Caitlin Reilly, Kathryn T. Stevenson, Bethany B. Cutts, Sara Brune, Whitney Knollenberg, Carla Barbieri
{"title":"家庭问题:代际对儿童农业素养的影响","authors":"Caitlin Reilly, Kathryn T. Stevenson, Bethany B. Cutts, Sara Brune, Whitney Knollenberg, Carla Barbieri","doi":"10.1080/00958964.2023.2257884","DOIUrl":null,"url":null,"abstract":"AbstractAgricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.Keywords: agricultural literacyenvironmental literacyclassification and regression tree analysisculturally responsive programming AcknowledgementsWe would like to thank the participating families who took time out of their farm visits or busy days to share their thoughts and feelings on local foods. We also thank the teachers who partnered with us on this project, particularly those who continued as COVID-19 posed a myriad of challenges.Disclosure statementNo potential competing interest was reported by the author(s).","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"21 1","pages":"0"},"PeriodicalIF":1.7000,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Family matters: intergenerational influences on children’s agricultural literacy\",\"authors\":\"Caitlin Reilly, Kathryn T. Stevenson, Bethany B. Cutts, Sara Brune, Whitney Knollenberg, Carla Barbieri\",\"doi\":\"10.1080/00958964.2023.2257884\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"AbstractAgricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.Keywords: agricultural literacyenvironmental literacyclassification and regression tree analysisculturally responsive programming AcknowledgementsWe would like to thank the participating families who took time out of their farm visits or busy days to share their thoughts and feelings on local foods. We also thank the teachers who partnered with us on this project, particularly those who continued as COVID-19 posed a myriad of challenges.Disclosure statementNo potential competing interest was reported by the author(s).\",\"PeriodicalId\":47893,\"journal\":{\"name\":\"Journal of Environmental Education\",\"volume\":\"21 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2023.2257884\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00958964.2023.2257884","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Family matters: intergenerational influences on children’s agricultural literacy
AbstractAgricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.Keywords: agricultural literacyenvironmental literacyclassification and regression tree analysisculturally responsive programming AcknowledgementsWe would like to thank the participating families who took time out of their farm visits or busy days to share their thoughts and feelings on local foods. We also thank the teachers who partnered with us on this project, particularly those who continued as COVID-19 posed a myriad of challenges.Disclosure statementNo potential competing interest was reported by the author(s).
期刊介绍:
Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.