NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132538
Record Type: Journal
Publication Date: 2015-Dec
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1554-754X
Long-Term Impacts of Professional Development on Teachers Using a Math-Enhanced Curriculum in Agricultural Power and Technology: A 10-Year Retrospect
Mukembo, Stephen C.; Edwards, M. Craig
Career and Technical Education Research, v40 n3 p174-190 Dec 2015
Professional development (PD) on approaches to curriculum integration (CI) continues to be essential for teachers to stay abreast of developments to improve student performance in their courses while also supporting learning and achievement in core subjects. We aimed to explore and derive meaning from the shared experiences of six agriculture teachers who participated in the Math-in-CTE Study conducted from 2003 to 2005. Seven interpretive themes emerged from the teachers' experiences. Even though 10 years had elapsed since the PD, participants reported still using aspects of the 7-element pedagogic approach learned and teaching all or portions of the math-enhanced lessons they developed. The need existed to continue to provide PD on CI but challenges to maximizing its impact were evident at the school level. Teachers of core subjects need to serve as long-term collaborators and school leaders should strive to support communities of practice focused on CI.
Association for Career and Technical Education Research. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A