Flipped Programs: Traditional Agricultural Educationin Non-Traditional Programs

摘要

In this collective case study, we described three agricultural education programs that challengestereotypes of agricultural education in urban settings. We observed and interviewed teachers indifferent environments and, in many cases, while working with students. Observations were madein classrooms and laboratories at secondary schools, in livestock barns, greenhouses, andvineyards on school farms. We explored the reciprocal relationship between personal, behavioral,and environmental determinants of social cognitive theory within and among components of thetotal agricultural education program model. In each program, all three components of the totalagricultural education program model were being implemented using a combination of activitiesand curriculum that would often be considered traditional content. According to teachers,agriculture was a novel, captivating topic for students. Students’ lack of familiarity with productionagriculture provided opportunities for students to experience something new.