JITE v34n3 - Eighteenth Annual Outstanding Manuscript Award Recipients

Eighteenth Annual

Outstanding Manuscript Award Recipients

Journal of Industrial Teacher Education

Volume 33

For the past 18 years, the Editorial Board of the Journal of Industrial Teacher Education has awarded excellence through its Outstanding Manuscript Awards program. Each year, an Awards Task Force is assembled to review independently all refereed manuscripts published in that year's volume of the Journal . Members of the Task Force first determine whether a manuscript merits an award and then rank order the selected manuscripts. The Awards Task Force of Volume 33 consisted of Dr. Michael Dyrenfurth, University of Missouri-Columbia; Dr. Scott Johnson, The University of Illinois at Urbana-Champaign; Dr. Susan Olson, University of Akron; Dr. Sam Stern, Oregon State University; Dr. Thomas J. Walker, Temple University; and Dr. Richard Walter, The Pennsylvania State University. The Editorial Board of the Journal of Industrial Teacher Education thanks these dedicated individuals for their contribution to the awards programs and for their continued service to NAITTE and the profession.

The Outstanding Manuscript Awards are presented to authors of refereed manuscripts that fit into one of three categories: research, conceptual, or dissertation. The outstanding research manuscript is selected from data-based articles that are not developed from a dissertation or thesis. The outstanding research manuscript for Volume 33 was co-authored by Jerome Moss, Jr., and Qetler Jensrud, University of Minnesota. Their article, entitled Gender, Leadership and Vocational Education, summarizes the results of a series of research studies on leadership in vocational education. In this article, authors looked at gender-related differences among vocational administrators in terms of leadership assessment, leadership performance, and gender bias. The results indicated that (a) male and female vocational instructors use the same criteria to judge the leadership effectiveness of their administrators; (b) female vocational administrators are judged to be slightly more effective leaders than their male counterparts by both male and female subordinates and/or peers and tend to have a higher level of many desirable leader attributes; and (c) vocational instructors overall do not exhibit any gender biases in their ratings of vocational department heads. The article concluded with two implications for practice and suggests research focused specifically on the reasons why women are judged to be more effective leaders.

The outstanding conceptual manuscript award is chosen from philosophical, historical, curricular, or expository pieces. The outstanding conceptual manuscript for Volume 33 was written by Karen Zuga, The Ohio State University. Her article, entitled Reclaiming the Voices of Female and Elementary School Educators in Technology Education, provides evidence that women have been key players in the development of technology education-although they have not received sufficient recognition for this work. Zuga questions why women's contributions are missing from the contemporary literature base. The article concludes by expressing the need for technology educators to address the future by beginning to incorporate the diversity of the communities they serve. The technology educator curriculum, as a language about technology that is intended for all students, needs to incorporate the diversity of people, positions, and values in order to reach students and to serve as a socially valued subject in the school curriculum.

The outstanding dissertation manuscript award is selected from articles that report on a thesis or dissertation. Articles in the dissertation category cannot be co-authored. The outstanding dissertation manuscript for Volume 33 was written by Sarah L. S. Duncan, who received her Ph.D. from The University of Illinois under the supervision of Scott D. Johnson. Her manuscript, entitled, Cognitive Apprenticeship in Classroom Instruction: Implications for Industrial and Technical Teacher Education, examines aspects of the instructional approach called cognitive apprenticeship . Based on her analysis, she contends that certain components of cognitive apprenticeship have the potential to significantly improve student learning of technical content and skills. The results indicate that integrating cognitive apprenticeship instructional methods into classrooms will require scheduling adjustments, instructor training, and curricular revision. However, if the goal of education in general, and vocational education in particular, is to prepare students to be successful in the workplace of the future, to equip them with the skills and knowledge they will be expected to possess, these adjustments will be worthwhile.

The JITE Editorial Board and the NAITTE organization congratulate the award recipients for Volume 33!

Reference Citation: Gray, K. (1997). Eighteenth annual outstanding manuscript award recipients. Journal of Industrial Teacher Education , 34(3), 99-102.