ERIC Number: ED198288
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
A Conceputal Framework and Process for Identifying the Inservice Needs of Vocational Educators Serving Special Needs Populations. Pilot Test Report.
Peak, Laurie; Brown, James M.
Research was conducted that initially focused on identifying and synthesizing the large number of previously identified vocational special needs teacher competencies into an educational model. The model contained a matrix that organized all these competencies into twelve domains of four performance phases each. The Competency Matrix was the construct upon which a needs assessment instrument was designed. A second project activity focused on developing and pilot testing a needs assessment instrument to measure individual educators' perceived needs for training within each phase of twelve domains and their preferences for the delivery of this training. The instrument was designed to provide data to assist inservice planners/deliverers in decision-making efforts at local, state, and/or national levels. A pilot test of the instrument was conducted in six Minnesota schools to determine the extent to which the instrument could be shown to exhibit face, content, utility, and construct validity. Pilot test results indicated that the instrument could give useful data for making inservice/preservice planning decisions and that population subgroups had differing training needs. This instrument can provide planning information, but may need to be tailored to various populations' levels of awareness and expertise. (Author)
Descriptors: Competence, Competency Based Teacher Education, Disabilities, Educational Needs, Inservice Teacher Education, Mainstreaming, Matrices, Models, Needs, Needs Assessment, Pilot Projects, Questionnaires, Research Methodology, Secondary Education, Special Education, Special Education Teachers, Students, Test Construction, Test Validity, Vocational Education Teachers
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Vocational and Technical Education.