Progress 02/01/21 to 01/31/24
Outputs
Target Audience:The ACRE program targeted educators who seek to increase their own agricultural literacy and that of their students. ACRE targeted in-service teachers in the state of Mississippi to participate in the ACRE Professional Development opportunities. This audience was targeted to increase their awareness of agricultural literacy and to demonstrate how they can incorporate it into their classroom instruction. Ag science teachers and teachers of science in grades 5-12 of various ages, gender, ethnicity, race, content area, and years of service were encouraged to participate in the ACRE professional development opportunities. In-service Ag science and general teachers teaching grades 5-12 curricula were targeted through contact with school district administration and social media. This final report covers the life of the MSU ACRE grant (2021-67037-34210) for the period of 2/1/21 through 1/31/24 including information on the two separate cohorts of teacher participants.Cohort 1, reported on in the first progress report, began in person in June 2021 with 12 teachers (grades 5-12) and extended through the spring follow-up day, March 4, 2022, with eight teachers attending. Cohort 2, reported on in the second progress report, began in person in June 2022 with 8 participants (grades 5-12) and extended through the spring follow-up day, March 3, 2023 with seven teachers attending. Changes/Problems:For the second cohort of ACRE, recruitment efforts cast a wider net. There were not as many participants from the originally targeted partner districts for cohort 1, so the ACRE leadership team expanded recruitment for 2022-2023 to the entire state of Mississippi.As was felt by the first cohort of ACRE teachers, the impact of returning to in-person teaching fulltime in fall 2022 continued to be demonstrated on the ACRE teachers. Teachers reported feeling "overwhelmed" and "tired" at times with trying to get back to what normal used to look like. What opportunities for training and professional development has the project provided?The project has provided numerous training and professional development opportunities in the form of guest lecturers, field excursions, and materials/activities for classroom use, all of which provide authentic experiences. Additionally, participants met university faculty from various disciplines and departments which afforded numerous opportunities for mentorships. Participants also appreciated learning opportunities provided by their fellow cohort members and to see each other as resources. During this two-year project, the ACRE program has included: Speakers Topics presented by various university, 4H, and/or panel members include: Equine Therapy; Small Ruminant Parasite and Lambing; HATCH Project/Poultry; Large Animal Vet Science; Fossils; Soil Particle Size Affects the Amount of Water Soil Holds; Livestock; Primary Sectors of Animal Science; Fetal Pig Anatomy; Equine; Immunology and Disease; Reproduction and Pregnancy; Minorities in Agriculture, Natural Resources, and Related Sciences; digestion physiology and anatomy (ruminant + monogastric); types of forages; Plant Blindness; Evolution of Livestock by Genetic Selection; Strawberry DNA; Animal Handling, Ultrasounds and Thermal Imaging; Milk Spoilage; and, Meat Chemistry and Cuisine. Literacy strategies (e.g., carousel; ABC vocabulary chart; magnet summary; think-pair-share; thirty-second talk-about; concept maps; diamond organizer; word family trees; classroom discourse norms; productive talk; Bloom's question stems; quick writes; Venn diagrams; critical thinking, cognitive engagement; anchor charts; Vocabulary Maps) were integrated with Ag science content throughout the institute. Training and Professional Development Materials Texts: Ag newspapers from Ag Foundation (e.g., Farming Practices, Beef, Dairy, Plant Breeding), Fantastic Ways to Work with Animals from Veterinary Science to Aquatic Biology book; How to Train Daily Life As a Vet, Is It Really for You book; Who is Temple Grandin book; The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin book Non-books: Soil and Water classroom instructional kits; fetal pigs dissection kits; Ag Mags; Ag career posters; glow germ gel; Strawberry DNA extraction kits; Milk spoilage kits (Blue's the Clue); lesson plans on Making A Rumen and Constructing a Repro Tract; AI barb-style gun; agar culture plates; Desktop Greenhouses; Cow Repro Tract models; Ward's Pocket Gem Field Magnifiers; Chick Life Cycle Exploration Set; Temple Grandin movie; small cow model; Training and Professional Development Field excursions MSU South Farm; MSU Dairy Farm; MSU Meat Lab; MSU North Farm; Dorman Greenhouse Classroom; MSU Fossil Outcrop, MSU Veterinary School The projects' speakers, materials, and field excursions helped participants to identify changes for their own teaching practice. Some of the participants' responses: "I think the biggest change will be to the amount of Ag Science that I incorporate in my classes. So many of the activities will fit with my curriculum for 8th Science Earth Science unit and in my Biology I." (201) "More activities even in they are not as well developed or regimented." (202) "More hands-on using local agriculture resources that the students can adapt for their families and futures." (204) "Literacy strategies. This is a weakness that I have taken so many resources from this Program." (205) "Different teaching styles and different concepts of effective learning styles for students." (208) "How to make sure I slow down and go to the cellular level when explaining.Making sure to include vocabulary, a variety of texts, hands on experiments that are meaningful and make connections to the student and real world." (209) Participating teachers planned to increase the amount of Ag science by incorporating ACRE activities such as: ABC Brainstorming; Desktop Greenhouses Activity; Mind Mapping Literacy Strategies (Content Mapping); Magnet Summaries; Science notebooks; NECAP Soil & Water Task; anticipation guides; Stomach at Work and Making a Rumen Activity; Microbiomes; hydroponics; strawberry DNA; Carousel. How have the results been disseminated to communities of interest?In addition to the products (publications, conference presentations, etc.) listed in the Products text box above, results and resources from the ACRE project have been disseminated to communities of interest in a more direct manner. One community of interest is comprised of the local site and district colleagues of the participating teachers. One objective of ACRE was to have participating teachers take on leadership roles at their site and in their districts to expand the impact of the project. For some, that includes serving as a resource for families. Participating teachers were expected to provide local professional development for their colleagues. When responding to surveys and interview questions, participating teachers spoke about their own sharing with colleagues. Here are some typical responses: "I am excited to be able to present this to my district at our first 8th Science and Biology I meetings! I will be putting together a ppt presentation and having peers in the district actually do one of the activities! I am also going to use this as I mentor our new first year 8th grade science teacher and chemistry teacher in my building. I have not yet talked to our elementary principal, but would like to do something with our 5th grade teachers as well. I would also love to co-present with MSU professors/grad students at MSTA in October!" (201). "I will be sharing most of the information I gained in informal meetings and in PD/department meetings." (202) "Exposing the Science Department to