You are here:

Flipped Programs: Traditional Agricultural Education in Non-Traditional Programs
ARTICLE

, ,

Journal of Agricultural Education Volume 59, Number 2, ISSN 1042-0541

Abstract

In this collective case study, we described three agricultural education programs that challenge stereotypes of agricultural education in urban settings. We observed and interviewed teachers in different environments and, in many cases, while working with students. Observations were made in classrooms and laboratories at secondary schools, in livestock barns, greenhouses, and vineyards on school farms. We explored the reciprocal relationship between personal, behavioral, and environmental determinants of social cognitive theory within and among components of the total agricultural education program model. In each program, all three components of the total agricultural education program model were being implemented using a combination of activities and curriculum that would often be considered traditional content. According to teachers, agriculture was a novel, captivating topic for students. Students' lack of familiarity with production agriculture provided opportunities for students to experience something new.

Citation

Yopp, A.M., McKim, B.R. & Homeyer, M.M. (2018). Flipped Programs: Traditional Agricultural Education in Non-Traditional Programs. Journal of Agricultural Education, 59(2), 16-31. Retrieved December 9, 2022 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords