Beginning SBAE teacher perception of CASE training and curriculum implementation


  • Scott Smalley
  • Mark Hainline
  • Katelyn Grein



With the perpetual increase in STEM-related jobs and a renewed focus on the importance of these content areas, school-based agricultural education (SBAE) teachers shoulder the important task of implementing inquiry-based learning opportunities to prepare students for future STEM careers. The Curriculum for Agricultural Science Education (CASE) is one source of professional development that provides teachers with agriculture-focused STEM content and pedagogical enrichment. This study sought to examine beginning SBAE teachers’ perceptions of CASE Agriculture, Food, and Natural Resources (AFNR) training, as well as the implementation of the curriculum into their programs. We interviewed six CASE certified teachers who had completed one year of teaching experience. Four main themes and eight sub-themes emerged from the interviews: active learning (i.e., institute training and active learning in the secondary setting), time commitments, resource availability (i.e., financial funding and material availability, and curriculum (i.e., a comprehensive introductory course; coursework planning; gaining confidence; and student motivation). Overall, the teachers perceived the CASE curriculum to be a great resource, but they also experienced some challenges associated with resource availability and were somewhat displeased with the duration and intensity of the CASE Institute program. Recommendations for research and practice are included.


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How to Cite

Smalley, S., Mark Hainline, & Katelyn Grein. (2023). Beginning SBAE teacher perception of CASE training and curriculum implementation. Journal of Agricultural Education, 64(3), 26–42.



Journal of Agricultural Education