lessons, hands on labs and resources I have obtained in this [ACRE] session to improve their implementation of Ag content in the lower level classes." (205) "Sharing information during our regular PLC meeting and establishing a power point. (207) "Information will be presented in PLC Meetings and Faculty and Staff Development Meeting." (208) "In July I am meeting with science colleagues to go over the [ACRE] practices ... Greenhouse desktops, hydroponic tomatoes, carousel, mind mapping, taste testing, ABC charts, scientific notebooks." (209) In addition to sharing with local peers, teachers distributed information both at their school site and throughout the state through various means including social media, word of mouth at meetings either virtual or face-to-face, and sharing of resources. One teacher (209) reported sharing with seven other 5th grade teachers, 10 3rd and 4th grade teachers including self-contained and inclusion teachers. ACRE teachers discussed the strategies they use in their role of agent of change. " ... I've worked really hard with my other science teachers and my chemistry teacher working on being able to do the labs." "We had 2 new teachers that were in our science department and their excitement and their enthusiasm about being able to incorporate hands on activities really did make a difference for them. And. Uh, I think that they'll always use those. I mean, they're good activities and, you know, just sharing that. And I think that I did impact him and changed their teaching a little bit." (201) I shared those [activities from ACRE] in my school but I also shared some with the 5th grade science teachers. Hopefully, you know, make it a little outreach there. We'll make them better students as they come in." (201) " I am I guess considered a lead teacher, I don't think that's an official title, but as far as sharing information with my team, and with my Co teachers, my other teachers, I am able to do that, and the resources that we received from this ACRE program have been greatly beneficial so, before I teach high school sites, so my team teacher who teaches 7th and 8th grade science has access to those resources as well. So it's been, it's been great." (205) "I'm always involved with my parents, trying to reach out, especially students did not obtain the concepts." (208) "Well, I see myself more as a good collaborator of a group to make things better. Um, I have helped to introduce more effective ways of increasing student knowledge in agriculture this year and my grade level, and I also introduce things to the agriculture teacher at the high school, such as Carousel and ABC charts." (209) Speaking on her experience presenting at a state-wide science education conference, teacher 209 explained, "I actually got to be one of the first people in the [my district] to represent at the MSTA conference this year to actually present because ACRE gave me the confidence." "I did a presentation at the beginning of the year for my science department and even reached out to the 5th grade science teachers who are also tested!" "Departmental coaching with the science department on campus. I shared my lab-based projects." Specific activities shared included: "Desktop greenhouses, soil absorption, Carousel, ABC charts, Science Journals, Career Pages, Glow Germs, Strawberry DNA" "Cow uterus and fertilization, ABC chart, Gallery Walks, Talking Ball for class management." The specific shared ACRE classroom activities that teachers discussed are numerous. In addition, the practice of sharing will hopefully carry on for many years. Besides the dissemination of project resources to teachers' local communities, there has been some documented cross-over with two participating teachers and graduate elementary science university students. (July 2023) What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Throughout the past two years, the ACRE Project has provided in-service teachers with opportunities to increase their agricultural science knowledge and understanding in addition to providing the tools to incorporate agricultural science literacy into their classrooms. Data from surveys and interviews were collected and analyzed to demonstrate these accomplishments. Objective 1A: Teachers will increase Ag science knowledge and understanding, was met. "I am more knowledgeable of the concepts relating to Ag science." (Over 94% of all participants agreed/strongly agreed on the delayed post survey.) One teacher on the post-interview responded, "I would say that being agriculturally literate means that you can read and understand concepts that are agriculturally based and yes, I do think that my, um understanding of that topic has changed just because I have a better understanding of agriculture. Um. Mostly along the lines of the business aspect of it, the technology of it. And I do think that that [my understanding] has changed since we went through this program." (205). "Understanding what agriculture is, who's a part of it, like farmers, families, veterinarian, even factory work; what it takes to produce goods such as cotton clothes.... So anything that we use every day comes from agriculture and students need to kind of understand where their materials come from." "I do realize that people need to be taught from a young age now, where their food comes from, how much money it takes to produce, what career choices they could have when they get older and there's more to agriculture than just farmers." (209; Cohort 2 post-interview). Objective 1B: Teachers will increase Ag science literacy knowledge and understanding, was met. "We use so many of the activities from this [project] not just the science part of it, but the literacy stuff that helped [the students] even dig deeper into what they didn't know." (201; Cohort 2 delayed-post interview) In addition to providing teachers with print and web resources in Agriculture, the ACRE program modeled the integration of literacy strategies with science content. ACRE included strategies for teaching students how to compose informational text like a scientist or agriculturalist. When asked on the Cohort 2 delayed post survey how they do that, teachers responded, "Using their science notebook notes from the lesson, students use researched information ... to cite evidence and explain how their claim matches their text evidences/characteristics of a topic." "Mind mapping has been useful in helping my students to write as well as think critically." "Reading different articles on Agriculture and Agriculture related topics." "Lab Reports, diagrams and tables..." "Providing researched material or evidence from an experiment allows them to develop research-based arguments to use. Students also use charts and graphs to support their claim that have been backed by research to prove their point. Students must have accurate text evidence so we use websites provided by ACRE ..." In addition to implementing composition strategies, Cohort 2 teachers include ACRE strategies to teach their students domain-specific/discipline-specific vocabulary. "I use several of the [ACRE] experiments: Desktop greenhouse, DNA Strawberries, Soil/rock water absorption, etc., as labs introducing vocabulary. They also showed kids what the vocab means instead of just giving a list of vocabulary words to study." "Closed Sorts, Flash cards with illustrations, and Gallery Walks." "Even the ABC brainstorming activity has improved the use of scientific vocabulary!" (Cohort 2 delayed post survey). Objective 2A: Teachers will increase knowledge and use of instructional strategies which support student-centered Ag science explorations, including immersive learning experiences, e.g., field experiences, virtual reality