Progress 10/01/06 to 09/30/09
Outputs
OUTPUTS: Activities included the experiment with reading strategy use in agricultural science education and career and technical education (CTE; including agriculture and natural resources). In the first two years, 10 agricultural science teachers participated and were divided evenly between experimental and control groups. Experimental group schools were chosen based upon low student test scores on the New York State Regents English Language Arts assessment. Teachers taught 15 lessons in introductory agriscience. Experimental group teachers implemented disciplinary reading strategies whenever they asked students to read text. Teachers in the control group were assigned passages, and then discussed those readings with students; they did not use any other disciplinary reading strategies. Both groups of teachers documented teaching strategies on a weekly basis, conducted pretests and posttests, and taught the same curriculum. Teachers in the experimental group were interviewed prior to the start of the treatment period, were observed during their teaching, and have been interviewed again at the end of the treatment period. In the final year nine CTE teachers, representing 355 students, were recruited to participate in the study, expanding the content areas of interest. These teachers implemented a year-long intervention of reading strategies within their CTE courses. Teachers of these students met with the research team on a monthly basis to discuss content, strategy use, and planning for more effective instruction using reading and literacy to enhance the science, technology, engineering, agriculture, and math (STEAM) disciplines. Events include a teacher training in disciplinary reading strategies. Ten agricultural science teachers participated in the 2-day training at Cornell University; and in the final year of the project nine CTE teachers participated in monthly literacy workshops. The training included an overview of the research project, introduction to and use of the online agricultural science curriculum, and instruction on the use of disciplinary reading strategies. Teachers were introduced to disciplinary reading strategies, practiced the strategies, implemented them in lessons, and then discussed how they would use the strategies in their classroom instruction while participating in training about disciplinary reading. All teachers in the experiment received an online subscription to www.mycaert.com. This subscription provided teachers with agriscience curriculum for use with the experimental classes and with their other secondary agricultural science education courses. Teachers continued to use this innovative curriculum for the remainder of the school year. To prepare for the disciplinary reading strategy workshop, the PI created a disciplinary reading strategy manual for secondary agricultural science education and a collection of reading strategies for CTE teachers. This collection of strategies formed the basis for the intervention for the experimental group of teachers. The PI also adapted agriscience curriculum from www.mycaert.com so that the curriculum contained embedded disciplinary reading strategies. PARTICIPANTS: The principal investigator has coordinated the entire project. Travis Park solicited collaborating teachers, developed the interview protocols, developed the student and teacher questionnaires, and developed the agricultural science content knowledge and the motivation for reading questionnaire. He coordinated the disciplinary reading workshop, interviewed teachers, and will analyze the data. Two student aids have assisted with data collection and input. Dan Welch, a graduate research assistant (GRA), has assisted with data collection, primarily in the function of contacting teachers. The GRA also has conducted interviews and will assist with data analysis. Elizabeth van der Mandele, an undergraduate research assistant, also helped with the project. She assisted with analyzing data and presenting findings. Collaborating teachers have served as the principal agents for implementing the disciplinary reading strategy treatment. Ten New York State agricultural science teachers have collaborated on the project. They are all teaching the curriculum and gathering relevant data, and half are using disciplinary reading strategies. In the final year of the project nine CTE teachers from Ithaca, NY, participated in the research. All teachers received training and professional development in the use of disciplinary literacy strategies. The agriculture teachers received a one-time professional development, while the CTE teachers received monthly professional development specifically tailored to their disciplinary literacy needs. The collaborating professional organization is the New York Association of Agricultural Educators (NYAAE). NYAAE has provided the names and e-lists for solicitation of teachers to collaborate on this research project. The other primary collaborating entity was the Tompkins-Seneca-Tioga Board of Cooperative Educational Services. This was the setting for collaboration with CTE teachers, including those in natural resources and agricultural sciences. TARGET AUDIENCES: The target audiences for this research are 1) agricultural science teachers, 2) CTE teaches, and 2) students enrolled in secondary agricultural science education or career and technical education. The effort of the project is to foster the use of disciplinary reading strategies by teachers of agriculture throughout New York State and beyond. By collaborating with teachers, we are able to determine which strategies work within the context of agricultural science education and the larger career and technical education (CTE) context. Many of these students are rural and may be economically and socially disadvantaged. The students participate in CTE. The effort is to increase their literacy skills to enable them to more fully participate in our democratic society and to compete effectively in the global marketplace. PROJECT MODIFICATIONS: In the final year of the project, we expanded the audience to include career and technical education teachers who instruct students interested in science, technology, engineering, agriculture, and math careers (STEAM). This added nine teachers and approximately 355 students to the research. Based upon feedback from teachers in the first two years of the project, the research team focused on one larger school, a local BOCES school. This allowed the team to provide more intensive, ongoing professional development to teachers. It also allowed for the development of a collegial team of teachers to focus on the literacy needs of their students.
