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dc.contributor.authorRobinson, Kelly Deniseen_US
dc.date.accessioned2018-11-16T07:00:35Z
dc.date.available2018-11-16T07:00:35Z
dc.date.issued2017-05-24
dc.identifier.othervt_gsexam:11186en_US
dc.identifier.urihttp://hdl.handle.net/10919/85861
dc.description.abstractPreparing students to be life-long learners that are career and college ready is a goal of agricultural education. Changing expectations of education have pointed to agriculture educators as potential leaders in the STEM education movement. Literature related to STEM education in agricultural education is lacking in guidance for teachers, administrators, and curriculum developers in integrating academic content related to STEM content areas. A review of STEM education literature coupled with the framework of quantitative reasoning, lead to a conceptualization of a framework for integrative agricultural education. This framework was implemented through a case study to investigate collaborative efforts in curriculum development in agricultural education with a specific focus on integrating mathematics to develop students' quantitative reasoning skills. Teacher characteristics were identified that seemed to support the implementation of integrative agricultural education practices. Teaching and planning strategies were also identified in the case study. Recommendations suggest support of collaboration between agriculture and mathematics teachers would best support curriculum design and aid in the quality of instruction that follows.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectIntegrative STEM educationen_US
dc.subjectAgricultural Educationen_US
dc.subjectQuantitative Reasoningen_US
dc.subjectIntegrative Agricultural Educationen_US
dc.titleA Case Study of Integrative Agricultural Education: Integrating Mathematics to Develop Students Quantitative Reasoningen_US
dc.typeDissertationen_US
dc.contributor.departmentAgricultural and Extension Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAgricultural and Extension Educationen_US
dc.contributor.committeechairWestfall-Rudd, Donna Marieen_US
dc.contributor.committeememberErnst, Jeremy V.en_US
dc.contributor.committeememberScherer, Hannah H.en_US
dc.contributor.committeememberDrape, Tiffany A.en_US


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