Vocational Education; *Vocational Education Teachers IDENTIFIERS *Instructional Theory into Practice

This descriptive study of vocational teachers' classroom 'ehavior and their students ' achievement after the teachers took ITIP (Instructional Theory into Practice) training found the following: (1) vocational classroom teachers perceived some increase in their instictional skill in all areas, although the majority of respondents reported no change in the use of 26 skills; (2) student achievement, as perceived by teachers, Increased in all areas, ranging from 17.2 percent to 60 percent; and (3) the higher the teachP 's 'degree and the certificate held, the higher that teacher rated and perceived use of some skills. Questionnaire responses from 32 teachers, counselors, and administrators in Michigan's second largest school district were analyzed. In addition to the demographic information they provided, respondents useu the questionnaires to rate the importance of, and their use of, 30 instructional skills they had learned to use during their ITIP training. The teachers reported an increase in their use of wait time, creating a level of concern, and creating an environment for success of the students. The majority of respondents reported that, after the teachers ' training, their students more often had better answers to questions and responded to success, while the majority reported no change in 11 other measures of student achievement. (The document contains a 14-item reference list.) (CML) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************N**************************ft*******************