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首页> 外文学位 >OPINIONS OF STUDENTS AND FACULTY AT IRANIAN TECHNICAL INSTITUTES ON THE IMPORTANCE OF MODIFYING THEIR INSTITUTES IN TERMS OF SELECTED CHARACTERISTICS OF AMERICAN COMMUNITY COLLEGES.
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OPINIONS OF STUDENTS AND FACULTY AT IRANIAN TECHNICAL INSTITUTES ON THE IMPORTANCE OF MODIFYING THEIR INSTITUTES IN TERMS OF SELECTED CHARACTERISTICS OF AMERICAN COMMUNITY COLLEGES.

机译：伊朗技术学院的学生和教职员工关于修改美国社区学院选定特征的学院的重要性的意见。

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摘要

This research was designed to determine the opinions of students and teachers at Iranian Technical Institutes regarding the importance of modifying their institutes along the lines of nine selected dimensions of community colleges in the United States. The data consisted of the opinions of 594 sophomore students and 83 teachers. To elicit study data, the author designed two instruments--the Educational Change Opinionnaire (ECO) and the Personal Data Inventory (PDI). The PDI requested information on educational background, work status, and the technical institute with which the respondent was affiliated. The ECO was designed to elicit opinions on the importance of modifying Technical Institutes along the lines of each of the following characteristics common to community colleges in the United States: (a) offering two-year programs of post-secondary university parallel education in technical areas; (b) offering two-year programs of post-secondary university parallel education in academic areas; (c) a governing board of local citizens; (d) providing continuing adult non-credit occupational education; (e) providing remedial education; (f) providing programs of cultural value to the community; (g) a systematic program of co-curricular activities; (h) providing individual and group counseling; (i) providing a program of general education.;Statistical treatment of the data consisted of determining the mean ECO response for student and teacher samples for each ECO item. Based on these mean values, a ranking of the importance of modifying Iranian Technical Institutes along the lines of the nine changes they entail was made. The mean values and ranks so determined are as follows: Offering two-year programs of post-secondary university parallel education in technical areas--students x 4.71, rank 1 (first in relative importance), teachers x 4.31, rank 1; providing individual and group counseling--students x 4.60, rank 2, teachers x 3.14, rank 4; offering remedial education--students x 4.13, rank 3, teachers x 3.74, rank 2; providing programs of co-curricular activities--students x 3.80, rank 4, teachers x 2.66, rank 9 (lowest in relative importance); offering two-year programs of post-secondary university parallel education in academic areas--students x 3.67, rank 5, teachers x 3.16, rank 5; a governing board of local citizens--students x 3.26, rank 6, teachers x 3.05, rank 6; providing two years of general education--students x 3.04, rank 7, teachers x 2.90, rank 7; providing community cultural programs--students x 2.40, rank 8, teachers x 2.85, rank 8; providing non-credit adult education--students x 2.00, rank 9, teachers x 3.37, rank 3.;Recommendations. The opinions of both student and teacher samples seem to suggest the following: (a) Iranian Technical Institutes should offer two-year programs of post-secondary university parallel education in technical areas, (b) Iranian Technical Institutes should offer remedial programs, counseling, and guidance services, (c) adult non-credit education should be offered at Iranian Technical Institutes on a limited basis; (d) Iranian Technical Institutes should approach the idea of locating their control in a local governing board on an experimental basis.;Respondents to the ECO expressed their opinions through a five-interval Likert-type scale: no importance (1.00), low importance (2.00), medium importance (3.00), high importance (4.00), extremely high importance (5.00). The ECO and PDI were translated into Farsi by the investigator and administered personally to the study samples by the investigator's representative (an Iranian college professor) in Technical Institute settings.
机译：这项研究旨在确定伊朗技术学院的学生和教师对根据美国社区学院的九个选定方面来修改其学院的重要性的意见。数据包括594名大二学生和83名教师的意见。为了引出研究数据，作者设计了两种工具-教育变革调查表（ECO）和个人数据清单（PDI）。 PDI要求提供有关受教育者的教育背景，工作状况和所涉技术学院的信息。 ECO旨在针对美国社区大学共有的以下每个特征征求对修改技术学院的重要性的意见：（a）在技术领域提供为期两年的大专大学并行教育课程; （b）在学术领域提供为期两年的大专大学并行教育课程； （c）当地公民管理委员会； （d）提供持续的成人非学分职业教育； （e）提供补习教育； （f）向社区提供具有文化价值的计划； （g）一项系统的课外活动方案； （h）提供个人和团体咨询； （i）提供通识教育计划。数据的统计处理包括确定每个ECO项目的学生和教师样本的ECO平均响应。根据这些平均值，对伊朗技术学院进行相应的九项更改的重要性进行了排名。这样确定的平均值和等级如下：在技术领域提供大专大学并行教育的两年计划：学生x 4.71，等级1（相对重要性第一），教师x 4.31，等级1；提供个人和团体辅导-学生x 4.60，等级2，教师x 3.14，等级4；提供补习教育-学生x 4.13，等级3，教师x 3.74，等级2;提供课外活动计划-学生x 3.80，等级4，教师x 2.66，等级9（相对重要性最低）;在学术领域提供为期两年的大专大学并行教育课程-学生x 3.67，排名5，教师x 3.16，排名5；地方公民管理委员会-学生x 3.26，排名6，教师x 3.05，排名6；提供两年的通识教育-学生x 3.04，等级7，教师x 2.90，等级7；提供社区文化计划-学生x 2.40，排名8；教师x 2.85，排名8；提供非学分的成人教育-学生x 2.00，排名9，教师x 3.37，排名3；建议。学生和教师样本的观点似乎都表明以下几点：（a）伊朗技术学院应提供为期两年的技术领域大专大学并行教育课程；（b）伊朗技术学院应提供补习课程，咨询，和指导服务；（c）应在有限的基础上在伊朗技术学院提供成人非学分教育； （d）伊朗技术研究所应尝试通过实验将控制权置于当地理事会中的想法;;经合组织的受访者通过李克特式五级量表表达了自己的意见：无重要性（1.00），低重要性（2.00），中等重要性（3.00），高重要性（4.00），极高重要性（5.00）。研究人员将ECO和PDI翻译成波斯语，并由研究人员在技术学院的代表（伊朗大学教授）亲自管理研究样品。

著录项

  • 作者

    FARROKHSHAHAB, MOHAMMAD REZA.;

  • 作者单位

    American University.;

  • 授予单位 American University.;
  • 学科 Community college education.
  • 学位 Ph.D.
  • 年度 1980
  • 页码 116 p.
  • 总页数 116
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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