INFORMATION SOURCES, TECHNOLOGIES, TEACHERS ’ ATTITUDES, AND COMMUNITY IMPACT FROM TEACHING AQUACULTURE IN THE NORTHEASTERN REGION

The purpose was to establish baseline data for all Northeastern secondary agricultural education programs that incorporated aquaculture in the total curriculum during I996-I997. Perceptions of aquaculture information and training, technologies used, community linkages, and teachers ’ attitu es towards aquaculture programs were ought from agriculture teachers in 12 states. Respondents @ = 70) indicated the source of their aquaculture information as other agriculture education teachers, conferences, workshops, or courses. A majori @ of teachers had attendedformal training programs uch as technical aquaculture courses and quaculture curriculum workshops. Respondents rated indoor tanks, water quality kit, recirculatory system, aerator, and feeding pellets as very important technologies to an aquaculture program. Agriculture teachers perceived that teaching aquaculture motivated students, but they did not believe an aquaculture program would encourage students to seek a pos secon&y education. Northeastern agricultural education programs had very limited crossover between school districts when describing linkages, arrangements, and’or agreements to teach aquaculture. The primary benefits of a collaborative linbge included increased student participation and peer tutoring.The community impacts from teaching aquaculture were described as awareness level activities such as aquaculture facility tours, open houses, andfield days. Agriculture teachers rated colleges and universities as important external contributors to aquaculture programs