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Abstract
Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.
Published Version
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