A comparative multi-case study of agricultural education teachers in reference to the implementation of academic integration

Many agricultural educators fail to integrate core-subject concepts into their classrooms. Current research addresses the perceptions of agricultural educators regarding core-subject integration, but little research notes the barriers that are identified in these studies or the actions needed by agricultural educators to overcome those barriers. The purpose of this study was to identify the path which progressive agricultural educators who were successful in integrating core-subject concepts, particularly STEM, in their classroom followed. Another purpose of the study was to determine the tools and resources the progressive agricultural educators believe other agricultural educators need in order to follow a similar path. Overall, the participants in the study all followed similar paths to become progressive in academic integration. All participants appeared to be highly self-motivated individuals, seeking out professional development opportunities in order to continuously improve the teaching in their classrooms and increase rigor within their curriculum. Collaboration between agricultural educators and core-subject educators is crucial to increasing rigor in the agricultural education classroom. In light of this, the participants believe longer professional development workshops are needed for teachers to successfully advance in the area of academic integration along with resource sharing opportunities between other agricultural educators and potentially core-subject teachers. Finally, the participants all possess adequate facilities to conduct academic integration but believe available facilities and budgets affect the success of academic integration, because without proper facilities and supplies it is difficult for teachers to incorporate inquiry based instruction. According to the participants budgets are a constraint for teachers when attempting to advance. If the teacher's budget does not allow for extra purchases, then the teacher should take it upon themselves to seek out additional fiscal support to assist in classroom instruction, by writing grants or asking the local community for support.