CALIFORNIA: COTTON EDUCATION IN CALIFORNIA SCHOOLS
Janette Yribarren, The Alaca Company
A total of 424 "Cotton's Journey From Seed to You" educational units were available in 1998. Units were distributed to County Farm Bureau teacher seminars, district fairs and school agriculture assemblies, Agriculture In The Classroom (AITC) Ambassadors & Summer Institute participants, library/resource centers, State AITC convention participants, school agriculture assemblies, school "farm days" and in-services. In order to receive a project funded unit, every person requesting a unit was required to attend a cotton education in-service or complete and return a sponsorship agreement. This agreement required educators to submit their comments regarding the kit as an effective teaching tool and instruct students to write letters describing their learning experience after completion of teaching the unit. All recipients were informed that the "free" units had to be used within a year of receiving them. Letters were sent in October as a reminder of the terms they agreed to fulfill.
In summary:- Of the 424 educators participating in this project,115 (27%) fulfilled their obligation and sent communication to the State Support Committee by 12/7/98.
- The majority of responses were sent by those educators receiving their unit in the first quarter-43%.
- Educators at public schools received 346 (82%) units and 44% responded. Private schools received 37 (9%), 9 (8%) responded. Resource/library centers received 26 units (6%), 8 (31%) responded. Fifteen (3%) student teachers received units and none responded.
- Second/third grade (35%) and fourth/fifth grade (26%) teachers produced the majority of responses received.
- Most of the units distributed were placed via County Farm Bureau seminars. Of these 164 units (29%), percent responded. California Ag in The Classroom educators received 135 units (32%) and 17% responded. Forty-five units (11%) were channeled through school agriculture assemblies, with a 49% response. The agriculture organizations (FFA, CCGA, CCW & fairs) received 78 units and averaged a 16% response.
- Distribution extended from the Shasta area to San Diego. The units were distributed into three areas; the Central San Joaquin Valley (35%), north of Stockton (22%) and south of Bakersfield (43%). The central region’s response was over 48%, while the northern and southern regions responded at 26% each.
The public and private classrooms and resource/library centers remain the most reliable locations to achieve the project's goals. The college credential programs proved to be difficult due to a lack of interest from college administrators. Also, the programs place restrictions on the student teacher’s ability to choose curriculum. Educators who received instruction on the use of a unit through an in-service were more willing to fulfill their obligations as a project participant. The response rate did not meet expectations, however a large number of responses noted that, "the project unit had been utilized many times and/or passed on to other teachers for classroom use". In the case of a resource/library center, a unit is circulated among several classrooms and grade levels through the course a school year. It is difficult to monitor and account for the use of units in this situation. Also, many teachers sent sample lesson plans and suggested classroom activities. All will be used to expand and improve the unit's curriculum. A majority of the responses were in appreciation for the opportunity to participate in a "unique" teaching experience and were planning to continue utilizing the unit in future school years. Educators introduced to the project through in-services were interested, willing and anxious to incorporate their new-found knowledge into classroom curriculum. All responses were very supportive of continuing the project.
<< PREVIOUS PAGE
|
|
