A Rationale for Teaching Folklore in Secondary English Classes of Agricultural Community Schools
Educators may not understand the contribution farm work makes to the conceptual development of farm youth. When life experience is not integrated in the classroom it may be that teachers believe teaching and learning should revolve around that which is new to students and they consider prior knowledge of daily work as too familiar; they may fail to make the connection between prior knowledge and new knowledge and the power of farm life work in students' life experiences.
Folklore, Education, Agricultural, Education, Curriculum and Instruction
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign