The purpose of this paper is to reflect on our efforts to balance consistency in our multi-year participatory action research study with the need to adapt our research protocol to what we are learning along the way. While both are important, we share several examples of how our flexibility and openness to adapt our protocol to our research findings has lead to methodological refinements and serendipitous learnings. We discuss implications for both agricultural education and research.


Participatory Research, Focus Groups, Agricultural Education, and Extension Education


We wish to acknowledge the grant support from the Sustainable Agriculture Research and Education (SARE) USDA subcontract from the University of Georgia. We also wish to thank Rachael Morgante-Richmeier and Jonnnie Westbrook for their help in the preparation of this article.

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