A survey of research tasks required by secondary school counselors, State Department of Education professionals, & college & university faculty in Oregon Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/j6731672r

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  • This study determined the importance of specific research tasks to the present job requirements of State Department of Education professionals, college and university instructional faculty, and secondary school counselors in Oregon. The instrument utilized in the research was designed and validated through a Delphi process. The computed reliability coefficient was +.980. The mail-out questionnaire contained 35 research task statements, with a six-point Likert-type scale used to indicate each task's importance. Questionnaires were completed by 400 randomly selected educators representing three populations. A one-way analysis of variance was applied for the hypothesis testing. Tukey's ω test was used in pairwise comparisons testing for rejected hypotheses, and R-mode factor analysis was utilized to cluster tasks. The following major findings were noted; 34 of the 35 hypotheses were rejected. Tukey's ω test revealed that the pattern of pairwise comparison results indicated that the means of college and university faculty were higher than those of secondary school counselors in 34 instances. State Department of Education professionals had higher means than the counselors 31 times. Similarity was seen between State Department of Education professionals and college and university faculty in 23 cases, reflecting the agreement of the importance of these tasks. The faculty respondents had means that were higher than State Department professionals 11 times. There was agreement of task importance shared by State Department professionals and the counselors in three instances. The total group results identified 34 of the 35 tasks as being "somewhat important," while 10 of the 35 tasks were identified as being "important" overall. State Department professionals noted 16 tasks as being "important" and faculty respondents rated 29 tasks in the same manner. Counselors rated three tasks as being "important". A five-factor solution extracted 30 tasks with factor loadings of +.50 or higher. The five factors were labeled Design Components, Types of Measurement and Data Presentation, Use of Computers, Data Gathering and Interpretation, and Proposal Writing, reflecting factor content based on task inclusion. Based on the findings, 34 of the 35 tasks should be included in a broad, general educational research curriculum. Specific differences were noted between groups, with the secondary school counselors rating the questionnaire's tasks much lower than did the other two groups.
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