Priority Reading Materials in Vocational Teacher Education: What Students Should Be Reading.

Autor/inn/en	Miller, Michael T.; Husmann, Dann E.
Titel	Priority Reading Materials in Vocational Teacher Education: What Students Should Be Reading.
Quelle	(1991), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Delphi Technique; Educational Research; Higher Education; Needs Assessment; Preservice Teacher Education; Reading Materials; Secondary Education; Surveys; Teacher Attitudes; Teacher Educators; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Delphi-Methode; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Survey; Umfrage; Befragung; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Ausbildung; Berufsbildung; Ausbilder
Abstract	A priority listing of reading materials for students preparing for careers as secondary vocational education teachers was developed by a panel of experts. The Delphi technique was used to collect data from vocational teacher educators in Nebraska higher education institutions. Thirty participants were selected for their experience in teacher education, familiarity with literature in vocational education, and participation in statewide vocational teacher education coordination activities; 27 responded to the first-round mailing. Respondents identified 54 possible reading materials; after checking for duplication, 36 were retained to be rated in the second and third rounds. In these rounds, 23 participants completed usable responses, for a total study response rate of 76 percent. Respondents marked 92 rating changes between the second and third rounds, averaging 4 changes per respondent. Respondents' ratings of reading material ranged from a low of 2.6 to a high of 4.3, with an average rating of 3.5 on a 5-point Likert scale. Of the 36 materials, 20 earned a favorable agreement level over 3.5; only 10 earned an agreement level of 3.75 or greater. Reading materials represented such topics as history, curriculum, current events, and philosophy. For those that received a higher level of agreement, two distinct categories were identified: cognitive development and national efforts. (Appendixes include a list of 10 references and final mean ratings of materials.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC