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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Veröffentlicht in:	Journal of agricultural education 1999, Vol.40 (3), p.21-29
Hauptverfasser:	Thompson, G.W, Balschweid, M.M
Format:	Artikel
Sprache:	eng
Schlagworte:	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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Beschreibung
Zusammenfassung:	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)
ISSN:	1042-0541 2162-5212 1042-0541
DOI:	10.5032/jae.1999.03021