Vol. 56 No. 4 (2015)

Published: 2015-12-31

Articles

Achieving Next Generation Science Standards Through Agricultural Contexts: A Delphi Study of Outdoor Education Experts

Anthony Meals, Shannon Washburn

1-16
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Factors Contributing to Attrition as Reported by Leavers of Secondary Agriculture Programs

Laura L. Lemons, M. Todd Brashears, Scott Burris, Courtney Meyers, Margaret A. Price

17-30
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Career and Family Balance of Texas Agricultural Science Teachers by Gender

Mark S. Hainline, Jonathan D. Ulmer, Rudy R. Ritz, Scott Burris, Courtney D. Gibson

31-46
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In-service Training Needs of Agriculture Teachers for Preparing Them to Be Effective in the 21st Century

R. Jason Davis, K. S. U. Jayaratne

47-58
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The Effect of Strategic Message Selection on Residents' Intent to Conserve Water in the Landscape

Laura A. Warner, Joy Rumble, Emmett Martin, Alexa J. Lamm, Randall Cantrell

59-74
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Supervised Agricultural Experience Programs: An Examination of Committed Teachers and Student-Centered Programs

Eric D. Rubenstein, Andrew C. Thoron

75-89
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An Analysis of Adolescents' Science Interest and Competence in Programs with and without a Competitive Component

Janet Fox, Melissa Cater

90-106
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A Measure of Students' Motivation to Learn Science through Agricultural STEM Emphasis

Steven Boot Chumbley, J. Chris Haynes, Kathryn A. Stofer

107-122
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Cooperating Teachers' Perspectives of Student Teaching Skills and Activities

Scott W. Smalley, Michael S. Retallick, Thomas H. Paulsen

123-137
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Factors Impacting Members Decisions to Continue FFA Beyond High School

Danielle E. Sanok, Christopher T. Stripling, Carrie A. Stephens, Andrew P. Griffith

138-152
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The Relationships between Agriculture Knowledge Bases for Teaching and Sources of Knowledge

Amber H. Rice, Tracy Kitchel

153-168
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The Infusion of Inquiry-based Learning into School-Based Agricultural Education: A Review of Literature

Trent Wells, Jennifer Matthews, Lawrence Caudle, Casey Lunceford, Brian Clement, Ryan Anderson

169-181
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Effective Practices in STEM Integrtion: Describing Teacher Perceptions and Instructional Method Use

Kasee L. Smith, John Rayfield, Billy R. McKim

182-201
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