| Scope of study. Secondary education horticulture teachers and horticultural businessmen were surveyed to determine which units in horticulture they perceived should be taught. Exemplary horticulture programs were determined by James Yeisley, Horticultural Specialist, State Department of Vocational Technical Education. Teachers were asked to complete a mailed questionnaire and to distribute and collect completed questionnaires from five horticultural businessmen in their communities. These businesses were to include: a nursery; a greenhouse; a floral shop; a landscape business; and a fruit, nut and/or vegetable producer. The purpose of this study was to determine the characteristics of selected secondary educational horticulture programs as perceived by horticulture teachers and horticultural businessmen in Oklahoma with implications for modeling future programs.;Findings and conclusions. There was little difference between the perceptions of teachers and businessmen as to which horticulture units should be taught. The following units were perceived to be necessary to be taught in secondary agricultural education horticulture programs: (1) Introduction to Horticulture, (2) Equipment Operation, (3) Plant Growth and Development, (4) Sexual Plant Propagation, (5) Asexual Plant Propagation, (6) Plant Growth Regulators, (7) Chemical Safety, (8) Soils, (9) Plant Growth Media, (10) Fertilizers, (11) Growing Facilities, (12) Indoor Plants, (13) Nursery Stock, (14) Garden Flowers, (15) Fruit and Nut Production, (16) Vegetable Production, (17) Turfgrass Management, (18) Floral Design, (19) Technical Aspects, (20) Community Service, (21) Extra Curricular Activities, (22) Ground Cover, (23) Employment and Customer Relations, and (24) Microcomputers. |
