DOCUMENT RESUME

ED 205 804 CE 029 857

TITLE Resources in Vocational Education. Volume 14, Number3, 1981-82. Selected Abstracts from ERIC.

INSTITUTION Ohio State Univ., Columbus. National Center forResearch in Vocational Education.

SPONS AGENCY Office of Vocational and Adult Education (ED),Washington, D.C.

BUREAU NO 051MH10012PUB DATE Cl

CONTRACT 300 -7B -0032

NOT! 129p.

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Adult Education: Career Education; Continuing

Education; Disabilities; Educational Finance:Educational Needs: Educational Philosophy;Educational Planning: Educational Policy;*Educational Research: *Educational Resources;Females: Higher Education; *Instructional Saterials:Minority Groups: Postsecondary Education; ProgramAdministration: Program Development; ProgramEffectiveness: Program Implementation; *Publications;Research Protects: Secondary Education; Stuuents;Teachers; *Technical Education: *VocationalEducation

IDENTIFIERS *ERIC

ABSTRACTThis issue consists of 246 resumes relating to

vocational and technical education research and development products

and projects. Selections were made from the input of the ERICClearinghouse on Adult, Career, and Vocational Education asrepresented in the June through November 1980 "Resources isEducation." Topics covered in the resumes include programadministration, costs, development, effectiveness, implementation,evaluation, and improvement: special populations, such as minorities,

females, and the handicapped: career education, choice, change,

development, and counseling: cooperative, competency-based, andexperiential learning programs; coordination: educational needs,assessment, policy, practices, and research: employment programs;student attitudes and needs: teacher and administrator attitudes andeducational attainment: secondary and postsecondary education: andyouth employment. Cocument abstracts are presented in order of LRICdocument (ED) number. A subject index, an institution index, redinformation for ordering documents follow the abstracts. MO

************************************************************************ Reproductions supplied by !DRS are the best that can be made *

* from the original document. *

***********41#104141**4141414141*********#####*###M#414141441101141414141#41#4141**4141*###*#

The National Center Mission Statement

The National Center for Research in Vocational Education's mission is to increasethe ability of diverse agencies, institutions, and organizations to solve educationalproblems relating to individual career planning, preparation, and progression. TheNational Center fulfills its mission by:

Generating knowledge through reseaich

Developing educational programs and products

Evaluating individual program needs and outcomes

Providing information for national planning -nd policy

Installing educational programs and products

Operating information systems and services

Conducting leadership development and training programs

For further information contact:

The Program Information OfficeThe National Center for Research in Vocational EducationThe Ohio State Umversity1960 Kenny RoadColumbus, Ohio 43210

Telephone: (614) 486-3655 or (800) 848-4815Cable: CTVOCEDOSU/Columbus, Ohio

Resources in Vocational EducationVolume 14 Number 3

Selected Abstracts from ERIC

Compiled byThe National Center Clearinghouse

The National Center for Research in Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

1981

4

Project Title:

Contract Number:

Project Number:

Educational Act UnderWhich the Funds Were

Administered:

Source of Contract:

Contractor:

Executive Director:

Disclaimer:

Discrimination Prohibited:

Funding information

National Center for Research in Vocational Education,Clearinghouse Function

300780032

051MH10012

Education Amendments of 1976, PL 94-482

U.S. Department of Education, Office of Vocational and AdultEducation, Washington, DC

The National Center for Research in Vocational EducationThe Ohio State UniversityColumbus, Ohio 43210

Robert E. Taylor

This publication was prepared pursuant to a contract with theOffice of Vocational and Adult Education, U.S. Department ofEducation. Contractors undertaking such projects under Gov-ernment sponsorship are encouraged to express freely theirjudgment in professional and technical matters. Points of viewor opinions do not, therefore, necessarily represent officialJ.S. Department of Education position or policy.

Title VI of the Civil Rights Act of 1964 r.ates: "No person in

the United States shall, on the grounds of race, color, ornational origin, be excluded from participation in, he denied thebenefits of, or be subjected to discrimination under any pro-gram or activity receiving federal financial assistance."Title IXof the Education Amendments of 1972 states: "No person intht. United States shall, on the basis of sex, to excluded fromparticipation in, be denied the benefits of, or be subjected todiscrimination under any education program or activity receiv-ing federal financial assistance." Therefore, the National Centerfor Research in Vocational Education Project, like everyprogram or activity receiving financial assistance from the U.S.

Department of Education, must be operated in compliance withthese laws.

III

,)

Contents

Foreword vii

About This Issue ix

Sample Document Resume x

Documents 1

Resumes1

Indexes 69

Subject Index 69

Author Index 101

Institution Index 109

How to Submit Documents to ERIC 117

How to Order Documents 119

Foreword

Resources in Vocational Education 1-; produced by the National Center Clearinghouse of theNational Center for Research in Vocational Education under a contract with the Office ofVocational and Adult Education, U.S. Department of Education For the 1981-82 subscriptionyear, the individual issues of the journal include a report of state program improvement projects,selections of ERIC documents related to vocational and technical education, a directory of keycontact persons at the state and federal levels responsible for vocational education, and acompilation of vocational and technical education curriculum materials

The National Center is pleased to disseminate this issue of Resources in VocationalEducation that provides abstracts selected from the ERIC Clearinghouse on Adult, Career, andVocational Education related to vocational and technical education research, development andother information (Abstracts of curriculum products will be presented in a separate issue ) Sincethis issue represents only a portion o ERIC abstracts, users are encouraged to refer toResources in Education for a more comprehensive search The full text of most documentsannounced in this issue is available from the ERIC Document Reproduction Service (EDRS)Microfiche copies also are available in local ERIC microfiche collections

Recognition is given to Clearinghouse staff for the,r efforts in compiling this publicationWesley E Budke Clearinghouse Director. Carl F Oldsen, Research Specialist, Patricia ArthurProgram Associate; Wallis Harsch, Publication Specialist, and Brenda Bythewood ano Bonnie

Johnson, Typists

Production services for the publication were provided by Education Service Group, anaffiliate of Bibliographic Retrieval Services, Inc , Corporation Park, Building 702, Scotia, New

York 12302

Robert E TaylorExecutive DirectorThe National Center for Research

in Vocational Education

VII

About This IssueThis issue of Resources in Vocational Education consists of resumes selected from the ERIC

Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE) Selections relating to

vocational and technical education re3earch and development products and projects were made

from the June through November 1980 Resources in Education. (Abstracts of curriculumdevelopment projects appear in a separate issue.)

The issue consists of a document resume section and three indexes subject, author, andinstitution Since only a portion of ERIC abstracts are represented, users are encouraged to refer

to Resources in Education for a more comprehensive search

The full text of most documents announced in this issue is available from the ERICDocument Reproduction Service (EDRS) An EDRS order form and ERIC price codes arcincluded following the Index section Also, microfiche copies are available in local ERIC

microfiche collections

Two publications related to using ERIC are listed below They are available on request from

the ERIC Processing and Reference Facility, 4833 Rugby Avenue, Suite 303, Bethesda, Maryland

20014 or from ERIC/ACVE, The National Center for Research in Vocational Education, The Ohio

State UniverFity, 1960 Kenny Road, Columbus, Ohio 43210

Directory of ERIC Search Services Prepared by Pugh, Elizabeth and Brandhorst, Wesley T

Bethesda ERIC Processing and Reference Faciltiy, 1981

Directory of ERIC Microfiche Collections Edited by Slawsky, Dorothy A Bethesda ERICProcessing and Reference Facility, 1980

IX

SAMPLE DOCUMENT RESUME

ERIC Accession Numberidentification number sequen-tially assigned to documentsas they are processed

Author(s)

Title

Organization where documentoriginated

Date published

Contract or Grant Number

Alternate source for obtainingdocuments

Publication Typebroad cate-gories indicating the form ororganization of the documentas contrasted to its subjectmatter The category nameis followed by the category /Code

z

ERIC Document ReproductionService (EDRS) Availability"ME means microfiche"PC' means reproduced pa-per copy When described as"Document Not Availablefrom EDRS alternate sour-ces are cited above Pricesare subject to change forlatest price code schedule seesection on How to OrderERIC Documents in themost recent Issue of RIE

ED 181 219 CE 023 729Morelli. Denise MHelping Families Adjust to Economic Change. A Project Report.Rutgers, The State Urns New Brunswick, N J Cooperative

Extension ServiceSpons Agency Extensicn Serst Le (DOA). Washington.

Science and Education AdministrationReport No XY2I23Pub Date-79Contract 82-2-61104(21)Note-151p . The appendixes contain small type and may no repro-

duce well, For related dos.urnents see CE 023 725-729Available fromNew Jersey Extension Service. Publica

Lions Distribution ( enter. Dudley Road. New Brunswick. NJ08903 IS4 001

Pub TypeReports Descriptive (141)EDRS Price MFOI /PC07 elus Postage.Descriptors Adult Programs, Budgeting. Community Service

Programs. Consumer Economics, Consumer Education, Coun-seling Services. Credit (Finance), urriculum Development,Economically Disadvantaged, Family Management, FinancialNeeds. Financial Problems. Insurance Programs. Investment,

ow Income Groups, Mones Management. Outreach Pro-grams, Program Development, Program Evaluation

IdentifiersIncome Groups, New JerseyA project was developed to gain more insight into family financial

problems, to identify these problems, and to formulate educationalstrategies to deal with and help solve :hese problems This projectwas conducted in three phases. which included community Outreach,development of educational materials. ;rid evaluation Three com-munities with cliffL.ent ethnic blends. similar income levels (middleto lower-middle), and moderately high unemploymen: rates were selected as project sites The outrearh program, which reached approx-imately 2,000 participants with consumer education information, in-cluded the use of a mobile unit, a home-siudy course. work-sue educational programs. paraprofessional counselors, and a i used circuittelevision network The following are some (f the project objectiveswhich were achieved to the extent that the majmity of those partici-pants who responded to the follow-up studies had changed theirpractices (I) participants will spend their money more wisely anduse their new knowledge and skills to extend and increase theirresources to raise their standards of living, (2) partiopants will learnto develop a personal money management plan, (3) partici-pants will understand the concept of consumer credit and its advan-tages. disadvantages. and wise use and (4) nartuipants will understand the carious ispes of insurance polities available and know howan insurance protection program can he adapted to their personalneeds (BM)

Cli-ounghouse accessionnun-ber

Sponsoring Agency--agencyresponsible for initiating, fund-ing and managing the re-search project

Report Numberassigned byiginator

Descriptive Note (paginationfirst)

Descriptorssubject te. mswhich characterize substan-tive content Only the majorterms preceded by an aster-isk a.e printed in the subjectinde

Identhie-s additional identi-fying terms not found in theThesaurus of ERIC Descrip-tors

Into( rria I yr Abs r aC t

At tractor s initials

DOCUMENTSResumes

rire O'Ciered by numbs' U,,er,, may scan th's t,ect,on Or

me, e rt,,mor and ,nst,t,t,or irldf>,ps t,,oca'e docoments in d t,pec,11, 1eld

ED IPI 169 CE 018 127

Mohrenwtser, Gary AIndustrial Arts Survey. Research and Development Project in Career

Education. Final Report.Educational Management Se, ices, Inc Minneapolis, MinnSpons AgencyMinnesota State Dept cif Education, St Pau; Div

of Vocational and Technical EducationPub Date-78Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PC03 Plus PostageDescriptorsAdministrator Attitudes, Educational Needs, 'In-

dustrial Arts, 'Program Effectiveness, Certification, CurriculumDcA,elopment, Educational Finance, Secondary Education,Supervision, Surveys, Teacher Attitudes, Teacher Effectiveness

Identifiers MinnesotaThe purpose of this study was to identify, delineate, and clarify the

opinions, attitudes, and perceptions of a number of groups of Min-nesota educators relating to the issues and concerns of Junior and

senior high school industrial arts teachers, secondary school ad-ministrators, and industrial arts teacher educators Separate surveyinstruments were used to survey industrial arts teachers, teachereducators, and secondary school principals concerning the followingissues standard certification, state superviron, minimum standards,and funding industrial arts Respondents indicated the followingstrong points of industrial arts. provides learning by doing, part ofgeneral education, practical, individualized, and exploratory. Weakpoints of indistrial arts mentioned were low esteem, lack of goodstudents, competition with vocational education, and lack of staff Inaddition, the largest percentages of teachers and adminisi.atorsagreed that equipment for prcgram expansion and mprovement werehigh priority funding needs, while teacher educators consideredteacher inservice the high priority item (The three questionnaires are

appended ) (LRA)

ED 181 175 CE 021 438

Bromley, James Wardle, LarryOn-the-Job Training: CETA Program Models.National Council on Employment Policy (DOL), Washington, D C.Spons AgencyEmployment and Training Administration (DOI.),

Washington, D CPub Date-78Contract DL -81 -1 I 71-09Note-42p , Not available in paper copy due to light print, For

related documents see CE 021 439 and ED 149 164Available from -- Superintendent of Documents, U S Government

Printing Office, Washington, DC 20402 (Stock No 029 -000-00334.3)

Pub Type ( ollected WorksSerials ( 022)

Guides/Methods/ TechniquesNon-Classroom Use (055)EDRS PriceMFOI plus Postage. PC Not Available from EDRSDescriptorsEmployment Programs, 'Labor Force Development,

'On the Job Training, Program Administration, Program Im-

provement, Ancillary Services, Budgeting, Contracts, Educa-tional Administration, Financial Support, Labor Market, Labor

Needs, Management Information Systems, Policy Formation,Program Development, Program Evaluation

Identifiers -- Comprehensive Employment and Training ActThis monograph, one of a series prepared for the Employment and

Training Administration, attempts to provide a new approach to on-the-job training (OJT) and to offer the Comprehensive Employmentand Training Act (CETA) prime sponsors a basis for new program.matic directions. The monograph is divided into seven chapters. Sub-

ject areas included are (I) philosophy and purposes of OJT; (2)historical development of OJT policies, (3) considerations in develop-

ing and operating OJT programs; (4) considerations for marketingOJT contracts, (5) OJT contract design; (6) OJT program alter-

natives, innovations, and flexibility; and (7) conclusions and recom-

mendations Suggestions and examiles are given involving such con-cepts as incentive payments, variable reimbursement rates, and con-

tract extensions. Specific tailoring of contracts to individual traineeneeds is explained. Also, tome opinions are provided on the use of

voucher systems wherein trainees develop their own personalized

training programs. It is recommended that prime sponsors shouldgive priority to establishing and maintaining a good management in-

formation, system, give priority to disadvantaged clients, consider per-

sonal voucher contracts, strive for more meaningful employment op-portunities in OJT contracts, and plan and utilize OJT to a muchgreater extent kLRAY

ED 181 178 CE 022 180

A Rural Industrial Education Outreach Center: A Systems Approach.Northern Inst. for Research, Training, and Development, Inc An-

chorage, AlaskaSpons AgencyAlaska S:ate Dept. of Education, JuneauPub Date-78Pub TypeReportsDescriptive (141)EDRS PriceMEM/Cr Phis PostageDescriptorsDelivery Systems, Industrial Education, Models,

Outreach Programs. Rural Schools, Articulation Education,Budgets, Industrial Arts, Needs Assessment, Program Ad-ministration, Progtam Development, Program Evaluation,Regional Programs, Systems Approach, Trade and IndustrialEducation, Vocational Education

IdentifiersAlaskaA model is proposed to, a rural industrial education outreach center

which wrtuld function on a regional basis providing supportive set.-

2 Document Resumes

vices to several Alaskan school districts in the areas cf needs assess-.nent; identification, purchase, and distribution of instructionalmaterials, design of competency-based programs, teacher irientationand inservice training, and evaluation Introductory sections docu-ment the need for such an articulation system with reference to stateeducation policies and demography Beginnings of the model are trac-ed to :wo pilot projects: one on regional sharing of commerciallyprepared vocational education software between rural school districtsin Oregon (the Ken Cook instructional system in Coos County) andthe other Alaskan Rural Industrial Education Project involving sixschool districts in the development of competency based and in-dividualized programs Presentation of -e model itself, based onHavelock's research, emphasizes a systems approach cstabEshing thecenter in thr.)e phases: three districts, regional, and statewide Objec-tives are listed under goals of impr wed industrial education occupa-tional competencies, delivery of overall vocational education servicesthrough a support system, and improved interpersonal relationshipsamong all components A management plan shows sample rotationpatterns for materials. Program evaluation procedures, resource re-quirements, and suggested budget are included Appendixes containAlaska employment projections and training needs, nformation onthe Ken Cook system, and pilot program evaluation instruments(JT).

ED 181 182 CE 022 982Edington, Everett ') Cruikshank, KathleenSynthesis of Evaluation Programs in Vocational Education at the Na-

tional Level and b Wisconsin.Wisconsin Univ. Madison. Wisconsin Vocational Studies CenterSpons AgencyWisconsin Stare Board of Vocational, Technical, and

Adult Education, MadisonPub Date-79Pub TypeReportsDescriptive (1 4 I

ReportsResearch/Technical (143)EDRS PriceMFOI/PC07 Plus PostageDescriptorsEvaluation Methods, Federal Regulation, National

Programs, Program Evaluation, Vocational Education, Educa-tional Assessment, Federal Government, Federal State Relation-ship, Government Role, National Surveys, Postsecondary Educa-tion, Program Improvement, Secondary Education, StateSurveys

IdentifiersNational Advisory Council on Vocal.onal Education,National Center for Research Vocational Education, Office ofEducation, United States, Vocational Education Amendments1976, Wisconsin

This report was developed as a result of a study that was conductedto identify and describe el aluation programs in vocational technicaleducation at the national evel, within the state of Wisconim, andwithin selected local scho A districts in Wisconsin The first of fivechapters reviews the procedures used to synthesize evaluation pro-grams Chapter 2 discusses the legal mandates for evaluation in voca-tional education under the Vocational Education Amendments of1976. Specific topics discussed include (I) funding and framework ofplanning, acrmuntability, and evaluation regulations for the states,(2) federal evaluation requirements, and (3) evaluation under theVocational Education Amendments of 1976 a three-fold parallelsystem The third chapter describes the national evaluation efforts offour major agencies: the National 4dvisory Council, the United StatesOffice of Education, the National Institute of Education, and the Na-tional Center for Research in Vocational Education The fourthchapter expounds upon vocational education evaluation efforts inWisconsin The final chapter briefly summarizes the procedures andmethod of analysis, gives a short description of the findings, andpresents conclusions and recommendations for further research(LRA).

ED 181 184 CE 023 097

Career Education Programs That Work.Office of Career Education (DHEW/OE), Washington, D CPub Date-79Available f mSuperintendent of Documents. U S Government

Printing Office, Washington, DC 20402 (Stock No 017 -080-02058 -I)

Pub Type ReportsDescriptive (141)EDRS P,.:ceMFOI/PC15 Plus Postage

JescriptorsC aleer Education, 'Demonstration Programs,Progrem Effectiveness, Elementary Secondary Education, Pro-gram ,escriptidns, Program Decek pment

IdentifitrsEducation Amendments 1974, Joint DisseminationReview Panel, Office of Education United Mates

This document presents descriptions of nine United States Office ofEducation-sponsored career education projeL .21eLted on basisof effectiveness by the Joint Dissemination Review Panel of theEducational Division of the U S Department of Health, Education,and Welfaie The project descriptions are arranged it an order whichproceeds from broad and comprehensive career education programsfor grades kmdergartm through twelfth, through programs which arecomprehensive in scope but more limited in grade level coverage, tothe programs which are more narrowly specialized Programs includ-ed are (I) Akron Career Development Program, Akron, Ohio, (2)Pima County Developmental Career Guidance Project, Tucson,Arizona; (3) Projec, CERES (Career Education Responsive to EveryStudent), Ceres, California, c4) Project Match (Matching Attitudesand Talents to Career Horizons), Ontario, California, (5) ProjectCAP (Career Awareness Program), Greenland, Arkansas, (6) ProjectCDCC (Career Developtnent Centered CurriLulum), Colama,Michigan, (7) Project HEAR (Human Educational AwarenessResource for reducing sex stereotyping in career choice), Princeton,New Jersey, r.nd (8) Project Discovery (Junior High School CareerExploration), ,led Oak, Iowa II RA)

ED 181 185 CE 023 185A Han.11ook o; the Practices of Articulation of Occupational Education

Programs between Secondary and Postsecondary Institutions inNew York State.

Spors AgencyNew York State Education Dept Albany Bureau ofOccupational Education Research

Pub Date-78Pub TypeGuides/Methods/ Tee hniquesNon-Classroom Use

(055) Repor. -Descriptive (141)EDRS PriceMFOliPC01 Plus PostagzDescriptorsArticulation Education, CcElege School Cooperation,

Program Development, Success, Administrator Attitudes,Educational Planning, Guides, I eadership Responsibility,Postsecondary Education, Program Descriptions, Publicize,Secondary Education, Vocational Education

IdentifiersNew YorkTo assist regional planning efforts, this study reviews methods for

successful articulation programs (between secondary and postsecon-dary occupational education) that have been identified and suggestedby previous studies Thus, it can serve as a guide for those leaderswho are planning articulation progran.s or those ready to launch andpromote such programs The study lists factors or conditions essentialto good articulation and the sine qua non for successful programsunder such categories as 'Attitudes E ssential on the Part of Institu-tions,' 'Leadership Procedures for E ffectice Articulation,PlanningActivities Which Promote Operative Articulation,' and 'IdentifiableFactors Which Tend to Make Articulation Programs MoleWorkable' There is a swum with illustrative Lase histories whichbriefly describes successful p ograrns. a bibliography, and a list of sitevisits an contact people (( P)

ED 181 191 CE 023 463Loring, Rosalind KWomen and Their Preparation for Professional and Managerial

Careers. Information Series N o. 168.ERIC Clearinghouse on Adult, Career, and Vocational EduLation,

Columbus, Ohio Ohio State Urns C olumbus NationalCenter for Research in Vocational EduLation

Spons Agency National Inst of Education (DHI R ), Washington,DC

Pub Date-79Contract-400-76 0'22Note-73pAvailable from National ( enter PubliLation National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210(S4 50)

Pub TypeInformation Analyses /Mate -of -the -Art MaterialsERICPrcducts (071) Opinions, Personal View points/PositionPapers/E ssays (120)

Ii

EDRS PriceMFOI /PC03 Plus PostageDescriptors"Counseling, Educational Programs, Employed

Women, Equal Opportunities Jobs, Managerial Occupations,Professional Occupations, Administrator Education, Af-firmative Action, Child Care, Females, Financial Support,Government Role, Information Centers, Job Placement, JobSkills, Professional Associations, Program Costs, Role Models,Sex Discrimination, Skill Analysis

IdentifiersFlexible Time, Professional Women, Support SystemsThis report presents issues which have been identified as affecting

the preparation of women foi professional and managerial careers.Issues examined in the first section, counseling, are educational andpsychological skills, assessment of skills, abilities, opportunities, andrealities, specialization for professional posnions, assessment of biasand discrimination, costs versus benefits, and upward mobility, andusing role models, linkages, networks, 'old girlsystems, and mentorsAreas covered in the next section, educational programs, includemanagement training, general college programs, methodology, finan-cing education for and by women, government program, and profes-sional organization, Issues discussed in the third section, supportsystems, are information center, child care, financial aids, placementcenters, flexible time, and equai employment opportunitly/af-firmative action Finally, a list of recommendations for future actionaiding working women is provided Appended materials induct, listof professional women's groups and major findings of an AmericanAssociation of University Women (AAUW) survey on the status ofwomen in higher education (CT)

ED 181 192 CE 023 465

Sheppard, N AlanEducational OpportuMties for Older Persons: A Review. Information

Series No. 170.ERIC Clearinghouse on Adult, Career, and Vocational Education,

Columbus, Ohio Ohio State Univ Columbus NationalCenter for Research in Vocational Education

Spons AgencyNational Inst of Education IDHEW), Washington,D.0

Pub Date-79Contract-400-76-0122Note-69p , Italic type in th:s document will not reproduce wellAvailable fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S4 50)

Pub TypeInformation Analyses/State-of-the-Art MaterialsERICProducts (071) Opinions/Personal Viewpoints PositionPapers, nssays A20)

EDRS PriceMFOUPC03 Plus PostageDescriptorsAdult Learning, 'Education.. kttitudes, Educational

Opportunities, Employment Onnortunities, *Older Adults,Voluntary Agencies, Adult Education, Adult Programs, AdultVocational Education, Educational Resources, Federal l egisla-tion, Federal Programs, Lifelong Learning, State Legislation,State Programs, Volunteer Tinning, Work Attitudes

Although older persons are increasing both in number and as a pro-portion of the total American populate in, they are not taking ad-vantage of educational opportunities Barriers to their educational ef-forts ini !ude inadequate transportation, lack of money, poor health,program scheduling, and the attitude that learning is for othersAvailable educational, employment, and volunteer opportunities canhelp older adults cope with changing physiological and psychologicalneeds, find personal sansfav tion, and continue their usefulness to thecommunity Different emphases and methods of delivery can be usedto reach older persons mass media, correspondence courses, com-munity outreach, educational brokering, and counseling, all oc thesehave been used effectively Through legislative changes, federal andstate coordination, the development of new services, and greaterpublic awa-eness of the needs of older adults, educational op-portunities are a reality However, formal and informal efforts mustcontinue be intensified. It is in the national interest that educa-tional i-sci ices be developed and augmented to the end that lifelonglearning 'unities for all citizens, regardless of previous educa-tion or training, be widely available to promote our nation's con-tinued vitality (CT)

ED 181 195 CE 023 469

12

Document Resumes 3

Klaurens, Mary KEducation and Work Competencies Needed by Experiential Education

Personnel. Information Series No. 175.ERIC Clearinghouse on Adult, Career, and Vocational Education,

Columbus, Ohio Ohio State Univ Columbus NationalCenter for Research in Vocational Education

Spons AgencyNadonal Inst of Education (DHEVs'), Washington,DC

Pub Date-79Contract-400-76-0122Note-56pAvailable fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S3 25)

Pub TypeInformation Analyses/State-of-the-Art MaterialsERICProducts (071) Opinions /Personal Viewpoints/PositionPapers/Essays (120)

EDRS PriceMFOI/PC03 Plus PostageDescriptorsCompetency Based Education, Experiential Learning,

*Teacher Education, Work Experience, Community Resources,Employed Women, Labor Legislation, Minority Groups, Out ofSchool Youth. Vocational Education

Identifiers Experience Based Career Education

This paper analyzes the role and competencies needed by teachers orcoordinators who supervise experiential education Guidelines arepresented for the selection and preparation of personnel responsiblefor programs in which students are placed in work settings Programpurposes and goals are discussed for the following divisions: person,nel responsible for coordination, vocational education programs,academic experiential programs, experience based career education(EBCE), work experience programs for special needs students, coor-dinators of programs for out-of-school youth, and postsecondary in-ternship supervisors Major duties, /asks, and functions are outlinedfor such concerns as coordinating community resources, developingcareer opportunities for women and minorities, and complying withlabor laws Competency requirements for staff are also examined,along with the training needs of the various staff positions The sum-mary presents recommendations for program personnel, including thefollowing (I) delivery systems for training personnel should beresponsible to their special needs and take into account prior ex-perience and expertise, (2) training is needed at the preservice as we"as inservice level, and (3) inservice training must be specific to theneeds of the learners wito regard to content, instructional format,scheduling, and compensation Appended materials include corefunctions of EBCE learning coordinators and career education learn-ing activities (CT)

ED 181 204 CE 023 603

Clary, Joe Ray, EdQuesting for Quality in Graduate Vocational Education. Conference on

Graduate Vocational Education Ost, Keystone, Colorado, July 28.30, 1978).

North Carolina State Univ RaleighPub Date-78Pub TypeCollec-,:d WorksProceedings (021) Opinions 'Personal

Viewpoints/Position Papers/Essays (120)EDRS PriceMFOUPC05 Plus PostageDescriptorsEducational Quality, firaduate Studer's, Graduate

Study, Vocational Education, Conferences, EducationalResponsibility, Leadership

Proceedings are presented of the first conference on graduate voca-tional education. Papers read at that conference discuss the followingtopics (1) The Quest for QualityGuidelines for the Search; (2)Motivation for the Search for Quality in Graduate Vocational EducaIron, (3) Dimensions of QualityThe Studen 's View, (4) Dimensionsof QualityThe Professor's View, (5) Some Thoughts Concerning In-dicators of Quality in Graduate Education, and (6) Views on Quality.Task force reports to the conference arc included and deal with cur-ia lum, selection and admissions, dissertation study, andmanipulative points for having an impact upon controlling quality invocational education graduate programs The report concludes with apaper entitled 'Leadership Through Scholarship Looking Ahead inOperationalizing Ideas' (CP).

ED 181 213 CE 023 657

4 Document Resumes

Basta, Sheryl And OthersProtect SERVES. Sexism is Education: Reducing Vocational Educa-

doe Stereotypes. Final Report.Ames Public Schools, IowaSpons AgencyNational Center for Educational Research and

Development (DHEW/OE), Washington, D CPub Date-79Con t ract G007701990NoteI23pPub "ypeGuides/Methods/Techniques Non -Classrcom Use

(055). Reference MaterialsBibliogra,.hies (131)Reports--Descriptive (141)

EDRS PriceMFOI/PC05 Plus PostageDescriptorsAtutude Change, Change Strategies, 'Inservice

Teacher Education, Sex Fairness, Staff Development, Voca-tional Education, Annotated Bibliographies, Change Agents,Counselor Attitudes, Counselor Role, Curriculum Evaluation,Educational Needs, Guides, Instructional Materials, SecondaryEducation, Sex Rote, Sex Stereotypes, Student Attitudes,Surveys, Teacher Attitudes, Teacher Role, Textbook Evaluation,Workshops

The Ames, Iowa, experience in reducing sex-role stereotyping invocational education is described in this report of a project which in-volved staff development work with thirty-five teacl.ers and twelvecounselors af (wing approximately 2,800 students The reportstresses raising teacher and counselor sensitivity to stereotyping andmvoiving them as facilitators of change. ! ists of training needs foreducators and of facilitators of sex equity in vocational educationwhich resulted from two consciousness-raising workshops are givenTwo other workshops which allowed the trainees to put their newknowledge, skills, and commitment to work tow, 1 curriculumchange are also described Barriers to reducing sex-. ole stereotyping asperceived by vocational education staff who were surveyed are listedand evaluated. Available instruments and guidelines for evaluation ofsexism in instructional materials are contained n an annotated listingThe results of surveys of staff and st.dent attitudes are followed by alist of instruments to measure attitudes toward sex roles A Lamingmanual for a sex equity workshop is included which contains objec-tives, agenda, trxiner notes, and a selected Mbhogra, y of films andresources Faculty and student attitude surveys, participant interviewform, and a multicultural non-sexist committee survey are appended(YLB).

ED 181 214 CE 023 668

Thomas, Hate B And OthersOvercoming Personal-Social Barriers to Entry into Non-Traditional

Occupational Preparation Programs. A Final Report.Florida State Univ. TallahasseeSpons AgencyBureau of Occupational and Adult Education

(DHEW /OE), Washington, D C.Pub Date-79ContractG007702136Note-632p. ; Some of the information in tables will not reproduce

well due tc ',all typePub TypeGuides/Methods/TechniquesGeneral (050)

ReportsResearch/Technical (143)EDRS PriceMFO3/PC26Plas PostageDescriptorsCareer Development, Females, Nontraditional Oc-

cupations, Program Development, Self Concept, Social In-fluences, Adult Programs, Attitude Change, Career Education,Career Planning, Decision Making, Goal Orientation, Instruc-tional Materials, Literature Reviews, Occupational Aspiration,Postsecondary Education, Program Evaluation, Sex Fairness,Sex Stereotypes, Social Bias, Student Recruitment, Surveys,

Vocational InterestsThis report describes a research projeu which (I) assessed personal-

social barriers to female entry into non-traditional Jobs, (2) developeda treatment program to assist women in overcoming those barriers,and (3) determined program impact. A project overview, the first offour major sections, precedes a survey on barriers (section 2). Follow-ing a literature reivew concentrating on he areas of stereotyping ofoccupations and barriers to women's entry, the methodology and.sults of the study are presented: population identification and selec-tion (teachers, secretaries, and nurses who had considered but not pur-sued a male-dominated occupation), instrumeniation, data tables,

survey instrument efficiencs, and detereht identif lemma Survey

materials are appended Section 1 presents an educational programwith the topics pursuing a nun- traditional oe, upation interferer', e,career decision making, self-assessment, career requirements, plann-ing for aequisition of job skills, job entrs Ind toping on the jobDesignee, for self-directed studs or workshops, the Lou, ,e consists ofeight units with objectives, text, exercises, and references (All printedInstructional materials are Included I he final section includes 4titeratur v w on the outcomes if related programs and analysis ofasstssm, data on the program Methodology and results are gtven,includ'a6 population, pre- and post-testim , folloccup, program im-pact, and data tables Evaluation instruments :-.re appended (`. I B)

ED 181 226 CE 023 707

Anderson, Marcia A Barnes, )errs 1Proprietary Education: Alternatises for Public Policy and Financial

Support. Part II. Final Report,Southern Illinois Univ Carbondale Dept of ocational I duration

StudiesSpons AgencyBureau of Occupational and Adult L duration

(DHEW /0E), Washington, I)Pub Date-79ContractG007701969Note-543p , Sections of this document well not reproduce well due

to small print, For a related document see I b 162 078Pub TypeReports Desk. r i p t i. e i I 4 I I

ReportsResearch/Technical (43,EDRS PriceMF021PC22 Plus PostageDescriptors 'College School Cooperation, I ducational Ad-

ministration, Insery ice Teacher Education, P roprietar Schools,Public Policy, Competency Based Teacher L dueation, C on-

tracts, Cooperative Planning, Cost I- ffeetiseness, Directories,Educational Needs, Educational Polley, I manual Support, In-stitutional Chat acteristics, Institutional Cooperation, Nontradi-tional Education, Postsecondary Education, Program Descrip-tions, State Aid, State Surveys, Teachers I wo ear olleges,

Vocational Ed-cottonIdentifiersIllinois

This report of the second part of a proprietary education researchand dissemination project (see note) covers three main areas related toproprietary schools (I) the Directory of Illinois Resident ProprietarySchools (included), (2) development of a model inservice competency-based teacher education program for instructional personnel, and (3)a report on the nature of cooperative contractural agreements between

state public community colleges and proprietary schools The studyon inservice teacher education shows cosmctologs, business, and'other' schools have little need for inservice programs Results showthe preferred format for trainin, is short seminars or workshops It isrecommended that a means of disseminating training materials bedeveloped for proprietary school, and that more studies be undertaken on the subject A suggested [risers Ice model, usingperformance-based teacher education modules developed by the Na-tional Center for Research it Vocational Education, is included alongwith discussion of three other program models The report c' college-proprietary schoo! agreements focuses on a comparative cost analysisof selected contracted programs and discusses benefits and limitationsof cooperative contractual agreements A summary of findings, col-lected via mail and phone survey, is presented, followed by a sug-gested handbook that outlines a four-phase model agreement nrocessLiterature reviews on inservice programs and cooperative agreementsa:e included and project working papers are appended I( P)

ED 181 227 CE 023 709

Berner, Andrew JCareer Direction and Redirection for Adults: A Handbook for

Establishing an Adult Vocational Guidance ( enter in the Commuaity College.

Chaf fey Coll Alta I Jma, Calif Mid I IfeC areer Redirection CenterSpons Agency Vocational Education Administration (DHE9*),

Washington, DPub Date-79Pub Ty pe Guides/ M ethods/Tek. hn iques Non-Classroom Use

(055) ReportsDescriptive (141)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAdult Counseling, Adult Des elopment, Adult Pro-

grams, Career Guidance, Community Colleges GuidanceCenters, Adjustment to Environment, Adult Education, CareerCounseling, Career Development, Counseling Services, DecisionMaking Skills, Developmental Ta-ks, Goal a .entation,Guidance Programs, Guides, Interpersonal Relationship, Pro-gram Development, Program Evaluation, Psycholop al Needs

Based on the experience of the Mid-Lice Caner Redirection enterat Chat fey College, this handbook was prepared for community col-leges and agencies interested in providing vocational guidance servicefor adults, the role oi coma unity colleges in providing these sers ices,and the types of programs which can meet the developmental andcareer nerds of the adult A review of literature on adult carter anddeelopmental tasks in section 1 makes deal the need for career ser-vices for adults Two reasons for locating these services in the com-munity college are discussed in section 2 (I) prior existence and adap-tabilay of most of the needed services and (2) role of an adult resourcecenter in providing adults with access to resources available at thecommunity college Section 3 outlines the process of establishing acenter including funding, location, counselor selection, integrationwith existing student services, recruitment, community input, and pro-gram development Programs developed at the Mid-Life Center tomeet vocational guidance and psychological/developmental needs arediscussed structured courses in career guidance, identity issues, andinterpersonal relationships and also individual counseling (Y LB)

ED 181 233 CE 023 723

Warmbrod, Catharine P Eisner, Hannah RProject ASSERT tAc(ivitiy to Support the Strengthening of Education

through Retired Technicians). Final Report.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyAdministration on Aging (DHEW). Washington,

DCPub Date-79Contract-90-A- 1 157Note-106p , For a related document see CE 023 724Pub TypeReportsDescriptive (141)EDRS PriceMFOI/PC05 Plus PostageDescriptors Oldrr Adults, Paraprofessional Personnel,

Postsecondary Education, Program Development, Retirement,Volunteers, Adult Education, Ancillary Services, AnnotatedBibliographies, Career Education, Career Guidance, CommunityColleges, Demonstration Prop-2ms, Guidelines. Interaction,Literature Reviews, Program Ev luation, Recruitment, TechnicalInstitutes, Technical Occv ns. Vocational Education,Volunteer Training

IdentifiersProject ASSERTProject ASSERT (Activity to `mop at the Strengthening of Educa-

tion through Retired Technicians) was designed to use the expertise,talent, and expertences of retired persons as volunteers to strengthenoccupational, technical, and career education in postsecondary in-stitutions While providing technically skilled retired persons a chanceto get involved in occupational education programs, the two-year pro-gram created an opportunity for interaction between young and old.stren ened career guidance, and provided more realistic instructionProject objectives were to (I) identify use of retired persons as sup-

port personnel, (2) Identify materials used in volunteer programs todevelop guidelines for re-rutting, training, and involving retired per-sons and (3) develop vehicles for national dissemination of materialsThe concept was tested 2nd demonstrated at two colleges inOhioSinclair Community College in Dayton and University Collegeof the University of Cincinnati. All participantsstudents,volunteers, and supervisors--evaluated it as a positive experienceProject materials were developed into a resource handbook which is.r:ilable separately (see note) (Extensive appendixes, amounting to

over one-half the report, include a synthesis of organizations, and theevaluation program iY LB)

ED 181 234 CE 023 724

Warmbrod, Catha-ine P Eisner, Hannah ROperating a Retirees Volunteer Program in Postsecondary Institutions:

A Resourct. Handbook. Leadership Training Series No. 61.Ohio State Um. Columbus National Center for Research in Voca-

tional EducationSpons AgencyAdministration on Aging (DHEW), Washington,

Document Resumes 5

DPub Date-- 79Contract 90-A-1157(71)Note-133p , For a related document see ( I 021 721Available fromNational Center Pub, cations, National C enter for

Research n Vocational Education, The Ohio State University,1960 Kenn' Road, Columbus OH 432101$1250)

PGti lypeColl?cted WorksSerials ( 022)Guides/Methods/ TrchluguesNon-C lassroorn Use I055)

EDRS PriceMFOli PC06 Plus PostageDescriptors Older Adults, Paraprofessional Personnel,

Postsecondt .ty Education, Program Des elopme-t, Renrement,Voluntecrs, Activities, Adult Education, C ommunity Insolse-ment, Guidelines, Placement, Program E-Naluaton, ProgramGuides, Publt:Ize, Recruitment, Resource Materials, SchoolCommunity Relationship, vocational Education, VolunteerTraining

IdentifiersProject ASSERTBasec, on technical assistar .e materials prepared for Project

ASSERT (Activity to Support the Strengthening of Educationthrough Retired Technicians), this handbook is designed to prosulecolleges wishing to Implement a retiree s volunteer program withguidelines and information The material is organized into eight ma-jor components determine program fea,'bdny, generate aware! ess,put the program in place, recruit and place volunteers, monitor andpromote the program, and evaluate and renew The section on eachcomponent discusses In detail the activities to be conducted both in thecollege and the community 1 o illustrate points made, examples ofexperiences at the two college demonstration sites are included At theend of each program component section, resource materials are pro-sided (Y LB)

ED 181 247 CE 023 751

Sourcebook for Improving Postsecondary Self-Employment Programs.State Urns of New York, Albany Two N ear C all `'.!dent Develop-

ment CenterSpons AgencyNew York State Education Dept Albany, Grants Ad-

ministration UnitPub Date-79ContractVEA 79-3A-943Note-73p , Parts of this document may rt.'t reprodus well due to

weak printPub TypeGuides/Methods/TechniquesClassroom

U s e T e a c h i n g G u i d e s ( 0 5 2 )

Guides /Methods /Techniques Non -C! ssr,,,om Use (055)EDRS ;*riceMFOI/PC03 Plus PostageDescrintorsAdministmt -r Education, b is ness Administration,

1 siness Education, s_ ()operative Proi rims, Coordmation,Program Development, Administrator Guides Case Studies,Coordinators, Decision Making, Financial Sipport, Guidelines,Management Devel upment, Progr im Administration, ProgramEvaluation, Reference Materials, Student Recruitment, Two yearColleges

IdentifiersEntrepreneurship, New York, Self Employment, SmallBusinesses

This sourcebuok on small business/entrepreneurship programs isbased on beliefs and experiences of staff members involved in a pro-ject to improve such programs in New 't ork two year colleges Themajor section, a Handbook for Coordinators of Postsecondary Pro-grams for Self-Employment, is a synthesis 61 ideas and recommenda-tions in ten decision areas which a coordinator of programs for self-employment must address. (I) purpose o, need, (2) clientele, (3) clientcharacteristics, (4) program ohlective, (5) program structure andscope, (6) funding and support, (7) staffing, (8) recruitment and selec-tion, (9) evaluation, and (10) program content Basic questions andsupportive materials are then outlined as a decision guide A list ofresources and instructional materials is appended Stx case stories ofsmall business ventures (section 3) are presented with questions toguide class discussions, individual assignments, or instructor presenta-tion or lecture Guidelines for evaluation of program planni'g,recruitment and selection, instructional objectives, staffing, and pro-gram impact are also outlined (section 4) The final two sections con-tain a list of contact persons at postsecondary institutions and atopical paper by Walter Geier on recruitment and funding (YI B)

6 Document Resumes

ED 181 252 CE 023 759Public Relations Handbook for Vocational Educators.South Carolina State Dept of Education, Columbia Office of Voca-

tional EducationPub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOUPC03 Plus PostageDescriptors 'Publicize, Public Relations, 'School Community

Relationship, *Vocational Education, Administrator Guides,Communications, Guidelines, Mass Media, Planning. ResourceMaterials

IdentifiersSouth CarolinaThis guide Is designed to help local school administrators establish a

viable public relations program that will open and maintain an effec-tive communication channel between the school and community Thehandbook defines public relations, suggests procedures and helpfulhints in establishing good public relations programs, and providesresources to assist the educator Four steps in the public relations pro-cess are discussedanalysis, planning, communication, and evalua-tion Appended material includes a checklist for directors and prin-cipals; guidelines for using news media, photographs, slide shows,brochures, newsletters, exhibits, open houses, and speeches; a discus-sion of objective- centered ideas, example mini-plans, and suggestedresources (LRA)

ED 181 261 CE 023 773

Johnson, James N.The Work Ethic and American Schools: The Roots of Change.Far West Lab for Educational Research and Development. San

Francisco, CalifSpons AgencyNational Ins' of Education (DHEW), Washington,

DCPub Date-78Pun TypeOpinions/Personal Viewpoints/Position Papers/Essays

(120)EDRS PriceMFOI/PC04 Plus PostageDescriptors--*Attito,'.e Change, 'Education Work Relationship,

*Employer Employee Relationship, Moral Values, *SocialChange, 'Work Attitudes, Educational Responsibility, JobSatisfaction, Schools, Self Actualization, Social History, SocialProblems, Sociocultural Patterns, Socioeconomic Influences

IdentifiersUnited StatesThe eomtemporary dialogue on work needs to be placed within an

historical perspective so as not to view issues now coming to the foreas faddish or mere fallout from the sixties Today's society still con-t:nds with tension between the values of pre-industrial America andthose of the evolving corporate state. The crux of this ongoing strug-gle is the con`lict between individual and corporate definitions of theindividual as worker and the culture's deep commitment to ideals ofpersonal sovereignty Meanwhile, two of education's primary func-tionspromoting full individual development and producingworkersare increasingly seen as contradictory Education hasresponded to, not directed, changes in the nature and meaning ofwork, it has served, not defined, society's needs Dominant sections ofsociety seem unready to change that situation or to modify assump-tions about profit and efficiency. Yet, some observers hold schoolssomewhat responsible for current unrest Schools have influenced thedirection of values change, e g in promoting ss,. actualization thatfeeds the new anti-authoritarianism There is room or debate here,and need to realize that preparing people for work is not merely a mat-ter of marketable skills and aptitudes and "matching' The first step isto ask if conceptions about work underlying current educational prac-tice are in tune with modern realities (CP)

ED 181 271 CE 023 786

Shaw, Lois BChanges in the Work Attachment of Married Women, 1966-1976.Ohio State I niv ( olumbus Center for Human Resource ResearchSpons AgencyEmployment and Training Administration (DOL),

Washington, D CPub Date-79Available fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State University, 570! N High

Street, Worthington, OH 43085 (SO 80)Pub Type Reports Research /Technical (143)EDRS PriceMFOUPCO2 Plus PostageDescriptors--Employed Women, Labor Market, Trend Analysis,

Work Atr.:sles, Comparative Analysis, Family Life, Females,Labor Force, Labor Force ".onparticipants, Marriage, NationalSurveys, Racial Differemes

A study was conducted to (I) determine trends in the percentages ofwomen who resume pa,a1 employment on a regular basis, work onlyfrom time to time, or remain out of the la'oor market entirely and (2)investigate the causes for the increased work attachment of marriedwomen Data is based on the work histories of mature women obtain-ed from the National Longitudinal Surreys of Labor Market Ex-perience for the ten years f rom 1966 to 1976 The data suggests that itis becoming increasingly uncommon for a woman to remain a full-time housewife throughout child-rearing years Slightly over one-thirdof married women work continuously during this time and the percen-tage is gradually increasing Less than fifteen percent of black mar-ried women were outside the labor market continuously during themost recent five-year period reported For white women, changingfamily composition and changing attitudes toward women's roleswere the most important factors contributing to the trend towarugreater work attachment (LRA)

ED 18) 272 CE 023 787

Sandell, Steven HJob Search by Unemployed Women: Determinants of the Asking Wage.

Revised.Ohio State U my Columbus Center for Human Resource ResearchSpons AgencvEmployment and Training Administration (DOL),

Washington, D CPub Date-79Available fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State University, 5701 N HighStreet, Worthington, OH 43085 (SO 80)

Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays(120) ReportsResearch/Technical (143)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsFemales, Labor Force Nonparticipants, Wages,

Work Attvudes, Job Applicants, Labor Force, Models, Na-tional Surveys, Salaries, Trend Analysis. Unemployment

A study used data from the National Longitudinal Survey of 5,083women who were thirty so forty-four years old in 1967 to investigatefactors relating to the determination of the asking wage Among thefindings of the study was that unemployed women substantiallyreduce their reservation wages as the period of unemployment pro-gresses Findings indicated that the average women reduces her askingwage by 4 5 to 6 6 cents per week of unemployment It was also foundthat w omen who receive unemployment benefits hale substantiallyhigher asking wages (A simple model of the asking wage of women isoutlined and discussed )(LRA)

ED 181 273 CE 023 788

Daymont, Thomas NPay Premiums for Economic Sector and Race: A Decomposition.Ohio State Unis Columbus Center for Human Resort' ce ResearchSpons AgencyEmployment and Trauma Administration (DOL),

Washington, I.) CPub Date-79Available fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State U; iversity, 5701 N HighStreet, Worthington, OH 43085 (50 80)

Pub TypeReportsResearch/Technical (143) Speeches, Con-ferences Papers (150)

EDRS PriceMFOUPCO2 Plus PostageDescriptors--"Economic Research, Industry, Labor Economics,

Labor Force, *Racial Dicrrimination, Wages, Blacks, Com-parative Analysis, Employment Opportunities, EmploymentQualifications, Human Capital, Human Resources, IndustrialPersonnel, Job Skills, Longitudinal Studies, Males, Middle AgedAdults, National Surveys, Unions

Using data from the older men's file of the National LongitudinalSurveys, two issues related ,o the labor market implications of dualeconomy theory were examined variations in r2tes of pay amongeconomic sectors (competitive, monopoly, and public) and sr:nation

15

in relative opportunities for blacks across senors The primaryanalytical problem was to decompose the difference in the mean levelof pay in any two sectors into the following componer ts humancapital composition, unionization, occupational skill requirements,and a residual Analagous decompositions were made for racial(white/black) differences in pay The results of the decompositionsuggest that the primary factors producing a monopoly sector paypremium are (I) a greaser abdity and willingness to pay high wages dueto greater economies of scale, markei and political power, and agreater interest in developing a stable work force and (2) higher levelsof unionization. In contrast :0 several previous studies, the relattvedisadvantages of black men were found to be somewhat greater in thecompetitive sector than in the monopoly sector A significant portionof the disadvantage is due t: the allocation of blacks, relative towhites with similar characteristics, to jobs requiring less skill (v LB)

ED 181 274 CE 023 789

Shaw, Lois BA Profile of Women Potentially Eligile for the Displaced Homemaker

Program under the Comprehresive Employment and Trainiag Act of1978.

