Teaching And Learning In Urban Agricultural Community Contexts
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| Author | : Isha DeCoito |
| Publisher | : Springer Nature |
| Total Pages | : 211 |
| Release | : 2021-09-07 |
| Genre | : Technology & Engineering |
| ISBN | : 3030728889 |
This book fills a void in the literature around how urban agricultural education can be used to create opportunities to educate youth and citizens who live in urban areas about growing food. To date, very little has been written about program design and the impact of such experiences on learning outcomes. In fact, most of the journal articles and research to date has focused on access, contextual factors, sustainability, relevance of urban agricultural education, and the intersection of science of agriculture. This book will cover such topics as how urban youth learn science while engaged in urban agriculture programs, how such programs support youth in becoming interested about healthy eating and science more generally, and how to design urban agriculture programs in support of STEM education. The chapters in this book are written by educational researchers and each chapter has been reviewed by researchers and practitioners.
| Author | : Levon T. Esters |
| Publisher | : Springer Nature |
| Total Pages | : 189 |
| Release | : 2021-07-27 |
| Genre | : Technology & Engineering |
| ISBN | : 3030700305 |
This book will fill a void in the literature around research and program design and the impact of such experiences on learning outcomes within urban agricultural contexts. In particular, this book will cover topics such as STEM integration, science learning, student engagement, learning gardens and curriculum design.
| Author | : R. Martin Reardon |
| Publisher | : IAP |
| Total Pages | : 346 |
| Release | : 2018-03-01 |
| Genre | : Education |
| ISBN | : 164113223X |
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
| Author | : Etta R. Hollins |
| Publisher | : Routledge |
| Total Pages | : 124 |
| Release | : 2012-03-22 |
| Genre | : Education |
| ISBN | : 1136715541 |
This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.
| Author | : Barrick, R. Kirby |
| Publisher | : IGI Global |
| Total Pages | : 446 |
| Release | : 2024-05-06 |
| Genre | : Education |
| ISBN | : |
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
| Author | : Amy Price Azano |
| Publisher | : Routledge |
| Total Pages | : 242 |
| Release | : 2020-12-16 |
| Genre | : Education |
| ISBN | : 1000220435 |
This teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justice—work that dismantles spatial barriers to economic, social, and political justice. Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focus—from communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction. The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.
| Author | : Mary Alexis Blondrage |
| Publisher | : |
| Total Pages | : 122 |
| Release | : 2009 |
| Genre | : Environmental sciences |
| ISBN | : |
"A university/community partnership in Rochester, NY was the context for this research addressing the development of collaboration between local elementary School 45 and the community's agriculture education initiative. At the school and community's request, a possible partnership was researched to find the appropriate linkage that would address both the school and community's needs. Participatory action research was the framework for the qualitative research methodology. Data are presented from various sources including extensive participant observation, field notes, in-depth interviews, and document review. The findings indicated diverse implications for the consideration of a school-community partnership, and highlighted the importance of organizational and community dynamics, ownership of information for decision making, balancing competing assets, and appropriate school curricula. Ultimately, it was assessed that a partnership is currently not a viable action for the community or the elementary school to take. This research also supports a larger understanding of the importance of community involvement, school policy, and the importance of environmental science education."--Abstract.
| Author | : Andrea J. Stairs |
| Publisher | : IAP |
| Total Pages | : 225 |
| Release | : 2010-03-01 |
| Genre | : Education |
| ISBN | : 1607524031 |
This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and context. What makes this collection powerful is not only that it moves research front and center in discussions of urban teacher learning, but also that it recognizes the importance of learning over time and the way urban schools’ contexts and conditions enable and constrain teacher learning.
| Author | : Carolyn R. O'Grady |
| Publisher | : Routledge |
| Total Pages | : 312 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135666628 |
The focus of this book is on the ways in which service learning and multicultural education can and should be integrated so that each may be strengthened and consequently have greater effect on educational and social conditions. It offers a significant attempt to forge a dialogue among practitioners of service learning and multicultural education. The overriding theme is that service learning without a focused attention to the complexity of racial and cultural differences can reinforce the dominant cultural ideology, but academic work that seeks to deconstruct these norms without providing a community-based touchstone isolates students and schools from the realities of the larger communities of which they are part. Although the chapter authors provide varied perspectives on the benefits and challenges of integrating multicultural education and service learning, they all are committed to a vision of education that synthesizes both action and reflection. None of the authors pretend to have all the answers to what this integration should look like, nor do they believe that today's social problems are easily ameliorated through education. Rather, they share theories, practices, failures, and triumphs in order to further the conversation about the importance of aligning what educators say about the world and how they act in and on it. These authors share the view that multicultural education is truly transformative for students only when it includes a community action component, and likewise, service learning is truly a catalyst for change only when it is done from a multicultural and socially just perspective. It is their hope that the ideas explored in this book will further the work of those who share a commitment to the integration of action and reflection.
| Author | : Robert Brooke |
| Publisher | : Teachers College Press |
| Total Pages | : 216 |
| Release | : 2003 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0807743658 |
Featuring lively essays from rural elementary and secondary teachers, this volume describes the theory and practice of place-conscious education--using one's local place to build real, lasting connections to learning. The teachers describe the development and implementation of rich classroom writing programs that link learners with their rural communities and can serve as models for both public engagement and pedagogy. The outgrowth of research lead by the National Writing Project and funded in part by the Annenberg Rural Challenge, this book: - Applies place-conscious ideas to rural and regional contexts, rather than to urban communities in crisis.- Shows how to integrate place-conscious teaching into student-centered workshop teaching.- Describes a community writing project that attempted to save a school in the face of economic worries.- Details a Rural Institute program that guides teachers in implementing place-conscious education in their setting.- Includes an introduction by Robert Brooke and an afterword by Marian Matthews that position the work in relation to national trends in rural education.
