Author: Weiler, Sonja B. Title: Determining Level of ... · employment. Charles Prosser, a vocational education pioneer, was instrumental in the early development of the field which

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Author: Weiler, Sonja B. Title: Determining Level of Competence through Pre-Service Preparation of Minnesota

Secondary DECA Advisors The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial completion of the requirements for the Graduate Degree/ Major: Masters of Science in Career and Technical Education Research Adviser: Dr. Carol Mooney Submission Term/Year: Fall 2012 Number of Pages: 42 Style Manual Used: American Psychological Association, 6th edition

I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website

I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office.

My research adviser has approved the content and quality of this paper. STUDENT: Sonja Weiler DATE: 12/10/12 ADVISER: Carol T. Mooney DATE: 12/10/12 --------------------------------------------------------------------------------------------------------------------- This section for MS Plan A Thesis or EdS Thesis/Field Project papers only Committee members (other than your adviser who is listed in the section above) 1. CMTE MEMBER’S NAME: DATE: 2. CMTE MEMBER’S NAME: DATE: 3. CMTE MEMBER’S NAME: DATE: This section to be completed by the Graduate School This final research report has been approved by the Graduate School. Director, Office of Graduate Studies: DATE:

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Weiler, Sonja B. Determining Level of Competence through Pre-Service Preparation of

Minnesota Secondary DECA Advisors

Abstract

The intent of the following study was to determine the level of competence of Minnesota

DECA Advisors through their pre-service preparation. The study was conducted using an online

survey given to all Minnesota DECA Advisors in the fall of 2012. The anonymous voluntary

survey was designed to determine the level of confidence pre-service preparation methods –

prior CTSO experience, coursework, and experiential experience or co-advising during student

teaching –added to their roles as DECA Advisors. The results of the survey indicated that each

component played a critical role in the advisor’s competence level, however, previous CTSO

experience was indicated as the pre-service preparation component most valued in increasing

competence in their role as a Minnesota DECA Advisor.

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Table of Contents Page

Chapter I: Introduction ...............................................................................................................6

Background ....................................................................................................................6

Statement of the Problem ...............................................................................................7

Research Questions ........................................................................................................7

Definition of Terms........................................................................................................8

Assumptions ..................................................................................................................9

Limitations ...................................................................................................................10

Chapter II: Review of Literature ..............................................................................................11

Career and Technical Education ..................................................................................11

Marketing Education ....................................................................................................11

Pre-Service Training ....................................................................................................12

The Role of a DECA Advisor ......................................................................................13

Chapter III: Methodology ........................................................................................................15

Introduction ..................................................................................................................15

Research Design...........................................................................................................15

Population ....................................................................................................................15

Instrumentation ............................................................................................................15

Data Collection ............................................................................................................16

Data Analysis ...............................................................................................................16

Chapter IV: Findings................................................................................................................17

Introduction ..................................................................................................................17

The Sample ..................................................................................................................17

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Prior Career and Technical Student Organization (CTSO) Experience ......................19

Coursework ..................................................................................................................21

Co-Advising During Student Teaching .......................................................................23

Most Valuable Pre-Service Training Components ......................................................24

Chapter V: Summary, Conclusions, and Recommendations ...................................................27

Summary ......................................................................................................................27

Discussion ....................................................................................................................28

Conclusions ..................................................................................................................30

Recommendations ........................................................................................................31

References ................................................................................................................................32

Appendix ..................................................................................................................................35

A: Instrumentation ......................................................................................................35

B: Charles Prosser’s Sixteen Theorems ......................................................................38

C: Instrumentation Question #12 Responses ..............................................................39

D: Instrumentation Question #13 Responses ..............................................................41

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List of Tables Page

Table 1. Pre-service Training Institutions ...............................................................................18

Table 2. Teaching Licensure ...................................................................................................18

Table 3. Non-Teaching Initial Licensure .................................................................................19

Table 4. Level of Confidence as a Result of High School CTSO Participation Level ............20

Table 5. Post-Secondary CTSO Participation Competence Level ..........................................20

Table 6. Coursework Related to CTSO Advisor Preparation .................................................22

Table 7. Completion of Coursework Level of Competence......................................................22

Table 8. Student Teaching Co-Advising Level of Competence Level .....................................23

Table 9. Role Most Prepared for in First Years of Teaching as a DECA Advisor .................25

Table 10. Role Least Prepared for in First Years of Teaching as a DECA Advisor ..............25

Table 11. Pre-Service Training Component Ranking .............................................................26

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Chapter I: Introduction

Background

Career and Technical Student Organizations (CTSOs) when incorporated effectively are a

valuable and integral co-curricular component of Career and Technical Education (CTE) courses.

Through a CTSO, educators are able to connect students with the community, practice employability

skills, increase student confidence, motivate academic achievement, and help develop future learning

goals.

CTSOs are one of three vocational tenants in which teacher preparation in marketing and

business education may be focused, the others include classroom teaching and cooperative

occupational education (co-op) (Stanislawski & Haltinner, 2009); this research project will be

focused on the CTSO tenant.

Teacher preparation programs in marketing and business education, specifically in CTSO

training, varies from institution to institution. Looking Inside the Black Box: The Value Added by

Career and Technical Student Organizations, a research study supported by the National Research

Center for Career and Technical Education at the University of Minnesota published in 2007,

reported that students engaged in CTSO competitive events tend to demonstrate a significantly higher

level of academic engagement and high career self-efficacy than students who do not have these

experiences and further asserts that participating in CTSO competitive events supports a positive

effect “on grades, college aspirations, and employability skills” (p. 27).

DECA, the CTSO most associated with marketing education, “founded as the Distributive

Clubs of America in 1946…later dropping the acronym as distributive education programs became

marketing education programs” (Young, 2011, p. 32). DECA can be a critical component in a

comprehensive marketing education program. Considered a co-curricular student organization, it

provides many competition and leadership development opportunities for its members through their

competitive events program and strategically aligned curriculum content and competitive

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conferences, making learning “vibrant and relevant” (Be a Hero, 2011, p. 2). Co-curricular implies

that the teachings compliment and expand the learning taking place in the traditional classroom.

Teacher training and retention is important to the future of CTE. The National Career and

Technical Education Research Agenda includes “professional preparation,” specifically “CTE leader

preparation and leadership,” and “organizational development,” specifically “career and technical

student organizations” as objectives under the “knowledge base for teaching and learning” research

problem areas. DECA Inc. has also indicated the importance of teacher development in their

VISION 2012 Strategic Plan, as referenced earlier. With the direction of DECA Inc., the Minnesota

State Board of Directors has also demonstrated their support of teacher development and support

through various training programs initiated by DECA Inc. Examples included the Train the Trainer

program, supporting new advisors at DECA’s International Career Development Conference (ICDC),

the importance to prepare advisors for their roles. The general need to train and retain future leaders

in CTE is essential to the continuance and strength of all programs within the CTE umbrella.

Statement of the Problem

The responsibilities of a DECA advisor are vast and in addition to the regular classroom

duties and delivery of curriculum. Little research has been done to identify which training methods

and components are essential to train and retain new advisors within their pre-service teacher training

as well as those sponsored by the Minnesota DECA organization. The research study was designed

to determine which elements of the pre-service teacher training program contributed to the teacher’s

level of competence as a Minnesota DECA Advisor.

Research Questions

The answers to the following questions will be sought through the research:

1. Did previous CTSO experience play a role in preparing to become a DECA advisor?

2. Did pre-service training include course work related to the role of the DECA advisor?

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3. Did pre-service training include experiential requirements related to the servicing as a DECA

advisor?

4. Which components of the pre-service training were perceived most valuable to the

preparation for their role as a DECA advisor?

Definition of Terms

The following terms and their definitions are provided for clarity in understanding the

content of this study.

Career and Technical Education. A broad educational system that encompasses a variety

of challenging fields in diverse subject areas which are constantly evolving due to the changing

global economy (Association of Career and Technical Education, 2012).

Career and Technical Student Organizations (CTSOs). Student organizations that

provide a unique program of career and leadership development, motivation, and recognition for

secondary and post-secondary students enrolled, or previously enrolled, in career and technical

education programs (Association of Career and Technical Education, 2012).

Co-Curricular. A term used to describe an organization that enhances the curriculum and

helps students stay engaged in learning outside the classroom (Alfred et al., 2007).

Comprehensive Marketing Education Program. A marketing program within a school

that has classroom instruction, CTSO, and Co-op or work-based learning components present

(Crawford & Meyer, 1972).

DECA. A national association (DECA, Inc.) of marketing education students [CTSO

specific to marketing education] that provides teachers and members with educational and leadership

development activities to merge with the education classroom instructional program (Association of

Career and Technical Education, 2012).

DECA Advisor. The adult charged with the responsibility of providing guidance and

counsel for managing and operating a chapter (DECA, Inc, 2011).

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Level of Competence. The level perceived by the teacher of confidence to work in a

particular position.

Marketing Education (previously referred to as Distributive Education). A program

designed to prepare secondary and postsecondary students to conduct the critical business functions

associated with directing the flow of products and services from the producer to the consumer

(Association of Career and Technical Education, 2012).

Minnesota DECA. A charted association by DECA, Inc. that has the authority to operate

DECA programs and manage chapters in a geographical region, Minnesota (DECA, Inc., 2011).

Pre-service Teacher Training. Training that takes place prior to gaining a teaching

position. The pre-service training may include coursework, participation in organizations designed

to prepare the member for their future career (CTSOs), and student teaching and co-advising

(Stanislawski & Haltinner, 2009).

Assumptions

The following are assumptions of the study:

1. All of the respondents have had pre-service training in CTE and CTSOs.

2. All of the respondents are current DECA advisors in the state of Minnesota.

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Limitations

The following are limitations to the study:

1. This study will only focus on Minnesota DECA, one chartered association within the

larger international organization.

2. Minnesota DECA Advisors work within the school-year. Access to advisors will only be

available during the school year.

3. The survey instrument will be developed by the researcher. Every effort will be made to

develop a valid and reliable instrument and modifications will be made after the pilot

study.

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Chapter II: Review of Literature

Career and Technical Education

In order to understand the importance of preparing marketing and business teachers for their

roles as DECA advisors, one must first understand the foundation in which it is based. DECA, and

CTSOs in general, have their roots in vocational education (Career and Technical Education),

focused learning where students target a specific occupation with the end goal of gainful

employment. Charles Prosser, a vocational education pioneer, was instrumental in the early

development of the field which included recognition of his sixteen theorems (see Appendix B)

(Camp & Hillison, 1984). The seventh theorem, focusing on teacher training, specifically states,

“Vocational education will be effective in proportion as the instructor has had successful experience

in the application of skills and knowledge to the operations and processes he undertakes to teach” (p.

223). More specifically, recognizing the importance for a teacher to be a master of their craft

through extensive training and experience.

Marketing Education

Marketing Education is “designed to prepare students to conduct the critical business

functions associated with directing the flow of products and services from the producer to the

consumer” (Scott & Sarkees-Wircenski, 2008, p. 69). Although marketing can be defined in

many ways, the American Marketing Association defined it in 2004 as “an organizational

function and a set of processes for creating, communicating, and delivering value to customers

and for managing customer relationships in ways that benefit the organization and its

stakeholders.”

The need for formal training in distributive education (now referred to as marketing

education) was first recognized in the early 1900s by Lucinda Wyman Prince because of her

concern for the welfare of young working women. During this time in history, women were

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moving into large cities to work in stores and offices. Through her observation and personal

interviews with employee supervisors, she determined there was a need for formal training in

various skill areas including wrapping packages, giving change, and creating displays, which she

did on a regular basis free of charge. Her training and employee development became so

positively recognized in the Boston area that when she approached the local public schools and

encouraged the inclusion of retailing and store employment in their education plan, they did

(Marks & Nelson, 1978).

Early distributive education programs recognized that marketing “is the nucleus of the

curriculum and with it are integrated the other areas of instruction” (Marks & Nelson, 1978, p.

19). They further state that “a fundamental belief in Distributive Education is that the learning

activities students engage in should be vocationally significant for them and for their future

employers” (1978, p. 19). Today marketing content is closely tied with core curricular areas. In

the Marketing Cluster Report (2007) published by the Marketing Education Resource Center,

marketing is recognized as “a multi-faceted, critical business function that is under-girded by

such social sciences as economics, psychology, and sociology” and further states that “its

successful performance depends on the applications of mathematics and English principles, the

use of scientific problem solving, and the application of technology to marketing situations and

problems” (p. 2).

Pre-Service Training

Much of the training to become a business and marketing teacher takes place prior to

immergence in the classroom in university programs, typically including coursework and student

teaching (Haltinner & Stanislawski, 2009). Husted, Mason, and Adams’ (2003) assert that it

[coursework] is one of three components identified as necessary to “maximize student learning

within a quality CTE program” (as cited in Stanislawski & Haltinner, 2009, p. 167). However, in a

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study conducted to measure program graduates level of confidence to take on their role as advisers in

three categories including coursework specific to CTSOs, personal involvement in CTSO at the

college level, and experiential co-advising experience through student teaching, it was determined

that the co-advising experience through student teaching was the component that gave the graduates

the highest level of confidence (Stanislawski & Haltinner, 2009). Other research suggests that the

value of the student teaching experience to new teachers is richer when they are assigned cooperating

teachers who are “models of best practice” (Chesley & Jordan, 2012, p. 41). As new teachers are

prepared for the business and marketing classroom, extra attention must be put on where student

teachers are placed, because that experience can lead to success in the first years of teaching.

Furthermore, when student teachers practice a shared role in advising a CTSO, that experience can be

“critical to developing competence and confidence” (Haltinner & Stanislawski, 2009, p. 38) as they

begin their career in education.

The Role of a DECA Advisor

DECA, the CTSO most often connected with marketing education, is described as the “show

case of distributive education (marketing education)” (Crawford & Meyer, 1972, p. 182.). The

authors further asserted that the organization helps with leadership development, vocational

application of classroom teachings (Crawford & Meyer, 1972). DECA Inc., the international

organization which provides programming for local chapters, in its Be A Hero (2011) publication

intended for new advisors, categorizes the role of the chapter advisor in seven areas: leader,

promoter, fundraiser, travel agent, connector, competitor, and professional (pp. 6-7). Although an

advisor may not play every role, it is important that a future advisor be aware and experience, where

possible, each to best prepare them for their educator/advisor roles. Research suggests that “a

beginning teacher’s assignment and workload contributes to new teacher retention and satisfaction”

(Corbel, Osborne, & Reiman, 2010, p. 77). Because of the uniqueness of the advisor role, and its

potential to make work outside of regular duties, it is imperative that new teachers are exposed to as

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many experiences they many encounter in future advisor roles. Incorporating CTSO experience at

the post-secondary level is a strategy used to expose future advisors to the unique role. At the

University of Wisconsin-Stout membership in the CTSO is required for students enrolled in the

CTSO course which is designed to be taken during the student’s sophomore year (Stanislawski &

Haltinner, 2009). Beyond Stanislawski & Haltinner’s study (2009), there is little research related to

the components necessary to prepare future business and marketing teachers for success in their roles

and responsibilities of CTSO advisement.

Chapter three will describe the methodology used to conduct the research project.

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Chapter III: Methodology

Introduction

The purpose of this study was to determine the level of confidence of Minnesota DECA

Advisors through their pre-service training. The pre-service training components focused on were

previous CTSO (career and technical student organization) experience, coursework, and student

teaching and co-advising. The following research questions were the basis of the methodology:


2. Did pre-service training include coursework related to the role of the DECA advisor?


advisor?



Research Design

A descriptive study was designed to conduct quantitative research. The study included a survey

to determine the level of confidence perceived by Minnesota DECA Advisors to perform their role as

advisor following their pre-service training during their licensure program to become a secondary

business and marketing teacher.

Population

The population for this study included all current Minnesota DECA Advisors. Access to the

Minnesota DECA Advisor list-serve was granted through the Minnesota DECA Board of Directors

and the Minnesota State Advisor. The list-serve included the email addresses of all Minnesota

DECA Advisors with active chapters as of October 2012.

Instrumentation

The instrumentation for this descriptive study included a 14-item questionnaire designed to

measure the level of confidence of Minnesota DECA Advisors through their pre-service training.

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The survey was developed around three commonly identified components of pre-service training for

CTSO advisement: coursework, student teaching/co-advising, and previous CTSO experience. The

population was asked open-ended identifying questions as well as ranking to determine, (1) if they

experienced the pre-service component, and (2) if they did, how that experience contributed to their

confidence e as a DECA advisor (see Appendix A). The ranking scale question allowed respondents

to identify an additional component that was not represented on the survey.

A pilot study was conducted in June 2012 to test the survey instrument for readability and ease

of completion. The pilot study sample used included eight current Minnesota DECA Advisors who

were accessible during the summer months to complete the survey. Each advisor had an active

chapter and received pre-service training through an institution within Minnesota or Wisconsin.

Following the pilot study a few grammatical changes were made to enhance the survey instrument to

deem it ready for deployment in the fall of 2012 when advisors returned for the school year.

Data Collection

The following procedures were used to collect the data for this study:

1. Acquire permission from the State DECA Advisor to access advisor email list serve to

deploy survey instruments.

2. Load instrumentation into internet-based collection software.

3. Deploy instrument through MN DECA Advisor list-serve to collect responses over a

five-day window of time.

4. Conduct follow up email to attain additional responses following the initial deadline.

Data Analysis

The data for each component of the pre-service training collected through the questionnaire

was analyzed using descriptive statistics, frequencies and means, and was depicted using histograms.

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Chapter IV: Findings

Introduction


Advisors through their pre-service training. The pre-service training components focused on were

previous CTSO (career and technical student organization) experience, coursework, and student

teaching and co-advising. The following research questions were the basis of the methodology:




advisor?



The Sample

The sample population included 75 advisors with active DECA chapters in Minnesota as of

October, 2012. The total number of respondents was 38 with a response rate of 50.6%. Each advisor

had received pre-service training through an institution within Minnesota (26), Wisconsin (11), and

North Dakota (2) (Table 1).

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Table 1

Pre-service Training Institutions

Institution

State

Number of Respondents

University of Minnesota – Twin Cities

MN

14

University of Wisconsin – Stout

WI

10

Minnesota State University – Mankato

MN

5

Bethel University

MN

2

Winona State University

MN

2

Bemidji State University

MN

1

Concordia College – Moorhead

MN

1

Mayville University

ND

1

St. Cloud State University

MN

1

University of North Dakota

ND

1

University of Wisconsin – Superior

WI

1

Along with identifying their pre-service training institution, the respondents were asked if

teacher licensure was a part of their initial degree, sixty-four percent (n=25) reported that licensure

was a part of their initial degree, and 36% (n=14) reported that it was not (Table 2).

Table 2

Teaching Licensure

Part of Initial Degree

25 (64%)

Not Part of Initial Degree

14 (36%)

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If the respondent indicated that the licensure was not part of their initial degree a follow up

question was asked to describe their situation. Twenty-one percent (n=3) of the respondents who

indicated licensure was not a part of their initial licensure were students at the University of

Minnesota – Twin Cities where the business and marketing teaching licensure was a part of a

master’s in education program, thus students must have earned a bachelor’s degree in business or

marketing content program prior to enrollment in the licensure program. The remaining 79% (n=11)

indicated they received a business related undergraduate degree, worked in industry, and then

returned to a licensure program (Table 3).

Table 3

Non-Teaching Initial Degree

Worked in Industry – Returned to School for Teaching License

11 (79%)

University of Minnesota Degree Program – Licensure Must be Earned Through Masters in Education Program

3 (21%)

Prior Career and Technical Student Organization (CTSO) Experience

The first research question identified for this study was to determine if previous CTSO

experience, both at the secondary and post-secondary level, played a role in preparing respondents to

be a DECA advisor. To answer this question the researcher designed the survey instrument with two

questions directly asking is they were a member of a CTSO in high school and another asking if there

were a member of a CTSO at the post-secondary level. If the respondent answered yes to either of

these questions, they were directed to a follow-up question(s) asking to what degree that experience

had in developing their confidence as a DECA advisor using a Likert scale from significantly to not

at all.

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The results of the survey questions indicated that a majority of the advisors surveyed, 28

(72%), were not members of a CTSO in high school; the remaining 11 (28%) were. The majority of

the advisors 11 (28%) who indicated they were high school members of a CTSO, felt their

participation “significantly,” 8(73%) contributed to the development of their confidence as a DECA

advisor (Table 4).

Table 4

Level of Confidence as a Result of High School CTSO Participation

Significantly Somewhat Significantly

Somewhat Neutral Not in a Significant

Way

Not at All

Responses

8 (73%)

2 (18%)

1 (9%)

0

0

0

When asked whether or not respondents were CTSO members at the post-secondary level, 18

(46%) indicated they were, while 21 (54%) indicated they were not. Those who were post-secondary

members were mixed in their perception of confidence in preparing them for their role as a DECA

advisor; 2 or 11% of the respondents indicated it contributed “significantly,” 5 or 28% indicated

“somewhat significantly,” 6 or 33% indicated participation contributed “somewhat,” while 1(6%)

was “neutral,” and the remaining 4 (22%) felt their participation contributed “not in a significant

way” to their confidence as a DECA advisor (Table 5).

Table 5

Post-Secondary CTSO Participation Competence Level

Significantly Somewhat Significantly

Somewhat Neutral Not in a Significant

Way

Not at All

Responses

2 (11%)

5 (28%)

6 (33%)

1 (6%)

4 (22%)

0

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The results of the survey question indicated that the majority of advisors surveyed were not

CTSO members at the high school or post-secondary levels. For those who were members at the

high school level, all indicated their participation impacted their confidence as a DECA advisor.

Alternatively, for those indicating participation at the post-secondary level the degree to which it

developed confidence as a DECA advisor was split.

Coursework

The second research question was to determine if coursework related to CTSOs played a role in

preparing respondents to be a DECA advisor. Because the researcher anticipated multiple pre-

service institutions, the need to determine if coursework was part of pre-service training was

necessary. To make this clear, a question was created asking (1) if the respondent completed an

entire course designed specifically to prepare them to be a DECA advisor, or (2) if they has taken a

course with a component related to becoming an advisor, or (3) if they had not had any coursework

related to being an advisor. If the respondent indicated they had some coursework they were directed

to a follow-up question asking to what degree that coursework had in developing their confidence as

a DECA advisor using a Likert response scale from significantly to not at all. The results of the

survey questions are summarized below.

Twenty or 50% of the respondents indicated that 20 (50%) did not have a course that prepared

them to become a DECA advisor. Eleven or 28% had taken a course with a component related to

becoming and advisor, and only 8 (21%) had completed a course designed to prepare them to become

a DECA advisor (Table 6).

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Table 6 Coursework Related to CTSO Advisor Preparation

Coursework Type

Percentage Indicated

N

No Course

50%

20

Course Component

28%

11

Entire Course

21%

8

Total

100%

39

When asked whether the coursework had an impact on their confidence in their role as a DECA

advisor 4 (21%) indicated the coursework “significantly” impacted their competence, 2 or 11%

indicated “somewhat significantly.” Eight or 42% indicated “somewhat,” and 5 or 26% indicated that

the coursework impacted their confidence “not in a significant way” in their role as a DECA advisor

(Table 7).

Table 7 Completion of Coursework Level of Competence

Significantly Somewhat

Significantly Somewhat Neutral Not in a

Significant Way

Not at All

Responses

4 (21%)

2 (11%)

8 (42%)

0

5 (26%)

0

Half or 50%, of the advisors surveyed indicated they had taken a course or course component

related to their role while the other half indicated no coursework. The majority of the respondents

indicated their coursework impacted their confidence in their role as a DECA advisor.

23

Co-Advising During Student Teaching

The third research question identified in the study was to determine if co-advising was a part of

their student teaching experience and if so, to what degree it played in developing confidence as a

DECA advisor. To determine if the respondents experienced co-advising a survey question was

created. If the respondent indicated that they had experienced co-advising during their student

teaching experience they were directed to a follow-up question asking to what degree co-advising

had in developing their competence as a DECA advisor using a scale from one to six, one being

significantly and six not at all. The results of the survey questions are summarized below.

Twenty-three or 59% of the respondents indicated they had the opportunity to serve in a co-

advising role during their student teaching experience, while 16 or 41% did not have the experience.

When asked whether their co-advising experience during student teaching contributed to their level

of confidence as a DECA advisor, respondents indicated 13 or 57% “significantly,” 4 or 17%

“somewhat significantly,” 4 or 17% “somewhat,” and 2 or 9% indicated “not in a significant way”

in the contribution to confidence (Table 8).

Table 8 Student Teaching Co-Advising Level of Competence Level

Significantly Somewhat

Significantly Somewhat Neutral Not in a

Significant Way

Not at All

Responses

13 (57%)

4 (17%)

4 (17%)

0

2 (9%)

0

The majority of the respondents who co-advised during their student teaching experience

reported that it impacted their competence as a DECA advisor. Two respondents indicated that this

component of their pre-service training did not contribute in a significant way to their confidence in

becoming a DECA advisor.

24

Most Valuable Pre-Service Training Components

The fourth research question identified in the study was to determine what the most valuable

component was during the respondent’s pre-service training in developing competence as a DECA

advisor. To determine this, the researcher asked the respondents asked three questions. Two of the

questions were open-ended and reflective in nature, asking the advisor to reflect on their first years as

a teacher and identify (1) what prepared them most, and (2) what they felt they were least prepared

for in their role. The final question asked the respondent to rank each of the research questions, prior

CTSO experience, coursework, and student teaching/co-advising, in the order of the most critical

component of their pre-service training to the least. An “other” category was also included for

respondents to add another component they felt critical. The results of the survey are summarized

below.

After being asked to reflect on their first years of teaching and identify what they felt they were

most prepared for in their role as a DECA advisor, 35 responses (Appendix C) were recorded of

which five themes were identified: content knowledge, competitive events, was not prepared,

managing students, and overall prepared (Table 9).

25

Table 9 Role Most Prepared for in First Years of Teaching as a DECA Advisor

Common Themes

Responses

Content Knowledge

9

Managing Students

8

Competitive Events

7

Was Not Prepared

7

Overall Prepared

4

Total

35

After being asked to reflect on their first years of teaching and identify what they felt least

prepared them for their role as a DECA advisor five themes – competitive events, general

organization, time commitment, managing students, and everything – (Table 10) were identified from

the 38 responses (Appendix D).

Table 10 Role Least Prepared for in First Years of Teaching as a DECA Advisor

Common Themes

Responses

Competitive Events 17

General Organization 6

Time Commitment 5

Managing Students 4

Everything 3

Total 35

26

The final question in the survey asked respondents to rank the three components of pre-service

training being measured by the research in order of their importance (1 being most important, and 4

being least) in the development of their competence in their role as a DECA advisor. An “other”

category was included to allow for additional components to be included that were not included in

the research. Co-advising during student teaching was ranked number one most frequently, while the

other category was ranked as the least (Table 11).

Table 11 Pre-Service Training Component Ranking

Training Component

1

2

3

4

Mean

Prior DECA/CTSO Experience 14 6 9 8 2.30

Coursework 7 15 15 0 2.22

Student Teaching/Co-Advising 11 13 13 0 2.05

Other 5 3 0 29 3.43

The third and final question of the survey asked respondents to identify which component of

their pre-service training was the most valuable to forming their competence as a DECA advisor.

Three components were and included mentorship, previous work experience, and learning by doing.

Chapter five will present a summary, conclusions, and recommendations of the research

project.

27

Chapter V: Summary, Conclusions, and Recommendations

Summary


Advisors gained through their pre-service training. The pre-service training components, which also

served as research questions, included CTSO (career and technical student organization) experience,

coursework, student teaching and co-advising, as well as through reflection the most valuable pre-

service training component. The following research questions were the basis of the methodology:




advisor?



A survey was created to measure the level of confidence each of the three pre-service

components (previous CTSO experience, coursework, and student teaching and co-advising) added

to the respondent’s role as DECA advisors. The sample used for this study were current Minnesota

DECA Advisors, surveyed during October 2012. Each advisor had an active chapter and received

pre-service training through an institution within the United States.

