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Localized Land-Grant Partnership for STEM Integration through AFNR: High School Teachers' Experiences

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Title: Localized Land-Grant Partnership for STEM Integration through AFNR: High School Teachers' Experiences
Language: English
Authors: Mingla Charoenmuang (ORCID 0000-0001-9541-0026), Neil A. Knobloch (ORCID 0000-0003-2459-8185), Hui-Hui Wang (ORCID 0000-0002-6244-8252)
Source: Journal of Agricultural Education. 2024 63(3):35-51.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Land Grant Universities, Partnerships in Education, STEM Education, Agricultural Education, High School Teachers, Teacher Attitudes, Faculty Development, Horticulture
ISSN: 1042-0541
2162-5212
Abstract: Agriculture, Food, and Natural Resources (AFNR) provides authentic and relevant contexts for applying STEM concepts to solve real-world challenges. Land-grant institutions have expertise, mission-aligned values, and infrastructure to make local connections with K-12 teachers and students to support the integration of AFNR in STEM teaching. This study leveraged existing capacities of the land-grant system to develop a localized education partnership within the tripartite mission of teaching, research, and Extension. This exploratory qualitative study described high school teachers' perceptions and experiences of the LOCAL STEM Model that led to teachers' experience at a local research station and conducting a STEM-AFNR project with their students. The immersive professional development workshop prepared teachers to work across disciplines and use the hydroponics topic to teach their classes. They collaborated internally during the professional learning community and were supported by partners from the land-grant university. Regarding the showcase event, teachers discussed students' career exposure, career readiness skills, real-world experiences, and the pedagogical values of the event. For the overall experience, teachers discussed their professional growth, teaching ideas, farm-based experience, how they expanded and connected to resources, and how they engaged others in the project. This study described how the model can serve as a transferable example to help local high schools contextualize STEM using AFNR context with support from local partners at a local research station, Extension, and industries. Our findings have practical implications for program developers in terms of teacher development, student engagement, the model implementation, and future partnerships.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://jae-online.org/index.php/jae/article/view/2462
Accession Number: EJ1446990
Database: ERIC
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  Data: Localized Land-Grant Partnership for STEM Integration through AFNR: High School Teachers' Experiences
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  Data: <searchLink fieldCode="AR" term="%22Mingla+Charoenmuang%22">Mingla Charoenmuang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9541-0026">0000-0001-9541-0026</externalLink>)<br /><searchLink fieldCode="AR" term="%22Neil+A%2E+Knobloch%22">Neil A. Knobloch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2459-8185">0000-0003-2459-8185</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hui-Hui+Wang%22">Hui-Hui Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6244-8252">0000-0002-6244-8252</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2024 63(3):35-51.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Land+Grant+Universities%22">Land Grant Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Horticulture%22">Horticulture</searchLink>
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  Data: 1042-0541<br />2162-5212
– Name: Abstract
  Label: Abstract
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  Data: Agriculture, Food, and Natural Resources (AFNR) provides authentic and relevant contexts for applying STEM concepts to solve real-world challenges. Land-grant institutions have expertise, mission-aligned values, and infrastructure to make local connections with K-12 teachers and students to support the integration of AFNR in STEM teaching. This study leveraged existing capacities of the land-grant system to develop a localized education partnership within the tripartite mission of teaching, research, and Extension. This exploratory qualitative study described high school teachers' perceptions and experiences of the LOCAL STEM Model that led to teachers' experience at a local research station and conducting a STEM-AFNR project with their students. The immersive professional development workshop prepared teachers to work across disciplines and use the hydroponics topic to teach their classes. They collaborated internally during the professional learning community and were supported by partners from the land-grant university. Regarding the showcase event, teachers discussed students' career exposure, career readiness skills, real-world experiences, and the pedagogical values of the event. For the overall experience, teachers discussed their professional growth, teaching ideas, farm-based experience, how they expanded and connected to resources, and how they engaged others in the project. This study described how the model can serve as a transferable example to help local high schools contextualize STEM using AFNR context with support from local partners at a local research station, Extension, and industries. Our findings have practical implications for program developers in terms of teacher development, student engagement, the model implementation, and future partnerships.
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  Data: EJ1446990
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 35
    Subjects:
      – SubjectFull: Land Grant Universities
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Horticulture
        Type: general
    Titles:
      – TitleFull: Localized Land-Grant Partnership for STEM Integration through AFNR: High School Teachers' Experiences
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          Name:
            NameFull: Mingla Charoenmuang
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          Name:
            NameFull: Neil A. Knobloch
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          Name:
            NameFull: Hui-Hui Wang
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            – D: 01
              M: 09
              Type: published
              Y: 2024
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              Value: 2162-5212
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            – TitleFull: Journal of Agricultural Education
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