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ERIC Number: ED385735
Record Type: RIE
Publication Date: 1994
Pages: 21
Abstractor: N/A
School Subcultures as Factors Affecting Technology Refusal: An Examination of Applied Academics Implementation in Pennsylvania and Resulting Implications for Agricultural Teacher Education.
Conroy, Carol A.; Bruening, Thomas H.
A study examined technology refusal within the context of applied academics and, specifically, the applied biology and chemistry curriculum used in Pennsylvania. It identified school cultural factors that acted as barriers to technology implementation and developed a framework for inservice education of secondary agricultural and science educators who would teach applied biology and chemistry. A literature review provided information on school organization and the various subcultures within the school: overall culture of the school, teacher subculture, and culture of the educational technology. Anecdotal records kept as part of workshops held for secondary agricultural and science educators yielded data to corroborate the literature. A framework for successful inservice education for agricultural and science educators was developed based on the workshop data and the literature. Findings indicated that, as a reform effort, applied academics would require a "bottom-up" approach. Change would come from the individual, not the organization, would be internalized, and would result from seeing students learn. The following recommendations were made: appropriate inservice education for secondary agricultural educators should be implemented using the model; research should be conducted in each state to determine the level of support for appropriate inservice education; and agricultural education departments should begin to infuse the teaching of applied academics into existing teacher preparation programs. (Contains 28 references.) (YLB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A