Impacts
The changes in knowledge from this project included the addition of knowledge about disciplinary reading strategies in the contexts of agricultural and CTE disciplines. Prior to the disciplinary reading workshop and monthly workshops with CTE teachers, teachers possessed little knowledge of disciplinary reading strategies as evidenced in their interviews and informal comments. Both agricultural science teachers and CTE teachers became more aware of the pressing need to help improve students' reading skills and proficiencies in their agricultural science and CTE courses. The changes in actions from this project included the adoption of disciplinary reading strategies in the experimental group teachers' classrooms, as well as across the CTE disciplines. Prior to implementation of this research project, teachers did not frequently use disciplinary reading strategies with their students to help them learn about and become more literate in agriculture or CTE. Teachers in the experimental group have been using many more disciplinary reading strategies with their students as a result of this study. All 10 agriculture teachers in the study have adopted the use of the online agriscience curriculum. While this was not an intended outcome of the study, it has been a real benefit to these 10 teachers. They are using the curriculum for not only the course in this study, but also for other agriculture courses that they teach. Further, several of the collaborating teachers are also leaders within the teacher professional organization, New York Association of Agricultural Educators (NYAAE), and that organization has determined to explore the adoption of this curriculum as an approved state agricultural science curriculum. If adopted, the curriculum will be cross-walked with the New York State English language arts, mathematics, and science standards. This holds the opportunity of enhancing all of agricultural science education throughout the state. In addition to raising awareness of improving students' literacy in agriculture and CTE, this project has catalyzed interest in literacy workshops across New York State and throughout the Nation. As a result of this project and funding, we have presented over a dozen workshop based upon the practical learnings of the project. The changes in conditions from this project include the improvement in quality of life for rural students enrolled in agricultural science education throughout New York State. As students become more literate and able to navigate textual information, they are better positioned to succeed in their careers, community, and family lives.
Publications
- Park, T. D., van der Mandele, E., & Welch, D. L. (2010). Creating a culture that fosters disciplinary literacy in agricultural sciences. Journal of Agricultural Education.
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Progress 10/01/07 to 09/30/08
Outputs
OUTPUTS: The activities concluded for "Enhancing Literacy in Agricultural Science Education through the Implementation of Content Area Reading Strategies" include the main experiment with reading strategy use in agricultural science education. Ten agricultural science teachers participated in the experiment. They were divided evenly between an experimental and a control group. The experimental group schools were chosen based upon their low student test scores on the New York State Regents English Language Arts assessment. Teachers taught 15 lessons in introductory agriscience. Teachers in the experimental group implemented disciplinary reading strategies whenever they used text as learning tools with their students. Teachers in the control group were assigned readings and then discussed those readings with students; they did not use any other disciplinary reading or writing strategies. Both groups of teachers documented their teaching strategies on a weekly basis, conducted pre-tests and post-tests of students, and taught the same curriculum. Teachers in the experimental group were interviewed prior to the start of the treatment period, were observed during their teaching, and have been interviewed again at the end of the treatment period. Events include a teacher training in disciplinary reading strategies in August. Ten agricultural science teachers participated in the two-day training at Cornell University. The training included an overview of the research project, introduction to and use of the online agricultural science curriculum through www.mycaert.com, and instruction on the use of content area reading and literacy strategies. Teachers were introduced to disciplinary reading strategies, practiced the strategies, implemented them in lessons, and then discussed how they would use the strategies in their classroom instruction while participating in training about content area reading. All teachers in the experiment received an online subscription to www.mycaert.com. This subscription provided teachers with agriscience curriculum for use with the experimental classes and with their other secondary agricultural science education courses. Additionally, teachers continued to use this innovative curriculum for the remainder of the school year. To prepare for the disciplinary reading strategy workshop, the principal investigators created a disciplinary reading strategy manual for secondary agricultural science education. This collection of strategies formed the basis for the intervention for the experimental group of