Perceptions of Articulation Methods Between Georgia's Comprehensive High Schools and Area Vocational-Technical Schools
Jones, Clarence Raymond, Jr.
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Permalink
https://hdl.handle.net/2142/69024
Description
Title
Perceptions of Articulation Methods Between Georgia's Comprehensive High Schools and Area Vocational-Technical Schools
Author(s)
Jones, Clarence Raymond, Jr.
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Vocational
Abstract
Purpose. The purpose of this study was to describe the perceptions of selected educators regarding vertical articulation and its subcategories of communication, cooperation, and coordination which may have been occurring between schools responsible for the delivery of public vocational education programs in Georgia.
Methodology and Procedure. The research study was conducted by administering an articulation practices questionnaire. Included within the questionnaire were subcategory practices of communication, cooperation, and coordination which contribute to the overall practices of vertical articulation.
A random sample of 911 educators (administrators, guidance personnel, and instructors) were chosen to participate from among 151 comprehensive high schools and 26 area vocational-technical schools. A total of 642 of the individuals surveyed responded. The data were gathered from the educators by mailing questionnaires directly to the schools.
The Statistical Package for the Social Sciences (SPSS) program was used to analyze the data. Condescriptive statistics and the Chi-Square CROSSTABS statistic were applied to determine if differences in perception existed among the participants of the study.
Conclusions. Educators perceived a lack of vertical articulation practices in comprehensive high schools and area vocational-technical schools in Georgia. Efforts which promote communication, cooperation, and coordination between comprehensive high schools and area vocational-technical schools were not being utilized.
Vertical articulation practices were not occurring between administrators or instructors associated with vocational education programs. Also, efforts to promote communication, cooperation, and coordination between administrators or instructors were not occurring. However, guidance personnel from comprehensive high schools and area vocational-technical schools were utilizing vertical articulation practices in accordance with communication, cooperation, and coordination practices which contribute to the articulation process.
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