Understanding the SAE for All Experience for North Carolina Teachers

Jillian C. Ford; Misty D. Lambert

doi:10.5032/jae.v66i3.2904

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.v66i3.2904

Keywords:

Supervised Agricultural Experience, SAE for All, School-Based Agricultural Education, SAE, Work-Based Learning (WBL), SBAE

Abstract

SAE for All was introduced by the National Council for Agricultural Education as an innovative model of implementing Supervised Agricultural Experience instruction and better serving all students in School-Based Agricultural Education. States have varied on whether and how they have pushed forward the new model for teachers. In North Carolina, the model was rolled out through statewide professional development in 2019 and subsequently integrated into the curriculum. We sought to understand usage of SAE for All by teachers as of spring/summer 2022. This study utilized qualitative interviews with thirteen teachers with various educational backgrounds, single and multi-teacher programs, years of experience, and across those who taught in middle and high schools as well as urban, rural and suburban communities in an attempt to understand their implementation of SAE for All. Three themes were constructed: SAE for All usage, teacher intention, and implementation roadblocks, each including multiple codes. Suggestions for how various stakeholder groups can influence implementation are provided.

Downloads

Download data is not yet available.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. http://doi.org/10.1016/0749–5978(91)90020–T DOI: https://doi.org/10.1016/0749-5978(91)90020-T

Bird, W. A., Martin, M. J., & Simonsen, J. A. (2013). Student motivation for involvement in supervised agricultural experiences: An historical perspective. Journal of Agricultural Education, 54(1), 31–46. http://doi.org/10.5032/jae.2013.01031 DOI: https://doi.org/10.5032/jae.2013.01031

Bryant, J. G., Rubenstein, E. D., & Peake, J. B. (2022). Motivating students to conduct high-quality Supervised Agricultural Experience programs: A collective case study. Journal of Southern Agricultural Education Research, 72(1), 1–19. http://jsaer.org/wp-content/uploads/2022/10/72-Bryant-Rubenstein-Peake.pdf

Clemons, C. A., McKibben, J., & Lindner, J. (2021). The masks we wear: A quantitative analysis of motivational factors of school based agriculture education teachers during a pandemic. Journal of Agricultural Education, 62(2), 83–96. https://doi.org/10.5032/jae.2021.02083 DOI: https://doi.org/10.5032/jae.2021.02083

Collins, A. (2024). Relationships among school-based agriculture educators in multi-teacher departments: Managing conflict and competition [Doctoral dissertation, Auburn University]. AUETD. https://etd.auburn.edu//handle/10415/9551

Croom, D. B. (2008). The development of the integrated three-component model of agricultural education. Journal of Agricultural Education, 49(1), 110–120. http://doi.org/10.5032/jae.2008.01110 DOI: https://doi.org/10.5032/jae.2008.01110

Crotty, M. (2010). The foundations of social research: Meaning and perspective in the research process. Sage Publications.

Doss, W., & Rayfield, J. (2019). Assessing school-based agricultural education teacher familiarity, knowledge, and perceptions of supervised agricultural experience categories. Journal of Agricultural Education, 60(3), 206–218. https://doi.org/10.5032/jae.2019.03206 DOI: https://doi.org/10.5032/jae.2019.03206

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Publishing Group.

Dyer, J. E., & Osborne, E. W. (1995). Participation in supervised agricultural experience programs: A synthesis of research. Journal of Agricultural Education, 36(1), 6–14. https://doi.org/10.5032/jae.1995.01066 DOI: https://doi.org/10.5032/jae.1995.01006

Dyer, J. E., & Osborne, E. W. (1996). Developing a model for supervised agricultural experience program quality: A synthesis of research. Journal of Agricultural Education, 37(2), 24–33. https://doi.org/10.5032/jae.1996.02024 DOI: https://doi.org/10.5032/jae.1996.02024

Elliott, K. M., & Lambert, M. D. (2018). Urban and rural Latino students' experiences in agricultural education: Toward defining rural privilege. Journal of Agricultural Education, 59(3), 198–212. https://doi.org/10.5032/jae.2018.03198 DOI: https://doi.org/10.5032/jae.2018.03198

Ford, J. C., & Lambert, M. D. (2023). Applying the experiential learning cycle through service learning projects [Innovative poster presentation]. 2023 National American Association for Agricultural Education Research Conference. Raleigh, NC.

