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ERIC Number: ED431869
Record Type: Non-Journal
Publication Date: 1998-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
Assessing the Inservice Needs of Entry-Phase Agriculture Teachers in Texas: A Discrepancy Model versus Direct Assessment.
Edwards, M. Craig; Briers, Gary E.
Phase II of a two-part study identified the inservice needs of 63 entry-level agriculture teachers in Texas by comparing rankings of inservice needs as determined by direct assessment in phase I and as determined by a mean weighted discrepancy score. In phase II, teachers rated the level of importance of 163 competencies. A discrepancy score was calculated for each teacher on each competency by subtracting the ability rating from phase I from the importance rating; a weighted discrepancy score was calculated for each teacher on each competency by multiplying the discrepancy score by the mean importance rating for the competency; and a mean weighted discrepancy score for each competency was determined by dividing the sum of the weighted discrepancy scores by the number of observations for that competency. Competencies were ranked by mean weighted discrepancy scores. Four competencies ranked among the top 15 on the mean weighted discrepancy score and expressed needs mean: assisting students in preparing for and succeeding in Future Farmers of America programs; using the Internet as a teaching tool; implementing Tech Prep and school-to-work initiatives; and integrating computer-assisted design into agricultural mechanics. When ordered based on mean weighted discrepancy score, the 20 highest-ranking competencies represented 9 of 14 competency areas; 15 of these 20 came from 4 areas related to facilitating the following: (1) change in curriculum and technologies, (2) balance in personal and professional roles, (3) positive public image, and (4) student leadership and personal growth. (Contains 26 references) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas