Caring has been identified as one of the normative values of nursing and health care. In many ways, caring is seen as being at the core of the profession. Although defined in various ways by numerous scholars (Gaut, 1983;Leininger, 1988;Parse, Coyne, & Smith, 1985;Roach, 1984;Watson, 1979), caring is generally recognized as a "mutual human process with identifiable behaviors" (Hanson & Smith, 1996, p. 105).Leininger (1981)suggests that caring be examined by identifying specific activities that are aimed at assisting, supporting, or enabling another person. Watson, whose name is most associated with the concept of caring in nursing, has developed a list of carative factors based upon the caring behaviors that can be observed between nurses and their patients.
{"title":"Shared Success: The Challenge of Caring for Today's Health Education Educators","authors":"Patricia G. Coyle-Rogers","doi":"10.21061/JCTE.V20I2.633","DOIUrl":"https://doi.org/10.21061/JCTE.V20I2.633","url":null,"abstract":"Caring has been identified as one of the normative values of nursing and health care. In many ways, caring is seen as being at the core of the profession. Although defined in various ways by numerous scholars (Gaut, 1983;Leininger, 1988;Parse, Coyne, & Smith, 1985;Roach, 1984;Watson, 1979), caring is generally recognized as a \"mutual human process with identifiable behaviors\" (Hanson & Smith, 1996, p. 105).Leininger (1981)suggests that caring be examined by identifying specific activities that are aimed at assisting, supporting, or enabling another person. Watson, whose name is most associated with the concept of caring in nursing, has developed a list of carative factors based upon the caring behaviors that can be observed between nurses and their patients.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125575108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to determine if there were differences in postsecondary marketing student performance on essay tests based on test format (i.e., computer-based or handwritten). Specifically, the variables of performance, test completion time, and gender were explored for differences based on essay test format. Results of the study indicate that there was no significant difference in postsecondary marketing student scores based on test format. There was, however, a significant difference in test completion time based on essay format. Postsecondary marketing students completed the computer-based essay test significantly faster than they did the handwritten essay test. Implications for postsecondary marketing educator are also discussed.
{"title":"Comparing Postsecondary Marketing Student Performance on Computer-Based and Handwritten Essay Tests.","authors":"Allen D. Truell, Melody Alexander, Rod Davis","doi":"10.21061/JCTE.V20I2.637","DOIUrl":"https://doi.org/10.21061/JCTE.V20I2.637","url":null,"abstract":"The purpose of this study was to determine if there were differences in postsecondary marketing student performance on essay tests based on test format (i.e., computer-based or handwritten). Specifically, the variables of performance, test completion time, and gender were explored for differences based on essay test format. Results of the study indicate that there was no significant difference in postsecondary marketing student scores based on test format. There was, however, a significant difference in test completion time based on essay format. Postsecondary marketing students completed the computer-based essay test significantly faster than they did the handwritten essay test. Implications for postsecondary marketing educator are also discussed.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131333620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A variety of induction activities are being provided to beginning teachers by school district personnel. Little evidence exists concerning the frequency and impact of delivery of selected forms of assistance. This study involved 64 beginning secondary agricultural education teachers from three consecutive cohorts. Results of this study show that teacher induction programming that was frequently provided for beginning teachers by school personnel did not address the largest share of the forms of assistance that resulted in a major impact upon the experience of the beginning teachers. The initial five forms of assistance that had a major impact upon the experience of beginning teachers were: an adequate supply of instructional materials, parental support for the program, availability of purchasing information, planning time, and an extra planning period. Mean impact scores were not affected by gender, level of stress, origin of preservice education, and size of school. The researcher concluded that school district personnel need to secure input from beginning teachers to inform induction programming efforts.
