School Effectiveness Function: A Model Developed from Historical Reports Supplemented with Subjective Vocational Teacher Perceptions

A school effectiveness function based on considerations and mathematical analyses associated with Multiattribute Utility Technology was developed. The function served to unify single indicators of school effectiveness in a manner understandable to local community groups and school personnel and was capable of computation on hand held calculators with memories. The methodology has validlty and reliability, intuitive efficacy, and a capacity for objectivity in providing both an empirical algorithm and a better understanding of school effectiveness. Data were collected from 98 new educators recently employed in business and industry (the Stakeholders) on 12 published school effectiveness attributes. Weighings were calculated from the stakeholder data and indices of relative school effectiveness were computed. The methodology is general and readily adapts to new situations

Effects of Compressed Speech Theory Applied to Health Occupations Education Instruction

The purpose of this study was to investigate (a) normal, (b) 40% compressed, and (c) 80% compressed speech presentations of conceptual data for the “Burns” chapter from the Multimedia Standard First Aid book. The material was presented to randomly assigned intact groups of health occupations education 9th, 10th, llth, and 12th grade students from two country school systems in a southern state. There were overall differences among posttest scores attributed to presentation method adjusted, in an analysis of partial variance, for reading level and pretest score

Educational Effectiveness Function: An Algorithmic Methodology Uniting Instruments, Stakeholders, and Weighings into Numerical Effectiveness Indices

This study is based on effectiveness data collected from beginning or new vocational education teachers. The report illustrates multiattribute utility technology applied to 31 indicator items first reported in a publication of the Association for Supervision and Curriculum Development. Nineteen of the 31 items were aggregated into a teaching effectiveness component and 12 into a component for school effectiveness. The teaching and school effectiveness components then were aggregated into 5 educational effectiveness functions based on as many different weighings (0, 10. 0.25, 0.50, 0.75. and 0.90) of the teaching effectiveness component. Properties of the resulting distributions were presented. Finally, a more general model of educational effectiveness based on multiattribute utility technology was explored

Instructional Management: Assessment of Competencies of Secondary Health Occupations Teachers

Health occupations teachers are facing many challenges which necessitate development of new competencies in order to facilitate a viable Health Occupations Education program. An important teacher competency is instructional management which entails obtaining instructional resources; projecting resource needs; managing budgeting and reporting responsibilities; developing and maintaining a filing system; providing for student safety and first aid needs; assisting students in developing self-discipline; and planning, organizing, managing, and maintaining the physical facilities of the laboratory. To address these challenges, data were collected in Alabama concerning Health Occupations Education teachers’ perceptions of their educational needs relative to instructional management. Overall the majority of teachers rated their competence as above average in all areas of instructional management. The highest need was combatting problems of student chemical use. The highest competency rating was providing for student safety. Further research is recommended to monitor these competencies

Attitudes of Experienced Health Occupations Teachers Toward Disabled Persons

The purpose of the research was to study the effects of different instructional strategies and selected demographic variables on experienced health occupations teachers* attitudes toward disabled persons using three groups: independent study, lecture, and film, in a pre/pose experimental design. MANOVA revealed no significant group effects for instructional strategies. A sequential partitioning of the sum of squares in univariate analyses revealed differences in years of occupational experience, number of courses studied, years of teaching experience, and highest degree earned. Special coursework to teach the handicapped was found to contribute to a positive attitude toward disabled students. This finding suggests that states should require special preparation for all teachers

Educational Needs and Interests: Perceptions of Secondary Health Occupations Education Teachers in Alabama

The perceived educational needs and interests of all 78 secondary health occupations teachers in Alabama were measured on the basis of 22 supplemented teacher competency topics from an earlier study at The Ohio State University. The data were statistically analyzed utilizing reliability, polychoric correlations, factor analyses yielding four factors, and general linear model procedures, and MANOVA models based on seven demographic independent variables. The results indicated multivariate significance for tenure, Master’s Degree in a field other than health occupations education, interest in health occupations education, and educational status. The teachers were concluded to have indicated an interest in several degree programs and to have perceived themselves competent in the majority of response areas; yet, wanted and needed continuing education workshops or course offerings to address their needs

Teaching Effectiveness Function: A Model Developed from Historical Reports Supplemented with Subjective Vocational Teacher Perceptions

A Teaching Effectiveness Function was adapted from theory supporting Multiattribute Utility Technology (MAUT). The model was used to aggregate 19 published attributes into teaching effectiveness utility scores. Each attribute was entered into the related mathematical model in combination with a weighting Coefficient derived from a group of stakeholders. These stakeholders, new teachers at the secondary and postsecondary levels, reflected a business and industry point of view about teaching effectiveness. The theoretical intent was to develop from the literature an easily understood mathematical model for indexing teaching effectiveness. The empirical intent was to verify the method by establishing a range 1 of scores representative of effective teaching with 90% confidence, using the same hard data collected from the stakeholder group. Distribution properties for indexing applications of the modeI (based on effectiveness weights defined from the stakehoIder group) to teacher effectiveness problems are presented