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Identification of Quality Characteristics for Technology Education Programs: A North Carolina Case Study

Authors:

Aaron C. Clark ,

North Carolina State University, US
About Aaron

An Assistant Professor in the Department of Mathematics, Science and Technology Education, College of Education and Psychology at North Carolina State University, Raleigh.

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Robert E. Wenig

North Carolina State University, US
About Robert

An Associate Professor in the Department of Mathematics, Science and Technology Education, College of Education and Psychology at North Carolina State University, Raleigh.

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Abstract

Since its beginning, technology education has consistently pursued quality outcomes in course offerings. Especially during the past 25 years, the process of establishing standards, or outcomes, has been a major area of focus at both the national and state levels (Dugger, 1988). After interviewing North Carolina State Department of Public Instruction state officials, it was found that North Carolina had not identified indicators of quality that could be used to assess whether technology education programs throughout the state are meeting statewide curriculum goals and objectives. The identification of such quality indicators and the development of a correlated check sheet was the purpose of this study.
How to Cite: Clark, A. C., & Wenig, R. E. (1999). Identification of Quality Characteristics for Technology Education Programs: A North Carolina Case Study. Journal of Technology Education, 11(1), 18–26. DOI: http://doi.org/10.21061/jte.v11i1.a.2
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Published on 22 Sep 1999.
Peer Reviewed

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