Resources Needed and Barriers Anticipated when Implementing SAE for All

Jillian Ford; Misty Lambert

doi:10.5032/jae.v66i1.2755

Authors

Jillian C. Ford Auburn University https://orcid.org/0000-0003-4723-9919
Misty D. Lambert North Carolina State University https://orcid.org/0000-0001-8880-385X

DOI:

https://doi.org/10.5032/jae.v66i1.2755

Keywords:

SAE for All, Resources, Barriers, Integration, Three Component Model

Abstract

SAE for All was adopted by the National Council for Ag Education in 2015 and North Carolina launched the model through statewide professional development in 2019. As part of a larger study on implementation, this 2022 qualitative study sought to understand the barriers teachers were facing in implementing the SAE for All model and sought to understand the resources that were needed for teachers to be able to fully implement SAE for All in their classes. Thirteen middle and high school teachers were interviewed representing varied levels of teaching experience offering geographic and program diversity. Data revealed there were some barriers related to the teachers and some to the students. We also generated a broad list of needed resources including professional development as well as modifications to the SAE for All model documents, guides, and resources. Recommendations are given for various stakeholders as they work to support wider integration of SAE for All.

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