rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Professional development for the position of industrial teacher education department leader
  name:
    name part: Rider, Betty Luanne.
    role:
      role term: creator
  name:
    name part: Albanese, Robert
    role:
      role term: degree committee member.
  name:
    name part: Baker, Glenn E.
    role:
      role term: degree committee member.
  name:
    name part: Christiansen, James E.
    role:
      role term: degree committee member.
  name:
    name part: Gutcher, G. Dale
    role:
      role term: degree committee member.
  name:
    name part: Householder, Daniel L.
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1987
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: viii, 145 leaves ; 29 cm
  abstract: The purpose of this study was to prepare a professional development plan for industrial teacher educators who aspire to the position of department leader. Ninety-eight (70% of a sample of 140) industrial teacher education department leaders responded to the survey instrument on professional development. Respondents rated the two most appropriate activities and time frames in one's career for professional development in preparation for fulfilling 36 identified areas of responsibility from Marshall's (1984) study. Respondents were asked to choose at least one of the three time frames (pre-service, orientation, or in-service) and the two most appropriate development activities from the list of seven (internship, mentoring, graduate courses, university seminars, management institutes, professional seminars, and on-the-job training) for each of the 36 areas of responsibility. Chi-square tests revealed few significant differences between responses from leaders of large departments and responses from leaders of small departments. Also, few significant differences were found between responses from leaders of departments with doctoral programs and responses from leaders of departments with no doctoral program. Frequency tabulations identified on-the-job training as the development activity having the highest frequency of first choice response for 30 of the 36 areas of responsibility. Graduate courses and professional seminars each received the highest frequency rating for three areas of responsibility. Two conclusions were drawn from the data: (a) on-the-job training is the most appropriate professional development activity, and (b) the position of department leader is a job for which one cannot adequately prepare before assuming the leadership role. The professional development plan was prepared using the highest frequencies and second highest frequencies of first choice responses. Pre-service development activities should include graduate study, professional seminars, univ…
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. in Industrial Education Texas A & M University 1987
  note: Includes bibliographical references (leaves 109-115).
  subject:
    topic: College department heads
    topic: Training of
  subject:
    topic: Technical education
  subject:
    topic: Universities and colleges
    topic: Administration
  subject:
    topic: Major industrial education
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-26856
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-26856
  record info:
    record content source: TXA
    record creation date: 880713
    record change date: 20220104090748.0
    record identifier: in00000020441
    language of cataloging:
      language term: eng