The instrument for this study was a 14-item questionnaire designed to measure the level of

confidence of Minnesota DECA Advisors gained through their pre-service training. The survey was

developed around three commonly identified components of pre-service training for CTSO

advisement: coursework, student teaching/co-advising, and previous CTSO experience. The

population was asked to respond to questions to determine, (1) if they experienced the pre-service

component, and (2) if they did, how that experience contributed to their competence as a DECA

28

advisor (see Appendix A). The likert scale rating question allowed for respondents to identify an

additional component that was not represented in the study. Data was collected using the following

steps:

1. Acquired permission from the State DECA Advisor to access advisor email list serve to

deploy survey instruments.

2. Loaded instrumentation into internet-based collection software.

3. Deployed instrumentation through MN DECA Advisor list serve to collect responses

over a five-day window of time.

4. Conducted a follow up email to attain additional responses following the initial

deadline.

The data for each component of the pre-service training collected through the questionnaire was

analyzed using descriptive statistics, averages and percentages, and was depicted using histograms.

Discussion

Previous Career and Technical Student Organization (CTSO) Experience. The first

research question was to determine if previous CTSO experience, both at the secondary and post-

secondary level, played a role in preparing respondents to be a DECA advisor. The majority of the

respondents indicated they were not CTSO members at the secondary level; however those who were

secondary members indicated that their experience added significantly to their competence as a

DECA advisor. This was not surprising as it supports one of the sixteen theories of Charles Prosser

(see Appendix B), specifically the seventh theorem , “Vocational education will be effective in

proportion as the instructor has had successful experience in the application of skills and knowledge

to the operations and processes he undertakes to teach” (Prosser and Allen, 1925, p. 223). Pre-

service training was developed to “continue to further develop their knowledge and skills in

preparation for advising a student organization” (Stanislawski & Haltinner, 2009, p. 168). Prior

29

knowledge and experience in the organization they will one day advise offered a unique perspective

and potentially richen the pre-service training.

At the post-secondary level the majority of the respondents indicated non participation in a

CTSO, however, the degree to which is impacted their competence as an advisor was polarized. The

post-secondary organization experience was not as valuable as secondary experience. This was not

surprising because the post-secondary organization was not designed to model the secondary

competition model; rather it is a professional organization that offers exposure to the role of an

advisor. At the University of Wisconsin-Stout membership in the CTSO is only required for students

enrolled in the CTSO course which is designed to be taken during the student’s sophomore year

(Stanislawski & Haltinner, 2009). Traditionally, CTSO participation at the secondary level is

optional whereas at the post-secondary level, in this case, was a requirement of a course, one could

conclude that because someone choses to participate they are more vested they are in their outcomes.

Coursework

The second research question identified was to determine if coursework related to CTSOs

played a role in preparing respondents to be a DECA advisor. Almost half of the respondents

indicated coursework was a part of their pre-service preparation and the other half had no coursework

related to becoming a DECA advisor. Those who had taken a course or had a course component

indicated it had an impact on their level of confidence as an advisor. This supports Husted, Mason,

and Adams’ (2003) assertion that it [coursework] is one of three components identified as necessary

to “maximize student learning within a quality CTE program” (as cited in Stanislawski & Haltinner,

2009, p. 167).

Co-Advising During Student Teaching

The third research question identified in the study was to determine if co-advising was a part of

their student teaching experience and if so, to what degree it played in developing competence as a

DECA advisor. The majority of the respondents indicated they experienced co-advising, all but two

30

indicated that it positively impacted their advisor role. This is consistent with Charles Prosser’s

seventh theorem. (Prosser & Allen, 1928).

Most Valuable Pre-Service Training Components

The fourth research question was to determine the most valuable component during the

respondent’s pre-service training in developing competence as a DECA advisor. Prior DECA/CTSO

Experience was identified as the most valuable followed by co-advising during student teaching

followed by coursework. Respondents also identified mentorship, previous work experience, and on-

the-job training as components of value. A similar study conducted by Stanislawski and Haltinner

(2009), concluded the following pre-service component order of significance (1) co-advising during

student teacher, (2) coursework, and (3) previous CTSO experience. This study refutes the results of

the previous study.

Conclusions

As a result of the finding to the research questions of this study the following conclusions have

been made:

1. Previous CTSO experience has value in an advisor’s level of competence in their role

whether at the secondary or post-secondary level. Most DECA advisors were not

personally members of a secondary-level CTSO.

2. Pre-service coursework, specifically related to CTSOs, significantly impacts the

competence level of a DECA advisor.

3. Co-advising during student teaching is a valuable component of a DECA advisor’s pre-

service training.

4. The three components of pre-service training measured were ranked in order of most

critical to least critical in preparing advisors for their role in the following order: (1)

previous CTSO experience, (2) co-advising during student teaching, and (3) coursework.

31

Recommendations

Based on the conclusion of the research, the following recommendations are being made:

1. More attention must be placed on the CTSO component during pre-service training,

including programming that allows interaction with advisors in their roles and competitive

event training.

2. Coursework needs to be aligned with the DECA Inc’s expectations of advisors to better

prepare them for their role.

3. Careful consideration needs to be taken during student teacher placement. It is important

that the school has an active CTSO component for the pre-service training to provide the

experiential training necessary to translate into a future advisor role.

32

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cluster report (Rep.). Columbus, Ohio: Marketing Education Resource Center.

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Haltinner, U., & Stanislawski, D. (2009). Preparing Teacher Candidates to Effectively Engage

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Lanbeth, J. M., Elliot, J., & Joerger, R. (2008). The national career and technical education research

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35

APPENDIX A

Instrumentation

Pre-Teaching CTSO/DECA Advisor Training Please complete the following survey regarding the pre-teaching CTSO/DECA Advisor training

you received. Your cooperation in this study is appreciated and all responses will be kept anonymous.

1. Which institution did you receive your training to become a business and marketing teacher?

School ______________ State ________________ 2. Was your teacher licensure part of your initial degree?

____ Yes _____No If no, describe your situation. _______________________ 3. Did you receive and pre-service training in your teacher preparation program to help

prepare you for your role as a DECA Advisor?

____ Yes _____ No 4. Were you a member of DECA or other Career and Technical Student Organization

(CTSO) as a high school student?

____ Yes ____ No 5. If you answered “yes” to question #4 -- To what degree did your high school CTSO

participation develop competence to take on your advisor role?

____ Significantly ____ Somewhat significantly ____ Somewhat ____ Not in a significant way ____ Not at all 6. Were you a member of a Career and Technical Student Organization (CTSO) in college?

____ Yes____ No

36

7. If you answered “yes” to question #6 -- To what degree did your college CTSO

participation develop competence to take on your advisor role?

____ Significantly ____ Somewhat significantly ____ Somewhat ____ Not in a significant way ____ Not at all 8. Which of the following is true regarding your training to become a business and marketing

teacher:

____ (a) I completed a course designed to prepare me to be a DECA Advisor. ____ (b) I took a course with a component related to becoming a DECA Advisor. ____ (c) I did not have a course that prepared me to be a DECA Advisor. 9. If you answered (a) or (b) to question #8 – To what degree did that course or course

component develop competence to take on your advisor role?

____ Significantly ____ Somewhat significantly ____ Somewhat ____ Not in a significant way ____ Not at all 10. During your student teaching experience, did you experience co-advising (working side-by-

side with your cooperating teacher in the advisor role)?

____ Yes ____ No 11. If you answered “yes” to question #10 -- To what degree did your co-advising develop

competence to take on your advisor role?

____ Significantly ____ Somewhat significantly ____ Somewhat ____ Not in a significant way ____ Not at all 12. Reflecting back on your first years as a teacher, what were you most prepared for in your

role as a DECA advisor?

13. Reflecting back of your first years as a teacher, what you least prepared for in your role as a DECA advisor?

37

14. Rank in order (1 one most critical and 3 least critical) what you fell the most critical component in your marketing and business teacher preparation that prepared you for your DECA advisor role. List any other components that you experienced that are not listed in the “other” box.

_____ Prior DECA/CTSO Experience _____ Coursework _____ Student Teaching/Co-Advising Other ____________________________________________

38

APPENDIX B

Charles Prosser’s Sixteen Theorems

1. Vocational education will be efficient in proportion as the environment in which the learner is trained is a replica of the environment in which he must subsequently work.

2. Effective vocational training can only be given where the training jobs are carried on in the same way, with the same operations, the same tools, and the same machines as in the occupation itself.

3. Vocational education will be effective in proportion as it trains the individual directly and specifically in the thinking habits and the manipulative habits in the occupation itself.

4. Vocational education will be effective in proportion as it enables each individual to capitalize his interests, aptitudes, and intrinsic intelligence to the highest degree.

5. Effective vocational education for any profession, trade, occupation, or job can only be given to the selected group of individuals who need it, want it, and are able to profit by it.

6. Vocational training will be effective in proportion as the specific training experiences for forming right habits of doing and thinking are repeated to the point that these habits become fixed to the degree necessary for gainful employment.

7. Vocational education will be effective in proportion as the instructor has had successful experiences in the application of skills and knowledge to the operations and processes he undertakes to teach.

8. For every occupation there is a minimum of productive ability which an individual must possess in order to secure or retain employment in that occupation.

9. Vocational education must recognize conditions as they are and must train individuals to meet the demands of the “market” even though it may be true that more efficient ways for conducting the occupation may be known and better working conditions are highly desirable.

10. The effective establishment of process habits in any learner will be secured in proportion as the training is given on actual jobs and not on exercises or pseudo jobs.

11. The only reliable source of content for specific training in an occupation is in the experiences of masters of that occupation.

12. For every occupation there is a body of content which is peculiar to that occupation and which practically has no functioning value in any other occupation.

13. Vocational education will render efficient social services in proportion as it meets the specific training needs of any group at the time that they need it and in such a way that they can most effectively profit by the instruction.

14. Vocational education will be socially efficient in proportion as in its methods of instruction and its personal relations with learner it takes into consideration the particular characteristics of any particular group which it serves.

15. The administration of vocational education will be efficient in proportion as it is elastic and fluid rather than rigid and standardized.

16. While every reasonable effort should be made to reduce per capita cost, there is a minimum level below which effective vocational education cannot be given, and if the course does not permit this minimum of per capita cost, vocational education should not be attempted (Prosser and Allen, 1925).

