Student evaluation of instruction was investigated using summated ratings obtained from three different types of evaluation instruments: (1) a standardized form developed by Kansas State University (2) a single item form on which the student indicated an overall rating of the instructor and (3) a form on which students constructed their own items and rated the instructor. The study attempted to answer the following questions: (1) To what extent can summated ratings distinguish among instructors? (2) How strongly do summated ratings based on student constructed items correlate with ratings from other evaluation instruments? (3) What item topics identified by students are common to all or nearly all instructors? (4) Do profiles of instructors based on summated ratings provide a basis for distinguishing among instructors on the basis of certain personal characteristics? The study utilized students and faculty from three different types of educational institutions: A community college, a senior college and a state university. Summated scores from individual students were used as a primary basis for analysis. Means of summated scores from the three types of instruments and subsets of items identified from the student constructed items form were analyzed for each instructor using a one-way analysis of variance. Duncan's New Multiple Test was used to isolate groups without significant mean differences for each measure of evaluation. Mean ranks for each instructor were used to obtain correlation coefficients between each measure of evaluation. Kendall's coefficient of concordance was used to determine the degree of agreement between the measures of evaluation. Rankings were used in a pattern analysis (Johnson's MAX procedure) to determine whether rank profiles could be related to personal and professional characteristics of the instructor. Findings from the study indicated that for the vast majority of faculty members, practical differences could not be determined on the basis of summated ratings. An alternative method based on ranks of sub-groups identified by the New Multiple Range Test provides a more practical approach for distinguishing among faculty members. It was concluded, from the moderate to high correlations between the rankings for each measure of evaluation, that the instructor would receive basically the same ranking no matter which instrument was used for evaluation. High values obtained from the Kendall coefficient of concordance indicated a high degree of association between the measures of evaluation. Five item topics were identified from the student constructed items as being common to all or nearly all instructors. These items defined three areas of concern that the student has for instruction: (1) the instructor knows the subject, (2) the subject is presented well, and (3) the instructor relates positively to the student personally and professionally. Instructors in courses in which immediate application of course work is evident will receive higher ratings than instructors in those courses in which content application is difficult to discern, such as English and history. The teaching specialty of the instructor, therefore, does make a difference in the kind of evaluation the instructor receives. / Ph. D.

The purpose of this study was to examine the quality of career and technical education programs on high school students. Specifically, the study addressed the percentage of CTE completers meeting Carl Perkins’ placement indicators in the areas of post secondary education, employment in the field trained or related field, and the military. The study examined whether the percentage of dropout for CTE students was reduced between 2006 and 2010. The study examined whether significant differences existed between CTE participants and non-CTE participants (regular high school students) based on their scores in United States History, English II Writing, English II Multiple Choice, Biology I, and Algebra I. The study also addressed significant differences among the CTE participants in the MS-CPAS scores based on gender. This study employed the ex post facto research design. The researcher used percentages and t-tests to determine the findings of the study. The population for thestudy was 675 participants. The researcher used the sample size calculator (http://www.surveysystem.com) to select representative sample size of the population based on 95% confidence level. A systematic random sampling was used to select the 140 CTE completers and 245 non-CTE participants for the study. Findings for the study indicated that from 2006 to 2010, CTE completers continued their education, entered the workforce, and enlisted in the military at percentages that met Carl Perkins’ accountability standards for placement. Results revealed that that there was no progress made in the dropout rate for Noxubee County High School. Additional findings showed that there were no statistical significant differences between CTE completers and non-CTE participants based on test scores in the Mississippi academic core subjects that included United States History, English II Writing, English II Multiple Choice, Biology I, and Algebra I. The researcher also found that there were statistical significant differences in the MS-CPAS scores based on gender.

The problem with which this study is concerned is that of determining the relationship between curriculum offerings in industrial arts and the academic preparation of industrial arts and the academic preparation of industrial arts teachers in the public secondary schools of Oklahoma.

La formación del profesorado es decisiva para integrar, en los contenidos académicos, aspectos como el consumo de tabaco, alcohol y otras drogas.Nuestra hipótesis es: "La educación sobre drogas se puede integrar en todos los niveles educativos, áreas de conocimiento, y disciplinas del currículo, mediante un Programa de Educación sobre Drogas dirigido a la formación del profesorado?.Este se ha diseñado con una estructura que implica pasar de la teoría a la práctica, de escuchar a actuar, de reproducir a construir, y de construir a reconstruir. Se ha evaluado mediante una "investigación pre-experimental con diseño de un grupo con preprueba y postprueba" (Hernández Pina et al., 1995:98).Los resultados muestran que esta formación teórica-práctica, mejora su sensibilización, información y formación sobre drogodependencias, capacitándolos para integrar la educación sobre drogas en el currículo escolar y áreas de conocimiento, mediante la elaboración, aplicación en el aula y valoración de programaciones de aula. / Teacher education is decisive for the intergration in academic content of issues such as smoking, alcohol intake and other drugs. According to our hypothesis: Drugs education can be integrated into all educational levels, fields of knowledge and curriculum subjects, through an Educational Program focused on teacher training.The Programme was designed with a structure that involves a move from theory to practice, from listening to acting, from reproducing to building, and from building to re-building. It was evaluated using a pre-experimental research design with a group involving a pre-test and post-test (Hernández Pina et al., 1995:98). The results show that training in both theory and practice, improves sensibility, information and knowledge of drug-dependency, enabling teachers to integrate drugs education into the school curriculum and different subject areas, through the design,application and assessment of classroom contents.

The purpose of this research study was to gather data on a sample of technology teacher candidates in order to determine how many graduates with a technology teaching endorsement actually entered the teaching profession. In addition, data were collected to investigate the attrition rate of the same pool of candidates. For those who left the education profession, the study also examined how long these individuals taught before leaving as well as investigated the reasons these individuals decided to leave the technology teaching profession. For those who have remained in the teaching profession this study also explored their reasons for remaining in education. In addition, data were collected regarding how many technology teaching candidates remained within the state of Utah as well as how many have accepted positions outside of the state of Utah. To accomplish these tasks, a survey instrument was designed to gather employment data from Technology Teacher Education (TTE) graduates of Brigham Young University over the last 14 years. There were 189 technology teacher education graduates from 1994-07. Contact information was located and compiled for 148 of the 189 graduates; therefore, the results of this survey were calculated using the 148 graduates with current contact information. Of the 148 potential participants in this study, 110 (74%) of the TTE graduates responded. From the responses of the 110 TTE graduates the following was determined. There were 85 of those who responded that entered the teaching profession; 84 of those graduates entered within two years of graduation. Of the 85 graduates entering education, 54 stayed in the state of Utah and 31 left the state to teach. There were 67 of 110 responders to the survey (60%) that reported they entered education within two years and have remained in education since graduation. One teacher out of the 85 entered education after attending graduate school. The survey indicated that 17 of the 85 teachers exited education which is equal to 20% of the responding educators leaving education. Of the 17 educators who left the profession six left the first year, and 13 of the 17 left sometime during the first three years. Of the 17 educators that left education, four returned to the profession.