Attitudes of Oregon agricultural science and technology teachers toward integrating science

Nearly half of 106 Oregon agricultural science and technology teachers said students received science credit for agriculture classes. They felt prepared to teach science concepts and thought administrator and parent support increased since they integrated science. Lack of funding, equipment, and ins...

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Published in:Journal of agricultural education 1999, Vol.40 (3), p.21-29
Main Authors: Thompson, G.W, Balschweid, M.M
Format: Article
Language:English
Subjects:
Agricultural Education
Agricultural Sciences
attitudes and opinions
Credits
curriculum
demography
education programs
High Schools
Integrated Curriculum
Oregon
science education
Science Instruction
statistical analysis
Teacher Attitudes
Teacher Qualifications
teachers
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container_issue 3
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container_title Journal of agricultural education
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creator Thompson, G.W
Balschweid, M.M
description Nearly half of 106 Oregon agricultural science and technology teachers said students received science credit for agriculture classes. They felt prepared to teach science concepts and thought administrator and parent support increased since they integrated science. Lack of funding, equipment, and inservice opportunities are barriers to integrating science. (SK)
doi_str_mv 10.5032/jae.1999.03021
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source ERIC; Freely Accessible Science Journals - May need to register for free articles
subjects Agricultural Education
Agricultural Sciences
attitudes and opinions
Credits
curriculum
demography
education programs
High Schools
Integrated Curriculum
Oregon
science education
Science Instruction
statistical analysis
Teacher Attitudes
Teacher Qualifications
teachers
title Attitudes of Oregon agricultural science and technology teachers toward integrating science
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