000			01756nam a22002057a 4500
005			20240409072214.0
008			240409b |||||||| |||| 00| 0 eng d
022			_a0095-8964
100			_aReilly, Caitlin
245			_aFamily matters _b: intergenerational influences on children’s agricultural literacy (Journal Article)
260			_aPhiladelphia, PA _b:Taylor & Francis Group _c,2023
300			_a397-411p.
440			_aThe Journal of Environmental Education _vVolume 54: Numbers 4-6, 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Agricultural 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.
650			_aagricultural literacy| environmental literacy| classification and regression tree analysis| culturally responsive programming
700			_aStevenson, Kathryn T. | Cutts, Bethany B. | Brune, Sara | Knollenberg, Whitney | Barbieri, Carla
856			_uhttps://doi.org/10.1080/00958964.2023.2257884
942			_cPER
999			_c45614 _d45613