DEVELOPING A SEQUENCE FOR MIDDLE SCHOOL AGRICULTURAL EDUCATION CURRICULUM: A DELPHI STUDY

Abstract

This study asked questions pertaining to three separate areas involving middle school agriculture programs. The first purpose of this study was to determine a curriculum sequence to administer to middle school agriculture courses. The opportunities available or not available to middle school agricultural education, such as competitive events, were considered. Lastly, this study evaluated the needs of middle school agriculture teachers. A few studies, Rayfield and Croom (2010), Golden, Parr, and Peake (2014), and Jones, Doss, and Rayfield (2020), have been previously conducted on this subject. With literature be limited to the three studies mentioned, additional research in this area could be beneficial. Texas House Bill 3 granted additional funding for Career and Technical Education programs Grade 6-12 (Texas Education Agency, 2019-b). Further planning for these programs is necessary in order to use that funding most appropriately. A Delphi study allows researchers to select a panel of experts that are personally invested in the topic being studied (Akers, 2000). This study utilized the Delphi method to allow a target group of panelists to identify components that would help answer the questions in the purpose of this study. The panel was asked to answer three open-ended questions pertaining to middle school agriculture classroom content, outside-of-the-classroom opportunities, and resources for teachers. After the panel identified answers to the questions, they were able to reach consensus on what items should be included or offered to middle school agriculture programs. The study yielded 24 curriculum components, 23 opportunities, and 23 resources for middle school agriculture program success.