Organization and Structure for Effective Teaching

By Warnick, Brian; Straquadine, Gary | The Agricultural Education Magazine, January/February 2005 | Go to article overview

Organization and Structure for Effective Teaching

Warnick, Brian, Straquadine, Gary, The Agricultural Education Magazine

Effective agricultural education begins with organization and structure. Success is not a random act or merely an artful performance of the sage on the stage. Effective teaching which will result in effective learning must have a known organizational pattern and apparent structure. The "discovery" of the structure of DNA brought a new level of knowledge to biology. As Watson and Crick wrote in 1953, "the double helix structure has novel features which are of considerable interest. . . . It has not escaped our notice that the specific pairing we have postulated immediately suggests a possible copying mechanism for the genetic material." By understanding the organization and structure of the DNA strand, replication becomes possible. The purpose of our writing is to borrow from such a premise and to provide an organization and structure for the implementation of effective agricultural education.

Good teaching does not just happen. It is not a spontaneous set of actions in the universe that converge in some sort of harmonic alignment resulting in excellence. Good teaching begins with a thorough appreciation for and an understanding of the scientific foundations of teaching-learning organization and structure. For the purposes of this article, we want to address the science of organization as the curriculum. We will explore the application of structure to the teaching and learning process.

The curriculum for agricultural education in the public high school includes the principles, objectives, methodology and organization of reading skills, activities, and influences, both formal and informal, over which the institution has control in developing the growth of the enrolled youth and adults. A course of study is an arrangement of all materials and learning activities which serve as a guide for the teacher and school in harmony with the constitution, legislative mandates, and overall objectives of the governing board (Humpherys, 1965). Education is that re-constructing or reorganizing of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experiences (Dewey, 1916).

Organization of the curriculum

Philosophical concepts provide direction for curriculum organization and outcomes. These concepts are derived from professional agricultural education and grounded in the theory of community, sequence, and currency of issues. If the principle is accepted that education should prepare one to think and act purposefully in the solution of the problems of life, the curriculum of the school should be selected with this end in view (Berry, 1924).

A career in the diverse agricultural production, processing, and distribution industry requires a broader education than does any of the other vocations or professions. For example, agricultural production is not a single problem, but a multitude of problems centering about the factors which control and limit production. A national curriculum model for agricultural education would be reduced to a generic sprinkling of common topics - none specific to the environmental, social, or economic characteristics of a selected community. Unlike technology education, business and marketing, or even family consumer sciences, the unique differences in products, production models, and markets make a national agricultural education unrealistic.

On the other end of the spectrum is the local community. Each individual community will indicate special characteristics in culture and production strategy and can insist upon the authority to develop a locally specific program of study. Yet, too much diversity will eliminate the possibility for standardization within a state - and it is the state that is responsible. The 10th Amendment to the Constitution states: "the powers not delegated to the United States by the Constitution, nor prohibited by it to the State, are reserved to the States respectively, or to the people. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Organization and Structure for Effective Teaching


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

    New feature

    It is estimated that 1 in 10 people have dyslexia, and in an effort to make Questia easier to use for those people, we have added a new choice of font to the Reader. That font is called OpenDyslexic, and has been designed to help with some of the symptoms of dyslexia. For more information on this font, please visit

    To use OpenDyslexic, choose it from the Typeface list in Font settings.

    OK, got it!

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search


    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.