Reading Related Teaching Competencies Identified for Florida Vocational Teachers. Final Report, September 1978 to June 1979.

Institution	Florida State Univ., Tallahassee.
Titel	Reading Related Teaching Competencies Identified for Florida Vocational Teachers. Final Report, September 1978 to June 1979.
Quelle	(1979), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Competency Based Teacher Education; Comprehension; Educational Diagnosis; Educational Research; Job Analysis; Job Skills; Postsecondary Education; Program Descriptions; Readability; Reading Development; Reading Improvement; Reading Instruction; Skill Development; Task Analysis; Task Performance; Teaching Methods; Vocabulary; Vocational Education; Florida + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Verstehen; Verständnis; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsforschung; Pädagogische Forschung; Arbeitsanalyse; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Lesbarkeit; Leseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz; Ausbildung; Berufsbildung
Abstract	The purpose of this study was to identify the reading-related teaching competencies that will be of potential use to vocational teachers if they are to develop the reading skills necessary for classroom instruction and job success. Questionnaires were sent to 591 teachers in all areas of vocational education. Questionnaire items were rated according to degree of importance as perceived by the vocational teachers for their particular program areas. Results revealed six tasks which were generic to all programs. Tasks included the following: (1) determine students' strengths and weaknesses; (2) select teaching techniques that meet the instructional needs of individual students; (3) assign students to master specialized technical vocabulary related to course of instruction; (4) encourage students to use the correct definitions of words; (5) encourage students to interpret information, draw conclusions, and predict outcomes when reading; and (6) assign students to read a sequence of events, methods or steps, or to follow written directions. Each individual program identified twelve to twenty-six competencies unique to their area. (Survey instruments are appended.) (LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC