Posters and Presentations

Taylor Bird: Influence of the CASE Curriculum on Agriculture Teachers’ Use of Inquiry-Based Methods Through Science Integration

Nine currently certified CASE teachers were interviewed, observed, and had lesson plan documents analyzed to capture how they were utilizing the CASE curriculum and integrating inquiry-based methods into the classroom through science integration. The findings were then coded by the researcher using an inquiry-based learning and a planned behavior change framework that revealed five major themes that served as the key findings for this study. 

South West Agriculture Teachers’ Mathematical Content Knowledge

The purpose of this study was to determine South Western agriculture teacher’s mathematical content knowledge. Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many high school agricultural education classrooms, mathematics coverage is limited (Stubbs & Myers, 2015). The opportunity for students to engage in real world applications of mathematical content through school-based agricultural education programs exists, but if teachers do not possess the content knowledge necessary to teach mathematics, students are then left at a disadvantage. Therefore, the objectives of this study were to describe agriculture teachers perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge for South Western agriculture teachers

Tyler Thorp: Visual Representation of Local Food in Conventional and Unconventional Retail Spaces

Sarah McNall: Arizona Agriculture Teacher’s Mathematical Content Knowledge; A Pilot Study