An Analysis Of Inclusive Pedagogical Practices Within North Carolina Secondary Agricultural Education Programming

Objective: In this study the state of inclusion within North Carolina Secondary Agricultural Education programming was examined. Background: In 2012 The North Carolina State Board of Education established a vision of assuring a strong, flexible, and sound educational system that serves all students and additionally promotes the public interest. This vision includes its secondary agricultural education programs as well. Methodology: The research design for this study consisted of a descriptive survey research design, encompassing a random sample of 196 North Carolina Secondary Agricultural Educators. The final return rate yielded a usable sample of 90 respondents (45% return rate). Findings: North Carolina Secondary Agricultural Educators indicated that agricultural education was beneficial to women and minority populations. Various barriers to inclusion were noted. Uncertainty in working with various dimensions of inclusion were found. Solutions to improving inclusion were identified. Conclusion:Overall, it was found that inclusion was critical for secondary agricultural education in North Carolina. Application: Findings from this study will aid North Carolina Secondary Agricultural Educators and officials in developing more inclusive learning environments

A Perceptual Analysis Of The Benefits And Barriers To Creating All Inclusive Learning Environments In Secondary Agricultural Education Programs

The purpose of this study was to gauge the state of inclusion in American Secondary Agricultural Education programs as perceived by state directors of agricultural education. It was found agricultural education is beneficial for minorities and women. Additionally, it was perceived that inclusion overall was critical for secondary agricultural education: however, barriers to its full implementation in secondary agricultural education were found to be the lack of role models, stereotypes, the perception of agriculture itself, guidance counselor support, and understanding student learning styles. Solutions to improving inclusion in secondary agricultural education were perceived to be preservice and inservice training in multicultural education and differentiated instruction, and forming collaborative relationships with guidance counselors, school administrators, and the community in general