{"title":"Use of Instuctional Technology in Agricultural Education in North Carolina and Virginia","authors":"A. J. Alston, W. Miller, David L. Williams","doi":"10.21061/JCTE.V20I1.621","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.621","url":null,"abstract":"A variety of induction activities are being provided to beginning teachers by school district personnel. Little evidence exists concerning the frequency and impact of delivery of selected forms of assistance. This study involved 64 beginning secondary agricultural education teachers from three consecutive cohorts. Results of this study show that teacher induction programming that was frequently provided for beginning teachers by school personnel did not address the largest share of the forms of assistance that resulted in a major impact upon the experience of the beginning teachers. The initial five forms of assistance that had a major impact upon the experience of beginning teachers were: an adequate supply of instructional materials, parental support for the program, availability of purchasing information, planning time, and an extra planning period. Mean impact scores were not affected by gender, level of stress, origin of preservice education, and size of school. The researcher concluded that school district personnel need to secure input from beginning teachers to inform induction programming efforts.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116448539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The researchers examined the relationship between job stress and job satisfaction among a random sample of 133 industrial and technical teacher educators. Correlational analysis revealed a strong inverse relationship between the constructs, with stressors related to lack of organizational support being more strongly associated with job satisfaction than stressors related to the job itself were. There also were significant differences (p ≤.05) in correlations between job satisfaction and frequency of stressors and correlations between job satisfaction and intensity of stressors, suggesting that frequency of stressors had a greater impact on participants' job satisfaction than did intensity of stressors. These results have implications for addressing job stress and job satisfaction in higher education.
{"title":"The Relationship Between Job Stress and Job Satisfaction of Industrial and Technical Teacher Educators","authors":"E. Brewer, Jama McMaha-Landers","doi":"10.21061/JCTE.V20I1.622","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.622","url":null,"abstract":"The researchers examined the relationship between job stress and job satisfaction among a random sample of 133 industrial and technical teacher educators. Correlational analysis revealed a strong inverse relationship between the constructs, with stressors related to lack of organizational support being more strongly associated with job satisfaction than stressors related to the job itself were. There also were significant differences (p ≤.05) in correlations between job satisfaction and frequency of stressors and correlations between job satisfaction and intensity of stressors, suggesting that frequency of stressors had a greater impact on participants' job satisfaction than did intensity of stressors. These results have implications for addressing job stress and job satisfaction in higher education.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128876967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The convergence of pressures from global competition, an aging American work force, sliding student achievement scores, high teacher attrition rates, and an imminent mass retirement of our most experienced public school teachers has caused policy makers, state department of education leaders, school administrators, researchers, and teacher educators to examine and revise the practices of preparing and retaining teachers (Carnegie Task Force on the Future of Teaching,1986; Holmes Group,1986; National Commission on Teaching and America's Future,1996; Darling-Hammond, Chung, & Frelow,2002; Darling-Hammond,2002; National Commission on Teaching and America's Future,2003). Despite the limited supply of some types of teachers (e.g., technology education, agricultural education, specials needs, mathematics, science), Americans still want teachers in the classrooms who can teach. This sentiment reflects research findings that show that student achievement and performance levels are higher when taught by well-prepared and experienced classroom teachers (Hawk, Coble, & Swanson,1985; Monk,1994; Sanders & Rivers,1996; Darling-Hammond,1997,2000a,2000b,2000c,2002; Goldhaber & Brewer,2000; Darling-Hammond, Berry, & Thoreson,2001; Darling-Hammond, Chung & Frelow,2002). Unfortunately, many students, especially students from rural and urban settings, do not benefit from the expertise of quality teachers (Ingersoll,1999,2001). Instead, they see a steady stream of teachers coming and going due to a variety of events that affected their initial teaching experience and decision to leave the profession.
