A Model for Idecc Intervention Strategies: the Relationship Between Attitudes Toward Idecc and Michigan Teachers' Needs for Idecc Inservice.
Ashmore, Mary Catherine
1981
Abstract
This study was designed to assess the attitudes of Michigan marketing and distributive education (M/DE) teachers toward IDECC and to compare these attitudes to indicated needs for inservice. The needs assessment was necessary prior to the development of the second year intervention strategy for implementing IDECC in Michigan. The data were obtained by mailing a researcher-developed questionnaire to all M/DE teachers in Michigan in November, 1979. A 54.4 percent return (209 out of 384) was analyzed. The independent variables were: (1)use of IDECC; (2)training to use IDECC; (3)DECA participation; (4)school store; (5)use of IDECC for independent study, teacher presentations, and small groups; and (6)teachers' attitudes about need for training. The dependent variables were sixteen attitude items selected to be representative of different factors related to using IDECC. Analysis was made of each attitude, of the mean of all sixteen attitudes combined, and by subgroups of student, teacher, and support items. This study confirmed that a great number of Michigan teachers are using IDECC (50.2 percent) and that they are relatively positive about sixteen factors related to using IDECC (3.3 mean score on a five-point scale). Major conclusions were: (1)IDECC users are more positive than non-users in their attitudes about a combination of sixteen items related to using IDECC (3.33 versus 3.22; .04 probability). (2)All respondents were particularly positive about finances being available, their own occupational experience, classroom size, IDECC reading level, and IDECC working with their grading system. (3)All respondents were less positive about students being able to work in groups without supervision, students having career objectives, and resources being available to use IDECC. (4)Michigan teachers are strongly receptive to more inservice in use of IDECC, both those who are using it (78.1 percent) and those who are not using IDECC (73.7 percent). (5)Approximately 25 percent were considered satisfied users as indicated by IDECC weekly usage and the attitude that management was not a problem. (6)More Michigan teachers use school stores (76.6 percent) than participate in DECA (40.2 percent). Three major goals for all M/DE teachers were: (1)student career development techniques; (2)use of the school store as a resource for gaining competencies; and (3)use of a first-year core curriculum based on IDECC task analysis and resulting common competencies for five common entry-level occupations. Subgroup goals for IDECC users included development of career groups, use of small groups and group development techniques (both in school store and career groups), better use of the computer management system, integrating IDECC into the school store and DECA, and grading systems. Subgroups goals for teachers not using IDECC included obtaining administrator support, explaining the need for a competency-based system such as IDECC to prepare all students adequately, identifying needed facilities and equipment, and basic IDECC usage workshops. Possible implications for future effects of this study include the integration of IDECC into all parts of the curriculum as a base, not only as a resource; the use of the school store as a learning activity and an opportunity to learn all needed competencies including entrepreneurship; the need for career development skills and resources to help vocational students make occupational choices; the use of the IDECC research base to build a core-curriculum and therefore improve articulation between secondary and post-secondary schools; the use of trained lead teachers to help others underst and the entire concept; the use of small group development techniques as support for year-long small group organization in the classroom; and the opportunity for M/DE teachers to provide leadership in their schools in the use of CBE and entrepreneurship activities.Types
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