Date of Award

1993

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Human Resource Education and Workforce Development

First Advisor

Betty C. Harrison

Abstract

The purpose of this study was to identify the methodological content and teaching delivery used by vocational teacher education faculty in University Council for Vocational Education (UCVE) institutions and other selected higher education institutions (NON-UCVE). The population for this study was defined as: full-time vocational teacher education faculty in programs at Research I, Research II, and Doctorate Granting Colleges and Universities I where comprehensive vocational education programs were offered. Administrative leaders for each institution identified the vocational teacher education faculty which established the frame for the study. A stratified-random cluster sample of vocational teacher educators from UCVE institutions and NON-UCVE institutions were the study subjects. A three-part researcher developed instrument was used for data collection. The demographic information identified institutional characteristics and vocational teacher educator characteristics. The remaining part of the instrument focused on methodological content and delivery. Two full mailings and two fol1ow-up attempts yielded a total response rate of 73.3%. Statistics used to report the data analysis included: frequencies, percentages, central tendency, and Kendall's Tau. Teaching strategies found to be most frequently modeled by vocational teacher educators included: discussion, demonstration, questioning techniques, problem solving, peer teaching, brainstorming, small group instruction, lecture, simulation, multimedia instruction, creative teaching, and case studies. Teaching strategies found to be most frequently taught by vocational teacher educators included: discussion, demonstration, questioning techniques, problem solving, small group instruction, brainstorming, simulation, peer teaching, lecture, case studies, multimedia instruction, and individualized instruction. Kendall's Tau was used to identify relationships between the most frequently modeled and taught teaching strategies and selected demographic characteristics. Significant relationships were found between the following modeled strategies and demographic characteristics: methods course enrollment and discussion; number of required methods course hours and problem solving; highest degree awarded within program and simulation; and, highest degree held by methods teacher and lecture. Significant relationships were found between the following taught strategies and demographic characteristics: highest degree held by methods teacher and lecture; professional membership status and case studies, small group instruction, and lecture.

Pages

176

DOI

10.31390/gradschool_disstheses.5614

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