{"title":"A Comparison of the Impact of Teaching Events Upon the Experience of Entry-Level Agricultural Education Teachers","authors":"R. Joerger","doi":"10.21061/JCTE.V20I1.623","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.623","url":null,"abstract":"The convergence of pressures from global competition, an aging American work force, sliding student achievement scores, high teacher attrition rates, and an imminent mass retirement of our most experienced public school teachers has caused policy makers, state department of education leaders, school administrators, researchers, and teacher educators to examine and revise the practices of preparing and retaining teachers (Carnegie Task Force on the Future of Teaching,1986; Holmes Group,1986; National Commission on Teaching and America's Future,1996; Darling-Hammond, Chung, & Frelow,2002; Darling-Hammond,2002; National Commission on Teaching and America's Future,2003). Despite the limited supply of some types of teachers (e.g., technology education, agricultural education, specials needs, mathematics, science), Americans still want teachers in the classrooms who can teach. This sentiment reflects research findings that show that student achievement and performance levels are higher when taught by well-prepared and experienced classroom teachers (Hawk, Coble, & Swanson,1985; Monk,1994; Sanders & Rivers,1996; Darling-Hammond,1997,2000a,2000b,2000c,2002; Goldhaber & Brewer,2000; Darling-Hammond, Berry, & Thoreson,2001; Darling-Hammond, Chung & Frelow,2002). Unfortunately, many students, especially students from rural and urban settings, do not benefit from the expertise of quality teachers (Ingersoll,1999,2001). Instead, they see a steady stream of teachers coming and going due to a variety of events that affected their initial teaching experience and decision to leave the profession.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115805328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assorted forms of beginning teacher assistance are regularly provided by school district personnel through formal teacher orientation and induction programs. Retention of quality teachers is often the initial goal of many induction programs (Gold,1996; Sweeny,2001; Joerger & Boettcher,2000). Improved teacher performance, and personal and professional well-being are additional important reasons for providing quality teacher induction programs (Gold,1996; Brewster & Railsback,2001; Sweeny,2001). Thoughtfully designed induction activities and programs are warranted since the turbulent first years of teaching have a major impact upon the initial experience of beginning teachers. The initial experiences of the beginning teacher with their students, school environment, and roles as a teacher are deeply imprinted and drawn upon as reference points throughout the initial stages of their career (Gold,1996). Therefore, the practice of school districts providing beginning teachers with support and assistance during the initial years is needed to ensure that the early imprinted teaching experiences are positive and gratifying.
{"title":"A COMPARISON OF THE OCCURRENCE AND IMPACT OF SELECTED FORMS OF ASSISTANCE AS PROVIDED BY SCHOOL PERSONNEL TO THREE COHORTS OF BEGINNING AGRICULTURAL EDUCATION TEACHERS","authors":"R. Joerger","doi":"10.21061/JCTE.V20I1.620","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.620","url":null,"abstract":"Assorted forms of beginning teacher assistance are regularly provided by school district personnel through formal teacher orientation and induction programs. Retention of quality teachers is often the initial goal of many induction programs (Gold,1996; Sweeny,2001; Joerger & Boettcher,2000). Improved teacher performance, and personal and professional well-being are additional important reasons for providing quality teacher induction programs (Gold,1996; Brewster & Railsback,2001; Sweeny,2001). Thoughtfully designed induction activities and programs are warranted since the turbulent first years of teaching have a major impact upon the initial experience of beginning teachers. The initial experiences of the beginning teacher with their students, school environment, and roles as a teacher are deeply imprinted and drawn upon as reference points throughout the initial stages of their career (Gold,1996). Therefore, the practice of school districts providing beginning teachers with support and assistance during the initial years is needed to ensure that the early imprinted teaching experiences are positive and gratifying.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133700315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory descriptive study investigated the differences between teacher efficacy of novice teachers based on relatively low and high levels of career commitment. The population was 91 novice teachers in their first, second, and third years of teaching in agricultural education in Ohio. The teachers were split into two groups based on their median scores of career commitment. Although the two groups had the same teacher efficacy at the beginning of the school year, teachers with higher career commitment were more efficacious after the first 10 weeks of the school year than the teachers with lower career commitment. Moreover, teachers with lower career commitment experienced a decline in their teacher efficacy while teachers with higher career commitment did not change in their teacher efficacy from week 1 to week 10. There was a small relationship between career commitment and tenth week teacher efficacy.
{"title":"Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers","authors":"Neil A. Knobloch, Susie Whittington","doi":"10.21061/JCTE.V20I1.625","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.625","url":null,"abstract":"This exploratory descriptive study investigated the differences between teacher efficacy of novice teachers based on relatively low and high levels of career commitment. The population was 91 novice teachers in their first, second, and third years of teaching in agricultural education in Ohio. The teachers were split into two groups based on their median scores of career commitment. Although the two groups had the same teacher efficacy at the beginning of the school year, teachers with higher career commitment were more efficacious after the first 10 weeks of the school year than the teachers with lower career commitment. Moreover, teachers with lower career commitment experienced a decline in their teacher efficacy while teachers with higher career commitment did not change in their teacher efficacy from week 1 to week 10. There was a small relationship between career commitment and tenth week teacher efficacy.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130318403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tech Prep has been evolving for over a decade. The fundamental premise of Tech Prep was to respond to the needs of high school students who were often identified as the neglected majority. Tech Prep was designed to provide a program for career preparation and workforce development. According to Bragg (2000a) "Tech Prep was intended to establish formal articulation agreements identifying seamless and increasingly rigorous academic and careertechnical programs having a logical progression from secondary to postsecondary level" (p. 221). Tech Prep encourages students to attain higher levels of academic and technical competencies and to continue their education or enter the workforce.
