Examining the Certification Choices of Southeastern Agriculture Teachers in the Curriculum for Agricultural Science Education
Keywords:
CASE, school based agricultural education, STEM integration, teacher certification, professional developmentAbstract
This study examined the certification choices of Southeastern agriculture teachers regarding the Curriculum for Agricultural Science Education (CASE), a national initiative designed to enhance STEM integration in school-based agricultural education (SBAE). CASE provides a structured, rigorous, and inquiry-based curriculum that aligns with science, technology, engineering, and mathematics (STEM) standards, offering a framework for embedding STEM concepts directly into agricultural courses. Using a survey distributed to agriculture teachers in seven Southeastern states, data were collected from 134 participants, including 54 CASE-certified teachers and 80 non-certified teachers. The study explored participant demographics, interests, perceptions, barriers, and correlations between certification status and key factors. Findings revealed that non-certified teachers had limited familiarity with the CASE curriculum, contributing to neutral interest in certification. Major barriers included financial constraints, lack of administrative support, and logistical challenges such as summertime commitments and limited training accessibility. CASE-certified teachers expressed generally positive perceptions of the curriculum, citing increased content knowledge, improved STEM concept delivery, and structured lesson plans as key benefits for student learning and engagement. However, certified teachers often adapted or selectively implemented the curriculum due to resource limitations. Rural educators and alternatively certified teachers showed higher interest in CASE certification because of its alignment with their needs for a ready-to-use curriculum and professional development focused on STEM integration. These findings underscore the potential of CASE to strengthen STEM education within SBAE and highlight the need for enhanced outreach, funding support, and accessible professional development to increase adoption and fully realize its benefits in preparing students for STEM-related agricultural careers.
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