experiences, research center and lab excursions, was met. Participating teachers increased their knowledge of student-centered Ag science explorations and their use of these strategies with their students. Teachers experienced authentic explorations in the field during the ACRE program. Explorations included: MSU Leveck Animal Research Center [South Farm]; MSU R. R. Foil Plant Science Research Center [North Farm]; MSU Joe Bearden Dairy Research Center; MSU Meat and Muscle Biology Lab; MSU Fossil Outcrop; and, MSU Veterinary School. Teachers then brought many of these experiences into their classrooms. "I'm obtaining new equipment and teaching the students how to think differently." (105; Cohort 1 delayed post-institute interview). "I use a lot of the labs that we did during the summer [ACRE] program. We did the desktop greenhouses. We actually did a field trip to the dairy with my students and so having that experience being there and seeing it and all the different components of that was really beneficial for my students ...and ... has really enhanced their learning." (205; Cohort 2 delayed post-interview) "The instructors at Mississippi State ... are considered experts intheir content area, and that's helped with making sure the information we're taking back to ourstudent is accurate up to date ... that's really been one of the biggest benefitsin my opinion is having that instruction and being able to be more confident what you're taking back to your students ... also really beneficial in my opinion is just having that time to all meet and collaborate withother teachers throughout the state ..." (108; Cohort 1 delayed post interview) Objective 2B: Teachers will increase knowledge and use of hands-on learning experiences designed for classroom students, was met. "Being able to do the hands on and ... making it meaningful for them has been so helpful." (201; delayed post-interview) Hands-on learning is a large part of the ACRE program. In addition to the field experiences, replicable classroom activities included soil testing, strawberry DNA extraction, fetal pig dissection, milk spoilage lab, creation of a cattle reproductive tract, and a digestive enzyme lab hands-on experience. Aggregated data from Cohort 1 and Cohort 2 delayed post surveys demonstrate that students engage in hands-on learning. 78% of the Cohort 1 teachers responded that their students engage in hands-on learning "daily or almost daily" or "routinely". Cohort 2 teachers responded, 29% responded, "routinely" and 71% responded, "almost daily or daily." Objective 2C: Teachers will demonstrate knowledge and use of effective instructional strategies by completing multiple Ag science lesson plans, was met. All twelve Cohort 1 and all eight Cohort 2 teachers submitted lesson plans during the summer institute. For Cohort 1, six submitted plans in the fall and two in the spring. For Cohort 2, five plans were submitted in the fall and three in the spring. All content aligned to ACRE topics. Objective 3A: Teachers will serve as teacher leaders in their schools disseminating ACRE curriculum/resources and communicating their new knowledge by collaborating with their peers for expanded impact, was met. "...yes, I do see myself as a change agent..." (207; delayed-post interview) Teachers in both cohorts overwhelmingly reported taking on a greater teacher leadership role and sharing ACRE resources with colleagues. Teachers shared, "I am. I guess considered a lead teacher, I don't think that's an official title, but as far as sharing information with my team, and with my Co teachers, I am able to do that, and the resources that we received from this ACRE program have been greatly beneficial..." (205). Speaking on her experience presenting at a state-wide science education conference, teacher 209 explained, "I actually got to be one of the first people in [my district] to represent at the MSTA conference this year to actually present because ACRE gave me the confidence."
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Lemley, S.M., Clary, R.M., Marlow, T., Bright, T., Reed, K., & Tucker, D. (2023). Integrating agriculture and active literacy strategies in your student-centered science classroom. Presentation proposal for the Mississippi Science Teacher Association Annual Conference, Biloxi, MS.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Clary, R.M., & Lemley, S.M. (2023). Agricultural applications & literacy strategies: A winning combination for engaging Mississippi students in scientific content. Mississippi Academy of Sciences, Biloxi, MS.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Clary, R.M., Tucker, D., Bright, T., Marlow, T., Reed, K., & Lemley, S.M. (2022). Active student-centered science and literacy strategies to integrate agriculture in your classroom. Mississippi Science Teacher Association, Biloxi, MS.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Clary, R.M., Lemley, S.M., & Alley, K.M. (2022). Seeding literacy strategies in agricultural science: An ACRE professional development success. ASTE-Sponsored session presented for the 2022 National Science Teachers Association conference, Houston, TX.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Alley, K.M., Lemley, S.M., Clary, R. M., Lemley, C.O., Stone, A., Swanson, R.M., & Messman, R.D. (2022). Voices from the field: Agriculture educators perspectives on equity in career and technical education. American Educational Research Association, San Diego, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Lemley, S.M., & Alley, K.M. (2022). Cultivating literacy for an agriculturally literate society. Literacy Research Association Annual Conference, Phoenix, AZ.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Lemley, S.M., Clary, R.M., Swanson, R., & Alley, K.M. (accepted). Teachers scientific inertia: Misconception persistence after an intensive 10-day agricultural literacy institute. Paper proposal submitted to the Literacy Research Association Annual Conference, Atlanta, GA. Presenting Nov. 2023.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Lemley, S.M., Alley, K.M., & Clary, R.M. (accepted). Building the architecture to incorporate literacy in agricultural literacy. Paper presentation proposal for the Literacy Research Association Annual Conference, Atlanta: GA. Presentation Nov. 2023
- Type:
Conference Papers and Presentations
Status:
Under Review
Year Published:
2023
Citation:
Lemley, S.M., Messman, R., Swanson, R., & Lemley, C. (under review). Two-week agriculture institute prepares Mississippi teachers to improve agricultural literacy in classrooms. Presentation proposal for the American Association of Animal Science-Southern Section, Louisville, KY.
- Type:
Other
Status:
Published
Year Published:
2023
Citation:
Lemley, S.M. (2023, Jan. 18). Planting the seed of comprehension in agriculture and science classrooms. Literacy in the Disciplines. https://literacy6-12.org/planting-the-seed-of-comprehension-in-agriculture-and-science-classrooms/
- Type:
Journal Articles
Status:
Other
Year Published:
2023
Citation:
Clary, R.M., Lemley, S.M., & Swanson, R. (in progress). Teachers scientific inertia: Misconception persistence after an intensive 10-day agricultural science institute.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2023
Citation:
Lemley, S.M., Alley, K.A., & Clary, R.M. (under review). Voices from the field: Agriculture educators perspectives on equity in agricultural education. Journal of Agricultural Education.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2023
Citation:
Lemley, S.M., Alley, K.A., & Morrison, C.C. (under review). Developing deeper understandings through an agricultural literacy professional development. Journal of Agricultural Education.
