Date of Award
1-1-1982
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Business and Vocational Education
Abstract
The problem of this study was to identify the articulation practices in effect in NABTE (National Association of Business Teacher Education) member colleges and universities regarding students who had completed shorthand and/or typewriting courses in high schools and noncollegiate post-secondary schools before entering the teacher education program.A total of 296 questionnaires were mailed and a total of 224 usable returns were included in this study.Significant differences were found in articulation practices based on financial support, regional accreditation and AACSB/NCATE membership.While there was little evidence of the existence of statewide articulation programs, public institutions were less likely to be involved. Public institutions were more likely to offer credit for beginning shorthand and typewriting courses completed in their departments and more likely to give advanced placement without college credit for shorthand courses completed in high schools.Private institutions were more likely to use the practice, competency shorthand examination, for intermediate and advanced course level placement for shorthand with college credit.A competency examination in shorthand and typewriting was the one most-common and the one most-used other articulation practice for intermediate and advanced course level placement, with credit, for students who had completed high school shorthand or typewriting courses.High school courses completed in shorthand and/or typewriting was the one most-common practice employed by institutions for intermediate and advanced course level placement, without college credit, for students who had completed high school shorthand or typewriting courses.In the majority of institutions participating in this study, the articulation practices without college credit and with college credit for students with previous training in shorthand and typewriting from noncollegiate post-secondary institutions were the same as for students who had completed high school courses.
Recommended Citation
Turner, Mary Hill, "Articulation Practices In Nabte Member Institutions Regarding Shorthand And Typewriting Courses Completed In High Schools And Noncollegiate Post-Secondary Schools." (1982). Theses and Dissertations. 8920.
https://commons.und.edu/theses/8920