Ohio State Univ Columbus Center for Human Resource ResearchSpons AgencyEmployment and Trzming Administration (DOL),

Washington, D CPub Date-79A :Liable fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State University, 5731 N HighStree:, Worthington, OH 43085 (SO 80)

Pub TvoeInformation analyses /State -of- the -Art Materials (070)ReportsRcsearch/Techrucal (143)

EDRS PriceMFOUPC01 Plus PostageDescriptors Displaced Homemakers, Employed W omen,

"Homemakers, Labor Fence. *Labor Force Nonparticipants,Age Differences, Compa,ative Analysis, Females, LaborMarket, National Surveys, Sex Stereotypes. Trend Analysis

IdentifiersComprehensive Employment and Training ActIn recent years considerable concern has been expressed for the

plight of the displaced homemaker, a women who, after spendingmany years working in the home must reenter the labor market toprov'de the primary support foi a family In 1978 Congress added toTitle 3 of the Comprehensive Employment and Trammg Act a specialprogram to assist displaced homemakers in making a successful entryinto the labor market by pi oviding employment opportunities, jobcounseling, job training, and other supportive services Data from19/2 and 1976 National Longitudinal Survey inters iews revealed thatin 1972 between three and font" percent of women in all age groupsfrom thirty-five to forty-nine were potentially eligible for the displac-ed homemaker program In 1976, eligibility rates were higher by morethan one percentage point for comparable age groups In addition, itwas found that since her first marriage the average eligible woman hadspent about seventeen years out of the labor force and had worked sixmonths or more for about nine years Over one-third of the total eligi-ble population and nearly one-half of the unemployed group had tenor more years of substantial work experience (LRA)

ED 181 275 CE 023 790

Macke, Anne Statham And OthersSex-Role Attitudes sad Emplo:meat Amon Women: A Dysamk Model

of Chasse and Cotiaaity.Ohio State Univ. Columbus Center for Human Resource ResearchSpons AgencyEmployment and Training Administration (DOL),

Washington, D CPub Dat -79Available from Center for Human Resource Research, College of

Adminisirative Science, The Ohio State Univermy, 5701 N HigaStreet, Worthington, OH 43085 ($0.80)

Pub Type Reports Research /Technical (143)EURS PriceMF01/PCOZ Plus PostageDescriptorsAttitudes, Employed Women, Females, Racial Dif-

ferences, *Sex Role. Age Differences, Behavior Change, Blacks,Comparative Analysis, National Surveys, Sex Stereotypes,

WhitesA study of working wo-ien was conducted to test the hypothesis

that pnor sex-role attitudes influence subsequent labor force behaviorwhich, in turn, affects later sex-role attitudes. Separate data were col-

Document Resumes 7

lected for younger (ages 14-24) and older women from the NationalLongitudinal Surveys during the period of 1967-1972 Findings reveal-ed that black women are more nontraditional, more likely to work,and more likely to ha 'e had working mothers than are white womenBlack women have lower levels of educational attainment, largernumbers of children, and husbands' with lower incomes Further-more, it was found that differences among younger and older womenwith respect to their own and their husbands' attitude are extremelysmall Older women had (1) husbands with higher incomes, (2) largernumbers of children, and (3) a greater Nanety of job training ex-periences (LRA)

ED 181 275 CE 023 791

Medley, CarolShift Workers: A Descriptive Analysis of Worker Characteristics.Oh.o State Univ Columbus Center for Human Resource ResearchPub Date-79Available fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State University, 5701 N HighSt Worthington, OH 43085 (SO 80)

Pub TypeReportsDescriptive (141)EDRS PriceMF01/PC01 Phis PostageDescriptorsEmployment Patterns. Individual Characteristics,

Labor Force, Working Hours, Adults, Age Differences,Demography, Employees, Employment Level, Females, In-dustry, Males, National Surveys, Occupational Surveys, Occupa-tions, Sex Differences, Wages. Young Adults

IdentifiersShift WorkNational Longitudinal Surveys of tabor Force Experience (NLS)

data were used to describe those people who work outside the tradi-tional 9 00 A M to 5 00 P M work uay Depending on the approx-imate time of day they worked, respondents were classified into fourcategories of workers day, evening, night, and split shift (workinghours interrupted by a period of nonworking hours) The majority,day workers, were in general more prestigious, well-paid positionswhich require more education Females or young persons (18-20) com-prised more of the shorter hour, lower wage evening or split shiftworkers This group, as well as night workers, were more likely to livein urban areas outside the South and were employed in manufactur-ing, transportation, service, wholesale, and retail sales industriesEvening worker were more likely to be unionized Night shiftworkers had "worked at their jobs approximately as long as dayworkers Almost no women worked in agriollture and constructionwhile transportation and public utilities tend to employ females duringthe day but men at night The opposite was characteristic of wholesaleand retail sales, except that young men (19-29) often worked at nightFinance and insurance industries employed men more often on splitshifts, employing females and young men during the day Shiftworker personnel and job related characteristics appear to be a func-tion of both industry and occupation (MEK)

ED !81 277 CE 023 792

Moore, Sylvia F.The Short -Term Effects of Marital Disruption oa the Labor Supply

Behavior of Young Wore%Ohio State Univ Columbus Center for Human Resource ResearchSpons AgencyEmployment and Training Administration (DOL),

Washington, D CPub Date-79Available fromCenter for Human Resource Research, College of

Administrative Science, The Ohio State University, 5701 N HighStreet, Worthington, OH 43085 (SO 80)

Pub TypeReportsResearch/Technical (143)EDRS PriceMF01/PC06 Pins PostageDescriptorsDivorce, Economically Disadvantaged, Family Pro-

blems, 'Females, 'Poverty, Comparative Analysis, EconomicFactors, Family Life, Fatherless Family, Living Standards, LowIncome, Marital Instability, Marriage, One Parent Family,Socioeconomic Influences

A research study was conducted to measure (I) the extent to vk hich ayoung woman is financially disadvantaged by the loss of her hus-band's income, (2) the ways in which she seeks to alleviate this loss,and (3) how successful she is in doing so Data were collected from519 young women, both white and black, who expegenced a firstdisruption of their marnaites (either separation or divorce) between

8 Document Resumes

1969 and 1973 Findings of the studs indicated that among whitewomen whose family incomes were abov e poverty in the period im-mediately preceding divorce or separation. twenty-six percent hadbelow-poverty family incomes in the post-disruption period For blackdisruptees who were above the poverty line in the predisruptionperiod, forty percent fell below ,he povertv income ceiling Thirtyeight percent of the white disruptees and fifty-six percent of the blackdisruptees had failed to complete high school as compared withtwenty-one percent and thirty-five percent respectively for theircounterparts whose marriages wer: stable (Appended material in-cludes sections dealing with sample selectivity and those who remarry,a description of variable construction, appropriate tests for coefficientdifferences in labor suppl% (unctions across time, and a conceptualframework for the study )(ERA)

ED 181 281 CE 023 811

Nemeth. Cheryl Ellis, tephenA Cost Effectiveness Analysis of Vocational Education Programs for

the Handicapped. Technical Report.Virginia State Dept of Rehabilitation Services, RichmondSpons AgencyFullerton Union High School District, CalifPub Date-79Pub TypeReportsDescriptive ' 1 4 1 1

ReportsEvaluative I eastinty (142)EDRS PriceMI:01 P(05 Pius PostageDescriptorsC ost E f fectiveness, *Handicapped Students, Program

Effectiveness. Program Evaluation, Special Education, Voca-tional Education, Field Studies, Secondary Education, Special

Education TeachersA study was conducted to develop and field test a model which

could be used to evaluate the effectiveness of vocational educationreceived by handicapped students The study included four com-ponents (Ir conceptual,zing a Lost effectiveness analysis appropriatefor vocational education for the handicapped (VEH), (2) developing acost effectiveness analysis model and instruments needed to conductthe analysis, (3) field testing the model in a variety of high schooldistricts to establish the validity and replicability of the model, and (4)producing and disseminating a handbook of the model to be used byadministrators to evaluate the Lost effectiveness of a district's VEHprograms Findings included the following most special educationcourses have vocational content, this content is usually on indepen-dent living skills, pre-vocational skills, and vocational 4.11s, andvocational teachers spend extra time with handicapped studentsSamples of protect materials are appended (( T)

ED 181 282 CE 023812

Smith, C urvinWorkshops: Preparation of transition Plans in Area Vocational

Technical Schools. Final Report.Associated Foacational onsultants. Inc Pittsburgh, PaSpons AgencyPennsylvania State Dept of Education, Harrisburg

Bureau of V ocational and Technical EducationPub Date 79Pub TypeGuides Methods I echniquesNon-C lassroc nt Use

(0551 ReportsDescriptive (1411EDRS PriceMFOI PC1111 Plus PostageDescriptorsEducational Facilities, Facilits Planning, Facility

Requirements, Physical Dnsahiliues. Regional Schools. v oca-

tional Schools, Educational Specifications, HandicappedStudents

IdentifiersPennsylvaniaThe purpose of this projo.t was to assist area vocational-technical

schools in the preparation of transition plans for making structuralmodifications in order that their buildings be accessible to handicap-ped persons Working with toe Office of Civil Rights, a format andprocedure for developing transition plans in area vocational-technicalschools was developed Three schools designated to host workshopsdeveloped model transition plans based on the format and proc-dureThese model plans were shared with workshop participantsthroughout the state Workshop evaluations revealed that twenty-nine participants indicated they understood very well how to develop atransition plan and thrity -nine respondents indicated they found thatthe plan would be less difficult than they had expected (The modeltransition plan is appended ) (I RA)

ED 181 285 C 023 821

Planning Design for Conducting a National Survey of the DifferentialCost of Vocatiocal Education. Final Report land) F secutive Sum-mary.

Educational Management Services, Inc Minneapolis, ~jinnSpons AgencyBureau of 0.cupational dnd Adult I ducation

(DHEW,OE), Washington, D CPub Date-79Contract-300-78-0524Note-245p , Best copy availableP u b T y p e R e p o r t s Descriptive t 1 4 1 )

ReportsResearch/ Technical (143)EDRS PriceMFOI P(10 Plus PostageDescriptorsData Collection, Models, National Surveys,

Program Costs, Sampling, *Vocational Education, Disabilities,Methods, Operations Research, Planning, Postsecondary Educa-tion, Secondary Education

A study was conducted to devetop a comprehensive programcosting model for vocational education This model produced a com-parison between the cost of operating a given vocational program andthe average aggregate cost of operating all basic education programsThe model is applicable for both the secondary and pc,tsecondarylevel programs and can distinguish costs among different types of in-stitutions A second major goal of the stud% was to field test theforms and procedures of the model as well as any new forms and pro-cedures developed as a result of the modification made for the educ.-tion of the handicapped A third goal was to define an appropriatesampling procedure for conducting a nationwide survey Instrumenta-tion and procedures were tic id tested at nine pilot sites Methods ofdata collection were tested to determine the receptivity and burdenupon the local school agencies (LEAs) and to determine the accuracyof data collected A sampling plan for conducting a nationwidesurvey was developed, and burden-and-cost estimates for conductinga nationwide survey were projected (Detailed results of tl - (telt: restand the development of the sampling p1in are included in :his finalreport ) Some of the conclusions were as ((Bow the differential costmodel is a complicated but appropriate mean, for determining costdifferentials, data collection burden upor LEA personnel is directlyrelated to type of data collection strategy utilized, And level of pro-gram cost aggregation will significantly affect Lost and-burdenestimates for conducting a national survey (BM)

ED 181 297 CE 023 ho7

A Study of State Occupational Information Development and Utiliza-tion Efforts.

Department of Labor, V ashington, D C National enter forEducation Statistics (D M-% I, W ashington, I)

Pub Date-78Pub TypeReports--Research, Technical (143)EDRS PriceMFO1 Pits Postage, PC Not Available from EDRSDescriptorsInformation Systems. Information Utilization, In-

novation, *Methods Occupiticnal Information, DemonstrationPrograms, Information Dissemination, Incormation Services,Labcr Demands, Labor Supply. State Programs

IdentifiersState Occupational Info Coordinating CommitteeThis document contains results of a study conducted to explore

what slates were doing or had done in the development or utiltzationof occupational information Of particular interest in this study wasthe identification of methods, approaches or projects which arerelated to the developing or utilizing of occupational information andwhich are innovative, exemplary, and transportable to other statesunder a Standardized Occupational Information System ISOIS) con-cept Information contained in this report was compiled from per-sonal interview visits to states Results of the study are reported underthe following five topics occupat.onai demand, occupational supply,matching occupational supply with occupational demand, oc :upa-tional characteristics, and delivery of occupational information Ap-pend -I are details of the project methodology and a directory of allState Jccupation Information Coordinating ( ommittees (SOICCs)(BM)

ED Is! 301 CE 023 875

Brower, Sally M And OthersEffective Mechanisms for Facilitating Coord;lation of Voc-tiosal

Education Programs with the Youth Employment and Demonstra-tion Projects A.t of 1977. A State of he Art Report. Volume 1. In-terim Report.

Conserva, Inc Raleigh, N CSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, 1) CPub Date-79Contract-300-78-0583Note-346pPub TypeReportsDescriptive (141) Information analyses- State-

of- the -Art Materials (070)EDRS PriceMR)! PCI4 Plus PostageDescriptorsAgency Cooperation, C °operative Programs, Coor-

dination, Disadvantaged Youth, Institutional Cooperation,Vocational Education, Youth Programs, Agency Role, An-cillary Services, Federal Programs, institutional Role, On the JobTraining, Program Administration, Program Descriptions,Research, Secondary Education. Student Placement, Work Ex-perience

Designed as a reference for praetitioners interested in implementingor improving vocational education programs to serve disadvantagedyouth, this report contains the results of a nationwide s.udy of institu-tional interface between vocational education and CETA (Com-prehensive Employment and Training Act) Title IV prime sponsorsThe 111 programs examined are grouped in three sections coor-dinated vocational educationCETA programs (other than T.tle IV),and coordinated programs between vocational education and other(non-CETA) employment and training service provider; Each pro-gram description includes title, location, educational agency, primesponsor funding. in-kind contribution, large' g. >ups, and contactpersca The text of each program narrative is divided into thesetopics over' Inv, role of vocational education, prime sponsor involve-ment. and program activities organized by activity /service areasThese areas, specifically embodied in Title IV legislation include (I)administrative affairs, (2) outreach assessment, counseling, ano sup-portive services, (21 non-skills-oriented training, (4) institutional oc-cupational skills training, ;5) work experience and on-the-job training,and (6) placement A list of acronyms follows Concluding indexesclassify the programs by major funding sources, major target groupsserved, urban/re.ral designation of program locations, prime sponsortypes, and location in federal (Departirclit of Health, f.ducation, andWelfare) region (Yl

ED 181 210 CE 023 924

Fenton, Joseph, f d i rule, Neal D EdResearch Directory of the Rehabilitation Research and Training

Centers. Fiscal Year 1979.Arkansas Univ Fayetteville Ar; ansas Rehabilnation Research and

Training CenterSpons AgencyNational Inst of Handicapped Research WHEW),

Washington, D CReport No APRTC/HEW-79/.:1Pub Date-79Contract-16-P-56812/ RT- 13Note 522p , For related documents see ED 70 568-5' 3Pun TypeReference Materials Direetones/Catalogs (i32)

ReportsDescriptive '141)EDRS PriceMF02,'PC21 Plus PostageDescriptors- -Deafness, Educational Research, Medical Research,

Meniai Retariation, Rehabilitation, Research, VocationalEducation, Abstracts, Daily Living Skills, Directories, ProgramDescriptions, Reference Materials, Rehabilitation Centers,Research ProjeAs, Research Utilization, Vocational TrainingCenters

This ninth edition of ihe Rehabilitation Research and Training (RT)Centers reports the FY 1979 research activities of nineteen RT Centers(eleven medical, three vocational, three mental retardation, and twodeafne,$) These research activities focus primarily on ;he areas ofseverely handicapped and in Jepenoent living rehahilitation The 283abstracts included in this directory are organized under the RTCenters, which are located at the following tnstitutions New YorkUniversity, Unisersiry of Af.nnesata, Universii: of Washington,Baylor College of Medicine, Emory University, Tuft; University,Temple University, The George Was' ington University, University ofColorado, University of Wisconsin, University of Arkansas, Universi-

Document Resumes 9

ty of West Virginia, University of Oregon, I, me ersity of Alabama inBirmingham, Northwestern University, I esas Tech University,University of Wisconsin-Stout, University of ( alifornia at San Fran-cisco, University of North Carolina at C hapel Hill, and BostonUniversity Preceding the abstracts under each RT center are listingsof that center's core areas of research, completed projects, continuedprojects, discontinued projects, new projects, and proposed projectsEach abstract includes project objectives, methodology, findings, andapplicability The name of the principal investigator, status of theresearch activity, and relevant fiscal data are included in bolder typeBoth a subject index and principal investigator's index are provided(IRA)

ED 181 316Bowers, Ellen And OthersWomen in Vocational Education Administration. A Nationwide

Analysis. Research and Development Series No, 179.Ohio State Univ Columbus National Center for Research in 4 ma-

tional EducationSpons AgencyOffice of Education (DHEV4 Washington, D C

Pub Date-79Available fromNational Center Publieanone, The National Center

University, 1960 Kenny Road, S. olurnbus, OH 43210 (S2 35)University, 1960 Kenny Road, Columbus, Ohio 43210 (S2 35)

Pub TypeReportsResearch' Technical (143)EDRS Price MFOI'PCOZ P:u. PostageDescriptorsAdminis'iator Qualifications, Certification,

Females, Vocan_aal Education, Administrator C haracternticsEducational Adrr. nistration, National Surveys, Sex DifferenceSex Discrimination, Sex Fairness, Standards, Trend Analysis

A study was conducted to determine current requirements for cerlineation in vocational education administration and the number ofwomen who are qualified for and who currently hold such positionsData M as gathered through a request to states for copies of icadilyavailable printed material on the requirements for administering voca-ional programs and on the number of women certified for these posi-

.tons Among the findings was that all states require certain qualifica-tions if not certification or licensing for administration of vocationaleducation programs Thirty-four states require certification that ineludes specific vocational programs or courses and at times specificoccupational experience Thirteen of fifty states have establishedwork experience requirements ranging from 1,000 to 3,000 hours For

24 6 percent of the states, general administrative certification sufficesThe remaining twelve states have adopted alternative patterns of

credentialing that reflect needs identified in those particular states(LRA)

CE 023 940

ED 181 317 CE 023 941

Halperin, Sam uelFmerging Educational Policy Issues in the Federal ( ity: A Report from

Washington. Occasional Paper No. 42Ohio State Univ Columbus National C enter for Research in Voca-

tional EducationPub Date-78Available fromNational Center Publications, I he National Center

for Research in Vocational Education, 1960 Kenny Road, Colum-bus, OH 43210 (S2 20)

Pub TypeOpinions/Persona' Viewpoints/Position Papers/Essays(120) Speeches, Conferences Papers (150)

EDRS Price MFOI IPCOI Plus PostageDescriptorsAdministrative Policy, Edueational Policy, Pederal

Government. Political Issues, Vocational Education, Educa-tional Attitudes, Educational Legislation, Educational Research,Government Role, Policy Formation, Program Effectiveness,Research Needs

Both the federal administration and Congress, through moredollars anu more legislation, are expanding the federal role in educa-tion Major themes running through the various legislative proposalswill result in a reduced emphasis on fiscal controls, encouragement forprocess - oriented requirements, better integration of federal programs,and improve federal-state-local coordination Sortie additional emerg-ing policy issues are the relationship of formal education authorities tothe Youth Employment and Demonstrations Project At (YEDPA),tax credits on tuition, a cabinet level department of education, educa-

tional quality-accountability testing of hasic skills. and jobs (creation

10 Document Resumes

of new employment) With respect to education in particular, the ex-ecutive branch is skeptical about its value and a recent informal poll ofcongressional staff aides revealed the following assertions or allega-tions vocational education (I) provides irrelevant skills and is delin-quent in providing basic skills, (2) maintains old categories over newjob areas, (3) is run by an unresponsive establishment, (4) is

dominated by rural and agriculture! interests (5) .s discriminatory, (6)tocuscs too much on high school programs, (7) is delinquent instatistical program evaluation, (8) lacks effective statewide planning,(9) frustrates coordination It all levels, and (10) is too institution-orlemed to school-age populations Research is needed which woulddispell or corroborate such views among policy makers (TT)

ED 181 318 CE 023 942Herr, Elwin LWork Focused Guidance for Y outh in Transition: Some Implications for

Vocational Education Research and Development. OccasionalPaper No.43.

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Pub Date-78Available fromNational ( enter Publications, 1 he National C enter

for Research in Vocational Education, The Ohio State Unisersity,1960 Kenny Road, Columbus, OH 43210 (S2 26)

Pub TypeOpinions/Personal Viewpoints/ Position Papers/ Essays(120) Speeches, Conferences Papers (150)

EDRS PriceMFOI/PC01 Plus PostageDescriptorsCareer Counseling, Career Guidance, Education

Work Relationship, Research Needs, Definitions EducationalProblems, Federal Legislation, Public Policy, Speeches

The topic of work focused guidance for youth in transition is ad-dressed from three broad perspectives the nom is that youth transi-tion problems are not indigenous tc the United States but are interna-tional in scope, an attempt to examine the meaning of work focusedguidance, and, finally, a brief look at youth in transition The authorexamines four major issues related to work focused guidance (I)work or employment as an outcome of guidance, (2) work activity orwork setting as a guidance technique, (3, the preparation of guidancepersonnel for work focused guidance, and (4) the meaning of work inrelation to the guidance process (i e work as earning a living or as ameans of achieving personal goals) The concepts of 'occupatioaal or'vocational guidance' are examined 'n contrast to 'career guidance,'seen as a program rather tha a service The implications of this skitfin relationship to federal employmert and training legislation arediscussed with focus on implications for research and developmentFinally seven questions are posed for research on services to youth intransition with empaasis on the need for attention to subpopulations(PI')

ED 181 319 C E 023 "13

Brant. LynnI Like You When I Know You: Attitudinal Barriers to Responsive Voca

Hoard Education for Handicapped Students, it Isn't Easy BeingSpecial'. Research & Development Series No. 174.

Ohio State Uni. Columbus National Center for Research in Voca-tional Education

Spons Agencyoffice of t ducat ion (UHEW), Washington, D CPub Date--79Available from National ( enter Publications, National ( enter for

Research in Vocational Education, The Ohio State Unisersity,1960 Kenny Road, C mbus, OH 43210 al 90, six-piece set,S25 00)

Pub TypeInformatic. .nalyses/State-of-the-Art Materials (070)Guider/Methods/1 quesNon ( lassroom Ilse (055)

EDRS PriceMI:01T( 01 Plus PostageDesr riptorsAttitudes, Handicapped Students, Mainstreaming,

Vocational Education, ( ommanitv Attitudes, Counselor Attitudes, Educational Attitudes, Educational Legislation, ParentAttitudes. Peer Influence, Student Attitudes, teacher Attitude.,

This publication identifies common attitudes toward handicappedpersons and provides suggestions for improving attitudes The first ofthree major sections presents an historical review of pertinent legisla-tion for education of the handicapped Section 2 gives a brief re-iewof what the legislation means for vocational education The final sec-tion expounds upon Inc attitudes of educators, peers, parents, and the

community In addition, suggestiors for Impro,,wg attitudes withineach group are goer, (LRA)

ED 181 320 CE023944Campbell-Thraw., Lucille. EdLet's Work Together: Intervention Strategies for Learners with Special

Needs. Isn't Easy Being Special'. Research & DevelopmentSeries No. 175.

Ohio State Um: Columbus National C enter for Research in Voca-l...mai Education

Spons AgencyOff ce of Education (DHEW), Washington, D CPub Date--7jAvailable fromNational Center Publ.cations National C enter for

Research in Vocational Education The Ohio State University,1960 Kenny Road, Column', OH 43210 (S3 20, sir -piece set,S25 00)

Pub TypeGuides.Methods/ Techniques Non-C lassroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptoi sDisadvantaged, Educatioaal Needs, Educational

Responsibility Educational Strategies, Special Education,'Vocational Education, Academically (rifted, AdministratorRespmsibility, Administrator Rule, American Indians, BilingualStudents, Change Strategies, Counselor Role, Guidelines, Han-dicapped Students, Migrants, Minority Groups, Needs Assess-ment, Prisoners, Talent, Teacher Responsibility, Teacher Rote

Divided into four chapters, this monograph focuses on strategiesthat meet equally the common needs of all students and the uniqueneeds of special students Chapter I, Preparing to Meet the Needs ofSpecial Students Let's Look at Our Responsibilities. idt tifies specialneeds populations and presents a list of responsibilities for teachers,counselors, and administrators in helping the special needs learner tosucceed in a vocational program The second chapter explores teneducational needs common to all learners and discusses basicstrategies that may help teachers, counselors, administrators, andothers to perform effectively with the special student C hapter 3 pro-vides lists of unique needs of seven special groups and presentsstrategies for meeting them Special groups included are (I) AmericanIndians, (2) individuals with limited English proficiency, (3) inmatesof correctional institutions, (4) minority groups, (5) gifted talentedstudents, (6) handicappeo students, and (7) migrants I he concludingchapter gives steps to improve &Less to vocational programs and toimprove student performance (LRA)

ED 131 321 C. 1 023 945

_ampbsii-Thrane, Lucale, I dLet's Find the Special People: Identifying and Locating the Special

Needs Learners. it Isn't Easy Being Special'. Research & Develop-ment Series No. 176.

Ohio State Univ. C olumbus National ( enter for Research in VocaIlona! Education

Spons AgencyO.-rice of Education ((THEW ), Vs ashIngton, DPub Date-79Available from National Center Publications. National ( enter for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 ($ 20, sir -piece set,S25 00)

Pub type Information analyses State-of-the-Art Materials (070)Guides/Methods/ Techniques Non -C lassroom t 'se (155)

EDRS PriceMFOI iP(02 Plus PostageDescriptorsDisadvantaged, Lducanonal Responsibility,

Program Development, Program 1 valuation. mationalEducation, Academically Gifted, Bilingual Students, Data C ol-lectIon, Educational Needs, Handicapped Students, Migrants,Minority Groups, Prisoners, Special I duration, I alent

Identifiers Off ice of Education, United StatesThis publication presents a data collection system useful in measur

ing the success of vocational programs for special needs populationsas well as current descriptive/demographic information On specialneeds populations nationwide The first of four chapters provides ageneral characterization of special populations and specific definitionsfor each subgroup commonly designated as a special needs popula-tion U S Office of Education data (1976), discussed in chapter 2,give an indication of the responsiveness of vocational education programs to the needs of special groups nationwide C hapter 2 also

1:)

discusses same of the problems of collecting and analyzing data aboutspecial needs group Each profile is followed by a summary of perti-nent literature on the needs of that special population in vocationaleducation programs The final chapter explores data needs for effec-tive program planning and describes an exemplars data collectionsystem (LRA)

ED 181 322 CE 023 946

Campbell- Thrane, I uciik, EdHere Are Programs tha, Work. Selected Vocational Programs and

Practices for Learners with Special Needs. it Isn't Easy BeingSpecial'. Research and Development Series No. 177.

Ohio State Univ Columbus National Center for Research in ` oca-tional Education

Spons Agency Office o' Education (DREW ), Washington, D CPub Date-79Available fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S13 00; six-piece set,

S25 00)Pub TypeReference MaterialsDirectories/Catalogs (1321

ReportsDescriptive (141)EDRS PriceMFOLPC10 Plus PostageDescriptorsDemonstration Programs, 'Disadvantaged, Program

Descriptions, Vocational Education, Abstracts, Academically

Gifted, American Indians, Bilingual Students, Handicapped

Students, Migrants, Prisoners, Program Effectiveness, Special

Education, TalentFocusing on vocational education programs that have been suc-

cessful la increasing access to and performance in vocational educa-tion, this publication contains descriptions and abstracts of 137 pro-grams for special needs populations The first of -*o major sectionscontains sixteen site visit reports that include program name, addr,ss,contact person, purpose, otjectivcs, and a brief overview In addi-tion, information is provided about population served, activities andsupport services, administrative and staffing patterns of the program,and evaluation procedures Section 2 presents 121 abstracts of generaland vocational programs for special people The abstracts aregrouped alphabetically by project title under eight population groupsserved (I) American Indian, (2) bilinguals and those with limitedEnglish proficiency, (3) disadvantaged, (4) disadvantaged/handicap-ped, (5) gifted and talented, (6) handicapped, (7) the incarcerated, aad(8) migrants. (LRA)

ED 181 323 CE 023 947

Campbell-Thrane, Lucille, CompResources: Agencies and Organizations that Serve Special Needs

Learners. it Isn't Easy Being Special'. Research & DevelopmentSeries No. 178.

Ohio State Umv Columbus National Center for Research in Voca-tional Education

Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Available fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S3 25 six piece set,S25 00)

Pub TypeReference MaterialsDirecto-ies/Catalogs (132)EDRS PriceMFOI/PCO2 Plus PostageDestriptorsDisadvantaged, Educational Resources, Informa-

tion Sources, Organizations Groups, Vocational Education,Academically Gifted, American Indians, Asian Americans, Bi-lingual Students, Blacks, Directories, Handicapped StudentsMexican Americans, Migrants, Older Adults, Prroners, talent

This directory identifies key agencies and organizations that provideguidance and assistance to anyone who works with the special needslearner The offices and establishments described in the directoryrepresent the numerous organizations and agencies responsive to thracademic and vocational requirements of the following special needspopulations. (1) American Indians, (2) Asian Americans, (3) Appalachian Whites, (41 bilinguals and those with limited English profi-ciency, (5) Black Americans, (6) gifted an talented, (7) handicapped,(8) Hispanics, (9) the incarcerated, (10) migrants, and (11) olderAmericans. Each section is identified by specific population and tellswhere to locate *armies LA organizations Contacts are listed in

pfd

Document Resumes 11

alphabetical order ssIthi each so non II RAi

ED 181 324 CE 023 948

I- he Stratus of Vocational Education. -school Year 1975-76. Researchand Development Series No.162,

, State Univ Columbus National ( enter for Research Voca-

tional Education.spons AgencyOffice of Education (Dti EN* Washington, D C

Pub Date-78Contract-7,00-78-0032Note-190p , The atistical appendix will not reproduce well due to

small, light printAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio Mate University,1960 Kenny Road, Columbus, OH 43210 (S 10 00)

PubT4reNumerical/Quantative data (110) ReportsDescriptive

EDRS PriceMFOI/PC08 Plus PostageDescriptors *Community Involvement, Educational Resources,

Enrollment, Program Effecnveress, Statistical Da.a, Voca-tional Education, Adult Vocational Education, Disadvantaged,

Educational Trends, Employment, Employment Patterns,

Enrollment Trends, Expenditures, Graduates, Handicapped

Students, National Surveys, Postsecondary Education, Secon-

dary Education, Sex Characteristics, State Federal AidIdentifiersUnited States

Existing information, drawn from regular statistical reports tofederal agencies and stypiemented by information from othersources, is presented to describe the status of publicly supported voca-tional education in 1975-76 (the year preceding the Education Amend-ments of 1976) and to examine implications Individual chap:ersfocus on who is served by vocational education, how well they areserved in terms of outcomes realiz.:d, what resources are employed toprovide services, what kind of community participation was utilized,and what kind of da:a base is available to support program planning,evaluatic- and management Major findings compare data with thatof the previous year 507. increase in vocational enrollment (primarilyat the postsecondary level), no dramatic change in enrollment by sex

in most occupational areas, a slightly larger percentage cf disad-vantaged and handicapped students enrolled, and a consistent growthin expenditures (particularly local and state) to support vocationaleducation programs Unemployment rates reported for completers ufsecondary and postsecondary programs are six percentage pointslower than for other young people in their age range Nearly one hun-dred pages of statistical data upon s hich the report is based are ap-pended (MEK)

ED 181 325 CE "3 94c,'

Starr, Harold And OthersSelecting, Analyzing, and Displaying Planning Information. Rewire%

and Development Series 164.Ohio State Urns, Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D.0f 1 Date-79Contract-100.78-0032NoteI68p ; Small, light type in figures will not reproduce wellAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S9 75)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC07 Plea PostageDescriptorsData Analysis, Demography, Information Utiliza-

tion, Statewide Planning, ` Visual Aids, Vocational Education,Census Figures, Guides, Program Evaluation, Resource Alloca-tion, Statistical Analysis, Statistical Data

This manual is a resource of ideas and suggestions for comprehen-sive statewide planning of vocational education It is directed towardboth experienced and inexperienced vocational education planner.The data analysis and display techniques presented are useful for pro-ducing information for developing state plans and for communicatingdata-based information to planners, administrators and to other per-sons who contribute to, react to, or review vocational education plan-ning efforts and documents The man tal includes information which

12 Document Resumes

can be used in carrying out three planning tasks 11) formulating pro-gram goals and 013)CCIIVCS, (2) planning the allocation of resources forthe achievemen of goals and ob,ectives. and (3) monitoring andevaluating a plan The uses of demographic and related informationin vocational education planning ere given special treatment I opusinclude use of demographics and census data for identifyingeconomically depressed areas, arras of high unemploymeat, and plan-ning regions, and use of it for distribution of funds according toeconomic and social factors or student accessibity Examples arealso provided of how, data analysis techniques and display procedurescan be applied to vocational ed-, anon )tanning 'ieneral conceptsare discussed (e g sample vs population and descriptive vs inferen-tial statistics) as well as specific anal)sis methods (e g multipleenumeration, relationship analysis, and curvilinear trends and regres-sion) and such display techniques as tabu'ar, graphic, line graphs, pieand column charts, pictorial displays, and statistical maps (PV)

ED 181 326 CE 023 951

Vetter, Louise And OthersFactors Influencing Nontraditional Vocational Education Enrollments:

A Literature review. Research and Development Series No. 150.Ohio State Um,/ '..2olumbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D CPalo Date-79Available fromNational Center Publications, The National Centel

for Research in Vocational Education, The Ohio State Universityi960 Kenny Road, Columbus, OH 43210 (S8 75)

Pub Type Information analyses/State-of-the-Art Materials (070)t DRS PriceMFOI/PC07 Plus PostageDescriptorsEnrollment Influences, Nontradaional Occupations.

'Sex Discrimination. 'Sex Stereotypes, 'Socialization, 'Studentkecruitment, Academ Ability, Career Chuxe, EducationalResearch, Employed Women. Family Influence, LiteratureReviews, Mass Media, rarent Influence. Peer InfluenceFairness, Sex Role, Studer t Characteristics, Student Interests,Teacher Influc ice, Vo..ationa! Education, Work Attitudes

The literature on factors influencing nontraditional enrollmentchoices ma, be ap,roached in th,s order background information onthe labor force and vocational education factors nfluenc.ng non-radoloral enrollments, and strategies for increasing nontraditionalenrollments Despae an 1-..:reare of women in rin- tradm 'nal occupa-tions, research shows that occupational sex segregation and relatedwage itiparitier contin e to exist The problem can be traced to male-dominated and - oriented training programs. Studies of nontraditionalstudents reveal Interest and ability as influential enrollment factorsparents are the _nog important otter people involved The literatureon sex role socialization indicates that family members, the massmedia, and all elements of public eduction nfluence .ocationa:choices All have been criticized for perpetuating rigid sex roles Theorder of influence of 'significant others' on occupational preference ispa.ent- peers teachers a-'d cou..seiors Personal factors to be con-sidered in nontraditional choices are ability and interest An c Ise

literature on strategies for increasing nontraditional enrollments pro-vide Agaestions fo nrograr-ming from the prcvocationai '-vel to therecruitment of mid-career students at the postsecondary level Muchinformation is available in the need areas of information, policy plan-ning and implementation, occupational awareness, seltawareneis, sexfa I ct nse!..ig/curriculum development, in-service programming,and collaborative efforts (Y LB)

ED 18: 327 CE 023 952

Campbell-DI-dile, Lucille. CompResourres: Materials for Speer: Needs Learners. Isn't Easy Being

Special'. Bibliography Series No. 50.Ohio State Univ Columbus National Center for Research in Vci,a

Donal Educat.onSons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Available from Na' anal Center l'ublications. National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S8 75, six-piece set,S25 00)

Pub Type Reference Materials Bibliographies (131)EDRS PriceMFOI/PC06 Phis Postage

Des, riptors--Disadsantaged ducational Intorrna-tion Sources. Speciai f ducation, Academicalls oiled AmericanIndians, Asian Americans, Bibliographies, Bilingual Students,Blacks, C nations References Handicapped Student- MeticanAmericans, Migr aus, Older %Quits, one Pi, eni I

Prisoners, Idler),1 his bibliographi, contains publications hick pro de in tot illation

that will help meet the needs of special indiidual, skiiit uniquecharacteristics The bibliography is JINILled into tnirteen sectionsEach section is identified by specific population and colitains a listingof both generic resources and those specif... to each individual specialpopulaiton Special populations in, luded are (I) American Indians,(2) Asian Americans, (3) bilinguals and those with limited I nglish pro-ficiency (4) black Americans (5) disadsantaged ((r) exceptionalchildren, (7) gifted and (alented (8) handicapped (9) Hispanics, (10)the incarcerat 1, (II) migrants, (12) older Americans, and I 1 1) vngleparents 11 RA)

Ell 181 328 ( I: 023 956Oideonse, Hendrik DA Model for Educational Research and Development: 1985. Occasional

Paper So. 44.Ohio State Lniv Columbus National C enter tor Research in oca-

tional EducationPub Date-78Pub TypeReportsDescriptive (141) Speeches, ( onfereikes

Papers (150)EDRS PriceMI.01 P(02 Plus PostageDescriptor-,Lducatamal Development. ducaramal Research

"Interaction, Models Po [Ls, I eacher Participation,Behavioral Science Research. C ommunits Involvement, 6cisernment Role, Policy Formation, Research and DevelopmentCenters, Research Luhzauon. School Districts, School Involve-ment, Social Science Res-arcn, Technology transfer, ocationa(Education

Three broad statements summarizing nine axioms underlie a conceptualization of the character of behavioral and social research 11)

social and behavioral science is inherently reflexive. (2) ethics andepistemology are inseparable, and (3) the inherent complexity ofoehav !oral and social phenomena must be reflected in the modc1sdeveloped to guide the support of productive educational research anddevelopment (R&D) The idea of differing epistemt.logies suggeststhat ignorance of or failure u1 recognize the worth of others' workleads to conflict between practitioners and researchers, research ad-ministrators and politicians as well as to slow adoption of research Apromising interaction model for educ itional research focuses on theoutcomes o research and those w ho have a stake in the outcomesRelationships betwee-, 'stakeholders' and outcomes vary I he form ofan outcome is related to accessibility to srakeholders, stakeholdersmay have several relations it respect to a research outcome primary,second-try, or tertiary Policy implications flowing from the model liein three main areas the 1egitimliation of a broader array of R&D acmines, function, and actors. decentralization of authority andresponsibility for educational R&D, and the demand for muc h morecareful analysts and attention to policy in its own right IYL B)

ED 181 329 CE023957Sticht, Thomas 6Literacy and Vocational Competency. Occasional Paper So. 39.Ohio State Univ Columbus National ( enter for Research in Voca

tional EducationPub Date-78Available from National Center Publications, The National C enter

for Research in Vocational Lducation, The Ohio State I 'nisei-say,1960 Kenny Road, Columbus. OH 41210(S2 00)

Pub TypeInformation analvsey/State of-the-Art Materials (070)Speeches, Conferences Papers (I 50)

EDRS PriceMFOI /PCO2 Plus PostageDescriptorsEmployment Qualifications. Job Skills, 1 iteracy

'Reading Ability, 'Task Performance, \, °cantina! Aptitude.Basic Skills, Competence, Informal Reading Inventories.Language Acquisition, Reading omprehension, ReadingDevelopment, Reading Skills. Speeches, Task Analysis, Voca-

tional Ed ucation

Two focuses of a discussion of literacy and vocational competence

should be the need for a more profound understanding of literacy andthe relevance of that understanding for stuuying reading in vocationalsettings A developmental model of the acquisivon of literacy con-siders reading a second signaling system for speech People whobecome literate learn to perform tasks with written language theypreviously could perform only with the spoken language A secondview of the written language pcints out that it differs from spokenlanguage in two critical ways it is permanent, and it may be arrayed inspace Written language can be consulted as an "external memory" andmakes possible reading-to-do and reading-to-learn tasks An ex-ploratory stuc'y using reading-to-do tasks developed a job reading in-ventory to (I) identify the reading tasks performed in jobs and (2)determine the level of general reading skill needed to perform themResults showed a strong relationship between reading ability and abili-ty to perform job-reading tasks The inventory approach remains un-validated A sound theory of literacy in vocational settings mustantecede establishing minimal competency levels (Questions andanswers are appended ; (Y LB)

ED 181 330 CE 023 958

Job Strategies for Urban Yc'ith. Sixteen Pilot Programs for Action.Work in America Inst Scarsdale, N YSpons AgencyRockefeller Foundatt ,n, New Yoh k, N YPub Date-79Contract RF-78006Note-114pAvailable fromPublications Department, Work in America In-

stitute, Inc 700 White Plains Road, Scarsdale, NY 10583 (1-4Lopes of summary, S3 95, of report, S7 95, of both, SIO JO,various discounts on quantity orders)

Pub TypeReportsDescriptive (141)EDRS PriceMiOUPCOS Plus PostageDescriptorsJob Development, Job Placement, 'Job Training,

'Urban Youth, 'Youth Employment, Youth Programs, CareerEducation, Employment Opportunities, Motivation, Part TineEmployment, Pilot Projects, Program Descriptions, ProgramProposals, Seasonal Employment, Secondary Education,Unemployment, Vocational Education, Youth Opportunities

Developed by a study concerned with urban youth unemployment,this report provides descriptions of sixteen pilot projects intended tofind or create unsubsidized jobs for youth, help them prepare forthese jobs, and bring youth and jobs together Based on the themethat unemployment results not from lack of will to work but frori lackof opportunities or incentives, chapter 1 proposes a new opportu ninesapproach to the worsening urban youth unemployment Using costand deduction tables for employers and employ-es, chapter 2 pleadsthe case for monetary incentives for youth The next ;lye chaptersgroup pilot-scale programs, which agencies in the field may adopt andadapt to local needs, into five categories incentive pilot programs,new enterprise, successful training and placement models, maing thejob connection, and opportunities in public service Each chapterbegins with an overview of the catvzory and brief descriptions of theincludes some or all of the follcwing (I) the problem dealt with, (2)strategy, (3) description. (4) impact on youth, (5) feasibility, (6) poten-tial sponsors, (7) cost effectiveness, (8) pros and cons, and (9) evalua-tion (Y LB)

ED 181 331 CE 023 959

A Guide for Teachers and AdministratorsHealth Occupations at theSecondary Level.

Illinois State Board of Education, SpringfieldPub Date-77PO TypeGuides/Methods/Techniques Non-Classroom Use (055)

F DRS PriceMFOUPCO2 Plus PostageDescriptors 'Allied Health Occupations Education, 'Program

Development, Administrator Guides, Secondary Education

Developed primarily to assist local administrators and teachers inplanning and implementing secondary level vocational health occupa-tions programs, this guide is also designed for vocational suldamepersonnel who assist students in making career choices Section topicsar: as follow trends in health care, health occupations education dif-ferentiated from health educaticn, components of a quality health oc-cupations program, program p vuggeted course sequences,steps in planning, joint agreements, community employment nceds

0 (.1ti

Document Resumes 13

and opportunities, edueetiontt (quits, teaLher scleviion, ads ivorycommittees, student and program ohjek.ttst.,, ItmruLtional resources,health acsociaticns, and both student and program evaluation Anappendix lists applicaolc health occupation program resources andOffice of Education program title t. odes iSit h!

ED 181 333 C 1 023 994

Cross, Aleene A hiVocational Instruction.American Vocational AssoLlat.onPub Date-80Available fromThe American \ocarr. Assouation, Inc 2020

North Fourteenth Street, Arlington, \ 5 22101 IS13 00)Pub Type--Books (010) ( olleued R i rks--- General (020)

Guides/Methods/ Techniques Non-( lassroom Use (055)EDRS PriceMFOI Plus Postage. PC Not Availaole from i.DRSDescriptors 'Educational Assessment, Edueational Strategies,

thstruction, 'Instructional Improvement, 'Student Organiza-tons, Vocational Education, Audiovisual Instruction, Career

Development, Competency Based I duration CurriculumDevelopment, Handicapped Students. Individualized Instruction,Mental Retardation, Mincrity (group, Program Evaluation,Program Improvement, Special Education, Teathir.g Methods

This book deals with six major areas related to vocational instruc-tion foundations of instruction, curriculum planning and develop-ment, instructional strategies, instruetion for students with specialneeds, student organizations as an integral part of instruction, and theappraisal of the instructional process I he foundations of learningsevtion contains three chapters that emphasize humanistic and affec-tive education The rema'nder of the chapters give attention to therole of leadership and supervision in improving instruction The cur-riculum section includes chapters on the principles of curriculum plan-ning, competency-based programs, expeetations and standards, andthe use of research and employer needs The first two chapters of theinstructional strategies section focus on inotvidualized instructionThe other chapters explore materials and techniques, career develop-ment, the use of military curriculum materials, and instructionalmedia Chapters in the special needs seetion expound upon instruc-tional techniques for mentally handicapped and minorities. cur-Holum modification, and classroom management The studentorganizations section uses three student organizations as examples ofhow they contribute to the vocational edrhation instructional processThe final section of the book contains two chapters focusing onassessment as the base for instructional evaluation and appraisaltechniques for evaluating vocational insvuttion II RA)

Na, , I) (

ED 181 334 CE 023 996

Demonstration and Research kr Indian Vocational Edocation.

Reser rch Series No, 77.United Tribes Educational Technical Center, Bismarck, N DSpons Agency North Dakota State Board for Vocational Education,

Bismarck Research Coordinating Unit Office of Educa-tion (DHEW), Washington, D C

Pub Date-80Pub TypeReportsEvaluative/Feasibility (142)EDRS PriceMFOI /PC01 Plus PostageDescriptorsAmerican India,' Education, Dropout Rate, Partict-

pant Satisfaction, Trade and Industrial Education, Unit Plan,Vocational Education, American Indians, Auto Body Repairers,Comparative Analysis, Curriculum Evaluation, Enrollment,Feasibility Studies, Graduation, lnservice Teacher Education, In-structional Materials, School Holding Power, Student Attitudes,Student Interests, Teacher Attitudes, Units of Study, Welders

Project DRIVE (Demonstration and Research for Indian Voca-tional Education) tested the suitability of the Oklahoma State Depart-ment of Vocational and Technical Education Unit-Based Curriculumand instructional materials for Indian vocational education Allstudents in welding and auto body programs at the United TribesEducational Technical Center received their training using this

material. At the end of an eighteen-month period they were comparedto a control group which had completed the programs in the preceding

eighteen months on thre.- bases student retention, student comple-tion, and student 'merest and satisfaction Welding students in the ex-perimental group nad a better retention and a lower termination rate

14 Document Resumes

than those in the control gorup. Auto body students in the experimen-tal group showed a lower completion and higher termination rateFindings indicated that teacher willingness to use the unit materials isa major factor in success or failure of the materials, as demonstratedin the auto body program where poor instructor attitude contributedto a lack of increase in completion rates. Furthermore, adoption ofnew curricula requires teacher training in the new material prior to itsimplementation, again as demonstrated by retention and completionresults for students taught by the welding instructor trained in the newmaterials and the untrained auto body instructor (YLB).

ED 182 421 CE 023 462Robbins, J. Nevin, Ed1979 Directory of Resources for the Education of Adults. Information

Series No.174.Adult Education Association of U.S.A. Washington, D.0 ERIC

Clearinghouse on Adult, Career, and Vocational Education, Col-umbus, Ohio. Ohio State Univ Columbus. NationalCenter for Research in Vocational Education

Spons AgencyNational Inst. of Education (DHEW), Washington,D.C.

Pub Date-79Contract-400-76-0122Note-251pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (513.00)

Pub TypeCollected WorksSerials (022). ReferenceMaterialsBibliographies (131). ReferenceMaterialsDirectories/Catalogs (132)

EDRS PriceMFOI/PC11 Phu PostageDescriptors 'Adult Education, ' Aduit Programs, Human

Resources, Organizations Groups, Program Development,Adult Basic Education, Adults, Bibliographies, CommunityEducation, Directories, Disabilities, High School EquivalencyPrograms, Independent Stu.'!, Instructional Materials, MinorityGroups, Older Adults, Resource Materials, Staff Development,Volunteers, Womens Education

This directory addresses the needs of individuals and organizationsfor resources to improve their contribution to adult education andtraining It is comprised of twenty-two chapters in four parts. The twochapters in Part I, 'Introduction,' provide background informationon the directory and adult education The ten chapters in Part 2,'Guide to Resources,' present resource ideas, suggestions, andreferences. Chapters 3-8 deal with common processing in educationalprograms. program management, funding, instruction/learning,materials selection, professional development, and problem solvingChapters 9-12 focus upon special learner populations: handic:opelindividuals, non-English speaking learners, older learners, and tlfplanning learners. Each of the ten chanters in Part 3, 'Hurn..n,Organizational, and Material Resources,'identifies diverse resourcesand presents information about the various resource persons,organizations, or materials and describes how the reader may gain ac-cess to those resources. Resources include advisory councils, associa-tions, educational programs for siduh educators, governmentalorganizations information/resource centers, research/developmentcenters, special purpose organizations, publishers, periodicals, andselected bibliographies The two indexes in Part 4 identify theresource persons, organizations, and topics presented throughout thedirectory. The subject index classifies resources by chapter, section,and subsection headings; the general index lists resources andheadings alphabetically by name. (CSS)

ED 182 424Hutchinson, Vincent G EdNew Treads in Homy Ecotknalcs Educative, Volume I. The Teaching of

Bask Sciences.United Nations Educational, Scientific, and Cultural Organization,

Paris (France)Pub Date-79Available fromUNIPUB, 345 Pack Avenue South, New York, NY

10010 (59.25)Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays

(120). Collected WorksGeneral (020)Document Not Available from EDRS

CE 023 504

Descriptors 'Curriculum Development, 'Educational Technology,'Home Economics Education, 'Home Economics Teachers,'Program Design, 'Research Methodology, Inservice Education,Needs Assessment

IdentifiersFinlandA selects .s of original texts is presented as well as extracts from

conference reports and other publications in an attempt to provide awide range of views by home economists working in different sectorsof the educational spectrum and widely differing geographical set-tings. Chapter I, Concepts of Home Economics Education, includesessays on home economics. a unified field approach, a new concept ofhousehold education as a school subject, and focus on home andfamily Chapter 2, Research Strategies for Need Identification in Dif-ferent Cultural Settings, includes a discussion of the 'plan yourHousehold' advisory program of the Martha Association in Finlandfrom 1971 to 1974: research in home econonics, and identifying com-munity needs. Other chapters ft sus on modes of curriculum plann-ing, program formulation, application of educational technology tohome economics education, supervision and inservice educ Ilion forhome economics, and home economics and other 'helping' profes-sions. (CT)

ED 182 434 CE 023 702Schwartz, Lila Voorhees, Anita EFhul Report of WITT Phase II. October I, 1978 -June 30, 1979.Middlesex County Coll Edison, N JPub Date-79Pub Type Reports Research /Technical (143)EDRS PriceMFOI /PC04 Plus PostageDescriptorsEmployed Women, Employment Problems, 'Non-

traditional Occupations, Occupational Mobility, ProgramEvaluation, Sex Discrimination, Career Counseling, CareerDevtlopment, Career Education, Career Guidance, EmployeeAttitudes, Employer Attitudes, Equal Opportunities Jobs,Females, Program Development, Promotion Occupationa%Questionnaires, Sex Role, Sex Stereotypes, Technical Occupa-tions, Work Environment

Initiated as an innovative approach to career development, theWomen in the Technologies (WITT) program aimed at the eliminationof barriers to career advancement arising from sex stereotype relatedproblems on the job The process involved (I) establishment oflinkages with business and industrial organizations, (2) presentationof a 'needs analysis' of each participating organization, (3) developingtraining programs to address problem areas, and (4) supplementarycareer counseling for participants A two-part evaluation assessedprogram impact through use of the Background and AttitudinalSurvey and Sex Role Stereotype questionnaires and evaluated sevenprogram activities on the basis of participant opinion indicated onevaluation scales (The evaluation instruments are provided )

Research on the Phase I WITT program focused on identification ofbarriers to women's success in nontraditional careers arising from sexrole stereotyping and sex bias faced by women in employment, and onorientation of work force members to make them aware of stereotyp-ing and bias. Two questionnaires were administered to participants. abackground and attitudinal survey and a female working conditionsscale to ass4.is male and female perceptions of sex-bias related pro-blems Ten program activities were also evaluated by participantsseven of them were related positively (YLB)

ED 182 435!season, Dorothy .1Planing Ahead for Career Choke. A Career Decision Making Mini

Course for High School Students. Mis. Pub. 76-1.Cornell Univ. Ithaca, N Y Inst for Research and Development in

Occupational EducationSpons AgencyNew York State Education Dept Albany Office of

Occupational and Continuing EducationPub Date-76Pub TypeCollected WorksSerials ( 022).

Guides/Methods/TechniquesClassroom UseInstructionalMaterials (051). Guides/Methods/TechniquesClassroomUseTeaching Guides (052)

EDRS Price MFOI Plus Postage. PC Not Available from EDRSDescriptors 'Career Education, Decision Making Skills, 'Occupa-

tional Information 'Values, Career Choice, Curriculum

CE 023 711

Development, Learning Activities, Secondary EducationIdentifiers Peter Blau Model of Occupational Choice

Designed for use at the senior high school level, this career decisionmaking mini course is based on Peter Blau's Model of OccuationalChoice The course has been pilot-tested with college bound and non-college hound students It may be offered as an elective unit for one-half to one full semester in one to three class periods per week or itmay be Infused in an English, social studies, health, sociology,psychology, or human relations course This document contains boththe leader's guide and the student's guide The leader's guide containsinformation on the background and development of the curriculummodel, recommendations for use, and warm-up activities The stu-dent's guide contains the curricular materials which are assembled inthe form of a career decision making learning packet The packet isdivided into the following three units. Values; Occupational Informa-tion, and Decision Point Fifteen learning capsules comprise the com-

plete packet Each learning capsule contains individual and group ac-tivities (BM).

ED 182 447 CE 023 760

Gordon, Margaret S Trow, MartinYouth Education and Unemployment Problems. An international

Perspective.Carnegie Foundation for the Advancement of Teaching, New York,

N YSpons AgencyCarnegie Council on Policy Studies in Higher Educa-

tion, Berkeley, CalifPub Date-79Pub TypeCollected WorksGeneral (020) Opinions/Personal

V i e w p o i n t s / P o s i t i o n P a p e r s / E s s a y s ( 120)ReportsResearch/Technical 1143)

EDRS Prke MFO1 Plus Postage. PC Not Available from EDRSDescriptors Developed Nations, 'Labor Market, Unemployment,

World Problems, 'Youth Employment, Disadvantaged, YouthOprortunnies

IdentifiersBelgium, Denmark, Great Britain, Japan, Mexico,Poland, South Asia, Sweden, United States, West Germany

Essays focusing on issues concerning youth education and

unemployment problems are presented in this document It is dividedinto three general areas. The first. Youth Unemployment in WesternIndustrial Countries, reviews general dimensions of the problem, the

cyclical hypothesis, the demand hypothesis, the supply hypothesis,disaggregitting American data, conclusions on causes, policies to com-bat youth unemployment, and educational policies The second,Comparative National Experiences, focuses on youth education andunemployment problems in Great Britain, West Germany, Belgium,Sweden, Denmark, Poland, Japan, Mexico, and South Asia Andfinally, an essay by Martin Trow, Reflections on Youth Problems and

Policies in he U.S, emphasizes aspects of the youth unemploymentproblem that are relevant particularly to the U.S He discusses the

secondary labor market, the hidden economy, cultural unemploy-ment, types of youth and policies for youth, and types of secondary

labor market jobs (CT)

ED 182 450 CE 023 844

Kimpie, James, it And OthersA Project to Communicate and Replicate a Model Career Education

Program. Final Report, July I, 1977 -June 30, 1979,Jobs for Youth, lrc. New York, N.YSpons AgencyFund for the Improvement of Postsecondary Educa-

tion (DHEW), Washington, A CPub Date-79Contract - 6007701647Note-3I pPub TyneReports--Descriptive (141) GuidesiMetnods/1 echni-

quesNon-Classroom Use (055)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsDemonstration Programs, 'Literacy Education, 'Out

of School Youth, 'Services, 'Youth Employment, Youth Pro-grams, Career Education, Diffusion, Education Work Relation-

ship, Guides, Literacy, Minority Groups, Models, Pilot Pro-

jects, Program Evaluation, Program Guides, Technical

AssistanceIdentifiersFund for Improvement of Postsecondary Education,

Jobs for Youth, Massachusetts (Boston), New York (New Yoi

24

Document Resumes 15

The overall goal of the Jobs for Youth/Fund for the Improvementof Post-secondary Education (JFY/FIPSE) project was the testing ofJFY Educational Services (ES) as a model work-related literacy pro-gram capa'-'e of being replicated in situations other than New YorkCity First-year activities (1977-78) focused on replication of the ESReplication Manual Following intensive review of operations andprocedures in New York and Boston, extensive rei ision was under-taken in the second year (1978-79) to clarify the manual, reconcile dif-ferences in operation between Boston and New York, and change pro-cedures which needed modification The replication evaluation con-sisted of a report from an 'assessment team* which determined the ex-tent to which stated goals were achieved Project outcomes were pro-gram replication, the replication manual, and dissemination activities(conference presentations, professional publications, and technicalassistance) An informal impact study of the effect of ES in pro-moting the basic JFY goalyouth employmentyielded tentative in-dication) of positive effects The replicated program also has had animpact on services to other JFY program units, the community, anumber of small businesses, and other agencies wishing to establishtheir own work-related literacy programs (A curriculum report is ap-pended 1 (Y B1

ED 182 454 CE 023 855

Wurzburg, GregoryYouth and the Local Employment Agenda. An Analysis of Prime Spon-

sor Experience implementing the Youth Employment and

Demonstration Projects Act. Overview and Area Summaries. FinalReport.

National Council on Employment Policy (DOL), Washington, D CPub Date-80Pub TypeReportsEvaluative/Feasibility (142)EDRS PriceMFOI /PC04 Plus PostageDescriptors 'Federal Programs, 'Program Development, 'School

Districts, 'School Role, 'Youth Employment, 'Youth Programs,Agency Cooperation, Career Education, Case Studies, Com-

munity Involvement, Coordination, Disadvantaged Youth,Educational Research, Federal Regulation, Incentive Grants, Outof School Youth, I:0gram Evaluation, Underemployment,Unemployment, Work Experience Programs

IdentifiersYouth Employment and Demonstration Projects ActUsing a case study approach, an eighteen-month review assessed he

implementation of the Youth Employment and Demonstration F.o-jects Act (YEDPA) in thirty-seven pr' ne sponsorships in twelve statesMost states showed progress in establishing a role for local educa-tional agencies in the prime sp ,isor employment and training servicematrix But too little time or incentive has limited union and privateemployer involvement To meet developmental needs of youth, spon-sors have paid more attention to systematic sequencing of services,emphasized program quality, and tied manpower to educationthrough collaboration with local schools Despite flexible programtargeting, cost and reporting disincentives have deterred special needsgroup identification A crisis climate has hindered knowledgedevelopment by not permitting time for activities without immediatelyusable pay-offs, while the maintenance-of-effort mandate as provenhard to enforce "Sticks" (statutes and regulations) and

*carrots"(financial incentives) have failed to assure that new programsserve intended federal objectives. Furthermore, uncertainty aboutfunding levels, regulations, and the law itself lessen federal blockgrant program effectiveness. (Recommendations are made for im-proving YEDPA program operations and considerations when enac-ting and implementing new legislation. The ten case study areas aresummarized ) (Y LB)

ED 182 455 CE 023 889

Mc( age, Ronald DManaging Program improvement: One State's Approach. Executive

Summary. Information Series No. P'2.Ohio State Um Columbus National Center for Research in Voca-

tional EducationSpons Agency--Bureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date--80Contract-300-78-0032Note-16p , For a related document see CE 023 890Available fromNational Cei -r Publications, The National Center

16 Document Resdmes

for Research in Vocational Education, The Ohio State University,I 9,`9 Kenny Road, Columbus, OH 43210(S2 80)

Pub TypeCollected WorksSerials ( 022)G tildes/ M ethods/TechniquesNon-Clastroom Use (055)ReportsDescriptive (141)

EDRS PriceMFOI/PC01 Plus PostageDescriptorsEducational Development, 'Educational Research,

Research Coordinating Units, Statewide Planning, *VocationalEducation, Educational Legislation, Governance, Guidelines,Models, Program Development, Program Improvement,Research Design

IdentifiersIllinoisThis executive summary highlights key elements of a paper produc-

ed by the National Center for Research in Vocational Education forpersons interested in maximizing benefits from research and develop-ment in vocational education. This summary describes the legislativebackground, conceptual model, essential framework, and operationalguidelines for a state-managed vocational education program im-provement system. One state, Illinois, is used to illustrate the pro-gram improvement function through the research coordinating unitThe concepts in the paper may take various forms of relationships andprocedures within a particular state governance structure, but the con-cepts of priority development, research and planning, developmentand testing, and diffusion/Implementation arc considered essential toa comprehensive program improvement framework. (Author/BM)

ED 182 456 CE 023 890McCage, Ronald D.Managing Program Improvemest: Om State's Approach; Techkal

Paper.Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-153p. , For a related document see CE 023 889Pub TypeReportsDescriptive (141)EDRS PriceMFOI /PC07 Plus PostageDescriptorsEducational Development, Educational Research,

'Research Coordinating Units, 'Statewide Planning, 'VocationalEducation, Administration, Educational Legislation, Gover-nance, Guidelines, Models, Program Improvement ResearchDesign

IdentifiersEducation Amendments 1976, IllinoisDescribed in this paper is one state's approach to the development

and operation of a Research Coordinating Unit (RCU), which isdesigned to orchestrate research and development activities it voca-tional education w thin a state. This approat!-, based on Illinois'srodel, depicts program improvement as a continuous process involv-ing such activities as priority determination, research, productdevelopment and testing, diffusion, Implementation, and impactassessment The paper is divided into five sections Section I definesa research coordinating unit, explains the purpose of this paper,reviews vocational education program legislation, discusses the in-fluence of the Committee on Vocational Education Research andDevelopment (COVERDP study, and summarizes the key provisionsof Subpart 3, Title II of P.1. 94-482. Section 2 discusses the programimprovement response from Illinois Sect.on 3 describes the elementsof the research and development section of Illinois's RCU, includingthe conceptual model for operation, administrative structure, prioritysetting procedures, evaluation/impact/dissemination/reporting pro-cedures, and university personnel development liaison linkages Sec-tion 4 provides a framework for comprehensive program improve-ment based on key elements of the Illinois model, and section 5 con-tains the appendixes, including (elated forms and guidelines. (BM).

ED 182 457 CE OD 894Ohvares, TeresaVocatioul Education Needs of Hispanic Women. The Minority

Women's Series.Wisconsin State Board of Vocational, Technical, and Adult Educa-

tion, MadisonSpons AgencyOffice of Education (DHEW), Washington, D.0Pub Date-80

Con tractG007605295Note-35p ; Not available in paper copy due to .mall print, For a

related document see CE 023 899Pub TypeGuides/Methods/Techniqur Non-( larat.im Use

(055). ReportsDescriplive (141)EDRS PriceMFOI Phis Postage, PC Not Available from E DRSDescriptorsBilingual Education. Federal Legislation, Females,

Migiants, 'Spanish Speaking, Vocational Education, AttitudeMeasures, Demography, Educational Legislation. EducationalNeeds, Ethnic Stereotypes, Minority Groups, Social Bias,

Stereotypes

The first half of this monogiaph deals with present attitudestowards Hispanic women and migrants, comparing stereotypes andfacts about both groups, including population figures and otherdemographic data such as income level, family size, source(s) of in-come, maternal mortality, and morbibity rates Self inventories on at-titudes toward the groups follow each of these two sectionsHighlighting pertinent aspects of the revised and extended programfor vocational and bilingual education contained in the EducationAmmendments of 1976, the remaining portion of the monograph iscomprised of A question and answer section on the rationale underly-ing the concept of bilingual vocational education, an outline of four-teen components of bilingual vocational education, synopses of voca-tional programs in the Comprehensive Employment and Training Act(CETA), the state of Wisconsin Manpower Services, interagency pro-grams provided for in the Vocational Education Title II Ammend-ments of 1977. Other legislation affecting the needs of Spanish speak-ing persons, notably Title IX and the Supreme Court's Lau decisionand subsequent establishment by the Office of Education of a five-level continuum of English language proficiency, are summarized onthe concluding pages (MEK).

ED 182 460 E 023 917

Guide for Occupational Exploration.Employment and Training Administration (DOI ), Washingion, D CPub Date-79Available from Superintendent of Documents, U S Government

Printing Office, Washington, DC 20402 (Stock Number 029 -0130080-2)

Pub TypeGuides/Methods/Techniques--Non-Classroom Use (055)

EDRS PriceMF04/PC29 Plus PostageDescriptorsOccupational Clustets, Occupational Information,

'Vocational Interests, Career Exploration, Guid , Occupations

Intended for use with or without counseling help, this occupationalexploration gi'ide is organized around 12 interes: areas, 66 workgroups, and 348 subgroups of occupational titles The interest areas(an expansion of John Holland's six occupational categories) repre-sent the broad interest requirements of occupations as well as thevocational interests of individuals Within each interest area are workgroups (occupational clusters) suitable for exploration by those whohave a particular interest Each work group section contains descrip-t ye information and listings of robs by "Dictionary of OccupationalTitles' (DOT) name and code Information on each work group ispresented under the following question headings What kind of workwould you do" What skills and abilities do you need" How do youknow if you would like or could learn to do this kind of work" Howcan you prepare for and enter it" What else should you considerabout these jobs? Appended is an alphabetical listing of all DOT titlesand codes listed in the guide Other appendixes explain how thetwelve interest areas were developed, describe the U S EmploymentService (USES) Interest Inventory (under development) Ind its

General Aptitude Test Battery (GATE), list occupations for whichSpecific Aptitude Tests (SATBs) have been developed, and suggestuses of the guide for cataloging and filing occupational informationmaterials. (MEW)

ED 182 461 CE 023 933

Orsak, Charles G And OthersAN Aisemnest of Need for Developing and implement* Technical ad

Skilled Worker Training for the Solar Energy Wintry.Navarro Coll. Corsicana, TexSpons AgencyDepartment of Energy, Washington. DPub Date-78ContractDOE-EG-77-S-04-3869

2;)

Note-38p , For a related document see CE 023 927Available fromNavarro College, P 0 Box 1170, Corsicana, TX

75110 (Complete 276-page report, S65 00)Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PCO2 Plus PostageDescriptors 'Educational Needs, 'Employment Projections, 'Labor

Market, Labor Needs, Solar Radiation, 'Technical Occupa-tions, Employment Opportunities, Employment Qualifications,Job Skills, Nds Assessment, Occupational Surveys, Postsecon-dary Edura rob Task An2'ysis, Technical Education

Identifiersemerging OccupationsA Navarro College, Texas, study determined the quantitative and

qualitative needs for developing skilled manpower for the solar in-dustry and secondarily identified the (present) solar industry man-power populations and tasks performed by solar technical and skilledworkers Results from three initial working groups addressing equip-ment, market penetration, and skills analysis were combined by afourth manpower assessment group to (I) forecast solar-trained man-power needs and (21 determine the training required to produce man-power capable of performing the identified tasks Based on data fromavailable market studies, the demand for trained workers to design,install, and maintain solar systems will be substantial and will developconcurrently with the demand for solar equipment. According tosolar market projections, 2 4 million solar wits will be installed by1985 By that time there must be 25,000 skilled workers in the solarfield, one-fifth trained at the technician level Solar technician train-ing should be equivalent in length and extent to that for heating, ven-tilating, and air conditioning techniciansapproximately a two-yearprogram Solar mechanics training can continue to be provided bysolar industry To meet the demand, approximately eight schools,each graduating f:fty solar technicians a year, are needed (Tables andfigures are appended ) (Y LB)

ED 182 462 CE 023 953

Bowers, Ellen Hummel, JudytheFactors Related to Underrepreseutation of Women in Vocational

Education Administration: A Literature Review. Research andDevelopment Series No. 152.

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Spons AgencyOffice of Education (DHEW), Washington, D CPib Date--79Available from National Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus. OH 43210 ($6 75)

Pub TypeC ollected WorksSerials (022) Informationanalyses/State-of-the-Art Materials (070)

EDRS PriceMF0i/PC05 Plus PostageDescriptorsAdministrators, Females, 'Sex Discrimination,

'Social Influences, Vocational Education, 'Work Environment,Adjustment to Environment, Change Strategies, Employers,Equal Opportunities Jobs, Interpersonal Relationship, LiteratureReviews, Organizational Change, Organizational Climate,"esearch Needs, Sex Fairness

The three purposes of a literature review were to ( I ) document fac-tors relating to the undcrrepresentation of women in vocationaleducation administration, (2) establish a sound data base fordissemination, and (3) encourage ot'.er project and program worktoward attaining sex equity in vocational education administrationen interpersonal factors and five organizational factors were iden-tified and examined. Although no one factor could be cited as solelyresponsible, the literature clearly indicated that a number of factorsar,: inextricLAy bound together in the underrepresentation of womenSome studies indicated how women perceive themselves and theircareer goals, others related to the perception of others with whom theyinteract, including family, friends, and employers Organizationalfactors such as admission and hi, mg practices and communicationspatterns were identified as barriers. Although legislaave mandatesnow prohibit policies and procedures which discriminate againstwomen, an organization must look beyond the law and actively imple-ment strategies to erase the more subtle, traditional patterns of prac-tice which have been ingrained into organizations. A two-prongedredirection for research and development efforts is recommended (iian investigation of strategies and intervention processes focused onboth external and internal change to affect administrative decision

2 f'U

Document Resumes 17

makers and (2) examination of the benefits accruing to vocationaleducation as women are appointed to decision-making positions.(MEK)

ED 182 463 CE 023 954

Ellis, Mary L.Vocational Education: The Future Is Now. Occasional Paper No. 37.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationPub Date-78Available from National Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 ($1.90)

Pub ''ypeOpinions/Personal Viewpoints/Position Papers /Essays(120) Speeches, Con ferences Papers (150) CollectedWorksSerials (022)

EDRS PriceMFO1 /PC01 Plus PostageDescriptors 'Educational Change, Educational Planning, 'Social

Change, 'Vocational Education, Economic Change, Futures ofSociety

Planning for the future of vocational education should centeraround both external and internal perspectives. Planning for changeshould be based on the implications of the broadest societal issues asthey evolve over the coming years. Accordingly, vocational programsneed to be carefully reviewed to make certain students are beingprepared to look beyond the entry level and to understand how skillsand experiences on one level may late' apply to another level or oc-cupation The profession needs to organize programa,agencies, and individuals to respond to the changes as they occur. Ifwe accept projections of the age, sex, and racial composition of thework force, it probaoly means a transition to a new organization forthe delivery of vocational education. Perhaps the profession needs

one or more of its members to become vocationalfuturistsconstantly challenging the planning of vocational educa-tion in the context of major social, economic, and political change.

More emphasis should be placed on research and developmer t towardretooling vocational education. The Department of Labor youthemployment initiative may be the first of these challenges. (:wenty-omquestiors and answers from the audience of research and develop-

ment personnel are appended ) (MEK)

ED 182 473 CE 023 984

Dissemination and Use of Materials to Facilitate Locally DirectedEvidution of Community College Agricultural Occupation Pro-grams. Phase III, July I, 1976 through Jun. 30, 1960.

Illinois Univ. Urbana Dept. of Vocational and Technical EducationSpons AgencyIllinois State Office of Education, Springfield Div.

of Adult Vocational and Technical EducationPub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055) ReportsEvaluative/Feasibility (142) Tests, Ques-

tionaires, Evaluation instru merits (160)EDRS PriceMFOUPC03 Plus PostageDescriptors 'Agricultural Education, 'Community Colleges,

'Evaluation Criteria, 'Program Evaluation, 'Standards, e'!..tckt-tional Education, Accountability, Check Lists, Guidelines, Pro-gcam Development

Identifiers IllinoisThis evaluation guide is designed to assist local community college

instructors, administrators, and other persons in the evaluation oftheir agricultural occupations program. The first of three sectionsprovides an introduction and discusses (I) how standards benefitstudents, colleges, and the community; (2) how to prepare for a reviewof the local program, (3) how to 7onduct the review; and (4) how todevelop a plan for upgrading the local program Section 2 contains anexample showing how to use the standards checklist for reviewinglocal programs This section also provides lists of standards approvedby Illinois community college instructors us agriculture: The final sec-tion includes the following field reports: horticultureprogramJoliet Junior College, agricultural supplyprogramIllinois Central College; agricultural mechanicsprogramLake Land College, and agricultural production pro-gramLewis and Clark College (LRA)

ED 182 476 CE 023 991

18 Deument Resume,

Tuttle, Francis T. Wall, James E.Revitalizing Commuities through Industry Services ?rograms. Critical

Isms Series, No. 2.American Vocational Association, Washington, D CPub Date-79Available fromSpecial Publications, American icational Associa-

tton, 2020 North Fourteenth Street, Arlington, VP 22201 (OrderNumber 10179, 53.00; itscounts available on bulk orders)

?tie) TypeReport.Des motive (141). Collected WorksSerials(022)

EDRS PriceMF01 Piss Postage. PC Not Available from EDRSDescrtptorsIndustrial Training, Job Development, Job Train-

ing, *School Bustness Relationship, Statewide Planning, Com-munity Development, Job Placement, Program Descriptions

IdentifiersMississippi, OklahomaThis publication describes some of the basic features of state in-

dustry services programs, particularly those related to job training Itseeks to answer the following questions- How does an industry ser-vices program dtffer from more traditional vocational education pro-grams? What types of training are provided? Who benefits? Howare the activities of industry, state or local agencies, and communitygroups coordinated? What is the most efficient and effective way torun an industry services program? Two different statewide industryservices programs are described, one in Mississippi and one inOklahoma, (BM).

ED 182 477 CE 023 992

Trapnell, GailDesiplog Programs for Marketing and Distributive Education.American Vocational Association, Washington, D CPub Date-79Available fromThe American Vocational Association, Inc 2020

North Fourteenth Street, Arlington, VA 22201 (Order Number10479)

Pub Type Guides/ Methods /Techniques Non - Classroom Use (055)

EDP S PriceME01 Plus Postage. PC Not Available from EDRSDesc.iptors*Curriculum Development, Distributive Education,

'Marketing, Program Design, Program Development,Teaching Methods, Delivery Systems, Postsecondary Education,Secondary Education

Written primarily for those who influence vocational program plan-ning and design in high ,chools, community colleges, and areavocational-technical centers, this guide is intended to help in designingmarketing and distributive education programs. It can also be usefulto gmelance counselors, public information directors, businessmen,and teacher educators This guide provides discussion and informa-tion on the following topics what marketing and distributive educa-tion is; contributions of marketing and distributive education to socie-ty; instructional framework for marketing and distributive educationprograms; curriculum options, client groups, types of instruction,organizational plans, delivery systems; and unlimited program designoptions. (BM).

ED 182 478 CE 023 999

Greenwood, Katy Lee BrownA Ratioul Approach to Historiography: Misuses and Abuses of

Hlstcry. ,ymposlom on Historiography: the Revisionist as4 the Pro.'resin Historicat laterpretatioss of Vocational Education aadCurrest Implication.

Texas A and M Univ College Station Coll of EducationPub Date-79Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays

(120) Speeches, Conferences Papers (ISO)EDRS PriceMFOI/PC01 Piss PostageDescriptorsEducational History, Historical Criticism.

Historiography, History, 'Validity. Vocational Education,Educational Research, Motivation, Research Methodology,Social Action, Social Change, Standards

Identifiers-3.evisionisrnTo knowledgeably debate with revisionist lbstonans regarding the

early history of vocational education and the social intentions of earlyleaders, vocational educators should focus attention on three generalquestions regarding (1) the validity of historical research, (2) motivesof historical researchers, and (3) the kind of research responsibility

necessary for any field of endeavor The first question is Loneernedwith the appropriate methodology for interpreting history ('on-troversy centers on' the ways in which the validity of historical inter-pretation can be judged and on the existence of standards of precisionad credibility. Much revisionist criticism may be due to misinter-

pretation The second question concerns varying motives of historicalresearchers which can lead to conflicting interpreta ions Centered atliberal centers of social activism, revisionists see hn torical loterpreta-non as a method of bringing social change Vocational educationmust respond to this political, not historical, debate with dos: ex-amination of methodology and demands for standards of precisionand credibility and not with selective eporting The third questionconcerns why vocational education is remiss in interpreting its historyand philosophy To cocnt:ract damage done by political interpreta-tions by historians and historiographers, vocational education mustassume responsibility for interpreting its own history and philosopmesand accelerate its emphasis on historiography (YLB)

ED 182 487 CE 024 009

Miller, JoanneIndividual and Occupational Determinants of Job lAtisfactiont A Focus

On Gender Differences.Spons AgencyNational Inst of Mental Health (DHEW), Betionda,

MdPub Date-79Pub TypeReportsResearch/Technical (143)EDRS Price - MFOI,PC03 Plus PostageDescriptors 'Individual Differences, 'Job Satisfacticn, 'Sex Dif-

ferences, 'Work Environment, Comparative Analysis, EmployedWomen, Employee Attitudes, Employees, Occupations.Organizational Climate, RegardsBased on two related sets of data from the 1979 Kohn and Schooler

followup study of 626 men, ages 26-65, who were part cf theemployed, civilian labor force in 1964, a study investigated the deter-minants of job satisfaction for these men, and 269 of their 555 wiveswho were formally employed ten or more hours per week Correla-tions between job satisfaction indexes and indicators of job conditions(occupational self direction, organizational structure and position,job pressures and uncertainties, and extrinsic rewards and protection)were used in multiple regression analyses Strong evidence was foundof a direct connection between day-to-day job conditions andworkers' satisfaction regardless of gender Furthermore, causalmodels demonstrate that the effect cf job conditions on job satisfac-tion is not the result of selective entry of workers into particular oc-cupations or people adjusting performance on the job according tocurrent satisfaction with their work Although both men and womenevaluate their jobs in terms of immediate work environment, there aredifferences in the particular job conditions that influence theirassessments Some of these differences can be related to individualwork values that may alter the subjective nature of work experiencesHowever, the nature of particular jobs and potential sources ofgratification also suggest explanations for different reactions tospecific job conditions (Author/ MEK)

ED 182 488 CE 024 012

Ripley, Randall B And OthersAreawide Planing is CETA. R & D Monograph 74,

Ohio State Univ. Columbus Mershon CenterSpons Agency Employment and Training Administration (DOL),

Washington, D C Office of Rosearch and DevelopmentPub Date-79ContractDL-21-39-75-10Note-147pAvailable fromSuperintendent of Documents, U $ (,overnment

Printing Office, Washington, DC 20407 (Stock Number 029 -000-00388-4)

Pub TypeReportsResearch/Technical (143)EDRS PriceMFOITC06 Plus PostageDescriptorsAdministration, Employment Programs, Planning,

Program Development, Prugram Effectiveness Federal Pro-grams, Success

IdentifiersComprehensive Employment and Training Act. PrimeSponsors

An i "tensive study was conducted of areawide planning for the im-plementation of Title II A, B, and C (formerly Title I) of the Com-

2''',

prehensive Employment and Training Act (CETA), as performed byprime sponsors to meet the needs of their communities The centralobjectives of the research were (1) to describe the planning systemsthat have emerged, (2) to relate the features a planning systems tocontextual factors, and (3) to explore the links between these planningsystems and program performance. Intensive field work was done intwelve prime sponsorships which were selected because they werereputed to take planning seriously. Results were compared on somequestions with national averages and with observations in thirty otherprime sponsorships in which intensive field work was done forprevious studies. Three major models of planning were observed inthe field work studies, as well as a group of exemplary approaches tocritical elements of planning and management. The most general fin-ding was that careful planning by prime sponsorship staff does havethe potential for helping improve program performance. However,planning was found to be only one of a number of aspects of primesponsorship management that needs to be handled well in order toachieve programmatic goals. Fortunately, these elements of manage-ment are highly manipulable at the local level, and non-manipulativeelements of local context such as economic conditions do not createsevere restraints on what can be achieved. (Observations and specificrecommendations for improving prime sponsor activities art includedfor review and implementation ) (BM).

ED 182 493 CE 024 026

Lewis, Morgan V EdResearch and Development Needs of Vocational Edacation.Ohio State Umv. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-79Contract-300-78-0032Note-220p. , Information in some of the tables will not reproduce

well due to small typePub TypeReportsResearch/Technical (143)EDRS PriceMFOI /PC09 Plus PostageDescriptors'Educational Development, ' Educational Needs,

"Educational Research, 'Needs Assessment, 'Research Needs,"Vocational Education, Content Analysis, Educational Legisla-tion, Information Needs, Literature Reviews, Research Utiliza-tion

Intended to provide information on applied research and develop-ment (R&D) priorities in vocational education and on the type of R&Drequired for each need, this report is divided into (I) an introductionto the problem and pry;edures, 12) a content analysis of selecteddocuments, and (3) background papers for selected need areas.Chapter I discusses the problem of identifying the majc:. needs facingvocational education, selecting those needs most amenable to R&D,and developing appropriate strategies The procedures followed aredescribed: content analysis of significant documents, verification witha panel of expert consultants, and the development of backgroundpapers from specialists in the needed areas selected for ad:itional at-tention. Chapter 2 presents the results of that content 'Analysts fromwhich fifteen needs were identifies.. Each need is briefly defined andthen documented by reference to relevant legislo..,on and pertinentmaterial from other sources The eleven background papers inchapter 3 vary considerably in approach, depth, and degree to whichthey specify the kinds at R&D that should be directed to the needsThey raise important questions in five needs areas coordination andarticulation; curriculum content and instruction, data collecti.m andevaluation, planning, and transition from school to work (YLB)

ED 182 499 CE 024 036

Gordon, Ruth, Comp And OthersResearch and Development PrOects in Vocational Education, MY 1970-

1977. An Annotated Ribliog -aphy. Volume II: State-AdministeredProtects.

Ohio State Univ. Columbus. National Celiter foi Research in Voca-tional Education

Spons AgencyBureau of Occupational and Adult Education(DHEW/OE), Washington, D. C

Pub Date-80Contract-300-78-0032Note-609p. , For a related document see ED 170 532

23

Document Resumes 19

Pub TypeReference MaterialsBibliographies (131).ReportsDescriptive (141). ReportsResearch/Technical (143)

EDRS PriceMF03/PC25 Plus PostageDescriptorsBilingual Education, 'Career Education, "Curriculum

Development, Demonstr.Ation Programs, Research Projects,Vocational Education, Abstracts, Contracts, Educational In-novation, Educational Research, Elementary Secondary Educa-tion, Federal Aid, Grants, ?ostsecondary Education, ProgramDescriptions, State Aid, State Departments of Education, StatePrograms

Volume II of a two-volume annotated bibliography presentsresumes of research and exemplary and innovative program projectsthat were administered by the state departments of education duringfiscal years 1970-1977. The projects described in Volume II were sup-ported with funds authorized by Section 131(b) of Part C and Section142(d) of Part D of the Vocational Education Amendments of 1968(Public Law 90 -576). Following the introduction, the resumes are ar-ranged alphabetically by state and grouped by fiscal year within eachpart of the legislation under which funding was obtained. The in-formation provided for each project includes the title, project directorand organization, funding period, state contract or control number,and an annotation focusing on project objectives. Volume I, publish-ed in January 1979, contains information on research, exemplary andinnovative program projects, curriculum development projects, andbilingual vocational training programs that were administered by theBureau of Occupational and Adult Education, U S. Office of Educa-tion. (Author)

ED 182 500 CE 024 037

Consorticm for the Development of Professional Materials for Voca-tional &mutton. First Amass! Consortium Report, 1978.1979.

Ohio State Univ. Columbus National Center for Research in Voca-tional Education

Spons AgencyConsortium for the Development of ProfessionalMaterials for Vocational Education

Pub Date-79Pub TypeReportsDescriptive (141)EDRS PriceMFOI/PC03 Pius PostageDescriptors Administrator Education, 'Competency Based

Ttacher Education, 'Consortia, Insiructional Materials,'Material Development, Vocational Education, Administrators,Annual Reports, Curriculum Development, Learning Modules,Postsecondary Education, Secondary Education, Skills

Identifiers Florida, Illinois, National Center for Research Voca-tional Education, New York, North Carolina, Ohio, Penn-sylvania, Texas

To increase the supply of modularized instructional materials tomeet the need for preservice and/or inservice education of profes-sional vocational educators, the National Center for Research inVocational Education and seven interested states organized in 1978 aConsortium for the Development of Professional Materials for Voca-tional Education. To deliver the 166 competencies identifed and na-tionally verified as important to local administrators in previousresearch (ED 164 746), it was estimated that twenty -five to tirtymodules were needed. With six modules having been developed andfield tested as part of another project (ED 164 747), the specific objec-tive :If the consortium for 1978-79 was to develop and field test sevenadditional competency-based modules designed specifically for use inthe preparation of local administrators of secondary and postsecon-dary vocational education programs One module was to be preparedby each of the seven member states Florida, Illinois, Ohio, NewYork, North Carolina, Pennsylvania, and Texas. Following establish-ment of development priorities, modules were developed in a four-stape process involving preparation of (I) a module prospectus, (2) afield review version, (3) a field test version, and (4) t:'e published edi-tion. (Appendixes include the minutes of three board meetings andfour progress reports ) (YLB).

ED 182 501 CE 024 038

Zwerdling, DanielToward a More Haman Way of Working in America. A Report on the

National Conference of the American Quality of Work LifeAmociatioa Coevolud by the Americas Cuter for the Quality ofWork Life ;1st, Washington, D.C. May 20-22, 1977).

American Center for Quality of Work Life, Washington, D.0

20 Document Resumes

Sons AgencyFord Foundation, New York, N Y NationalInst. of Mental Health (DHEW), Rockville, Md Center forStudies of Metropolitan Problems

Report No.DHEW-ADM-78-731Pub Date-79ContractNIMH-PLD-09410-77Note-62pAvailable from -- Superintendent of Documents, U S Government

Printing Office, Washington, DC 20402 (Stock No 017-024 -00916 -4)

Pub TypeInformation analyses/State-of-the-Art Materials (070)Collected WorksProceedings (021)

EDRS PriceMF01/PC03 Plus PostageDescriptorsEmployer Employee Relationship, Humanization,

Improvement Programs. Organizational Development,Program Development, Quality of Life, Attitude Change,Career Education, Committees, Employment, Industrial Struc-ture, Job Enrichment, Labor Demands, Life Style, Morale,Organizational Climate, Program Administration, Teamwork,Work Environment

Beginning an an informal, unstructured information interchangeamong 100 union, worker, and management representatives fromseventeed public and private sector organizations operationally in-volved in quality of work life activities, a 1977 conference evolved intothe first annual meeting of the American Quality of Work LifeAssociation. Participants shared their activities to achieve thesimultaneous goals of improved quality of work life for all membersof the orgnization and greater company and union effectivenessDevelopment of a quality of work lit project was described as amulti-phase process. Someone in the un nn, management, or outsideorganization seeks to initiate interest in his idea in the startup phase.The get-going phase involves creation of the projectstructurecommittees with joint labor and management representa-tion. Implementation and expansion in the 'going' phase depend oneffective resolution of issues concerning activities and goals From thestart ground rules (contracts and letters of agreement) should be defin-ed. Project participation and involvement should be continually ex-panded and maintained when changes appear imperceptible Benefitsinclude improved communicationF, drop in grievance rates, and at-titudinal changes. Future issues include self-sustaining projects, com-mittee authority, and work sharing of the fruits of increased efficiencyand productivity. (YLB)

ED 132 503 CE 024 042

Eismatemial Equity: The Condoling Challenge. Furth Annual Report,1978.

National Advisory Council on Women's Educational Programs,Washington, D C.

Pub Date-79Pub TypeReportsDescriptive (141)EDRS PticeMF01/PCO2 Plus PostageDescriptorsEqual Education, Nondiscriminatory Education,

Sex Discrimination, Womens Education, Access to Education,Advisory Committees, Annual Reports, Federal Legislation,

Federal Programs, FemalesIdentifiersTitle IX Education Amendments 1972, Women's Educa-

tional Equity ActThis fourth annual report on Women's Educational Equity Act

(WEEA) programs highlights the major areas addressed by the Na-tional Advisory Council on Women's Educational Programs in 1978The report begins with an introductory summary of the Council'swork since 1975 followed by brief discussions reporting the 1978 revi-sions in WEEA and the implementation of Title IX. The next threesections cover council activities in the areas of vocational education,neglected women, and project site visits The report concludes with adescription of other council activities, such as Education Divisionmonitoring, outreach, and projects in process. The appendix containsthe WEEA (P. L. 95-561), a description of the Council's committeestructure and membership, a summary of the meetings held by theCouncil and its committees, and a list of Council publications (EM)

ED 182 513 CE 024 056

Miller, Juliet V. Wary!, James FDeveloping State Agency Facility Plans: A Guide to Plassiss and

plesestaties. Michigan Studies is ReleablIltatios IJtlliullea Series.

4.Michigan Urns, Ann Arbor Rehabilitation Researc:1 InstituteSpons AgencyRehabilitation Sers ices Admin.dration (I)HF A),

Washington, D CPub Date-79Contract-15-P-59021/ 5Note-111p , Appendixes C and I) will not reproduce well due to

small and broken printPub Type Guides /Methods 'Techniques Non C lassroom Use (055)

EDRS PriceMFOI/PC05 Plus PostageDescriptorsFacility Planning, Facility Utilization Research,

Statewide Planning, Vocational Rehabilitation, AdministratorGuides, Facility Requirements, Federal Regulation, Guidelines,Master Plans, Models, Needs Assessment, State Programs, StateSurveys

Intended for use in insersice training of socational rehabilitationagency personnel, this facility Om rung guide is designed to (I) help

state agencies understand the new facility planning requirements ofthe Rehabilitation Comprehensive Services and DevelopmentalDisabilities Amendments of 1978, (2) provide information about a six-step planning process which can be used to develop a state agencyfacility plan, and (3) suggest a possible outline for a written state agen-cy facility plan An introductory section provides an oserview of theamendments which require state agencies to include plans for develop-ment and utilization of rehabilitation facilities in their state plans andprogram and financial E'ch succeeding section is devoted toone step in the planning model which was developed during a short-term training seminar (I) policy statement, (2) needs assessment, (3)resource assessmert, (4) prioritized goals, (5) implementation plan,

and (6) evaluation design A sample outline for organizing writtenplans is included along with four appendixes comprehensive list ofservice need, consideration of similar benefits checklist, similarbenefits directory, and the Ohio Rehabilitation Services CommissionSurvey of Rehabilitation Facilities (a questionnaire) (PV)

ED 182 515 CI: 024 05,9

Litchfield, Carolyn GA Research Project to Determine the Reasons for an Imbalance of

Women in Administrative Positions in Vocational Education. FinalReport.

Kentucky Univ Lexington Div of Vocational I ducationSpons AgencyBureau of Occupational and Adult E ducation

(DHEW/OE), Washington. D CPub Date-80Contract-0007702290Note- -SlIp. , Parts of appendixes will not reproduce well due to

small, light typePub TypeReportsResearch; rechn'cal (141) Information

analyses/State-of-the-Art Materials (070)EDRS PriceMF02/PC21 Plus PostageDescriptorsAdministrator Selection, Employer Attitudes,

Employment Practices, Sex Discrimination, Vocational Educa-tion, Administrators, Affirmative Action, Equal OpportunitierJobs, Evaluation, Femmes, Interviews. I iterature Reviews, Per-sonnel Policy, Recruitment, Research Projects. Self Concept,Sex Role, State Surveys, Teacher Attitudes, Teacher Promotion,Vocational Education Teachers, Work Attitudes

IdentifiersKentuckyComponents of a project to assess the reasons for the imbalance of

women in administrative positions in vocational education wereresearch, synthesization, and evaluation Phase I of the five-phaseresearch study, a lit:rature resiew, identified internal and externalbarriers. Mail surveys in phases 2 and 3 identified attitudes, percep-tions, and aspiration of Kentucky vocational education teacherstoward accepting employment as administrators and of individualswho hire administrators for vocational education Phase 4, an inter-view study, identified policies and practices regarding the employmentof vocational administrators Phase 5 consisted of employer evalua-tions of matched resumes to identify biased attitudes in athninistratorselection, The obtained data and input from an advisory cs.mmnteeand consultants were utilized to develop realistic strategies and a planof action to eliminate the imbalance of women in the administrationof vocational education in Kentucky Project results were evaluatedin two stages Evaluation of the research component in stage I was

2 (

performed by a consultant with demonstrated expertise in the areas ofattitude assessment and survey research Evaluation of the synthesiza-tion component in stage 2 was performed by a consultant with exper-tise in administration and sex equity (Instruments are appended )

(Author/YLB)

ED 182 525 CE 024 086

Connelly, Tom, Jr Clark, DanDeveloping Interdisciplinary Education in Allies Health Programs.

Issues and Decisions,Southern Regional Education Board, Atlanta, GaSpons AgencyHealth Resource. Adm -aeon (DHFW/PHS),

Bethesda, Md Div. of Associated Health ProfessionsPub Date-79Contract PHS-S-D12-AH90131Note-46p. , Research pt-pared througn the Allied Health Education

ProjectPub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAdministrator Responsibility, Allieu Health Occupa-

tions Education, Health Services, Interdiscipiinary Approach.Program Admin..dration, Program Development, Ad-ministrators, Allied Health Occupations, Change Agents, ChangeStrategies, Decision Making, Educational Change, EducationalInnovation, Health Personnel, Organization, Program Content

By definition allied health education operates in a dynamic environ-ment Influenced by tne diciplines it represents, the educational systemin which It resides, and the complexities of the health care deliverysystem which it serves Well-designed and implemented inter-disciplinary programs would assist allied health administrators inanswering the meth of its diverse publics Historically, an inter-disciplinary approach in the health sciences has been demanded bythese forces Unfor'unately, with its multiple definitions, inter-disciplinary education confuses and poses problems for ad-mutistrators attempting to implement the approach An ad-ministrator of the allied health unit must address issues related to thetools of production (organization of the program, faculty, and cur-riculum), the raw material (students), and the final product (the realityof the outcome of interdisciplinary efforts). Perhaps the biggestchallenge for the administrator is not only to facilitate development ofinnovative instructional forms, but also to deal with complexorganizational change Specific administrative decision making oc-curs at two levels (1) those decisions which begin the change processincluding organizatic nal goal setting, problem diagnosis, and posturesnecessary for interdisciplinary development and (2) 'hose which relateto the issues of implementation and maintename of interdisciplinaryactivity (program operation) (Y1.B)

ED :82 527 CE 024 083

Rir.hards, Edgar 1Perceptions of the ?reparation of Youth for Work: Report of a Three-

State Survey.Research for Better Schools, Inc Philadelphia, PaSpons AgencyNational Inst of Education (DHLW), Washington,

DCPub Date-80Pub TypeReportsResearch/ icciinical (143)EDRS PriceMEW/POI Plus PostageDescriptorsBasic Skills, Employer Attitudes, "Employment

Qualifications 'Job Skills, 'Work Attitudes. Youth, CareerEducation, Communication Skills, Education Work Relationship,Employee Attitudes, Employment, Employment Experience, In-dividual Characteristics, Job Training, Personnel Evaluation,Quec ionnaires, Surveys, Work Experience, Yung Adults

IdentifiersDelaware, New Jersey, PennsylvaniaA survey of employers in Delaware, New Jersey, and eastern Penn-

sylvania provided (1) information on organizational characteristics,employers' perception of the relative importance of nine previouslyidentified successful transition skids, and their perception of the defi-ciency of these skills in today's employed youth, and (2) a model pro-cedure for schools to use or adapt in conducting similar surveys on alocal level A questionnaire was developed and distributed to 178members of twenty-seven local service clubs (Exchange, )(Rums,Lions, Rotary) to collect data for the following concerns theemployee attribute most important to employers in general, relative

"U

Document Resumes 21

importance of previous job experience and personal Lttributes, degreeof agreement among employers in different types of organizations onimportant attributes and value of experience, attribute, in w:iichyouth are found to be most deficient, and differing estimates amongemployers in different types of organizations of the proportion ofdeficient youth Employers agreed that young workers were mostdeficient in those attributes they considered most important despite anemphasis on those attributes in the schools The finding thatemployers view the possession of the successful transition skills asmore Important than previous work experience argues strongly forcareer education programs (YLB)

ED 182 528 CE 024 089

Richards, Edgar L.Sitarist Career Education Resources with Schools: An Exploratory

Study of Employer Willingness.Research for Better Schools, Inc Philadelphia, PaSpons AgencyNational Inst of Education (DHEW), Nashington,

DCPub Date-80Pub Type Reports Research /Technical (143)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsBusiness, "Career Education, Empioyer Attitudes,

"Institutional Characteristics, Resources, 'School Business Rela-tionship, Community Resources, Community Services,Cooperative Planning, Educational Research, EducationalResources, Employment, Industry, Program Development,Questionnaires, School Community Relationship, SchoolDistricts

To aid schools planning career education programs, a study (I)Identified rc..ources which organizations might be willing to share withschools and (2) attempted to match available resources to easily cbser-vable characteristics of employment organizations Produced throughuse of the Delphi technique, two lists of variables (organizationalresources and organizational characteristics) formed the content of aquestionnaire developed for administration to 178 members oftwenty-seven service clubs (Exchange, Kiwanis, Lions, Rotary) inDelaware, New Jersey, and eastern Pennsylvania A company'soverall willingness to share resources was compared to elevenoperating characteristics: current school assistance, formal recruit-ment program, formal staff training program, management that en-courages employee community service, hiring of skilled non-professionals, suppert of employee .ducation, engagement in publicservice, public relations officer, student hiring, job openings, and ap-prenticeship program. Willingriciss to share each of sixteen resourceswas also compared to six other organizational characteristicsResponses were also analyzed for two open-ended questions otherresources business might be willing to share and other ways in whichbusinesses would like to be involved it planning and implementingcareer education programs The major conclusion was that theemployer community is an underused resource available to schools(YLB)

ED 182 529 CE 024 096

Moesser, Alba 1. Ed And OthersResource Bank for Overcoming Sex Bias and Stereotyping in Voca-

tional Education.Minority Affairs Inst. Inc Walnut, CalifSpons AgencyCalifornia State Dept of Education, Sacramento

Div of Vocational EducationPub Date-79Pub TypeReference MaterialsBibliographies (131) Reference

Mater ials Directories/Catalogs (132)EDRS PriceMilli/PCBS Plus PostageDescriptors 'Educational Resources, "Sex Fairness, Vocational

Education, County Programs, Displaced Homemakers, FederalPrograms, Human Resources, Instructional Materials, MinorityGroups, Organizations Groups, Resource Materials, State Pro-grams

Identifiers CaliforniaDeveloped for use by educators in genera: and specifically for

teachers, administrators, project directors or others who are directlyinvolved in providing non-discriminatory vocational education to allstudents (including minority women and displaced homemakers), thisresource book is divided into seven sections (1) organizations/pro-

22 Document Resumes

jects (commudity and women's organizations, educational institu-tions, federal-, state-, and locally-funded projectsI974-1979), (2)publications, (3) bibliographies, (4) directories, (5) learning materials,(6) films/filmstrips, and (7) human resources Nearly all entries areannotated. The organization/project section is further subdivided in-to four parts: seventeen national organizations/projects(alphabetical), forty-five nationwide organizations/projects by state,California state level projects, and California projects by county Thepublications section includes government docum.mts, books, researchstudies, and journal articles. Films listed include those designed forclassroom use a, d those that directly address sex equity issues. In-dividuals listed as contact people for projects and organizations listedin section I are included in the human resource section which providesan alphabetical listing of sixty-five people and their self-indicatedareas of expertise. (MEK)

ED 182 530 CE 024 099

Basseches, Michael Hamilton, Stephen FThe Impact of Partkipatory-Democratic Work Experience on Adoles-

cent Develoirment: A Methodological Report.Pub Date-80Pub TypeReportsResearch/Technical (143). Speeches, Con-

ferences Papers (150)EDRS PrIceEvIFOI/PC01 Phis PostageDescriptorsAdolescents, Individual Development, Participa-

tion, Research Methodology, Work Experience, CognitiveDevelopment, Cognitive Measurement, Control Groups, Deci-sion Making, Democratic Values, Experimental Groups, Inter-views, Job Training, Measurement Techniques, Research

Design, Student ParticipationIdentifiersYouth Conservation Corps

Objectives of a-study of the impact of participatory-democraticwork experience on adolescent development are (I) to explore thepossibilities for facilitating adolescent development by promotingparticipatory-democratic work structure in Youth ConservationCorps (YCC) programs and to augment past research on YCC bymonitoring the structure of work organization within standard YCCgroups and evaluating the effects of participation in them using depthinterviews and projective measures as well as an attitude measure Ap-plicants to the YCC program were assigned to treatment and controlgroups randomly and an intervention by investigators increased par-ttcipants' opportunities to participate in decision ma'...ng in one of thefour crews, as confirmed by regular observations Pre- and post-program administration of the Ego Development Scale, and thePsychosocial Maturity Inventory, and of an interview designed toassess the structure of thinking about work-related issues will allowassessment of whether adolescents in the YCC developed more thanthose not selected for the program and whether participants in theparticipatory-democratic work crew developed more than those in theother clews If the evidence is suggestive investigators hope to con-duct a study to confirm or disprove the hypotheses (Focus in thepaper is on use of an experimental design, development as a, out-come, use of "structural Interviews,' and participatory democracy as a

key program feature ) (JT)

ED 182 533 CF 024 111

Farris, Charlotte 1Elimiuting Sex Bias in Vocational Youth Organizations. Summary of

Project MOVE's Camp Oswegatcble Program, July 8-14, 1978.State limy of New York, Ithaca Coll of Human Ecology at ( or-

nell UnivSpons AgencyNew York State Education Dept Albany Office of

Occupational and Continuing EducationPub Date-78Available fromProject MOVE, Dept of Vocational and Technical

Education, State University of New York College of Technology,811 Court St Utica, NY 13502 (SI 00)

Pub TypeReportsDescriptive ( 1 4 I )

ReportsLvaluative/Feasi ,iliof (142)EDRS PriceMFOI /PCO2 Plan PostageDescriptorsActivities, Attitude Change, Sex Discrimination,

'Student Attitudes, 'Vocational Education. 'Youth Clubs,Adolescents, Leadership Training, Parocipation, ProgramEvaluation, Secondary School Students, Sex Fairness, Sex Role,Sex Stereotypes, Social Change, Student Organizations. Youth

Leaders, Youth ProgramsIdentifiersNew York, Project MOVE

At a New York State Vocational Yout', Clubs Leadership Camp ac-tivities on the topic of eliminating sex bias were conducted by ProjectMOVE (Maximizing Options in Vocational Ed:Ica:ion) staff to makeclub leaders more knowledgeable of the changing labor force andfamily roles, sex stereotyping and bias, and related legislation Asecondary objec,ive was tile assessment of materials and activities fora proposed program activity kit. One advisor and five student ses-sions were held during the five-day camp In addition to sixteen ac-tivities conducted dunr g these sessions, the project topic was extendedthrough speaking and poster and knowledge quiz contents, a Dear Ab-by response board; and a suggestion box The final ssssion of the pro-gram involved student identification and the planning of activities tobe implemented in home clubs for promoting sex fairness in educa-tion Activities were evaluated by students immediately afterward andin a final evaluation at the end of the camp by advisors and projectstaff A majority of male and female students evaluated the programpositively (Appendixes Include a schedule of sessions, examples ofactivities, and evaluation results ) (YLB)

ED 182 534 CE 024 112

Farris, Charlotte1Project MOVE Program Planning Kit.State Univ. of New York, UticaPub Date-79Available fromC .1 Farris, State University of New York College

of Technology Department of Vocational and Technical Educa-tion, 811 Court Street, Utica, NY 13502 (S) 50)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAttitude Change, Program Development, Sex

Stereotypes, Vocational Education, Group Activities, Groups,

Guidelines, Individual Needs, Interests, Objectives, ParticipantCharacteristics, Program Design, Program Guides, Sex

Discrimination, Sex Role, WorksheetsIdentifiersProject MOVE

1 h.s program planning kit contains information and activities onevaluation, change, leadership, and sex stereotyping which providedthe basis for planning Project MOVE (Maximizing Options in Voca-tional Education) programs but which can be generalized and adaptedfor use in planning other programs. Assumptions ano guidelines bas-ed upon theory and research are provided to aid in planning. prertn-ting, and conducting acceptable, effective programs Five importantsteps in planning and conducting a program are then outlined (I)planning for the audience, (2) developing program objectives, (3jplanning the program, (4) planning for evaluation, and (5) giving at-tention to details Both blank end sample program planningworksheets are provided. Example., of possible activities developed byProject MOVE staff provide directions and materials for six activitieswhich can be modified for various kinds of groups These activities,most of which deal with awareness of sex steieotyping, are titled asfollows 'Man and Woman,' 'Voting," Storming Limitations,' 'Pat'sPlans,""Great Amer:can Stereotype,' and 'Yes, But Othermaterials are a knowledge quiz and examples of possible fan sheetsconcerning sex stereotyping (YLB)

ED 182 538 CE 024 122

Schoka, Ronald RA Comparative Followup Study of the Mainstreamed Graduate at

Ocean County Vocational-Technical Sctsol.Pub Date-80Pub TypeInformation analyses/State-of-the-Art Materials (070)

ReportsEvaluative/Feasibility (1 4 2 )ReportsResearch/Technical (143)

EDRS PriceMF01/PC03 Plus PostageDescriptors *Comparative Analysis, 'Graduate Surveys, Han-

(kapott! Students, 'Mainstreaming, Vocational Followup,Vocational High Schools, Employment, Employment Potential,High School Gradua ;es, Job Search Methods, Literature Reviews,

Postsecondary Education, Program Effectiveness, ProgramValidation, Secondary Education, Vocational Pclucatior

IdentifiersNew Jersey, Ocean County Vocational Technical SchoolNJ

A comparative followup study had two major purposes (I) tcdetermine how successful the mainstreamed special needs graduate isin the world of work in comparison with the regular vocational schoolgraduate and (2) to determine the validity of the mainstreaming pro-gram at the Ocean County Vocational-Technical School Two com-ponents of the study were a literature review and a survey and dataanalysis The literature showed an increasing concern for educationof the handicapped with mainstreaming a common and successfulsolution The research design provided for the de _lopment of agraduate survey which was sent to thirty-nine mainstreamed and fortyregular vocational school graduates Data collected from both groupswere analyzed by using percentages and then co:npared Findings in-()mated that mainstreamed graduates find employment after gradua-tion in :he area trained for or a related area equally as well as regular;-raduates Employment records of both groups showed no significa...difference, uut regular graduates utilized post-high school educationmore than the mainstreamed graduates The greater difficulty ex-perienced by mainstreamed graduates in securing job leads led to therecommendation for the implementation of a program in teaching jobseeking skills in the mainstreaming program at Ocean County (YLB)

ED 182 542 CE 024 132Kovach, John AIssues and Problems in the Needs Assessment of Unique Target Groups:

The Adult Are-ri7an Indian.National Indian Management Service of America, Inc Philadelphia

MissSpons Ager ..yOf (Ice. of Education (DHEW), Washington, D C Of-

fice of Indian EducationPub Date-79Pub TypeReportsResearch/ [echnical (143) Speeches. Con-

ferences Papers (150)EDRS PriceMFOI /PCO2 Plus PostageDescriptorsAdult Education, 'American radians, Edncational

Needs. Needs A_sessment, Research Methodology, ResearchProblems, Educational Planning, Relevance Education, Surveys

IdentifiersUnited StatesA basic survey was conducted to determine the r.-ed for educational

services of adult Indians throughout the continental United States plusAlaska and Hawaii The study involved three survey instruments (1)a field interview administered to ONCr 4,100 Indian adults, (2) a surveyof state education association directors, and (3) a survey of IndianEducation Act Title IV, Part C, program directors Final surveyresults have not yet been tabulated However, problems related tosurvey research of adult American Indians have been identified as wellas methodological solutions, which were utilized in the present studyto remedy these problems Relevance of adult education literature toadult American Indians has also been considered It was suggestedthat perhaps many adult educators are involved in programs and prac-tices which are guided by false theories of adult learning and the e-fects of adult education (Author/BM)

ED 182 544 CE 024 138West, Leonard JInstractiopal Concepts for Occmpatioul Education. Special Interest

Paper. An Occasional Publication for Selected Audiences, No. 20.City Univ of New York, N Y Center for Advanced Study in Educa-

tion City Univ of New York, N Y Inst for Research andDevelopment in Occupational Education New York StateEducation Dept Albany Office of Occupational and ContinuingEducation

Pub Date-80Pub Type Information analyses/State-of-the-Art Materials (070)

Opinions/Personal V:ewpoints/Position Paper.. /Essays (120)EDRS PriceMFOI/PC01 Plus PostageDescriptorsBehavioral Objectives, Behavior Change, Discovery

Processes, Learning Motivation, Learning 1 heories, Rein-forcement. Stimuli, Achievement, Career Education, Curiosity,Discovery Learning, Discrimination Learning, Generalization,Learning Processes, Prompting, Student Behavior, StudentMotivation, Success, Teaching Methods

Teachers and teacher educators seem to be little aware of some ma-jor concepts about instruction that provide important insights into thecentral requirements for learning A common misconception is that

3"4.,

Document Resumes 23

motivation has to do with wanting or desiring It is instead attentionto stimuli that is influenced by two powerful agents(I) suspense,discovery, curiosity and (2) reinforcement Introduction of new learn-ing by the arousal and subsequent relief of curiosity is ore importantmotivational tactic Reinforcement for correct responses or promptknowledge of results (cads to increased student success at the task,which is the most powerful motivator for learning Student errors caneither be corrected immediately to maximize student success or plann-ed by the instructor to result in learner annoyance or perplexity to leadhim into the desired responses Guidance or prompting should belimited to early stages of learning, confirmation of unpromptedresponses should characterize the vast bulk of instruction Studentbehavior should be shaped through a series of successive approxima-tions to the eventaul terminal behavior by specifying in measureableterms the standard of acceptability at each stage of learning. Explicitgeneralization of discrimination training, as applicable, is recom-mended for sresenting the confusable elements present in every learn-ing task (YLB)

ED 182 551 CE 024 183Gary, Robert RPlacement and Follow-up Development Project. Vocation! Education

Region Four, Bowliag Green, Kentucky. Filial Report, Fiscal Year1979.

