker, Balschweid, and Pajor, (2006); Salle, Edgar, and Johnson, (2013); Sapp and Thoron, (2014); Schafbuch, Vincent, Mazur, Watson, and Westneat, (2016); Skelton, Stair, Dormody, and Vanleeuwen, (2014); and Wagler et al, (2008). The inclusion of new curriculum involving farm safety (Schafbuch et al, 2016), biodiesel (Salle et al, 2013), swine (Wagler et al, 2008), and livestock ethics (Rusk et al, 2006) all increased student knowledge in learning constructs measured. Four studies investigated the enhancement of existing agriculture curriculum with math Parr, Edwards, & Leising, 2006;Parr, Edwards, & Leising, 2008;Young, Edwards, & Leising, 2009).…”