Abstract
Middle school programs in agricultural education are unique educational experiences that provide 6th, 7th, and 8th grade students in Virginia with a basic understanding of agriculture and its applied sciences. Curriculum innovations such as the one for Virginia middle schools provide guidance for teachers in the field and offer a base from which programs can operate. However, the benefits of educational innovations are never fully realized until the teacher in the classroom adopts and implements the changes. The purpose of this study was to determine the relationship between teacher characteristics and the adoption of agriscience curriculum in Virginia middle school agricultural education programs. The study was conducted in the fall of 1993. The population for this study consisted of the 57 middle school teachers of agricultural education in Virginia. All of the teachers were surveyed with an 81% response rate obtained.
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