Validation of the Competencies Needed by School Personnel to Implement Career Education. Phase II of a Professional Development Study for Massachusetts, Volume II.

Institution	Boston Univ., MA. School of Education.
Titel	Validation of the Competencies Needed by School Personnel to Implement Career Education. Phase II of a Professional Development Study for Massachusetts, Volume II.
Quelle	(1977), (136 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrators; Career Education; Competency Based Teacher Education; Coordinators; Educational Needs; Educational Research; Elementary Secondary Education; Job Skills; Needs Assessment; Postsecondary Education; Questionnaires; Reliability; School Counselors; Surveys; Teaching Skills; Validity; Vocational Education; Vocational Education Teachers; Massachusetts + Suchen Sie Ihr Suchwort? Arbeitslehre; Koordinator; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Produktive Fertigkeit; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Fragebogen; Reliabilität; School counselor; Beratungslehrer; Pädagogischer Berater; Survey; Umfrage; Befragung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Gültigkeit; Ausbildung; Berufsbildung; Ausbilder; Master-Studiengang
Abstract	This is the second of four volumes reporting phase 2 of a two-phase project to examine the competency-based vocational teacher education movement and analyze the current state of the art (phase 1), and to assess the implications for preservice, inservice, and leadership level professional development programs in career and occupational education in Massachusetts (phase 2). This volume describes a state-wide needs assessment for occupational education teachers, counselors, coordinators, and administrators in Massachusetts, through a survey sent to personnel in both comprehensive and regional vocational-technical schools. Section 1 presents the competencies as initially developed, and then ranked according to their importance scores. Section 2 presents importance scores for the following six domains: curriculum development, career development, staff development, philosophy, occupational information, and community-related activities. Section 3 presents scores of a variable which measured the difference between importance and frequency. Section 4 presents the result of a discriminant analysis conducted for competencies common to all personnel groups and for domains regarding both the importance and difference variables. The researchers concluded that the competencies are useful, important, and needed for the implementation of career education programs; that career development is the most highly valued component of career education across all groups; and that occupational information is the least valued ingredient. (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC