Supervised Agricultural Experience Programs: AnExamination of Committed Teachers and Student-CenteredPrograms

摘要

SAE programs were designed as an integral component in SBAE. However, participation hascontinued to decline. This qualitative study examined exemplary SAE programs in rural SBAE todiscover factors that were working in SAE development and implementation. Through focusgroups, individual and informal interviews, and observations, two themes that include 11 factorsemerged from the data. This study found the agriculture teacher was the most important programpartner in the development of an SAE program. Further, student learning must occur to ensurestudents continue to engage in an SAE program. The researchers recommended agricultureteachers utilize instructional time for the establishment, maintenance, and showcase of student SAE programs.