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Analysis of perceptional differences...

Hutyra, Jerry Emil.

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Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses./
作者:	Hutyra, Jerry Emil.
面頁冊數:	91 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126576

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
Hutyra, Jerry Emil.

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. - 91 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.

Thesis (Ed.D.)--University of North Texas, 2004.

The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools.Subjects--Topical Terms:

1017499
Education, Vocational.

Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
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245 1 0 $a Analysis of perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses.
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500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0907.
500 $a Major Professor: Jeff Allen.
502 $a Thesis (Ed.D.)--University of North Texas, 2004.
520 $a The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools.
520 $a Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.
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