Professional Development Needs Assessment Survey of Inservice Clients of the Center for Vocational Professional Personnel Development at the Pennsylvania State University [electronic resource] / Mary J. Kisner, Franklin E. Elliott and Pamela M. Foster.
The Center for Vocational Professional Personnel Development conducted a needs assessment in order to plan and deliver staff development workshops in the 34 vocational schools served in Pennsylvania's central region. Respondents from the 30 participating schools were 30 administrators and 600 t...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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| 100 | 1 | |a Kisner, Mary J. | |
| 245 | 1 | 0 | |a Professional Development Needs Assessment Survey of Inservice Clients of the Center for Vocational Professional Personnel Development at the Pennsylvania State University |h [electronic resource] / |c Mary J. Kisner, Franklin E. Elliott and Pamela M. Foster. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 49 p. | ||
| 500 | |a ERIC Document Number: ED427160. | ||
| 520 | |a The Center for Vocational Professional Personnel Development conducted a needs assessment in order to plan and deliver staff development workshops in the 34 vocational schools served in Pennsylvania's central region. Respondents from the 30 participating schools were 30 administrators and 600 teachers (371 vocational and 144 academic teachers and 85 others). Administrators' questionnaires were to be used to help to plan future inservice activities. Data from teachers' questionnaires were coded and analyzed. Descriptive statistics were used to see differences in rank order of choices between vocational and academic teachers and other personnel. In an open-ended question, teachers shared their most memorable inservice experience. This field varied greatly between schools but was consistent within them. Many sessions mentioned involved new teaching strategies with immediate practical application to classrooms. When rank-ordering staff development initiatives, vocational teachers chose teaching strategies first, discipline-specific updates second, and common planning time third. Academic teachers chose common planning time first, discipline-specific updates second, and teaching strategies third. Others chose common planning time first, teaching strategies second, and professional conferences third. In an open field, teachers listed other ideas, many of which included technology topics. (Appendixes contain 49 references and the survey instruments.) (YLB) | ||
| 650 | 1 | 7 | |a Academic Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Needs. |2 ericd. |
| 650 | 0 | 7 | |a Needs Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Professional Development. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Education Teachers. |2 ericd. |
| 700 | 1 | |a Elliott, Franklin E. | |
| 700 | 1 | |a Foster, Pamela M. | |
| 700 | 1 | |a Covington, Myrna A. | |
| 700 | 1 | |a King, Marsha G. | |
| 700 | 1 | |a Liou, Kun-I Tony. | |
| 710 | 2 | |a Pennsylvania State University. |b College of Education. | |
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