|
Progress 02/01/22 to 01/31/23
Outputs
Target Audience:The ACRE program targeted educators who seek to increase their own agricultural literacy and that of their students. ACRE targeted in-service teachers in the state of Mississippi to participate in the ACRE Professional Development opportunities. This audience was targeted to increase their awareness of agricultural literacy and to demonstrate how they can incorporate it into their classroom instruction. Ag science teachers and teachers of science in grades 5-12 of various ages, gender, ethnicity, race, content area, and years of service were encouraged to participate in the ACRE professional development opportunities. In-service Ag science and general teachers teaching grades 5-12 curricula were targeted through contact with school district administration and social media. Twelve in-service teachers applied to participate in 2022-2023 Cohort 2 ACRE Professional Development training. Out of those twelve teachers, 7 participated and completed the professional development to date. One of the Cohort 2 teachers took a job in another state and did not attend the fall follow up. Changes/Problems:The impact of returning to in-person teaching fulltime in fall 2022 continues to be demonstrated on the ACRE teachers. They report feeling "overwhelmed" and "tired" at times with trying to get back to what normal used to look like. Seven (of the 8) teachers attended the fall ACRE follow-up day which was held on a Friday in October 2022. Further, as a result of a lack of participants from the originally targeted partner districts, the ACRE team expanded recruitment for 2022-2023 to the entire state of Mississippi. What opportunities for training and professional development has the project provided?The project has provided numerous training and professional development opportunities in the form of guest lecturers, field excursions, and materials/activities for classroom use, all of which provide authentic experiences. Additionally, participants met university faculty from various disciplines and departments which afforded numerous opportunities for mentorships. During this reporting period, the ACRE project has included: Speakers Topics presented by various university, 4H, and/or panel members include: Equine Therapy; Small Ruminant Parasite and Lambing; HATCH Project/Poultry, Large Animal Vet Science, Fossils, Soil Particle Size Affects the Amount of Water Soil Holds; Livestock; Primary Sectors of Animal Science; Fetal Pig Anatomy; Equine; Immunology and Disease; Reproduction and Pregnancy; Minorities in Agriculture, Natural Resources, and Related Sciences; digestion physiology and anatomy (ruminant + monogastric); types of forages; Plant Blindness; Evolution of Livestock by Genetic Selection; Strawberry DNA; Animal Handling, Ultrasounds and Thermal Imaging; Milk Spoilage; and, Meat Chemistry and Cuisine. Literacy strategies (e.g., carousel; ABC vocabulary chart; magnet summary; think-pair-share; thirty-second talk-about; concept maps; diamond organizer; word family trees; classroom discourse norms; productive talk; Bloom's question stems; quick writes; Venn diagrams; critical thinking, cognitive engagement; anchor charts; Vocabulary Maps) are integrated with Ag science content throughout the institute. Training and Professional Development Materials include: Texts: Ag newspapers from Ag Foundation (e.g., Farming Practices, Beef, Dairy, Plant Breeding), Fantastic Ways to Work with Animals from Veterinary Science to Aquatic Biology book; How to Train Daily Life As a Vet, Is It Really for You book; Who is Temple Grandin book; The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin book Non-books: Soil and Water classroom instructional kits; fetal pigs dissection kits; Ag Mags; Ag career posters, glow germ gel, Strawberry DNA extraction kits, Milk spoilage kits (Blue's the Clue), lesson plans on Making A Rumen, and Constructing a Repro Tract, AI barb-style gun, agar culture plates, Desktop Greenhouses, Cow Repro Tract models, Ward's Pocket Gem Field Magnifiers, Chick Life Cycle Exploration Set; Temple Grandin movie Cohort 1 teachers were asked if they would like a small cow model from Reality Works that allows them to show their students the inside of a cow--the muscles, bones, etc. Eight of the Cohort 1 teachers indicated they would use one in their classroom and those are being shipped out to them within the month. Training and Professional Development Field excursions include: MSU South Farm; MSU Dairy Farm; MSU Meat Lab; MSU North Farm; Dorman Greenhouse Classroom; MSU Fossil Outcrop, MSU Veterinary School ACRE professional development opportunities have impacted the Cohort 2 participants. Participating teachers' responses to, "What changes, if any, has the ACRE institute helped you identify that you would like to bring about in your teaching practice?" (Q23) asked at the end of the 10-day June 2022 institute include: "I think the biggest change will be to the amount of Ag Science that I incorporate in my classes. So many of the activities will fit with my curriculum for 8th Science Earth Science unit and in my Biology I." (201) "More activities even in they are not as well developed or regimented." (202) "More hands-on using local agriculture resources that the students can adapt for their families and futures." (204) "Literacy strategies. This is a weakness that I have taken so many resources from this Program." (205) "Different teaching styles and different concepts of effective learning styles for students." (208) "How to make sure I slow down and go to the cellular level when explaining.Making sure to include vocabulary, a variety of texts, hands on experiments that are meaningful and make connections to the student and real world." (209) The planned changes in teaching practice are delineated in several cohort 2 teachers' responses to, "Which activities from the ACRE institute have you planned to implement in your classroom next school year?" (Q24) asked at the end of the 10-day June 2022 institute. Responses include: "ABC Brainstorming, Desktop Greenhouses Activity, Mind Mapping Literacy Strategies (Content Mapping), Magnet Summaries, Science notebooks (I already use these, but have gotten new ideas!), NECAP Soil & Water Task, anticipation guides, Stomach at Work and Making a Rumen Activity, Microbiomes, ALL OF THEM! except the field experience in the Meat Lab, Dairy, etc." (201) "Soil, greenhouse, hydroponics, modified rumen." (202). "Desktop greenhouse, strawberry DNA." (203) "I plan on implementing the Mind Mapping, ABC Brainstorming, Carousel, Classroom Greenhouse, Soil Lab, Rumen, and Hydroponics." (204) "Greenhouse desktops, hydroponic tomatoes, carousel, mind mapping, taste testing, ABC charts, scientificnotebooks." (209) The planned changes in teaching practice were implemented in teachers' use of hands-on and active participation learning experiences in their classrooms. See Objective 2B above with data from the Cohort 2 follow-up day October 2022. Formative assessment data of the project's processes were collected routinely through end-of-day reflections, institute mid-point, and end checks, and informal conversations with participants throughout. Project leaders are responsive to the needs and inquiries of the participants. End of institute ideas and requests for continuing learning were also collected to inform the agendas/content of the two academic follow-up days. Request for topics of interest for the spring 2023 follow-up day was made in October 2022. Teachers were able to explore career pathways in food and Ag science during the institute and fall follow-up day. During lunch panels, teachers heard from representatives from the MSU College of Vet Med, 4-H, graduate students in Animal and Dairy Science, and students in MANRRS (Minorities in Agriculture, Natural Resources, and Related Sciences). Further, the field trips also allowed the teachers to learn more about career pathways in agriculture and food science. How have the results been disseminated to communities of interest?Results from the second year of the ACRE project have been disseminated to communities of interest. Three cohort 2 ACRE teachers and ACRE Leadership shared ACRE resources during a session at the statewide Mississippi Science Teachers Association (MSTA) Conference on October 24, 2022. Approximately 35 science educators from around the state participated in the hands-on activities. Electronic resources from the session were shared on the MSTA website after the conference. Presentation title and authors: Active Student-Centered Science and Literacy Strategies to Integrate Agriculture in Your Classroom. Renee Clary, Deborah Tucker, Tammie Bright, Tammie Marlow, Kreissa Reed, Stephanie M. Lemley. MSTA Conference, Biloxi, MS, October 24, 2022. In addition, ACRE Leadership presented a hands-on session at the ASTE conference in fall 2022 as well. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, 2/1/23 through 1/31/24, the activities and content of the upcoming professional development day will address Objectives 1, 2, and 3: Objective 1 - Teachers will increase Ag science and Ag science literacy knowledge; Objective 2 - Teachers will increase knowledge and use of effective instructional strategies for Ag science concepts; Objective 3 - Teachers will increase Ag science teacher leadership capacity. During the next reporting period, the Cohort 2 spring 2023 follow-up day (March 3, 2023) will be held on the MSU campus where delayed post-survey data will be collected. For the spring follow up (March 3, 2023), teachers will experience a presentation from Mississippi Water Stewards, a session on alternative energy, small ruminant parasite and lambing, possibly a greenhouse tour. Teachers will receive a small model cow from Reality Works that has removable parts so students can see the inside of the livestock--the muscles, organs, etc. After the spring 2023 follow up, a final delayed interview will occur via WebEx. Program assessment data are collected to measure the efficacy of the objectives. Those measures include pre-post surveys, reflections, pre-post interviews, and a focus group interview. These data-gathering tools and the data gathered was reviewed by the ACRE leadership team prior to the June 2022 start of Cohort 2. See training and professional development the project provided above for more information on the professional development opportunities provided during this reporting period.
