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ERIC Number: EJ995114
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1042-0541
Entry-Level Technical Skills That Teachers Expected Students to Learn through Supervised Agricultural Experiences (SAEs): A Modified Delphi Study
Ramsey, Jon W.; Edwards, M. Craig
Journal of Agricultural Education, v53 n3 p42-55 2012
Supervised experiences are designed to provide opportunities for the hands-on learning of skills and practices that lead to successful personal growth and future employment in an agricultural career (Talbert, Vaughn, Croom, & Lee, 2007). In the Annual Report for Agricultural Education (2005-2006), it was stated that 91% of the respondents (i.e., students) indicated they did not have an SAE. This finding was not surprising entirely because some scholars and practitioners of agricultural education have reported empirically and anecdotally that the SAE component of the model was perhaps losing ground in many agricultural education programs (Dyer & Osborne, 1995; Wilson & Moore, 2006). The decline in delivery of this component of the model has implications regarding agricultural education's role in the preparation of students for entry-level jobs in the agricultural industry. This study used a modified Delphi technique to coalesce the views of an expert panel of agricultural education teachers on the role of SAEs in preparing students for entry-level careers in the agricultural industry. In some instances, the learning experiences being taught in secondary agricultural education may not be congruent with today's agricultural industry standards. This incongruence may be contributing to the decline in students who participate actively in SAEs. (Contains 2 figures and 1 table.)
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma