Participation In Supervised Agricultural Experience Programs: A Synthesis Of Research

Abstract

The objectives of this investigation were to synthesize research related to participation in supervised agricultural experience (SAE) programs and to identify areas of deficiency in SAE-related research. Findings showed that research in this area was primarily descriptive, survey, and nonprogrammatic. They revealed that SAE programs lacked definition, focus, and direction. No empirical studies were found to suggest that SAE programs were educationally beneficial, warranting student participation. Teacher attitudes and expectations strongly influence SAE participation. While teachers claim to support the concept of SAE, many fail to implement the programs fully, resulting in decreased participation by students. Participation varies widely by state, is demographically dependent, and is lacking by all parties. Future research in this area should be directed toward determining the empirical value of SAEs, their purpose and design, contributing factors to participation variance, factors which aid and/or limit participation, methods to create interest in SAEs, benefits for higher-achievers, factors which influence teachers to support SAEs, the role of record keeping, and type of SAE programs which would appeal to urban and suburban students.

Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

“…These limiting factors were (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) agricultural education system. These finding are consistent with the findings of Dyer and Osborne (1995), Graham and Birkenholz (1999), Retallick and Martin (2005), Roberts and Harlin (2007), Steele (1997), andWilson andMoore (2007). Others have also identified a need for more in-service and dialogue related to the issues associated with SAE (Ramsey & Edwards, 2004;Wilson & Moore, 2007).…”

“…These barriers include limited time, number of students in the program, lack of summer employment, lack of support from school administration and community, complicatedness of recordkeeping, limited availability of resources, and lack of familiarity with newer SAE categories (Wilson & Moore, 2007). Additionally, the degree to which SAE is incorporated is highly dependent upon agricultural education teachers' attitudes and expectations (Clark & Scanlon, 1996;Dyer & Osborne, 1995;Warren & Flowers, 1993) and the lack of positive communication among teachers, parents, administrators, and employers (Barrick, Hughes, & Baker, 1991;Dyer & Williams, 1997).…”

Perceived Self-Efficacy of Preservice Agriculture Teachers toward Specific SAE Competencies

“…Since the mid-1980's, student participation and teacher usage of SAE programs has continued to decrease (Barrick, Hughes, & Baker, 1991;Dyer & Osborne, 1995;Phipps et al, 2008;Retallick, 2010;Roberts & Harlin, 2007;Steele, 1997;Wilson & Moore, 2007). Further, Steele (1997) conjectured that the removal of the federal legislative requirement has affected the utilization of supervised experiences within school-based agricultural education (SBAE) nationwide.…”

“…Further, Steele (1997) conjectured that the removal of the federal legislative requirement has affected the utilization of supervised experiences within school-based agricultural education (SBAE) nationwide. Consequently, teacher understanding and participation in a total agricultural education program has been on decline (Dyer & Osborne, 1995;Retallick, 2010;Wilson & Moore, 2007).…”

“…Within agricultural education research, the agriculture teacher has been found to have the largest impact on the utilization of SAE programs (Dyer & Osborne, 1995;Phipps et al, 2008;Swortzel, 1996). Further, agriculture teachers expect students to be engaged in SAE programs (Roberts & Dyer, 2004).…”