No description available.

No description available.

Statement of the Problem The purpose of the study was to develop and evaluate a discrepancy needs assessment model that could be used to plan supplementary adult marketing and distributive education programs. Research questions addressed in the study were: (1) Is the discrepancy needs assessment model effective according to the evaluation criteria identified by Newstrom and Lillyquist; (2) Does a relationship exist between the salesperson's self assessment and the competence rating of his/her immediate supervisor; (3) Does a relationship exist between the salesperson's self assessment and the importance rating of his/her immediate supervisor; (4) Does a relationship exist between the salesperson's product line and the competence rating of his/her immediate supervisor; and (5) Does a relationship exist between the salesperson's product line and the salesperson's self assessment competence rating? Research Procedures Two populations were used in the study: (1) 260 full-time sales associates employed by Leggett department stores in the state of Virginia; and (2) the 30 supervisors of the 260 sales associates. A 17-item needs assessment instrument was developed, validated and reliability tested by the researcher. Statistical analysis included Spearman and Pearson correlations, ANOVA, post hoc testing, factor analysis and mean rankings. Conclusions It is concluded that there is very little relationship between sales associate and supervisor ratings of selling competence. Also, it is concluded that there is very little relationship between sales associate and supervisor ratings of importance of the selling activities. It is concluded that a relationship existed between supervisor ratings of sales associate competence and the product line sold by the sales associates. Finally, it is concluded that product line is not related to sales associate self assessment ratings of selling competence. A training course outline was developed and reviewed by: MDE professionals involved with supplementary adult programs; store managers from Leggett department stores; and Leggett staff members that assisted with the data collection. Each group completed a survey form that reflected the evaluation criteria identified by Newstrom and Lillyquist. The course outline was given a positive review by each group. / Ed. D.

The primary motivation for conducting this study was the apparent conflict between Texas Education Agency guidelines for a vocational cooperative education program and the realities of actual program operation. In the program the mid-management student receives instruction, through a cooperative arrangement between the college and employers, in both academic courses and related vocational instruction.

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The object of this study was to determine the extent to which coordinators of Industrial Cooperative Training programs in Virginia high schools used the directed study method in directly related instruction, to compare its use with other teaching methods used, and to determine the coordinators‘ evaluation of its effectiveness as related to other methods. A list of 30 programs providing a representative sampling of the I.C.T. programs in the state system considered above average on the basis of past performance was secured from state supervisory personnel. Questionnaires prepared by the researcher were mailed to the coordinators of the selected programs, and to seven other state departments of education to determine the procedure found most effective in their directly related instruction. The questionnaires provided data for the study. The other state departments reported use of the directed study method for directly related instruction. In Virginia, where each coordinator was found responsible for his own program, all but five of the coordinators questioned considered the directed study method most effective in directly related instruction. The researcher concluded that the evaluative judgment of the individual coordinators resulted in agreement that the most effective instructional procedure in directly related instruction was the directed study method. The researcher also concluded that additional research in Industrial Cooperative Training is needed in comparing the effectiveness of the directed study method with that of other methods in actual use in the classroom, and in other fields necessary for complete understanding and utilization of directed study. / Master of Science

The study of educational and economic outcomes associa with participation in marketing and distributive education (MDE) was approached by first examining the impact of MDE participation on employment in marketing. Then selected characteristics of MDE students were examined and a determination of the effects those characteristics had on educational attainment, job attainment, unemployment, and wages was made. The selected variables were social background, race, sex, region of the country, community size, aptitude, MDE and cooperative program participation, grade point average, self-concept, career and educational aspirations, educational and job attainment. The data base for this study was the National Longitudinal Study of the High School Class of 1972. Participation in MDE had a positive impact on employment in marketing. The proportion of MDE participants employed in sales occupations was higher than expected for all but one year of the 7 year follow-up period. MDE students were employed initially in management positions in a higher proportion than expected but the effect was negative or negligible by the 5th year following graduation. For the category of other marketing jobs, there was no discernible pattern of employment, although in four of the follow ups there was a higher proportion of MDE students employed than expected. There was no effect of MDE participation on educational attainment but higher educational attainment for MDE students was associated with higher educational aspirations, higher aptitude, higher mother's education, not participating in a cooperative program, and being nonwhite. Higher job attainment in marketing was associated with higher educational attainment. being male, participating in MDE and cooperative education, higher grade point average, and higher motherts education. There was no effect of MDE on wages. The causal model for educational and economic outcomes compared favorably with other studies using similar determinants. However, the model failed to account for 58% the variance in educational attainment, 86% of the variance in job attainment, 94% of the variance in salary, and the model for unemployment: was responsive to the factors included. It was recommended that future research focus on improving the explanatory power of the model. It was also recommended that the outcomes associated with MDE participation be examined for those not employed in marketing and for those who participated in specialized MDE programs, and that the management training component of the secondary curriculum be reevaluated and possibly upgraded. Finally, it was recommended that secondary MDE programs be expanded. / Ed. D.

The purpose of this study is to assemble occupational information of a statistical antire and present it in a form that will make it immediately usable to Stockton’s secondary school counselors as a basis for apprising their students of the opportunities in distributive occupations in the Stockton Unified School District.

The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report. Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy. It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research. / Ed. D.