Impacts
What was accomplished under these goals?
Objective 1A is being met. Participant responses from the Cohort 1 delayed post survey (administered March 3, 2022) demonstrate that ACRE teachers are knowledgeable of Ag science. Some of the survey items are highlighted below. (Q2) Teachers were asked, "On an assessment where I had to accurately label the anatomical organs of a fetal pig", and "on an assessment where I had to correctly explain the basic function of fetal pig organs" 78 percent responded they would score 80% or higher. Participant responses from the Cohort 2 end-of institute survey demonstrate that ACRE teachers are knowledgeable of Ag science. Some of the survey items are highlighted below. (Q2) Teachers were asked, "On an assessment where I had to accurately label the anatomical organs of a fetal pig", 100 percent responded they would score of 80% or higher. And, "On an assessment where I had to correctly explain the basic function of fetal pig organs", 100 percent responded with a score of 80% or higher. Objective 1B is being met. Participant responses from the Cohort 2 post survey demonstrate that ACRE teachers are knowledgeable of Ag-specific literacy strategies. Responses from survey items include: (Q6) "On an assessment where I had to provide an explanation to teachers at my grade level on how to: Teach students discipline specific vocabulary (science or agriculture)", "Teach students how to read and comprehend print texts like a scientist or agriculturalist", and "Teach students how to interpret, analyze, and use nontraditional texts like a scientist or agriculturalist (e.g., data from charts, tables, graphs, symbols, diagrams, images), I would score:" ... 100% responded with a score of 80% or higher. Participant responses from the Cohort 2 post survey also demonstrate Ag science literacy knowledge and understanding. (Q5) "On an assessment where I had to provide an explanation to teachers at my grade level, listing literacy strategies that support learning in science education and agricultural education classes, I would score:", 100% responded with a score of 80% or higher. Objective 2A is being met. Excerpts from Cohort 1 delayed post-institute interviews confirm increased knowledge of instructional strategies. Teacher response: "The instructions from instructors at Mississippi State instructors that are considered experts intheir content area, and that's helped with making sure the information we're taking back to ourstudent is accurate up to date with our universities are areas that are in charge of doing that research making sure the informationwe're providing our students is accurate and there that's really been one of the biggest benefitsin my opinion is having that instruction and being able to be more confident what you're taking back to your students and teaching them in there too I would say it's also been really beneficial in my opinion is just having that time to all meet and collaborate withother teachers throughout the state I'll talk to them." (108) Excerpts from Cohort 2 post-institute interviews confirm increased knowledge of instructional strategies. Teacher response: "There are so many things, the hands on activities... The literacy strategies, I think I really love the magnet summaries. I'm going to use that a lot. I'm probably going to use that frequently as a exit ticket to give them that opportunity to write from the day, or from something that we read. The networking with the other teachers across the state, we are still talking back and forth in our little remind or group me, whatever it is what we have I think talking with them and sharing the experience is very valuable. It also gave me some, some stories to tell when I come back with my students and a lot of times the storytelling and of your life and events that have happened are really important. When we went out to, um, the dairy or when we went out to uh the cattle farm and we're checking the pregnant cows I have some stories." (201) Objective 2B is being met. From the Cohort 1 delayed post survey item asking how often students (when thinking about this current school year) engage in hands-on learning, 78% responded "daily or almost daily" or "routinely". From the Cohort 2 pre-post institute survey item asking how often students (when thinking about this most recent school year) engage in hands-on learning, 88% responded "routinely" with 12% responding "occasionally". This is validated by responses to, "in the upcoming school year, how often do you plan to have students engage in hands-on (students doing hands-on or laboratory activities)" with 88% responding "routinely" and 12% responding "daily". Data from the fall 2022 follow-up (October 21, 2022) indicate 100% of teachers from cohort 2 implemented hands-on learning experiences with their students. Of the reported 12 active-participation learning experiences replicated from the ACRE summer training, the Desktop Greenhouse hands-on activity was the most implemented with 6 of the 7 teachers reported using it in their instruction. One teacher (205) wrote, "Students loved it and made connections to standardized test questions on first benchmark." Another popular activity was the Carousel Vocabulary activity. Five teachers reported using it with students. One teacher (208) uses this activity as a pre/post assessment and wrote, "I will use it to see what students know about a subject before lesson taught and after taught to see how much information learned or retained." Objective 2C is being met. Cohort 1 teachers committed to developing one lesson plan by the end of the June 2021 institute and one in the fall of 2021 and one in the spring of 2022. All twelve submitted lesson plans during the summer institute and six submitted lesson plans in the fall of 2021 and two submitted lesson plans in the spring of 2022. As of the time of this progress report, 14 lesson plans have been completed and submitted from Cohort 2 teachers. The eight participants had committed to developing one lesson plan by the end of the June 2022 institute and one in the fall of 2022 and in spring of 2023. All eight submitted lesson plans during the summer institute and 6 were submitted in the fall semester. All the content aligned to ACRE topics. Objective 3A is being met. On the delayed post survey for Cohort 1, 89% responded "strongly agree" or "agree" to the prompt, "I plan on sharing ACRE materials in my school and community often." (Q20) On the Cohort 2 post-institute survey, teachers were asked, "What plans have you made for the ACRE professional development for colleagues expectation?" (Q25) Responses included: "I am excited to be able to present this to my district at our first 8th Science and Biology I meetings! I will be putting together a ppt presentation and having peers in the district actually do one of the activities! I am also going to use this as I mentor our new first year 8th grade science teacher and chemistry teacher in my building. I have not yet talked to our elementary principal, but would like to do something with our 5th grade teachers as well. I would also love to co-present with MSU professors/grad students at MSTA in October!" (201). In a survey administered on the Cohort 2 fall 2022 follow-up day, October 21, 2022, four teachers indicated that they had distributed information with their peers, both at their school site and throughout the state through various means including social media, word of mouth at meetings either virtual or face-to-face, and sharing of resources. One teacher (209) shared with seven other 5th grade teachers, 10 3rd and 4th grade teachers including self-contained and inclusion teachers. Secondary teachers are using science department meetings and PLCs to distribute information.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
