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Accommodation in an urban agricultur...

Soloninka, John W.

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Accommodation in an urban agricultural education program in Ohio: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Accommodation in an urban agricultural education program in Ohio: A case study./
作者:	Soloninka, John W.
面頁冊數:	316 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0050.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3119259

Accommodation in an urban agricultural education program in Ohio: A case study.
Soloninka, John W.

Accommodation in an urban agricultural education program in Ohio: A case study. - 316 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0050.

Thesis (Ph.D.)--The Ohio State University, 2003.

Urban agricultural education programs lack an adequate teaching and learning model that encompasses the components that contribute to a successful program. The research describes such components. The research also explains how an urban agricultural education teacher accommodates diverse students in the program. The theoretical framework of the study was grounded in Hollins' (1996) Mediating, Accommodating, and Immersion Models of education, and Phelan, Davidson, and Yu's (1998) Students' Multiple Worlds Model.Subjects--Topical Terms:

1022852
Education, Agricultural.

Accommodation in an urban agricultural education program in Ohio: A case study.
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245 1 0 $a Accommodation in an urban agricultural education program in Ohio: A case study.
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500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0050.
500 $a Adviser: James J. Connors.
502 $a Thesis (Ph.D.)--The Ohio State University, 2003.
520 $a Urban agricultural education programs lack an adequate teaching and learning model that encompasses the components that contribute to a successful program. The research describes such components. The research also explains how an urban agricultural education teacher accommodates diverse students in the program. The theoretical framework of the study was grounded in Hollins' (1996) Mediating, Accommodating, and Immersion Models of education, and Phelan, Davidson, and Yu's (1998) Students' Multiple Worlds Model.
520 $a A small animal care and production program in a metro-urban Ohio school district was chosen as the case for the study based on the program's record of success, the teacher's achievements and recognition of teaching excellence, and the program's accessibility. The case study was conducted during one academic school year (2000--2001) in an Animal Management Technician (AMT) program. Seven students in the program were observed in the classroom, in the laboratory, and at extracurricular events throughout the year. Data were elicited from students, teachers, and administrators through multiple qualitative research methods---observation, interviews, dialogue, and student work. Modified Grounded Theory research methods allowed for methods to be emergent. Data were analyzed using Erickson's (1986) and Miles and Huberman's (1994) proposed methods of establishing evidentiary warrants from the data corpus, sorting and categorizing data by concepts and constructs, and then weaving the concepts and constructs together into a new theoretical model and cultural productions and portrayals that expressed the unique but comprehensive aspects of the urban agricultural education program, its teacher, and students.
520 $a The resulting Dynamic Teacher Students Accommodating Model for Urban Agricultural Education and cultural productions and portrayals depict the teacher accommodating diverse students in a traditional classroom and open multi-sectioned laboratory while having the educational program supported by three pillars-school administration and staff, engaged families, and community members. The model also depicts four curriculum catalysts to success---SAEs, FFA, modern and fully equipped facilities, and job placement. The study recommends that the proposed Dynamic Teacher Students Accommodation Model for Urban Agricultural Education and urban student portrayals be further developed through similar research in other urban agricultural education programs and then offered as alternative agricultural education teaching and learning models in agricultural education teacher preparation programs.
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