The Influence of the CASE Curriculum on Agriculture Teachers' Use of Inquiry-Based Learning through Science Integration
AuthorBird, Taylor Dawn
Curriculum for Agriculture Science Education
AdvisorRice, Amber M.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe central research question that guided this study was: how does completion of the Southwestern Land Grant University CASE AFNR professional development institute influence behavior patterns of agriculture teachers for incorporating inquiry-based learning through science integration in high school classrooms? This research was conducted utilizing a multi-case study design where each teacher who participated served as an individual case. Nine currently certified CASE teachers were interviewed, observed, and had lesson plan documents analyzed to capture how they were utilizing the CASE curriculum and integrating inquiry-based methods into the classroom. There were five major themes that emerged from the data including: 1) barriers to CASE implementation that impacted teacher behavior, 2) experience in industry professions leads to increased teacher efficacy for inquiry-based strategies, 3) traditionally certified teachers more likely to fall back on didactic teaching orientations, 4) disconnect between student capacity and CASE expectations of inquiry-based methods, and 5) in state training and networking support system played a vital role in teachers’ perceptions of CASE institute. The major themes that emerged from this study highlighted various opportunities for further research and practice. For further research, there is a need for rigorous qualitative and quantitative research on how teachers are implementing this curriculum within their classroom with broader scopes to provide insight on how lead teachers, regions, or curriculum pathways can affect implementation of inquiry-based learning. Recommendations for practice include: increased collaboration among CASE certified teachers in each state, development of a state-wide online platform for all teachers, and increased opportunities for financial and resource support for currently certified CASE teachers and teachers who are interested in achieving CASE certification.
Degree ProgramGraduate College