Depace trades and industrial education
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While CTE has taken a turn for the state-of-art; trades and industrial tracks have began to fall to the wayside. Stigma akin to helicopter-parenting has had folks being steered away from grassroots tradition.
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References (listed in the introduction):
Cohen, J., & Goldhaber, D. (2016). Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations. Educational Researcher, 378-387. Retrieved from https://doi.org/10.3102/0013189X16659442
Leonard, L. J. (2002). Schools as Professional Communities: Addressing the Collaborative Challenge. International Electronic Journal for Leadership in Learning, 6(17), 1-13. Retrieved from http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/447
Sparks, D. (2002). Designing Powerful Professional Development for Teachers and Principals. Oxford: National Staff Development Council. Retrieved from http://www.friscoisd.org/ly/departments/professionaldev/documents/designingpowerfulprofessionaldevelopmentforteachersandprincipals_000.pdf
Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. Chicago: The New Teacher Project. Retrieved from https://tntp.org/assets/documents/TheWidgetEffect_execsummary_2nd_ed.pdf
Zepeda, S. (2017). Instructional Supervision: Applying Tools and Concepts (4th ed.). New York: Routledge.
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- 1. Trades and Industrial Education: The Relationship between Pre-Service Teacher Self-Efficacy and Alternatively Certified Teacher Licensure John Anthony DePace Old Dominion University
- 2. I. Introduction III. Methods II. Literature Review IV. Scholarly Significance
- 3. Introduction • Background • Theoretical Perspective • Problem Statement • Research Question
- 4. Background • Smith-Hughes Act of 1917 - Licensure based on trades being taught • 1936 – Shift in Philosophy - Advocates of 4-year degree (only a few) • 1993 – Smith-Hughes Tradition Prevails - 1936-shift never realized, until… • 1996 – Oklahoma Public Schools - Four-year degree now required
- 5. Theoretical Perspective • Efficacy in general terms • Psychological perspective -alternatively-trained, trades and industrial licensure candidates, versus traditionally educated
- 6. Theoretical Perspective o Gauging potential success • Performance •Potential failure-related efficacy expectations
- 7. Problem Statement Demand for T&I program completers is increasing, but the process for becoming certified as a T&I teacher is becoming more difficult.
- 8. Research Question Can replicated performance accomplishments be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers?
- 9. Literature Review • Conceptual Framework • Rationale
- 10. Conceptual Framework • Bandura (1977) • Bandura (1986)
- 12. Rationale • Carnevale, Smith, Stone, Kotoramju, Steuernagel, & Green (2011)
- 13. Rationale • Sternberg, Kaufman, and Grigorenko (2008)
- 14. • Hagiwara, Maulucci, and Ramos (2011) Rationale
- 15. • Quantitative • Quasi-experimental design • Treatment condition • Control group -to see if replicated performance accomplishments can be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers. Design
- 16. Measures • Tschannen-Moran, Woolfolk, and Hoy’s (2001), teacher self- efficacy scale (long form) AKA – The TSES • Based on three areas (3 DVs) – student engagement (8 questions) – instructional strategies (8 questions) – efficacy in classroom management (8 questions) • Higher means - higher efficacy • Psychometric values between 1 and 9 (Lickert) • Ordinal data
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- 18. Procedure •Invitations emailed • Link to the TSES sent •Half receive a second email with a link to a web- based game (Ten 20 minute-sessions) • All take b-form TSES following potential treatment
- 19. Data Analysis •t-test for dependent variables •Compare means (SPSS 21) •Treatment group versus control group •Before/After potential treatment -Data will be collected using the Survey Monkey interface
- 20. Limitations •Replicated participant modeling •Actual experience •Transfer of efficacy information •Authenticity of student-teacher interactions