39

APPENDIX C

Instrumentation Question #12 Responses

My knowledge as a teacher in general business concepts- nothing related to being a DECA advisor. Organization and content knowledge. We didn't really cover anything DECA/BPA related in college. Probably teaching the competencies related to competitive events I did not become a DECA advisor until after 10 years of teaching. Recruiting students I had a basic understanding of what DECA is, but I needed more information on how to implement DECA competitive events into my curriculum. Working with students in general. I really had no training in DECA. Connecting with students. The structure and opportunities with DECA was overwhelming. Advising students and managing fundraisers, parent communication, etc. I was not prepared and relied on the second year students. My previous experience in the professional world. Helping students prepare for the tests and helping students understand marketing concepts I really wasn't. I was not a DECA advior until 4 years ago when it was started in our school. This was my first experience. No other school I have taught in (3 other schools) offered DECA. Competitive Events DECA is in my blood! When you go through a strong high school program and through Stout's program, you don't have a choice but to become a crusader. I had great experienced DECA Advisors in my District when I first started teaching. They shared advice and materials readily. But to go back to my beginning statement....I completely bought what I had been taught that being a TRUE Marketing Education Coordinator included the classroom, the internship portion and DECA. I don't think this is taught or hired any longer in our school. I was prepared to prepare students for competition and to organize a competitive event conference; I was prepared to take students to conferences and on field trips; I was prepared to plan, organize and lead chapter officers and activities. In the old days....we learned it all and had to practice it all in college! Do you know who I am yet!! Not much. I knew what most of the events were, but not all the specifics. I didn't become a DECA advisor until I started the program at my high school during my 17th year of teaching. By that point, I had the organizational skills. Most of my advisor training was being mentored by two high school advisors near me and spending LOTS of time on the DECA web sites. Jackie Schiller was also very patient with my questions and I attended the new advisor training put on by you and Jackie. Working in industry for nearly 5 years prior to becoming a teacher and DECA advisor prepared me the most. Student-teaching gave me the desire to some day to become a teacher. Preparing and working with students to do their best at conferences. I was able to be an "assistant" advisor for the first few years, which taught me a LOT about DECA! managing activities running school store Holding meetings, providing information about conference Relating to the students.

40

Relating classroom to club experiences; Organizing activities and fundraisers I didn't start a chapter until I had taught for 17 years. My years of experience prepared me to move into offering DECA. I always enjoyed the marketing components of my other courses. I was busy coaching and didn't have time for everything. Retired from coaching this year and am looking forward to the challenge of DECA. I knew what the conferences were like. I had an opportunity to be a judge as a student teacher which was helpful. Otherwise I was completely confused with DECA and figuring the events, what students could and couldn't be enrolled in, and how to find resources to DECA curriculum to incorporate in my class. Preparing students for the competitive events. Not much...perhaps just offering DECA. But no practical application I was most prepared in the aspect of knowledge of DECA competitive events. Having been in DECA in high school, as well as serving as an intern for MN DECA State during my 4 years in college, I felt I had a good grasp on the various DECA events. I was most prepared for the team building aspect of DECA, in addition to the understanding the organization itself. I wouldn't say I was prepared up front. Probably the part I was most prepared for was just the general organization of the club, keeping track of things, getting kids signed up, having meetings, etc. I knew a little about some events and what the district competition looks like, but for the most part, I learned as I went through the year. Working directly with the kids on projects, role-plays, etc...and guiding them in workshops and competition. The actual instruction of the kids.

41

APPENDIX D

Instrumentation Question #13 Responses

The amount of work involved and the variety of different events you need to understand. The time, the rules and laws, the deadlines, the event competition preperation. Managing a DECA Chapter, and understanding all of the competitive events All the comotion and unorganization The time commitment How to teach competitive events. Advising how to prepare for events and which events to choose. Competition, administrative and coordinating responsibilities (had no idea the time involvement), need for networking with businesses in the community. Figuring out the DECA competitive events, penalty pointing, etc. Recruiting students and preparing them for contests All the organization that goes into it. When I student taught, I just got to go along for the ride. Never realized ALL off the paperwork! Preparing the students for all of the events. I forgot to mention on question 11 - I have received a ton of assistance from other advisors about DECA. I had no idea what I was getting myself into - and the best lessons were the ones from actually going through the motions and "doing." All the rules and crazy acronyms. How I should prepare students for events. This question does not apply to me. I was not a DECA advisor until 4 years ago when it was started at our school. This is my 32nd year of teaching. The balancing act of classroom and DECA Even though I had very strong beliefs about behavioral expectations and how to enforce rules, it was hard to do! The compettion. What a District DECA Career Development Conference was all about. The constant need to fundraise. The paperwork involved for a CTSO, fundraising, recruitment, and how to operate a school store. How to coordinate kids I didn't see in class. How to manage kids at overnight conferences. How to sit together at the conferences. How to pay for everything when I had no budget (I still don't -- our funds are built through fundraising). How to coach kids to be competitive at the events. Regarding DECA, everything. All the paperwork and the politics back at school. I had never been a part of DECA, and didn't know much about it. So, I was not prepared with anything DECA-related. content instruction event prep Preparing students for all the different events. The DECA events.

42

Preparing students for event competitions See previous answer Developing enough curriculum to support the variety of DECA projects. Competitive events. Other DECA related opportunities also very little on how to initially incorporate it into my curriculum Also little on how to manage the PR of the program within our school and District All the planning and logistics that go into bringing students to each conference (hotel assignments, figuring out food for students, etc.). I was not prepared for the overnight experience, and juggling working events and keeping track of students. The sheer number of different events as well as variances in school and state DECA structures. The theory of DECA and the classroom in my experiences doesn't really reflect the current reality of schools and school budgets. For example, my first job aligned very nicely with the idea that students in marketing classes are then applying their knowledge to the DECA events. I had marketing 1 and 2, year long courses that allowed me to streamline the experience and really connect DECA events "inside" the classroom. When I moved to Minnesota, I no longer had this luxury. I taught on a block schedule, where you see the students in class for 9 weeks and then the rest of the DECA work takes places outside the school day. Trying to coordinate all this at first was a nightmare, so a little training on situations like this would have been nice. Probably specifics on events, knowing how to work them into my classes, how to help kids get ready to compete and how to give them the best chance for success. The organization and administrative duties. The details and specifics of what DECA events are. I had no idea what DECA was. I am lucky to be a co-advisor in my current role, but if I had been on my own I would have had a very difficult time.

Documents

Author: Weiler, Sonja B. Title: Determining Level of ... · employment. Charles Prosser, a vocational education pioneer, was instrumental in the early development of the field which