{"title":"Tech Prep's Role in Education Reform: Perceptions From State Tech Prep Directors","authors":"S. Ruhland, C. Jurgens, D. Ballard","doi":"10.21061/JCTE.V20I1.624","DOIUrl":"https://doi.org/10.21061/JCTE.V20I1.624","url":null,"abstract":"Tech Prep has been evolving for over a decade. The fundamental premise of Tech Prep was to respond to the needs of high school students who were often identified as the neglected majority. Tech Prep was designed to provide a program for career preparation and workforce development. According to Bragg (2000a) \"Tech Prep was intended to establish formal articulation agreements identifying seamless and increasingly rigorous academic and careertechnical programs having a logical progression from secondary to postsecondary level\" (p. 221). Tech Prep encourages students to attain higher levels of academic and technical competencies and to continue their education or enter the workforce.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115210929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 1995, the American Society for Training and Development (ASTD) published the results of a survey asking members to respond to the question "Are you burned-out?" as well as questions relating to the nature of stress levels experienced by the trainers in the workplace (ASTD, 1995). Forty-three percent of the respondents stated that they were burned-out, and another 25% felt that they were "in danger" of burning out. The overwhelming majority of the respondents (86%) indicated that their stress levels, due to work conditions, were increasing. And, increases in workload (83%) and demands from management (63%) were the most cited causes of stress.
{"title":"Trainer Burnout: The Syndrome Explored","authors":"C. Waugh, M. Judd","doi":"10.21061/JCTE.V19I2.616","DOIUrl":"https://doi.org/10.21061/JCTE.V19I2.616","url":null,"abstract":"In 1995, the American Society for Training and Development (ASTD) published the results of a survey asking members to respond to the question \"Are you burned-out?\" as well as questions relating to the nature of stress levels experienced by the trainers in the workplace (ASTD, 1995). Forty-three percent of the respondents stated that they were burned-out, and another 25% felt that they were \"in danger\" of burning out. The overwhelming majority of the respondents (86%) indicated that their stress levels, due to work conditions, were increasing. And, increases in workload (83%) and demands from management (63%) were the most cited causes of stress.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124501438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The term the 'glass ceiling' first came into use in 1986, when twoWall Street Journalreporters coined the phrase to describe the invisible barrier that blocks women from the top jobs" (Catalyst Report, 1993, pg.1). Research on the advancement of women in the professions points to many of the same glass ceiling phenomena cited in business, but also includes some unique issues. Artificial barriers based on attitudinal bias often prevent qualified women from reaching their potential (Catalyst Report, 1993). The glass ceiling phenomena may also pervade agricultural education. Due to the late entrance of women into this field, there are very few role models for women who aspire to teach agricultural education. The evolution of women in the field of agricultural education is not well documented.
{"title":"Profiling Female Teachers of Agricultural Education at the Secondary Level","authors":"Billye Foster","doi":"10.21061/JCTE.V19I2.614","DOIUrl":"https://doi.org/10.21061/JCTE.V19I2.614","url":null,"abstract":"\"The term the 'glass ceiling' first came into use in 1986, when twoWall Street Journalreporters coined the phrase to describe the invisible barrier that blocks women from the top jobs\" (Catalyst Report, 1993, pg.1). Research on the advancement of women in the professions points to many of the same glass ceiling phenomena cited in business, but also includes some unique issues. Artificial barriers based on attitudinal bias often prevent qualified women from reaching their potential (Catalyst Report, 1993). The glass ceiling phenomena may also pervade agricultural education. Due to the late entrance of women into this field, there are very few role models for women who aspire to teach agricultural education. The evolution of women in the field of agricultural education is not well documented.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127230013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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