Exploring Middle School Agriculture Educators' Implementation of Supervised Agriculture Experiences and Project-Based Learning Framework

Abstract

School-based agriculture education (SBAE) is known for its unique three component model which outlines the focus priorities of the program. Of the three components, Supervised Agriculture Experience (SAE) have served as the foundation of connecting students learning within the walls of their classroom with the practical hands-on learning opportunities in real world contexts. While formally known as the project method, school-based agriculture educators have long cited this student led and teacher supervised experiences as project-based learning. With shift in community make up, program expansion into urban settings, and the observed decline in SAE implementation in both the middle school and high school grade bands, questions regarding the successful implementation of the project method continue to arise. Recognizing that middle school programs in the State of Georgia have become the initial point of contact with agriculture education-based experiences for many students, this dissertation was designed to examine three studies focusing on the adherence to the tenants of project-based learning, SAE design within programs, and the emphasis SAE is given through course approved standards in the State of Georgia. Collectively, these studies highlighted the need for professional development, adjustments in preparation programs training regarding SAE, and the need for curriculum specialists to redraft standards to offer more guidance to School Based Agriculture Education (SBAE) teachers in Georgia. The first study was designed to examine the adherence of middle school SBAE teachers to each component of the Gold Standard Project Based Learning framework. By identifying how closely middle school SBAE teachers align with the components of the most commonly accepted project-based learning framework, this study highlights areas of growth and need to ensure the SAE experience for students and teachers is crafted for a premiere self-directed learning experience. The second study was designed to examine the course requirements of SAE projects as it pertains to evaluation from the instructor, what constitutes instructor involvement and supervision during the instructional time period, and if instructional time exists for students to work on components of the SAE project. Findings from the study revealed instructors focus priorities of SAE when evaluating student success and progress. Additionally, the data from the study highlighted gaps in the implementation of SAE in both middle and high school courses resulting in recommendations to increase the overall experience of SAE for both the instructor and student. The third study was designed to examine the course requirements regarding the specific SAE standards in the State of Georgia pertaining to SBAE courses. The results of the study highlighted the need for course standards to be reexamined by curriculum specialists to ensure SAE is receiving the appropriate emphasis to adequately represent one-third of the agriculture education model. The findings showcase the importance of writing standards to both inform the instructor of the expectations for students in specific grade levels and course type, and the need for wording to build each successive year to encourage student growth and skill development.