Dissertations

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Browsing Dissertations by Author "Aaron C. Clark, Committee Co-Chair"

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    An Analysis of the Variables that affect Technological Literacy as related to Selected Technology Student Association Activities
    (2004-07-13) Taylor, Jerianne Smith; Peter Hessling, Ph. D., Committee Member; V. William Deluca, Ed. D., Committee Member; Richard E. Peterson, Ed. D., Committee Co-Chair; Aaron C. Clark, Committee Co-Chair
    This investigation describes how selected Technology Student Association (TSA) activities affect technological literacy. The survey assessed the perception of participants at the 2003 TSA National Conference about how twenty TSA activities affected technological literacy. Skill development, motivation, the effect on academic areas, and future career implications were also assessed through this survey. A qualitative portion supplemented the quantitative investigation. This section analyzed student writings from the TECH-know project that related to technological literacy and other variables defined in the study. 1138 TSA members participated in the survey. 588 middle school technology education students and 418 high school technology education students participated in the qualitative portion of the investigation. The study found that the selected TSA activities do affect one's technological literacy by increasing one's understanding of technology as it relates to the Standards for Technological Literacy, the development of skills, future career choices, the integration of mathematics, science, and technology, and motivation to do one's best work. This is supported by the large percentage of participants who agreed to these statements in the survey and is highlighted throughout the qualitative investigation. The quantitative data also suggests that associations can be found between the amount of time the student spends in class and out of class preparing for the activity and the perception he/she has towards his/her technological literacy. An additional insight gained from the qualitative investigation suggests that students enjoy the TSA activities because they create a positive and fun learning environment. Further research is recommended in regards to the integration of math, science, and technology as it relates to TSA activities and the various types of learning environments TSA provides for students.
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    Individual Perceptions of Leadership Attributes by Industrial Technology Teachers in Selected Public High and Technical High Schools in Jamaica
    (2004-10-11) Johnson, Haldane Luther; Kenneth H. Brinson, Committee Member; Aaron C. Clark, Committee Co-Chair; Robert E. Wenig, Committee Member; William J. Haynie, Committee Co-Chair
    This study sought to determine the future leadership potential of industrial technology teachers in selected high and technical high schools in Jamaica. It also sought to identify and understand environmental and personal factors that support or hinder their leadership development and growth. A mixed methodology research design was used. Twenty-seven schools from two administrative regions were randomly selected and 103 industrial technology teachers surveyed using a researcher designed questionnaire based on self-assessment measures by Lussier and Achua (2001). Education and training administrators, a professional association leader, and teacher training personnel were interviewed to determine administrative and policy perspectives on leadership development programs. Quantitative data was analyzed (means, frequency, ANOVA, Tukey-HSD) using JMP 5 software. Qualitative data from interview transcripts and open-ended item responses were analyzed using the constant comparative method. Teachers with 16-20 years teaching experience had a significant difference in leadership experience than teachers with 0-10 years teaching experience. There was no significant association between the demographic factors of Age Range, Qualification, College, Industrial Experience, and School Type with the respondents' perception of Leadership Potential and Leadership Experience. There was a significant association between Attitude to Professional Development, Community Activity, and personality factors (Surgency, Adjustment, Agreeableness, Conscientiousness, and Openness to Experience) with respondent's perception of Leadership Potential. Attitude to Professional Development and Agreeableness showed a significant association with both Leadership Potential and Leadership Experience. Education and training in management and administration were the main preparation needs perceived by industrial technology teachers for them to attain leadership roles. Interviewees suggested that the apparent lack of leadership aspiration by industrial technology teachers included a lack of personal interest, the unattractiveness of administrative roles, academic under-qualification, and limited vacancies due to seniority of incumbents. Coordinated implementation of appropriate academic and leadership development programs by education administrators, and establishing an industrial technology education association would help the leadership growth and development of industrial technology teachers.