teachers. The principal investigators also adapted agriscience curriculum from www.mycaert.com so that the curriculum contained embedded disciplinary reading strategies. PARTICIPANTS: The principal investigator has coordinated the entire project. Travis Park solicited collaborating teachers, developed the interview protocols, developed the student and teacher questionnaires, and developed the agricultural science content knowledge and the motivation for reading questionnaire. He coordinated the content area reading workshop, interviewed teachers, and will analyze the data. Two student aids have assisted with data collection and input. Dan Welch, a graduate research assistant (GRA), has assisted with data collection, primarily in the function of contacting teachers. The GRA also has conducted interviews and will assist with data analysis. Elizabeth van der Mandele, an undergraduate research assistant, also helped with the project. She assisted with analyzing data and presenting findings. Collaborating teachers have served as the principal agents for implementing the content area reading strategy treatment. Ten New York State agricultural science teachers have collaborated on the project. They are all teaching the curriculum and gathering relevant data, and half are using content area reading strategies. The collaborating professional organization is the New York Association of Agricultural Educators (NYAAE). NYAAE has provided the names and e-lists for solicitation of teachers to collaborate on this research project. TARGET AUDIENCES: The target audiences for this research are 1) agricultural science teachers, and 2) students enrolled in secondary agricultural science education. The effort of the project is to foster the use of content area reading strategies by teachers of agriculture throughout New York State and beyond. By collaborating with teachers, we are able to determine which strategies work within the context of agricultural science education and the larger career and technical education (CTE) context. Many of these students are rural and may be economically and socially disadvantaged. The students participate in CTE. The effort is to increase their literacy skills to enable them to more fully participate in our democratic society and to compete effectively in the global marketplace. PROJECT MODIFICATIONS: None.
Impacts
The changes in knowledge from this project included the addition of knowledge about disciplinary reading strategies. Prior to the disciplinary reading workshop, teachers possessed little knowledge of disciplinary reading strategies as evidenced in their interviews. Agricultural science teachers also became more aware of the pressing need to help improve students' reading skills and proficiencies in their agricultural science courses. The changes in actions from this project included the adoption of disciplinary reading strategies in the experimental group teachers' classrooms. Prior to implementation of this research project, teachers did not frequently use disciplinary reading strategies with their students to help them learn about and become more literate in agriculture. Teachers in the experimental group have been using many more disciplinary reading strategies with their students as a result of this study. All 10 teachers in the study have adopted the use of the online agriscience curriculum. While this was not an intended outcome of the study, it has been a real benefit to these 10 teachers. They are using the curriculum for not only the course in this study, but also for other agriculture courses that they teach. Further, several of the collaborating teachers are also leaders within the teacher professional organization, New York Association of Agricultural Educators (NYAAE), and that organization has determined to explore the adoption of this curriculum as an approved state agricultural science curriculum. If adopted, the curriculum will be cross-walked with the New York State English language arts, mathematics, and science standards. This holds the opportunity of enhancing all of agricultural science education throughout the state. The changes in conditions from this project include the improvement in quality of life for rural students enrolled in agricultural science education throughout New York State. As students become more literate and able to navigate textual information, they are better positioned to succeed in their careers, community, and family lives.
Publications
- Park, T. D., van der Mandele, E., & Welch, D. L. (2009, Under review). Creating a culture that fosters disciplinary literacy in agricultural sciences. Journal of Adolescent and Adult Literacy.
- van der Mandele, E., Park, T. D., & Welch, D. L. (2008, December). How do agriculture teachers create a culture of literacy: It just happens. Paper submitted to the Association of Career and Technical Education Research Conference, Charlotte, NC.
- Park, T. D. (2008, May). Creating a culture of teaching that supports literacy in agricultural science. Poster presented at the American Association for Agricultural Education Conference, Reno, NV.
- Park, T. D., & Welch, D. L. (2008, May). How do agriculture teachers create a culture of literacy: It just happens. Poster presented at the American Association for Agricultural Education Conference, Reno, NV.
- Park, T. D. (2008, March-April). Literacy as it relates to sustainability in agricultural education. The Agricultural Education Magazine, 80(5).
