Science and agriculture teacher collaboration in Utah schools

The focus of this descriptive study was to determine the type and frequency of collaborative activities occurring between agriculture teachers and science teachers who taught in schools with agricultural education programs. Additional foci of this study included determining the extent to which science and agriculture teachers value collaborative practices, identifying factors that facilitate collaboration, and identifying barriers inhibiting collaboration. Results indicate that most science and agriculture teachers hold positive attitudes concerning the potential of collaboration and agree that collaboration broadens school curricula, reduces separation between teachers, enhances student comprehension of scientific concepts, and allows students to understand the relationship and importance of science and agriculture in today's society. Reported collaborative activities between the groups were limited, with science teachers indicating less collaboration occurring than agriculture teachers. Science and agriculture teachers indicated that they have shared equipment, supplies, and facilities and have offered equipment, supplies, and facilities. The large majority of science teachers indicated that they have not attended workshops demonstrating agriscience integration. Both science and agriculture teachers identified lack of preparation time as the most noteworthy barrier inhibiting collaboration. Both groups indicated that unawareness of curricular similarities and territorial issues hinder multidisciplinary collaboration. Moreover, both groups indicated that close proximity of facilities, teacher commitment, teacher attitude toward science and agriculture, frequent professional interaction, and administrator support facilitate collaboration.