Exploring Agricultural Literacy: Instructional Practices for Advancing Student Writing in Agricultural Education
Keywords:
Concepts, Instruction, Terms, Vocabulary, Writing, Agricultural Literacy, Disciplinary LiteracyAbstract
This qualitative study investigated instructional practices SBAE teachers use in their lessons to develop knowledge and understanding of content and disciplinary words, terms, and phrases. The overarching question guiding this research study addressed what pedagogical practices SBAE teachers incorporate within their lessons for developing disciplinary literacy. The theoretical basis for this study was structured using Bandura's model of triadic reciprocal causation (1997). Three research questions guided this study: 1) What methods of instruction did secondary SBAE teachers use to develop agricultural literacy in SBAE students? 2) What assessments did secondary SBAE teachers use to measure if students are developing literacy skills in agricultural education? 3) How did secondary SBAE teachers incorporate agricultural literacy into agricultural students' development? The participants consisted of practicing secondary school agriscience teachers in Alabama. The data yielded four primary themes organized into four sections. The findings of this study indicated that SBAE teachers used explicit explanations to bring new concepts and vocabulary to students, motivated their learning through group work, and led them in project-based activities to apply new ideas in real-life situations. SBAE teachers were helping students gain agricultural knowledge, which is foundational to agricultural literacy. Teachers expressed frustration with administrative oversight on literacy instruction and developing speaking, listening, and writing skills. Teachers reported that vocabulary was a mandated component of the agriscience curriculum. However, their instruction needs to include writing exercises to improve student literacy in agricultural education. Recommendations for further study indicate that teachers build on their present writing activities, add extended individual writing to the learning process, and consolidate new vocabulary knowledge by applying new terms and concepts by writing to synthesize ideas and concepts. It is also recommended that SBAE teachers work collaboratively with their administration to develop a deeper understanding of the best practices and proven methods for improving literacy
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