Title page for ETD etd-07022004-162749


Type of Document Dissertation
Author Broyles, Thomas W.
Author's Email Address tbroyles@vt.edu
URN etd-07022004-162749
Title Curriculum and Facilities for Agricultural Education: An Agriscience Approach
Degree PhD
Department Career and Technical Education
Advisory Committee
Advisor Name Title
Burke, Stanley S. Committee Chair
Anderson, Glenn A. Committee Member
Duncan, Dennis W. Committee Member
Hillison, John H. Committee Member
Stewart, Daisy L. Committee Member
Keywords
  • facilities
  • agricultural education
Date of Defense 2004-06-17
Availability unrestricted
Abstract
iii

Agricultural education has changed its curriculum, its focus, and its mission. The

early days of agricultural education prepared pupils to enter the workforce by training for

specific jobs. The emphasis in agricultural education has shifted to the integration of

academics with career and technical education. This paradigm shift is called agriscience.

The concept of agriscience is delivered utilizing classroom teaching, supervised

agricultural experiences, and laboratory learning.

Facilities are the linking point from classroom instruction to problem solving and

hands-on experience. Facilities must be furnished with equipment and modules that are

highly correlated with the curriculum being implemented. Laboratory experiences must be

modernized to reflect the integration of academics with agricultural education. A facility

problem being encountered is that agricultural educators do not know the essential

components needed for a functional agriscience facility.

The purpose of this study was to ascertain essential components needed for a

functional agriscience course taught in Virginia entitled Biological Applications in

Agriculture. Specific objectives of the investigation were to determine the essential

agriscience laboratory and classroom components needed to implement the Virginia course

entitled Biological Applications in Agriculture.

Identifying essential components of a functional agriscience facility was achieved

using the modified Delphi methodology. The panel for this investigation was comprised of

17 adult individuals representing three constituency groups. The groups were categorized

as agricultural educators, local school administrators, and career and technical education

directors.

The respondents completed questionnaires spread over two rounds. The Round I

included an initial list of 49 pieces of equipment and components from similar courses

taught in Georgia, North Carolina, and New York. The expert panel added an additional

41 pieces of equipment and components to the Round I questionnaire. The Round II

questionnaire sought to obtain consensus of the list of essential equipment and components

for an agriscience laboratory and classroom. The expert panel reached a consensus on the

90 items essential to implementing the course Biological Applications in Agriculture.

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