Clary, R.M., Tucker, D., Bright, T., Marlow, T., Reed, K., & Lemley, S.M. (2022). Active student-centered science and literacy strategies to integrate agriculture in your classroom. Mississippi Science Teacher Association, Biloxi, MS. conference presentation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
Clary, R.M., Lemley, S.M., & Alley, K.M. (2022). Seeding literacy strategies in agricultural science: An ACRE professional development success. ASTE-Sponsored session presented for the 2022 National Science Teachers Association conference, Houston, TX. conference presentation.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Clary, R.M., & Lemley, S.M. (2023). Agricultural applications & literacy strategies: A winning combination for engaging Mississippi students in scientific content. Mississippi Academy of Sciences, Biloxi, MS.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
Alley, K.M., Lemley, S.M., Clary, R. M., Lemley, C.O., Stone, A., Swanson, R.M., & Messman, R.D. (2022). Voices from the field: Agriculture educators perspectives on equity in career and technical education. American Educational Research Association, San Diego, CA. conference presentation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
Lemley, S.M., & Alley, K.M. (2022). Cultivating literacy for an agriculturally literate society. Literacy Research Association Annual Conference, Phoenix, AZ. conference presentation.
- Type:
Websites
Status:
Published
Year Published:
2023
Citation:
Lemley, S.M. (2023, Jan. 18). Planting the seed of comprehension in agriculture and science classrooms. Literacy in the Disciplines. https://literacy6-12.org/planting-the-seed-of-comprehension-in-agriculture-and-science-classrooms/
- Type:
Journal Articles
Status:
Other
Year Published:
2023
Citation:
Clary, R.M., Lemley, S.M., & Swanson, R. (in progress). Teachers scientific inertia: Misconception persistence after an intensive 10-day agricultural science institute. paper in development.
- Type:
Journal Articles
Status:
Other
Year Published:
2023
Citation:
Lemley, S.M., Alley, K.A., & Clary, R.M. (in progress). Voices from the field: Agriculture educators perspectives on equity in career and technical education. paper in development.
- Type:
Journal Articles
Status:
Other
Year Published:
2023
Citation:
Lemley, S.M., Alley, K.M., & Morrison, C.C. (in progress). Cultivating literacy for an agriculturally literate society. paper in development.
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Progress 02/01/21 to 01/31/22
Outputs
Target Audience:The ACRE program targeted educators who seek to increase their own agricultural literacy and that of their students. ACRE targeted in-service teachers in the state of Mississippi to participate in the ACRE Professional Development opportunities. This audience was targeted to increase their awareness of agricultural literacy and to demonstrate how they can incorporate it into their classroom instruction. Ag science teachers and teachers of science in grades 6-12 of various ages, gender, ethnicity, race, content area, and years of service were encouraged to participate in the ACRE professional development opportunities. In-service Ag science and general teachers teaching grades 6-12 curricula were targeted through contact with school district administration, and social media. Seventeen in-service teachers applied to participate in 2021-2022 ACRE Professional Development training. Out of those 17 teachers, 12 participated and completed the professional development. The initial goal was to target secondary teachers. Current 2021-2022 participants include 12 teachers: one teaches 5-6; one teaches 7-8; and 10 teach 9-12. The teacher who teaches 5/6 grade teaches at an Attendance Center that is a K-6 center where most teachers teach more than one grade level. Further, we expanded our recruitment to include teachers around Mississippi because we had trouble recruiting enough teachers from our targeted population. Changes/Problems:The impact of returning to in-person teaching fulltime in fall 2021 has been demonstrated on the ACRE teachers. They report feeling "overwhelmed" and "tired" at times with trying to get back to what normal used to look like. Eight (of the 12) teachers attended the fall ACRE follow-up day which was held on a Saturday in October. Further, as a result of a lack of participants from the original targeted partner districts, the ACRE team expanded recruitment for 2021-2022 and 2022-2023 to the entire state of Mississippi. What opportunities for training and professional development has the project provided?The project has provided numerous training and professional development opportunities in the form of guest lecturers, field excursions, and materials/activities for classroom use, all of which provide authentic experiences. Additionally, participants met university faculty from various disciplines and departments which afforded numerous opportunities for mentorships. Thus far, the ACRE project has included: Speakers Topics presented by various university, 4H, resource agency speakers (e.g., extension associate at the Delta Research and Extension Center) and/or panel members include: Plant Adaptations and Plant Nutrition; Application of Herbicides/Pesticides/Fungicides; Evaluating Timber/Timber Management (Forestry); Wildlife Management Areas and Their Importance; Soil Particle Size Affects the Amount of Water Soil Holds; Livestock; Primary Sectors of Animal Science; Fetal Pig Anatomy; Equine; Immunology and Disease; Reproduction and Pregnancy; Minorities in Agriculture, Natural Resources, and Related Sciences; digestion physiology and anatomy (ruminant + monogastric); types of forages; Plant Blindness; Evolution of Livestock by Genetic Selection; Strawberry DNA; Animal Handling, Ultrasounds and Thermal Imaging; Milk Spoilage; and, Meat Chemistry and Cuisine. Literacy strategies (e.g., carousel; magnet summary; think-pair-share; thirty-second talk-about; concept maps; diamond organizer; word family trees; classroom discourse norms; productive talk; Bloom's question stems; quick writes; Venn diagrams; critical thinking, cognitive engagement; anchor charts) are integrated with Ag science content throughout the institute. Training and Professional Development Materials include: Books: Ambitious Science Teaching; Mississippi Trees; Integrating Differentiated Instruction and Understanding by Design; But I'm not a Reading Teacher!: Literacy Strategies for Career and Technical Educators Non-books: Soil and Water classroom instructional kits; fetal pigs dissection kits; Ag Mags; Ag career posters, glow germ gel, Strawberry DNA extraction kits, Milk spoilage kits (Blue's the Clue), lesson plans on Making A Rumen, and Constructing a Repro Tract, spencer 75' English logger tape, tree and log scale stich, Suunto PM5/66PC Clinometer with Percent and Topo Scales Training and Professional Development Field excursions include: MSU South Farm; MSU Dairy Farm; MSU Meat Lab; MSU North Farm; Dorman Greenhouse Classroom As a result of the training and professional development the project has provided thus far, participating teachers' responses to, "What changes, if any, has the ACRE institute helped you identify that you would like to bring about in your teaching practice?" asked at the end of the 10-day institute include: "Having the exposure to many activities and how I can utilize the ideas and knowledge in my classroom. Also, I can be a better educator in order to help my students and I can discuss what I have learned in the workshop." "using some of the techniques for teaching and the hands on knowledge to share with my students" "It has allowed me to be more through [sic] when I teach certain units this school year" Participating teachers' responses to, "Which activities from the ACRE institute have you planned to implement in your classroom next school year?" asked at the end of the 10-day institute. "I want to include field trips if possible due to COVID. I want to dissect the pig, repro tract (if we can get one), yeast project, taste buds sampling, blues for clues, soil types. I will also use the concept mapping, magnet summaries, and quads." "blue's clue, soil and water lab, fetal pig dissection" "Blue's the Clue, Glo-Germ, DNA Strawberries, reproductive tract model, and digestive model" "I plan to implement the carousel activity, mind mapping, fetal pig dissection, Glow Germ activity, and A.I. demonstration." Formative assessment data of the project's processes were collected routinely through end-of-day reflections, institute mid-point and end checks, and informal conversations with participants throughout. Project leaders are responsive to the needs and inquiries of the participants. End of institute ideas and requests for continuing learning were also collected to inform the agendas/content of the two academic follow-up days. Teachers were able to explore career pathways in food and Ag science during the institute. During lunch panels, teachers heard from representatives from the MSU College of Vet Med, graduate students in Animal and Dairy Science, and students in MANRRS (Minorities in Agriculture, Natural Resources, and Related Sciences). Further, the field trips also allowed the teachers to learn more about career pathways in agriculture and food science. How have the results been disseminated to communities of interest?Results from the first year of the ACRE project have been disseminated to communities of interest. ACRE's summer program was featured in the MSU College of Education newsletter in September. Further, the PI's put together two proposals for the American Educational Research Association 2022 conference. One of the proposals was accepted for a poster presentation. Additionally, some of the PI's were accepted for a presentation at the National Science Teachers Association on literacy strategies in the science and agriculture classrooms. Two of the PI's plan to submit a proposal on teacher development of agricultural literacy to the 2022 Literacy Research Association conference. What do you plan to do during the next reporting period to accomplish the goals?The activities and content of the upcoming professional development days will address Objectives 1, 2, and 3: (Objective 1 - Teachers will increase Ag science and Ag science literacy knowledge; Objective 2 - Teachers will increase knowledge and use of effective instructional strategies for Ag science concepts; Objective 3 - Teachers will increase Ag science teacher leadership capacity.) During the next reporting period, the spring 2022 follow-up day (March 4, 2022) will be held on the MSU campus where delayed post-survey data will be collected. For the spring follow up (March 4, 2022), teachers will experience Horse Tales--a statewide 4-H program that is an educational discussion on equine combined with an up close and personal experience with a horse. They will also learn about equine therapy and travel to the South Farm to learn more about lambing and small ruminant parasites. Further, the teachers will learn about the cordel as a strategy, which is an arts-based strategy where participants read various texts-quotes and images related to a specific topic. The cordel can be used with challenging or complex topics and serve as an introduction to a topic. After the spring follow up, a final delayed interview will occur via WebEx. During the next reporting period, recruitment and selection of the 2022 cohort will occur, (this has already started) the 10-day June institute will be conducted with the 2022 new participating teachers, and the Fall 2022 follow-up day will be held. All MSU-based professional development ACRE days include instruction by university faculty on various Agriculture science literacy, instructional strategies, and leadership. These are achieved through presentations, excursions to Agricultural centers and farms, hands-on participant activities, and participant production of lessons plans reflecting the ACRE content and instruction. Program assessment data are collected to measure the efficacy of the objectives. Those measures include pre-post surveys, reflections, pre-post interviews, and a focus group interview. These data-gathering tools will be reviewed by the ACRE leadership team prior to administration to cohort 2. One agenda that typifies the 12 days of professional development is the second follow-up academic institute on March 4, 2022. This agenda for the 2021 cohort will include: equine therapy, sheep lambing and small ruminant parasites, and the cordel literacy strategy, and. Horse Tales. See training and professional development the project provided above for more information on the professional development opportunities provided thus far. To further explore career pathways in food and Ag science, ACRE will invite accomplished representatives to provide instruction and guidance.
Impacts
What was accomplished under these goals?
