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An analysis of the high school banking curriculum in a selected public school system in the metropolitan Washington, DC, area

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dc.contributor.authorWard, Edith Burnetteen
dc.contributor.committeechairStewart, Jeffrey R.en
dc.contributor.committeememberOliver, James D.en
dc.contributor.committeememberSchmidt, B. Juneen
dc.contributor.committeememberKirby, Margaret S.en
dc.contributor.committeememberPinder, Charles A.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:10:41Zen
dc.date.adate2006-05-04en
dc.date.available2014-03-14T21:10:41Zen
dc.date.issued1992en
dc.date.rdate2006-05-04en
dc.date.sdate2006-05-04en
dc.description.abstractThe purpose of this study was to determine the extent to which tasks taught in the high school banking courses match tasks performed by tellers in the workplace. The research questions were as follows: (a) What are the teller tasks taught in the high school banking courses? (b) What is the importance of the tasks, as perceived by school bank managers, to the training of students for employment in teller positions? (c) What are the tasks performed by tellers in financial institutions? (d) What is the importance of the tasks, as perceived by tellers, to the performance of the duties of the job? (e) To what extent do the teller tasks taught in the high school banking courses match the tasks performed by tellers in financial institutions? (f) To what extent do tellers and school bank managers perceive the importance of the tasks similarly? Survey questionnaires were used to gather descriptive data on teller tasks taught in the high school banking courses and performed on the job. Response rates for school bank managers and tellers were 91% and 79%, respectively. Mean scores, percentages, and correlations were used to analyze the data. The findings revealed: (a) Over all 86 tasks, 56% were taught by school bank managers and 77% were performed by tellers. (b) Some of the tasks tellers rated important were not taught in the banking courses. (c) The tasks were rated important by both groups. (d) Students in some of the high schools had very limited exposure to tasks performed in the teller position.en
dc.description.degreeEd. D.en
dc.format.extentviii, 165 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-05042006-164518en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05042006-164518/en
dc.identifier.urihttp://hdl.handle.net/10919/37695en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.W373.pdfen
dc.relation.isformatofOCLC# 28304713en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.W373en
dc.subject.lcshBank tellers -- Training of -- Washington Metropolitan Areaen
dc.subject.lcshBanks and banking -- Study and teaching (Secondary) -- Washington Metropolitan Areaen
dc.titleAn analysis of the high school banking curriculum in a selected public school system in the metropolitan Washington, DC, areaen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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