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|Title:||Perspectives and Practices of Cooperative Vocational Education Teacher/coordinators Relating to the Teaching of Occupational Survival Skills to Cooperative Vocational Education Students|
|Author(s):||Chiti, Robert Ativo|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The literature indicates that knowledges, traits, and competences relating to job survival skills are necessary for youthful workers to acquire successfully and maintain an occupation. The cooperative vocational education (CVE) teaching method within the vocational education curriculum has been deemed by many educators as a viable area to teach these skills.
The general objective of this study was to ascertain CVE teacher/coordinators' views relative to practice and perspective on the teaching of job survival skills in the CVE program. For this purpose, a survey instrument was developed and mailed to teacher/coordinators from nine types of CVE programs in Illinois secondary schools.
Two-hundred and ninety-two teacher/coordinators responded to the following: (1) How appropriate are occupational survival skills for teaching to CVE students? (2) What teaching areas are most appropriate for teaching occupational survival skills? (3) Are you currently teaching these skills? (4) If you are not teaching the occupational survival skills, indicate the reason. The responses were analyzed using descriptive statistics. The analysis of variance and Scheffe's techniques were used to determine statistical differences as hypothesized by the researcher.
To determine the extent to which the teacher/coordinators see value in the occupational survival skills for teaching to CVE students, each respondent was asked to indicate the appropriateness of each skill. Approximately ninety-six percent of the time the skills were rated either very appropriate or somewhat appropriate, with very appropriate being indicated 72.1 percent of the time.
The teaching areas recommended by teacher/coordinators as most appropriate for the teaching of occupational survival skills were determined by requesting the respondents to indicate the area or areas they deemed appropriate. The teacher/coordinators in total recommended the related classroom instruction area fifty-five percent of the time for all the skills, and on-the-job training thirty-four percent of the time.
The respondents were asked to indicate "yes" or "no" as to whether they were currently teaching each skill. The total percentage of "yes" answers indicated for each CVE program ranged from eighty-one to seventy-three percent for all the occupational survival skills.
The data regarding the reasons why teacher/coordinators were not teaching occupational survival skills were summarized by all the sampled teacher/coordinators and by each CVE program. The reason, Being taught elsewhere, was selected most often by all the sample (14.2 percent). The second most often indicated reason was, No time available (three percent). Lack of teaching materials was chosen 2.4 percent, and the reason, Other, was selected 1.7 percent of the total possible (7884). The reason, I need more training, was indicated the least (1.6 percent).
Based on the results of this study it appears that teacher/coordinators consider the teaching of occupational survival skills to CVE students as both appropriate and relevant to the enhancement of occupational acquisition, maintenance, and mobility.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-12|