Files in this item
|(no description provided)|
|Title:||Necessary Competencies and Appropriate Learning Experiences for Home Economics Teacher Educators: A Delphi Study|
|Author(s):||Eves, Philip John|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Home Economics|
|Abstract:||The purposes of this study were (1) to identify a list of knowledge and skill competencies that are needed by an effective home economics teacher educator (HETE) in the preparation of future teachers, and (2) to identify a list of learning experiences that would be appropriate for acquiring the competencies.
Both purposes were achieved by administering four successive Delphi questionnaires to a panel of experts consisting of 55 home economics education state supervisors (HESSs), and 55 HETEs who were nominated most frequently, according to specified criteria, by a national random sample of 200 HETEs.
In the first questionnaire (Round I) panelists were asked to generate competencies and learning experiences. In Round II, panelists received the consolidated Round I responses and were asked to rate the knowledge and skill statements and the learning experience statements on five-point scales of importance and appropriateness respectively. In Rounds III and IV, the panelists received questionnaires with the model response and their own previous rating for each statement. The fact that the Round IV responses represented the converged opinions of the Delphi panelists was verified by means of the t test for correlated data by which the difference between the variance for each statement between each Round was tested.
Of the 110 home economics educators invited to participate in the study, 77 (70 percent) accepted the invitation. Of these 77 panelists, 70 (91 percent) completed the study through Round IV.
The panel members generated 114 competencies and learning experiences. Of these 114 statements, 36 knowledge competencies, 31 skill competencies, and 22 learning experiences were identified as necessary competencies and appropriate learning experiences, by meeting the established criteria, in Round IV.
The statements, under the three headings, were rank ordered on the basis of the modal percentage after Round IV. Competencies related to the educative process were ranked high, while non-teaching competencies were ranked low. Learning experiences ranked highest involved activities with other professionals such as conferences and inservice activities.
A profile of the Delphi panel revealed the characteristics of "expert" HETEs and the average characteristics of HESSs. The Delphi technique was thoroughly analyzed.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|