Ford, J. C., & Lambert, M. D. (2025). Resources needed and barriers anticipated when implementing SAE for All. Journal of Agricultural Education, 66(1), Article 29. https://doi.org/10.5032/jae.v66i1.2755 DOI: https://doi.org/10.5032/jae.v66i1.2755

Glaser, B. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445. https://doi.org/10.2307/798843 DOI: https://doi.org/10.2307/798843

Gregg, C., Bowling, A., & Ramsier, R. (2024). Teaching through the chaos: A phenomenological examination of school-based agricultural education teachers’ motivation in COVID-19. Journal of Agricultural Education, 65(2), 129–144. https://doi.org/10.5032/jae.v65i2.2390 DOI: https://doi.org/10.5032/jae.v65i2.2390

Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75–91. DOI: https://doi.org/10.1007/BF02766777

Hanagriff, R. (2024). 2023-24 agricultural education engagement executive summary report. The Agricultural Experience Tracker. https://www.theaet.com/docs/2024%20Exec%20Summary%20-All%20Program%20Summary%20Values_FINAL.pdf

Lewis, L. J., Rayfield, J., & Moore, L. L. (2012). Supervised agricultural experience: An examination of student knowledge and participation. Journal of Agricultural Education, 53(4), 70–84. https://doi.org/10.5032/jae.2012.04070 DOI: https://doi.org/10.5032/jae.2012.04070

Marzolino, T. A., & McKim, A. J. (2024). Teacher perceptions of student growth and successful Supervised Agricultural Experiences. Journal of Agricultural Education, 65(2), 71–85. https://doi.org/10.5032/jae.v65i2.120 DOI: https://doi.org/10.5032/jae.v65i2.120

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

McKim, A. J., & Sorensen, T. J. (2020). Agricultural educators and the pandemic: An evaluation of work and life variables. Journal of Agricultural Education, 61(4), 214–228. https://doi.org/10.5032/jae.2020.04214 DOI: https://doi.org/10.5032/jae.2020.04214

Moore, G., & Flowers, J. (1993, July). Strengthening programs through an expanded model for SAE. The Agricultural Education Magazine, 66(1), 18–19, 23.

Moore, G. E. (1988). The forgotten leader in agricultural education: Rufus W. Stimson. The Journal of the American Association of Teacher Educators in Agriculture, 29(3), 50–58. https://doi.org/10.5032/jaatea.1988.03050 DOI: https://doi.org/10.5032/jaatea.1988.03050

National Center for Education Statistics (NCES). (2022, August). U.S. education in the time of COVID. Institute of Education Sciences. Retrieved from https://nces.ed.gov/surveys/annualreports/pdf/Education-Covid-time.pdf

Osborne, E. W. (1988). Planning and supervision strategies for SOE programs in agriculture. Journal of the American Association of Teacher Educators in Agriculture, 29(4), 49–56. https://doi.org/10.5032/jaatea.1988.04049 DOI: https://doi.org/10.5032/jaatea.1988.04049

Ramage Martin, R., Pigg, J., Roberts, R., & Stair, K. S. (2023). Coping with transitions during the COVID-19 global pandemic: A case study of early career teachers’ experiences in secondary agricultural Education. Journal of Agricultural Education, 64(2), 42–55. https://doi.org/10.5032/jae.v64i2.108 DOI: https://doi.org/10.5032/jae.v64i2.108

Ramsey, J. W., & Edwards, M. C. (2012). Entry-level technical skills that teachers expected students to learn though Supervised Agricultural Experiences (SAEs): A modified Delphi study. Journal of Agricultural Education, 53(3), 42–55. https://doi.org/10.5032/jae.2012.03042 DOI: https://doi.org/10.5032/jae.2012.03042

Rank, B. D., & Retallick, M. S. (2016). Synthesis of contemporary SAE research 1994–2014. Journal of Agricultural Education, 57(4), 131–145. https://doi.org/10.5032/jae.2016.04131 DOI: https://doi.org/10.5032/jae.2016.04131

Retallick, M. S. (2010). Implementation of Supervised Agricultural Experience programs: The agriculture teachers’ perspective. Journal of Agricultural Education, 51(4), 59–70. https://doi.org/10.5032/jae.2010.04059 DOI: https://doi.org/10.5032/jae.2010.04059

Rogers, E. M. (2003). Diffusion of innovations. Free Press.