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Progress 10/01/06 to 09/30/07
Outputs
OUTPUTS: The activities concluded for "Enhancing Literacy in Agricultural Science Education through the Implementation of Content Area Reading Strategies" include the main experiment with reading strategy use in agricultural science education. Ten agricultural science teachers participated in the experiment. They were divided evenly between an experimental and a control group. The experimental group schools were chosen based upon their low state Regents ELA scores. Teachers taught, or are in the process of teaching, 15 lessons in introductory agriscience. Teachers in the experimental group are using content area reading strategies whenever they use text as learning tools with their students. Teachers in the control group are assigning readings and then discussing those readings with students; they are not using any other content area reading strategies. Both groups of teachers are documenting their teaching strategies on a weekly basis, pre-testing and post-testing students, and
teaching the same curriculum. Teachers in the experimental group have been interviewed prior to the start of the treatment period, have been observed teaching, and will be interviewed again at the end of the treatment period. Events include a teacher training in content area reading strategies in August. Ten agricultural science teachers participated in the two-day training at Cornell University. The training included an overview of the research project, introduction to and use of the online agricultural science curriculum through www.mycaert.com, and instruction on the use of content area reading and literacy strategies. Teachers were introduced to content area reading strategies, practiced the strategies, implemented them in lessons, and then discussed how they would use the strategies in their classroom instruction while participating in training about content area reading. All teachers in the experiment received an online subscription to www.mycaert.com. This subscription provided
teachers with agriscience curriculum for use with the experimental classes and with their other secondary agricultural science education courses. To prepare for the content area reading strategy workshop, the principal investigators created a content area reading strategy manual for secondary agricultural science education. This collection of strategies formed the basis for the intervention for the experimental group of teachers. The principal investigators also adapted agriscience curriculum from www.mycaert.com so that the curriculum contained embedded content area reading strategies.
PARTICIPANTS: The principal investigator has coordinated the entire project. Travis Park solicited collaborating teachers, developed the interview protocols, developed the student and teacher questionnaires, and developed the agricultural science content knowledge and the motivation for reading questionnaire. He coordinated the content area reading workshop, interviewed teachers, and will analyze the data. Two student aids have assisted with data collection and input. Dan Welch, a graduate research assistant (GRA), has assisted with data collection, primarily in the function of contacting teachers. The GRA also has conducted interviews and will assist with data analysis. Collaborating teachers have served as the principal agents for implementing the content area reading strategy treatment. Ten New York State agricultural science teachers have collaborated on the project. They are all teaching the curriculum and gathering relevant data, and half are using content area reading
strategies. The collaborating professional organization is the New York Association of Agricultural Educators (NYAAE). NYAAE has provided the names and e-lists for solicitation of teachers to collaborate on this research project.
TARGET AUDIENCES: The target audiences for this research are 1) agricultural science teachers, and 2) students enrolled in secondary agricultural science education. The effort of the project is to foster the use of content area reading strategies by teachers of agriculture throughout New York State and beyond. By collaborating with teachers, we are able to determine which strategies work within the context of agricultural science education and the larger career and technical education (CTE) context. Many of these students are rural and may be economically and socially disadvantaged. The students participate in CTE. The effort is to increase their literacy skills to enable them to more fully participate in our democratic society and to compete effectively in the global marketplace.
Impacts
The changes in knowledge from this project include the addition of knowledge about content area reading strategies. Prior to the content area reading workshop, teachers possessed little knowledge of content area reading strategies as evidenced in their interviews. Agricultural science teachers also became more aware of the pressing need to help improve students' reading skills and proficiencies in their agricultural science courses. The changes in actions from this project include the adoption of content area reading strategies in the experimental group teachers' classrooms. Prior to implementation of this research project, teachers did not frequently use content area reading strategies with their students to help them learn about and become more literate in agriculture. Teachers in the experimental group have been using many more content area reading strategies with their students as a result of this study. All 10 teachers in the study have adopted the use of the online
agriscience curriculum. While this was not an intended outcome of the study, it has been a real benefit to these 10 teachers. They are using the curriculum for not only the course in this study, but also for other agriculture courses that they teach. Further, several of the collaborating teachers are also leaders within the teacher professional organization, New York Association of Agricultural Educators, and that organization has determined to explore the adoption of this curriculum as an approved state agricultural science curriculum. If adopted, the curriculum will be cross-walked with the New York State English language arts, mathematics, and science standards. This holds the opportunity of enhancing all of agricultural science education throughout the state. The changes in conditions from this project include the improvement in quality of life for rural students enrolled in agricultural science education throughout New York State. As students become more literate and able to
navigate textual information, they are better positioned to succeed in their careers, community, and family lives.
Publications
- No publications reported this period
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