Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon

Autor/inn/en	Lambert, Misty D.; Stewart, Josh; Claflin, Kellie
Titel	Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon
Quelle	In: Journal of Agricultural Education, 59 (2018) 2, S.197-214 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Barriers; Agricultural Education; Experiential Learning; Agricultural Production; Educational Environment; Education Work Relationship; Teaching Methods; Educational Facilities; Costs; Teacher Student Relationship; Learner Engagement; Educational Finance; Educational Resources; Teacher Attitudes; Oregon + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsstätte; Cost; Kosten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsfonds; Bildungsmittel; Lehrerverhalten
Abstract	The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01