depace trades and industrial education
TRANSCRIPT
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Trades and Industrial Education: The Relationship between Pre-Service Teacher Self-Efficacy and Alternatively Certified Teacher Licensure
John Anthony DePaceOld Dominion University
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I. Introduction
III. Methods
II. Literature Review
IV. Scholarly Significance
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Introduction• Background• Theoretical Perspective• Problem Statement• Research Question
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Background• Smith-Hughes Act of 1917
- Licensure based on trades being taught
• 1936 – Shift in Philosophy- Advocates of 4-year degree (only a few)
• 1993 – Smith-Hughes Tradition Prevails- 1936-shift never realized, until…
• 1996 – Oklahoma Public Schools- Four-year degree now required
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Theoretical Perspective
• Efficacy in general terms
• Psychological perspective
-alternatively-trained, trades and industrial licensure candidates, versus traditionally educated
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Theoretical Perspective
o Gauging potential success
• Performance•Potential failure-related efficacy expectations
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Problem Statement
Demand for T&I program completers is increasing, but the process for becoming certified as a T&I teacher is becoming more difficult.
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Research Question
Can replicated performance accomplishments be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers?
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Literature Review
• Conceptual Framework• Rationale
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Conceptual Framework
• Bandura (1977)
• Bandura (1986)
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Rationale
•Olson (1993)
•Kotoramju (2011)
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Rationale
• Carnevale, Smith, Stone, Kotoramju, Steuernagel, & Green (2011)
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Rationale
• Sternberg, Kaufman, and Grigorenko (2008)
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• Hagiwara, Maulucci, and Ramos (2011)
Rationale
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• Quantitative• Quasi-experimental design • Treatment condition • Control group
-to see if replicated performance accomplishments can be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers.
Design
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Measures• Tschannen-Moran, Woolfolk, and Hoy’s (2001), teacher self-
efficacy scale (long form) AKA – The TSES
• Based on three areas (3 DVs) – student engagement (8 questions) – instructional strategies (8 questions) – efficacy in classroom management (8 questions)
• Higher means - higher efficacy • Psychometric values between 1 and 9 (Lickert) • Ordinal data
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Participants• Pre-service trades and industrial teachers
• Alternative track to licensure • Convenience sample
• “Snowball” sampling strategy
-to elicit a response in a TSES and/or participation in a web-based, computer-modeled environment as per Bandura (1986).
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Procedure• Invitations emailed
• Link to the TSES sent •Half receive a second email with a link to a
web- based game (Ten 20 minute-sessions)
• All take b-form TSES following potential treatment
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Data Analysis• t-test for dependent variables
•Compare means (SPSS 21)
•Treatment group versus control group •Before/After potential treatment
-Data will be collected using the Survey Monkey interface
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Limitations•Replicated participant modeling
•Actual experience
•Transfer of efficacy information
•Authenticity of student-teacher interactions
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Scholarly Significance