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|Title:||Factors Associated With Teacher Use and Effectiveness of the Illinois Rural Core Curriculum in Agriculture|
|Author(s):||Pepple, Jerry Duane|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||Purpose. The purpose of this study was to evaluate the impact the Core I Curriculum had in providing teachers with instructional materials and aids needed to teach selected problem areas. The second purpose of this study was to evaluate the impact the Core I materials had in improving teachers' skills in: (a) program planning, (b) lesson planning, (c) problem solving, (d) student evaluation.
Procedure. The sample included in this study was all Illinois teachers of vocational agriculture who had obtained a copy of the Rural Core I Curriculum. Three methods were used to distribute the Core materials.
The research instrument was developed to determine the degree of Core I use-rate and the effect core materials had on selected teaching situations. The evaluation was conducted at the end of the first semester of school in 1981-82. Final usable responses were obtained from 222 (81.92%) respondents identified for this study. Statistical techniques utilized in analyzing the data were Pearson product-moment correlation coefficients, canonical correlations, means, medians, ranges, frequencies, percentages, scattergrams, and grouped responses to selected open-ended questions.
Findings and Conclusions. (1) Respondents taught a mean of 15 of the 26 Core I problem areas in the first semester with a mean use-rate of 3.1 on a five point Likert-type scale (1 = not at all and 5 = to a very high degree). (2) No significant differences were detected on use-rate and effect on teaching when comparing groups with different class sizes; students having varying amounts of agricultural work experience; respondents having varying amounts of agricultural work experience; and respondents having varying amounts of teaching experience. (3) The core curriculum influenced respondents to use a greater variety of classroom teaching methods. (4) The greatest benefits to Illinois, in general, were in helping beginning teachers be more efficient in planning and organizing their classes and lesson plans; helping experienced teachers update their references and use different teaching methods; and standardizing and unifying agricultural programs in Illinois. (5) Respondents having in-service workshop instruction had a higher implementation rate than respondents not having in-service workshop instruction.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2015-05-13|