

@mastersthesis {6513,
	title = {Traditionally and alternatively certified technology education teachers{\textquoteright} professional development and receptivity to change},
	year = {1998},
	note = {9926619},
	school = {Clemson University},
	type = {phdEd.{D}.},
	address = {Ann Arbor},
	abstract = {The intent of this study was to assist in predicting the long range effectiveness of alternatively certified technology education teachers. These predictions are based on alternatively certified and traditionally certified technology education teachers{\textquoteright} participation in selected professional development activities and receptivity to change. Additionally, the most common professional development activities were identified for both groups. A two-page survey was developed which was used to collect data relating to demographics, participation in selected professional development activities, and attitudes concerning change. A panel of experts consisting of five technology teacher educators, five state supervisors of technology education and three technology education teachers identified the professional development activities used in the survey. The attitudes concerning change were measured using a shortened version of the dogmatism scale developed by Milton Rokeach. The two-page survey was mailed to a sample of teachers from the southeastern United States (n = 400). From the initial mailing, 152 (38\%) completed surveys were returned. A follow-up mailing yielded an additional 88 (22\%) completed surveys, for a total response of 60\%. Over two-thirds (n = 165) of the respondents received training which led to certification in technology education or industrial arts as part of a traditional Bachelor{\textquoteright}s degree program in industrial arts or technology education. The remaining respondents (n = 75) received technology education teacher training trough a variety of alternative methods. The most common professional development activity was reading professional journals or other literature related to technology education. Participation in staff development/in-service/state department workshops, membership in a state professional association, and curriculum development were also common for both groups of teachers. T-tests were applied to the data and there was not sufficient evidence found to conclude that there was a difference between traditionally certified or alternatively certified respondents{\textquoteright} participation in professional development activities (t = 1.66, α =.05) or receptivity to change (t = -1.24, α =.05).},
	keywords = {0521:Inservice training, 0530:Teacher education, Alternatively certified, Education, Inservice training, Professional development, Receptivity to change, Teacher education, Teachers, Technology education},
	url = {http://search.proquest.com/docview/304451436?accountid=14270},
	author = {Wash, Steven Leslie}
}
