A Study of How Certified and Noncertified Automotive Curriculum Impact Student Achievement

Autor/in	VanDalsem, B.
Titel	A Study of How Certified and Noncertified Automotive Curriculum Impact Student Achievement
Quelle	(2010), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-8673-3
Schlagwörter	Hochschulschrift; Dissertation; Auto Mechanics; Vocational Education; Curriculum Development; Curriculum Evaluation; Engines; Job Skills; Certification; Competence; Job Training; Entry Workers; Evidence; State Standards; Program Effectiveness; Social Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Maschine; Produktive Fertigkeit; Abschlusszeugnis; Zertifizierung; Kompetenz; Berufsqualifizierender Bildungsgang; Evidenz; Sozialer Wandel
Abstract	The purpose of this case study was to examine whether written curriculum for Automotive Service Excellence (ASE) certified and non-certified training programs better prepares students for entry-level positions. The theoretical framework based on research by Frase described methodologies for comparing curricula at the system, school, and classroom levels. The overarching research question examined whether the written curricula for certified and non-certified programs provides the necessary skills required to allow students to obtain entry level automotive positions. In phase one, automotive dealerships in the first region received a survey for rating the engine performance competency skills from most to least important for working on an automobile engine. In phase two, an audit team comprised of eleven educators and five automotive members compared the two curricula. The data collected from the survey and curriculum comparison were analyzed using descriptive statistics for the quantitative analysis and by looking for patterns and making direct interpretations or generalizations in the qualitative analysis. The data revealed that the audit team favored the ASE Standards while showing general satisfaction with the state standards. The study contributes to social change by informing curricular design through research-based evidence that validates the added benefits for students completing an ASE certified automotive program. At the course level, these results provide specific direction to instructors in developing advanced automotive labs that will provide applications necessary for producing competent automotive technicians. Additional implications for social change that follow from these curricular improvements may include increased levels of mechanical safety on the highway due to the added knowledge and competence of service personnel. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10