Theses and Dissertations at Montana State University (MSU)
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Item Coordination practices and employer preferences for secondary cooperative distributive education programs in Montana during the 1975-1976 school term(Montana State University - Bozeman, College of School of Business, 1976) Darsow, Richard Edward; Chairperson, Graduate Committee: Norman L. MillikinHow closely do Montana's distributive education teacher-coordinators follow commonly accepted practices for cooperative vocational education, and what are the participating employers' opinions on the operation of the distributive education programs? To address this question and to keep information as current as possible, the school -term of 1975-1976 was selected since it was the basis of the most current information on the programs currently in operation. Of the eighteen distributive education programs in operation at the time of the study, sixteen were classified as cooperative programs under Part G funding. Of these sixteen programs, fifteen submitted reports listing the training stations that were utilized at the time of this study, to the Office of the Superintendent of Public Instruction. From this information, 243 employers were identified as being participating employers in the Part G programs in operation. A questionnaire was mass mailed to all the identified employers, after being verified by Mr. Norman L. Millikin and Dr. Daniel G. Hertz of the School of Business staff at Montana State University. The questionnaire was mailed on May 28, 1976, a follow-up was forwarded on June 28, 1976, and the survey was terminated on July 12, 1976. The initial sample of 243 was revised down to 220 upon survey termination because 23 employers had experienced management changes, went out of business, or claimed no connection with the programs. This resulted in the revised base of 220, of which 170 responses were received and were usable, yielding a 77.27 percent return. Findings were presented that showed the teacher-coordinators were not in strict compliance with the commonly accepted coordination practices revealed in the review of literature. However, it must be also kept in mind that only those coordination practices visible to the participating employer were included in the survey instrument, and that the survey was limited in scope to only the employer---neither the teacher-coordinator nor the student were included in the survey to seek their opinions. Findings indicated that the participating employers tended to prefer that the teacher-coordinator make visitations on a monthly basis, rather than more often as is suggested by commonly accepted practices. Based upon the survey findings and the conclusions drawn from the data, recommendations were made, of which two are of high importance: (1) Training plans should be in a written form constructed by the employer, the teacher-coordinator, and the student, for every placement made; and (2) Effort should be made by the teacher-coordinator to have more control over student placement by selecting a number of students for interviews for each training station opening, rather than allowing students to seek their own training stations, as is often the case.Item A study of the professional activities of distributive education teacher-coordinators in the intermountain area(Montana State University - Bozeman, College of Professional Schools, 1973) Preston, Thomas Charles; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of the study was twofold: 1) To ascertain the proportion of time spent by distributive education teacher-coordinators in the intermountain area in performing the five major functions of the distributive education teacher-coordinator: Classroom Teaching, Coordination, Guidance, Public Relations, and Operations and Administration. 2) To ascertain the proportion of time spent by intermountain coordinators on specific tasks within each of the 5 major functions. The population for this study, was limited to certified teacher-coordinators in the states of Idaho, Montana, Utah and Wyoming. The survey was conducted during April and May of 1973. The major conclusions reached were: 1) Intermountain coordinators spend 10% more time on the classroom teaching function than the national average of coordinators. 2) Consequently, intermountain coordinators spend less time on coordination, guidance, and operations and administration than coordinators do nationally. 3) The intermountain coordinators devote approximately 50% of their class period to lecture-discussion methods of instruction and 50% to individual and small group study. 4) Intermountain coordinators devote approximately half of their coordination time to visiting with the sponsor/employer and only 5% to visiting with student's parents. 5) Intermountain coordinators spend nearly half of their guidance time on students' work related problems. The other half is nearly equally divided between career guidance and students' personal problems. 6) A majority of the intermountain coordinators' public relations time is devoted to personal contact with individuals. 7) DECA activities account for more than half of the intermountain coordinators' operations and administrations time and approximately 5% of the coordinators' total school time.Item A study to determine future certification requirements for Wyoming distributive education teacher coordinators(Montana State University - Bozeman, College of Professional Schools, 1972) Fuller, Clyde Leslie; Chairperson, Graduate Committee: Harvey A. LarsonThe purpose of this study was to determine guidelines for future certification requirements for Cooperative Distributive Education Teacher Coordinators within the state of Wyoming. This was to be accomplished through a comparison and analysis of the certification requirements of the Cooperative Distributive Education Teacher Coordinators currently employed within the other states which comprise Region Eight. The specific purposes of this study were (1) to research and analyze the certification requirements for Cooperative Distributive Education Teacher Coordinators within Region Eight; (2) to research and analyze the qualifications of all the Cooperative Distributive Education Teacher Coordinators within the state of Wyoming; (3) to compare the certification requirements for Cooperative Distributive Education Teacher Coordinators in Region Eight to those possessed by all Of the Cooperative Distributive Education Teacher Coordinators within the state of Wyoming; (4) to develop suggested guidelines to be used in future certification requirements for Wyoming Cooperative Distributive Education Teacher Coordinators.