Thesis--Columbia University, 1932. / Vita. Bibliography: iv p. at end.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

<p>Recent attention to socio-scientific issues such as sustainable agriculture, environmental responsibility and nutritional health has spurred a resurgence of public interest in gardening and cooking. Seen as contexts for fostering scientific literacy?the knowledge domains, methodological approaches, habits of mind and discourse practices that reflect one?s understanding of the role of science in society, gardening and cooking are under-examined fields in science education, in part, because they are under-utilized pedagogies in school settings. Although learning gardens were used historically to foster many aspects of scientific literacy (e.g., cognitive knowledge, norms and methods of science, attitudes toward science and discourse of science), analysis of contemporary studies suggests that science learning in gardens focuses mainly on science knowledge alone. Using multiple conceptions of scientific literacy, I analyzed qualitative data to demonstrate how exploration, talk and text fostered scientific literacy in a school garden. Exploration prompted students to engage in scientific practices such as making observations and constructing explanations from evidence. Talk and text provided background knowledge and accurate information about agricultural, environmental and nutritional topics under study. Using a similar qualitative approach, I present a case study of a third grade teacher who explicitly taught food literacy through culinary arts instruction. Drawing on numerous contextual resources, this teacher created a classroom community of food practice through hands-on cooking lessons, guest chef demonstrations, and school-wide tasting events. As a result, she promoted six different types of knowledge (conceptual, procedural, dispositional, sensory, social, and communal) through leveraging contextual resources.This case study highlights how food literacy is largely contingent on often-overlooked mediators of food literacy: the relationships between participants, the activity, and the type of knowledge invoked. Scientific literacy in food education continues to be a topic of interest in the fields of public health and of sustainable agriculture, as well as to proponents of the local food movement. This dissertation begins to map a more cohesive and comprehensive approach to gardening and cooking implementation and research in school settings.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [114]-119).

No description available.

It has always been the initiative of agricultural education to provide our American society with the educational "needs of the day" (Meyer, 1999). As our nation and state enters a new era, it is fitting for an examination of the future needs of agricultural education teachers. In Texas, the State Board of Educator Certification (SBEC) currently has no assessment of the agricultural systems knowledge of agricultural education teaching candidates. This study examines the future agricultural systems competencies of beginning agricultural education teachers. Two groups, agricultural education professionals and administrators of agricultural education programs, were asked "what the future agricultural systems competencies of beginning agricultural science teachers should be." Two independent panels, the first composed of eleven (11) educators and the second composed of twelve (12) school administrators, were identified to serve as experts. A three-round Delphi was used to collect the data. Each round allowed the expert panelists to converge to a consensus of agreement that identified future competencies for beginning agricultural science teachers. Panelists were asked to provide competencies associated with the five powerful and fundamental conceptual areas of biological, physical, social, informational, and other integrative science which underpin agricultural education (Paul, 1995). The study revealed a three-fourths consensus with one-hundred (100) future competencies necessary for beginning Texas agricultural science teachers. Among these competencies twenty-three (23) were associated with the biological sciences, twenty-seven (27) were associated with the physical sciences, twenty-five (25) were associated with the social sciences, twenty (20) were associated with the informational sciences, and five (5) were associated with other integrative sciences. The study found seventeen (17) "highly recommended" topics and six (6) "recommended" topics related to the future agricultural systems competencies identified by the expert panelists. Cooper and Layard (2001) reveal that our future society will be much more technologically and sociologically advanced requiring teacher preparation institutions and state agencies associated with teacher preparation to develop new, innovative programs to better prepare tomorrow's educator. This study recommends that new agricultural systems standards be developed to adequately prepare future beginning agricultural science teachers.

Thesis (M.Ed.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 81-96. Includes bibliographical references (leaves 97-99).

Thesis (M.Ed.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 81-96. Includes bibliographical references (leaves 97-99).