The application of Bloom's taxonomy to professional education competencies of selected vocational instructors Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/z603r2043

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  • The Purpose of the Study The primary purpose of this study was to assist in the structuring of an empirically based vocational teacher preparatory program by determining the hierarchical levels of common professional education competencies needed by community college and secondary school vocational instructors. Several dimensions were considered: personal administration of the test instrument to selected vocational instructors, the application of factor analysis to the professional education competencies and other analyses of data to determine differences in the independence of the two groups, and the formation of behavioral implications to be considered in the development of vocational teacher preparatory curriculum. The Procedures The instructor questionnaire used in the study was a survey-type modified for personal administration to respondents, and field tested for validation and practice of application. Prior to the administration of the instrument, a review of Bloom's cognitive taxonomy and its relationship to the study was conducted with each respondent. Contained within the instrument were 99 professional education competencies in combination with a six point ordinal scale corresponding to the major classifications of Bloom's cognitive taxonomy. Respondents judgmentally assigned the dependent variable to indicate the hierarchical level they considered necessary to accomplish the task in each of the 99 competencies. Respondents typically represented the specialized instructional areas associated with vocational education programs. The study's sample population was drawn from Oregon's 12 community colleges and 13 randomly selected secondary schools. Using a four factor criteria of teacher effectiveness, school administrators recommended respondents for participation in the study. Data were provided by 47 vocational instructors in each group, for a total of 94 respondents in the selected sample. The Data The Median Test was used to conduct 99 two-way classification analyses to determine whether the two independent groups differed significantly in central tendencies, and whether they were drawn from populations with the same median. Further examination of the data was provided for by the use of two factor analysis techniques known as the Q-Mode and R-Mode. The Q-Mode technique ordered respondents according to the 99 competencies in the study. The R-Mode technique clustered competencies according to the respondents in the study. Primary factors and subfactors were judgmentally determined after the data were analyzed. Findings Except in two instances, values generated by the Median Test indicated no significant differences existed between the study groups. The Q-Mode analysis further revealed that community college and secondary school respondents were alike in their responses to the competencies contained in the study. Competencies were clustered under four primary factors and three subfactors. As indicated by the Quantile Distribution of the Domain Levels (Medians), approximately 80 percent of the respondents judged the hierarchical levels of the competencies in the study to be at the Application level and higher. Competencies clustered under Factor II, Instructional Process, and Factor IV, Preparation for Instruction, were judged by the respondents to have the highest Domain Levels.
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