Volume 38 - Number 4 - 1997 | DOI: 10.5032/jae.1997.04050
This article presents a synthesis of research on benefits of supervised agricultural experience (SAE) programs during a thirty-year period 1964-1993. A library search of selected sources was used to gather data for the study. Research in this are is primarily descriptive, detailing the benefits of SAEs. Research supports the belief that SAEs are regarded as beneficial to students, and that SAEs help make agricultural education vocational. Agricultural knowledge andpositive work attitudes are among the benefits students gain from SAEs. Research supports the concept that classroom/laboratory, SAEs, and FFA complement each other in the teaching and learning process. The research is state specific, fragmented, and lacks cohesiveness. Regional and national studies are needed on the benefits of SAEs to student learning; outcomes of SAEs; ways to effectively measure benefits from SAEs; optimal scope of SAEs; and building symbiotic relationships between classroom/laboratory instruction, FFA, and SAE to further enhance student learning.