Exploring Instructional Trends: Assessing Curriculum Usage in Texas Comparing Early, Middle, and Late Career School-Based Agricultural Educators

The purpose of this study was to explore instructional trends by assessing curriculum usage among school-based agricultural education (SBAE) teachers in Texas and comparing patterns of use across early, middle, and late career stages. A descriptive, quantitative research design was employed to identify the types of curricula utilized, the frequency of use, and the factors influencing curriculum selection. Data was collected from 118 SBAE teachers across the state through an online survey instrument. Descriptive statistics and compared mean scores were used to analyze responses. Results indicated that while teachers across all career stages relied heavily on specific resources, such as the Agricultural Experience Tracker (AET), iCEV, Agricultural Teachers Association of Texas (ATAT) curriculum, and Texas FFA curriculum; there were no statistically significant differences in curriculum usage among career stages. Teachers reported selecting curricula based on factors including alignment with Texas essential knowledge and skills (TEKs), accessibility, and relevance to student needs. The findings highlight the consistency of curriculum usage across career stages and emphasize the importance of providing adaptable and accessible resources to support teachers throughout their careers. Recommendations for future research include examining the impact of professional development and resource accessibility on curriculum integration and instructional effectiveness.