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A Case Study in Reform: Integration of Teacher Education in Agriculture with Teacher Education in Mathematics and Science

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Integration of vocational and academic curricula at the postsecondary level provides faculty a means to present content in the way that many students learn best—hands on learning, including the application of abstract concepts. Factors such as organizational structure, power relationships, frames of reference, and individual motivators may allow for but may also inhibit efforts at such integration within universities. This case study examines a formal effort at such integration through the eyes of individuals working directly within the recently created Teacher Education in Agriculture, Mathematics, and Science (TEAMS) program at Cornell University, Ithaca, NY. This study details both programmatic and administrative aspects of the merger of two previously separate teacher education programs. In doing so, we investigate the driving forces and obstacles behind the merger. While the agriculture, education, and mathematics/science programs have been formally merged, the culture of the two worlds remains distinct, and disagreements continue as to the role of teacher education faculty in the 21st century.

Document Type: Research Article


Publication date: January 1, 2001

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