東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Understanding Industry Experiences o...

Turner, Gloria K.

Linked to FindBook

Google Book

Amazon

博客來

Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study./
Author:	Turner, Gloria K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	217 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Vocational education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119579
ISBN:	9781339808130

Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study.
Turner, Gloria K.

Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 217 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

Abstract The demand for industry-experienced teachers has never been higher and many vocational schools are failing to prepare students with 21st industry skills needed for the United States and global job markets. Literature is mixed on the skills being taught in the vocational classroom environment. Existing research is limited on the industry experiences of vocational high school teachers teaching 21st century skills and industry standards required for entry and success into the student's chosen field. Teachers possessing this knowledge will positively impact teaching and learning in the vocational environment allowing the student to contribute immediately to a company. The qualitative phenomenological study was investigated to discover and understand, through individual interviews, the lived industry experiences of vocational high school teachers transferring skills to student. The problem is that researchers indicated high school students are graduating lacking industry-related skills and that not all vocational high school teachers have past and current industry experience to integrate and transfer to the students they teach. The purpose of the descriptive phenomenological qualitative study was to understand the lived experiences of high school vocational teachers to develop a deeper understanding of the phenomenon that research reflects students are graduating high schools lacking industry-related skills. All of the participants expressed that many years of industry experiences and past and current knowledge helped to create relevant learning for students. Unanimously, all eleven participants voiced that soft skills were missing from vocational curriculum and they incorporate these skills into lesson plans to complement what is needed for today's work environment. The key focus of the study is for the teacher to transfer lived industry experience into lesson plans and curriculum. Therefore, some recommendations for future research would include an examination on student outcomes from teachers with lived industry experiences versus a non-industry teacher on student employment success, hiring retiring industry employees for second careers in teaching, and for educational stakeholders to conduct an analysis on ways to create and maintain a vocational environment for students to complement 21st century industry skills.

ISBN: 9781339808130Subjects--Topical Terms:

539232
Vocational education.

Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study.
LDR:03357nmm a2200301 4500 001 2116710
005 20170508081319.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339808130
035 $a (MiAaPQ)AAI10119579
035 $a AAI10119579
040 $a MiAaPQ $c MiAaPQ
100 1 $a Turner, Gloria K. $3 3278447
245 1 0 $a Understanding Industry Experiences of Vocational High School Teachers Transferring Skills to Students: A Qualitative Phenomenological Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Deborah Circo.
502 $a Thesis (Ph.D.)--Northcentral University, 2016.
520 $a Abstract The demand for industry-experienced teachers has never been higher and many vocational schools are failing to prepare students with 21st industry skills needed for the United States and global job markets. Literature is mixed on the skills being taught in the vocational classroom environment. Existing research is limited on the industry experiences of vocational high school teachers teaching 21st century skills and industry standards required for entry and success into the student's chosen field. Teachers possessing this knowledge will positively impact teaching and learning in the vocational environment allowing the student to contribute immediately to a company. The qualitative phenomenological study was investigated to discover and understand, through individual interviews, the lived industry experiences of vocational high school teachers transferring skills to student. The problem is that researchers indicated high school students are graduating lacking industry-related skills and that not all vocational high school teachers have past and current industry experience to integrate and transfer to the students they teach. The purpose of the descriptive phenomenological qualitative study was to understand the lived experiences of high school vocational teachers to develop a deeper understanding of the phenomenon that research reflects students are graduating high schools lacking industry-related skills. All of the participants expressed that many years of industry experiences and past and current knowledge helped to create relevant learning for students. Unanimously, all eleven participants voiced that soft skills were missing from vocational curriculum and they incorporate these skills into lesson plans to complement what is needed for today's work environment. The key focus of the study is for the teacher to transfer lived industry experience into lesson plans and curriculum. Therefore, some recommendations for future research would include an examination on student outcomes from teachers with lived industry experiences versus a non-industry teacher on student employment success, hiring retiring industry employees for second careers in teaching, and for educational stakeholders to conduct an analysis on ways to create and maintain a vocational environment for students to complement 21st century industry skills.
590 $a School code: 1443.
650 4 $a Vocational education. $3 539232
650 4 $a Secondary education. $3 2122779
650 4 $a Teacher education. $3 3172312
690 $a 0747
690 $a 0533
690 $a 0530
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119579