Reading Strategy Instruction in Secondary Agricultural Science Courses: An Initial Perspective

Park, Travis D.; Osborne, Ed

doi:10.5328/cter32.1.45

Cited by 9 publications

(9 citation statements)

References 35 publications

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“…Career and Technical Education Improvement Act of 2006), one of the more recent objectives for career and technical education (CTE) is to increase student achievement through the integration of CTE and traditional academic content (Carl D. Perkins Career & Technical Education Act;Dare, 2006;Elliott, 2006;Gordon, 2008;Park & Osborne, 2007;Scott & Sarkees-Wircenski, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings

Fletcher

Zirkle²

2009

Career and Technical Education Research

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The scope and direction of career and technical education (CTE) has been reconceptualized based on federal legislation objectives, particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Consequently, CTE's historical focus on preparing students solely for the workforce is no longer adequate. Thus, a new emphasis on preparing students for the workforce and for postsecondary education is now on the agenda. In the midst of heightened accountability standards set forth by the No Child Left Behind (NCLB) Act, it is essential to evaluate long-term CTE student outcomes. Hence, the purpose of this study was to investigate the relationship between high school curriculum tracks and student achievement outcomes through the consideration of degree attainment and occupational earnings. Data on graduates from the 1996-1997 academic school year cohort were analyzed through the National Longitudinal Survey of Youth (NLSY) 1997 dataset. This study investigated the linkage between participation in high school curriculum tracks, degree attainment and occupational earnings. Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees. However, this study found that CTE students were indeed outperforming the general, dual, and college preparatory tracks in terms of occupational earnings. More promising was the dual track that was iii more likely to earn associate's degrees than their general tracked counterparts. As expected, the college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelor's degrees. This study also found that general track students were not as likely to earn degrees and higher earnings as those in the college preparatory, CTE, or dual tracks. In terms of participation rates, Blacks were much more likely to participate in the CTE track, Hispanics were more likely to participate in the general track, and non-Black/non-Hispanics were more likely to participate in the college preparatory track. In addition, this research study provided several implications for CTE programs, teachers, administrators, guidance counselors, parents, as well as for students choosing to enroll in CTE, college preparatory, general, or dual tracks. Future directions for further research that include additional variables that predict participation in high school curriculum tracks, degree attainment, and earnings were provided. Further, the need for longitudinal studies regarding student outcomes of tracking, as well as student outcomes on high school reform initiatives were suggested.

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Section: Introductionmentioning

confidence: 99%

The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings

Fletcher

Zirkle²

2009

Career and Technical Education Research

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“…The participants moved beyond the misconception that literacy was just reading and writing, and toward a richer understanding of literacy and how it can help students. Additionally, they developed positive attitudes regarding the importance of literacy incorporation, which may motivate them to integrate it (Adams & Pegg, 2012;Moje, 1996;Park & Osborne, 2007b;Phelps, 2005). Developing an awareness of the statistics related to the importance of reading was a key motivator for participants.…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers' Experiences in a Required Reading in the Content Area Course

Hasselquist¹,

Naughton²,

Kitchel³

2019

JAE

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Strong literacy skills are needed to be successful in the 21 st century. All teachers are charged with developing students' literacy skills and abilities. To help better prepare preservice teachers for this task, students at the University of Missouri are required to take a Reading in the Content Area (RICA) course. This intrinsic case study focused on preservice agriculture teachers who were nearing completion of the RICA course. Two focus groups were conducted with a total of nine participants. Four themes emerged from the data: 1. students held misconceptions and concerns that were dispelled, 2. the structure and content made it an impactful, yet incomplete, experience, 3. they recognized the importance of literacy in agricultural education, and finally 4) they were still hesitant to use literacy in their future classrooms. Recommendations for practice include: adding a literacy component to microteaching experiences, developing confidence surrounding literacy assessment abilities, and providing preservice teachers with literacy strategies specific to agricultural education.

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“…Due to a lack of understanding and familiarity with specific reading strategies (Park & Osborne, 2006, 2007b teachers often fail to implement reading strategies in their courses (Bean, 1997;Jackson & Cunningham, 1994-95;Stewart & O'Brien, 1989). In addition, Park and Osborne (2006) found that less than 40% of agricultural science teachers had completed a content area reading course in their college education.…”

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confidence: 99%

Creating a Culture that Fosters Disciplinary Literacy in Agricultural Sciences

Park¹,

Mandele²,

Welch³

2010

JAE

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In the discipline of agricultural science education, which is taught in 7,500 secondary schools across the country, teachers have a responsibility for contributing to students' overall academic achievement. These interviews, conducted with five secondary agricultural science teachers, concerned teachers' perceptions of their role in developing students' literacy. These teachers believed that (a) reading is necessary for success in life but supplemental in agricultural sciences; (b) literacy instruction was embedded into agricultural science teaching; (c) teachers asked students to read to apply; and (d) they used authentic texts, which they often referred to as outside readings. These conclusions provide insights into avenues for which disciplinary literacy instruction in agricultural science may contribute to students' overall academic achievement, engagement with texts, and learning from reading and literacy, as well as further the notion of disciplinary literacy.

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Reading Strategy Instruction in Secondary Agricultural Science Courses: An Initial Perspective

Cited by 9 publications

References 35 publications

The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings

The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings

Preservice Teachers' Experiences in a Required Reading in the Content Area Course

Creating a Culture that Fosters Disciplinary Literacy in Agricultural Sciences

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