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Technology education curriculum guid...

Volk, Kenneth Scott.

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Technology education curriculum guidelines for developing nations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology education curriculum guidelines for developing nations./
作者:	Volk, Kenneth Scott.
面頁冊數:	266 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1531.
Contained By:	Dissertation Abstracts International51-05A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9031011

Technology education curriculum guidelines for developing nations.
Volk, Kenneth Scott.

Technology education curriculum guidelines for developing nations. - 266 p.

Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1531.

Thesis (Ph.D.)--University of Maryland, College Park, 1990.

Considering the world-wide influences of technology and the common characteristics of developing nations, the problem of this study was to identify and rank order a list of technology education curriculum guidelines applicable for education in developing nations.Subjects--Topical Terms:

1017516
Education, Industrial.

Technology education curriculum guidelines for developing nations.
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100 1 $a Volk, Kenneth Scott. $3 1900643
245 1 0 $a Technology education curriculum guidelines for developing nations.
300 $a 266 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-05, Section: A, page: 1531.
500 $a Director: Charles Beatty.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1990.
520 $a Considering the world-wide influences of technology and the common characteristics of developing nations, the problem of this study was to identify and rank order a list of technology education curriculum guidelines applicable for education in developing nations.
520 $a The purpose of this study was to provide educators and program strategists of developing countries with curriculum guidelines useful in the implementation and evaluation of technology education programs.
520 $a The methodology used in this study was the Delphi technique. The Delphi panel of experts consisted of 27 educators. The experts represented technology educators, educators from international organizations, and educators from selected developing nations.
520 $a Twenty-eight technology education curriculum guideline statements were developed, reviewed by a group of judges, then mailed to the Delphi panel for Round One. A Q-Sort with seven categories was used to rank order the statements. The mean and standard deviation were computed for the Delphi Round One responses. Seven new guidelines were suggested by panel members during the first iteration.
520 $a Delphi Round Two statements were mailed, and the responses again computed for mean and standard deviation. The highest-rated statement had a mean response of 6.04, while the lowest rating was 2.69. Delphi Round Two had an average standard deviation of 1.19. Stability was determined to be achieved at Round Two.
520 $a The two most important technology education curriculum guideline statements rated by the Delphi panel members were as follows: (1) Technology education should encourage creative thinking and problem solving skills. (2) Technology education should be included as part of the students' total education along with other subjects such as math, science, and history.
520 $a Thirty-five technology education curriculum guideline statements for developing nations, listed in order of importance, were presented in the findings of the study. Also presented were recommendations for the utilization of the guidelines.
590 $a School code: 0117.
650 4 $a Education, Industrial. $3 1017516
650 4 $a Education, Technology. $3 1017498
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710 2 0 $a University of Maryland, College Park. $3 657686
773 0 $t Dissertation Abstracts International $g 51-05A.
790 1 0 $a Beatty, Charles, $e advisor
790 $a 0117
791 $a Ph.D.
792 $a 1990
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