Value and Expectations of Supervised Agricultural Experiences as Expressed by Agriculture Instructors in Oklahoma Who were Alternatively Certified
2011
Robinson, J Shane | Haynes, J Chris
The purpose of this qualitative descriptive study was to determine the value and expectations for student participation in supervised agricultural experience (SAE) programs, as expressed by first–year, agricultural education teachers in Oklahoma who were alternatively certified. This study revealed that teachers in this study value the fact that the SAE program: (a) prepares students for future, possible careers by developing their skills for college and life beyond high school; (b) allows students to build relationships and make connections with community industry representatives; and (c) enables teachers to build personal relationships with students by making home visits. Teachers in this study expect students to own and manage their own SAE program, keep accurate data (i.e., record books) of their SAE programs, and compete at a high level with their SAE. Additionally, these teachers expect the SAE program to teach students responsibility, accountability, and work ethic. Finally, these teachers believe that students should have a variety of SAE programs.
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