Education Commons^™

Investigation Of Learning Style Preferences Of Business Students, Chen Wu, Dominick E. Fazarro

Online Journal for Workforce Education and Development

This study investigates learning style preferences of college business majors. We find they prefer the Structure learning style as defined by the Dunn and Dunn Learning Style Model (1978). Modification of instructional techniques to suit this preference generates a marginal significant increase in the performance of students in the experimental group relative to the control group as measured by their Final Course Grade Average (FCGA).

An Assessment Of The Needs Of Georgian Secondary Agricultural Educators, Jason Peake, Dennis W. Duncan, Brian Parr, John Ricketts, Jennifer Williams

Online Journal for Workforce Education and Development

This purpose of this study was to determine the perception of secondary educators involved in Future Farmers of Georgia (FFG) schools throughout the country of Georgia concerning their needs for furthering the existing framework of agricultural education. The researchers used a modified focus group method to meet the aformentioned purpose of this study. The population for this study consisted of the high school agricultural education teachers and their administrators who were participating in the FFG Program (n=14). Qualitative data collected from the probe (first round) was used to generate a series of 46 statements. In the second round participants were …

The Great Regression’S Impact On Construction Training Programs: Multi-Level Analyses Of Recruiting & Retention Concepts, John S. Gaal Edd

Online Journal for Workforce Education and Development

The intent of this practitioner-based research study is to determine if there is a difference in the attitudes of construction industry professionals—at local and international levels—towards various training-related recruiting and retention concepts. In light of the global economic malaise, training programs are being held to higher standards and, thusly, different metrics than in the past. In today’s environment, outcomes-based designs (versus outputs-based) have gained attention from both private and public funders of such training programs. Thusly, programs must adapt to the needs of the industry rather than rely on outdated materials and methods. To this end, a survey was designed …

The Four Year Experience: Career Search Self-Efficacy Of New Graduates, Heather Maietta

Online Journal for Workforce Education and Development

Abstract

The author examines the relationship between the degree of participation in a mandatory, credit-bearing, four-year career development program and career search self-efficacy of college graduates using the Career Search Efficacy Scale (CSES). Solberg, Good, & Nord (1994) define career search self-efficacy as an individuals’ efficacy expectations regarding their ability to perform important activities associated with career search and selection. Descriptive statistics, Pearson’s correlations, and regression analyses were performed. Results indicated there was a relationship between participation in a career development program and career search self-efficacy. Discussion of findings and recommendations for future research are provided.

Assessing Extension Education Efforts In Afghanistan Through The Eyes Of U.S. Agricultural Support Personnel, Seburn L. Pense, John W. Groninger

Online Journal for Workforce Education and Development

Assessment of agricultural extension education efforts in Afghanistan was conducted through a qualitative case study of eight U.S. support personnel serving in the country. Security & access and provincial diversity were two overriding factors which determined how the three key attributes of assessment, content and process (Barrick et al., 2009) were able to function in an Afghan agricultural extension education program. Respondents indicated training should focus on young farmers and local farm demonstration sites should be essential program components. Respondents stressed recruitment of agents from local districts when this would not imperil the agents or their families. Respondents also insisted …

Perceived Professional Development Needs Of Idaho Secondary Career And Technical Education Teachers: Program Management, John G. Cannon, Karl Allen Kitchel, Dennis W. Duncan

Online Journal for Workforce Education and Development

The purpose of this study was to examine the perceived professional development needs of Idaho secondary career and technical education teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of CTE teachers employed by Idaho secondary schools (N=725). Sixty-one percent (n=446) of the population participated in the study. The findings indicated that the top five perceived in-service training areas for the program management construct, as identified by a mean weighted discrepancy score (MWDS) ranking, to be “Grant writing & funding opportunities”; “Understanding federal (Perkins), state, and local funding”; …

Professional Development In Cte Data Driven Methods: Development Of A Research-Based Intervention, John Foster, Carol L. Hodes, Patricia Kelley, Sandra Pritz

Online Journal for Workforce Education and Development

An initial survey conducted by the authors in 2009 determined the amount and type of preparation career technical educators (CTE) had regarding the use of assessment data for program and instructional improvement; this survey was the basis for development of an intervention for teachers on interpretation of assessment data for improvement of classroom instruction. The intervention, titled Career and Technical Educators Using a Data Driven Improvement Model or CTEDDI, was developed and successfully piloted in five states during spring semester 2010; the results of the pilot study have been used to revise the materials and process to produce a professional …

Leadership For Change: Insights Gleaned From One District’S Implementation Of An Educational Innovation, Crystal V. Shelby-Caffey Ph.D., Ronald A. Caffey Ph.D.

Online Journal for Workforce Education and Development

The research reported here is extracted from a larger study aimed at describing the challenges and barriers to implementing the two way immersion (TWI) program at Stark Elementary School (a pseudonym). While Stark’s TWI program is used as the backdrop for the current discussion the perspective taken here is to examine the actions (and lack of action in some instances) of Stark’s administrators and describe how those actions impacted other stakeholders and led to challenges during the implementation process. The findings illuminate the need for leaders to gain support for proposed changes while maintaining dialogue with stakeholders and developing other …