Date of Award:
8-2024
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Environment and Society
Committee Chair(s)
Roslynn McCann
Committee
Roslynn McCann
Committee
Tyson Sorensen
Committee
Wayne Freimund
Committee
Rebecca G. Lawver
Committee
Gustavo Ovando-Montejo
Abstract
The 4-H Thriving Model outlines how a foundation for youth sparks, belonging, and relationships can lead to short and long-term outcomes. This study explored how high school teachers in Utah integrate the elements of the foundation of the 4-H Thriving Model in environmental science and natural resources management classroom teaching. A mixed method of interviews and surveys was used to understand teaching practices. Teachers described helping students discover their interests (sparks), nurturing these interests, and linking them to careers using methods like guest speakers, field trips, contests, and student presentations. They also worked on creating a sense of belonging in their classrooms and building positive relationships with students. Science and career and technical education teachers had different teaching approaches, with career and technical education teachers using a specific model tailored to teaching models outlined by this discipline. Despite these differences, both types of teachers positively influenced students, fostering career awareness and preparing them for future academic and career success in natural resources management and environmental science.
Checksum
734b4e0c3d7bf8e1887449df2bbfd306
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Francis, Dave, "Sparks, Belonging, and Relationships: High School Teachers' Use of Developmental Context to Engage Students in Career Pathways" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 256.
https://digitalcommons.usu.edu/etd2023/256
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