The purpose of the study was to develop, field test, and validate an instructional module which could be used to increase vocational teacher competence in teaching content-area reading comprehension skills. The writer divided developmental activities into several phases: (a) identification of the area of need for training materials; (b) development of the training materials; (c) content validation and revision of training materials; (d) third-party evaluations of materials; (e) final revision of the materials; and (f) preparation of final copy. / In the initial phases, a reading topic was identified, and a draft of the instructional module was developed. The draft module was submitted to 10 reading experts for validation of the proposed content. Based on feedback from 8 of the 10 reading experts, the materials were revised. / The investigator then field tested the module with 50 vocational instructors employed at 10 Florida correctional institutions. The purpose of the field test was to determine whether instructors who had completed the module could perform the criterion tasks consistently and whether they perceived the module to be an effective inservice teaching/learning device. / The criterion performances of the instructors were evaluated by reading-certified third-party evaluators. The field test data and the third-party evaluative data provided information for revisions to the module and completion of the final version. / The following null hypotheses were tested: (1) There was no correlation between test performance and age of the instructor (at the .05 level of significance). (2) There was no correlation between test performance and years of teaching experience (at the .05 level of significance). (3) There was no difference in mean pretest and mean posttest scores (at the .05 level of significance). / Tests of correlation revealed a low positive correlation between age of participants and test scores and a very low relationship between years of teaching experience and posttest scores. Neither correlation was statistically significant. The first two null hypotheses, therefore, were not rejected. A t-test for correlated samples revealed a significant difference between pretest and posttest scores. This difference indicated that a gain had resulted from use of the module which was not attributable to chance. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3302. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74955 |
| Contributors | SMITH, MARY ALICE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 222 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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