SUPERVISION OF SUPERVISED AGRICULTURAL EXPERIENCE PROGRAMS: A SYNTHESIS OF RESEARCH

This article presents a synthesis of research and identifies research deficiency on supervising supervised agricultural experience (SAE) programs during a thirty-year period, 1964 - 1993 .A library search of selected sources was used to gather data for the study .Research in this area was found to be primarily descriptive. SAE program partners (teachers, students, parents, and employers) value the supervisory role of teachers in conducting SAE programs, however, implementation of the practice varies greatly from state to state. Cumulative data are not available to guide the development of policies and standards for supervising SAE programs .Future research in this area should focus on effects of supervision on SAE programs, when in a SAE programs is supervision most critical to student learning, roles of each partner in supervising SAE programs, goals for SAE visits, strategies for planning SAE programs and recording accomplishments, extended contracts and release time for SAE supervision, and teacher education related to supervising SAE programs. Supervised agriculture experience (SAE) programs are agricultural education’s application of experiential learning. Kolb (1984) advanced that experiential learning has four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. SAE programs feature personalized learning with supervision. Phipps and Osborne (1988) explained that SAE programs provide students with practical agricultural activities of educational value, systematic instruction, and supervision by teachers, parents, employers, or others. A Committee on Agricultural Education in Secondary Schools advocated that all students enrolled in agricultural education participate in worthwhile SAE programs for the purpose of learning, with appreciation for earning (National Research Council, 1988). Dyer and Osborne (1995) advanced that SAE programs must be recognized for their value as an experiential learning tool. Supervision is needed to provide individual instruction in selecting, planning, conducting, and evaluating SAE programs. Supervision at the sites

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