Publication Date
| In 2025 | 3 |
Descriptor
| Active Learning | 3 |
| Curriculum Implementation | 3 |
| High School Teachers | 2 |
| Inquiry | 2 |
| 21st Century Skills | 1 |
| Agricultural Education | 1 |
| Agriculture | 1 |
| Agriculture Teachers | 1 |
| Animal Husbandry | 1 |
| Attitude Change | 1 |
| Barriers | 1 |
| More ▼ | |
Author
| Bryan Reiling | 1 |
| Christopher T. Stripling | 1 |
| Dian Armanto | 1 |
| Joe Ramstad | 1 |
| Kasey Harmon | 1 |
| Mark S. Hainline | 1 |
| Nailul Himmi | 1 |
| Nathan W. Conner | 1 |
| Scott Smalley | 1 |
| Taylor K. Ruth | 1 |
| Zul Amry | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
Education Level
| High Schools | 2 |
| Secondary Education | 2 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textNailul Himmi; Dian Armanto; Zul Amry – Science Insights Education Frontiers, 2025
Project Based Learning (PjBL) has emerged as a promising approach in mathematics education. This study aims to analyze the implementation of project-based learning (PjBL) internationally in mathematics education and to identify the underlying learning theories, such as the method of writing an article through SLR. A systematic literature review…
Descriptors: Literature Reviews, Foreign Countries, Active Learning, Student Projects
Direct linkScott Smalley; Mark S. Hainline; Joe Ramstad – Journal of Agricultural Education, 2025
The purpose of the study was to explore the definition of fidelity in the delivery of the Curriculum for Agricultural Science Education (CASE). The conceptual framework utilized in this study was the key domains affecting curriculum fidelity. This framework has four parts focusing on (1) school context, (2) curriculum implementation systems, (3)…
Descriptors: Agricultural Education, Fidelity, Curriculum Implementation, Secondary School Curriculum
Kasey Harmon; Taylor K. Ruth; Nathan W. Conner; Bryan Reiling; Christopher T. Stripling – Journal of Agricultural Education, 2025
Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…
Descriptors: Active Learning, Inquiry, Faculty Development, Science Education
