The Impact of Designed Democratic Pedagogy on Trade and Industrial Students' Work Values and Attitudes [microform] / James A. Gregson and Sheila C. Trawinski.
A study was conducted to provide further evidence that democratic teaching strategies were more effective than indoctrinational strategies to teach work values and attitudes. A literature review provided overwhelming evidence that democratic strategies were much more effective than indoctrinational...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1991.
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| Summary: | A study was conducted to provide further evidence that democratic teaching strategies were more effective than indoctrinational strategies to teach work values and attitudes. A literature review provided overwhelming evidence that democratic strategies were much more effective than indoctrinational strategies. However, vocational education instructors were frequently found to use indoctrinational strategies. Subjects were three groups of trade and industrial students. The treatment group (n=63) representing the following occupational areas: automotive technology, computer technology, drafting, electronics, and machine trades was enrolled in an employability skills program at a joint vocational school in northwest Ohio. For approximately 5 weeks, instructors used primarily democratic techniques. Students used the interactive videodisc program, Attributes for Successful Employability. One control group (n=85) comprised of four trade and industrial programs (i.e., automotive body, automotive technology, carpentry, and welding) was taught employability skills in a designated class. Another control group (n=130) consisting of trade and industrial students enrolled in comprehensive high schools did not attend an employability skills class, but were taught work values and attitudes incidentally. The Affective Work Competencies Inventory was administered as a pretest and was to be used as a posttest at the end of the year. The study used a two-part moderately structured schedule to interview selected students. The study found pragmatic and philosophical reasons for using democratic pedagogy: (1) it is more effective in teaching work values and attitudes; (2) it encourages participatory values and attitudes; (3) students learn a process for developing values/attitudes; and (4) it promotes social justice. (Appendixes include a list of 48 references and module 1 from the videodisc program.) (YLB) |
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| Item Description: | Sponsoring Agency: Northwest Ohio Vocational Education Personnel Development Regional Center. ERIC Note: Paper presented at the American Vocational Association Convention (Los Angeles, CA, December 9, 1991). ERIC Document Number: ED341780. |
| Physical Description: | 29 pages. |
| Reproduction Note: | Microfiche. |
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