Synthesis of Contemporary SAE Research 1994–2014

Abstract

In the 1990s, a series of research syntheses were conducted regarding supervised agricultural experience. These syntheses included supervised agricultural experience (SAE) research from 1964 through 1993. With these past syntheses as the premise, contemporary SAE research was identified, synthesized, and coded into emerging themes. Inclusion criteria for this synthesis required articles to (a) be published in a peer-reviewed journal or national/regional American Association for Agricultural Education research conference proceedings, (b) include research specifically pertaining to SAE, (c) be available and accessible through the search procedures, and (d) be published between January 1994 and December 2014. An exhaustive search was conducted using library databases as well as digital journals and conference proceedings. Themes that emerged from this synthesis were (a) participation, (b) teacher education, (c) benefits, (d) professional development, (e) supervision, (f) scope/structure, (g) economic impact, (h) program quality, (i) learning theory, and (k) international settings. Similar to the previous syntheses, research conducted between 1994 and 2014 was primarily descriptive, conceptually broad, and often limited to relatively small populations such as single states. Additional multistate and national studies are recommended to describe the content and context of SAE instruction in teacher education and to refine quality indicators related to SAE practice.

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

“…Economic impact is not a unique concern only for biomass by agriculture teachers. Other established pedagogical content of agricultural education includes Supervised Agricultural Experience [95] and Agricultural Mechanics [96] have placed economic impact as a core component of the pedagogical content areas.…”

Assessing School-based Agricultural Education Teacher Familiarity, Knowledge, and Perceptions of Supervised Agricultural Experience Categories

“…One of the main forms of project-based learning used in agricultural education is supervised agricultural experiences. However, it is widely noted student participation in SAEs is low or in decline (Dyer & Osborne, 1995;Steel, 1997;Wilson & Moore, 2007;Lewis, Rayfield, & Moore, 2012;Rank & Retallick, 2016). Supervised agricultural experiences have been defined multiple times since their inception.…”

“…Since the beginning of formally recognized agricultural education in the early 1900s, projectbased learning or what we now call supervised agricultural experiences (SAEs) have been a crucial component of the agricultural education program (Smith & Rayfield, 2016). The lack of student participation in SAEs has been well documented for years (Dyer & Osborne, 1995;Lewis, Rayfield, & Moore, 2012;Rank & Retallick, 2016). Dyer and Osborne (1995) noted changes in SAE had created uncertainties, resulting in declining participation.…”

Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

“…It is well documented that Supervised Agricultural Experience (SAE) involvement is in decline (Dyer & Osborne, 1995;Lewis et al, 2012;Rank & Retallick, 2016;Retallick & Martin, 2008;Steele, 1997). Yet, active SAE engagement leads to several positive student outcomes including the development of entry-level technical skills (Ramsey & Edwards, 2012), preparation for agricultural jobs (Dyer & Williams, 1997), and fostering relationships with community members (Robinson & Haynes, 2011).…”