Problems Faced by Secondary Technology Education Novice and Veteran Teachers

The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers

Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students

The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increase a student’s understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a Midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results concluded encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty

Self-Career Promotion Behaviors of Family and Consumer Sciences Teachers

Objective: The purpose of the study was to determine secondary family and consumer sciences (FCS) teachers self-career promotion behaviors to their students. Background: Research has confirmed that secondary FCS teachers are the best source of recruitment for the profession however there is a lack of knowledge of their self-career promotion behaviors to students. In other words, do they know they are marketers for the profession? Method: A qualitative research design with an online survey method was used for this study. Of the 152 Illinois Family and Consumer Sciences Teacher Association members, 94 (62%) completed the questionnaire. The data was transcribed, categorized, and analyzed. Results: Majority of respondents indicated that secondary FCS teachers (50%) are responsible and promotion actions are refined for discussion during career lessons or not communicated at all to students. Conclusion: While respondents believe they are responsible, the lack in knowledge of implicitly advertising FCS teaching as a career may cause possible interested students to not consider this as a career and infers promotion education is needed for FCS teachers. Application: Self-career promotion strategies need to be communicated otherwise this career option will continue to be the best kept secret

SELF-CAREER PROMOTION BEHAVIORS OF FAMILY AND CONSUMER SCIENCES TEACHERS

Nationally the number of students who major in family and consumer sciences (FCS) teacher education has declined in recent years (Lee, 2011). Specifically, in Illinois the FCS teacher education programs collectively have experienced a 40% decline in enrollment in the past three years of students majoring in FCS teacher education (Arnett-Hartwick, 2012). Low enrollment threatens to reduce higher education programs available and the supply of newly licensed FCS teachers to fill vacancies. As a result, potential students and their parents may have the perception that FCS teacher education is not a thriving job market

Family and Consumer Sciences Teacher Educator\u27s Perception of Integration of Reading Skill Instruction

Purpose: The purpose of this study was to determine family and consumer sciences (FACS) teacher educators’ perceptions on the integration of reading skill instruction in secondary FACS courses. Background: As a result of low national reading scores and legislation, family and consumer sciences (FACS) teachers are being challenged to explicitly teach reading into course curricula but feel untrained to do so. Therefore, this demonstrates that FACS teachers know the value of literacy integration, but lack pedagogical skills too successfully and explicitly integrate literacy in the FACS curriculum. This draws attention to the preparation of FACS teachers, moreover FACS teacher educators’ thoughts on the need and responsibility of reading skill integration in FACS courses. Method: A descriptive study was designed to answer the research purpose. Specifically, a survey instrument was used to elicit information on (a) the research participants’ characteristics and (b) their views regarding the integration of reading skills into FACS courses. A population of 107 FACS teacher educators who were responsible for the preparation of FACS teacher candidates in instructional strategies for teaching FACS courses was surveyed. Fifty-two surveys were returned, resulting in a response rate of 48.6%. Data analysis employed descriptive statistics. Results: Results revealed most FACS teacher educators reported positive perceptions towards the integration of reading skills but did not feel responsible for providing explicit reading instructional methods to pre-service FACS teachers. However, respondents did not support holding FACS teachers accountable for reading scores on standardized academic assessments. Additionally, majority of respondents indicated that Reading teacher educators and other teacher educators (e.g., Curriculum and Instruction) should be primarily responsible for preparing FACS teacher candidates to integrate reading skills in the courses they teach. Conclusion: Overall, FACS teacher educators acknowledged the need but lacked support for assuming responsibility of integration of reading instructional strategies for FACS teachers and teacher candidates. Implications: Building a cadre of teachers who understand the benefits of integrating literacy skills and contextual curriculum is a pre-requisite for increased student academic achievement and workforce readiness. FACS teachers need to be given the tools to explicitly assist students with literacy action which starts in their FACS teacher education coursework. FACS teacher educators should make the effort to provide reading skill development in their instructional strategy courses because without the support and ‘buy in’ future FACS teachers will continue to feel untrained to explicitly teaching reading skill development

