23 pages, We examined how an agricultural literacy professional development enhanced equity in seven secondary agriculture classrooms in a southeastern state. Utilizing the Equity Framework in Career and Technical Education and exploratory case study methodology, we examined the equitable barriers that seven secondary agriculture education teachers faced in their school sites and how targeted professional development might alleviate some of those challenges. Our findings revealed that all seven teachers faced barriers in their schools from two areas identified in the theoretical framework: educational adequacy and equal treatment. The professional development helped alleviate the educational adequacy barrier. More research is needed to elicit the role of professional development programs in counteracting equity barriers.
Bhargava, Ashok (author), Pandey, Shashi R. (author), and Pandey: Graduate Student, Land Tenure Center, University of Wisconsin, Madison, WI; Bhargava: Professor and Chairman, Economics Department, University of Wisconsin, Whitewater, WI
Format:
Conference paper
Publication Date:
1983
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 53 Document Number: C00765
Notes:
AgComm Teaching, In: Development communications in the third world: proceedings of a midwest regional symposium at the University of Illinois at Urbana-Champaign, April 15, 1983. Urbana, Illinois: College of Agriculture, University of Illinois, 1983. p. 58-66. (International Agriculture Publications General Series No. 2).
