The purpose of this study was to determine perceptions of participants in the 2007 National Agriscience Teacher Ambassador Academy (NATAA) toward integrating science into the agricultural education curriculum. NATAA participants felt that students are more motivated to learn, better prepared in science, provided more opportunities to solve…

This study investigated the perceptions of participants in the National Agriscience Teacher Ambassador Academy as to the next steps the agricultural education profession should take to move forward in the area of integrating academic subject matter into agricultural education courses. All members of the 2007 Academy participated in the study.…

Agriculture teachers and science teachers who taught in a high school with an agricultural education program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into…

This study is part of a larger investigation which focused on determining and comparing the perceptions of agriculture teachers and science teachers on integrating science into agricultural education programs. Science and agriculture teachers' perceptions of barriers to integrating science, the support of stakeholders, and collaboration between…

In a survey of Indiana agriscience and business teachers (n=170), one-half reported their students receive science credit for agriscience and business courses; they felt prepared to teach integrated biological sciences; and integration required more preparation time. They needed appropriate equipment and adequate funding to support integration.…

Secondary principals with agriscience/technology programs in their districts (n=76) agreed that integrated curriculum improved students' understanding of science concepts and awareness of science-agriculture connections and helped meet state standards. Teacher training in integration was important. Barriers to integration were lack of equipment,…

Graduate students in a master of arts in teaching (MAT) program (n=6) were taught about integrating agriculture and science. Compared to 15 MAT controls, the treatment group was more positive about integrating science into agriculture and more willing to attend integration workshops. The treatment group identified preparation time as the greatest…

A survey of 106 agriculture, science, and technology teachers found that 84% had training in integrating science; they believed integration improved understanding of science concepts and applications; and they thought that teacher preparation programs should place student teachers in integrated programs. (SK)

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…

Participants in an Oregon summer agriculture institute (52 K-12 teachers) indicated that it enabled them to enhance their curriculum with agricultural content. Lack of time to implement agricultural information, and insufficient supplies and materials were barriers. (SK)

Responses from 131 of 187 National Future Farmers of America Agriscience Teacher of the Year winners indicated that they had an average of 18 years of experience; had a higher percentage of females than the national average of agriculture teachers; were trained in integrating science; and had specialized courses that attracted more females than…