JVTE v16n1 - Notes From the Editor

NOTES FROM THE EDITOR

The Journal of Vocational and Technical Education can be obtained in both paper and electronically. This fall 1999 issue (16-1) marks the 31st issue of JVTE in print, as well as the 9th issue on-line. The printed journal is mailed to members and other subscribers around the world and is indexed in ERIC. The electronic journal is available worldwide on the Internet and can be accessed at the following (case sensitive) location:

http://scholar.lib.vt.edu/ejournals/JVTE/jvte.html

Providing JVTE as an electronic journal as well as a paper one means a whole new set of responsibilities for the editor, one of which is making sure that the files are properly formatted in order to be converted to HTML. This also will call for authors paying closer attention to using the proper formatting features on the word processor.

This is my last issue as the editor of the Journal of Vocational and Technical Education. While this has been a tremendous growth experience, I do not regret that my term as editor is coming to an end, for this has also been a tremendous commitment of time and energy.

Without the assistance of the reviewers it would not be possible to have a refereed journal such as the Journal of Vocational and Technical Education. I would like to take this opportunity to acknowledge and thank the following colleagues for giving their time and expertise in reviewing the manuscripts during my tenure as editor of this journal. If I have left anyone out as an oversight, please forgive me.

Dr. Elaine Adams, University of Georgia
Dr. Leonard Albright, California State University
Dr. Susan Asselin, Virginia Tech
Dr. James Bartlett, Bloomsburg University
Dr. Greg Belcher, Pittsburg State University
Dr. Kendra Boggess, Concord College
Dr. Blannie Bowen, Pennsylvania State University
Dr. Debra Bragg, University of Illinois
Dr. Dan Brown, Murray State University
Dr. Wesley Budke, The Ohio State University
Dr. Phyllis Bunn, Delta State University
Dr. William G. Camp, Virginia Tech
Dr. Robert Clark, Dauphin County Technical School
Dr. Carol Conroy, Cornell University
Dr. Donna Dare, University of Illinois
Dr. Lillian Daughtry, Pittsylvania County Schools
Dr. Carol Decker, Lincoln Memorial University
Dr. Kurt Eschenmann, Virginia Tech
Dr. Cheryl Evanciew, Oklahoma State University
Dr. Curtis Finch, Virginia Tech
Dr. Jim Flowers, North Carolina State University
Dr. Nelson Foell, The University of Georgia
Dr. Jeffrey Flesher, Commonwealth Edison Production Training Center
Dr. Jim Gregson, Oklahoma State University
Dr. Helen Hall, University of Georgia
Dr. Shirley L. Hall, Soland County Business & Education Alliance
Dr. Frank Hammons, Institute for Workforce Competitiveness
Dr. Jim Key, Oklahoma State University
Dr. Barbara Kirby, North Carolina State University
Dr. Peter Kunchinke, University of Illinois
Dr. Jim LaPorte, Virginia Tech
Dr. Johanna Lasonen, University of Jyvaskylä
Dr. Richard Lynch, The University of Georgia
Dr. Alfred Mannebach, University of Connecticut
Dr. Gary Moore, North Carolina State University
Dr. Patrick O'Connor, Kent State University
Dr. Paula Puckett, Henry Ford Community College
Dr. Donna Redmann, Louisiana State University
Dr. Chris Roegg, University of Illinois
Dr. George Rogers, University of Nebraska-Lincoln
Dr. Rick Rudd, University of Florida
Dr. Mark Sanders, Virginia Tech
Dr. John Schell, The University of Georgia
Dr. John Scott, The University of Georgia
Dr. Annell Simcoe, Rutgers University
Dr. Clifton Smith, The University of Georgia
Dr. Daisy Stewart, Virginia Tech
Dr. Wanda Stitt-Gohdes, University of Georgia
Dr. Kirk Swortzel, Auburn University
Dr. Allen Talbert, Purdue University
Dr. Hollie Thomas, Florida State University
Dr. Allen Truell, The University of Missouri
Dr. Rosemary Wentling, University of Illinois
Dr. Myra Womble, The University of Georgia
Dr. Patrick O'Reilly, Virginia Tech
Dr. Chris Zirkle, Indiana State University

In this issue:

Adams has shared with us her research on vocational teacher stress, a rarely investigated phenomenon in our profession. She used a multiple regression model to explain teacher stress. From this model, she is able to explain approximately 55.75% of the variance in vocational teacher stress and she identifies the most important internal characteristics explaining stress. Adams does a nice job of describing the literature related to internal teacher stress. Although her study found that internal teacher stress is very important in our teachers' lives, Adams concludes that this phenomenon has received inadequate attention in vocational education research. In her study, she identifies variables emanating from teacher internal characteristics that explain vocational teacher stress and builds and tests a model to explain the inter-relationships among internal-related variables and vocational teacher stress. The findings in this article are important to teacher educators and vocational administrators in that the research shows evidence that the preparation level of teachers does make a difference in relation to their levels of stress. Research findings such as these provide valuable information as we continue to prepare and provide professional development for teachers.

Doolittle and Camp address learning theory as one aspect of the foundation of vocational education. They argue that since the early years of the 20th century, vocational educators have relied implicitly on behaviorism as the profession's underlying learning theory. They contend that much of vocational education's curricular structure and pedagogical practice in place today, derived directly from the precepts of behaviorism and behavioral science. Over the past several decades, proponents of constructivism have made great strides in developing a coherent theoretical framework that seems to explain many of the complex aspects of learning that continue to confound behaviorists. Doolittle and Camp provide a concise primer of modern constructivist theory, dissecting it into three branches. They conclude that radical and social constructivism may not be appropriate for vocational education but that cognitive constructivism provides a good fit to the profession's contemporary structure and mission. The authors conclude by challenging vocational educators to consider carefully whether it is time to move openly to a new learning theory for the profession. For serious scholars actively engaged in developing the future of vocational education, this kind of article should be "must" reading and, indeed, should spark increased professional dialog regarding the theoretical framework of the profession.

Gordon and Yocke describe their examination of the relationship between the personality profiles and characteristics of selected beginning industrial and health occupations education teachers, their teaching effectiveness, and the relationship between the two. The study was conducted to assist educational administrators and teacher educators to understand this relationship. The Myers-Briggs Type Indicator and the Coker Classroom Observations Keyed for Effectiveness Research instruments were used to measure the personality and the teaching effectiveness, respectively. These authors reveal that the majority of the teachers in this study have not mastered the essential teaching competencies as identified on the 18 Coker competency statements. They also reveal that the majority of the teachers do not have four-year degrees. It would be interesting to make this same comparison with career and technical education teachers who have completed four-year degrees in a teacher education programs. As a result of this study, the authors hope that teacher educators and administrators will better understand the variety of personality traits and what they bring to the teaching environment. They believe that individual profiles can be developed for teachers and used to develop professional development programs for teachers.

Smith pays tribute to those who have contributed to the foundation of vocational education in America. As we move into the 21st Century, he reminds us of who provided the roots to what is now referred to as Career and Technical Education. He hopes that this piece will serve to inform those outside of vocational education as well. He traces us through actions taken by individuals, groups, organization, and institutions from 1892 to 1917, which led to the Smith-Hughes Act of 1917, thus, developing us into what we are today. This article will be of value especially to students of vocational education and historians and should be of interest to all who have an interest in the development of Career and Occupational Education.

The Editor
Betty Heath-Camp
October, 1999
Volume 16, Number 1