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Teacher experiences predicting stude...

Lai, Chun-Chin.

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Teacher experiences predicting student achievement in Ohio occupational food service programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher experiences predicting student achievement in Ohio occupational food service programs./
作者:	Lai, Chun-Chin.
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4308.
Contained By:	Dissertation Abstracts International52-12A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9211169

Teacher experiences predicting student achievement in Ohio occupational food service programs.
Lai, Chun-Chin.

Teacher experiences predicting student achievement in Ohio occupational food service programs. - 226 p.

Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4308.

Thesis (Ph.D.)--The Ohio State University, 1991.

The major purposes of this study were to (1) determine the relationships between occupational food service teacher experiences and their students' food service, applied science, and applied math achievement; (2) examine the regression of students' achievement on their teachers' experiences; (3) determine the relationships between these students' laboratory and applied academic experiences and their food service and academic skill achievement; and (4) examine the regression of student achievement on these learning experiences. A secondary purpose was to determine the relationships between teacher experiences and student learning experiences.Subjects--Topical Terms:

1017499
Education, Vocational.

Teacher experiences predicting student achievement in Ohio occupational food service programs.
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245 1 0 $a Teacher experiences predicting student achievement in Ohio occupational food service programs.
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4308.
500 $a Adviser: Janet F. Laster.
502 $a Thesis (Ph.D.)--The Ohio State University, 1991.
520 $a The major purposes of this study were to (1) determine the relationships between occupational food service teacher experiences and their students' food service, applied science, and applied math achievement; (2) examine the regression of students' achievement on their teachers' experiences; (3) determine the relationships between these students' laboratory and applied academic experiences and their food service and academic skill achievement; and (4) examine the regression of student achievement on these learning experiences. A secondary purpose was to determine the relationships between teacher experiences and student learning experiences.
520 $a The 166 senior students who took the Ohio Food Service Achievement Tests (OFSAT) in both 1990 and 1991 and their 26 teachers comprised the useable sample. A researcher-developed instrument, Food Service Teacher Questionnaire (FSTQ), was mailed to the teacher sample to collect the teacher experiences and student learning experiences data. Student achievement test (r =.76 to.89) scores were recorded from the test score reports prepared by the Ohio state University Instructional Materials Laboratory.
520 $a Descriptive statistical analyses, i.e., frequencies, percentages, means, and standard deviations were employed to describe the data. Point-biserial and Pearson product-moment correlation coefficients and stepwise multiple regression analysis were used to test the null hypotheses.
520 $a The conclusions of this study were: (1) Ohio food service programs provide experiences and student learning experiences which are effective in increasing students' food service skill proficiency (mean change = 17.84, t = $- $2 .67, p $< $. 01), but are ineffective in significantly increasing students' nonlanguage, language, applied science, and applied math skills; (2) only a few food service teacher experience variables are related to food service student achievement; (3) all five domains of food service student achievement can be predicted by using a set of two to six teacher experience variables; (4) the food service laboratory work experiences and applied academics experiences are not significantly related to food service students' achievement; (5) only three food service student achievement domains can be somewhat predicted by using a set of student learning experience variables: nonlanguage (R $\ sp2 $ =.29, p $< $. 02), language (R $\ sp2 $ =.11, p $< $. 03), and applied math (R $\ sp2 $ =.42, p $< $. 01); and (6) few food service teacher experience variables are related to food service student learning experiences.
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710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 52-12A.
790 1 0 $a Laster, Janet F., $e advisor
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791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9211169