"Middle-skills" jobs require more education and training than that provided by a high school diploma but less education and training than a four-year college degree. Employers struggle to find workers with the needed combination of knowledge and skills to fill middle-skills jobs; this search for workers is particularly pertinent to the…

The well known 1983 report "A Nation at Risk" recommended that individuals preparing to teach should meet high education standards and demonstrate an aptitude for teaching and competence in an academic discipline--adding also that college and university teacher preparation programs should be judged by how well their graduates meet these…

The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition,…

A study was conducted to describe the current role of local agriculture supervisors in Ohio as perceived by vocational agriculture teachers and local and state agricultural education supervisors; and to describe the expected role of local agriculture supervisors in Ohio as perceived by the same groups. (CT)

Presents information regarding the qualifications of teachers, their identification with the problems of inner-city schools, and their commitments to teaching in the inner-city. (JM)

Ohio vocational education teachers' awareness of, attitudes toward, and use of national skill standards were examined through a survey of a proportional (by vocational program area) stratified random sample of 346 of Ohio's 3,499 secondary vocational teachers. Of the teachers surveyed, 205 (59%) returned usable responses. The teachers were…

A study examined the attitudes of experienced vocational agriculture teachers concerning the proper ingredients for excellence in teaching. The 14 Ohio teachers who constituted the study population were selected from 130 teachers nominated by Ohio state supervisors and teacher educators as being master teachers; the grounds for selection were that…

A study examined the preparedness of vocational teachers for teaching mainstreamed at-risk special needs learners. A 46-item survey designed to measure perceptions of vocational teacher preparation pertinent to special needs learning factors was mailed to a random statewide sample of 1,100 Ohio vocational education teachers, vocational special…

A survey of 72 adult basic education (ABE) programs in Ohio was conducted during the 1968-69 school year. Sixty-nine directors handled 447 ABE classes; however, about 40% were handled by three of them. Public school classrooms were the most frequently used facilities (68%). Night classes accounted for 85%. Most of the directors' time was devoted…

A study examined the effectiveness of supervising teacher educators as perceived by new and returning vocational agriculture teachers in Ohio who participated in the inservice teacher education offered by the Department of Agricultural Education of The Ohio State University. The study was conducted in two parts: once in 1984 and again in 1986. A…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

Teacher retention has been of interest to educational researchers for over three decades. Various reasons for teacher attrition have been cited, including student discipline and motivation problems, working conditions, low salary, and a lack of administrator support. This descriptive survey research sought to determine the present status of…

The nature and characteristics of part-time faculty members in the state of Ohio were studied, based on a survey of 22 institutions, including four-year public and private and two-year or community colleges. Questionnaire responses were analyzed from 1,590 part-time faculty members and 335 administrators. Case studies also were conducted to obtain…