Browsing by Subject "Technical education"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Input and environmental variables influencing community college student satisfaction with Tech Prep programs in Texas(Texas Tech University, 1995-12) Hodge, Kathryn Nell FeatherTech Prep has emerged recently as a major reform in career/technical education. As with any educational initiative, the means of evaluating that program became important. The main problem considered in this study was the lack of reported research on community college students' satisfaction with Tech Prep programs in Texas. Using Astin's (1991) I-E-0 model, an evaluation of student satisfaction with Tech Prep programs was undertaken. The three main purposes for the study were: 1. to determine which, if any, of the input and environmental variables affected student satisfaction with Tech Prep programs in Texas; 2. to identify policies and practices that enhanced student satisfaction; and 3. to make recommendations concerning policies and practices to increase community college student satisfaction with Tech Prep programs in Texas and the nation. The methodology included the development and statewide distribution of a questionnaire. Twenty-five hundred questionnaires were distributed to 53 community college campuses. A total of 500 surveys for students over the age 18 were returned for a usable response rate of 20%. Both descriptive and inferential statistical methods were used to analyze the data. Blocked stepwise multiple regression analyses were used to answer the research questions. These regression analyses allowed the researcher to formulate equations to predict student satisfaction with three dependent satisfaction variables. The major findings were as follows. In formulating an equation to predict student satisfaction with vocational aspects of Tech Prep, 10 of 43 independent variables were found to be significant. In formulating an equation to predict student satisfaction with academic aspects of Tech Prep 10 of 43 independent variables were found to be significant. In formulating the equation to predict students' overall satisfaction with Tech Prep, 11 of 43 independent variables were found to be significant. Furthermore, the data revealed that the Tech Prep students in this study were very satisfied with the program. Policy and procedure recommendations were made based on these findings.Item Survey analysis: Facilitating teacher conceptualization of spatial thinking and geospatial technologies in career and technical education courses(2012-05) Carpenter, Penny; Todd, Reese; Duncan, Susan; Mulligan, Kevin; Myers, SusanCareer and Technical Education (CTE) programs offer courses that build career skills to ensure a qualified workforce. Integrating the use of geospatial technology tools such as GIS, GPS, and remote sensing promotes critical thinking and technical skills desired by industry. This study developed, pilot-tested, and submitted a survey to a sample of CTE teachers to identify the cognitive and behavioral constructs necessary to conceptualize spatial thinking and geospatial tool use in CTE courses. Data was collected about CTE teacher’s spatial ability, geospatial self-perception, geospatial tool teaching self-efficacy, general teaching self-efficacy, and spatial thinking characteristics. Additionally, the Geospatial Technology Integration Survey (GTIS), items within the survey, presented spatial thinking concepts using geospatial tool examples. The GTIS items were evaluated for correctness to produce a GTIS score. Five predictor variables were regressed to the GTIS score for teachers who had prior geospatial tool knowledge (n = 34) and those who did not (n = 97). The regression model for CTE teachers who had prior knowledge of geospatial tools had an adjusted R2 of .182, and was not statistically significant. The regression model for CTE teachers who had no prior knowledge of geospatial tools had an adjusted R2 of .216, and was statistically significant, (p < .05). The strongest predictor variables were spatial ability and general teaching self-efficacy. Additionally, teaching strategies that promote inquiry-based learning correlate to the change in pre-post GTIS scores (p < .05). CTE teachers were better able to conceptualize the use of geospatial tools after exposure to the GTIS.Item Texas employer perspectives and uses of the Associate of Applied Science degree: a qualitative study(Texas Tech University, 1996-05) Coronado, Herlinda MartinezThe study describes employer understandings of the Associate of Applied Science (AAS) degree and it identifies employer practices which refiect these understandings. Research questions on how employers utilize academic credentials in selecting or advancing members of their workforce, and on what understandings employers have about associate degrees in general and Associate of Applied Science degrees specifically were addressed. A qualitative research approach was selected in order to facilitate an increased understanding of employers' perspectives and actions in naturalistic settings. ThuroVs Job Competition Model, including the practice of credentialism, served as the theoretical framework for the study because it reflects employer focus on the workforce.