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Abstract
Creativity is considered important for our society to maintain its current economic status.
Creativity is the key to achieving a better standard of living; this makes creativity an important
element in a student's education. One factor that limits the capability to respond to educational
needs is the lack of agreement about what the term creativity means. One source used to
determine the correct meaning of a word is the dictionary. A longitudinal review of the
definitions of creativity was conducted in dictionaries dating back to the 1950's. Nineteen
dictionaries dating from 1953 to 2008 were reviewed. Although terms are updated regularly in
dictionaries, data did not show any substantive changes in the definition of creativity over the
past 6 decades.
Abstract
Assessments in occupational competency were developed and administered by the
National Occupational Competency Testing Institute (NOCTI). The written components of these
tests were criterion-referenced benchmarked by industry representatives and career and technical
education instructors using the Nedelsky method, utilizing from 12 to 15 participants for each
Job Ready test. The purpose of this study was to determine if there were any statistically
significant differences in predicted cut scores between career and technical education instructors
and their respective industry representatives. An analysis of the results indicated that the
estimated p-value item difficulty as determined by industry representatives was higher than that
of classroom/shop instructors. Also the expected performance cut score of a minimally
competent entry-level worker as determined by industry representatives was generally higher
than that from their instructor counterparts. They showed statistically significant differences in
10 of the 17 tests.
Abstract
This manuscript will compare, research, and comment on how work education experts
and practitioners conduct research and evaluations of learning models in today’s modern society.
It will measure how valid these practices are and how work education assessment tools are used
to determine if learning is taking place. This paper will compare the different paradigms of
learning between teaching adults vice teaching children, and give a historical perspective of how
these paradigms were developed and modified over the years. The question on whether any of
this research is considered useful and valid by educational practitioners will be debated and what
experts in the field of work education have determined is worthwhile and should be pursued
further. Kirkpatrick’s fourth level of assessment will be introduced as a possible assessment
model for evaluation work education research and evaluation. In conclusion the author will give
his opinion and suggestions for improving work education research and evaluation methods.
Abstract
The Q Sort Method was applied to the Organizational Training Support Inventory (OTSI)
in an initial exploratory effort to identify the categories or factors that are measured by the OTSI
and included in the general construct of organizational support for training. Subject matter
experts (SMEs) used a listing of eight potential categories or factors as a basis for grouping and
organizing each of the 25 items which comprise the OTSI. Results of the categorization revealed
that seven constructs appear to be measured in the OTSI, which include organizational strategy,
finance and budgeting, training evaluation, resource allocation, organizational culture and
organizational practices. Further research implications and recommendations are provided.