Rubenstein, E. D., & Thoron, A. C. (2015). Supervised Agricultural Experience programs: An examination of committed teachers and student-centered programs. Journal of Agricultural Education, 56(4), 75–89. https://doi.org/10.5032/jae.2015.04075 DOI: https://doi.org/10.5032/jae.2015.04075

Rubenstein, E. D., & Thoron, A. C. (2019). Motivational factors that influenced learner participation in Supervised Agricultural Experience programs. Journal of Southern Agricultural Education Research, 69(1), 33–49. http://jsaer.org/wp-content/uploads/2020/06/69-Rubenstein-Thoron.pdf

Rubenstein, E. D., Thoron, A., & Bird, T. D. (2023). Shaping Supervised Agricultural Experiences in rural American schools: Support, supervision, and culture. Journal of Research in Technical Careers, 7(2). https://doi.org/10.9741/2578-2118.1126 DOI: https://doi.org/10.9741/2578-2118.1126

Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 3–109. https://doi.org/10.1177/1525822X02239569 DOI: https://doi.org/10.1177/1525822X02239569

SAE for All. (n.d.). SAE for All: Evolving the essentials. www.saeforall.org

Shoulders, C. W., & Toland, H. (2017). Millennial and non-millennial agriculture teachers’ current and ideal emphasis on the three components of the agricultural education program. Journal of Agricultural Education, 58(1), 85–101. http://doi.org/10.5032/jae.2017.01085 DOI: https://doi.org/10.5032/jae.2017.01085

Smith, K. L., & Rayfield, J. (2016). An early historical examination of the educational intent of Supervised Agricultural Experiences (SAEs) and project-based learning in agricultural education. Journal of Agricultural Education, 57(2), 146–160. https://doi.org/10.5032/jae.2016.02146 DOI: https://doi.org/10.5032/jae.2016.02146

Steele, R. (1997). Analysis of the continuing decline in use of Supervised Agricultural Experience (SAE) in New York state. Journal of Agricultural Education, 38(2), 49–58. https://doi.org/10.5032/jae/1997.02049 DOI: https://doi.org/10.5032/jae.1997.02049

Stimson, R. W. (1919). Vocational agricultural education by home projects. J.S. Cushing Co. - Berwick & Smith Co.

Switzer, J., & Barry, D. M. (2025). The integration of school-based enterprise Supervised Agricultural Experiences (SAEs) in Florida school-based agricultural education (SBAE) programs [Research presentation]. 2025 Southern Region American Association for Agricultural Education Research Conference. Irving, TX.

Swortzel, K. A. (1996). Perceptions regarding planning activities and supervision strategies for Supervised Agricultural Experience programs. Journal of Agricultural Education, 37(2), 47–55. https://doi.org/10.5032/jae.1996.02047 DOI: https://doi.org/10.5032/jae.1996.02047

Talbert, B. A., Croom, B., LaRose, S. E., Vaughn, R., & Lee, J. S. (2022). Foundations of agricultural education: Fourth edition. Purdue University Press. DOI: https://doi.org/10.2307/j.ctv1zjgbnr

The National Council for Agricultural Education (The Council). (n.d.). Agricultural Education. https://thecouncil.ffa.org/ageducation/

The National Council for Agricultural Education (The Council). (2015, March 31). Philosophy and guiding principles for execution of the Supervised Agricultural Experience component of the total school based agricultural education program. Supervised Agricultural Experience (SAE) Philosophy and Guiding Principles. https://ffa.app.box.com/s/i8ntesw8zsajaxxdnj5cle6zaf0a6za3

The National Council for Agricultural Education (The Council). (2017a). SAE for All Student Guide. https://ffa.app.box.com/s/m572qkpzzbdb9ew04haovv434k33pb9o

The National Council for Agricultural Education (The Council). (2017b). SAE for All Teacher Guide. https://ffa.app.box.com/s/exollg1x7q2lntun3su2mdufw07wiklf

Toombs, J. M., Eck, C. J., & Robinson, J. S. (2022). The impact of a project-based learning experience on the SAE self-efficacy of preservice teachers. Journal of Agricultural Education, 63(1), 29–46. https://doi.org/10.5032/jae.2022.01029 DOI: https://doi.org/10.5032/jae.2022.01029

Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121 DOI: https://doi.org/10.1177/1077800410383121

Wilson, E. B., & Moore, G. E. (2007). Exploring the paradox of Supervised Agricultural Experience programs in agricultural education. Journal of Agricultural Education, 48(4), 82–92. https://doi.org/10.5032/jae.2007.04082 DOI: https://doi.org/10.5032/jae.2007.04082