Analysis Of The Continuing Decline In Use Of Supervised Agricultural Experience (SAE) In New York State

Abstract

Agricultural educators are confronted with a dilemma. They continue to espouse a theory of learning that requires Supervised Agricultural Experience (SAE) but their students practice fewer and fewer SAEs. The various dimensions of the theory-to-practice dilemma have not been adequately addressed by agricultural educators. Researchers have recommended changes in either espoused theories or theories-inuse, but with little measurable impact. With the dilemma and decline of SAE in mind, a descriptive study was conducted in 1996 to analyze the status and importance of SAE. The findings provided a snapshot of SAE in New York state, showed measurements of secondary school teacher attitudes toward various aspects related to SAE, and comparedperceptions of teachers at central schools with those at BOCES (multipleschool programs). Data, compared with a precedent study conducted in 1983, indicated a 10% decrease in SAE practice since 1983. A low level of summer employment, limited release time for SAE supervision during the school day, decreased assistance with transportation costs, and complicated scheduling problems with competing school activities were the most formidable barriers identified. A comprehensive overhaul of thinking about andpractice of SAE was recommended in order to raise up innovative interventions that might arrest the decline of SAE.