TY - JOUR
T1 - Engaging Students in Constructive Youth-Adult Relationships
T2 - A Case Study of Urban School-based Agriculture Students and Positive Adult Mentors
AU - Bird, William
AU - Martin, Michael
AU - Tummons, John
AU - Ball, Anna
PY - 2013
Y1 - 2013
N2 - The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring support. The bonds formed between students and adults were a result of the program and/or internship atmosphere. This case demonstrated how a school-based agricultural veterinary program can serve the educational needs of students in urban areas. The potential learning outcomes include developing students' understanding of agriculture content knowledge, professional skills attainment, and life skill development necessary for healthy, productive lives beyond formal schooling. The researchers recommend agriculture teachers develop opportunities for students to cultivate meaningful relationships with adult role models beyond the classroom. Agriculture teachers should adopt teaching and communication strategies to encourage open, trusting, and safe learning environments to enhance student engagement.
AB - The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring support. The bonds formed between students and adults were a result of the program and/or internship atmosphere. This case demonstrated how a school-based agricultural veterinary program can serve the educational needs of students in urban areas. The potential learning outcomes include developing students' understanding of agriculture content knowledge, professional skills attainment, and life skill development necessary for healthy, productive lives beyond formal schooling. The researchers recommend agriculture teachers develop opportunities for students to cultivate meaningful relationships with adult role models beyond the classroom. Agriculture teachers should adopt teaching and communication strategies to encourage open, trusting, and safe learning environments to enhance student engagement.
U2 - 10.5032/jae.2013.02029
DO - 10.5032/jae.2013.02029
M3 - Article
SN - 1042-0541
VL - 54
SP - 29
EP - 43
JO - Journal of Agricultural Education
JF - Journal of Agricultural Education
IS - 2
ER -