{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/89110"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/89110","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A description and exploration of how four teachers interpret and practice BSAA curriculum","abstract":"This study explored secondary agriculture education as practiced by four teachers and sought to examine and describe how they interpreted and practiced the Biological Science Applications in Agriculture (BSAA) curriculum. The following questions were examined: (a) What does BSAA teaching look like in practice? (b) How do teachers perceive their teaching of BSAA curriculum? (c) What role does inquiry play in BSAA classes? (d) Do teachers’ practice and perceptions align? (e) How are science and agriculture blended in BSAA? On what do teachers base this decision? This study used a qualitative research design. The theoretical framework included two perspectives: the Theory of Planned Behavior (Ajzen, 1991) and the Sociocultural Model of Embedded Belief Systems. A phenomenological approach was used to explore, describe and analyze the lived experiences of the four teachers. Data collection procedures included semi-structured interviews and observations of participants’ practice. Data were coded and analyzed using Saldana’s (2009) codes theory model for qualitative inquiry, and Glaser & Strauss’s (1965) constant comparative method. The findings from my research described participants’ implementation of the BSAA curriculum. The findings indicated (a) these teachers used a variety of instructional approaches ranging from traditional lecture to inquiry-based learning, and (b) while they blended science and agriculture content in their instruction no teacher taught one to the exclusion of the other. (c) Teachers said they valued BSAA as a context in which to teach science, and (d) all four teachers professed adequate knowledge of science content to feel comfortable teaching BSAA, although their self-described understanding of the use of inquiry ranged from uncertain to proficient.","abstract_html":"This study explored secondary agriculture education as practiced by four teachers and sought to examine and describe how they interpreted and practiced the Biological Science Applications in Agriculture (BSAA) curriculum. The following questions were examined: (a) What does BSAA teaching look like in practice? (b) How do teachers perceive their teaching of BSAA curriculum? (c) What role does inquiry play in BSAA classes? (d) Do teachers’ practice and perceptions align? (e) How are science and agriculture blended in BSAA? On what do teachers base this decision? This study used a qualitative research design. The theoretical framework included two perspectives: the Theory of Planned Behavior (Ajzen, 1991) and the Sociocultural Model of Embedded Belief Systems. A phenomenological approach was used to explore, describe and analyze the lived experiences of the four teachers. Data collection procedures included semi-structured interviews and observations of participants’ practice. Data were coded and analyzed using Saldana’s (2009) codes theory model for qualitative inquiry, and Glaser & Strauss’s (1965) constant comparative method. The findings from my research described participants’ implementation of the BSAA curriculum. The findings indicated (a) these teachers used a variety of instructional approaches ranging from traditional lecture to inquiry-based learning, and (b) while they blended science and agriculture content in their instruction no teacher taught one to the exclusion of the other. (c) Teachers said they valued BSAA as a context in which to teach science, and (d) all four teachers professed adequate knowledge of science content to feel comfortable teaching BSAA, although their self-described understanding of the use of inquiry ranged from uncertain to proficient.","abstract_has_math":false,"creators":["Still, Steven M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Osborne, Margery","Abd-El-Khalick, Fouad","Thieman, Erica B.","Eastburn, Darin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-02T20:23:18Z","date_published":"2016-03-02T20:23:18Z","updated_at":"2026-07-22T22:26:32Z","subjects":["Biological Science Applications in Agriculture (BSAA)","Inquiry","Agriscience"],"languages":["en"],"rights":["Copyright 2015 Steven M. 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The theoretical framework included two perspectives: the Theory of Planned Behavior (Ajzen, 1991) and the Sociocultural Model of Embedded Belief Systems. A phenomenological approach was used to explore, describe and analyze the lived experiences of the four teachers. Data collection procedures included semi-structured interviews and observations of participants’ practice. Data were coded and analyzed using Saldana’s (2009) codes theory model for qualitative inquiry, and Glaser & Strauss’s (1965) constant comparative method. The findings from my research described participants’ implementation of the BSAA curriculum. The findings indicated (a) these teachers used a variety of instructional approaches ranging from traditional lecture to inquiry-based learning, and (b) while they blended science and agriculture content in their instruction no teacher taught one to the exclusion of the other. 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