Staff Backgrounds and Priorities Within a Comprehensive High School Vocational Department
Braun, Kurt Martin
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https://hdl.handle.net/2142/68988
Description
Title
Staff Backgrounds and Priorities Within a Comprehensive High School Vocational Department
Author(s)
Braun, Kurt Martin
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Vocational
Abstract
The backgrounds and educational priorities of the vocational staff (nineteen teachers) within a comprehensive secondary school are explored through the use of teacher interviews. The community and the school are also described to provide a context for the interviews. Ten teachers from two additional school systems were also interviewed as a means for insuring that the backgrounds and priorities found were not unique to one particular school.
Most of the teachers had backgrounds which included taking vocational courses while the teachers were in high school. These teachers stated preference for general affective priorities including confidence, enjoyment and getting along with others. More vocational outcomes were down graded. The content and activities, most notably projects, clubs and cooperative work experiences, were viewed by the teachers as means toward the end outcomes of confidence, enjoyment and getting along with others. Teachers who had not taken vocational education courses were less interested in these affective outcomes and were more narrowly focussed on the vocational outcomes of employability, dedication to employers and the skills and knowledges of particular courses.
In the discussion, presented in the last chapter, it is argued that the priorities of confidence, enjoyment and getting along with others are unique to teaching vocational educators since research and administration writings do not frequently mention these variables.
It is also asserted that the existance of these backgrounds and priorities represent a misunderstanding of the intentions of teachers. It is argued that these priorities are functionally the goals of secondary vocational education and are in the main ignored by the research and evaluation community. Finally, new research and evaluation priorities which would take into account teacher intentions are offered.
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