Supervised Agricultural Experiences, Culture, School-Based Agricultural Education
Curriculum and Instruction | Vocational Education
Over the years, examination of barriers to the development and implementation of Supervised Agricultural Experience (SAE) programs has gained traction. This has led the profession to investigate the relevance of SAE. In the conducted studies, the profession continually notes that SAE remains a foundational component and perhaps the only distinguishing difference between school-based agriscience education (SBAE) and other Career and Technical Education programs or specialty courses that tie in a student leadership organization. While collecting evidence of perceived barriers of SAE implementation is important, at some point the question must be asked: What is right with student SAE programs in SBAE? This study used a qualitative approach to examine factors that exist in rural SBAE programs that maintain exemplary SAE programs. Through focus groups, one-on-one interviews, observations, and informal interviews, nine factors, embedded in three themes, emerged. Researchers concluded a culture for SAE existed throughout the total program, school, and community. It was recommended that agriculture teachers aspire to instill SAE culture within their program.
Rubenstein, E. D., Thoron, A., & Bird, T. D. (2023). Shaping Supervised Agricultural Experiences in Rural American Schools: Support, Supervision, and Culture. Journal of Research in Technical Careers, 7 (2). https://doi.org/10.9741/2578-2118.1126