Secondary Agricultural Educators’ Perceptions and Implementation of SAE and SAE for All

Brooke Thiel; Amy Smith; Scott Smalley; Sarah LaRose; Brandie Disberger; Laura Hasselquist; Matthew Kreifels

doi:10.5032/jae.v66i2.2744

Authors

Brooke L. Thiel North Dakota State University https://orcid.org/0000-0001-8744-9473
Amy R. Smith University of Minnesota https://orcid.org/0000-0002-9124-8890
Scott W. Smalley Iowa State University https://orcid.org/0000-0001-8386-4266
Sarah E. LaRose Purdue University https://orcid.org/0000-0002-0279-783X
Brandie Disberger Kansas State University https://orcid.org/0000-0002-6293-6598
Laura Hasselquist South Dakota State University https://orcid.org/0000-0002-5490-932X
Matthew S. Kreifels University of Nebraska- Lincoln https://orcid.org/0000-0002-6519-8711

DOI:

https://doi.org/10.5032/jae.v66i2.2744

Keywords:

SBAE, SAE, Teachers' Perceptions, SAE for All

Abstract

This study examined secondary agricultural education teachers’ perceptions and implementation of SAE and the SAE for All framework. Since the rollout of SAE for All in 2018, little research has been conducted about its implications for school-based agricultural education (SBAE). A census of SBAE teachers in seven Midwest states was conducted in 2023. Descriptive statistics were calculated to measure teachers’ perceptions and implementation of SAE and SAE for All. One-way ANOVAs and t-tests were used to compare differences in implementation and perceptions of SAE based upon teacher characteristics. SBAE teachers in this study expressed widely-ranging perceptions of SAE and SAE for All and variations in the implementation of SAE into local programs. The overall findings suggest that SBAE teachers hold slightly positive perceptions of the guiding principles of SAE and the SAE for All framework. A few differences in perceptions and implementation were identified based on teacher characteristics. Teachers’ experiences had a greater influence on how they implemented SAEs in their programs. We recommend additional professional development related to the SAE for All framework and additional research to better understand the underlying philosophies teachers maintain related to SAE.

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