An analysis of competencies needed by introductory data processing teachers as perceived by authorities and teachers of data processing

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dc.contributor.advisorAllee, W. Arthur
dc.contributor.committeeMemberBrown, Kenneth W.
dc.contributor.committeeMemberStead, Bette Ann
dc.contributor.committeeMemberStrahan, Richard D.
dc.creatorSherman, Nora Jo Martin
dc.date.accessioned2022-06-20T16:07:56Z
dc.date.available2022-06-20T16:07:56Z
dc.date.issued1975
dc.description.abstractThis study was designed to compile a rank-ordered list of competencies which introductory data processing teachers should possess and to analyze these competencies as perceived by data processing teachers and authorities in the field of business data processing. The list of competencies used in the initial questionnaire was developed through a review of related literature and from observations of practicing data processing teachers at the high school and junior college level. The population consisted of American and Canadian business data processing authorities and Texas high school and junior college teachers of introductory data processing. A three-questionnaire modification of the Delphi technique was used as a tool for gathering, organizing, and sharing opinions of the participants in the study. Participants were asked to rate, revise, and expand upon the first questionnaire which contained a partial list of competencies. In Questionnaire II, participants were asked to rate the revised and expanded list of competencies. The third questionnaire was identical to Questionnaire II except that a black square had been drawn around the rating reflecting the modal consensus and the respondent's rating had been encircled in red. Participants were asked to review their responses in relation to those of the modal consensus and either join the modal consensus or state briefly why they chose to remain outside the modal consensus. Using the chi-square, significance was determined at the .05 level of confidence on the responses of the three groups to the competency statements. Based on the findings of this study, three lists of competencies were developed. One list of competencies was rated crucial and highly desirable by business data processing authorities and Texas junior college teachers. The second list of competencies was rated crucial and highly desirable by both business data processing authorities and Texas high school teachers. The third list of competencies was rated crucial and highly desirable by a modal consensus of high school and junior college introductory data processing teachers. Also included in the lists were competencies which received a crucial or highly desirable rating by 50 percent or more of the respondents from either of the groups, but which were outside the modal consensus. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other2033891
dc.identifier.urihttps://hdl.handle.net/10657/9430
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleAn analysis of competencies needed by introductory data processing teachers as perceived by authorities and teachers of data processing
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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