Doctoral Dissertations

Date of Award

3-1986

Degree Type

Dissertation

Degree Name

Doctor of Education

Major Professor

George W. Wiegers Jr.

Committee Members

Carroll Coakley, John Ray, Gerald LaBorde

Abstract

The major thrust of this study was to Identify recommended planning activities of secondary graphic communications teachers to assist in up-dating and improving graphic communications education. Additionally, planning activities were identified for programs before implementation and where to look for planning assistance by individuals or organizations was also presented. The perceptions of collegiate graphic communications educators and state supervisors of trade and industry were analyzed to determine if there were any significant differences (at the .05 level of confidence) between the means of each planning activity.

The population of collegiate graphic communications educators was represented by a sample taken from Industrial Teacher Education Directory (Dennis) and Technical Schools and Universities Offering Courses in Graphic Communication. The population consisted of 219 individuals from 112 collegiate programs. The second population was fifty state supervisors of- trade and industry who were identified from Patterson American Education. The two groups were mailed identical questionnaires (with the exception of demographic data) that contained ninety planning activities and were asked to provide the degree of importance for each activity on a six point scale.

Statistical processing of the data was done by the researcher through the computing center at California University of Pennsylvania using SPSS-X. Frequencies, percentages, means and modes were calculated for each planning activity. The t-test was computed to determine the differences between the mean scores of collegiate graphic communications educators and state supervisors of trade and industry.

Major findings were:

1. A qualified instructor should be found and an advisory committee should be set up early in the planning of a secondary graphic communications program. Early in the planning process, a committee should be established to determine if there is a need for the program.

2. The two groups were divided on who is most important in pre-program planning. Collegiate graphic communications educators had the teacher of the proposed program first while state supervisors of trade and industry had the vocational education director first. Both argreed the Program advisory committee is the second most important.

3. The two most important activities of a secondary graphic communications teacher should be revising the goals of the graphic communications program to keep it current and utilize advisory committees to analyze curriculum.

4. The Graphic Arts Technical Foundation, International Graphic Arts Education Association, Printing Industries of America, International Club of Printing House Craftsmen, and National Association of Printers and Lithographers are the most important organizations to consult in planning a secondary graphic communications program.

5. Attendance at in-state workshops, seminars, and conferences and attendance at trade shows and printing conventions are recommended planning activities of secondary graphic communications teachers.

Major conclusions were:

1. Perceptions held by respondents were congruent in terms of the degree of importance of the following: planning activities prior to the implementation of the program, a need for involvement of various individuals in the planning stage prior to the implementation of the program, planning activities recommended for secondary graphic communications teachers in an ongoing program and the using of outside organizations and professional periodicals to provide assistance in planning ongoing programs.

2. Superior program planning performance would include variables such as: goals, objectives, teacher qualifications, facilities, use of commit tees, costs, labor supply, employment opportunities, local support, skills, knowledge factors and attitudes needed by students.

3. Input from local individuals and organizations are essential to a superior planning process.

4. Activities following program implementation should focus on the evaluation process to determine possible changes in areas such as: goals, objectives, direction, instructional materials and equipment, and use of committees.

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