University Supervisors\u27 Perspectives on the Student Teaching Timeframe

Structured Abstract Objective: The purpose of this research study was to describe university supervisors’ perception of extending the student teaching time frame in a family and consumer sciences (FCS) teacher education program. Background: Recently, a Midwestern State University FCS teacher education program extended the length of student teaching from 10 to 16 weeks. To verify if the student teaching timeframe mattered in enhancing the development of FCS teacher candidates, this study sought the perspectives of university supervisors who worked in both timeframes. Method: Using a qualitative design, interviews were conducted with two FCS university supervisors who supervised student teachers in Spring 2013 for the 10 week duration and Spring 2014 for the 16 week timeframe. The data was transcribed and analyzed for themes. Results: The most notable finding was that student teachers were just as prepared for entering the teaching workforce in both timeframes however the additional weeks allowed for more time to develop under supervision. Conclusion: The increase to 16 weeks enhanced the development of FCS teacher candidates from the university supervisor’s perspective. Application: The findings provide empirical data for justifying extending the student teaching timeframe for program evaluation and add to the lacking voice among university supervisors in teacher education. Additionally, the findings can be a data resource to review for other teacher education programs considering extending or shortening the student teacher timeframe

Challenges for Beginning Secondary Technology Education Teachers

Objective: The purpose of this study was to describe challenges faced by beginning technology education (TE) teachers in [state]. Background: The highest attrition rates are among beginning teachers and with a continued shortage of TE teachers, identifying the problems new teachers encounter need to be identified for retention and the sustainability of the TE profession. Method: A qualitative research design using an online questionnaire was completed by 27 [state] TE teachers who had taught four or fewer years. Results: Qualitative analysis revealed four themes: facility management, student management, external relations, and instruction management. Each theme contained subthemes; the predominant subthemes were equipment and funding. Conclusions: By adequately preparing TE teachers at the pre-service and entry levels to handle potential problems, the profession can increase job satisfaction and reduce teacher attrition in efforts to eradicate the TE teacher national shortage. Application: Implications for TE teacher education programs, administration, and professional development are discussed

The Structure of the Outer Halo of the Galaxy and its Relationship to Nearby Large-Scale Structure

We present evidence to support an earlier indication that the Galaxy is embedded in an extended, highly inclined, triaxial halo outlined by the spatial distribution of companion galaxies to the Milky Way. Signatures of this spatial distribution are seen in 1) the angular variation of the radial-velocity dispersion of the companion galaxies, 2) the spatial distribution of the M~31 sub-group of galaxies, 3) the spatial distribution of the isolated, mainly dwarf irregular, galaxies of the Local Group, 4) the velocity anisotropy quadrupole of a sub-group of high-velocity clouds, and 5) the spatial distribution of galaxies in the Coma-Sculptor cloud. Tidal effects of M~31 and surrounding galaxies on the Galaxy are not strong enough to have affected the observed structure. We conclude that this distribution is a reflection of initial conditions. A simple galaxy formation scenario is proposed which ties together the results found here with those of Holmberg (1969) and Zaritsky et al. (1997) on the peculiar distribution of satellites around a large sample of spiral galaxies.Comment: Accepted for publication in the Astron J., March 2000, 12 pages with 1 figur

s- and r-process element abundances in the CMD of 47 Tucanae using the Robert Stobie Spectrograph on SALT

A recent study by Wylie et al 2006 has revealed that s-process element abundances are enhanced relative to iron in both red giant branch and asymptotic giant branch stars of 47 Tucanae. A more detailed investigation into s-process element abundances throughout the colour-magnitude diagram of 47 Tucanae is vital in order to determine whether the observed enhancements are intrinsic to the cluster. This paper explores this possibility through observational and theoretical means. The visibility of s- and r-process element lines in synthetic spectra of giant and dwarf stars throughout the colour magnitude diagram of 47 Tucanae has been explored. It was determined that a resolving power of 10 000 was sufficient to observe s-process element abundance variations in globular cluster giant branch stars. These synthetic results were compared with the spectra of eleven 47 Tucanae giant branch stars observed during the performance verification of the Robert Stobie Spectrograph on the Southern African Large Telescope. Three s-process elements, Zr, Ba, Nd, and one r-process element, Eu, were investigated. No abundance variations were found such that [X/Fe] = 0.0 +/- 0.5 dex. It was concluded that this resolving power, R ~ 5000, was not sufficient to obtain exact abundances but upper limits on the s-process element abundances could be determined.Comment: 7 pages, 11 figure