Objective 1A: Teachers will increase Ag science knowledge and understanding, is being met.Participant responses from the end-of institute survey demonstrate that ACRE teachers are knowledgeable of Ag science. (Q2) Teachers were asked, "On an assessment where I had to accurately label the anatomical organs of a fetal pig", 92 percent responded they would score of 80% or higher. And, "On an assessment where I had to correctly explain the basic function of fetal pig organs", 83 percent responded with a score of 80% or higher. Objective 1B: Teachers will increase Ag science literacy knowledge and understanding, is being met. Participant responses from the end-of institute survey demonstrate that ACRE teachers are knowledgeable of Ag-specific literacy strategies. (Q6) "On an assessment where I had to provide an explanation to teachers at my grade level on how to: Teach students discipline specific vocabulary (science or agriculture)", and "Teach students how to interpret, analyze, and use nontraditional texts like a scientist or agriculturalist (e.g., data from charts, tables, graphs, symbols, diagrams, images), I would score:" ... 92% responded with a score of 80% or higher.(Q5) "On an assessment where I had to provide an explanation to teachers at my grade level, listing literacy strategies that support learning in science education and agricultural education classes, I would score:", 92% responded with a score of 80% or higher.Additional participant responses demonstrate specific literacy strategies ACRE teachers plan to use in their classrooms. Participants were asked, (Q14) "What specific strategies from ACRE do you plan to use to teach your students how to read and comprehend text like a scientist or agriculturalist?" Responses include: "Scientific articles would be handed out for reading and have discussions"; "I plan to teach students how to read and comprehend text by handing them an article to discuss, writing lab reports which will include diagrams, tables and graphs. I want to use quads, concept mapping, graphic organizer, carousel, and magnet summaries"; "Coursel, [sic] mind mapping, quick write, teach [sic] pair share"; "use the 30 seconds and explain to the partner technique"; and, "I plan to use the stop-n-talk strategy with my students using agriculture texts". Objective 2A: Teachers will increase knowledge and use of instructional strategies which support student-centered Ag science explorations, including immersive learning experiences, e.g., field experiences, virtual reality experiences, research center and lab excursions, is being met. From the pre-post institute survey item asking how often teachers (when thinking about this most recent school year) use local resources (field trips, agency reps, etc.), 64% responded with increases in use (i.e., "never/rarely to routinely" or "routinely to almost daily"). No one responded with using less amounts of local resources. Objective 2B: Teachers will increase knowledge and use of hands-on learning experiences designed for classroom students, is being met. Hands-on learning is a large part of the ACRE professional development program. In addition to classroom activities to replicate with students in classroom lab settings, hands-on experiences took place in the field. From the pre-post institute survey item asking how often students (when thinking about this most recent school year) engage in hands-on learning, 90% responded "daily or almost daily" or "routinely". This is validated by responses to, "in the upcoming school year, how often do you plan to have students engage in hands-on (students doing hands-on or laboratory activities)". 92% responded "daily or almost daily" or "routinely". Additionally, 100% of the participants responded "routinely" or "almost daily or daily" when asked to what extent they plan to use hands-on instructional strategies during the upcoming school year. This reflects the prominence teachers place on hands-on learning.In the fall follow-up, teachers were also given a tour of the Greenhouse at Dorman Hall. Objective 2C: Teachers will demonstrate knowledge and use of effective instructional strategies by completing multiple Ag science lesson plans, is being met. As of the time of this progress report, 18 lesson plans have been completed and submitted. Twelve participants had committed to developing one lesson plan by the end of the June 2021 institute and one in the fall of 2021 and in spring of 2022. All twelve submitted lesson plans during the summer institute and six were submitted in the fall semester. Objective 3A: Teachers will serve as teacher leaders in their schools disseminating ACRE curriculum/resources and communicating their new knowledge by collaborating with their peers for expanded impact, is being met. On the post-institute survey, teachers were asked, ""What plans have you made for sharing ACRE professional development with colleagues?" Their responses included: "Plan to share what I have learned in PLC meetings"; "My plans are to talk with other science teachers about teacher leadership, all of the paper activities, and all of the hands on activities"; "talk at a plc meeting"; "Implementing a class for adults based on Agriculture Literacy in my school district"; "A power point on teacher leadership"; and, "Define and discuss teacher leadership."In a follow-up survey with the teachers during the fall semester, six teachers indicated that they had distributed information with their peers, both at their school site and throughout the state through various means including social media, word of mouth at meetings either virtual or face-to-face, and sharing of resources. For example, one teacher said: "I have shared information from the ACRE institute with colleagues at my school as well as others around the state. I specifically shared the Strawberry DNA Extraction and Pig Dissection activities with both biology teachers at my school. I have also mentioned several of the activities such as the FAMACHA scoring, A.I. demonstration, and ultrasound activities to other agriculture teachers throughout the state. I hope that by sharing this information, it will encourage more teachers to participate in the years to come." Another teacher noted that they did a virtual meeting with the elective department at their school. Two of the teachers shared methods and/or supplies with their colleagues in science. Two shared the carousel method, which was a literacy strategy introduced the first day of the institute and used as a pre/post on information about livestock species. One teacher noted, "I used the carousel method in my classroom. We were working on mitosis and I asked the students to go around the room to each station and write something they knew about each phase of mitosis. I shared this method with my science department. I am hoping that it was effective in their classrooms as well." Another teacher said, "I also talked to them about the activity where we write the names on large pieces of paper and kids have to write all the info about a subject that they know. Data on additional sharing was collected on a two-question winter 2022 survey. One teacher responded, "I've shared it informally in department meetings. Five were in attendance at the time. I also shared the information with other Ag teachers during the State Fair and Youth Expo." Another teacher responded, "[I] shared information during a PLC meeting. Three teachers in attendance. October 18, 2021." One teacher wrote, "I plan to forward the information via email to science teachers that I've taught with in the past." Another teacher noted, "I have spoken with the science teachers in the school. I have shared with some of the things we have done as well as the materials that were supplied. We also discussed how they could use this information/material in their own classroom and how they could benefit from participating in the ACRE program."
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Alley, K.M., Lemley, S.M., Clary, R. M., Lemley, C.O., Stone, A., Swanson, R.M., & Messman, R.D. (accepted). Voices from the field: Agriculture educators perspectives on equity in career and technical education. Proposal for the 2022 American Educational Research Association conference, San Diego, CA.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2022
Citation:
Lemley, S.M., Alley, K.M., Clary, R.M., Lemley C.O., Stone, A., Swanson, R.M., & Messman, R.D. (rejected). Cultivating literacy for an agriculturally literate society. Proposal for the 2022 American Educational Research Association conference, San Diego, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2022
Citation:
Clary, R.M., Lemley, S.M., & Alley, K.M. (accepted). Seeing literacy strategies in agricultural science: An ACRE professional development success. ASTE-Sponsored session accepted for the 2022 National Science Teachers Association conference, Houston, TX.
- Type:
Book Chapters
Status:
Under Review
Year Published:
2022
Citation:
Lemley, S.M., Clary, R.M., & Alley, K.M. (2022). Low cost, small time investment, big impact: Literacy strategies within teacher development. In D. Chapman and M. Bartlett (Eds.), Faculty Development on a Shoestring. Charlotte, NC: Informational Age Publishing. (Book chapter proposal under review)
- Type:
Conference Papers and Presentations
Status:
Under Review
Year Published:
2022
Citation:
Lemley, S.M.& Alley, K.M. (under review). Cultivating literacy for an agriculturally literate society. Proposal for 2022 Literacy Research Association conference, Phoenix, AZ,.
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