Literaturnachweis - Detailanzeige
| Autor/in | Farmer, Edgar I. |
|---|---|
| Titel | A National Study of Research Priorities in Tech Prep Teacher Education. |
| Quelle | (1994), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Colleges; Education Work Relationship; Educational Improvement; Educational Research; Likert Scales; Needs Assessment; Research Needs; School Business Relationship; Teacher Education; Technical Education; Two Year Colleges |
| Abstract | A study was conducted in 1994 to identify, categorize, and prioritize research needs for improving teacher education related to the vocational education initiative of Tech Prep over the next 10 years. First, questionnaires were sent to experts in the field of Tech Prep, seeking a sample of needs and priorities. Responses were received from 33 experts from a potential field of 56, resulting in the compilation of 98 unduplicated research needs. Next, this compilation was returned to the respondents who were then asked to rate each need on a 5-point scale and determine the 10 most important. Finally, these responses were tabulated and returned to the sample who were asked to consider group responses and reconsider their ratings. Study findings, based on responses for all 3 phases from 27 of the original sample of experts, included the following: (1) 26 of the 98 priorities received ratings of 4 or more points; (2) the research priority which received the highest rating (4.48) was institutionalize Tech Prep into the higher education delivery system and focus instruction on data from learning styles and cognitive sciences research and non-traditional teaching methods; (3) the second most highly rated question was related to what type of staff development might help teachers and schools create better student performance; and (4) in an additional rating of the most important research categories, instruction and curriculum development, staff-development and professional training, and alternative teaching and learning models received the highest ratings. A list of the top 26 priorities, the three survey instruments, and a list of participants are appended. (KP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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