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ERIC Number: ED367876
Record Type: RIE
Publication Date: 1994-Jan
Pages: 80
Abstractor: N/A
ISBN: ISBN-0-16-043098-4
Public Secondary School Teacher Survey on Vocational Education. Contractor Report. Statistical Analysis Report.
Heaviside, Sheila; And Others
In fall 1992, the National Assessment of Vocational Education Teacher Survey gathered data on the context of vocational education in public secondary schools through questionnaires sent to 2,071 vocational and academic secondary teachers. Response was 93 percent (1,924 teachers). Almost all teachers taught full time and had a significant amount of teaching experience. Class size was slightly lower and class length was somewhat longer in vocational courses. Vocational courses differed by the activities and teaching methods used during class. Homework was much more likely to have been assigned during a 5-day period in academic courses; vocational course students were about twice as likely to have used some kind of instrument, tools or equipment, and computers. Large proportions of both groups of teachers planned to include written examinations and quizzes. Vocational teachers were likely to administer a performance test or assess a student's portfolio. The mathematics and science content of most vocational courses was limited. Teachers in both groups reported the leading determinants of students' grades were basic reading skills, completing work on time, creative thinking and problem solving, and self-management skills, although occupational skills were significantly more likely to contribute to a vocational student's grade. (Over one-half of the report consists of 23 tables of estimates and standard errors. The questionnaire is appended.) (YLB)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Grant or Contract Numbers: N/A