Kentucky State Dept. of Education, Frankfort -Bureau of VocationalEducation

Pub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055) ReportsDescriptive (141)EDRS PriceMFOI/PCI4 Plus PostageDescriptors Graduate Surveys, High School Graduates, Job

Placement, Models, 'Vocational Education, "-VocationalFollowup, Employer Attitudes, Employment Services, ProgramDevelopment, Program Evaluation, Program Guides, ProgramImprovement, Reg.inal Planning, Secondary Education,Statewide Planning, Student Personnel Services, Surveys, Voca-tional Maturity

Identifiers KentuckyThis project report includes a brief narrative, the model placement

and followup system developed for statewide implementation in voca-tional education programs, and an employer survey The guide forthe establishment and operation of a school-based placement andfollowup system is divided into two sections general information andoperational procedures Part I provides the history of its develop-ment, code of ethics, definitions, objectives, and expected outcomes.Part 2 describes the procedures for the placement and followup com-ponents and provides a time and event schedule and all forms neededfor system implementation and maintenance The revised manual hasfour additional sections Part 3, on the system management plan,describes all procedures and includes a flow chart model, vertical lineflow model, and task identification chart for each of the subsystemsIn part 4, work readiness program (sample materials), the job clinicand other phases of the program are discussed. Part 5, discussing theregional implementation plan, gives guidelines, includ g timelines,calendar of activities, suggestions for leadership teams, and inserviceobjectives and agenda Part 6, plan for program improvement, pro-vides an orientation to the basics of developing and implementing aformal procedure for program assessment and revision The employersurvey summarizes data from students' employers concerning level ofvocational training, work attitude, and comparison with otheremployees (YLB)

ED 182 558 CE 024 210Lecht, Leonard A Matland, Marc AInvolving Private Employers in CETA Programs: ACase Study. R & D

Monograph 7S.Employment and Training Administration (DOL), Washington, D CPub Date-79ContractDL-2I.36-77-08Note-202pAvailable fromInquiries Unit, Employment and Training Ad-

ministration, U S Department of Labor, Room 10225 PatrickHenry Building, 601 D Street, NW, Washington, DC 20213

Pub TypeCollected WorksSerials (022) ReportsDescriptive(141) Reports Research/Technical (143)

24 Document Resumes

EDRS PriceMFOI/PC09 Plus PostageDescriptorsDemonstration Programs, Experiential Learning,

On the Job Training, Program Effectiveness, Business, CareerEducation, Case Studies, Employer Attitudes, Federal Programs,

Field Experience Programs, Program Descriptions, SchoolBusiness Relationship, Vocational Education

IdentifiersComprehensive Employment Training Administration

Case studies were conducted of nine Comprehensive Employmentand Training Act (CETA) prime sponsors which had records of suc-cessful cooperation with business firms. To identify strategiesemployed for increasing the participation of private employers inCETA programs, information was obtained at each site about thelocal program, labor market, population and enrollee characteristics,placements, relationships with service deliverers and business

organizations, and employers' perceptions of the CETA programFindings which were evident in most, although often not all, of theprime sponsors surveyed included these: (1) the local unemploymentrate was only one among several factors influencing employers' par-ticipation, (2) a large majority of the on-the-job training andclassroom training placements took place in smaller establishments,(3) state and local government agencies together with communityorganizations accounted for over half the membership of the planningcouncils, and (4) there was evidence of enrollee selectivity Ir. the pro-gram involving the maximum employer participation Following tneintroductory overview and summary, the bulk of the documentfocuses on descnptions of the individual prime sponsors. Descrip-

tions are provider of their individual characteristics, program

priorities, linkages with employers, and placement and trainingrecords. The final chapter discusses implications for policy Adescription of the federal CETA reporting system is aopended(LRA).

ED 183 721 CE 023 216

Herrnstadt, Irwin L. And OthersTransition from School to Work: The Contribution of Cooperative

Education Programs at the Secondary Level. Final Report.Northeastern Univ. Boston, Mass Dept. of EconomicsSpons AgencyEmployment and Training Administration (DOL).

Washington, D.0 Office of Research and DevelopmentPub Date-79ContractDL-82-25-71-39Note-389pPub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PCI6 Plus PostageDescriptorsCooperative Education, Education Work Relation-

ship, 'Ore.:Prate Surveys, wish School Graduates, VocationalFollowup, Work Experien -e, Employment Potential, EntryWorkers, High Schools, Interviews, On the Job Training, PartTime Employment, Program Evaluation, Secondary Education,Student Employment, Unemployment, Vocational Education.Wages, Work Study Programs

IdentifiersMassachusettsFocusing on graduates of cooperative vocational programs at the

high school level, a study described and analyzed the in-school andpost-high school labor market experiences of 427 students enrolled infour different programs during their junior and senior yearscooperative vocational, regular vocational, work study, and generalacademic. The (male) students, who attended eighteen high scl._iols innine Massachusetts cities and towns, were interviewed first whileseniors and then after graduation (in spring 1972) in three f ollowup in-terviews over an eighteen-month period. Interviews with student,prior to graduation elicited information concerning employment ex-periences during high school (labor force participation, weeks ofemployment, unemployment experiences, occupations and industriesof jobs held, wages, and on-the-job training) and post-high schoolplans. In subsequent interviews students were questioned as to theirfirst post-high school job, labor force participation, employment ex-perience, unemployment experiences, and wages. In general, the suc-cesses of graduates from cooperative vocational programs were notsignificantly greater than those of graduates from other programs. Ir-respective of the high school program, the amount of work experienceduring the high school years was a significant factor leading to successin the transition from school to the labor market. (YLB).

ED 183 727 CE 023 884

Becker, Henry JayThe Choke of a Job Early I. the Career: A Review and Prospectus.Johns Hopkins Univ Baltimore, Md Center for Social Organization

of SchoolsSpons AgencyNational Inst of Education (DHEW). Washington,

DCPub Date-79ConnectWE-G-78-0210Note-33p. ; A small porhon of each page will not reproduce well due

to broken typePub TypeInformation analyses/State-of-the-Art Materials (070)

Opinior ./Personal Viewpoints/Position Papers/Essays (120)EDRS PriceMFOI /PCO2 Plus PostageDescriptorsCareer Choice, Education Work Relationship, 'Job

Search Methods, Research Needs, Youth Employment, CareerDevelopment, Labor Force, Occupational Aspiration, Occupa-tional Surveys, State of the Art Reviews

Little is known about how young people begin their occupationalcareers. Since many Ltudents are employed, tne transition from stu-dent to worker is not necessarily a singular event Consequently, theoptimum time for studying the early career/job-search process is anunresolved question. Although job choice of career entrants is intert-wined with the timing of career entrance, to date little research hasbeen done in this area Regarding the occupational choices made byyoung people, two divergent sources of job selection should be ex-amined. First, the job selections of young people are limited to certainkinds of employment consonant with their personalities and/or oc-cupational aspirations. Second, the occupational choices of youngpeople are constrained by structural factors. such as information op-portunities. The methods used by job seekers may indicate to whatdegree their occupational choices are consistent with their vocationalgoals Past studies have shown that young people find jobs primarilythrough acquaintances and relatives, or by direct application toemployers Our understanding of the process by which young peoplefind jobs has reached a point where refinements of earlier work as wellas further investigations into unexplored areas are needed Areas ofneeded research include longitudinal studies of job preference andmore elaborate study of the job-search process (Regarding the needfor further research, this paper suggests a variety of variables and in-teraction effects that need to be examined along with the kind of datacollection effort that such study will require ) (EM)

ED 183 732 CE 024 069

Mott, Frank LThe Socioeconomic States of Households Headed by Women.Employment and Training Administration (D01 ), Washingt,-,- D CReport No.DOL-ETA-R&D-Mono-72Pub Date-79Availabk fromSuperintendent of Documents, U S Government

Printing Office, Washington, DC 20402 (Stock Number 029-000 -00390-4,

Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PC03 Pim PostageDescriptors131ack, Employment Experience, Females, Heads

of Households, National Surveys, Socioeconomic Status,

Educational Experience, Employment Problems, Health,Longitudinal Studies, Poverty, Work Experience

A study of the socioeconomic status cf households headed bywomen was conducted based upon data obtained from the NationalLongitudinal Surveys (NLS) of I.-..00r Market Experience (Since themid-1960s NLS has been follo-fing labor market experiences of forscohorts of persons including male and female youth and matu e menand women ) This study used data from both the younger cohort ofwomen (aged 14-24 when first interviewed) and the t.:de cohort ofwomen (ages 30-44 when first interviewed) Each of the cohorts 1...-eluded about 5,000 individuals, with an overrepresentation of blacksin each. The findings indicated that marital disruption is an economicdisaster to many women. On average, family income is cut in halfduring to tr_insition year when divorce, separation, or death of hus-band occurs. Also pointed out was that black female heads ofhouseholds are more severely disadvantaged in the labor market thanare whites. Black women heading households are less likely to beemployed. The transition from marriage to head of household usuallyresults in an increase in employment for matur- white women, but adecline for blacks Moreover, Hack women who are working hold

J"0

lower status jobs than their white counterparts Overall, the economict'it:f!rences between mature black and white women heads ofhouseholds reflected that black women were less likely to have com-pleted high school and more likely to have a health problem limitingthe amount or kind of work they could do (Author/BM)

ED 183 738 CE 024 117

Gardner, David C And OthersVocational Curriculum Modification. Teaching Technical Linguae to

Learning Handicapped Students. Project HIRE: A CurriculumMangement System for lastractieg the Handicapped. VintReport, Volume 1.

Boston Um Mass School of EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Contract-0007701947NoteI29p. ; For related documents see CE 024 118, CE 024 406-424,

and CE 024 740. Best copy availablePub TypeReportsDescriptive (141) Guides/Methods/Techni-

quesClassroom UseTeaching Guides (052)EDRS PrkeMFOI/PC06 Plus PostageDescriptorsAutoinstructional Aids, Individual Instruction,

Instructional Materials, Learning Disabilities, VocabularyDevelopment, Vocational Education, Evaluation, InformationDissemination, Learning Activities, Mainstreaming, MaterialDevelopment, Remedial Instruction, Secondary Education, Stu -,.ent Evaluation, Teaching Guides, Vocabulary

IdentifiersProject HIREVolume I of the final report on Project HIRE reports the design,

development, field-testing, ai,d refining of self - instructional packagesto teach entry level technical vocabulary to learning handicappedstudents mainstreamed in vocational programs Volume 2, a manage-ment handbook, reports the methods and findings concerningdevelopment of strategies and standards for developing materials (seeNote) Following an introduction to the project (chapter I), chapter 2describes development of the fifteen teaching booklets and fiveteacher's manuals in five trade areas (allied health, arc welding,culinary arts, graphic arts, and upholstery) through these steps- selec-tion of 120-160 words per area, ordering them into three areas (tools,concepts, process) which produced booklets per area, writing defini-tions for a fourth-grade reading level, and designing a drawingrepresentative of the term. (See Note for availability of thesemateials. ) Examples include definitions and illustrations and addi-tional learning aids developed by the project (activity sheets andcheck-ups) Chapter 3 outlines the evaluation of the materials throughpre- andpost-testing using the nonequivalent control group design andvocabulary tests Findings indicate that the materials are an ef teeny-and economic way to teach the vocabulary Chapter 4 describesdissemination activities A sample teacher's manual and samplebooklet pages are appended. (Y LB)

ED 183 739 CE 024 118Gardner, David C Beatty, Grace JoelyPractical Approaches to Curriculum Development. A Management

Handbook. Project HIRE: A Curriculum Management System forInstructing the Handicapped. Final Report, Volume 2.

Boston Um Mass. School of EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Contract-0007701947Note-70p , For related documents see CE 024 117, CE 024 406-424.

and CE 024 740Pub TypeGuides/Methods/ Tech n ir .es Non -Classroom Use

(055) ReportsDescriptive (141)EDRS PriceMFOI /PC03 Plus PortageDescriptorsCurriculum Development, Learning Disabilities,

Management Systems, Standards, Vocabulary Development,Vocational Education, Administrator Role, Cooperative Pro-grams, Coordination, Course Content, Curriculum Design, Cur-riculum Evaluation, Educational Innovation, Employer At-titudes, Material Development, Models, Program Administra-tion, Secondary Education, Surveys, Teacher Attitudes, TeacherMotivation, Teacher Participation, Validity

IdentifiersCurriculum Management, Project HIREWithin the context of the major objectives of developing, field

3"

Document Resumes 25

testing, and refining the curriculum materials described in volume I ofthis final report (CE 024 117), Volume 2 describes and critiques themanagement system used by Project HIRE in that development pro-cess (See Note for availability of curriculum materials. ) Chapter Iintroduces the standards/strategies paradigm (management model),based on a product development orientation philosophy Figuresoutline the nine standards and strategies leading to the development ofa product, service, or other outcome Each of the other four chapters

is concerned with one or more of these standards/strategies. The

general format for each chapter is (I) introduction, and background,(2) procedures, (3) research methods (if appropriate), and (4) 'valua-tion and c4cussion. Chapter 2 is concerned with teacher mon rationand administrator involvement. Emphasis is on the conducting andresults of a pilot study to determine the relationship between incen-tives and teacher participation and change orientation The teacheropinion survey and change orientation scale are provided. Chapter 3

discusses material design based on learning theory and research fin-dings. The two standards/strategies considered in chapter 4 are con-tent selection and validation. Survey instruments to determine ter-minology usage and employer perception of job-entry relatedness aregiven. Chapter 5 focuses on an interdisciplinary curriculum develop-ment approach and university management and ccorchnation (Y LB)

ED 183 7/ 3 CE 024 I24

Drumm GregCommnalcatimg Career Education: National and Regional Models. The

Northwest Correction Occasional Paper Series, Issue 1, September

1979.Northwest Regional Educational Lab Portland, OregSpons AgencyOffice of Career Education (DHEW/OE),

Washington, D CPub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC01 Plus PostageDescriptors Career Education, Information Dissemination, 1n-

formation Services, Information Sources, Models, Demonstra-tion Programs, Guides, Information Centers, Information Net-

works, National Programs, Program Implementation, RegionalPrograms, Resource Centers, Resource Materials

IdentifiersUnited StatesThis first in a series of three papers on models tot communicating

and disseminating career education programs covers national andregional models. Focus is on four levels of dissemination: spread, ex-change, choice, and implementation. First common mechamuns forspread are described, such as newsletters, brochures and na'erialspackets, handbooks/guides, catalogs and sourcebooks, and journalarticles Next, two types of exchange models are described, inch. dingexamples- (I) service agency -client model and (2) a model involving aperson in a linkage role. Then follows a discussion of choice in whicha guide to regional and national models for disseminating careereducation is presented This guide covers thirty-two organizationsand for each includes project name, contact person and address, mndcof access, and communication services Finally, the poet discussesimplementation strategies for career education, ;Lich as hi:inn-4,technical assistance, conferences and regional meetn.zs, and neer in-teraction strategies (EM)

El) 183 741 CE 024 125

Drumm GregCommunicating Career Education: State Models. The Northwest Cos-

'redo. Occasional Paper Series, Issue 2, November 1979.Northwest Regional Educational Lab Portland, OregSpons Agency -- Office of Career Education (D HEW/OE),

Washington, D CPub Date-79Pub TypeGuides/ M eth ods/ Tech niquesNon-C lass room Use

(055) ReportsDescriptive (141)EDRS PriceMFOI/PC01 Plus PostageDescriptorsCareer Education, Information Dissemination, 1n-

formation Services, Information Sources, Models, Demonstra-tion Programs, Guides, Information Centers, Information Net-works, Program Implementation, Resource Centers, ResourceMaterials, State Programs

26 Document Resumes

IdentifiersUnited StatesThis second in a series of three papers on models for com-

municating and disseminating carer education programs highlightsselected state models Focus is on four levels of disseminationspread, exchange, choice, and implementation First, several spreadmechanisms utilized by states to disseminate career education in-formation are covered. Then follows a pi tsentation of varied ex-amples of state informat,on and resource exchange centers Next,choice mechanisms utilized by some states are discussed. Finally, theimplementation strategies used by several states are described, such asnetworks, training programs, and peer interaction This paper in-cludes a table listing thirteen states and for each includes the namesand addresses of the project contact person and career education coor-dinator; and the available dissemination services (EM).

ED 183 742 CE 024 i 7,6

Drutan, GregCommunicating Career Education: Rosiness, 'Wintry, Labor and

Goverment Models. The Northwest Connection Occasional PaperSeries, hat 3, March 1900.

Northwest Regional Educational Lab. Portland, OregSpons AgencyOffice of Career Education (DHEW/OE),

Washington, D.C.Pub Date-80Pub TypeGuides/Methods/TechniquesNon-Classroom Usc

(055). ReportsDescriptive (141)EDRS PriceMFOI/PC01 PM PostageDescriptorsCareer Education, Information Dissemination, In-

formation Services, Informanon Sources, Models, Business,Demonstration Programs, Government Administrative Body, In-dustry, Information Centers, Information Networks, Labor,Program Implementation. Resource Centers, Resource Materials

IdenkifiersUmted StatesThis last in a series of three papers on models for communicating

and disseminating career education programs highlights models usedin four sectors, i.e. business, labor, industry, and government Focusis on four levels of dissemination: spread, exchange, choice, and im-plementation. First, the differences in the networks represented byeach of the four sectors are covered. Next, the aforementioned levelsof dissemination are covered consecutively and include examples ofhow business, industry, labor, and government are using each level ofdissemination to cover career education Finally, the paper concludeswith suggestions regarding the future of disseminating career educa-tion. (EM)

ED 183 758 CE 024 187Robson. D L And OthersThe Projected Effects of Population Change on Vocational Technical

Education. Fiul Report.Spons AgencyInJiana State Board of Vocational and Technical

Education, IndianapolisPub Date-79Pub TypeInformation analyse!. 'State-of-the-Art Materials (070)

ReportsResearch/Technical (143)EDRS PriceMFOI/PC03 PM PostageDescriptorsDechning Enrollment, Enrollment Influences,

Enrollment Trends, Population Trends, Vocational Education,Adult Education, Cultural Influences, Economic Factors, Educational Change, Enrollment Projections, Futures of Society,General Education, Government Role, Government School Rela-tionship, L'terature Reviews, Lone Range Planning, Postsecon-dary Education, Secondary Education, Social Change, Social In-fluences

To project the effects of r ipulation change on vocational/technicaleducation, a project survey:d the literature (1977-79) on the futures ofgeneral and vocational education and on the effects of decliningenrollment and applied these concepts and projections to the field ofvocational/technical education Vocational/technical educationseemed more directly linked to economic and socio-cultural influencesthan to fluctuations in enrollment patterns. Despite the effects ofdeclining student populations, vocational education is increasing inboth enrollments and courses taught. As other elements in the educa-tional structure are affected, however, general education is expectedto shift its emphases to compete with vocational education for a shareof the dwindling student population and the growing adult continuing

education market. Recommendations for vocational/technicaleducators in futurc planning and programming included (I) develop-ing a better understanding of the movement toward generalization ofservices, (2) planning to serve the growing need for adult vocationalretraining, (3) learning to influence and deal with increasing govern-mental involvement, (4) recognizing and planning for changing socialconditions and values, (5) emphasizing communication and personal-social skills, cognitive/conceptual understandings, and quality of hieaspects of vocations in the curriculum, (6) preparing to compete forstudent populations and revenue, (7) using market analysis techniquesto assess consumer needs and public mlations to enhance the image ofvocational education, and (8) continuing research and developmentefforts (YLB)

El 183 763 CE 024 218An Employment and Education Agetda for Youth in the :980s. A

Policy Statement by the National COMB ois Employment Policy.National Council on Employment Policy (DOL), Washington, D CPub Date-80Pub Type Opinions/Personal Viewpoints/Position Papers/Essays

(120)EDRS PriceMFOI Plus Postage. PC Not Available from EDRSDescriptorsEducation Work Relationship, Federal Legislation,

Job Training, Public Policy, Youth Employment, Compea-satory Education, Federal Programs, Job Development, PositionPapers, Unemployment, Vocational Education, Work Ex-perience, Youth, Youth Opportunities, Youth Programs

IdentifiersComprehensive Employment and Training ActThe causes of youth unemploymentespecially among poor and

minority youthsare enmeshed in a web of social, educational, andeconomic forces acting on the lives of families. Some of these forcesare out of the sphere of federal influence, but labor market industriesand the education system also have important effects on the ex-perience of youth trying to find work. The next iteration of federalyouth initiatives should build around four components of services.basic, remedial, work oriented education; job skills, labor marketawareness, and work experience Aside from the program elementsthat should be incorporated into a national youth policy for the 1980s,two important operational considerations need to be addressedtargeting of employment and training services, and the relation ofyouth to adult services (Recommendations are made based on eachof the four components of service and operational considerations )

(MEK)

ED 183 791 CE 024 327

Lula thy, Bela H Duwe, AxelA Model for the Linkage of Vocational Uncatio. at PostSecondary

Private Schools and Lidustry, Business, and !Abr. A ResearchMonograph.

Far West Lab for Educational Research and Development, SanFrancisco, Calif Intersystems, Inc Pacific Grove, Calif

Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-78Pub TypeReportsDescriptive ( 141

ReportsResearch/Technical (143)EDRS PriceMFOI Plus Postage. PC Not mailable from EDRSDescriptorsCooperative Education, 'Cooperative Programs,

Coordination, Postsecondary Education, Private Schools,School Business Relationship, Case Spidies, EducationalFacilities Planning, Models, Program Design, Program Im-plementation, Vocational Education

This monograph describes a program designed to (I) link privatepostsecondary vocational education with business, Industry, labor,and other societal sectors and (2) establish interorganizatioral coor-dination that is beneficial to all participants (In a companionmonograph, available as CE 024 328, linkage and interorganizationalcooperative arrangements are reported relevant to public postsecon-dary education. ) The linkage program was carried out through a pro-ject conducted by the Far West Laboratory for Educational Researchand Development and the International Institute of Food Industries.The monograph presents first an executive summary of the project,followed by a characterization of the situational context of the linkageprograms (chapter I). (The final report of the project is available asCE 024 329 ) Chapter 2 describes the linkage model In chapter 3 thelinkage is portrayed in the form of a case study Findings are sum-

marized in chapter 4 Appendixes include guidelines for programdesign; first, second, and final drafts of the curriculum for the depart-ment of culinary arts, a facilities planning gulee, and issues that haveemerged and are expected to emerge, iri this format issue, motivation,carriers, and proposals (Author/Y LB)

ED 183 792 CE 024 328

Banathy, Bela H. And OthersA Model, Case Study, and implementatioe Guide for the Linkage of

Vocation! Education Programs is Public Post.Secoadary Instils.does au Balsas, Industry, and Labor. A Morava*

Far West Lab for Educational Research and Development, SanFrancisco, Calif

Spons Ao-ncyBureau of Occupational and Adult Education(DHEW /OE), Washington, D C

Pub Date-78ContractG007603322Note-71p. . For relateG documents see CE 024 327-329Pub Type Guides /Methods /Techniques Non- Classroom Use

(055). ReportsDescriptive (141) Reports Research /Technical(143)

EDRS PriceMFOI/PC03 Pins PostageDescriptorsCooperative Education, Cooperative Programs,

Cor rdmation, Postsecondar: Education. Public Schools,School Susiness Relationship, Case Studies, Guides, Industry,Models, Program Evaluation, Program Implementation, SchoolDistricts, Vocational Education

IdentifiersPresbyterian Hospital CA, San Francisco CommunityCollege District CA

To aid vocational educators in establishing interorganizationallinFage and coordination with business, industry, and labor with thegoal of improving instructional, learning, and work experience ar-rangements for their students, this monograph provides three pro-ducts of a project to design and implement a model for programlinkage and coordination (An executive summary of the project isprovided The final report is available as CE 024 329. ) Section 1describes and defines linkage concepts and preseits a generic modelfor linkage. Section 2 consists of a case study of a public postmon-dray education linkage program involving the Community CollegeCenters of the San Francisco COMMUP j College District, thePresbyterian Hospital in San Francisco, and the Far West Laboratoryfor Educational Research and Development. The study re'ates the ac-tivities of that program to the processes outlined in !;ae model (Acompanion monograph concerned with linkage of private institutionswith business, industry, and labor is available a...7E U24 327. 1 Sec-tion 3 includes an implementation guide to linkag: followed by threelinkage phases explicated in the model: (I) prelinkage activity, (2)linkage for the design of coordinated arrangements. and (3) formaliz-ed coordinated arrangements This guide also contains a supplemen-tary guide to evaluation. (Author/Y LB)

ED 183 793 CE 024 329

Banathy, Bela H. And OthersBuilding Models for the Liakage ad Coordiutios of Vocatioul VIKA-

des at Public ad Private PoM.Secosdary Schools and Business, In-dustry, and Labor. Filial Report.

Far West Lab. for Educational Research and Development, SanFrancisco, Calif

Spons AgencyBureau of Occupational and Adult Education(DHEW /OE), Washington, D C

Pub Dat 7"ContractG./07603322:ote-88p. ; For related documents see CE 024 327-328Pub TypeReportsDescriptive (141)EDRS PriceMFOI /PC04 Plus PostageDescriptorsCooperative Programs, 'Coordination, Postsecon-

dary Education, 'Private Schools, 'Public Schools, Case Studies,Cooperative Education, Industry, Models, Program Descrip-tions, Program Implementation, Research Projects, SchoolBusiness Relationship, School Districts, Vocational Education

IdentifiersSan Francisco Community College District CAThe Far West Laboratory for Educational Research and Develop-

ment (FWL) conducted a project which focused on the design andvalida :ion of models for the linkage and coordination of vocationaleducation at public and private postsecondary institutions with

3l)

Document Resumes 27

business, industry, and labor The general procedure followed was toadept organizational linkage and coordination models derived froman analyst- of relevant research and literature A major portion of theproject facilitated the development of a linkage program between themedical assistant program of the Community College Centers of theSan Francisco Community College District and a local hospital.Simultaneously, project staff abstracted from the experience the prin-ciples and concepts relevant to the design of the public postsecondarylinkage model (A detailed description of this experience is availableseparately as CE 024 328 An iplementation guide is included )

Another portion of the project designed a private postsecondarymodel as part of a coordinated research program of the FWL and theInternational Institute of Fool Industrie (A detailed description isavailable as CE 024 327 1 (Project materials and questionnaires areappended ) (YLB)

ED 183 800 CE 024 347

McCaslin, N L. Adams, Kay AngonaManaging Ind Evalutin Career Education.Ohio State Univ Columbus. National Center for Research in Voca-

tional EducationSpons AgencyCouncil of Chief State School Officers, Washington,

D C. Office of Career Education (DHEW/OE), Washington,DC

Pub Date-78ContractG0077C0064Note-61p. , For related documents see CE 024 346-348, ED 132 284,

and ED 138 786Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI /PC03 Plus PostageDescriptorsAdministrator Guides, Career Education, Evalua-

non Methods, 'Management Development, 'Program Ad-ministration, 'Program Evaluation Program Implementation,State Officials, Statewide Planning

IdentifiersEducation Amendments 1974This guide was prepared to assist state directors/coordintuis of

career education in becoming more knowledgeable about managementand evaluation. The purposes of the guide are to define managemen-Land identify basic functions, review characteristics of managers, andidentify evaluation techniques available to help managers do a betterjob. The information is divided into seven units (I) What Is Manage-ment and Its Associated Functions' ; (2) What Are the Characteristicsof Successful Managers? ; (3) Evaluation Techniques in Planning; (4)Evaluation Techniques in Organizing, (5) Evaluation Techniques inDirecting, (6) Evaluation Techniques in Staffing, and (7) EvaluationTechniques in Controlling Examples are included in all units discuss-ing evaluation techniques (BM)

ED 183 875 CE 024 495

%Oak, Sharon And OthersCareer Education Measurement Hasdbooks. Assessing Experiestlal

Leaning le Career Edecatios. Research & Development Series No.165.

Ohio State Univ. Columbus National Center for Research ica-tional Education

Spons AgencyNational Inst of Education (DHEW), Washington,D.0

Pub Date-79ContractNE-C-00-3-0079Note -123p. ; For related documents see CE 024 496-499Available fromNational Center Publication., National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 ($7.75, S30 00 for com-plete set)

Pub TyrtGuide./Methods/Techniques Non-Classroom Use (055)

EDRS Price- MFOI /PC05 Plus PostageDescriptors- 'Career Education, 'Educational Assessment, Evalua-

tion Met ods, 'Experiential Lemma, Measurement Techniques,Administrator Guides, Guidelines, Opinion Papers, Postsecon-dary Education, Program Development, Program Implementa-tion, Secondary Education

This document is the first volume in a set of five Career EducationMeasurement Handbooks intended to help local education personnel

28 Document Resumes

in measurement and evaluation. Divided into eight chapters, thishandbook provides practical guidelines for assessing experiential lear-ning and includes historical and theoretical information relevant to ex-periential learning. The introduction found in chapter I presents therationale, organization, and suggestions for using the handbookChapter 2 provides an overview of experiential learning and explainssome key contrasts between it and traditional learning. Chapter 3presents several viewpoints of persons who have had experience in theassessment of experiential learning activities on the secondary level.Chapter 4 describes the methods most frequently used to assessvarious components of experiential learning programs. Chapter 5presents viewpoints of persons with experience in postsecondary ex-periential programs. Guidelines for use in planning, implementing,and reviewing programs are included in chapter 6- and chapter 7 pro-vides a quick index to the major concepts addressed by each of thewriters in chapters 3 and 5. The final chapter suggests resources to an:

in the further study of assessment in experiential learning and to helpwith the development andirperation of a proven,. (BM).

ED 183 876 CE 024 496

McCiislin, N. L. And OthersCareer Ede arise Measurement Ifasibooks. Career Education

Meows= A Compendium of Evaluation Instruments. Research &Development Series No.166.

Ohio State Univ. Columbus. National Center for Rest n Voca-

tional EducationSpons AgencyNational Inst. of Education (DHEW), Washington,

D.C.Pub Date-79ContractNE-C-00-3-0079Note-342p. ; For related documents see CE 024 495-499Available fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S17.00; $30.00 for com-plete set)

Pub TypeReference MaterialsGeneral (130)Guides/Methods/TechniquesNon-Classroom Use (055)

EDRS PrIceMF01/PC14 Plus PostageDescriptorsCareer Education, 'Educational Assessment,

*Measures Individuals, Resource Mstenals, 'Tests, Abstracts,Reference Materials, Testing, Test Selection

This document is the second volume in a set of five Career Educa-tion Measurement Handbooks intended to help local education per-sonnel in measurement and evaluation. This handbook isdesigned toprovide descriptions of an assortment of measurement instrumentscurrently being used to assess career education objectives. A brief in-troduction describes the need for such a handbook, the proceduresfollowed in developing this handbook, and the handbook's limita-tions. Instructions are provided to direct the reader in using thehand-book and understanding the format. The format consists of abstractsof approximately 200 career education measurement instruments.The abstracts are divided into the following eight categories: K-3students, 4-6 students, 7-9 students, 10-12 students, 13.16 students,community persons, educators, and teachers. Each abstract discusses

the purposes, qualities, target populations, and availability of the In-strument reviewed. Administration time, reliability/validity data, andtest examples are also included. Several lists of other helpful resourcesare appended. The information has been indexed by author, descrip-

tors, and title. (BM).

ED 183 877 CE 024 497

McCulin, N. L. Walker, Jerry P.Career Educates Measurement Handbooks. A Glide for Improving

Locally Developed Career Education Measures. Research &Development Series No. 167.

Ohio State Univ. Columbus. National Center for Research in Voca-tional Education

Spons AgencyNat.onal Inst. of Education (DHEW), Washington,D.0

Pub Date 7°ContractNE-C-00-3-0079Note-60p. ; For related documents see CE 024 495-499Available fromNational Center Publications. National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 ($3.50; $30.00 for com-

plete set)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOUPC03 Plus PostageDescriptorsCareer Education, Educational Assessment,

'Measures Individuals, Test Construction, Guidelines,Readability, Sex Fairness, Testing, Test Reliability, Test Selec-tion, Test Validity

This document is the third volume in a set of five Career EducationMeasurement Handbooks intended to help local education personnelm measurement and evaluation. Divided Into seven major sections,this handbook is designed to provide practical guidelines for improv-ing career education instruments developed at the local level. It isprimarily intende,1 for people who lack training in evaluation andmeasurement but are responsible for this type of work. A brief In-troduction providing a checklist for rating career education In-struments precedes the first section, which includes guidelines forplanning and designing career education Instruments Sections 2 and

3 present information on checking reliability and determining validity,respectively. Eliminating stereotypes is the topic of section 4. Section5 presents guidelines for devising the format. Section 6 discussesreadability, and section 7 provides guidelines for examining contentvalidity and Internal consistency reliability. (BM)

ED 183 878 CE 024 498

Adams, Ka) Angona Walker, Jerry PCareer Education Measurement Handbooks. Improving the Acme.

taldlity of 'Career Education Program= Evalutio. Guidelines andChecklists. Research Development Series No.168.

Ohio State Univ. Columbus. National Center for Research in Voca-tional Education

Spons AgencyNational Inst. of Education (DHEW), Washington,D.C.

Pub Date-79ContractNE-C-00-3-0079Note-103p. ; For related documents see CE 024 495-499Available fromNational Center Publications, The National Canter

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (16 75; 130.00 for com-plete set)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS Price-1111F01/PCOS Plus PostageDescriptors 'Accountability, Career Education, 'Evaluation,

Program Improvement. Educational Assessment, Guidelines,

Information Utilization, Measures Individuals, Program

Development, Program ImplementationThis document is the fourth volume in a set of five Career Educa-

tion Measurement Handbooks intended to help local education per-sonnel in measurement and evaluation. Divided into thirteen units,this handbook is designed to t' ow how evaluation can help improvethe accountability of career eduction programs Each unit is writtento stand alone, and they are organized into a logical sequence fromplanning and implementing to using evaluation. An overview of theorganization of the handbook precedes the first eight units, which arecategorized under the topic Planning Evaluation. These units coverthe following elements: purpose, audience, questions, process, stall,responsbility /authority, uniqueness, and planning standards. Unit 9 isincluded in the section called Implementing the Evaluation and in-cludes an instrument checklist for rating an evaluation instrumentagainst standard criteria. Units 10-13 are organized under the topic ofCommunicating and Using Evaluation Results These units coverpolitics, report standards, dissemination, and use A selectedbibliography is included. (BM)

ED 183 880 CE 024 502

Sparer, Janet E.Evaluation Imes is the ComprebeesIve Employment and Trades Act

(CETA) Letialatios.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationPub Date-80Pub TypeSpeeches, Conferences Papers (150)EDRS PriceNIF01/PCO I Pins PostageDescriptors 'Federal Legislation, Labor Legislation, Policy For-

,3 "

minion, Program Evaluation, Research Utilization, EconomicClimate, Employment Programs, Job Training, Political Issues,Public Policy, Retraining

IdentifiersComprehensive Employment and Training ActUnderutilization of evaluation findings relative to the Comprehen-

sive Employment and Training Act (CETA) legislation may not stemprimarily from factors usually identified in the literature (e. g.

methodological reasons) but may be superseded by a more potent fac-tor such as the prominence of the policy or program on the nationalagenda. Viewed from an evaluator's perspective, strategies to increaseuse of evalatioe findings and barriers which may prevent such use areseen as having methodological or organizational roots. However, theslow but identifiable shift from decategorized to more categorizedemployment and training programs can be traced through a series ofstrong federal administrative initiatives that have altered the balanceof power between federal, state, and local government delivery ofemployment and training activities. CETA, then, must be viewed asmore than a training program. It is a par* of national economicpolicy, and as such, responds to some of the !dews in good currency (e.g. high unemployment) which are then politically subsumed under itsrubric. Therefore, by looking at programs in relation to (I) their placeon the national agenda and (2) the ideas in good currency to whichthey relate, evaluators could more clearly focus evaluation questionsin order to meet the needs of decision makers. Other types of evalua-tion activity, such as economic and other outcome factors, will alsohave a better chance of having an impect on policy making becausethey mor: directly adress ideas in good currency (MEK?

ED 183 881 CE 024 503

Brown, James M. Peak, Laurie M.Determinism the Need for Vocatioesi Special Needs leservke Training

for Vocational Educators.Minnesota Univ Minneapolis Research and Development Center

for Vocational EducationPub Date-80Pub TypeReportsResearch/Technial (143) Opinions/Personal

Viewpoints/Position Papers/Essays (120). Speeches, ConferencesPapers (150)

EDRS PrIceMFOI/PCO2 Plus PostageDescriptorsCompetence, Disabilities, Inservice Teacher Educa-

tion, Mainstreaming, Needs Assessment, Vocational Educa-tion Teachers, Competency Based Teacher Education, Normaliza-tion Handicapped, Questionnaires, Teaching Skills

The first objective of this research pi oject focused on organizing thelarge number of previously identified vocational special needs teachercompetencies into an educational model The model contained amatrix that compiled all these competencies into twelve domains offour performance phases each. The model provides a framework forall activities in the field of vocational special needs: research, develop-ment, demonstration, personnel preparation, and technical assistanceThe remaining project objectives focused on creating and pilot testinga needs assessment instrument to measure individual educators'perceived needs for training witnin each phase of the twelve domainsand their preferences for the delivery of this training. This instrumentwas designed to provide data (for decision making) to inservice plan-ners/deliverers at local, state, and/or national levels. Pilot test resultsindicated that the instrument could give useful data for making inser-vice/preservice planning decisions and that population subgroups haddiffering training needs (The needs assessment instrument is append-ed. ) (Author/ L RA) .

ED 183 883 CE 024 505

Desks ad Implemeetatios of as Assessmest Model for Students Eater-ies Vocational Education Programs is the State of Colorado.Astomodve.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Commonay Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (S2 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

FDRS PriceMFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Auto Mechanics, Learning Pro-

Document Resumes 29

blems, Needs Assessment, Student Needs, Vocational Educa-tion, Basic Skills, Career Awareness, Cognitive Ability, Educa-tional Assessment, Educational Diagnosis, Educational Testing,Guidelines, Learning, Listening Skills, Mathematics, Postsecon-dary Education, Psychomotor Skills, Reading Skills, SecondaryEducation, Student Cnaracteristics, Tests, Vocational Interests

IdentifiersColoradoThis basic vocational related skills assessment module in

automotive mechanics is one of sixteen modules designed to help

teachers assess and identify some of the areas in which special needsstudents may encounter learning difficulties. The materials in themodule allow for informal assessment :n three basic areas: scademicskills, motor skills, and vocational interest and awareness. The basicskills assessment includes reading skills, listening skills, using a bookto locate information, and mathematics. The reading section offersmaterials written at two different reading levels: the first paragraph iseasy (4-8), while the second paragraph is more difficult (9-12). Themotor skills are assessed through teacher observation and recordingon a matrices skills checklist. The third Lea, vocational interest andawareness, is assessed through a vocational awareness questionnairecompleted by students. (LRA).

ED 183884 CE 024 506

Design and Implementation of as Assessment Model for Shelties Eater-ies Vocation! Education Programs is the State of Colorado. AldoBody.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Caws and

Occupational Education, DenverPub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Auto Body Repairers, Learning

Problems, Needs Assessment, 'Student Needs, VocationalEducation, Basic Skills, Career Awareness, Cognitive Ability,Educational Assessment, Educational Diagnosis, EducationalTesting, Guidelines, Learning, Listening Skills, Mathematics,Postsecondary Education, Psychomotor Skills, Reading Skills,Secondary Education, Student Characteristics, Tests, VocationalInterests

IdentifiersColoradoThis basic vocational related skills assessment module in auto body

is one of sixteen modules designed to help teachers assess and identifysome of the areas in which special needs students may encounter learn-ing difficulties. The materials in the module allow for informal assess-ment in three basic areas: academic skills, motor skills,and vocationalinterest and awareness. The basic skills assessment includes readingskills, listening skills, using a book to locate information, andmathematics. The reading section offers materials written at two dif-ferent reading levels: the first paragraph is easy (4-8), while the secondparagraph is more difficult (9-12). The motor skills are assessedthrough teacher observation and recording on a matrices skillschecklist. The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed by

students (LRA)

ED 1b3 885 CE 024 507Desip aid Implemestatioe of as Assesamest Model for Students Eater-

ies Vocational Education Programs Is the State of Colorado. Draf.ties.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (S2 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PrIceMF01/PCO2 Pius PostageDescriptors--Acad.niic Ability, Drafting, Learning Problems,

Needs Assessment, Student Needs, Vocational Education,Basic Skills, Career Awareness, Cognitive Ability, EducationalAssessment, Educational Diagnosis, Educational Testing,Guidelir es, Learning, Listening Skills, Mathematics, Postsecon-

30 Document Resumes

dary Education, Psychomotor Skills, Reading Skills, SecondaryEducation, Student Characteristics, Tests, Vocational Interests

Identifier sColoradoThis basic vocational related skills assessment module in drafting is

one of sixteen' modules designed to help teachers assess and identifysome of the areas in which special needs students may encounter learn-ing difficulties The materials in the module allow for informal assess-ment in three basic areas academic skills, motor skills, and vocationalinterest and awareness The basic skills assessment includes readingskills, listening skills, using a book to locate information, andmathematics. The reading section offers materials written at two dif-ferent reading levels: the first paragraph is easy (4-8), while the secondparagraph is more difficult (9-12) The motor skills are assessedthrough teacher observation and recording on a matrices skillschecklist. The third area, vocations' interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents. (I RA).

ED 183 886 CE 024 508Design aid Implementatio of as Assessment Model for Students Enter-

ing Vocation' Education Programs in the State of Colorado. SheetMetal.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (52 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS Price MFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Learning Problems, Needs

Assessment, Student Needs, Vocational Education, Basic Skills,Career Awareness, Cognitive Ability, Educational Assessment,

Educational Diagnosis, Educational Testing, Guidelines, Learn-ing, Listening Skills, Mathematics, Metal Industry, Metal Work-ing, Postsecondary Education, Psychomotor Skills, ReadingSkills, Secor.dary Education, Student Characteristics, Tests,

Vocational InterestsIdentifiersColorado

This basic vocational related skills assessment module in sheet metalis one of sixteen modules designed to help teachers assess and identifysome of the areas in which special needs students may encounter learn-ing difficulties The materials in the module allow for informal assess-ment in three basic areas academic skills, motor skills, and vocationalinterest and awareness. The basic skills assessment includes readingskills, listening skills, using a book to locate information, andmathematics The reading section offers materials written at.two dif-ferent reading levels the first paragraph is easy (4-8), while the secondparagraph is more difficult (9-12) The motor skills are assessedthrough teacher observation and recording on a matrices skillschecklist. The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents. (LRA)

ED 183 887 CF 024 509Design and Implementatio of an Assessment Model for Students Enter-

ing Vocation! Education Programs in the State cf Colorado. Worldof Work.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (52 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC03 Plus PostageDescriptors Academic Ability, Employment, Learning Pro-

blems, Needs Assessment. 'Student Needs, Vocational Educa-tion, Basic Skills, Career Awareness, Cognitive Ability, Educa-tional Assessment, Educational Diagnosis, Educational Testing,Guidelines, Learning, Listening Skills, Mathematics, Postsecon-dary Education, Psychomotor Skills, Reading Skills, SecondaryEducation, Student Characteristics, Tests, Vocational Interests,

Work AttitudesIdentifiersColorado

This basic vocational related skills assessment module titled Worldof Work I., one of sixteen modules designed to help teachers assess andidentify some of the areas in which special needs students may en-counter learning difficulties The materials in the module allow for in-formal assessment in three basic areas academic skills, motor skills,and vocational interest and awareness The basic skills assessment in-cludes reading skills, listening skills, using a took to locate informa-tion, and mathematics The reading section offers materals written attwo different reading levels: the first paragraph is easy (4-8), while thesecond paragraph is more difficult (9-12). The motor skills are assess-ed through teacher observation and recording on a matrices skill-checklist The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents. (LRA)

ED 183 888 CE 024 510

Design and Implementation of an As4essment Model for Students Enter.in Vocational Edscatioa Programs in the State of Colorado. FoodPreparation.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (52.75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PrIceMFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Food Service Workers, Learning

Problems, Needs Assessment, Student Needs, VocationalEducation, Basic Skills, Career Awareness, Cognitive Ability,Educational Assessment, Educational Testing, Food Service,Guidelines, Listening Skills, Mathematics, Postsccondary Educa-tion, Psychomotor Skills, Reading Skills, Secondary Education,Student Characteristics, Tests, Vocational Interests

IdentifiersColoradoThis basic vocational related skills assessment module in food

preparation is one of sixteen modules designed to help teachers assessand identify some of the areas in which special needs students may en-counter learning difficulties The materials in the module allow for in-formal assessment in three basic areas: academic skills, motor skills,and vocational interest and awareness The basic skills assessment in-cludes reading skills, listening skills, using a book to locate informa-tion, and mathematics The reading section offers mate-ials written attwo different reading levels. the first paragraph is easy (4-8), while thesecond paragraph is more difficult (9-12) The motor skills are assess-ed throug! teacher observation and recording on a matrices skillschecklist The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents. (LRA).

EP 183 889 CE 024511Design aid Implementation of as Assessment Model for Rodents Enter-

ing Vocation! Education Programs in the State of Colorado. Childrare.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Occupational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 (52 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Child Care Occupations, Learn-

ing Problems, Needs Assessment, Student Needs, VocationalEducation, Basic Skills, Career Awareness, Cognitive Ability,Day Care, Educational Assessment, Educational Diagnosis,Educational Testing, Guidelines, Learning, Listening Skills,Mathematics, Postsecondary Education, Psychomotor Skills,Reading Skills, Secondary Education, Student Characteristics,Tests, Vocational Interests

IdentifiersColorado

3f)

This basic vocational related skills assessment module in child careis one of sixteen modules designed to help teac:,ers assess and identifysome of the areas in which special needs students may encounter learn-ing difficulties The materials in the module allow for informal assess-ment in three basic areas academic skills, motor skills, and vocationalintere.. and awareness The basic skills assessment includes readingskills, listening skills, using a book to locate information, andmathematics The leading section offers materials written at two dif-ferent reading levels the first paragraph is easy (4-8), while the secondparagraph is more difficult (9-12) The motor skills are assessedthrough teacher observation and recording on a matrices skillschecklist The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents (LRA)

ED 183 890 CE 024 512

Design and Implementation of an Assessment Model for Students Eater.big Vocational Education Programs in the State of Colorado.Distributive Education.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Coileges and

Occupational Education DenverPub Date 79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 ($2 75)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS Price MFOI/PCO2 Plus PostageDescriptorsAcademic Ability, Distribucve Education, Learning

Problems, Needs Assessment, Student Needs, VocationalEducation, Basic Skills, Career Awareness, Cognitive Ability,Educational Assessment, Educational Diagnosis, EducationalTesting, Guidelines, Learning, Listening Skills, Mathematics,Postsecondary Education, Psychomotor Skills, Reading Skills,Secondary Education, Student Characteristics, Tests, VocationalInterests

IdentifiersColoradoThis basic vocational related skills assessment module in

distributive education is one of sixteen modules designed to helpteachers assess and identify some of the areas in which special needsstudents may encounter learning difficulties The materials in themodule allow for informal assessment in three basic areas academicskills, motor skills, and vocational interest and awareness The basicskills assessment includes reading skills, listening skills, using a bookto locate information, and mathematics The reading section offersmaterials written at twr efferent reading levels the first paragraph iseasy (4-8), while the second paragraph is more difficult (9-12) Themotor skills are assessed through teacher observation and recordingon a matrices skills checklist. The third area, vocational interest andawareness, is assessed through a vocational awareness questionnairecompleted by students (LRA)

ED 183 891 CE 024 513

Design and Implementation of an Assessment Model for Students Enter-ing Vocational Education Programs in the State of Colorado. HealthOccupations.

University of Northern Colorado, GreeleySpons AgencyColorado State Board for Community Colleges and

Or- upational Education, DenverPub Date-79Available fromVocational Teacher Education, University of Nor-

thern Colorado, Greeley, CO 80639 ($2 75)Pub TypeGuides/M et hods/Techn iquesNon-Classroom Use (055)

EDRS Price MFOI /PCO2 Plus PostageDescriptors 'Academic Ability, 'Auto Mechanics, Learning Pro-

blems, Needs Assessment, Student Needs, Vocatioaal Educa-tion, Basic Skills, Career Awareness, Cognitive Ability, Educa-tional Assessment, Educational Diagnosis, Educational Testing,Guidelines, Learning, Listening Skills, Mathematics, Postsecon-dary Education, Psychomotor Skills, Reading Skills, SecondaryEducation, Student Characteristics, Tests, Vocational Interests

IdentifiersColoradoThis basic vocational related skills assessment module in health oc-

cupations is one of sixteen modules designed to help teachers assess

Document Resumes 31

and identify some of the areas in which special needs students may en-counter learning difficulties The materials in the module allow for tn-formai assessment in three basic areas academic skills, motor skills,and vocational interest and awareness The basic skills assessment in-cludes reading skills, listening skills, using a book to locate informa-tion, and mathematics The reading section offers materials written attwo different reading levels the first paragraph is easy (4.8), while thesecond paragraph is more difficult (9-12) The motor skills are assess-ed through teacher observaticA and recording on a matrices skillschecklist The third area, vocational interest and awareness, is assess-ed through a vocational awareness questionnaire completed bystudents (LRA)

ED 183 918 CE 024 577

Newburg, AdinaA Directory of Training and Employment Programs in the Private Sec-

tor Emphasis: Disadvantaged Youth.Corporation for Public/Private Ventures, Philadelphia, PaSpons AgencyEdna McConnell Clark Foundation, New York, N Y

(Alice of Youth Programs (DOL), Washington, D CPub Date-79Pub TypeReference MaterialsDirectories/Catalogs (132)EDRS PrkeMFOI Plus Postage. PC Not Available from EDRSDescriptorsBusiness, Career Development, Disadvantaged

Youth, Employment Programs, 'Job Training, School BusinessRelationship, Adolescents, Career Counse'ing, Career Explora-tion, Careers, Industry, Internship Programs, Job Development,Job Placement, Private Agencies, Private Financial Support,

Program Descriptions, Shared Services, Vocational Education,Work Experience Programs, Young Adults, Youth Programs

This directory lists 117 programs sponsored by the private sector forthe training and employment of disadvantaged youth (It is the first ina series of program guides to be issued regularly by the Public/PrivateVentures' Resource Center ) Programs had to meet two criteria to beIncluded. (1) they involved participation of the private scctor throughprovision of employment or work experience, participation in ad-visory boards or oversight committees, financial support, donation orloan of facilities, equipment, or staff to help with program, training,or administratio^, and/or other "In-kind'services, and (2) they weredesigned for or appropriate to the special needs of disadvantagedyouth Programs are grouped by the three broad categories of pre-employment, skills training (auto mechanics, clerical and office, com-puter, construction, machines, welding, and miscellaneous), andcareer pathways tcareer exploration, careers in energy, entrepreneur-ship, and internship) F h program entry includes these nineelements date established, capacity (maximum number of par-ticipants per training period), los,-rilon, administrative structure, in-cluding funding source, nature of private sector involvement andnames of businesses, program features, population served, contact,and source of information An alphabetical index is provided

(YLB)

ED 183 922 CE 024 596

Cathie, Shirley BSelect. . from All Your Options. Teacher Guide to Vocational Educa-

tion.Educational Improvement Center, Glassboro, N 1Spons AgencyNew Jersey State Dept of Education, Trenton Div

of Vocational EducationPub Date-79Pub TypeGuides/MethodsrTecholques--Classrcom

UseTeaching Guides (052)EDRS Price MFOI /PC04 Plus PostageDescriptorsCareer Choice, 'Career Education, Career Planning,

Sex Fairness, Vocational Education, Affirmative Action,Employed Women, Employment Statistics, Federal Legislation,Junior High Schools, Learning Activities, Self Evaluation In-dividuals, Social Change, State Legislation, Teaching Guides

identifiersProject SELECTProject SELECT (Strategies for Equalizing and Linking Education

and Career Training) is a means of promoting sex equity in vocationaleducation and career preparation SELECT consists of three hand-books for middle or junior high school students, teachers, and parentsand a resource booklet entitled 'Women at Work' These materials aredesigned to help show that significant change is occurring in voca-

32 Document Resumes

tional education due to the increased number of women now workingoutside the home and other changes taking place in American societyThis document Includes the handbook for teachers and is divided intofive units. These units provide information and activities to help thestudent in the following areas: (1) thinking about career options opento them; (2) understanding the laws promoting sex equity in educa-tion; (3) exploring individual interests, abilities, and training needs,(4) becoming more aware of social changes, especially changes in thelabor market for women; and (5) utilizing this handbook and otherresources in planning for the (.:tare A glossary of Important terms isalto included. (BM).

ED 183 930 CE 024 612

Schwartz, Henrietta Olsen, GeorgeImes aid Problems in tile Development ci a Five Year Sex Egaity Plan

for a State Eder don Agency.Roosevelt Univ. Chicago, Ill Coll. of Edur ,tionPub Date-80Pub TypeReportsDescriptive (141). Speeches, Conferences

Papers (ISO)EDRS PriceMFOI/PC03 Plus PostageDescriptorsEqual Education, Policy Formation, Sex Fairness,

State Programs, Statewide Planning, Access to Education,Attitudes, Equal Facilities, Expectation, Master Plans,Organizational Theories, Program Evaluation, Resource Alloca-tion, Vocational Education

The process used to develop a five-year and annual Illinois stateplan for sex equity in vocational education programs is described andanalyzed. The appropriateness of theory and frameworks used todevelop the plan are examined as well as the five-phase operationalframework which emerged from the developmental process expecta-tions and attitudes, access, treatment, allocation of resources, andawareness and evaluation and program correction Obstacles, ten-sions, and problems confronted in producing the plan are presented,along with the issues related to policy and analysis performed by anoutside t: ontuctor for a state agency (Au thors/M EK).

ED 183 937 CE 024 627

Holmes, Dennis H.Summary Report of the An& of m Evaluation of the Consolidated Ser-

vices Demonstration Project.Research and Program Evaluation Services, Springfield, VaPub Date-79Pub TypeReportsEvaluativeiFeasibday (142)EDRS PAceMFOI/PCO2 Plus PostageDescriptorsCareer Education, Compensatory Education, Disad-

vantaged Youth, Integrated Curriculum, Program Effec-tiveness, Vocational Education. Academic Achievement, At-titude Change, Basic Skills, Community Involvement, Coordina-tion, High Schools, Parent Participation, Program Development,Summative Evaluation

Identifiers CaliforniaHigh attrition rate and under representation of educationally disad-

vantaged youth in vocational education programs were the policyissues behind the development and piloting of the Consolidated Ser-vices Demonstration Propect in seven California high schools Thethree-year project sought to Integrate the separated programs for com-pensatory, vocational, and career education, thus making the cur-riculum and secondary school experiences of disadvantaged youthmore relevant and cogent. Program objectives included the following.(1) improvement of basic skills; (2) generation of positive attitudes, (3)development of career and occupational competencies; (4) generationof cooperation and understanding between career education end voca-tional education administrations and staffs; (5) Increase in parent andcommunity involvement and awareness; and (6) integration of careereducation and vocational education programs and services. A sum-mative evaluation was conducted to assess the impact of project objec-tives. Oats were collected by pre/post achievement test data providedby two of the schools strongly suggested significant changes inachievement levels over the project period (Specific results are pro-vided for each objective. ) (BM).

ED 183 939 CE 024 645

Green, Deborah A.Women Is Appradombip for Nontraditional Occupations. Graduate

Study Research. Flail Report, April 1,1979-June 30, PM.Wisconsin Univ.Stout, Menomonie Center for Vocational,

Technical and Adult EducationSpons AgencyWisconsin State board of Vocalic rial, Technical, and

Adult Education, MadisonPub Date-79Pub Type Reports Research /Teti cal ('43)EDI 3 PriceN1F01/PC05 Plus PostageDescriptorsApprenticeships, Females, Nontraditional Occupa-

tions, Occupational Aspiration, Work Attitudes, CareerChoice, Employed Women, Employment Opportunities, EqualOpportunities Jobs, Postsecondary Education, Sex Role, SkilledOccupations, Surveys, Vocational Education

Identifiers W neon inThough women entering the paid work force in increasing

numbers, their distribution across occupational categories is far fromeven. Women workers are clustered in traditional womt -'-. work jobsand represent only five percent of tne nation's craft we: _as In an ef-fort to discover the motivations, experiences, and attitudes of womenin nontraditional occupations, a survey was conducted of Wisconsinwomen enrolled in apprenticeship training An initial open-endedquestionnaire elicited a variety of factors that Influence a woman'sdecision to enter and to continue in a nontraditional occupation. Asecond survey Instrument yielded quantifiable responses regardingthese factors. Highest among the factors witch encourage thesewomen to enter a nontraditional occupation we -e challenge, variety,learning, feeling of pride and self-worth, a sense of accomplishment,and the work Itself. Some discouraging factors included working andsafety conditions, the lack of supervisory feedback, an,. .uch personalconcerns as housework and child care responsibilities The overai: im-pression to emerge from the research is that women in apprenticeshiptraining are committed to their work and willing to endure the in-evitable haidships of a nontraditional choice (The survey instrumentis appended. ) (Author/LRA)

ED 183 944 CE 024 6/5Women's Attitudes toward Industrial Ednoltion, Final Report.Wisconsin Univ S%.11, Menomonie. Center for Vocational,

Technical and Adult EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-78Pub TypeReportsResearch/Technical (143) Tests, Ques-

ttonai,es, Evaluation instru ments (160)EDRS PrkeMFOI Plus Postage. PC Not Available from EDRSDescriptorsAttitude Measures, Industrial Education,

influences, Student Attitudes, Females, Questionnaires, Secon-dary Education, Sex Role, Sex Stereotypes

IdentifiersWisconsinA study was conducted to construct and validate an instrument

designed to measure both women students' attitudes toward industrialeducation and the status of certain factors that may have an impact onthose attitudes The resulting instrument was a Liken response-basedsurvey that was directly administered in one middle school and fivehigh schools throughout Wisconsin. A total of nearly 600 studentsparticipated. Significant differences were found when the meansurvey sco,,!s of male students were compared with the mean surveyscores of female students for both the attitude portion of the surveyand the total survey score. Such significant difference, were notfound in the impact portion of the survey. Students from schools withcompulsory and genuinely open women's industrial education enroll-ment and innovative programs tended to score significantly higher onthe attitude survey and were more positive toward industrial educationthan were women in schools with traditional and conservative in-dustrial education programs A similarly significant difference wasfound for impact and whole survey scores. Significant correlationsbetween the impact and attitude portions of the test were detectedSome responses were noted to vary widely on the basis of the sexand/or the respective school of the groups of respondent students(Samples of the survey and the survey manual are appended. ) (LRA)

ED 183 945 CE 024 678

Want, Allen A Hutchinson, Ronald CSelf.kmensamet for Career Cesare: D's It Really Wort? A Follow -up

SMdy.Ohio State Univ. Columbus National Center for Research in Voca-

hone! EducationSpons AgencyNational Inst. of Education (DHEW), Washiagton,

D.C.Pub Date-79ContractOB-NIE-G-78-0211Note-107p. ; Data tables will not reproduce well due to small print

For a related document see CE 024 679Available fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (request price)

Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PCOS Plus PostageDescriptorsAbility Identification, Career Counseling, Career

Development, Job Satisfaction, Job Search Methods, SelfEvaluation Individuals, Career Education, Career Planning,FoUowup Studies, Postsecondary Education, Skills, Success,Transfer of Training

IdentifiersColumbia University NY, Minnesota Satisfaction Ques-tionnaire

To examine the impact of evaluating one's transferable skills onsubsequent employment experiences, a follow-up study compared pastparticipants in Columbia University's Deep Investigation of Growth(DIG) program with a group of non-participants and a pre-programgroup. The program guides participants through a self-analysis pro-cess to identify personal success factors (skills) on which they are thenencouraged to Sue career directions and job-seeking efforts. Datawere collected on three principal measures of (1) extent to which skillswere being utilized in present employment (Skill Utilization Index), (2)satisfaction with use of abilities, and (3) general job satisfactionthelatter two measures of the Minnesota Satisfaction Questionnaire(MSQ). Findings indicated no statistically significant differences bet-ween post- and non-participants but appreciable differences betweenthe pre- and post-groups on all measures. This indicates that thosewho elected the program were helped by it, but that the program maynot benefit everyone equally. Those who elected the program did notappreciate their own versatility and skill marketability, and the com-posite of their skills were different from their peers. A weakness ofthe approach is that although transferable skills of an individual are:dentified and make the focus of job-finding activities, no mechanismexists for describing jobs in the same way (A summary report isavailable as CE 024 679.) (Y LB)

ED 183 946 CE 024 679Wiant, Allen A. Hutchinson, Ronald CSelf-Ameasmeat for Career Change: Does It Rally Work? Summary

Report of a Follow -up Study. leormationl3eries No.191.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyNational Inst. of Education (DHEW), Washington

D.C.Pub Date-79ContractOB-NIE-G-78-0211Note-15p. ; For a related document see CE 024 678Available fromNational Center Publications, National Center for

Research in Vocational Education, The Ohio State University,1960 Kenny Ruad, Columbus, OH 43210 ($1.75)

Pub"! ypeReports Research/Technical (143)EDRS PriceMF01/PC01 Plus PostageDescriptorsAbility Identification, Career Counseling, Career

Development, Job Satisfaction, Job Search Methods, SelfEvaluation individuals, Career Education, Career Planning,Followup Studies, Postsecondary Education, Skills, Success,Transfer of Training

'dentifiers 'olumbia University NYTii:s report highlights and summarizes a followup study to test some

assumptions concerning the value of discovering one's transierabteskills, particularly as that ,,iscovery may affect one's subsequentemployment experience. (The followup study is available separatelyas CE )14 678. ) Columbia University's Deep Investigation of Grcwth(DIG) program to identify personal success factors and use them insubset:leen. job search activities is briefly discussed, since the DIG suc-cess f-..tor analysis, and resume reflecting it, were the specific 'skillanalysis and reporting' process studied. Data collection procerluresand findings are reported for three groups: those now seeking i.career counseling assistance of D10, those who have participated

rlti

Document Resumes 33

DIG, and those who have never and are not now seeking DIGassistance. Th: ..tcomes measured were skill utilization in employ-ment, satisfaction with ability utilization, and job satisfaction. Theseconclusions are reported. (I) the self-analysis process is effective it en-couraging consideration of one's employable skills as a set of skill at-tributes and in motivating search for employment utilizing one'sskills; (2) those electing the DIG program do not appreciate their ownversedity and skill marketability; and (3) a r.-.ea exists for describingjobs in terms of skill attribute requirement, (Y LB).

ED 183 947 CE 024 681Ashley, William L. Comp And OthersOccupational Adaptability: Perspectives on Tomorrow's Careers. A

Symposium. Information Series No. 189.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyNational Inst. of Education (DHEW), Washington,

D.0Pub Date-79ContractOB-NIE-G-78-0211Note-67pAvailable from National Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 ($4.50)

Pub TypeCollected Works Proceedings (021)EDRS PriceMFOI/PC03 Plus PostageDescriptors *Generalization, Job Skills, Skill Development,

Transfer of Training, Career Change, Education Work Relation-ship, Employment, Vocational Adjustment, Youth Employment

This publication reports the proceedings of a national symposiumthat examined from several perspectives the application of occur:-tional adaptability and transferable skills in preparing individuals fortomorrow's careers. Five presentations made up the symposium.Jerry Short spoke on New and Changing Occupations: Jobs and Skillsfor Tomorrow and offered strategies for teaching adaptability thatcould assist individuals in becoming adaptable. Speaking on AnEmployer's Concern with Occupational Adaptability, Richard Peter-son stated that both employers and workers must become aware of thetransferability of skills as opposed job specificity in successfullypreparing themselves and others for a lifetime of work. Paul Barton'spresentation on The Early Youth Employment Experience examinedlabor -narket data to show a relationship between education andwork pplication of the concepts of transferable skills and occupa-tional adaptability were examined and questioned. Judy Springergave a status report on training in Business and Industry. In hispresentation on Occupational Adaptability and Trarsferable Skills:Synthesis and Reaction, George Cops reviewed major issues discussedby the other symposium presenters. (I.- ).

ED 185 241 CE 023 797Workplaces and assoroovas: A Partnership for the 80's. The Vice

President's Task Force on Youth Employment (Baltimore,Maryland, September 26- 27,1979).

Spons AgencyOffice of the Mayor, Baltimore, Md Office ofYouth Programs (DOL), Washington, D.C.

Pub Cate- -79'ub TypeCollected WorksProceedings (021)EDRS PriceMFOI Has Postage. PC Not Available frets EDRSDescriptorsDisadvantaged Youth, Education Work Relationship,

Employment Statistics, School Community Relationsh:p,Youth Employment, Youth Programs, Agency Cooperation,Community Involvement, Conference Proceedings, EmploymentOpportunities, Employment Problems, Job Training, Unemploy-ment, Vocational Education

Included in this document are the proceedings from a conference onYouth Employment held September 26-27, 1979, in Baltimore,Maryland This report is divided into the following four sections: con-feiesice agenda; conference rapers; symposia outlines of conferencesessions; and selected youth statistics. The following conferencepapers comprise the major portion of this report. Interagency Col-laboration in Education and Work Programs; Involving Schools inEmployment and Training Programs for Youth: The Universe ofNeed for Youth Employment; Practical Alternatives for Educating

T; and Community-Based Policy Position and Recomme-ia-_he President's Task Force on Youth Employment. (BM).

34 Document Resumes

ED 185 243 CE 023 955

Martin, EdwinNew foliations in Vocation, Education for the Handicapped:

lion for Research and Development. Occasion! Paper No. 35.

Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationPub Date-78Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road. Columbus, OH 43210 (51.75)

Pub Me Opinions /Personal Viewpoints/Position Papers/Essays(120). Speeches, Conferences Papers (150)Legit /Legislative /Regulatory Materials (090)

EDRS PriceMF01/PC01 Pins PostageDescriptors Disabilities, 'Educational Change, Equal Education,

Federal Regulation, Research Needs, Vocational Education,Access to EducaPon, Curriculum Development, ElementarySecondary Education, Enrollment Influences, Federal Legisla-tion, .1313 Development, Position Papers, Program Evaluation,Program Implementation, Program Validation, Public Educa-tion, Social Bias

IdentifiersEducation for All Handicapped Children Act, In-

dividualized Education ProgramsThe history of educational programming for the handicapped has

unfortunately been one of quiet discrimination. This pattern hascome from the evolution of an isolation-based society Society is mov-

ing increasingly toward the human and equity-based treatment of

disabled people. Reflecting some court decisions, the Education ofthe Handicapped Act (PL 94-142) requires school districts to

redistribute their resources to provide appropriate public education tohandicapped children. Although the iederal government may help byputting in sufficient new dollar resources, it is primarily the problemof local and state governments. To participate in the federal program,PL 94-142 requires states to provide equal and ind:vidual education

programs for handicapped students. This legislation will impact onother programming, such as vocational education for handicappedJunior and senior high school students. The impact of the resistance to

encouraging the participation of handicapped children in vocationaleducation is that handicapped young people comprised only 1,74 per-

cent of the total vocational education population as of 1975. Researchin vocational education should fa is on the characteristics of peoplewho may be successfully integratcd into evaluating prog :ail out-comes, job design, and modifying existing programs Programmodels for handicapped vocational education students shot,id bevalidated and then disseminated (The authors' answers to questionsfrom the audience of research and development staff pre attached )

(EM)

ED 185 251 CE 024 152

Vocation! Cooperative Education Training Agreement and TrainingPlan for Peensylvania including: Training Activities for Use onTraining Plays Which Are Listed with Occupational Codes and

TitlesTrade & ludustrial, Technical, Health, Agriculture, Gainful

Home Economics, Business Education, Distributive Education.Millersville State Coll PaSpons AgencyPennsylvania State Dept of Education, Harrisburg.

Bureau of Vocational and Technical EducationPub Date-80Pub TypeReportsDescriptive (141)EDRS PriceMF01/PC05 Phis PostageDescriptorsContracts, Learning Activities, On the Job Training,

Skill Analysis, Vocational Education, Agricultural Occupa-tions, Business Education, Cooperative Planning. CooperativePrograms, Distributive Education, Health Occupations. HomeEconomics, Learning Experience. Occupational Clusters. Secon-

dary Education, Skilled Occupations. Student Experience,Technical Occupations, Trade and Industrial Education, WorkExperience Programs

IdentifiersPennsylvaniaThis report on vocational training agreements and plans in Penn-

sylvania presents a uniform and systematic approach to formalize the

relationships between vocational educators and employers in pro-viding students with on- the -job training. First, the report brieflycovers the purpose of formalizing on- the -job learning experiences,

training agreement, training plan, and training activities, including

some examples The remaining two-thirds of the content is desotcd to

a listing of training activities offered in °ennsylvania schools for oc-cupations under the following U S 0 E occupational titles trade andindustrial, technical, healtii, agriculture, gainful home economics,business education, and distributive education Samples of a trainingagreement and training plan are appended (EM)

ED 185 255 CE 024 322

Havcinen, Jacqueline E O'Connell, KathrynEaviroamental Quality and Energy Conservation Curriculum Model.

Final Report.Far West Lab. for Educational Research and Development, San

Francisco, CalifSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-79ContractG007701943NoteIO2pPub TypeReportsDescriptive (141)EDRS PriceMFOI/PC05 Pitts PostageDescriptorsCurriculum Design, Energy Consersat,on, En-

vironmental Education, Models, Vocational Education, Conser-vatton Educat:on, Curriculum, Curriculum Development, Cur-

riculum Research, Energy, Environmental Standards. Inter-disciplinary Approach, Material Development, NaturalResources, Need Gratificat:on, Postsecondary Education, Power

Technology, Quality of Life, Science Education, TeacherDeveloped Materials

IdentifiersEnergy EducationTo provide postsecondary vocational educators with a comprehen-

sive understanding of environmental quality and energy conservationand their relevance to all occupational fields, a protect designed a

generic curriculum model for postsecondary 'dult and vocationaleducation and developed documents describing the model. Indeveloping the model, a conceptual framework was used that focused

not only on energy resources and technologies, but also on understan-ding relationships between energy conservation and environmentalquality and human need satisfaction. Seventeen content areas were

specified and organized into four documentsorientation guide, cur-riculum content model, resource book, and application guide (They

are also available separately as ED 178 323 ) C.:.cr activities included

development of a knowledge se regarding specific programs intowhich the model could be integrated, and information dissemination.Evaluation involved an advisory panel review of the appropriatenessof the project's approach, educators' review of the documents, and

workshop review by classrocom instructors. :t was concluded that the

mosjel provided an effective starting point for staff development ac-tivities (inservice or preservice training) and for educator development

or use of energy cLnservation-related materials (Appendixes, amoun-ting to approximately one-nalf of the report, include a Teacher'sEnergy Guide developed by a community college instructor (YLB)

ED 185 297 CE 024 631

Wircenski, Jerry LExemplary Programs for the Disadvantaged: A Report of a National

Study.Pennsylvania State Urns, University Park Div of Occupational and

Vocational StudiesSpons AgencyOffice of Education (DHEW), Washington, D C

Pennsylvania State Dept of Education, Harrisburg Bureau of

Vocational and Technical EducationPub Date-80Pub TypeReports-11 Inure (141) Numerical/ Quantative data

(110)EDRS PriceMt 01/PCI I Piss PostageDescriptorsCooperative Education, Demonstration Programs,

Disadvantaged. Student Placement, Vocational Education,

Economically Disadvantaged, Educationally Disadvantaged, Na-

tional Surveys, Postsecondary Education, Questa,nnaires, Secon-

dary Education, Staff Utilization, Student EvaluationIdentifiersMainstreaming the Disadvantaged

The study identified characteristics and innovative approaches

employed by exemplary vocational education programs in serving the

disadvantaged in co-op, self-contained, and mainstreamed settings(secondary, postsecondary, and adult levels) Forty-one states, three

4'g.)

territories and the District of Columbia responded to the request forthree program nominations, sixty-seven responses here received fromquestionnaires mailed to directors of programs so nominated Fin-dings related to identification and assessment are (I) achievement testsare used as a primary source of client identification; (2) all programs(except mainstreaming) use attendence records as another identifica-tion means, (3) academically disadvantaged students (defined as oneyear or more below reading or math level) are more easily identifiedthan the ecoromically disadvantaged due to confusing definitions,and therefore more frequently selected; (4) there seems to be no widelyused means of measuring student achievement for initial assessmentbut teacher-made assessments seem to be widely used for ongoingevaluation, and ,5) principal uses of identification information are indetermining support services, modifying or adjusting curriculum, andplanning specific instructional services. With respect to programm-ing, two cor -lusions are made (I) secondary enrollments have heldsteady over 1975-78, but adult and postsecondary are rapidly incres s-ing, and (2) a large percentage of the programs attempt to mainstreamtheir disadvantaged learners into regular vocational classrooms Themajor staffing conclusion was that exemplary programs seem to bewell organized and conduct followup activities yearly (Profile sheetson all sixty-seven programs, organized by type of program, compriseover 160 pages of the report ) (MEK).

ED 185 309 CE 024 647

Women's Educational Equity Act. Fourth Annual Awn, Fiscal Year1979: October 1, 1978 to Septemler 30, 1979.

Office of Education (DHEW), Washington. D C Women's Educa-tional Equity Act Program

Pub Date--79Pub TypeReportsDescapttva 1141)EDRS PriceMFOI/PC04 Pits Postc,eDescriptorsEqual Education, 'Equal Opportunities Jobs, Equal

Protection, 'Federal Legislation, Spr +al Pr crams, WomensEducation, Annual Reports, Contracts, Females, Financial Sup-port, Grants, Program Development, Sex :31..s.rimination, Sex

FairnessidentifiersWomens Educa,ional Equity Act

This report contains the followmg in, ormitio . regard to theWomen's Educational Equity Act a hrie. des' rh.stion of the originaland reauthorizing legislation, analysis of grant applications receivedand fundeu in the 1979 fiscal year, summaries of grant and contractawards for the fiscal year, and identification of products developedunder project funding to be disseminated. Data presented in thestatistical summaries of program efforts for fiscal 1979 include enanalysis of applications ,..ceived aad grants awarded in terms ofdistribution by HEW refion, level., A education, type of appl.cant,major target groups, special populat n groups, type of gram cfivity,and special academic areas. The xImmary of grant and contractawards for the fiscal year reflects the Act's support of a broad rangeof activities that target areas of education which perpetuate sex biastoward the purpose of providing educational equity for women In-formation provided in the descriptions of grants and contracts award-ed includes title, institution, grant amount, duration, director, andbrief description with objectives. A list of publications developedunder the Act's contrac, is also included (YLB)

ED 185 311 CE 024 680

Lauman-Ashley. Nancy M CompWomen and Work: Paths to Power. A Symposium. Information Series

No. 190.Ohio State Um Columbus National Center for Research in Voca-

tional EducationPub Date-79Contract N1E-G-78-0211No:he-81p

vailaole from -- National Center Publications, The National Centeror Research in Vocational Education. The Ohio State University,1°60 Kenny Road, Columbus, OH 43210 (S5 10)

Pub TypeCollected WorksProceedings (021) Opinions/Personals ,,sipoints/Position Papers/Essays (120)

EDW; PriceMF0I/PC04 Plus PostageDescriptors *Career Change, Career Development, Employed

Women, Fmployment Opportunities. 'Experiential Learning,Occupational Mobility, Adult Education, Careers, Con`erences,

Document Resumes 35

Employment Experience, Umploymeni Level, Entry Workers,Females, individual Power, Promotion Occupational, Reentry

WorkersFocusing on five possible transition points in a woman's caree

these five symposium papers explore some major problems thatwomen encounter in career and job transitions and present existiugand potential solutions and the extent :o which women develop skillsand abilities in one setting that are transferable to another situationPriscilla Elfrey, Transition roint I presenter (initial entry), discussesthe importance of power, including competence, confidence, and con-nections, in helping women obtain, progress, and change their jobs

and careers Carol Eliason, Transition Point II presenter (re-entry),stresses the need for women re-entering the work world to validate lifeskills Joan Humphries (Transition Point 111) suggests counsel-ing/career services, training programs, educational and employmentpractices, and applied research activities to help women assess theircareer progression during this period of career advancement To helpwomen achieve upward mobility, Corrine Rieder, Tranviton Point IVpresenter (job mobility), recommends two perspectives an academic

approach and a more personal experiential approach Phillip Randall,Transition Point V presenter (pre- or post-employment), discusses thefactors and events leading to post - retirement jobs and careers He pro-poses work-, education-, and ..omitunity-related approaches to help-

ing older women returning to or changing in the paid labor force(YLI)

ED 185 313 CE 024 701

Funk, Gerald WPDE Occupational Competency Assessment Project-1979. Fins,

Report, Occupational Competency Evaluation Monograph, Number10. Vocational Technical Education Research Report, Volume 17,irmber 23.

Pennsylvania State Dept of Education, Harrisburg Bureau of Voca-tional and Technical Education

Spons Agency Office of Educaf.utt ;DHEW), Washington, D CPub Date-79Pub Type ReportsDescripu. (14;) Numerical/Quantative data

(110)EDRS PriceMFOI/PC04 Plus PostageDescriptorsOccupational Tests, Teacher Certification. Teacher

Evaluation, 'Testing Programs, Vocational Education Teachers,Competence, Examiners. Minimum Competency Testing. Pro-gram Improvement, Standardized Tests, State Standards, Test

Construct.an, Testing, Test Norms, Test Validity, VocationalEducation

IdentifiersNational Occupational Competency Testing Institute,Occupatioaal Competency Testing, Pennsylvania

A project continued activity to improve the occupational competen-cy assessment program for evaluating and certifyingvocational educa-

tion teachers Development of new testing was continued by Templeliniversity, The Pennsylvania State University. and University of Pitt-sburgh Workshops for test developers were conducted to ensurestandardization of the end product Review of completed productsand use of validation studies permitted improvement in individualtests. Statistical studies, using candidate testing results from the threeuniversities, provided normative data that can be applied with greater

reliability in establishing scoring parameters Quality testing in-struments were made available through centralized printing and

distribution by National Occupational Competency Testing Institute(NOCTI) The entire Pennsylvania test bank was transferred to NOC-TI who would provide management, including printing and

dissemination, storing, norm accumulation, revision. and updateContinuation of trami .g of individual examiners through a centraliz-ed workshop activity ensured that standardization processes and prac-tices were known to all examiners Effort we placed on publicizingthe program throughout the state A na,ional seminar of NOCTImember states (with twenty-two states represented) was hosted tofacilitate sharing test review and development wit other states(Tables and project materials, amounting to over one-half of thereport, are appended ) (YLB)

ED 185 323 CE 024 777

Miguel, Richard I And OthersWork Centered and Person - Centered Dimensions of Experiential

Eascation: Implications for a Typology of Programs. Research and

4 4

36 Document Resumes

Development Series No. 197.Ohio State Univ Columbus. National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW, Washington,

D C.Pub Date-79Contract NI E -G-78-0111Note-72p. ; Parts of this document in italic type may not reproduce

well. For related documents see CE 024 779-781 and CE 025 119Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH `,..210 (5 50)

Pub TypeReportsResearch/Technical (143) Informationanalyses/State-of-the-Art Materials (070)

EDRS rezeMFOI/PC03 Plus PostageDescriptorsasssification, "Experiential Learning, "Program

Design, Work Experience Programs, Definitions, Interviews,Program Descriptions

The purpose of the first year's work of a two-year project was toidentify education and work program characteristics that are in-dicators of the normative (work-centered) and personalistic (person-centered) dimensions of eighteen experiential education programs andto determine common characteristics and whether programs can beclassified based on resulting data. Procedures included interviewswith program participants, coordinators, and on-site workplace per-sonnel. Twelve major indicators of program type, indicating nor-mative and personalistic dimensions, were isolated: (I) program goals,(2) nature of career growth; (3) self-concept development; (4) role ofprogram staff; (5) interpretation and internalization; (6) focus of lear-ning activities in work settings; (7) diversity of work setting ex-periences; (8) duration of program experiences; (9) relationship oflearners to ongoing work and workers; (10) method of supervisionemployed by resource person; ill) pay; and (12) academic credit. Bycalculating the proportional relationships of these dimensions, fiveprogram types were identified for the typology: normative, per-sonalistic; and transactional: adaptive, reciprocal, and transitional(Recommendations for the second year of the study and ton ,urtherresearch are also given ) (MEK).

ED 185 324 CE 024 779Crowe, Michael R. Harvey, R. J.Retention of Concepts Realties from Leal-Ries by Experience.

Prelimiury Investigation of the Retention of Selected Reading andMathematical Concepts Result* from Sniffles Enrolled is aTraditional Lensing Environment and In a LearniNg.in.Work Es-virouwat.

Ohio State Univ. Columbus. National Center for Research in Voca-tional Education

Spon-. agency National Inst. of Education (DHEW), Washington,D.0

Report No OSU -R&D- Ser -200Pub Date-79ContractN1E-G-78-0211Note-33p. ; For related documents see CE 024 777, CE 024 780-781,

and CE 025 119. Some small print may be marginally legibleAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (52 35)

Pub TypeReportsResearch/Technical (143). Numerical/Quan-tame data (110)

EDRS PriceMFOI /PCO2 Pies PostageDescriptorsAcademic Achievement, 'Conventional Instruction,

'Experiential Learning, "Mathematics, Reading Achievement,'Retention Psychology, Career Education, High Schools, HighSchool Students, Longitudinal Studies, Work Experience Pro-grams

A study investigated the retention of mathematical and reading con-cepts of students enrolled in a learning-in-work environment(Experience-Based Career Education) and ti traditional classroomlearning environment on a measure of academic achievement using atwelve-month longitudinal design. The performance of twenty-sevenstudents in each environment was evaluted using the ComprehensiveTests of Basic Skills, administered at the beginning and end of thejunior year and at the beginning of the senior year. The learning inter-val was designAted as the time between pre- and post-testing, and the

retention interval as the time between post- and follow-up testingThe results indicated differences it both reading vs math skills and intraditional vs learning-in-work environments, with the greatestamount of fluctuation being in the math scores of the two groupsWhile the groups were equivalent at the beginning of the year, thestudents in the traditional environment increased their math per-formance by the end of the year, while the learning-in-work students'math scores decreased during the same time period The groupssubsequently reversed this direction of change over the summer, withthe traditional students' math scores showing a decrease, while thelearning -in -work students showed an increase in math scores An in-terference/assimilation model is proposed to interpret the findings(Au thor/M EK).

ED 185 325 CE 024 780Twarog, Katherine J. Crowe, Michael R.Learning and Work Programs: Transitional Educative Coheres.

Research and Development Series No. 199.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyNational Inst. of Education WHEW), Washington,

D.C.Pub Date-79Contract'NIE-G-78-0211Note -120p. ; For related documents see CE 024 777, CE 024 779, CE

024 781, and CE 025 119Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S7 25)

Pub TypeReportsResearch/Technical (143) CollectedWorksSerials (022)

EDRS PriceMFOI/PC05 Plus PostageDescriptorsCultural Context, Education Work Relationship,

'Experiential Learning, 'Work Experience Programs, CaseStudies, Community Characteristics, Economic Factors, HighSchool-, Leadership, Sociocultural Patterns, StudentCharacteristics, Wages

A comparative case study of education and work programs wasconducted from an anthropological frame of reference to determinehow each sets up a program culture for learners to achieve programgoals. Three variables structured into the original research design ofthe project were (I) the length of the program, (2) the type of com-munity served, and (3) the socio- academic characteristics of thestudents served Results of the study inmate that leadership andfaculty tenure seem to have a stabilizing effect on the length of theprogram, availability of public transporatation and time commitmentrequired by the program coordinator to adequately supervise studin a large geographical area vary by community type, and that thetraditional role of education as a conduit to vertical class mobilityshould be considered in the placing and processing of experiences withrespect to socio-academic student characteristics Results indicate thatwhile the four education and work programs represented diverseresponses to local needs and local resources, they all shared threecharacteristics: an orientation toward the economic institutions of thecommunity; the inclusion of a learning component, and the awardingof academic credit or pay Two other areas of concern identified werethe additional responsibility students with psycho-social problemsplaced on the program and the unique socio-cultural problems of therole of the work sponsor. (MEK).

ED 185 326 CE 024 781Wasson, Louise E And OthersCollaboration in Experiential Education: A Profile of Partkiptnt Ex-

pectations.Ohio State Univ. Coluhlb.s National Center for Research in Voca-

tional EducationSpons AgencyNational Inst. of Education (DHEW), Washington,

D.C.Report No.OSU-R&D-Ser-19EPub Date-79Contract NIE-G-78-02 1 1Note-81p. ; For related documents see CE 024 777, CE 024 779-780

And CE 025 119. Some small print may be marginally legibleAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University.

4,,

1960 Kenny Road, Columbus, OH 43210 (S5 10)Pub TypeReports Researchrl echmcal (143)EDRS PriceMF01/PC04 Plus PostageDescriptorsEmployer Attitudes, Expectation. 'Experiential Lear-

ning, 'Motivation, 'Work Experience Programs, AdministratorAttitudes, Coope.rti,c Programs, Coordination, High Schools,Interviews, Parent Attitudes, Student Attitudes

To identify motivations and expectations regarding experientialeducation programs, a study interviewed 143 individuals from fiveparticipant groups. Hign school students, program coordinators,secondary principals, employers/sponsors, and parents involved ineighteen experiential programs in four states (Ohio, California,Florida, and Massachusetts) were interviewed. Programs ranged fromalternative schools which offered optional community activities to ser-vice learning programs, to Comprehensive Employment and TrainingAct (CETA) youth programs. Although some students were paid andsome received academic credit, all programs offered youngpeople theopportunity for a structured learning experience in a workplace set-ting. Results of the interview data revealed seven areas of conflictingexpectations: pay, recruitment, support for programs, quality of lear-ning, graduation credit for experiences, creation of placements, andappropriate scheduling. Although respondent* generally expressedpositive attitudes, each constituency brings to program participation aunique set of problems and needs. Learners and their parents are con-vinced of the value of experiential educati-1, employers/sponsors arealso, as long as organizational efficiency and productivity are notcompromised; and school administrators are interested in experientialeducation as a means of addressing building problems and communityexpectations. (Author/MEK).

ED 185 334 CE 024 813

Eight Reason Why Oar Economy Needs More Federal Support ofVocational Education.

American Vocational Association, Washington, D.0Pub Date-80Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays

(120)EDRS PriceMF01 Plus Postage. PC Not Available from EDRSDescriptors--Federal Aid, 'Federal Government, 'Financial Sup-

port, Government Role, Vocational Education, Federal pro-grams, Government School Relationship, National Programs,Public Support

IdentifiersAmerican Vocational Association, United StatesPrograms of vocational education focus on raising the productive

capacity of individuals. Because of this commitment to humandevelopment, vocational education is a resource that can help solvemany of the pressing economic prob:ems facing our nation at this

time A federal investment in vocational education is in fact a veryviable means of boosting our country's economy. There are eightreasons why our economy needs more federal support of vocationaleducmion (1) to increase productivity, making it possible taemployers to pay higher wages, (2) to provide skilled workers to meetthe demands of employers, (3) to increase the earning power of in-dividuals, (4) to improve opportunities for the poor and

underachievers, (5) to reduce youth unemployment through in-schooland out-of-school programs that provide educational skills and workexperiences for disadvantaged youth, (6) to stimulate economicgrowth, (7) to enhance the federal/state/local partnership, and (8) toincrease the federal government's credibility with the nation's ,.x-payers. (LRA).

ED 18.5 339 CE 024 819

Hughes, Thomas A. Jr. And OthersIndustrial Arts Facility Planning Guide.Virginia Polytechnic Inst. and State Univ. BlacksburgSpons AgencyVirginia State Dept. of Education, Richmond Div.

of Vocational EducationPub Date-78Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS Price--MF01/PC03 Phs PostageDeicriptorsEducational Facilities Design, Educational Facilities

Planning, "'Industrial Arts, Building Plans, Classraom Design,Elementary Secondary Education, Facility Guidelines, FacilityRequirements, Program Descriptions, School Buildings, School

4 (3

Document Resumes 37

Space, SpecificationsThis guidebook par _sents facility guidelines to aid the school planner

in determining appropriate facilities for a model curriculum The firstof four major sections, The Intent of Industrial Arts, discusses themission and goals, instructional objectives, function of industrial arts,and the model curriculum Section 2 focuses on facilities for elemen-tary, junior high, and senior high programs Section 3 addresses ar-chitectural considerations such as location and housing, flexibility andexpansion, space needs, open laboratory/Instructional area, auxiliaryrooms, visual comfort and efficiency, ventilation and heating, andfloors and surfaces The final section presents a planning summary ofthe industrial arts curriculum, suggested industrial laboratories, in-dustrial arts laboratory space needs, industrial arts courses ac-com-Aated by respective laboratories, and equipment guidelines(LRA)

ED 185 342Dewald, Margaret RVocational Home Economics Education Handbook for Adult Education.

CE 024 823

Virginia Polytechnic Inst. and State Univ Blacksburg Div. ofVocational-Technical Education Virginia State Dept. of Educa-tion. Richmond. Div of Vocational Education

Pub Date-80Pub TypeGuides/Methods/TechniquesClassroom

UseTeaching Guides (052)EDRS PriceMF01/PC04 Plus PostageDescriptorsAdult Education, Advisory Committees,

'Competence, Home Economics, Occupational HomeEconomics, 'Program Development, Adult Vocational Educa-tion, Child Care Occupations, Clothing, Consumer Education,Consumer Protection, Credit Finance, 2nergy, Energy Conserva-tion, Food, Food Service Occupations, Gerontology, Home Fur-nishings, Homemaking Skills, Home Management, HouseholdWorkers, Housing, Interior Design, Job Skills, ParenthoodEducation, Program Evaluation, Service Occupations

Intended to g.ve assistance to the vocational home economicsteacher in providing a program of continuing education for out-of-school youths and adults, the programs contained in this handbookare designed to assist participants in their life role as homemaker,wage earner, consumer, and parent. The handbook provides an over-view of adult education programs in Occupational Home Economicsand the Consumer and Homemaking, makes suggestions relative toprogram planning, implementation, and evaluation, and the uses ofadvisory committees. Included are outlines of possible course contentand a selected bibliography of resources. Suggested competencies foradult occupational home economics programs in child care, general

housework, clothing and textiles, and food services, and consumerand homemaking competencies in consumer education and homemanasemen!. housing, home furnishings, and decoration, energymanagement and conservation, gerontology and parenthood, com-prise thirty-five pages of the document Information is also includedon the Young Homemakers of Virginia and on the Virginia CertifiedHomemakers' Assistants Program (MEK)

ED 185 346Selz, Nina Ashley, William LTeaching for Transfer. A Perspective. Information Series No.111,Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education ',MEW), Washington,

D.0Pub Date-78Contrat.tNIF-G 78-0111Note-25pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State Un ersity,1960 Kenny Road, Columbus, OH 43210 ($2.35)

Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays(120)

EDRS PriceMF01/PC01 Plus PortageDescriptorsEducational Needs, 'Educational Practices, 'Transfer

of Training, Education Work Relationship, Mastery Learning,Secondary Education, Skill Development, Skills

Both the process and the antecedents of transfer (transfer of skill or

CE 024 835

38 Document Resumes

knowledge from prior experiences to new ones) are considered by theauthors, who suggest ways that teaching for transfer can be im-plemented Three questions relating to transfer are considered Is thecapacitv or ability to transfe. attended to and developed in educationand training programs? Can an individual's ability to transfer bedeveloped and/or strengthened through planned learning experiences?and How do you teach for transfer' In an informal survey of forty

teachers, the authors discovered that with the exception of adulteducation, teachers do not teach for transfer, but rather teachknowledge and skills which they assume the student will be atle totransfer. The authors argue that while the aforementioned is impor-tant, an essential purpose of education should be to teach for the max-imum positive transfer of knowledge and skill information. They In-dicate that the ability to transfer such learning can be taught, butmany educators seem to to e learning process for granted, assum-ing that the ability to apply previous learnings follows from in-classmastery Providing practice beyond classroom mastery to applicationin varying contexts under differing conditions is stressed (Sixteenpractical suggestions for teaching for transfer, presented underawareness, sequencing, practice, and reinforcement are included )

(MEK).

ED 185 347 CE 024 837

Sommers, DixieEmpirical Evidence 0111 Occupational Mobility. Interim Report. In

OrMati00 Series No. 193.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpon: AgencyNational Irst of Education (DHEW), Washington,

D C.Pub Date-79ContractOB-NIE-G-78-0211Note -118p. ; For related documents see CE 024 679-681Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S7 25)

Pub TypeInformation analyses/State-of-the-Art Materials (070)ReportsResearch/Technical (143)

EDRS PriceMF01/PCOS Plus PostageDescriptorsCareer Development, 'Employee Attitudes, In

dividual Characteristics Occupational Information, Occupa-tional Mobility, Work Attitudes, Career Change, Career Educa-tion, Classification, Employment Experience, FamilyCharacteristics, Job Satisfaction, Labor Economics, LaborMarket, Occupational Surveys, Occupations, PsychologicalCharacteristics, Research Reports, Social Mobility, Social Status,Transfer of Training, Vocational Adjustment

Intended for researchers and policy developers in education anulabor market economics, this study reviews, evaluates, and sum-marizes available information concerning the characteristics of oc-cupationally mobile workers and their jobs Cnapter I presents basicconcepts and definitions, a review of problems in empirical measure-ment of mobility, and a brief discussion of problems of occupationalclassification Chapter 2 provides brief overviews of several labormarket theories, suggests their implications for occupational mobility,and presents a review of empirical mobility studies related to labormarket theories Using the same format, chapter 3 deals withsociological theories and evidence. whtle chapter 4 deals with theoriesfrom vocational psychology and related evidence. Chapter 5 over-views and summarizes tne empirical literature and suggests directionsfor future research Appendix I provides an annotated bibliographyof the empirical studies reviewed, .ncluding this information for eachstudy thesis, data, methods, results, and limitations Appendix 2provides technical Information on the major data sources used in theempirical studies with this information provided primary source,description, and limitations (Appendixes comprise over one-half ofthe document The table of contents may be used as a cross-referenceto surveys cited ) (Author/Y LB)

ED 185 348Ellis, JohnVocational Education and Federal Priorities. Occasional Paper No. 47.

CE 024 838

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Pub Date-78Pub TypeOpinions/Personal Viewpoints/Position Papers /Essays

(120). Speeches, Conferences Papers (150)EDRS PriceMF01/PC01 Plus PostageDescriptorsCooperative Planning, Coordination, Educational

Cooperation, Educational Planning, Federal Government,Vocational Education, Cooperative Programs. EducationalDevelopment, Educational Legislation, Educational Research,Employment Programs, Federal Legislation, Federal Programs,Federal State Relationship, Government School Relationship,Needs Assessment, Program Development, School Districts,State Government, State Programs, St ate School District Rela-tionship, Statewide Planning, Youth Programs

A partnership between the federal govern nent and state and localeducation agencies is required to solve existing problems in vocationaleducation The federal government's ss,ategy involves directingmoney to underserved populations, encouraging planning at all levelsto produce more employable graduates, promoting research anddemonstration of effective educational models, and establishing pro-grams to employ and stimulate employment of youths and adults Thefederal government discharges its responsibilities by supervising thestate planning system, implementing the National Occupational In.formation Coordinating Committee, establishing state ResearchCoordinating Units, sponsoring research and demonstration activitiesthrough a contract with the National Center for Research in Voca-tional Education, and administering the Youth Employment andDemonstration Projects Act. States must plan, develop, anddisseminate occupational and career information, encourage in-novative practices, and provide a general system of fiscal and programaccountability. Local school districts must develop planning andworking linkages with the community, provide feedback, and operateprograms and delivery services Three areas for improvement arecooperation among education providers, flexibility in programming,and involvement in occupational development The scholar shouldevaluate, conduct research, assess the federal strategy, and redefinevocational education within the broad structure of education, train-ing, and work (Y LB)

ED 185 349 CE 024 839Jones, Joan SimonVocational Education in Corrections: An Interpretation of ( urrent Pro-

blems and Issues. National Study of Vocational Fdi.cation in Cor-rections. Technical Report No. 1.

Ohio State Urns, Columbus National Center for Research in Voca-tional Education

Sons AgencyOffice of Education (DHEW). Washington. I) (Pub Date-77Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 432:0 (S3 80)

Pub TypeInformation analyses /State -of -the -Art Materials (070)ReportsResearch/Technical (143)

EDRS PriceMF01/PC03 Plus PostageDescriptorsCorrectional Education, Correctional Institutions,

Models, Program Descriptions, Vocational Education, V oca-tional Rehabilitation, Attitude Change, Community Involsement,Community Programs, Delivery Systems, Literature Reviews,

Needs Assessment, Prisoners, Program Design, ProgramDevelopment, Program Evaluation, Surveys

This review and synthesis of the literature on correctional voca-tional education includes historical documents, recent surveys andreports, journal articles, dissertations, and speeches and presentationswhich were located by computer-assisted and manual searches of thesedata bases Abstracts of Instructional and Research Materials inVocational and Technical Education, Educational Resources In-formation Center, National Technical Information Services, Com-prehensive Dissertation Abstracts, and National Criminal JusticeReference Service To describe the state-of-the-art of vocationaleducation in corrections, the review discusses surveys, reports, pro-grams, and models which address these three "charges'made by resear-chers and program planners to the educational community and thecommunity at large to defuse the psychology of retribution, toestablish job market-relevant, community-based vocational educationprograms, and to establish effective in-prison programs with highquality program design and delivery, needs assessment, and evalua-

4 "4

non Listings give the references mat were reviewed and additionalreferences that provide relevant discussion (This and two othertechnical reports are included in the final report, ED 151 569 ) (YLB)

ED 185 350 CE 024 840Standards for Vocational Education Programs in Correctional Institu-

tions. National Study of Vocational Education in Corrections.Technical Report No. 2.

Ohio State Uriv. Columbus National Center for Research in Voca-tional Ed ucatic n

Spons AgencyOffice of Education (DHEW), Washington, D.0Pub Date-77Available fromNa,,o .al Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S2 20)

Pub TypeLegal/Legislative/Regulatory Materials (090).ReportsResearch/Technical (143)

EDRS Price MFOI /PCO2 Plus PostageDescriptorsCorrectional Education, Correctional Institutions,

Guidelines, Standards, Vocational Education, Business, Com-munity Relations, Facility Planning, Financial Policy, Job Place-ment, Objectives, Program Administration, Program Descrip-tions, Program Evaluation, Student Evaluation, Student Place-ment, Teacher Evaluation, Teachers, Teacher Selection, Voca-tional Rehabilitation

This set of thirty-four national standards for vocational educationprograms in corrections describes a set of ideal conditions in five areasof vocational education program operations within a correctional in-stitution or system By providing ideals to which existing conditionsand objectives can be compared for evaluation purposes, the stan-dards should help corrections personnel establish goals and developguidelines for programs of occunational training. The standards aregrouped into these five areas of program operations. curriculum andinstruction (5), students (9), staff (5), organization and a 'ministration(II), and physical plant, equipment, and supplies (4) Standards forcurriculum and instruction 0-al with program descriptions, objec-tives, and methods and procedures Orientation, placement, evalua-tion, and follow-up are included under standards related to studentsStandards involving staff have to do with selection and preparation,salary, professional growth, business and industry involvement, andevaluation Organization and administration standards deal with thestaffs of advisory boards, committees, and administraton, financialpolicies, community relations, planning, research, and development,evaluation, and discrimination Standards dealing with physicalplant, equipment, and supplies relate to planning and safety andhealth conditions Discussion follows each standard (This and twoother technical reports are included in the final report, ED 151 569 )

tYl. 13)

ED 185 351 CE 024 841

Abram, Robert Schroeder, Paul EVocational Education in Correctional Institutions: Summary of a Na-

tional Study. National Study of Vocational Education in Correc-tions. Technical Report No.3.

Ohio State limy Columbus National Center for Research in Voca-tional Education

Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-77Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S7 75)

Pub TypeNumerical/Quantative data (MO)Reports -- Research /Technical (143)

!nliS Price MFOI /PC06 Plus PostageDescriptors *C orrectional Education, Cof rectional Institutions,

Educational Opportunities, National Surveys, Prisoners,Program Descriptions, Vocational Education. Adolescents,Adults, Counseling Services, Data Analysis, Data Collection,Enrollment, Financial Support, Guidance Programs, Incentives,Individual Characteristics, Job Placement, Par ticipantCharacteristics, Participation, Special Programs, Teacher( harac'eristics, Vocational Rehabilitation, Young Adults

This report presents the data from a national survey which was

40

Document Resumes 19

designed to answer the question, *What is the status of vocationaleducation in correctional institutions' The data were collected from459 institutions (state, federal, military, and jail) which offered voca-tional education at the time of the survey, the purpose of the surveywas to develop a data base for future planning and evaluation Dataare reported in these fourteen sections facility and inmatecharacteristics; goals for vocational education programs, enrollmentsin vocational edu:atio programs, age and race of students, shops,equipment, and lesson plans, special needs groups, organization,delivery, and accreditation, expenditures scheduling, entry re-

quirements, procedures, and incentives, instructional staffcharacteristics, guidance, counseling, and job placement services, stu-dent status after compleuon of vocational education programs, andprogram additions, changes, and curtailments Each section includesa brief narrative highlighting the data presented Data are tabulatedseparately for youth and adult facilities in terms of frequencies,percents, and means Appendixes include identification of the surveypopulation, development of survey forms, and data collection andanalysis methodologies This and two other technical reports are in-cluded in the final report, ED 151 569 ) (Y LB)

ED 185 373 CE 024 949

Research and Development Projects. 1979 Edition.Employment and Training Administration (DOL), Washington, D C

Office of Research and DevelopmentPub Date-79Pub TypeReference MaterialsBibliographies (131)

ReportsDescriptive (141)EDRS PriceMFOI Plus Postage. PC Not Available from EDRSDescriptorsEmployment Programs, Job Development, Labor

Force Development, Program Development, Research Projects,Administrative Policy, Employment Practices, Foreign Coun-tries, Grants, International Relations, Labor force, LaborMarket, Local Government, Program Descriptions, Resource

Materials, Socioeconomic Influences, State Programs,Underemployment, Unemployment, Work Attitudes

Projects funded by the Office of Research and Development (ORD)of the Employment and Training Administration are summarized inthis document It includes all projects active on September 30, 1979,and all those completed between July 1, 1976, and September 30,1979 In addit:on, it lists reports and other significant publicationsfunded by ORD which were received during the previous two fiscalyears The projects and publications presented in chapters 1 through 4are grouped by subject matter The four subject areas and subareasare Program Planning and Administration (Comprehensive Employ-ment and Training Act Agency Planning, Labor Market and Other In-formation Systems, Agency Capabilities, and Research and Develop-ment), Frograms and Techniques (Education, Public EmploymentPrograms, Sapported Employment, Training and Apprenticeship,Upgrading and Job Restructuring, Welfare Programs, WorkerAssessment and Orientation, Other Supportive Services for Workers,and Program for Other Unemployed), Labor Market (Labor Force,Labor Market, Labor DemandGeneral, Labor Force, LaborMarketSpecific Sectors and Cohorts, Employer Practices, andWork Attitudes); Economic and Social Policies Institutional, doc-toral dissertation, and small research project grants are listed

separately in chapter 5 Projects supervised by the Department ofLabor's Bureau of International Labor Affairs are presented inchapter 6 (LRA)

ED 185 375 CE 024 962

Hoellein, Robert I-I JrVocational Adminktrator's Guidebook: Mainstreaming Special Needs

Students In Vocational Education.Indiana Ilniv of Pennsylvania, IndianaSpons AgencyPennsylvania State Dept of Education, Harrisburg

Bureau of Vocational and Technical EducationPub Date-79Contract-94-9008Note-131pPub Type -- Guides/ Methods /Techniques Non Classroom Use

(055) Reference MaterialsGeneral (130)EDRS PriceMFOI /PC06 Plus PostageDescriptorsDisabilities, Disadvantaged, Mainstreaming,

Program Develcpment, Systems Approach, VocationalEducation. Administrator Guides, Agency ( ooperation, Check

40 Document Resumes

Lists, Cost Effectiveness, Flow Charts, Formative Evaluation,Guidelines, Needs Assessment, Progr'm Evaluation, ProgramImplementation, Resource Materials, School Community Rela-tionship, Special Education, Special Programs, Summative

EvaluationThis guidebook presents a systems approach to planning, im-

plementing, and evaluating mainstrea..: programs for special needslearners in vocational education. (The guidebook itself models thissystem ) It is divided into four sections and numerous subsections(components) in this order. (I) Introduction (to mainstreaming, andthe approach), (2) Program Planning (six components). (3) ProgramImplementation (twelve components), and (4) Program Evaluationtone component). Sections 2-4 comprise the steps required in beginn-ing a navy program or improving an existing one. Although they arepresented in chronological order, many of the activities from differentsections are Interrelated and clay occur simultaneously in actual prac-tice Each self - contained section presents a short introduction, recom-mended activities, and/or guidelines related to the topic Selectedresource materials, including samples, checklists, and flowcharts, areprovided to illustrate and expand the concepts, approaches, andguidelines presented. These resource materials are suitable forreproduction. Each section was written to pp-wide users with in-formation on concepts, alternative approaches, and specific content.Flowcharts and/or checklists are included and can be used as ad-ministrative check-off sheets for critical steps in the various processes.(YLB).

ED 185 376 CE 024 967

Brower, Sally M.Effective Mechanisms for Facilitating Coordination of Vocational

Education Programs with the Youth Employment and Demonstra-tion Projects Act of 1977. Final Report.

Conserva, Inc. Raleigh, N.C.Spons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D C.Pub Date-80Contract-300-78-0583Note-44p , For related documents see ED 181 301 and CE 024 968-

971Pub TypeReportsDesciiptive (141 )ReportsEvaluative/Feasibility (142)

EDRS PrkeMFOI/PCO2 Plus PostageDescriptorsCoordination, Employment Pi ograms. 'Methods,

Program Effectiveness Vocational Education, DemonstrationPrograms, Federal Legislation, Federal Programs, InformationDissemination, Program Descriptions, Program Evaluation, Pro-gram Improvement. School Business Relationship, Success,

Youth Employment, Youth ProgramsA study was conducted to analyze effective mechanisms for

facilitating coordination of vocational education programs with pro-grams conducted by prime sponsors under the Youth Employmentand Demonstration Projects Act of 1977 The project goal was toidentify, describe and analyze such mechanisms and to disseminate theresults to a nationwide audience Over 140 programs with exemplarycoordination mechanisms were nominated for the study. Analysis ofthese programs showed the following vocational education involve-ment ranged from a limited contractuai agreement to deliver servicesto a full partnership of vocational education and the prt:ne spc sor inplanning and service delivery; vocational skills training was madeavailable to Comprehensive Employment and Training Act (CETA)youth on an extended day basis, in regular programs, ana in alter-native settings; and cooperative vocational education work experiencemodels helped to facilitate the awarding of academic cred't. Tworegional workshops were held to convey results and provide par-ticipants with opportunities to discuss the problems and r'rategies forcoordination Workshop evaluation results supported the recommen-dation that state Vocational Education Agencies and state Employ-ment and Training Councils use coordination funds to support similarsmall workshops in state and local areas. It was recommended thatCongress consider passage of a comprehensive youth education andemployment act which rationally allocates responsibilities betweeneducation and prime sponsors. (Author/BM)

ED 185 377 CE 024 968

Brower, Sally M And Others

Case Studies of Vocational Education CETA Coordination: A State ofthe An Report, Volume I. Interim Report.

Conserva, Inc Raleigh, N CSpons Agency Bureai of Occupational and Adult Education

(DREW /OE), Wasnington, D CPub Date-80Contract-300-78-0583Note-357p ; For related documents see ED 181 301 and CE 024 967-

971

Pub TypeInformation analyses/State-of-the-Art Materials (070)ReportsDescriptive (14: )

EDRS PriceMFOI/PCI5 Plhs PostageDescriptors 'Coordination, 'Employment Pitigrams, MethodF.,

Program Descriptions, VoLational Education, Case Studies,Demonstration Programs, Federal Programs, Program Effec-tiveness, School Business Relationship, Success, You:h Employ-ment, Youth Programs

IdentibersComprehensive Employment and Training act Title IV,Prime Sponsors

This document contains the first volume 1.1 a three-volume 't..te-of-the-art izport tased on a study conducted to identify ant' an? yze theeffective mechanisms for facilitating coordination of vocationaleducation programs with Comprehensive Employment and TrainingAct (CETA) Title IV youth pro_ ams included in this volume are I I Icase studies of programs dem, strafing exemplary coordinationmechanisms. These case studies are divided into thr,,. sections (I)Coordinated Vocational EducationTitle IV Programs, (2) Coor-dinated Vocational EducationCETA I ve,.....: and (3) Coor-dinated Programs between Vocational Educatio., and other employ-ment and training service providers Each program description in-cludes title, location, educational agency, prime sponsor, funding, in-kind contribution, target groups, and contact person The text of thecase studies include program overview, role of vocational education,prime sponsor involvement, and program activities organized by sixactivity/service areas The programs are indexed by major fundingsource(s), by major target groups served, urban/rural designation ofprogram loctiorp, prime sponsor types, federal region, educationalagency, and educational facility type (BM)

ED 185 378 CE 024 969

Brower, Sally M,Mechanisms for Vocational Education CETA Coordination: A State

of the Art Report, Volume II. Interim Report.Conserva, Inc Raleigh, N CSpons AgencyBureat. of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0583Note-99p . For related documents see ED 181 301 and CE 024 967-

971

Pub TypeInformation analyses/State-of-the-Art Materials (070).ReportsDescript ye (141)

EDRS PriceMFOI/PC04 Plus PostageDescriptors 'Coordination, Employment Programs, Methods,

Models, 'Vocational Education, Demonstration Programs,

Federal Programs, Program Effectiveness, Program Improve-ment, School Business Relationship, Youth Employment, YouthPrograms

IdentifiersComprehensive Employment and Training Act Title IV,Prime Sponsors

This docutnent is the second volume of a three-volume state- of -the-art report based on a study conducted to identify and analyze the ef-fective mechanisms for facilitating coordination of vocational educa-tion programs with Comprehensive Employment and Training Act(CETA) Title IV youth programs Included in this volume is a distilla-tion of information from the first volume (CE 024 968), which con -ta'ns descriptions of I 1 1 coordinated programs, funded primarilyunder Title IV The introduction found in chapter 1 presents the

background information on the study. The second chapter syn-thesizes the major approaches to vocational education-prime sponsorcoordination into three models service delivery model, administrativemodel, and full program coordination model Chapter 3 discusses themechanisms that wppear to be representative of the kinds of ;merlethings that are happening in the field These mechanisms areclassified by the following six activity/service areas which guided the

nominations of the programs administrative affairs and outreach,assessment, counseLag, and supportive services The fourth and finalchapter presents conclusions about the nature of vocationaleducation-CETA coordination activities under Title IV and act:vitiesnecessary to improve hqd sustain vocational education-CETA coor-dination (BM)

ED 185 379 CE 024 970

Drewes, Donald WThe Context of Vocational Education CETA Coordination: A State of

the Art Report, Volazae III. Interim Report.Conserva, Inc Raleigh, N.0Spons AgencyBureau 6f Occupational and Adult Education

(DHEW/OE, Washinton, D CPub Date-80Contract-300-78-0583NoteII2p. ; For related documents see 7D 181 301 and CF

971Pub TypeInformation analyses /State -of- the -Art Materials (070)

ReportsResearch/Technical (143)EDRS PriceMi01 /PC05 Plus PostageDescriptorsCoordination, Employment Programs, Influences,

Program Effectiveness, Vocational Education, DemonstrationPrograms, Federal Programs, Methods, Program Improvement,School Business Relationship. Youth Employment, Youth Pro-grams

Identifiers Comprehensive Employment and Training Act Title IV,Prime Sponsors

This document is the third volume of a tin--e-volume state-of-the-art report based on a study conducted to identify and analyze the ef-fective mechanisms for facilitating coordination of vocational educa-tion programs with Comprehensive Employment and Training Act(CETA) Title IV youth programs. Included in this volume is ananalysis of the contextual factors and forces that impinge upon thegenesis and evolution of cooperative mechanisms The objective ofthis report is to idetivfy major contextual forces, to trace their impacton cocd:rtion, and t offer recommendations for the strengtheningof those w,th positive impact and fez the neutralization of those withnegative influence The introduction found in chapter I presentsbackground information on the study The second chapter discussesmajor tn.ical factors influencing the development of coordinativemechan In chapter 3, structures and processes impacting onvocatic education are examined in terms of their impact upot, coor-dination 1 h: analysis presented in chapter 4 examines the structuresand processes impacting on CETA prime sponsors in terms of their ef-fect upon coordination. Finally, chapter 5 presents recommendationsthat wil' increase the likelihood of coordination effort between voca-tional education and CETA. (BM)

ED 185 39- CE 024 986

Status of Vocational Education in FY 1978. A Report to the Congressby the U.S. Commissioner of Edscation.

Office of Education (DHEW), Washington, D CPub Date-79Pub TypeReportsDescriptive (141)EDRS PriceMFOUPC09 Plus PostageDescriptorsFederal Legislation, National Programs, Program

Effectiveness, State Programs, Vocational Education, Displac-ed Homemakers, Educational Cooperation, Educational Legisla-tion, Educationally Disadvantaged, Enrollment, Evaluation, Ex-penditures, Federal Programs, Minority Groups, NontraditionalOccupations, Postsecondary Education, Program Evaluation,Resource Allocation, School Business Relationship, SecondaryEducation, Sex Discrimination, Sex Fairness, Sex Stereotypes

IdentifiersManagement Evaluation Review Compliance Quality,State Advisory Councils, Vocational Education Amendments1976, Vocational Education Data Reporting Accounting

Covering 1978, the first year that vocational programs and relatedactivities were supported under P.L 94-482, this report describes theimpact for each section of the Vocational Education Amendments of1976 on the growth and development of vocational and technicaleducation. Materials, divided into two sections on state voc woodand national programs, are presented in the same order that they ap-pear in the act to provide easy access. These results are reported anall-time high total enrollment, increased male and female enrollment

Do :ument Resumes 41

In nontratiUOnal vacational programs, increased enrollment of disad-vantaged .ind minority students, nearly 2,250,000 program completcrsat ell levels, and appropriations and expenditures for vocationaleducation totaling over 5 6 billion dollars These other specific topicsare emphasind expansion of state advisory councils or vocationaleducation for broader representation of business, labor, educational,and minority interests, states' assessment by Management EvaluationReview for Compliance Quality, implementation of displacedhomemaker program., and development and oneranon of a Voca-tional Education Data Reporting and Accounting System (Y LB)

ED 185 395 CE 025 043

Richardson, Patricia B And OthersA Bibliography for Sex-Fair Vocational Education.Western Kentucky Univ Bowling Green Center for Career and

Vocational Teacher EducationSpons AgencyKentucky State Dept of Education, Frankfort

Bureau of Vocational EducationPub Date-79?ub TypeReference MaterialsBibliographies (131) Reference

MaterialsDirectories/Catalogs (132)EDRS Price MFOI /PCOS Plus PostageDescriptorsNondiscriminatory Education, Nontradnional Oc-

cupations, Reference Materials, 'Sex Bias, Sex Fairness, 'Voca-tional F iucatton Audiovisual Aids, Bibliographies, Books,

Career Education, Caret:-.. Citations References, DoctoralDissertations, Females, Gu;dnce, Instructional Materials,Males, Periodicals, Reports, Sex Discrimination, Sex Stereotypes

This bibliography was compiled in an attempt to provide resourcesfor vocational educators to use in understanding, interpreting, and in-corporating methods for the total elimination of sex discrimination,sex bias, and stereotyping in their daily classroom activities Thebibliography is organized into eight topic areas (I) Developing Sex-Fair Vocational Education, (2) Eliminating Sexism in Language andInstructional Materials, (3) How Sex Bias Affects Men. (4) Men andWomen in Nontraditional Careers, (5) Reference Materials. (6) SexEquality Organizations, (7) Sex Fair Counseling in Guidance andCareer Education, and (8) Ways of Eliminating Sexism in SchoolsWithin each topic arer,, the entries are alphabetized by title under thefollowing categories: audio-visuals, books, dissertations, periodicals,reports, and miscellaneous. The final section of the bibliography con-tains a list of publishers. (LRA)

ED 185 408 CE 025 119

Imp, Lester F And OthersPriority Comm of Five Groups involved in Experiential Education

Programs. Learning in Work Research Program. TechnicalReport.

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Spons AgencyNational Inst of Education (DH MI, Washington,D.0

Report No. OSU -R&D-Ser-195Pub Date-80ContractOB-NIE-G-78-0111, OB-NIE-G-78-0211Note-153p , For related documents see CE 024 777 and CE 024 779-

78 I. Parts of the appendices are marginally legibleAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (15 50)

Pub TypeReports-- Research/Technical (143). Numencal/Quan-tame data (I 10)

EDRS PrkeMFO1 /PC07 Phi PostageDescriptorsExperiential Learning, Program Improvement, Stu-

dent Attitudes, Teacher Attitudes, Work Experience Programs,Administrator Attitudes, Employer Attitudes, High Schools,Parent Attitudes, Program Development, Questionnaires, SchoolCommunity Relationship, Surveys

To determine programmatic concerns to aid in the establishment orexpansion of experiential education programs, a study gathered databy use of a mail questionnaire sent to nineteen experiential educationprograms in California, Florida, Massachusetts, and Ohio The fiveconstituent groups sampled were students, teachers/administrators,program coordinators in schools e-periential education pro-

o

42 Document Resumes

grams, worksitc supervisors, and parents Based on a review of theliterature, nine clusters of concern were identified as programmaticdimensions of experiential education. (I) goals and objectives, (2)school, (3) placements; (4) worksite supervisors, (5) staff; (6) students,(7) parents; (8) evaluation, and (9) community school interface Theseclusters formed the basis for the development of items to be includedin the questionnaire Priority concerns for each group were analyzedaccording to characteristics of the respondent group and the programsthey represent, and ways to increase the likelihood of program successbased on the information were suggested Significant concerns wer-revealed in a number of areas, for example, girls place greater priorityon the aspects of their community placement than boys, and worksitesupervisors generally consider their role extremely Important to theworkplace Questionnaires and data are included (Author/MEK)

ED 185 410 CE 025 133

Development of a Plan for Research, Development and Instruction inAdult Vocational Education. Final Report.

Illinois Univ Urbana Dept of Vocational and Technical EducationSpons AgencyIllinois State Office of Education, Springfield Div

of Adult Vocational and Technical EducationPub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055). Information analyses/State-of-the-Art Materials (070)EDRS PriceMFOUPCI I Pies PostageDescriptors 'Adult Vocational Education, 'Coordination, 'Educa-

tional Planning, 'Relevance Education, 'Statewide Planning,Agency Cooperation, Articulation Education, Career Citange,Community Education, Cooperative Programs, DeliverySystems, Demonstration Programs, Educational Development,Educational Research, Enrichment Activities, Improvement, In-dividual Needs, Institutional Cooperation, Job Training, NeedsAssessment, Occupational Mobility, Program Development, Pro-motion Occupational, Reentry Workers, Retraining,Underemployment, Unemployment

this report of a project to begin to develop a plan for research,development, and instruction in adult vocational education in Illinoishas two specific goals (I) to identify the current status of adult voca-tional education in Illinois and (2) to recommend key directions forstate actions It presents information collected through a comprehen-sive review of literature supplemented by interviews with key in-dividuals involved in adult vocational education in Illinois and by in-formation obtained from adults with a need for vocational education.Following an introductory section and another discussing the currentstatus of adult vocational education, major groups of adults who needand could benefit from vocational education are considered in-dividually in five sections These groups consist of adults who are (I)seeking to upgrade occupational skills for purposes of occupationalmaintenance or advancement, (2) planning or undertaking a mid-lifecareer change or re-entering the paid work force after an extendedabsence, (3) unemployed and/or underemployed, (4) seeking voca-tional education for avocational purposes. Each section describesproblems encountered in delivering vocational education to ofthese groups, identifies exemplary programs and available op-portunities for each group, and makes recommendations for aztionconcerning delivery of vocational education to each group (Y LB)

ED 185 413 CE 025 147

Guidelines for the Creative Use of Biased Materials in a Non-BiasedWay.

Women on Words and images, Princeton, N JSpons AgencyBureau of Occupational and At lit Education

(DHEW /0E), Washington, D CPub Date-79Contract 300 -76 -0460Note-10pPub TypeGuides/Methods/TechniquesC lassroom

UseTeaching rjuides (052)EDRS Pr ceMFOI /PC01 Plus PostageDescriptorsInstructional Materials, 'Sex Bias, 'Vocational Educa-

tion, Guidelines, Language, Sex Role, Sex Stereotypes, TeachingGuides, Teaching Methods

Intended to aid vocational education teachers in recognizing anddealing with sex biases contained in classroom materials, guidelines

are offered to help the teacher deal with sexist language, roles, por-trayal of personal traits, and illustrations It is suggested, for exam-ple, that teachers point out sex-biased statements and discuss withstudents the perceptions they evoke or discourage Guidelines fordealing with sex biased language deal with masculine generic formsand pronouns, gender nouns that denote occupations, inconsistencies,disparaging words (e g 'the cute secretary"), and asoidance ofreference to gender Suggestions for dealing with roles address thetopics of stz:z.otypical occupational roles, inconsistencies in presen-ting occupational roles, leadership roles, tokenism, and social rolesBiased portrayal of physical attributes and personal traits are discuss-ed as are omissions, subordinate roles, tokenism, and physical por-trayals in illustrations (MEK)

ED 185 416 CE 025 174

Wysong, H EugeneReducing Career Barriers Resulting from Sex Role Stereotyping. A

Self-Intervention Manual for School Personnel.Ohio State Dept of Education, Columbus Drs of Guidance and

TestingSpons AgencyOffice of Education (DHEW), Washington, D ('Pub Date-79Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055) Tests, Questionaires, Evaluation mstru ments (160)EDRS Price--MFOI Pins Postage. PC Not Available from EDRSDescriptors 'Self Evaluation Individuals, 'Sex Bias, 'Sex Fairness,

'Sex Role, 'Sex Stereotypes, Behavior Change, Careers, CheckLists, Expectation, Interpersonal Relationship, School Personnel

Utilizing a personal, conversational writing si;le, this self-intervention guide for school personnel is designed (It to facilitateone's thinking about one's personal expectations and behaviors whichmight be influenced by sex role stereotyping, and (2) to change one'sbehaviors that might create barriers to students' career choice ordevelopment Through a series of personal reflections, checklists,short answer exercises, and assignments, the guide helps its reader ex-plore past cultural experiences, personal views about sex roles inemployment, decision making and basic ability levels, communicationpatterns with students, and barriers to sex equity in one's own hool(MEK)

ED 185 423 Ci: 025 189

Smith, Amanda I Farris, Charlotte JPioneering Programs in Sex Equity: A Teacher's Cwt. t.

American Vocational Association, Washington, DPub Date-80Available fromSpecial Publications American Vocational Associa-

tion, 2020 N 14 St Arlington, VA 22201 (Order No 10180, $6 00,Discounts for quantity orders)

Pub TypeGuides/Methods/TechniquesC lassroomUseTeaching Guides (052)

EDRS PriceMFOI Plus Postage. PC Not Available from F DR SDescriptors'Attitude Change, 'Equal Education, 'Program

Development, 'Sex Bias. Sex Fairness, ( areer hducation, In

structional Matenals, Lear so 3 Activities, Postsecondary Educanon, Secondary Education, 1st x Discrimination, Social C hange

Background information and suggested activities or classroomstrategies on sex equity are presented for use by teachers in various set-tings Suggested applications include use by vocational or academicteachers, counselors, and teacher educators with students, parents,and advisory or community groups Adaptation to a district plan orstaff development inservice training are also suggested ('Pioneering'is defined as entering fields previously identified with the other sex )

Chapter titles and selected sub-topics are Twentieth Century Pioneers(What is Sex Equity/ Overcoming Barriers), The teacher's Role inSex Equity, Sex Bias in Well-Intended Behavior, Sex Bias in

Language, Sex Bias in Instructional Materials, The Changing WorkForce and Family A Quiz; Family Structure and Values Discussionsand Projects; Case Studies. A Teaching and Discussion Technique,Encouraging Enrollment of Pioneering Students, Successful Pioneermg (Culture Shock on the Job, Expanded Courtesy and Humor),Reaching the Community (Seeking Parental Support, SupportingPioneer Graduates), and Development Your Personal Plan (Identify-ing Opportunities to Build Trust, Measuring Success) (Mf k)

ED 185 424 025 192

Selz, Nina Jones, Joan SimonAdult Learning: Implications for Research and Policy is the Eighties. A

Symposium. Information Series No. 194.Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW), Washington,

D.C.Pub Date-79ContractN1E-G-78-0211Note-48pAvailable fromNaronal Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columnus, OH 43210 (S3 25)

Pub TypeCollected WorksProceedings (021). CollectedWorksSerials (022). Opinions/Personal Viewpoints/PositionPapers/Essays (120)

EDRS PriceMF01/2CO2 Plus PostageDescriptorsAdult Education, 'Adult Learning, 'Educational

Policy, 'Educational Research, Conferences

Themes and thoughts (rather than a literal transcription of pro-ceedings) are presented on a symposium held in November, 1979, onthe research, policy, and practice of adult learning. Participants werefederal oilmen, adult education professors, researchers in businessand education, and policy developers. The symposium was organizedaround four major areas (I) current events in adult education; (2)issues concerning the translation of research into practice; (3) policyimplications, and (4) the future of adult learning. Each area was ad-dressed by a panel with comments from the audience. The documentis divided into three parts: the symposium and a general overview, themain meeting discussion summaries, and specific recommendationsand written reactions to the meeting. Names and addresses of the par-ticipants are appended. (MEK).

ED 186 578 CE 021 469

Harrington, Lois G And OthersCompetency-Based Staff Development: A Guide to the Implementation

of Programs for Post-Secondary Occupation! Personnel.Oh'o State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D C

Ohio State Dept of Education, Columbus Div of VocationalEducation

Pub Date-78ContractG05-77-00149Note -213p. ; For a related document see ED 170 597Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC09 Plus PostageDescriptors 'Competency Based Teacher Education, 'Program Im-

plementation, 'Staff Development, Vocational Education,Demonstration Programs. Guidelines, Postsecondary Education,Program Administration, Program Development, VocationalEducation Teachers

Divided into tcn chapter;, this document provides for implementinga competency-based staff dev!lopment (CBSD) program forpostsecondary occupational instructors. It also provides case ex-amples of two exemplary CBS:, postsecondary programs. Chapter 1contains an introduction to CBSD programs. Chapter 2 discusses thecompetency identification process. The 'tees in conducting a needsassessment are presented in the third chapter In chapter four in-formation is presented concerning the development of professionalgrowth plans. The fifth chapter examines the role of the resource per-son in CBSD programs, and chapter 6 examines the selection anddevelopment of CBSD materials and other resources. Alternative im-plementation procedures are presented in chapter 7 Procedures in-volved in managing a staff development program are presented inchapter 8, while chapter 9 provides information for planning theorientation of personnel. The final chapter examines the evaluationof the staff development program The following information is ap-pended: a review of the literature on personnel development needs ofpostsecondary vocational-technical teachers, an annotatedbibliography of resources for CBS' programs, a master list ofcategories and performance elements; competency areas identified asrelevant to postsecondary instructors; and a selected bibliography.(BM)

5,n

ED 186 597Hogue, KenIdatificatioe and Aulysis at Emerging Occupations in Marketing aid

Distributive Education. Final Report.Texas A and M Univ College Station Dept of Industrial EducationSpoors AgencyTexas Education Agency, AustinPub Date-79Pub Type Reports Research /Technical (143)EDRS PriceMFOI/PC06 Plus PostageDescriptors'Distributive Education, 'Distributive Education

Teachers, 'Marketing. Occupational Information, 'Occupa-tions, Careers, Occupational Surveys, Secondary Education,State Surveys, Student Employment

!JentifiersEmerging Occupations, TexasA study was conducted to identify new and emerging jobs in

marketing and distributive education. Two job survey booklets wereconstructed and used to collect job information from 397 businessesand 318 distributive education coordinators in Texas. Additional in-vestigations were made to determine if coordinator's background orschool location was related to the jobs where coordinators placedstudents for training. As a result of the surveys, over one hundredjobs were identified as new and emerging These jobs were further in-vestigated to develop job descriptions and employment requirementsfor each. In addition, it was found that the work experience of coor-dinators influences their placement activities and who they talk toabout distributive education placement. Demographic andbackground data collected indicated that 52 percent of the coor-dinators are located in schools in low or lower to middle income com-munities. Also, 20 percent of the coordinators reported that 45 per-cent of their students are enrolled in distributive education to supple-ment family income. (LRA).

Document Resumes 43

CE 022 966

ED 186 607 CE 023 641

Hurwitz, AlanBilingual Vocation! Instructor Training. k formation Series No. 201.Ohio State Univ. Columbus. National Crater for Research in Voca-

tional EducationPub Date-80Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (53.25)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PrueMFOI/PCO2 Plus PostageDescriptorsBilingual Teachers, 'Teacher Education, 'Teacher

Role, 'Teaching Skills, Vocational Education Teachers, BilingualEducation, Educational Legislation, Federal Legislation,Postsecondary Education, Program Design, Secondary Educa-tion, Teacher Certification, Vocational Education

This report discusses the background, needs, and major issues inpreparing bilingual vocational instructors. Following a brief discus-sion of the significance of bilingual vocational instructor training, thesecond section uses statistics in describing potential recipients of bil-ingual vocational education and discusses the growth of bilingualeducation activities to serve them. In separate sections legislativedevelopments that have influenced bilingual education are analyzedand bilingual vocational programs currently in progress for which in-structors are needed are overviewed. The major section of the reportfocuses on the training of these instructors through (1) a concep-tualization of the role itself (including bilingual, vocational, and in-structional aspects), (2) an overview of eight significant training ef-forts nationwide, and (3) a discussion of issues involved in designingtraining, programs, such as basic approaches of training programs,competencies needed by the instructors, certification, career objec-tives, and language skill (YLB)

ED 186 608 CE 023 643

Long, Thomas E.P sale Mathematics Skills and Vocational Education. Information

Series No. 199.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington. D C.Pub Date-80Contract 300-78-0032

44 Document Resumes

Note-34pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (12.80)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsBasic Skills, Career Education, Education Work

Relationship, Mathematics, Skill Development, VocationalEducation, Competence, Computation, Curriculum Develop-ment, Disabilities, Females, Individualized Instruction, In-tegrated Curriculum, Metric System, Public Opinion, Public Sup-port, Relevance Education

This review and synthesis focuses on issues concerning the relation-ship between basic mathematics competency and vocational educa-tion. A section which outlines the problemthe lack of basic com-petency in computational skills in youth and adults discusses thework of the National Assessment of Educational Progress to evaluatestudent performance and declining scores on Iowa Tests of Basic skillsand California Achievement Tests. Support for remedying skill defi-ciencies is described as coming from implementing career education inthe mathematics classroom and the public's support of increased em-phasis on careers in high school as shown by the Phi Delta Kappa bas-ed on Gallup Polls of Public Attitudes Toward Education. A sectionthat makes special note of the problem of defining 'basic skills" sug-gests that skills can be specified only as being basic when that to whichthey are basic is specifically stated. The need for vocational educatorsto search for and specify the mathematical applications that underlievocational emphasis is briefly considered. The section following pro-vides examplars of the varied approaches of mathematics and voca-tional educators to the issues of mathematics in vocational curricula,individualization, metrication, and instruction for special needs

groups. Concluding lists of observations and recommendations sum-marize the information presented in the monograph. (YLB)

ED 186 609 CE 023 645

Hu, Teh-wetStudies of the Cut-Efficiemy sad CostEffectivesess of Vocational

Educatlo.. 'simnel°. Series No. 202.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW /OE), Washington, D. CPub Date-80Contract-300-78-0032Notz-30pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (12 15)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMFOUPCO2 Pins PostageDescnptorsCost Effectiveness, 'Educational Research, Program

Costs, Research Needs, Vocational Education, EducationalFinance, Financial Policy, Resource Allocation

This review and synthesis of research focuses on studies of cost-effectiveness of vocational education. This paper represents an over-view of the state of the art and includes (I) a review of the current con-ceptual and empirical problems of conducting a cost - efficiency orcost-effectiveness study of vocational education; (2) a review of themajor findings of past studies of vocational education with specialemphasis on the studies since 1970; (3) suggestions for future researchon cost-efficiency and cost-effectiveness of vocational education Theauthor deals only with traditional, in-school secondary vocationalprograms and postsecondary vocational education programs, notcooperative educational and manpower training programs (BM).

ED 186 617 CE 024 594

Bernstein, Joan D.Exploring Role Optius: A Guide for Elimiutiag Sex Stereotyping is

Home Economics.Montclair State Coll. Upper Montclair, N.J.Spons AgencyNew Jersey State Dept. of Education, Trenton Div

of Vocational EducationPub Date-79Pub TypeGuides/Methods/Techniques--Classroom

UseTeaching Guides (052)

EDRS PriceMF01/PC03 Plus PostageDescriptorsCurriculun. Development, Home Eccnomics, Se

Fairness, Sex Stereotypes, Student Recruitment, TeachingMethods, Bulletin Boards, Career Awareness, Change Strategies,Females, Language, Males, Program Implementation, Secon-dary Education, Sex L :as, Sex Role, Teacher Behavior, Teache.Influence, Teaching Guides, Textbook Bias, Textbook Evalua-tion

This handbook is intended as a guide to planning and implementinga home economics curriculum free from sex-role stereotyping thatprepares male and female students to cope with their changing roles insociety. Section 1, Overcoming Sex Stereotyping, provides a checklist(for assessing classroom activities) and necessary definitions.Teaching for Expanded Roles (section 2) discusses building cur-riculum, student outcomes, the teacher as model, and steps toeliminating sex-role stereotyping from the curriculum. Topics in sec-tion 3, Implementing a Sex Fair Program, include sex-fair language,recruitment and writing brochures. Bulletin Board Ideas (section 4)gives general suggestions as well as specific ideas for these themes:family relationships/child development, foods/nutrition, housing/e-quipment, clothing/textiles, and consumer/management A final sec-tion, Educational Strategies for Expanding Role Options, presents ex-amples for learning opportunities found useful in coed homeeconomics classes for expanding role options, and suggestions forcareer awareness activities. Evaluating resource materials and usingsex-stereotyped and -biased materials are also discussed. -(Y LB).

ED 1116 618 CE 024 649

Banathy, Bela H. And OthersImplemeating Career Educatios for Native American Stalest,. A

Guide. Native America. Career Education Demoastratioa Protect.Far West Lab. for Educational Research and Development, San

Francisco, CalifSpons Agency Office of Education (DHEW), Washington, D.C.Pub Date-79Contract-0007802031Note-146p. ; Snme pages with small type will not reproduce well

For related documents see CE 024 650-652, ED 147 59' -607, ED163 226, and ED 167 775

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMF0i/PC06 Pins PostageDescriptorsAmerican Indian Education, American Indians,

Career Education, Program Development, Program Im-plementation, Administrator Guides, Demonstration Programs,Program Descriptions, Program Design, Program Guides,Surveys

IdentifiersEducation Amendments 1974This guide is intended to serve as a resource for school, project,

and or community people in implementing a career education pro-gram for their Indian students. The guide is divided into fourchapters, followed by an annotated bibliography. The first chapterdescribes the conditions and resources needed to start developing aprogram and how to acquire them. In the second chapter, the ac-tivities involved in designing and implementing a pilot project arediscussed. The third chapter talks about program expansicn, in-cluding formative evaluation, while the fourth chapter is concernedwith how to maintain and disseminate a fully-developed program.Each chapter begins with an analysis of the basic activities and pro-cedures that take place during that phase, follows with a discussion ofeach step (illustrated by examples), and concludes with a review ofessential points. Native American career education surveys for thecommunity and for students are appended. (LRA)

ED 186 619 CE 024 650

Banathy, Bela H Studebaker, Diana P.A Demoutratios Protect la Native America. Career Edmatior. Fiul

Performance Report.Far West Lab. for Educational Rey rch and Development, San

Francisco, CalifSpons AgencyOffice of Education (DHEW), Washington, D.C.Pub Date-79Contract-6007802031Note-156p. ; Appendix materials will not reproduce well due to poor

print quality. For related documents see CE 024 649-652, ED 147

city

593-607, ED 163 226, and ED 167 775Pub TypeReportsDescriptive (141)EDRS PriceMFOI/PC07 Plus PostageDescriptorsAmerican Indian Education, 'American Indians,

'Career Education, 'Program Development, Program Im-plementation, Demonstration Programs, Evaluation, ProgramDescriptions, Program Design, Workshops

IdentifiersEducation Amendments 1974Based on concepts and approaches resulting from the development

of a series of Native American Career Education instructional units ina previous project, this project was designed to assist educational staffand Ind..-. community members at four sites to initiate developmentof career education programs that would use available resources andaddress their own students' needs. Project activities included gather-ing information about each site and identifying individuals who wouldwork with the project; designing, developing, and implementing atraining workshop in native American career education for educa-tional staff and community members; and evaluating the workshopand trainees' subsequent Implementation of career education ac-tivities. At the end of the project, each site had a :ore group of peoplewho had been trained in native American career 0,1.1k:et:cm, and hadmade some decisions about the kinds of programs that would meettheir needs. The degree to which implementation occurrea, and thekinds of activities involved, varied widely from site to site dueprimarily to organizational factors. One of the major results of theproject was an increased understanding of the conditions which con-tribute to or Inhibit the establishment of native American careereducation programs Two major products of the project are theStaff/Community Training Workshop and Implementing CareerEducation for Native American Students. A Guide. (LRA).

ED 186 620 CE 024 651

Banathy, Bela H. And OthersNative Americas Career Education Staff/C:mmemity Training

Workshop. Coordinator's Mammal. Native American CareerEducation Demortradoe Project.

Far West Lab. for Educational Research and Development, SanFrancisco, Calif

Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Contract-0007802031Note-270p ; For related documents see CE 024 649-652, ED 147

593-607, ED 163 226, and ED 167 775Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PCII Plus PostageDescriptorsAmerican Indian Education, Am.rican Indians,

'Career Education, 'Multicultural Education, Program Im-plementation, 'Workshops, Administrator Guld 1, Background,Counselors, Demonstration Programs, Educau mai Objectives,Educational Resources, Guides, Provam Develop,-+Prii ProgramGuides, Teachers, Teaching Methods, Transparencies, Units ofStudy

IdentifiersEducation Amendments 1974This staff /community training workshop handbook was written for

teachers, counselors, career education specialists, administrators, andother educational staff; for parents, and Indian community represen-tatives; and for any others who will be providing support for a nativeAmerican career education program, or who will be actively engagedin developing and implementing it. The workshop consists of foursessions. The first session is devoted to providing participants with ageneral background in career education content and goals, and help-ing them begin to identify career education resources which arealready available. The second session describes the various groups ofpeople who can be involved in developing and implementing careereducation. The third session describes methods for teaching careereducation to native American students, beginning with a series oftransparencies illustrating traditional Indian education methods, andgoes on to introduce the twelve units in the native American careereducation program. The fourth session focuses on the pros and consof strategies which have been used to implement career education invarious settings, the basic tasks and stages of development for such aprogram, the most promising sources of funding, and some basic pro-posal development skills. Readings for each of the sessions are ap-pended. (LRA).

A

Document Resumes 45

ED 186 621 CE 024 652

Studebaker, Diana P Celestine, Diana LNative Americas Career Education Statf/Commenity Training

Workshop. Partkipait's Handbook. Native American CareerEducation Demonstration Project.

Far West Lab. for Educational Research and Development, SanFrancisco, Calif

Spons AgencyOffice of Education (DHEW), Washington, D.C.Pub Date-79Contract-0007802031Note -152p ; For related documents see CE 024 649-652, ED 147

50-607, ED 163126, and ED 167 775Pub TypeGuides/Methods/TechniquesClassroom

UseInstructional Materials (051)EDRS PriceMF01/PC07 Plus PostageDescriptorsAmerican Indian Education, 'American Indians,

'Career Education, 'Multicultural Education, 'Workshops,Background, Demonstration Programs, Educational Objectives,Educational Resources, Financial Support, Guides, Learning Ac-tivities, Program Development, Program Proposals, ResourceMaterials, Study Guides, Teaching Methods, Worksheets

IdentifiersEducation Amendments 19'74This handbook contains worksheets and Information summaries for

participants in a workshop designed for developers of nativeAmerican career education programs. The workshop consists of foursessions, each two to three hours in length. The first session is devotedto providing participants with a general background in career educa-tion content and goals, and helping them begin to identify careereducation resources which are already available. The second sessiondescribes the various groups of people who can be involved indeveloping and implementing career education. The third sessiondescribes methods for teaching career education to native Americanstudents The fourth session focuses on the pros and cons of differentstrategies which have been used to Implement career education invarious settings, the basic tasks and stages of development for such aprogram, the most promising sources of funding, and some basic pro-posal development skills (LRA).

ED 186 626 CE 024 77P

Coleman, Deborah Dye And OthersYouth Transition to Adult Roles: A Preliminary Investigation.

Research and Development Series No. 1%.Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational Inst. of Education (DHEW), Washington,

DCPub Date-79ContractNIE-G-78-0211Note-55p ; For related docu.aents see ED 185 323-326 and ED 185

408Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Road, Columbus, OH 43210 (S13 25)

Pub TypeCollected WorksSerials (022).ReportsResearch/Technical (143)

EDRS PrkeMFOI/PC113 Plus PostageDescriptorsEducation Work Relationship, Experienual Learning,

Interpersonal Competence, 'Work Experience, Adults, AttitudeMeasures, Communication Thought Transfer, CooperativeEducation, Empathy, High Schools, High School Students, In-

dividual Development, InteractionBased on an assumption that research on the treatment components

of experiential education programs is useful in understanding and im-

proving them, a study examined the component of student interactionwith adults. Focusing on reference group theory (symbolic Mcrae-tionisin), the conceptual framework of the study is founded upon theassumption that through participation in experiential education pro-grams, students can expand their reference group- by heginniag to in-clude co-workers who are adults, thus easing the transition betweenschool and work. Scales develoNJ at.J used :his study includethose examining student perspectives on adults (Empathy,Helpfulness, Communication, Consultation) and selec;ed work set-ting characteristics (Feedback, Hierarchical and Lateral Interaction,Challenge). Data analysis revealed that the Eat,..athy and Com-munication scales have high reliability and the potential of

46 Document Resumes

discriminating between respondents Hypotheses were tested bymeans of a static group comparison design which included 401students classified by the ex,ent of their work experience Results in-dicate that student-adult communication and feedback appear to beimportant variables which reflect positive interaction Students withwork experience scored significantly higher on communication thanthose without work experience However, the grade level of thestudents and their involvement in extracurricular activities werestronger predictors of the responses on the communication scale(Au thor/MEK).

ED 186 629 CE 024 792Robansor, George A.Open Entry-Open Exit: A Flexible Approach for Providing Skill Train-

ing Needs at AVTS.Kansas State Dept. of Human Resources, TopekaPub Date-80Pub TypeReportsresearch/Technical (143)ET)RS PriveMFOI/PCO2 Plus PostageDescriptorsEducational Opportunities, Job Skills, Nontradi-

tional Education, Regional Schools, Training, VocationalSchools, Classroom Techniques. Feasibili y Studies, Federal Pro-grams, Individualized Instruction, Instructional Innovation, Pac-ing, Postsecondary Education, Skill Development, StaffDevelopment, Vocational Education

identifiersComprehensive Employment and Training Act, Kansas,Open Entry Open Exit

.ansas Balance-of-State, a CETA (Comprehensive Employmentand Training Act) prime sponsor explored the possibilities of ogmentry-open exit in meeting the classroom training needs of clients inarea vocational technical schools (AVTS) The change to open entry -open exit was found to involve consideration of flexibility and self-paced, individualized instruction; stall training; and administrativeconcerns in transitioning A review of open entry-open eisit at institulions in Florida, Minnesota, Missouri, and Nebraska was supplemented by open entry-open exit status information on Kansas com-munity colleges and AVTS. Elements observed in operation werestaggered enrollment, student dominance in the classroom-laboratory,need for different curriculum materials and more teaching aids; facili-ty design to provide for large and small group activities, individualstudy, and laboratory activities, and teacher support. Data showingver one-half of the 1,520 CETA clients in classroom training during

1979 enrolled in institutions other than AVTS and community collegesseemed to indicate that they would enroll in them if space wereavailable following registration. Recommendations included changingAVTS training r.icisi-ams to open entry-open exit and allowing thegreatest flexibility for ssudent entry an xit (YLB)

ED 186 633 CE 024 843Am Assessment of Programs, Services, and Agencies Which Address the

Employment Needs of the Displaced Homemaker.Rutgers, The State Ulm, New Brunswick, N.1 Douglass CollSpons AgencyNew Jersey State Dept of Education, Trenton Div

of Vocational EducationPub Date-79Pub TypeReportsResearch/Technical (143)

ReportsEvaluative/Feasibility (142)EHRS PriceMFOI/PC08 Plus PostageDescriptors Disolaced Homemakers, Social Agencies, Adult

Education, Ca-e-r Education, Comr -.unity Services, Family Pro-grams, Human Services, Postsecondary Education, StateSurveys, Vocational Education

Identifiers New JerseyTo survey displaced homemaker services in New Jersey, question-

naires were mailed to 1,200 agencies The questionnaire, which re-quested .ncy descriptions of organization, general services provid-ed, and ecaucational services available, netted a return response rate of677 Of the 685 who returned complete questionnaires, 345 (503/4)said it did not apply to their agency Survey results are organizedarou.,d 19 agency categories, and data are presented with regard tonumber and rate of response, type of agency funding, characteristicsof staff, services provided, types and number of clients served, andcommitment to displaced homemakers In general, maiiy types of ser-vices seem available, but few are directed specifically toward servingdisplaced homemakers Many agencies are not aware of who a

displaced homemaker is or that her needs differ from those of otherclients Most lacking are services related to getting the displacedhomemaker through her crisis period Coordination of services wasnot apparent Suggestions are made pertaining to the development ofincreased numbers of employment, career development, and counsel-ing services for displaced homemakers (MEK)

ED 186 635 CE 024 881

Career Education, 1978.79.Buffington (Thomas) and Associates, Washington, D CSpons Agency Office of Career Education (DHEW /OE),

Washington, D CPub Date-79Contract-300-78-023 INote-231p, , Not available in paper copy due to small prim For a

related document see ED 178 721Available fromSuperintendent of Documents, U S Government

Printing Office, Washington, D C 20402 (Stock Number 017-08C-02069-6)

Pub Type Guides /Methods /Techniques ClassroomU s e T e a c h i n g G u i d e s ( 052 )Guides/Methods/TechniquesNon-Classroom Use (055)ReportsDescriptive (141)

EDRS PriceMFOI Plus Postage, PC Not Available from EDRSDescriptorsCareer Developn.eat, Career Education, Career

Guidance, Exceptional Persons, Program Administration.School Community Relationship, Adult Education, Appre--.-ticeships, Career Awareness, Career Counseling, Career Explora-tion, Class Activities, Community Resources, Competency BasedEducation, Cooperative Programs, Coordination, Disabilities,Elementary Secondary Education, E aeriential Learning, feueralPrograms, Fused Curriculum, lnservice Teacher Education,ternship Programs, Parent Participation, Postsecondary Eduction, program Improvement, School Business Relationship, SelfConcept, Sex Fairness, Work Experience

IdentifiersExperience Based Career Educa ;ionThis catalog of materials collected from projects funded for fisca'

year 1978 by the Office of Career Education includes ideas and in-formation for educational practitioners and others interested in careereducation des'elopment in elementary, secondary, P. nd postsecondaryschools as well as various adult populations Ninety articles are divid-ed into these four major sections. Classroom (26), CommunityResources (24), Counseling and Guidance (21), and Management (19)The narrative section of each article describes the project/programmd/or materials and ideas developed and may present representativeor sample activities, instructional materials, or unit plans An'indicator' at the end of the narrative identifies the sources, cities, andstates from which the subject matter was taken 'Locator pages' at theend of the catalog I,- alphabetically by state the names and addressesof all fiscal year 19 project directors and the titles of each project.An index is provided to allow quick reference to a specific top,.(YLB)

ED 186 636 CE 024 883Thomas, HoThe B And OthersImpact of an Educational Program Designed to Assist Wo lea Over-

come the Deterrents to Entering Non - Traditional Occupations.orida State limy Talle,assee

Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-80Contract G007702136Note-36p. ; Paper presented at the American Educational Research

Association Annual Meeting (Boston, MA, April I I, 1980) Notavailable in paper copy due to light type

Pub TypeReportsEvaluative/Feasibility (142)ReportsResearch/Technical (143) Speeches, Conference,Papers (150)

EDRS PriceMFOI Plus Postage. PC Not Available Irv,, EDRSDescriptorsCareer Choice, Minicourses, Nontraditional Oc-

cupations, Program Effectiveness, Sex Stereotypes, WomensEducation, Aspiration, Attitude Ciange, Career Development,Employment Opportunities, i'emales, Individual Power, Oc-cupations, Personality Traits, Rol Perception, Self Concept,Sex Bias, Social Attitudes, Social Bias, Surveys, Two Year Col-leges, Vocational Education, Work Attitudes

55

A study determined whether a short-te m educational programcould be used to help women overcome personal-social t arrieis to en-try into non traditional occupational preparation prc yams Twentywomen from each of tinee community/_ intor colleges were surve, edusing the Survey of Women's Attitudes about Careers (which was alsoused for posttesting) to determine what the barriers were A treatmentprogram, based on survey findings, was designed and delivered Thetreatment program, which addressed decrion makiiig, goal sett.ng,self-knowledge, and awareness of zareer opportunities, was mterdedto assist women in overcoming barriers for entry into nontrad.tionalemployment and to encourage them to become self-directed in theircareer developmeht Posttests and follow-up interviews were used to.-t-sess the program's impact by considering (I) changes made by par-ticipants as a result of specific goals, (2) application to and problemsencountered in apprenticeship and training programs, and (3) degreeof support from family and friends It was concluded that the pro-gram did have some impact in assisting women to enter nontraditionaloccupations by helping them set career goals and change stereotypicalattitudes Participants also reported feeling less deterrence frompotential barriers and having more control over their career develop-ment (YLB)

ED 186 640 CE 024 909

Validation of Instrument and Procedures for Evsluating Local Voca-t: ,a1 Education Programs.

Kansas State Ilniv Manhattan Dept of Adult and OccupationalEducation

Pub Dan. -1Pub Type-Reports-Descriptive (141)EDRS lerice-MFOI/PCO2 Plus PostageDescriptor s -"Evaluat m Criteria, Measuremen t, P rogra m

Evaluation, State Standards, Vocational Education, Postsecon-dary Education, Program Development, Program Effectiveness,Program im "lementation, School Districts, Secondary Educa-tion, State School Dis.rict Relationship, Statewide Planning

Identifiers-KansasA project funded through the Kansas State Department of Voca-

tional Education in cooperation with Kansas State University 'mendedto (I) validate and/or modify a set of standards for quality vocationaleducation programs and (2) develop instrumentation and proceduresfor the evaluation of local programs based on the standards identifiedand validated A literature review (including ar EducationalResources information Center search, a Dissertation Abstractssearch, and a survey of current evaluation instruments and rroceduresfor other states) was conducted by project coordinators to provide in-formation for a jury composed of representatives of vocationalteacher educators, profe:sional vocational organizations, the StateDepartment of Vocational Education, and the State Advisory Councilfor Vocational Education to evaluate vocational education programsThe project coordinators complied, and the jury refined both a list ofcriteria for local program evaluation and a set of standards for theselected criteria The jury clustered the evaluation criteria into thefour categories or program planning, execution, support, and resultsThe evaluation instrument developed would be field tested during1978-79 (Appendixes, comprising the largest portion of this report,mclu the criteria for evaluation of vocational education programsand me evaluation instrument and scale ) (YLB)

ED 186 649 CE 024 953

Bushnell, David SArticulating with Industry: The ROif of Vocational Education in

Economic Development.American Univ Washington, D C School of Business Administra-

tionPub Date-80Pub Type-Opinions/Personal Viewpoints/Position Papers/Essays

(120) Jpeeches, Conferences Papers (150)EDRS Price - MFOI /PCOI Plus PostageDescriptors- Economic Development., Job Development,

Regional Planning, 'School Business Relationship, StatewidePlanning, Vocational Educat,on, Business, Cooperative Pro-grams, Coordination, Educational Responsibility, Industry,Labor Needs, Program Development, School Community Rela-tionship, School Role, Work Experience Programs

The hinted St ites Department of Education and the Amen- an

Document Resumes 47

Vocational Assoc.:Ilion have undertaken a study to define the role ofvocational training in job development The luciature and conversa-tions with people involved in job development programs have shownthat regional economic growth, including increases in employment,depends on five key elements-money, materials, markets, manage-ment, and manpower Federal legislative actions concerning job crea-Lon empt.asate job expansion in the private sector Such measures asjob training, tax it%entives to employers who hire cooperative educa-tion students, and small ousiness management courses have also beensuggested Three kinds of support various regions have used to aideconomic de -lopment include attracting new industry, revitalizingexisting industry, and expanding the economic base 1 hcse customiz-ed industrial services programs, conducted by a separate agency or amultiple agency design, are organized around the outreach efforts ofvocational departments and are linked with business and communityThe study just initiated intend,: to judge the success of state and localjob creation and development programs Suggested strategies forvocational educators to increase the demand for workers include thefollowing providing cooperative work experience, entering into part-nerships with urban or rural renewal agencies to prepare people forjobs in small business or management, and collaborating in customiz-ed industrial p (grams (YLB)

ED 186 651 CE 024 993

Ashley, William L Ammerman, Harry IIdentifying Transferable Skills: A Task Classilication Approach.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons Agency-National Inst of Education (DHEW), Washington,

D.0Report No -05U-NCRVE-R&D-Ser-146Pub Date-78Contract-C-00-3-0078Note-87p , For related documents see ED 138 834, ED 146 420, ED

146 458, ED 174 809, CE 024 835-836, C'E 025 246-247, and CE024 306

Pub Type-Reports-Research/ Technical (143).Reports-Evaluative/Feasibility (142)

EDRS Price-MFOI1PC04 Plus PostageDescriptors-Classification, Job Analysis, Job Skills, Task

Analysis. Transfer of Training, Data Analysis, OccupationalClusters Occupations, Questionnaires, Research Methodology

The feasibility of classifying occupational tasks as a basis forunderstaading better the occupational transferability of job skills wasexamined To %how general skill relationships among occupations, Sclassification schemes were applied to 50 selected task statements foeach of 12 occupations Ratings by five reasonably knowledgeablepeople were obtained for the tasks of each occupation A comparisonof the task ratings vas conducted to tietv'mine the skill components oraspects of tasks that would appear to be similar and could contributeto transfer capability among occupations Additional exploration wasattempted by obtaining overall job ratings, using each classificationscheme, for a subsample of four of the occupy nons This permittedan examination of the comparability of task-composition versuswhole-job bases for identifying the skill components of an occupa-tion It was concluded that tasks can be individually classified, that atleast some classification schemes produce reasonable rater agreementfor a wide assortment of types of tasks, and that such classificationscan identify different task characteristics However, ther is cause forhesitancy in suggesting further study in more depth and sophistica-tion, due to the conceptually complex and tedious chore for personsasked to rate occupational tasks Suggestions are made for futurestudies Questionnaires (on human attributes, psychological pro-cesses, content domains, action processes, and objects of acnon) areappended alcng with summary data (JT)

ED 186 658 CE 025 051Crosby, Richard KA System tor Providirg Relevant Metrics Education for Vocational

Teachers in Kentucky. Final Report.Louisville Univ Ky Dept of Occupational and Career EducationSpons Agency-Kentucky State Dept of Education, Frankfort

Bureau of Vocational EducationPub Date-79Pub Type Aeports-Descriptive (141) (widest Methoes/Techni-

P

48 Document Resumes

quesClassroom UseTeaching Guides (052)EDRS PriceMFO1 /PC11 Plus PostageDescriptorsMaterial Development, Measurement, Metric

System, Professional Development, School Business Relation-ship, Vocational Education Teachers, Air Conditioning, AutoBody Repairers, Auto Mechanics, Drafting, Educational Innova-tion, Equipment Utilization, Food Service, Horticulture, In-dustry, Inservice Teach Education, Job Skills, MachineRepairers, Machine Tool Operators, Measurement Equipment,Postsecondary Education, Repair, Teacher Improvement,Teacher Workshops, Vocational Education, Welding

IdentifiersKentuckyA project conducted in four vocational regions of Kentucky

developed a system for providing vocational teachers with relevantmetrics education and developed and identified materials to supportand enhance the system. Ten occupational training area. selected as afocus of the project were air conditioning, auto body, auto mechanics,diesel mechanics, drafting, food service, horticulture, machine shop,small engine, and welding. A needs assessment involved vocationalteachers and industry in a cooperative effort to determine what in-dustry was doing about metrics and gained information to developscale instruments to measure (I) what metric tool, and equipmentwere used and (2) what metric measurements were made in vocationalprograms and industry. Two additional scales were designed to aid inplanning for shop conversion to metrics and to determine individualmetric professional development needs Teacher workshops were con-ducted to provide awareness experiences and aid in planning forchangeover. A metric education coursr for vocational teachers basedon 16 available individualized modules was designed and offered inone region. (A,mendutes, amounting to four-fifths of the report, in-clude literature re. ,ew references, sample scales, workshop materials,and other project-developed or -related materials. ) (YLB)

ED 186 663 CE 025 094Learning by Vocations. Views on Vocational Etincatioa by Former

High School Stadests after Five Years of Real-Life Experiences.Summary of a Survey Costlected by the Advisory Council forTecbakal/VocatiosAl Education in Texas.

Texas Advisory Council for TechnicalVocational Education,Austin

Pub Date-78Pub Type Reports Research /Technical (143)

ReportsEvaluative/Fcasibity (142). Numerical/Quantativedata (110)

EDRS PriceMFOI /PC03 Plus I (stageDescriptorsEducational Asp tsment, Outcomes of Education,

Program Effectiveness, S'udent Att.tudes, Vocational Educa-tion, Followup Studies, *it:.ondary Education, State Surveys

IdentifiersTexasA Texas study surveyed a sample of senior- -vet students who were

in vocational programs in the 197? -73 school year to (I) identify anygains or advantages from vocational education (other than job-placement) in an occupation related to that training and the salariesearned, (2) identify any unmet education& needs among form* voca-tional students five years out of high school, and (3) exami,,e thematch-up of stucients' actual experiences with their original expecta-tions. Findings based on a 15.43/4 response rate indicated that themost valuable gains from vocational educ..ion were as follows. it ishelpful as a learning method, it develops good attitudes towarcand it orepares you for the first job after high school Another fin-ding r:ported was that 21301. of the respondents chose either reading,writi,,g, or mathematics as the subject in which th would like mostto have additional training (Appended material includes thr surveyinstruments and summary data tables. ) (LRA).

ED 186 666 CE 025 107

Downs, Marguerite And OthersMeeting Guidance Needs of Vocational Mikados Stadetts. Part 1:

Muslin the Capacity of the State College and University Systemto Prepare Future Educators ad Consolers Skilled is VocationalGoidasce. Part A Statewide Amesamett of the GuWance aidComet* Support Needs of Vocational Education SWIM*.

Johns Hopkins Univ. Baltimore, Md. Evening CollSpons AgencyMaryland State Dept. of Education, Baltimore Div.

of Vocational-Technical Education

P u Date-80Pub TypeReportsResearch/Technical (143) Numerical /Quan-

tative data (110) Tests, Questionaires, Evaluation instru ments(160)

EDRS PriceMFOI Plus Postage. PC Not Available from EDRSDescriptorsCareer Guidance, Counselor Training, Educational

Assessment, Student Needs, Teacher Education, VocationalEducation, Career Counseling, Colleges, Counselor Attitudes,Guidance Personnel, Institutional Evaluation, Needs Assess-ment, Proaram Effectiveness, Relevance Education, StateSurveys, Teacher Attitudes, Universities, Vocational EducationTeachers

IdentifiersMarylandPart I of this two-part project assessed the capacity of the state col-

leges and universities to prepare vocatiemil educators and counselorsskilled in vocational guidance. It provided a quantitative analysis ofpresent and ntc,ded capacity, a parallel analysis of local district plansfor vocational education, and an analysis of occupational trends fromnational and state sources. Conclusions indicated that colleges anduniversities train enough counselors, but program standards are notuniform. Teachers need training in guidance skills, and teachers andcounselors need to know more about the other's responsibilities. Part2 surveyed and compared student needs for counseling and vocationalguidance services as perceived by students, vocational education in-structors, and counselors, and ascertained counselors' needs for pro-fessional training. Students indica:el a need for help with job place-ment, courses and grades, and college selection. Professionals feltstudent needs were in the areas of personal management and interper-sonal relationships. Counselors and teachers indicated a need to learnmore about special needs students, community resources, job in-formation, and career decision-making skills Student needs for voca-tional guidance were frequently found to be inadequately met.(Author/ Y LB).

ED 186 667 CE 025 112Miller, Marcia L.Seminar on Research Coordinating Units in Vocational Education.

Coordinatiag Committee on Research it Vocational EducationSeminar Proceedings (December 14, 1979).

Bureau of Occupational and Adult Education (DHEW/OE),Washington, D. C. Div. of Research and Demonstration

Pub Date-80Pub TypeCollected WorksProceedings (021)EDRS PrkeMFO1 /PCO2 Plus PostageDescriptorsBackground, Educational Research, Futures of

Society, Research Coordinating Units, Vocational Education,State Agencies, Statewide Planning

IdentifiersCoordinating Committee Research Vocational EducThis document summarizes the discussions and presentations made

at a seminar on Research Coordinating Units (RCUs) held by theCoordinating Corr mttee on Research in Vocational Education(CCRVE) on December 14. 1979 Presentations were made on thefollowing topics: establishment and activities of the CCRVE;historical perspective of the RCUs, result of a survey of RCU directorsconducted for tne National Institute of Education's VocationalEducation Study, and future planning issues A general discussionconcerning the future direction of the RCUs follows the presentationsAppended to this summary are the following items: list of par-

ticipants, RCU StudyQuestionnaire, and a brief summary of themeeting (BM)

ED 186 668 CE 025 115

Hensle" GeneImprov d Career Etincatioa Polkies through the Collaborative Efforts

of 1 Wiese, Industry, Labor, Goveremest and Education. A Com-mmocations Protect. Final Performance Report, October 1 1978,through November 30, 1979.

Education Commission of the States, Denver, ColoSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D C Office of Career Educa-tion (DHEW/OE), Washington, D C

Pub Date-79ContractG00780202 INote-102p. ; For related documents see CE 024 173, ED 163 226, ED

166 542-545, and ED 167 775

Pub TypeReportsEvaluative/Feasibility (142)ReportsResearch/Technical (143)

EDRS PriceMFOI/PCOS Pins PostageDescriptorsAgency Cooperation, Career Education, Institu-

tional Cooperation, Policy Formation, School Business Rela-tionship, Coordination, Educational Cooperation, EducationalLegislation, Federal legislation, Industry, National Surveys,Public Policy, State Legislation, Statewide Planning, Unions

IdentifiersEducation Amendments 1974To assist states in developing political/educational linkages that are

basic to the implementation of career education, a national projectwas designed with three objectives: (I) to determine the nature and ex-tent of the participation of business, industry, and labor in careereducation policy development and program implementation in eachstate, (2) to identify, classify, and report federal and state policies,laws, and regulations that have implications for planning, financing,and implementing career education at state and local levels, and (3) todevelop, recommend, and facilitate alternative approaches tostrengthening state education policies and legislation through the col-laborative efforts of the constituency of the project. Information wascollected through interviews with representatives of business, in-dustry, labor, government, and education, and through a mail surveyof agencies, individuals, and organizations. A twelve-member taskforce of nationally recognized experts and leaders of business, labor,Industry, education, and government n onitored all project activities,made recommendations based on collected data, aiid encouraged theiruse by individual constituencies. Four reports of survey fin-lings anathe model legislative and policy alternatives developed from their syn-thesis were published in a series of task force reports and recommen-dations (see Note). Two additional reports are forthcoming (An in-terim performance report is available as CE 024 173 ) (YLB).

ED 186 671 CE 025 188

Ott, Mary Ditdench And OthersThe Ideutilkation of Factors Associated with Sex-Role Stereotyping in

Occupational Education,Cornell Univ. Ithace, N.Y Inst. for Research and Development in

Occupational EducationSpons AgencyNew York State Education Dept. Albany Div of

Occupational Education SupervisionPub Date-80ContractVEA-79-3A-755GSNote -196p. ; For related documents see ED 163 198 and ED 166 410Pub TypeReportsResearch/Technical (143)EDRS PriceMFOliPC08 Plus PostageDescnptorsCareer Choice, Enrollment Influences, Nontradi-

tional Occupations, Sex Fairness, Sex Stereotypes, Voca-tional Interests, Counselor Attitudes, Enrollment Trends, ParentAttitudes, Secondary Education, Sex Discrimination, SocialDiscrimination, Student Attitudes, Surveys, Teacher Attitudes

IdentifiersNew YorkAn expanded analysis of factors related to sex-role stereotyping in

New York State (which were identified in phase I) was conducted inthe second (final) phase of the project. (See Note for report on phase1.) Data were collected by surveying occupational educationstudentsgenerally 11th and 12th gradersin selected programs inthe trade, industrial, and service areas; 10th graders in general highschool courses; parents; teachers; and counselors. Tenth grade surveyresults indicated that 3391 of boys and 55% of girls considered(although few actually planned to take) nontraditional courses, andways to encourage nontraditional course choice differed for girls andboys. Surveys of occupational education students showed that fathersmere more helpful to boys than girls in traditionally male programs,and students perceived parents' sex-stereotyped attitudes toward pro-grams. Counselor and teacher survey findings indicated all but one of(tatty-six teachers were in fields traditional for their sexes, mostteachers and counselors had not attended sex-equity workshops, 909%felt boys and girls should be encouraged to take nontraditionalcourses, and a positive association existed between a teacher's per-sonal efforts to increase nontraditional enrollment and presence ofnontraditional students in the instructor's classes. (Survey in-struments are appended. ) (YLB).

ED 186 672 CE 025 194

Mowsesian, k'chard

5 ( ,)u

Document Resumes 49

Agin and Work in American Society.Ohio S'Ine Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DREW;, Wasnington, D CPub Date-80Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays

(120). ReportsDescriptive (141)EDRS PriceMF01/PC04 Plus PostageDescriptorsAging Individuals, Definitions, Employment,

Oider Adults, Research Needs, Adult Development, AdultEducation, Age, Classification, Financial Needs, Health Needs,Human Resources, Policy Formation, Psychological Needs,Public Policy, Retirement, Social Problems, "olunteers, WorkAttitudes

On the premise that researchers, practitioners, and policy makerslack an extensive and systematic examination of the concerns of theaging, this monograph examines American social issues as a contextfor a functional definition of aging and a taxonomy 107 use in con-ducting research. Issues are examined with regard to aging and workin four areas of American society- waste of human resources, retire-ment, mental health and education. Health care and financial in-dependence emerge as major concerns. Focus is on the context ofsocial welfare versus self-help approaches and the need for moreprecise ways to describe the population. A functional definition isproposed in which an aging minx is derived from meast res of physicalstatus, psychological well-being, economic stability, socialization, lifesatisfaction, and chance factors. A taxonomy of work and aging isthen outlined which presents a systematic way to identify and stateresearchable questions concern'ng various groupings of older personsand the work conditions which may provide available work optionsfor them. The taxonomy assumes that people experience the agingprocess differer.tly, that t e aging process is developmental, and thatpeople operate at functionally different levels of ability and efficiency,and that people regardless of age, at different points in time anc fordifferent reasons, has e needs for paid and/or unpaid work activitiesand associations A final cection presents implications for federalpolicy on aging, retirement, mental health, and education calling formajor research efforts to bring clarity to the issues raised. (JT).

CED 186 673 E 025 195

Seckendorf, Robert SThe Organization, Stracare and Financing of Vocational Education:

1987.Ohio State Univ Columbus. National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DREW), Washington, D.0Pub Date-79Pub TypeReportsResearch/Technical (143)EDRS PriceMF01/PCOS Plus PostageDescriptorsCosts, Enrollment Projections. 'Financial Support,

Futures of Society, Vocational Education, &anomie Facto.',Educational Finance, Enrollment Influences, Expenditure PerStudent, Federal Aid, Federal Legislation, Government Role,Government School Relationship, Labor Force, Long RangePlan.iing, Organization, Population Trends, Prediction, SocialInfluences, State Aid, State Federal Aid

A study identified forces and factors that may emerge and influencethe future of vocational education. While states may wiry structure,organization, extensiveness, and resulting impact, the basic purposeof vocational education continues to be preparation for work. It alsohas the broad goals of the larger education system to be responsive toconstantly changing social requirements. Past national influenceshave included federal legislation separating it from education ingeneral by selective financing and emphasis on special populations.Critical factors in its future organization and structure are populationtrends and nature of the labor force Considering available financialresources and economic pressures, possible t nrollment is predicted tobe lower at the secondary level, higher at the postsecondary. Possiblecost predictions range om $4.35 billion (1976 level) to $5 25 billion,with federal funds representing (still) 10 994 Past federal financialsupport has primarily been distributed by population. Federal sharesof financial vocational education must be increased to equalize cost,which then would allow states to increase support to: new or expand-ed programs for other groups. The federal government must also con-sider the states' ability to support vocational education and the need

50 Document Resumes

for additional funds to provide for special needs groups. (YLB)

ED 186 674 CE 025 196Barnes, Keith DThe Appraisal of School Guidance and CounselingServices in the Urban

Schools.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D.C.Pub Date-80Pub TypeTests, Questionaires, Evaluation instru ments (160)

ReportsEvaluative/Feasibility (142)EDRS PriceMFOI/PCO2 Plan PostageDescriptorsEvaluation Criteria, Guidance Programs, Program

effectiveness, Schaol Guidance, Self Evaluation Groups, Ad-ministrative Policy, Career Education, Consultation Programs,Counseling Services, Counselors, Educational Philosophy,Facilities, Financial Support, Guidance Objectives, GuidancePersonnel, Information Services, Organizational Effectiveness,Personnel Evaluation, Program Development, Program Evalua-tion, Referral, School Counseling, Secondary Education, Stu-dent Placement, Urban Schools

This resource booklet contains an operational appraisal instrumentfor use in evaluating the program effectiveness of secondary schoolguidance and counseling activities. It first presents criteria for ex-emplary guidance programs, which form the basis for the evaluation.Program areas appraised by this instrument include philosophy andobjectives, guidance staff (professional, related professional,counselor-support, and clerical personnel), program (responsibilities,appraisal services, personal-social and educational-occupational in-formation services, consultatre and referral services, orientation andeducational placement, counseling services, program development),facilities and provisions, and financial support. A scoring andweighing sneet is provided Users obtain a quantitative measurementof a guidance and counseling program's strengths and identify areas inneed of improvement (The study that developed this document isreported in CE 024 197 ) (YLB).

ED 186 675 CE 025 197

Barnes, Keith DThe State of Urban School Guidance and Counseling in the Major

School Districts of America.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-80Pub TypeInformation analyses/State-of-the-Art Materials (070)

ReportsResearch/Technical (143)EDRS Price MFOI /PCIO Plus PostageDescriptorsCareer Guidance, Pupil Personnel Services, 'School

Guidance, State of the Art Reviews, Urban Schools, CareerCounseling, Career Education, Community Influence, DeliverySystems, Environmental Influences, Family Influence, GuidancePrograms, Nan nal Surveys, Program improvement, PublicSchools, School Community Relationship, School Counseling,Secondary Education, Urban Areas, Urban Youth

IdentifiersUnited StatesA comprehensive analysis of the state of school guidance and

counseling emphasizing career guidance and counseling involvedliterature search, compilation of current educational statistical data, anational survey of large city career counseling services, visitations anddirect communication with school guidance personnel, and interviewswith leaders in the field Factors in the home, school, and communitywhich influence urban youth were identified. Reform of past practicesemphasizing special needs and college-attendance-related job func-tions was recommended to respond to the varied ervices demandedfrom and limited funds available to counselors today Although theyare sound, existing models for delivery of career counseling were con-sidered dependent on accurate student needs and self-understandinginformation An alternate method incorporating community involve-ment was suggested. A survey of the 112 largest public school systemsproduced information indicating that career guidance and counselingservices in urban schools (I) are not properly funded; (2) lack ade-quate supplies, resources, and personnel, (3) need to develop modelsto improve services, (4) need to establish operational professional

roles and function statements; (5) are facing pressure to add moreduties despite staff shortages, (6) require more intensive inservicetraining ar'I skill development experiences, and (71 must improve theircommunication skills with school staff and the community (Thesurvey instrument is appended See Note for needs assessment, opera-tions evaluation instruments, and model and delivery system (YLB)

ED 186 676 CE 025 198

Barnes, Keith D.A Model for Urban School Career Counseling Services.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-80Pub TypeReportsDescriptive (141)EDRS PriceMFOUPCO2 Plus PostageDescriptorsCareer Guidance, Community Resources, Program

Design, Plogram Deveopment, Program Implementation, 'Ur-ban Schools, Career Counseling, Cooperation, Counseling Ser-vices, Counselor Role, Delivery Systems, Facilities, FinancialSupport, Guidance Personnel, Guidance Programs, Models,Parent Schoc: Relationship. Program Evaluation, School Com-munity Relationship, urban Areas

This aggregation mood for urban school career couriseling servicespresents a systematic alternative to those career guidance and counsel-ing strategies presently in place in urban schools Its purpose is tofacilitate collaborative efforts by school staff, parents, students, andthe community in building career guioance and counseling sevices bas-ed in the school yet drawing upon the rich human and materialresources of the urban area. The career counseling model, presentedin both graphic and narrative forms, involves four stages (47 com-ponents)- Nanning (13), design (19), implementation (9), and evalau-tion (6). The narrative section detines the components and describesthe role which personnel, financial resources, facilities, and other sup-port systems play in the career counseling process The establishmentof an aggregation of career counseling sponsors, including the localschool district, state education department, counselor education in-stitution, and , 3fessional organizations is required to implement thismodel. (The which developed this document is reported in CE025 197 ) (Y1,14.

ED 186 677 CE G25 199

Barnes, Keith DAssessing and improving

Staff Development.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons Agency Office of Education (DHEW), Washington, D CPub Date-80Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

School Communications: A Handbook for

EDRS Price MFOI /PCO3 Plus PostageDescriptorsGroup Dynamics, 'Needs Assessment, 'Organiza-

tional Communication, Publicity, School Community Relation-ship, 'Urban Schools, Career Educ. Commatees, Com-munication Thought Transfer, Communication Skills, EJuca-nonal Needs, Educational Objectives, Group Discussion, MassMedia, Meetings, Parent School Relationship, Participation,Program Evaluation, Public Relations, School Pub'ications,Secondary Education, Staff Development, Teamwork

This handbcik for urban school staff provides guidelines andresource materials for implementing school needs assessment andcommunicating information about programs, services, and events inthe school district to the community It presents field-tested methodswhich have been utilized in a number of the largest public schooldistricts. Part I, on the topic of establishing and conducting a schoolneeds assessment summarizes the eight major procedures that shouldbe followed in conducting a needs assessment It also contains sug-gested materials for improving school community communications,such as the outline of ah exemplary student handbook and a parentsurvey for use as continuous evaluation of school/community rela-tions Parts 2 and 3 provide information to help improve the schoolcommunication effort, particularly at the individual school buildinglevel The second part of the handbook focuses on using the printed

50

and s2oken word to communicate information to various groupsSuggemon! are given on how to use the media and the services of theschoo systems communication specialists Part 3 contains informa-tion and resources that can improve face-to-face situations and obtainfeedba-k from various groups Emphasis is given to meetings andcommittzie work (The study that develop-A this document is reported

CE 024 197 ) (YLB)

ED 186 678 CE 025 216

Apprenticeship: Selected References, 1974-i 779.Of (ice of the Assistant Secretary for Administration and Management

(DOL), Washington. D CPub Date-79Available from Superimendent of Documents, U S Government

Printing Of fice, Washington, DC 20402Pub 1 ypeReference MaterialsBibliog:aphies (1311EDRS PriccMFOI/PC03 Plus PostageDescriptors 'Apprenticeships, Mmority Groups, 'Standards,

State Programs, V/omens Education, Abstracts, Annotated13115:lographies. Books, Citations References, Disadvantaged,Films...graphs, Foreign Countries, Opinion Papers, Periodicals,Program Descriptvms, Reports

This bibliography provides selected references on apprenticeshipspublished between 1974 and 1979 Reference! included were obtainedfrom a search of the card catalog of the Department of Labor library,standard periodical indexes, and other i-efereisce soiirtss such asEducational Resources Information Centel anti the NationalTechnical Information Service. The bibliography is divided into 11sections general books and pamphlets, general articles and papers,standards for apprenticeship, state apprenticeship programs, descrip-tions of individual apprentice programs, minority and disadvantagedgroups in apprenticeship, women in apprenticeship, apprenticeshipcontests, miscellane us brief articles, apprenticeship in other coun-tries, and films In addition to bibliographic information, many ofthe citations include annotations (LRA)

ED 186 679 CE 025 222

Jurg, Steven M And OthersImplementation of the Career Education Incentive Act. First Interim

Report on the Evaluability AssessmentAmerican Institutes for Research in the Behavioral Sciences, Palo

Alto, CalifSpons Agency Office of Career Education (DHEW/OE),

Washington, D C Office of Education (DHEW), Washington,D C Office of Evaluz.tion and Dissemination

Report No AIR-80600-3/80-1R(1)Pub Date--80Contract-300-79-0544Note 224p , Small print in figures will not reproduce wellPub TypeReports-- Evaluative/Feasibility (142)EDRS PriceMFOI/PC09 Plus ?ostageDescriptorsCareer education, 'Evaluation Methods. Measure-

ment Objectives, National Programs, 'Program ',valuation,Educational Objectives, Educational Practices, Evaluation

( ::terra, Evaluation Needs, Federal Aid, Measurement Techniques, Models, National Surveys, Program Development, StatePrograms

Identifiers Career Education I -entive Act 1977

Survey activities are reported which were designed to provide thefoundation for a national evaluation of the effectiveness of programsassisted under the Career Education Incentive Act of 1977 (pt. 95-207) The methodology described, called "program evaluability assess-ment," focuses on detailed analysis of program assumptions in orderto clarify objectives of the career education program, identifyelements of the functional program model, and identify the tasis forthe future national evaluatioa. Three separate efforts are reported(I; telephone interviews with twenty-six members of stakeholder

groups (e g educational organizations, business, industry and com-munity groups, and fourteen State Career Education Coordinators),(2) detailed review of each of the fifty-three State Career EducationPlans (FY80) received by the Office of career Education, a-d (3) siteresits to ten states to examin- actual funding mechar .s and ac-tivities Findings, which revealed discrepancies between intended andactual program, are discussed in relationship to program accountabili-ty and flow of funds, and direct and indirect program I- veryentions

GU

Document Resumes 51

Measurement models (based on the finding that the program is"evaluablc") are presented in a table listing the following informationfor each of forty major activity-outcome linkages key actor(organization/group), activity, intended outcome, measures, datasource, quantifiabilliy, potency, and collection/processing effortAppendixes contain detailed analyses of state plans notable examplesof state leadership activities, and measurement models for seventy-three elements (for use by managers of state and programs (3T)

ED 186 682 CE 0:15 230

Van Ausdle, Steven LCompr,hensive Institutional Planning in Two-Year Colleges: A Plann-

ing Process and Case Study.Ohio State Urns, Columbus National C enter for Research in Voca-

tional EducationSpons Agency Office of Education (DHEW ), Washington, D CPub Date-79Pub TypeGuides, Methods/ Tec hmques Non-Classi oom Use

(055) Reports Research /Technical (143)EDRS PriceMFOI/PC06 Plus PostageDescriptors 'Case Studies, College Administration, 'College Plan-

ning, Educational Objectives, 'Long Range Planning, TwoYear Colleges, Budgeting, Management Systems, Models, Pro-gram Implementation, Self Evaluation Groups, Systems Ap-proach, Vocational Education

This second of two monographs dealing with comprehensive institu-tional planning is directed at institutional representatives involved inthe planning process at two-year colleges It contains (I) informationon a step-by-step approach to developing and implementing a com-prehensive planning process (chapters 1-3) and (2) a case study ofplanning activity at Walla Walla Community College (chapter 4)Chapter 1 identifies and explains requirements of an effective plann-ing process, including a planning model and prerequisites to effectiveplanning implementation of the planning process is discussed inchapter 2 A conceptual model developed within the framework of thePlanning, Management, and Evaluation System is presented, andthese three phases of the process explained in detail planning(pr.Alanning, strategic planning, operational planning), nianagement(plan utilization), and evaluation (including mow°, ing) Chapter 3focuses on vocational education planning and explains suggested stepsin a program planning model The purpose of chapter 4 is todelineateand describe planning and budgeting processes used by Walla WallaCommunity College A preliminary evaluation is attempted Amongexhibits illustrating how other institutions approach various aspects ofthe planwg is a description of Valencia Community College's needsassessment at -roach (A second monograph .n the series, available asCE 025 211, pros ies essential information for "planning to plan ")(YI.B)

ED 18.683Van Ausdle, Steven LCompreheesive Institutional Planning in Two-Year Colleges: An Over-

view and Conceptus: cramework.Ohio Sta.'- Urns, Columbus National Center for Research in Voca-

tional EducationSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-79Pub TypeGuides/Methods/Techniques--Non-Classroom Use

(053) Information analyses/State-of-the-Art Materials (070)

ReportsResearch/Technical (143)EDRS PriceMFOI i PC05 Plus PostageDescriptorsCollege Administration, College Environment,

'College Planning, 'Educational Objectives, 1 ong Range Plann-ing, Two Year Colleges, Decision Making, Management

Systems, Models, Needs Assessment, Self Evaluation Groups,Systems Approach

IdentifiersOpen Systems TheoryThis first of two monographs dealing with comprehensive institu-

tional planning is directed at executive officers and institutional plan-ners of two-year colleges interested in initiating or improving their ap-proach to planning Chapter I discusses planning as an essential ad-ministration function for the 1980s, such planning must be sensitive tosocietal trends and value shifts Chapter 2 overviews literature foundto he of value for conceptualizing and developing a comprehensive in-

CE 025 231

52 Document Resumes

stitutional planning system The review encompasses literature onplanning theory and literature having specific application andreference to planning in the two-year college Chapter 3 synthesizespremises found in the literatureessential characteristics of the plann-ing process, essential prerequisite considerations, and essential re-quirements of the process Chapter 4 presents a conce, tualframework to facilitate understanding of the role, function, andoperation of a planning system DISCUSS/OD focuses on a popular ad-ministrative model (Planning, Management, and Evaluation Model)and a planning process developed within the framework of thatsystem Chapter 5 presents an open system view of planning, whichtakes into consideration the relationship with the nature of the en-v ronment (A second monograph in the series, available as CE 025231, offers a step-by-step approach to the planning process )(YLB)

ED 186 684Knapp, Joan EAssessing Transfer Skills.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons Agency National Inst of Education (DHEW), Washington,

D CPub Date-79ContractOB-N IE-6-78-9211Note-25p , For related documents see ED 138 834, ED 146 420, ED

146 458, ED 174 809, CE 024 835-836, CE 025 246-247, and CE025 306

Pub TypeInformation analyses/State-of-the-Art Materials (070)Opinions/Personal Viewpoints/Position Papers/Essays (120)

EDRS PriceMFOI /PC01 Plus PostageDescriptorsSkills, Testing, Transfer of Training, Educational

Practices, Essay Tests, Higher Education, Individual Testing, in-terviews, Job Skills, Learning Theories, Mastery Learning, Ob-jective Tests, Performance Tests, Secondary Education, SelfEvaluation Individuals, Simulation, Skill Development, State ofthe Art Reviews

Following a summary of what is presently known about transferskills, the options available for assessment of transfer skills are ..;en-tified and problems inherent to that task examined Transfer skills(the ability or capacity of the learner or worker to transfer skills ork ,owledge from prior experiences to new ones) are discussed using thework of a number of contemporary theorists 'rid noting points ofgeneral agreement Types of educational measurements that can beapplied to the assessment of transfer of skil:s are classified as eithertraditional or nontraditional methods Traditional methods examinedare paper and pencil, multiple choice, and objective tests Nontradi-tional methods analyzed are interviews and oral examinations, simula-tions, essays, performance tests, aad self-assessment devices Ex-amples of each, then use as well as advantages anti disadvantages, aregiven It is noted that no specific tests or procedures could be recom-mended as end -ails, rather, they are presented as tools to help deter-mine if transfer has occurred A bibliography of selected documentsdescribing nontraditional assessment methods is Included as an appen-dix (MFK)

CE 025 246

ED 186 685 CE 025 247

Kirby, PatriciaCognitive Style, Learning Style, and Transfer Skill Acquisition. In-

formation Series No. 195.Ohio State Univ Columbus National C enter for Research in Voca-

ti ,nal EducationSpons AgencyNational Inst of Education (DHFW), Washington,

D CPub Date-79( ontractOBNIE-6-78-0211Note-123p , For related documents see ED 138 834, ED 146 420, ED

146 458, 1 D 174 809, CE 024 835-836, CE 025 246-247, and CF025 306

Available from--National Center Publications, The National C enterfor Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (S7 25)

Pub TypeDissertations/Theses (040) Guides/Methods/Techni-quesNonClassroom Use (055) Information analyses/State-of-the-Art Materials (070)

EDRS PriceMFOI /PC05 Pies Postage

DescriptorsCognitive Style, *Skills, Teaching Styles, Transfc, ofTraining, Behavioral Science Research, Educational Practices,Higher Education, Learning Theories, Secondary Education,Skill Development, State of the Art Reviews

Intended for educational practitioners interested in direct applica-tion of learning and cognitive style to the classroom and the en-couragement of transfer skill acquisition, this document is a re,,Iewand synthesis of cognitive, learning, and teaching style literature t.athapplication to adult life stages and development 1 he first section ofthe dccument is primarily an overview, discussion and merging ofcognitive and learning styles with transfer skills "Linking Style andTransfer Skills' discusses what is known about transfer skills andtransfer skill acquisition, and then presents the notion of style andsome of its elements as they relate to transfer skill acquisitionChapters that follow examine the 1"erature on cognitive style and lear-ning style separately Implications for research on all three of the con-cepts (transfer skills, cognitive styles, and learning styles) are offeredwithin the context of a discussion teaching style Current applicationsin educational and training environments are discussed and various in-ventories for assessing cognitive/learning styles are identified andcompared to assist the reader in selecting a learning style approach Anumber of literal and figurative illustrations arc used throughout themonograph (MEK)

ED 186 699 CE 025 272

Gottfredson, Linda SChange and Development in Careers. Final Reperi.Johns Hopkins Univ Baltimore, Md Center for Social Organization

of SchoolsSpons AgencyNational Inst of Education (DHEW), Washington,

DCPub Date-80Contract N IE-G-76-0075Note-4I3pPub TypeReportsResearcn/Technical (143) Numerical /Quan-

tative data (110)EDRS Price Mi'01/PC17 Plus PostageDescriptorsCareer Change, 'Career Choice, Career Develop-

ment, Employment Patterns, Occupational Aspiration,Behavior Change, Education Work Relationship, NationalSurveys, Occupational Information, Social Change, VocationalInterests. Vocational Maturity, Work Attitudes

This report describes a study that examined three types of changethat affect career development (1) changes in jobs and behavior thatoccur as people mature and age, (2) cultural changes that alter the op-portunities and attitudes of people born at different times al history,and (3) changes in the environment that affect the opportunities andbehavior of people Following an introductory chapter chapter 2reviews the major approaches to career development in sociology and

psychology while chapter 3 outlines how the two approaches can becombined Chapter 4 describes the development and validit; of theoccupational status and the occupational field classifications Thefifth chapter describes the National Longitudinal Survey data used inthe study The next three chapters describe patterns of career out-comes the employment status and kinds of work held at differentages, the occupational aspirations men have at different ages, and theextent to which earlier aspirations and jobs determine later Jobs heldChapter 10 focuses on family and personal background variables thatare associated with entering different fields and levels of work, whilechapter 11 focuses on the influence of educaticnal and economic en-vironments The final two chapters review the theoretical and prac-tical implications of the study (L RA)

ED 186 703 CE 025 290

Patten, W GeorgeA Pilot Study: Priorities in Administrative Needs and II rogram Ser-

vices for Community and Area Technical Colleges. Emphasis or.

Large Urban Areas.Ohio Stare Univ Columbus National Center for Research in Voca-

t.onal EducationSpons AgencyOffice of Education (DHIE W), Washington. D CPub Date-79Pub TyneReports Rescerch/Technical (14?) Numerical /Quan-

tative data (110)EDRS PriceMFOI /PC08 Phis Postage

r ,

DescriptorsAdministrator Education, 'Educationally Disad-vantaged, Needs Assessment, Special Programs, Two YearColleges, Vocational Education, Administrator Attitudes, Ad-ministrator Qualifications, Administrators, Aacillary School Ser-vices, Community Colleges, Educational Improvement, Educa-tional Needs, Educational Opportunities, Graduate StudyLeadership Training, Management Development, PostsecondaryEducation, Professional Continuing Education, Technical In-stitutes, Unemployment, Urban Areas, Urban Education, UrbanSchools

A study (I) identified curricular areas administrators of vocationaleducation considered helpful in strengthening managerial and ad-ministrative skills and (2) solicited response to special service areasconsidered helpful in expanding the delivery of postsecondary voca-tional education to the structurally unemployed and undereducatedFrom a literature search, study of university leadership training pro-grams, and examination of competency-based materials for ad-ministrators, nine factors were identified as necessary in administratoreducation and four factorsservice areasfor educational servicesImprovement in large urban areas Factors relating to administratoreducation were then expanded into graduate courses and thoserelating to service areas into possible program offerings and servicesA survey instrument incorporating these factors was developed to col-lect responses (.riority ratings) from 164 administrators in urban in-stitutions (established approximately 20 years ago) with minimumenrollments of 5,000. Results indicated administrator concern regar-ding the need for added skills in the area of budget preparation andfiscal management; endorsement of special counseling programs andrecruiting efforts to reach target groups, a need for special fiscalallocations to provide groups with auxiliary services; and endorsementof the program of structured and relevant training at the graduatelevel to provide core training for key administrators of vocationaleducation (Y LB).

ED 186 704 CE 025 291

Hotchkiss, LawrenceDifferential Equation Methodology Applied to Career Decisions and

Status Attainmest Processes: Conceptualization and Calcilatioa.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW), Washington,

DCPub Date-79ContractOB-NIE-G-78-0211Note-139p. ; Some figures will not reproduce well due to small type

For a related document see CE 025 292Pub Type Numerical /Quantative data (110)

ReportsResearch/Technical (143)EDRS PriceMFOI/PC06 Pies PostageDescriptorsCareer Development, Expectation, High School

Students, Mathematical Formulas, Research Methodology,Concept Formation, Decision Making, Educational Research,Longitudinal Studies, Mathematical Models, Research Design,Socioeconomic Status, Statistical Analysis, Theories

IdentifiersDifferential EquationsThis document was prepared in connection with a three-year

longitudinal study of career expectations of high school students con-ducted to explain scientifically the process by which youth form careerexpectations, e.g. educational, occupational, and income expecta-tions Divided into six chapters, this document contains a theoreticalrationale for a differential equation model of the process by whichcareer expectations of youth evolve and presents a detailed explicationof the technical information needed to use the model. Chapter Ipresents the purpose and overview of this report. Chapter 2 contains atheoretical and conceptual discussion of the use of differential equa-tions to represent career planning processes. Chapter 3 presents thebasic concepts of selected mathematical and statistical topics, whichare discussed in further detail in chapters 4 and 5 Chapter 4 devel:psthe mathematics of differential equations, presents a justification forusing ordinary least squares in the statistical analysis, and describes acomputer program that can be used to estimate coefficients of the dif-ferential equation system. The fifth chapter draws on the technicalmaterials presented in chapters 3 and 4 to describe interpretations ofdifferential equation systems applied to career expectation variables.A summary is presented in Chapter 6. (Author/BM)

rlti

Document Resumes 53

ED 186 705 CE 025 292

Hotchkiss, Lawrence Chiteji, LisaInterim Report on Panel One of a Longitudinal Study of Developing

Career Expectations.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational lnst of Education (DHEW), Washington,

DCPub Date-79ContractOB-NIE-G-78-0211Note I 99p. , For a related document see CE 025 291Pub TypeReportsDescriptive (141) Tests, Questionaires, Evalua-

tion instru ments (160) Numerical/Quantative data (110)EDRS PriceMFOI/PC08 Plus PostageDescriptorsCareer Development, Expectation, High School

Students, Occupational Aspiration, Path Analysis,Socioeconomic Status, Comparative Analysis, Cross Sectional

Studies, Decision Making, Longitudinal Studies, Mathematical

ModelsIdentifiersDifferential Equations, Ohio

The first panel of a three-yrar longitudinal study was conducted toinvestigate tt :t process by which youth form career expectations. Thestudy was designed around a cross-sectional path model of career ex-pectations drawn from the sociological literature on status attainmentand is based on differential equations in which all expectationvariables are viewed as affecting each other in a time-continuoussystem of feedback loops. A random sample of approximately 700Ohio Ingii school sophomores completed self-administered question-naires providing data on career expectations and socioeconomiccharacteristics of family members One or both parents of each youthalso completed questionnaires identifying the parents' career expecta-tions for their children and socioeconomic data. All occupationaldata were coded into three-digit 1970 census codes and thentransformed into codes reflec:ing socioeconomic content of occupa-tions. Selected means, standard deviations, correlations, and pathmodels were compared to previous cross-sectional research in the localarea These comparisons re led good matches between current and

past samples in broad patterns, but samples differed in specific detail.Comparison of correlations based on the subjective-probabilitymett od to those derived from traditional methods revealed that theformer were consistently higher than the latter Finally, the results in-volving the iuentification issue in cross-sectional data in which feed-back loops appear were analyzed. (BM).

ED 186 706 CE 025 294

Booth, CliveEducation and Training in Eagland: Some Problems from a Covenant

Perspective. Occasion! Paper No. 161.Ohio State Univ. Columbus. National Center fur Research in Voca-

tional Education7ub Date-80Available from -- National Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 ($2.20)

Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays(120) Speeches, Conferences Papers (150)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsEducation Work Relationship, Employment Pro-

grams, On the Job Training, Vocational Education, YouthEmployment, Apprenticeships, Dropouts, Educational Op-portunities, Educational Policy, Educational Practices, Federal

Programs, Public Policy, Youth ProgramsIdentifiersEngland

Focus of this speech is on the challenges of providing employmentrelated education and training for young people in England. Afterbriefly outlining the British education system, the author discusses re-cent and proposed changes designed to help young people (particular-ly the unemployed, terminal degree student, or those who are workingand receiving daytime training) affect a smoother transition fromschool to work Two contemporary programs are outlined which areproviding on-the-job experiences for youth: the Youtn Oppo:tunitiesProgram and Unified Vocational Preparation, both of which haveprovided much useful information to the British government relativeto the school-to-work transition. The resultant proposal is alsodescribed. that young people who leave school to enter work should be

54 Document Resumes

offered traineeships in their early months of work as part of a jointenterprise of school and training service providers, much like an ap-prenticeship In concluding, a proposal currently under considera-tion, shortening the apprenticeship period by substituting qualifyingexamination for a portion of the four year apprenticeship, is discuss-ed (Answers to nine questions from the audience of research anddevelopment personnel are included ) (MEK)

ED 186 707 CE 025 295

Schergens, Becky L.The Parent's Role in Career Development: Implications for Vocational

Eilication Research and Development. Occasional Paper No. 60.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationPub Date-80Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohto State University,1960 Nenny Rd. Columbus, OH 43210 (51 90)

Pub TypeCollected WorksSerials (022). Opinions/PersonalViewpoints/Position Papers/Essays (120) Speeches, ConferencesPapers (150)

EDRS PriceMEW /PC01 Plus PostageDescriptorsCareer Development, Career Education, Perent

Education, Parent Influence, Parent Role, Research Neeus,Ech ..ational Development, Educational Research, EducationalResponsibility, Information Dissemination, Parent Aspiration,Parent Associations, Parent Responsibility, Parent School Rela-t;ontip, Parent Student Relationship- Vocational Education

IdentifiersParent Teacher AssociationTh:: PTA continues to be engaged in projects and programs which

relate to parents' and children's perception and understanding of theworld of work, education, and career development Current activitiesinclude a project focusing on television's effects on children andyouth, the national PTA's Urban Education project determiningissues in public education, and activit 'n the area of testing ThePTA supports career education and the parent's role, which involvestwo different functions: (I) guider of or resource for his or her ownchild and (2) advocate for increased opportunities in the area of careereducation for all children, with emphasis on the impact that parentscan have at the community, state, and local levels From parentschildren learn att tudes and motivations about work, careers, andgoals To positive,y influence their children, parents need to learnabout employability skills, educational opportunties, needs assess-ment, and career education concepts More research and developmentis needed to disseminate such information, materials, skill develop-ment, and the training of parents Through the PTA parents canassume their roles as advocates for career and vocational education atall levels. (Questions and answers are appended. ) (YLB)

ED 186 708 CE 025 296Shannon, Thomas AThe Role of Local School Boards in the Development anJ Direction of

Programs of Occupational Education. Occasional Paper No. S8.Ohio State linty Columbus National Center for Research in Voca-

tional EducationPub Date-80Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210(51 90)

Pub Type Collected WorksSerials (022) Opinions/PersonalViewpoints/Position Papers/Essays (120) Speeches, ConferencesPapers (150)

EDRS PriceMFOI /PC01 Plus PostageDescriptorsBoard of Education Role, Community Control,

Program Development, 'School District Autonomy, VocationalEducation, Advisory Committees, Boards of Education, CitizenParticipation, Educational Change, Government School Relation-ship, Local Government, Earent Participation, Parent SchoolRelationship, School Community Relationship, SecondaryEducation, Speeches

In focusing on local school board response to citizen desires forchange in public school operations and on significant issues changingeducation from the perspet of school boards, three pm pies mustbe kept in mind (I) public schools are controlled by three arms ofgovernment at three levels, (2) the federal government has limited

powers and (3) federal trends (concerning the federal government) arenot coincidental with national trends (existmg independently of thefederal government) issues of federal and national scope includesevere student population decline, fewer students but richer programs,and expansion of federal control States have reacted by emphasizingtheir power at the expense of local boards of education who arebypassed at the local level in favor of citizen advisory committeesSchool board concerns involve a trend agains. big government spen-ding, administrative unionism, curriculum reform, vocational careereducation programs, and their role as coordinators of communityeducational resources in a more comprehensive approach to educa-tion Parent and citizen involvement necessary to help school boarddeal with these problems raises other problems advisory committeesversus school boards as final authority, support of the expandinggroup of senior citizens, and the relationship among the superinten-dent and advisory committee and school board (Y LB)

ED 186 709 CE 025 297

Hampson, KeithThe Relationship of School and Work: A British Perspective. Occa-

sional Paper No. 57.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationPub Date-79AvailaLle fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (SI 90)

Pub TypeCollected WorksSerials (022) Opinions/PersonalViewpoints/Position Papers/Essays (120) Speeches, ConferencesPapers (ISO)

EDRS PriceMFOI /PC01 Plus PostageDescriptorsCareer Choice, Career Education, Ca-eer Explora-

tion, Education Work Relationship, School Business Relation-ship, 'Work Experience, Career Awareness, College SchoolCooperation, Employment Patterns, National Programs, Secon-dary Education, Speeches, Student Attitudes, Student Educa-tional Objectives, Student Needs, Unemployment, Work At-titudes, Youth Employment, Youth Problems

IdentifiersGreat BritainThe British, like the Americans, are facing youth education and

employment problems Recent consideration of the content and stan-dard of education, especially the obligations schools have in equippingpupils for adult life, has led to the suggestion that schools have a dutyto meet industry's needs Government should consider a national pro-gram giving a new vocational thrust to secondary education, because,for school to help students acquire social and other skills to help themobtain Jobs in the 1980s, education must offer a stronger vocationalprogram that reflects changing employment patterns Youthunemployment needs special attention because it may condition workattitudes What young people want shouP llso he consideredStudents not aspiring to higher education should have the opportunityto explore work places and engage in practical activities Educationshould be changed to include practical activities in the curriculum,more closely associate schools and further education colleges, instill awider knowledge of indwary in teacher training, give students super-vised work experience, and provide for student career awareness,career exploration, and career setction (Y1 B)

ED 186 710 CE 025 298

Apker, WesleyPolicy Issues in Interrelating Vocational Education and ( TA. Occa-

sional Paper No. 56.Ohio State Univ Columbus National C -nter for Research in Voca-

tional EducationPub Date-79Available fromNational Center Publications, the National enter

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (SI 90)

Pub TypeOpinions/Personal Viewpoints/ Position Papers/ I ssays(120) Speeches, Conferences Papers (I SO)

EDRS PriceMFOI /PC01 Plus r.stageDescriptorsAgency Cooperation, Coordination, Policy. 'Voca-

tional Education, Cooperative Programs, f ederal Programs,Labor Force Development, Political Issues, Program Improve-ment, Program Validation

6

IdentifiersComprehensive Employment and Training ActVocational education programs cannot and should not serve all the

population groups targeted by the Comprehensive Employment andTraining Act (CETA) Rather, they should and must collaborate andcooperate with the manpower community In order to do that fivemajor policy issues need to be dealt with getting agreements to col-laborate, prime sponsor and local education agency linkages, voca-tional education delivery system, education credit, and extendedschool days, facilities, and teachers Although there is a basis for col-laboration, there must be someone to play the roie offacilitator/catalyst In the absence of preexisting trust between CETAand vocational education, the development of a sense of shared in-terdependence is needed Toward these ends, vocational educationmust examine the redefine the scope of responsibilities of thediscipline, documenting the effectiveness and costs of current pro-grams while discarding those which are no longer useful It also mustgear itself to serve the needs of a rapidly aging population Each stu-dent should have his or her own IEP (uiviividal employment program)developea, with the granting of academic credit for work experienceas appropriate The traditional school day must be extended, as mustthe settings in s.hich vocational education can be offered Inserviceeducation for school personnel also is essential Vocational educationmust respond to the demographic time bomu .,et to go off in 1995 byinstituting systematic changes capable of accomodating these popula-tion shifts Time is running out for the vocational education and man-power communities to work together voluntarily (Answers to ninequestions from the audience of educational research and developmentpersonnel are appended ) (MEK)

ED 186 711 CE 025 299

Baker, Eva LNew Directions in Evaluation Research: Implications for Vocational

Education. Occasional Paper No. 55.(),,lo State limy Columbus National Center for Research in Voca-

t.onal EducationPub Date--79Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210151 90,

Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays(120) Speeches, Conferences Papers ORB

EDRS PriceMFOI/PC.01 Plus PostageD-scriptorsEducational Assessment, Educational Research,

Evaluation Methods, *Government Role, Measurement Ob-jectives, Vocational Education, Educational Researchers,

Evaluation Needs, Politics, Prog-am Evaluation, Research

Methodology, SpeechesIn the early 1970s educational evaluation's fusion of respect for ra-

tionality, power to implement rational procedure, and an altruistic ob-jective (improved instruction) appealed to educational researchersDealing essentially with closed systems, it measured program successby student performance on measurement instruments Critics ex-claimed that program developers and evaluators took away personaldecision rights from students anu that outcome measures were in-complete and inaccurate Changes occured due to reanalysis showingthe futilits of earlier research, operating focus on procedures (not out-comes), open student participation, and loss of stability required forlon3itudinal study In present-day open system e. aluation settings,emphasis is on multiple objectives, and selection of what is to bevaluated is left open No longer committed to methodology and pro-vision of clear intormation, evaluators use case studies and looser,more interactive designs Their reactions to political demands are touse needs assessments, develc p systemat c procedures, and write morereports Problems between politics and evaluation include these (1)the technical disagreement that any evaluation is subject to erodes itscredibility with its ccintracting agency, (2) evaluation results can be us-ed to discredit politicians whose claims outstrip their programs, and(3) success of political efforts gives politicians a sense of personalpower al H)

ED 186 712 CE 025 300

Tolbert, Jack fThe Role of Private Trade and Technical Schools in a Comprehensive

Duman Development System: Implications for Research andDevelopment. Occasional Paper No. 53.

Document R(sumes 55

Ohio State Urns Columbus National ( enter for Research in Voca-tional Education

Pub Date-79Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 al 90)

Pub TypeSpeeches, Conferences Papers (150)EDRS Price MFOI!PCOI Plus PostageDescriptorsEducational Cooperation, Pruprietary Schools,

'Research Needs, Success, Vocational Education, Bias, CareerEducation, Educational Research, Federal Regulation, Intellec-tual Property, Job Placement, Legal Problems, Long RangePlanning, Postsecondary Education, Public Education

Proprietary schools represent a growing segment of the total educa-tional effort of this country and one which often has beenmisunderstood by the public education community While greatercooperation is desirable between proprietary trade schools ana non-proprietary schools providing similar job training, the prejudice oftraditional educators toward vocational education for profit and theproprietor's desire to protect his investment are barriers to suchcooperative efforts Proprietary schools are currently in a growthperiod, primarily due to increasing enrollments and a growing reluc-tance on the part of states to increase funding for public postsecon-dal), education Although the tremendous growth of private tradeschools .:. :he early sixties brought with it certain abuses, the develop-ment of strong trade associations, including the National Associationof Trade and Technical Schools (NATTS), helped proprietary schoolsin the seventies build a solid reputation 'or ethically-run, quality pro-grams which have a high rate of success in terms of job placementThe Medix School's success depends largely on an effective mix of stu-dent recruitment, the education process, job placement, and institu-tion management Few studies have been conducted of private careerschools or their students, this appears to be an unmet need in voca-tional research and development Perhaps there is a model or methodthat can combine the effective features of proprietary schools and thepublic sector which offer students a better learning opportunity(Answers to questions from the audience of education research anddevelopment personnel are included ) (MEK)

ED 186 713 CE 025 301

Schmidt, HermannCurrent Problems of Vocational Education in the Federal Republic of

Germany. Occasional Paper No. 54.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationPub Date-79Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (SI 90)

Pub TypeOpinions/Personal Viewpoints/Position Papers/Essays(120) Speeches, Conferences Papers (150)

EDRS PriceMEOliPC01 Plus PostageDescriptorsEducational Policy, 'Educational Practices, 'Federal

Legislation, Inplant Programs, School Business Relationship,Vocati -tat Education, Educational History, EducationalResearch, Employer Employee Relationship, Employment Pro-jections, Industrial Training, Job Training, Labor Needs, LaborRelations, Out of School Youth. Postsecondary Education Pro-gram Content, Secondary Education, Speeches, reacher Im-provement, Unions, Vocational Schools, Vocational framingCenters

IdentifiersWest GermanyThe present form of vocational education in the Federal Republic of

Germany with its origins in trades and crafts of the Middle Ages hasexisted since the 1920s Only in 1969, however, did comprehensivelegislation declare company vocational training within the sphere ofstate responsibility, give unions participation rights in determiningtraining content, and create a Federal Institute for Vocatirnal Educa-tion Research Improved quality of training but (ewer training placesled to the Act on the Promotion of Training PI ices (1976), which pro-vided certain prerequisites for the future of vocational education itbecame a political subject and demand for training. is now measuredby the number ,-f school leavers, not by industry's needs The futuredevelopment of vocational education will be determined by (1) socie-ty's image of a working person, (2) cooperation between employers

56 Document Resumes

and unions, (3) well-trained vocational school teachers and trainingpersonnel, and (4) individual benefit given to handicapped, foreignchildren, and females. Despite different education systems in theFederal Republic and the United States, work of vocational educatorsand youth problems are similar. Views should be exchanged regardingschool to work transition, greater adjustment between the educationand employment systems, learning on the job, and financing voca-tional education. (YLB).

ED 186 714 CE 025 303

Campbell, Robert E. And OthersBuilding Comprehensive Career Gaidame Programs for Secondary

Scioo Is: A Handbook of Programs, Practices, and Models,Research and Development Series No.147.

Ohio State Univ. Columbus. National Center for Research in Voca-tional Education

Spons AgencyNational Inst. of Education (DHEW), Washington,D.0

Pub Date-78Contract-400-77-020Note-267pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The 0111,> State University,1960 Kenny Rd Columbus, OH 43210 (511 80)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055). Reference MaterialsBibliographies (131)EDRS PriceMFOI/PC11 Plus PostageDescriptorsCareer Guidance, Learning Activities, 'Models,

Program Development 'Program Implementation, SystemsApproach, Abstracts, Career Education, Career Exploration,Change Strategies, Computer Oriented Programs, Decision Mak-ing, Delivery Systems, Disabilities, Employment Potential,Followup Studies, Guidance Programs, Integrated Curriculum,Job Placement, Job Skills, Occupational Information, ProgramAdministration, Program Evaluation, Secondary Education, SelfConcept, Sex Fairness, Student Placement

This handbook presents management techniques, program ideas,and student activities for building comprehensive secondary careerguidance programs Part I (chapter I) traces the history of guidanceto set the stage for the current emphasis on comprehensive programs,summarizes four representative models for designing comprehensiveprograms, and cites additional models. Part 2 (chapters 2-7) identifiesspecific student practices for building a comprehensive programEach chapter is organized into (I) narrat. ie, with definition rationalefor use, summary appraisal of practices, and full description of an il-lustrative practice, (2) ten abstracts of practices, showing range, typesavailable, costs; (3) additional practices, and (4) references Chapter 2focuses on curriculum-based practicesa broad approach to deliver-ing career guidance practices. Chapters 3-5 present individual prac-tices geared primarily to one developmental area Titles are Self-Understanding and Occupational Knowledge Practices, Career Ex-ploration and Decision-Making Practices, and Placement, Follow-Up,Follow-Through, and Employability Skills Practices. Chapter 6 ad-dresses the needs of women and special sub-populations Chapter 7concerns computer-based career guidance practices Part 3 (chapter 8)discusses the implementation of programs and practices under thesetopics change agent roles for counselors, a seven-step strategy for ef-fecting change, and a review of roadblocks to change (YLB).

ED 186 715 CE 025 304

Rose, Marcia, Comp And OthersBut for Me It Wouldn't Work: Implications of Experiential Education

Policy Guidelines. Information Series No. 165.Ohio State Univ, Columbus. National Center for Researcn in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW), Washington,

DCPub Date-79Contract-40G-77-0055Note-75pAvailable fromNational Center Publ cations, The Nat onal Center

for Research in Vocational Education The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (55 10)

Pub TypeCollected WorksProceedings (021) CollectedWorksSerials (022)

EDRS Price MFOI /PC03 Plus PostageDescriptors'Educational Policy, Experiential Learning,

Policy Formation, Work Experience Programs,Advisory Committees, Conferences, Secondary Education, Voca-tional Education

A conference is repotted in which experiential education practi-tioners addressed the utility and acceptability of the policy guidelinesfor work oriented experiential education developed by a national ad-visory panel of management, labor, education, and communityrepresentatives The first part of the report contains the full text ofthe five presentations and eight panel discussions and the second partincludes summ..-ies of the invited practitioners' assessment of theguidelines along with suggestions and recommendations for their im-plementation The following Issues are dealt with in relationship towork-oriented experiential education learner objectives, site selec-tion, evaluation, structure for learning, diversity of experiences, iden-tification of learners, access to various employment levels, programexpansion, commitment to programs, worker protection, legal re-quirements, paid experiences, academic credit, employment credit,and preparation of educational and workplace personnel (MEK).

ED 186 717 CE 025 306

Pratzner, Frank COccupational Adaptability and Transferable Skills: Project Final

Report. Information Series No. 129.Ohio State IJniv Columbus National Center for Research in Voca-

tional EducationSpons Agency -- National Inst of Education (DHEW), Washington,

DCPub Date-78ContractNE-C-00-3-0078Note-94p , For related documents see ED 138 834, ED 146 420, ED

146 458, ED 174 809, CE 024 835-836, and CE 025 246-247Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (S6 25)

PA) TypeIntormation analyses/State-of-the-Art Materials (070)ReportsResearch/Technical (143)

EDRs i.;,:eMFOI/PC04 Plus PostageDescriptors*Education al Needs, 'Job Skills, Occupational Mobili-

ty, 'Transfer of Training, Vocational Adjustment, Ability, At-titudes, Career Change, Classification, Employment Potential,Skill Analysis, Skill Development, Skills, State of the Art Reviews

The nature and current status of knowledge about occupationaladaptability and transferable skills are summarized in this report It isa synthesis of major conclusions and insights, with some additionalperspectives, from eight final reports on an exploratory study (seeNote). A brief overview is presented of project objectives and ac-tivities which focused on identification of skills, attitudes, knowledge,and personal characteristics that schools could seek to develop, andhow they might teach them to prepare students for careers characteriz-ed by change. The several conclusions Include the following (1) Thesubstantial job changing in the American labor force is neither in-herently good nor bad (2) Individuals need help in preparing forcareers characterized by change (3) Although little is known aboutjob changing, skills alone do not determine mobility or adaptability(4) All skills are potentially transferable to some extent and on someoccasions There is reasonable consensus on broad categories impor-tant for success in a variety of occupations (5) Students need op-portunity to practice application of skills under a wide variety of con-ditions and circumstances (6) Performance in one talent area isunrelated to that in others, so schooS should develop abilities in anumber of different ones (e g. creative, decision -mi sing, planning,and communication talents) (7) A number of Milt- clonal programsand instructional techniques have been identified that seem to providefor the implicit recognition or development of transferable skills Sug-gestions and recommendations are made for teachers, counselors, ad-ministrators, employers, and researchers Examples of transferableskills and characteristics and the final report of the project's panel ofco'sultants are appended (JT)

ED 186 718 CE 025 307

Wmgo, Rosetta FHama. Relations Critical Incidents for Office Simulation. Series

61 t,

Spring 1978. Vocational Office Block Protect, Michigan StateUniversity.

Michigan State Univ. East Lansing Dept of Secondary Educationand Curriculum

Pub Date-78Available fromDepartment of Secondary Education and Cur-

riculum, Michigan State University, East Lansing, MI 48197Pub Type Guides /Methods /techniques Classroom

UseTeaching Guides (052)EDRS PriceMFOUPCO2 Phis PostageDescriptorsCritical Incidents Method, Human Relations. Office

Occupations Education, Office Practice, Simulation, EmploytrEmployee Relationship, Office Occupations, Peer Relationship,Problx,in Solving, Secondary Education, Teaching Guides

Designed for office occupations teachers, this guide presents sevencritical incidents that provide students with practice in human rela-tions The critical incidents focus on the following topics officerumors, excessive borrowing, remembering names, adapting tochange, carrying your load of work, personal calls on office phones.and coffee break abuses. For each critical incident, the following in-formation is provided general objectives, performance objective,number of persons to be included, time needed, materials, setting, im-plementation strategies, and suggestions for conducting a staff con-ference. (LRA).

ED 186 719 CE 025 308Sockol, Richard A McClain. Thomas WSchool/Business Partnerships: A Practitioner's Guide.Massachusetts Univ Amherst Inst for Governmental ServicesSpons AgencyMassachusetts State Dept of Education, Boston

Div of Occupational EducationPub Date-78Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOUPC03 Plus PostageDescriptorsCooperative Programs, 'Coordination, Educational

Improvement, Education Work Relationship, ProgramDevelopment, School Busin-ss Relationship, AdministratorCharacteristics, Administrator Responsibility, AdministratorRole, Career Education, Coordinators, Demonstration Pro-grams, Educational Needs, Institutional Role, OrganizationalCommunication. Program Design, Program Implementation,Secondary Education

IdentifiersBoston School Businei Partnership Program.Massachusetts (Boston)

This guide is intended to give the reader an understanding of theprocesses used and programs developed in the BostonSchool/Business Partnership Program Chapter I discusses the ra-tionale for partnership, including such topics as Boston's initiative touse business resources to upgrade educational curriculum, underlyingprinciples, and one-to-one partnerships In chapter 2 the major stagesin establishing Boston's partnership program are identified and usedas guidelines for the development of a five stave, twenty-six step pro-cess for development of other partnership programs. The process In-volves initial design and coordination (10 steps), definition of institu-tional needs (4), matching of needs with available resources (3),development and implementation of programs (6), and establishmentof a support/communication network (3) Chapter 3 explores factorsaffecting school and business liaisons, including the characteristics,responsibilities, and authority of school and business coordinatorswithin partnership institutions Topics addressed in chapter 4 includeformalized internal and external communication systems, informalsystems for support of liaisons, and key issues. The guide concludes(chapter 5) with descriptions of exemplary programs in Boston(YLB)

ED 186 720 CE 025 309Scott, Beverly AMaking Transitions Work: Overcoming Resistance and Avoiding

Failure in the Placement of Women in NonTraditional Jobs.Consulting Associates, Inc. Southfield. MichPub Date-80Pub TypeReportsDescriptive (141) Speeches, Conferences

Papers (150)EDRS PriceMFOUPC01 Pins Postage

cG

Document Resumes 57

DeraptorsFemales, Nontraditional Occupations, Organiza-Ilona! Development, 'Organizations Groups, Administ.ativeOrganization, Adults, Case Studies, Group Structure, Mcklels,Personnel Integration, Power Structure, Resources

Using a case study of a client with common problems in placing,women in non-traditional positions, this speech raises questions ofdiagnosis and intervention and presents an alternative organizationalmodel that is then applied to the case study The organizational modelemphasizes four components (1) mission (purpose or rationale for ex-istence of the organization); (2) power (driving force. providingenergy for members to achieve the mission or purpose), (3) structure(formal and informal policies and procedures), and (4) resources(means or assets) Based on the work of Rob rt Terry, the organiza-tional model described is normative in naturc and focuses on what theindividual needs to be authentic. This approach differs from most in-terventions which tend to focus on structure, i e. changing policies, orresources, i e giving assertiveness or career development training, thismodel focuses on the major issues involved (the power and missioncomponents of the organization) while supporting such resources asthe acquisition of new gender skills for men Although not cost pro-ductive, this approach is cost-preventivepreventing the higher costof large turnover and failure rates in placing women in non-traditionaljobs (MEK).

ED 186 722 CE 025 322Bhaerman, Robert DKnowledge Interpretation Project. Final Report, October I, 1978 -June

30,1980.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW), Washington,

DCPub Date-80Contract-400-78-005INote-293pPub TypeReportsDescriptive (141)EDRS Prke MFOIIPCI2 Plus PostageDescriptorsBilingual Students, Disabilities, Equal Education,

'Information Dissemination, 'Labor Market, Minority Groups,Education Work Relationship, Program Descriptions, ProgramDevelopment, Program Evaluation, Student Publications,Womens Education

A project was :onducted to interpret existing reviews and synthesesof research in four areas of educational equitywomen. minorities,disabled or handicapped learners, and bilingual populationsas theyare related to the world of work. The project was designed to put in-formation about the world of work into the hands of those most likelyto use that information. secondary school studcnts, teachers, ad-ministrators. and the general public. In phase 1, outlines, formats,and sample portions of the products (teacher materials, administratorbrochures, and news releases for student newspapers) were developed.

Student materials were developed and refined through drafts,rewriting, and reviews A dissemination plan and a validation planwere prepared. In phase 2, the final products were distributed to 250high schools and a similar number of local newspaper editors Thenpost cards were sent asking for comm .nts, and a selected number oftelephone interviews were conducted The actual use ofmaterialsparticularly by student newspapersappeared to dependupon school priorities and on the amount of materials received (Alist of recommendations for future activities concludes the documentAppended materials include developed materials and a technicalreport detailing the content development phase of the project ) (CT)

ED 186 725 CE 025 340

Dunham, Daniel BThe American Experience in the Transition from Vocr.tioul Schools to

Work: A Report to the United Nations Education, Scientific, andCultural Organization. International Symposium on Problems ofTransition from Technical and Vocational Schools to Work (Berlin,German Democratic Republic, 14-18 April, 19801.

Bureau of Occupational and Adult Education (DHEW/OE),Washington, D C

Pub Date-80Pub TypeReportsDescriptive (141) Collected

WorksProceedings (021)

58 Document Resumes

EDRS PriceMFOUPCO2 Plus PostageDescriptors 'Administrative Organization, "Delivery Systems,

Educational Practices, 'Education Work Relationship, 'Voca-tional Education, Access to Education, Career Education, Con-ferences, Educational Cooperation, Federal Programs, TeachingMethods, Work Experience Programs, Youth "imployment

IdentifiersUnited StatesThis paper discusses the central problems and issue' of the transi-

tion from school to worklife in the United States Developed from aframework which outlir es the structure of the education system andthe place of vocational-technical education within it, the paper ad-

dresses measures the United States has taken to facilitate the transitionfrom school to work Content and methods related to curriculum andteaching in vocational education are briefly described and conclusionsare drawn on the present state of affairs relative to the school-to-worktransition. Selected conclusions are these (1) access to facilities in ur-ban and rural areas must be improved, (2) more emphasis should beplaced on staff development, (3) guidance services and counseling ef-forts should be better integrated into the school system and the cur-riculum, and (4) better and more reliable information on jobpossibilities, work e),,erience, and employment options are necessaryIt is noted that resolut. is to the school-to-work transition are most

likely to be found where cooperative work experience programs canserve at least fifty percent of all students enrolled in school-basedvocational programs, where career exploration in the workplace isavailable to all students, and where education is more successfully in-tegrated with business and the community by programs beingdelivered on the work site rather than exclusively in the classroom(MEK)

ED 186 732 CE 025 363

Faddis, Constance RThe Worker as Proteus: Understanding Occupational Adaptability.Ohio State Univ Columbus Nationa; Center for Research in Voca-

tional EducationSpons AgencyNational hist of Education (DHEW), Washington,

DCPub Date-79Contract 0B-N IE-G -78 -0211Note -187pPub TypeIn formation analyses/State-of-the-Art Materials (070)EDRS PriceMFOUPC08 Plus PostageDescriptorsCareer Change, 'Transfer of Training, Vocat.onal

Adjustment, Adults, Career Counseling, Career Development,Models, Occupational Mobility, Skill Development, Work At-titudes

The purpose of this paper is to review and synthesize what is knownabout occupational adaptability and to propose a heuristic model ofthe processIes) of adaptation in work Following an introductorychapter, three chapters contain a review of literature that draws frommany disciplines and presents an overview of human adaptation ingeneral, as well as in the context of work The res iew addresses threequestions What is meant by adaptability') What are the major factors

involved in adaptation? What behaviors and styles are in adap-

ting? Chapter 5 presents the model for occupath 141 adaptation,which is intended as a heuristic framework with which to examineelements and forces in peoples' work lives and how individuals goabout dealing with adaptive demands involved with working Themodel also addresses adaptive options of bringing about changes injobs and work environments, preventing or avoiding the effects of un-wanted changes, and making moves from one job or :areer toanother Chapter 6 discusses implications of the model and offerssuggestions for increasing and refining adaptation in work and lifeChapter 7 reviews implications for individuals. work organizations,and society in general improving the occupational adaptability of in-dividuals Examples of transferable skills lists are appended (I RA)

ED 186 738Botterbusch. Karl FA Comparison of Seven Vocational Evaluation Systems.Wisconsin Univ Stout, Menomonie Dept of Rehabilitation and

Manpower Services Materials Development CenterSpons AgencyRehabilitation Services Administration (DHF W),

Washington, DPub Date -76

CE 025 394

Contract DHEW - RSA -12 -P- 55307/5Note-49p , For a related document see CE 025 395Available fromMaterials Development Center, Stout Vocational

Rehabilitation Institute, University of WisconsinStout,Menomonie, WI 54751 (S2 50) Menomonie, WI 54751 SI 50)

Pub Type Guides/ Methods /Techniques Non- Classroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsEvaluation Criteria, 'Occupational Tests, 'Test Selec-

tion, Evaluation Methods, Psychological Testing, StandardizedTests, Testing, Test Reviews, Vocational Aptitude, Work Samplele t3

(dent tiersVocational EvaluationSeven commercially available work evaluation systems are com-

pared using a standardized outline. development, organization, workevaluation process, administration, scoring and norms, observation ofclients, reporting utility, training in the system, technical considera-tions, reviewer's summary and comments, address, cost, and

references. There are four sections (I) a brief paper listing factors tobe considered in selecting a commercial evaluation battery for suchtools as on-the-job evaluations, sheltered employment, work samples,and psychological tests fur assessing clients' potential, (2) an explana-tion of the fourteen major points (criteria) in tne outline, (3) a table

presenting brief comparison of the seven systems on the first tenpoints (points 11-14 not appropriate to summarized, and (4) moredetailed description of each system including reviewer's comments,address, cost, and references. The seven systems covered areMcCarron-Dial Work Evaluation System, Philadelphia Jewish

Employment and Vocational Service (JEVS), Singer VocationalEvaluation System, Talent Assessment Programs (TAP), The TowerSystem, Vaipar Component Work Sample Series, and Wide RangeEmployment Sample Test (WREST) Four more recently developedsystems are compared in a separate document (see Note) (IT)

ED 186 739 CE 025 395

Botterbusch, Karl FA Comparison of Four Vocational Evaluation Systems.Wisconsin Univ Stout, Menomonie Dept of Rehabilitation and

Manpower Services Materials Development CenterSpons AgencyRehabilitation Services Administration tDHEW),

Washington, D CPub Date-77Contract DHEW-RSA-12-5-55307/5Note-40p , For a related document see CE ()LS 394Available fromMaterials cc -lopment Center, Stout Vocational

Rehabilitation Institute, Unt...rsity of WisconsinStout,Menomonie, WI 54751 (SI 00)

Pub TypeGuides/Methods/TechniquesNon-C lassr Tom Use (055)

EDRS PriceMFOUPCO2 Plus PostageDescriptors 'Evaluation Criteria. 'Occupational Tests, 'Test Selec-

tion, Evaluation Methods, Psychological Testing, StandardizedTests, Testing, Test Reviews, Vocational Aptitude, Work SampleTests

IdentifiersVocational EvaluationFour commercially available work evaluation systems are compared

using a standardized outline development, organization, workevaluation process, administration, scoring and norms, observation ofclients, reporting utility, training in the system, technical constdera-no:5ns, reviewer's summary and comments, address, cost, and

references. There are four sections (I) a brief paper listing factors tobe considered in selecting a commercial evaluation battery for such'cols as on-the-job evaluations, sheltered employment, work samples,and psycho.ogical tests for asessing clients' potential, (2) an explana-tion of the fourteen major points (criteria) in the outline, (3) a table

presenting brief comparison of the four systems ci the first ten points(points 11-14 not appropriate to summarize), and (4) more detaileddescription of ez h system including reviewer's comments, address,cost, and referee. vs The four systems covered are ComprehensiveOccupational Assessment and Training System (('OATS), HesterEvaluation System. Micro- COWER, and Vocational Information andEvaluation Work Samples (VIEWS) Seven older systems are Lam-oared in a separate document using the same format (see Note) (JT)

ED 186 740 CE 025 396

Ur

Robinson, Charles WThe Dictionary of Occupational Titles in Vocational Assessment: A Self

Study MammalAssumption Coll Worcester, MassSpons AgencyRehabilitation Se. vices Administration (DHEW),

Washington, D CPut Date -79ContractDHEW-l2-P-55307/5; RSA-44-P-05313/1-05Note-236pAvailable fromMaterials Development Center, Stout Vocational

Rehabilitation Institute, University of WisconsinStout,Menomonie, WI 54751 ($3.00)

Pub TypeGuides/Methods/TechniquesClassroomUseInstructional Materials (051). Guides/Methods/Techni-quesNon-Classroom Use (055)

EDRS PriceMFOI/PCIO Plus PostageDescriptorsCareer Counseling, 'Occupational Information,

'Vocational Rehabilitation, Career Development, InstructionalMaterials, Learning Activities, Occupations, RehabilitationCounseling, Vocational Adjustment

IdentifiersDictionary of Occupational Titles, Vocational Evalua-tion

This self-instructional manual is designed to assist professionals invocational rehabilitation .n the effective use of the fourth edition(1977) of the Dictionary of Occupational Titles (DOT) and closelyrelated mate.lals (i. e. Guide for Occupational Exploration, WorkerTrait Group Crtooc, Career Information System Guide, and Hand-book for Analyzing Jobs). Twenty units are included in the manual.Unit 1 shows how occupational information is related to vocationalrehabilitation and discusses how to tell when rehabilitation serviceshave been completed. Units 2 through 8 are designed to give a com-plete understanding of the uses of the DOT. Units 9 through 20describe how to use the materials that supplement the DOT to com-pare eight characteristics in clients with those required for various oc-cupations Each unit follows a typical formatunit title, unit objec-tives, unit content, and unit exercises Appended material consists ofthe following sections, designed to aid in completing the manual.References, Guides, Charts, and Forms, Answers to Exercises; Self-assessment Materials, Two Planning Models for Vocational Assess-ment, and Comparison of the Guide for Occupational Explorationand the Worker Trait Group Guide (LRA)

ED 186 759 CE 025 420

Falk, William W'Significant Other' Influence and Vocational Development. Information

Series No.196.Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Ault Education

(DHEW/OE), Washington, D CPt b Date-80Contract-300-78-0032Note-28pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210($2.20)

Pub TypeInformation anaiyses/State-of-thc-Art Materials (070)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsCareer Choice. 'Career Development, Concept For-

mation, Family Influence, "Peer Influence, Decision Making,Environmental Influences, Parent Influence, Racial Factors,Research Needs, Sex Differences, Vocaixnal Education

IdentifiersSignificant OtherThis monograph on significant other influence and vocational

development begins with a short historical overview of the concept of'significant other' The author then presents a summary of the ways inwhich the concept has been measured and reviews selected empiricalstudies with an emphasis on findings related to race, ,.x, andresidence. The conceptual and methodological needs for futureresearch are discussed In conclusion, the author relates the rekvanceof these concepts and conclusions to vocational educators (BM).

ED 186 760 CE 025 421

Jung, Steven MProprietary Vocational Education. Information Series No. 197.

Document Resumes 59

Ohio State Univ Columbus. National Center for Kesearch in Voca-tional Education

Spons AgencyBureau of Occupational and Adult Education(DHEW /OE), Washington, D C

Pub Date-80Contract-300-78-0032Note-49pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210($3.25)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMFOI /PCO2 Pins PostageDescriptors 'Enrollment, Pregram Administration, 'Program

Descriptions, 'Proprietary Schools, 'Student Characteristics,Vocational Education. Accreditation Institutions, Faculty,Government School Relationship, Job Placement, ProgramCosts, Program Effectiveness, Recruitment, State Standards,Teaching Methods

This monograph on proprietary vocational education provides anoverview of proprietary education which is intended for vocationaleducators who may not be familiar with proprietary schools. Theauthor begins with a description of numbers ark! types of proprietaryschools and includes information on population characteristics,chartering, licensing, accreditation, patterns of corporate organiza-tion, and enrollment statistics. Distinctive operating characteristicsare then discussed, such as length of programs and casts, studentrecruitment, instructional methods and faculty; and placement ser-vices. The natu., of proprietary school students, training outcomes,consumer abuse and government regulation are also discussed Inconclusion, the author summarizes prospects for the future (BM)

ED 186 761 CE 025 422

Heddesheimer, Janet CVocational Education and Mid-Career Change. Information Series No.

198.Ohio State Univ Columbus National Center for Research in Voca-

tional Ed' cationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-36pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, Ohio 43210 ($2 80)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMFOI/PCO2 Plus PostageDescriptorsAdults, Career Change, 'Career Counseling,

Delivery Systems, 'Educational Strategies, Vocational Educa-tion, Career Development, Educational Resources, IndividualCharacteristics, Individual Needs, Research Needs

This monograph on vocational education and mid-career changerepresents an attempt to survey the diverse points of view concerningmodes of service delivery to adults making mid-career changes. In ad-dition, this paper describes the characteristics of those who makechanges in mid-career, provides an overview of career developmenttheory, discusses the needs of mid-career changers, and provides in-formation on available strategies and resources to serve mid-careerchangers. Finally, the implications for research and practice arediscussed. (BM).

ED 186 762 CE 025 423

Spetz, Sally H And OthersCurrent and Future Employment Opportunities in New and Emerging

Occupations within Illinois. Final Project Report.Conserva, Inc. Raleigh, N CSpons AgencyIllinois State Office of Education, Springfield Div.

of Adult Vocational and Technical EducationPub Date-80ContractR-35-30-X-0222-206Note-67p. ; For related documents see CE 024 424-430Pub TypeGuides/ Mthods/TechniquesClassroom

UseTeaching Guides (052)EDRS PriceMal/PC03 Pins PostageDescriptorsDemand Occupations, 'Employment Opportunities,

60 Document Resumes

Employment Projections, Labor Needs, Ovcupational In-formation, Administr,,,d , Animal Facilities, CurriculumResearch, Employment Patterns, Employment Qualifications,Farm Management, Institutional Administration, NationalSurveys, Occupational Surveys, Podiatry, RehabilitationCenters, Solar Radiation, State Surveys, Statewide Pla,ining,Technical Occupations

Identifiers Emerging Occupations, Illinois, Industrial Health,Therapeutic Recreation

An Illinois project identified new and emerging occupations withinthe state and determined the types, levels, and distribution of newvocational eoucation curricula needed to meet employment demandsfor skilled workers in those occupations Project staff reviewedsimilar national research efforts, recently enacted Illinois legislation,and tech.,ical and trade journals to identify potential new occupa-tions. Telephone contacts were made with over 450 individuals nation-wide, represent'rg industries, educational institutions, professionaland trade associations, go einment ag-ncies, labor unions, serviceorganizations, and private employers. Study findings identified sevennew and emerging occupations for which new curricula should be of-fered: biomedical equipment technician, industrial hygiene technician,podiatric assistant, therapeutic recreation technician, swine confine-ment facility assistant manager, solar energy technician, and halfwayhouse resident manager Eac was described in terms of job duties,educational requirements, typical employers, present sources ofworkers, linkages with established occupations or industrial sectors,and Lurrec.t and projected estimates of statewide manpower dema:id(A curriculum planning and resource guide for each occupation isavailable separately. See Note ) Further, twelve occupations wereidentified as potential new and emerging occupations, due to pendinglegislation, technology, or bon; -rline demand estimates (Job dutiesand exclusion criteria are provided for approximately forty occupa-tions which did not qualify. 'LB)

ED 186 770 CE 025 432

Mills, Joe D.Development and Validation of a Competency-Based Pomervke/luser-

vice ' ?airlift System for Vocational Teachers. Final Report.Florida State Dept. of Education, Tallahassee. Div. of Vocational

EducationSpons AgencyBureau of Occupational and Adult Education

(DHEV.VC), Washington, D. CPub Date-77ContractG007603814Note-56p. ; Some of the appendix materials will not reproduce well

due to light and broken typePub TypeReportsResearch/Technical (143)EDRS PriceM. )1/PC03 Plus PostageDescriptorsCompetence, Competency Based T -'tcher Education,

Curriculum Development, Individualized Instruction,Multimedia Instruction, Skills, Admin..,tration, CriterionReferenced Tests, Delivery Systems, Evaluation Criteria, Inser-vice Teacher Education, Instructional Materials, Objectives,Preservice Teacher Education

The purpose of this project was to develop and field test amodularized, individualized, multimedia learntr,g -vstem designed toproduce vocational instructors who are compmriit to implement andmanage a totally individualized curriculum delivay system A teamof instructional designers warked with practicing vocational teachersand teacher educators to CO determine the competencies and objec-:Ives of the system; (2) determine the content of instructionalmaterials; and (3) formatively evaluate the instructional materialsProject effort r2sulted in a learning system called FA IT (Florida'sApproach to Competency-Based Individualized Teaching) Thesystem consists of thirty-one competencies, organized into six com-ponents: got' setting, objectives, criterion-referenced testing, learningexperiences, evaluation, and instructional management Each com-petency has at least one print-learning option, and most include a se-cond learning option in an alternative medium Three conclusions ofthe study are that (I) there are a set of commonly agreed-upon com-petencies central to the individualization of competency-based instruc-tion; (2) FACIT is a unique approach that includes elements of manyother theoretical and practical approaches, and (3) FACIT provides amodel for the concepts is designed to tc..ich (FACIT competenciesand objectives, bibliographic citations of over 200 materials reviewed,

and a list of 46 FACIT instructional materials are included as appen-dixes 1 (MEK )

ED 187 847 CE 023 640

Charters, Margaret AVocational Education for Older Adults. Information Series No. 201Ohio State Urns, Columbus National Center for Research in Voca-

tional EducationPub Date-80Available fromNational Center Publications, The National Centel

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (S2 80)

Pub TypeInformation analyses/State-of-the-Art Materials (070)EDRS PriceMF01/PCO2 Plus PostageDescriptorsAdult Vocational Education, Employment Op-

portunities, Older Adults Program Development, Retirem,..t,Retraining, Age Discrimination, Educational Policy, Legisla-tion, Program Descriptions

IdentifiersAge Discrimination in Employrne,t Act, Social Secui ityAct Amendments 1977

This review and synthesis of research on vocational education forolder aoults focuses on members of society in the sixty-five-and-olderage group who have retired from the labor force but not from the pro-ductive population. The author addresses ways in which vocationaleducators can facilitate utilization of the resources represented bythose in this age group through postretirement vocational educationand training. Following a: some of the topics discussed in this paper:factors in society af ft 'mg the potential number of labor force par-ticipants over age sat, nave, the Age Discrimination in EmploymentAct (P. L. 95-256); Social Security Act Amendments; implications forfull- or part-time paid employment; changing avocations into voca-tions; implications for volunteerism, implications for the consumerrole; potential barriers to vocational programming for older adults;and programs and policies facilitating vocational education/trainingfor older adults ;BM)

ED 187 848 CE 023 642

Asche, F Marion Vogler, Daniel EAssessing Employer Satisfaction with Vocational Education Graduates.

Information Series No. 204.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-48pAvailable fromNational Center P' ',:.cations, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 ($3 25)

Pub TypeInformation analyses/State-of-the-Art Materials (070)Reference Materna" Bibliographies (131)

EDRS PriceMFOI/PCO2 Plus PostageDescriptorsEmployer Attitudes, 'Graduates, 'Job Performance,

Research Methodology, Vocational Education, VocationalFollowup, Educational Policy, Employers, Identification,Postsecondary Education, Research Design. Research Needs,Research Problems, Secondary Education, Students

This review of the literature on employer satisfaction with voca-tional education graduates is based on a search for representativestudies with different methodologies and from different sourcesObservations made are organized into four basic c.tegories (I)theoretical considerations in conducting research, (2) methodologicalconsiderations in the design c f studies; (3) the identification of voca-tional students; and (4) the identification of employers. Selected con-clusions from this section are 'hese. an accurate measure of employersatisfaction should be develol ed, universal and workable definitionsfor terms such as graduates, _ompleters, leavers, and employers mustbe used, and variances for curriculum and types of programs must bemade Reasons cited and developed in the paper for assessingemployer satisfaction with vocational education graduates are toalidate worth, identify needed improvements, improve educa-tion/employer relations, improve guidance services, bolster recruit-ment, enhance labor force capability, and satisfy legislative mandates.Five proposed policy and research positions conclude the paper

L111

They include those concerning philosophical issues about the collec-tion of information and the actual collection of information and .tssubsequent use (Abstracts of the ocuments reviewed are append-edten general employer surveys and eighteen employer follow-upstudies. ) (MEK)

ED 187 856 CE 024 747Finch, Alton V CompCareer Education is Business Education: 1. Classroom Teachers Hand-

book.National Business Education Association, Rest.,n, VaSpons AgencyOffice of Education (DHEW), Washington, D CPub Date-80Contract-300-78-04I4Note-198p. , Pages with small type will not reproduce well For

related documents see CE 024 748-750Available fromNational Business Education Association, 190*

Association Drive, Reston, V A 22091 ($9.50)Pub TypeGuides/Methods/TechniquesClassroom

UseInstructional Materials (051). Guides/Methods/Techni-quesClassroom UseTeaching Guides (052)

EDRS Pike MFOI/PC08 Pins PostageDescriptorsBusiness Education, Career Choice, Career Educa-

tion, Economics, Occupational Information, Values Clarifica-tion, Career Awareness, Career Exploration, Decision Making,Educational Games, Homan Relations, Instructional Materials,Integrated Curriculum, Job Search Methods, Learning Activities,Lesson Plans, Postsecondary Education, Secondary Educatior ,Self Concept, Teaching Guides, Work Attitudes

This handbook contains samples of instructional materials forteaching career education concepts in the business classroomlessonplans, factual information, games, and exercises. While many of theexamples are in a form readily usable by students, other exampleshave been edited or condensed to fit the handbook format. Alloriginal sources are given in the table of contents and include mailingactresses for the materials. Unit 1 provides an introduction Units IIand 111 contain materials pertinent to (I) the philosophy, goals, andobjectives of career education and (2) career education and theteaching/learning process Instructional materials relating to careereducation concepts are found in Unit IV, which is divided into six sec-tiorn: Occupational Information (including information of fifty-sixbusiness occupations), Job Getting and Maintaining, Career DecisionMaking, Values Self - Appraisal, Personal TraitsHuman Relation-ships, and Economic Awareness. Unit V an annotated bibliographythat describe.- both the original sources of the .naterials and othersources of career education materials. Materials a.e classified aslocal, state, and national education agencies, annotated periodicals;other periodicals; theses; and commercial books and other curriculummaterials. An appendix gives the mailing address for the state coor-dinators of career education. (YLB).

ED 187 857 CE 024 748Poland, Robert, EdCareer Education is Business Education: 2. Methods for Involving the

Business Community.National Business Education Association, Reston, VaSpons Agency Office of Education (DHEW), Washington. D.0Pub Date-80Contract-300-78-04I4Note-76p. ; For related documents see CE 024 747-750Available fromNational Business Education Association, 1906

Association Drive, Reston, VA 22091 ($4.95)Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055). Init. mation analyses/State-of-the-Art Materials (070)EDRS Prke MFOI/PC04 Plea PostageDescriptors °Business Education, Career Education, Government

School Relationship, 'School Business Relationship, *SchoolCommunity Relationship, Advisory Committees, Business, Com-munity Programs, Cooperation, Cooperative Programs, JobPlacement, Material Development, Organizational Communica-tion, Postsecondary Education, Pro;essional Associations,Secondary Education, Unions, Work Experience Programs,Youth Clubs, Youth Programs

The nine articles in this monograph deal with techniques for in-

Document Resumes 61

creasing communication between the professional world of businessand business education with respect to career edlicatiol. The first ar-ticle stresses the need for communwation between schools and therelated business community In the second article school-related ex-periences that involve both the related business community and theschool are reviewed and their implications for career educationdelineated. Work experience programs and vocational youth clubs arediscussed. The next four articles focus on possible assistance from ad-visory committees, community-related programs, professionalbusiness organizations, no labor unions in career educationOrganizations and their available services are briefly discussed, andsource (and address) of additional information is identified Theseventh article presents ideas on effective use of the government bybusiness teacners in delivering career education The eighth article of-fers suggestions for collaboration from the business community anddevelopment of workable linkages between business and schools Inthe final article thest hides for community involvement are propos-ed work experience models, work experience for teachers, job place-ment, and development of high quality career materials (YLB).

ED 187 858 CF 024 749Ristau, Robert ACareer Education in Business Education: 3. Strategies for Implementa-

tion.National Business Education Association, Reston, VaSpons AgencyOffice of Education (DHEW), Washington, D CPub Date 80Contract-300-78-04I4Note-63p. ; For related documents see CE 024 747-750Available fromNational Business Education Association, 1906

Association Drive, Reston, VA 22091 (S4 50)Pub TypeGuides/Methods/TechniquesClassroom

UseTeaching Guides (052)EDRS PriceMFOI/PC03 Plus PostageDescriptors susiness Education, Career Development, Career

Education, Program Implementation, Teacher Responsibility,'Teacher Role, Attitudes, Business Education Teachers, CareerAwareness, Career E: lloration, Economics, Integrated Cur-riculum, Interpersonal Competence, In e Style, PostsecondaryEducation, Program Evaluation, Secondary Education, SelfConcept, Teacher Influence, Values Education, VocationalEducation, Work Attitudes

This monograph covers strategies, methods, and practices bestsuited for infusing career education into the teaching of business.Chapter 1 considers the relationship between business education andcareer education, including the career education movement, careerdevelopment tasks, responses of business education, and goals andobjectives of business education programs. The remaining chaptersaddress ways in which infusion can take place within business educa-tion. Chapters 2-4 concern the three primary components of careereducation: developing attitudes and values, career exploration, andcareer preparation. Issues of the first phase addressed in chapter 2 in-clude importance of the teacher, self-concept in career development,life style concepts, work values and perceptions of work, andeconomic and social awareness. Chapter 3 discusses the career ex-ploration process, need for career exploration, approaches to im-plementation, career clusters and job families, objectives, andmaterials and activities. Concerns of career preparation emphasizedin chapter 4 include new challenges for business education (overcom-ing sex s..zutyping, and student recruitment), need for businesseducators to relate to nontraditional and emerging occupations, place-ment and followthrough, using community resources, and need for in-strictinnal innovation Chapter 5 addresses evaluating career educa-tion, including approaches and using the results Each of these finalfour chapter concludes with a summary of the business teacher's role.(YLB)

ED 1876.4 CE 024 750Calhoun, Calfrey C.Career Education is Business Education: 4. Current States and Figure

Direction.National Business Education Association, Reston, VaSpons AgencyOffice of Education (DHEW), Washington, D C.Pub Date-80Contract-300-78-0414

62 Dcrument Resumes

Note-43p. , Small type and italics will not reproduce well. For

related documents see CE 024 747-749Available fromNational Business Education Association, 1906

Association Drive, Reston, VA 22091 (54.00)Pub TypeReportsResearch/Technical ('43)EDRS PriceMFOI/PCO2 Phis PostageDescriptors Business Education, Business Education Teachers,

Career Education, Information Needs, Teacher Attitudes,Teacher Participation, Integrated Curriculum, National Surveys,Needs Assessment, Postsecondary Education, Secondary Educa-

tionIdentifiersNational Business Education Association

A National Business Education Association (NBEA) survey (spring1979) sought to gather information and views from NBEA membersregarding the status and need for career education it business pro-grams and to identify the types of assistance members n_ to fur-ther their active participation in career education. The survey focusedon four topics (I) career education in the schools, (2) integration ofcareer education into business education, (3) attitudes toward career

education, and (4) needed assistance. Findings indicated that abouthalf of the respondents worked in school and school districts where

career education programs existed. Seventy-five percent integratedcareer education on a daily or weekly basis. The most frequent pro-blems anticipated in increasing time coent on career education includ-

ed not enough instructional time, lack of money, and low priority of

career education integration Attitudes toward career education weremostly positive, and respondents favored their contirLed and increas-ed participation in career education Respondents wanted services and

mz:erials of all kinds related to what and how they taught and regard-

ed NBEA as a suitable agent for them Career education informationneeded included information on instructional materials and teaching

techniques. State education agencies, NBEA, and local schooldistricts were preferred as sources of career education information.(The questionnaire is appended. ) (YLB)

ED 187 861 CE 025 079

A Demonstration: Effecting Incremental Improvements in K -12 Edamtion. Final Report, July 1, 1978 - September 30, 1979.

Ohio State Unit/ Columbus National Center for Research in Voca-

tional EducationSpons Agency Office of Career Education (DHEW/OE),

Washington, D CPub Date-79ContractG0078C0019Note-73p , For related documents see FIT 163 226 and ED 167 775FJ13 Type Report-, Research /Technical (143)EDRS PriceMF01/ PC03 Plus PostageDescr.ptors'Career Education, Demonstration Programs,

Program Development, Program Implementation, 'ProgramImprovement, Educational Research, Elementary SecondaryEducation, Program Costs, School Districts

Sex Bias. Barriers to Vocational Edocaium Enroll neat. Final Report.Oklahoma State Dept of Education. Oklahoma City Div. of

career education directors and career education curriculum materials

inflt.enced the transportability and installation of Alliance programs

(4) staff and community involvement Evaluation data indicated thatthe c ireer education programs were received equally welt by staff andstudents in the five ongoing districts and four new districts (LRA).

ED 187 875

ment and field testing have been completed, and (2) determine how to

that have them to school districts that need them. Project objectives

Alliance of Career and Vocational Education The National Centerfor Research in Vocational Education staff provided training for

for teachers to facilitate program implementation in the nine districtsAs a result of project activities, it was found that four major fackors

(1) goal and model congruence, (2) cost, (3) ease of installation, and

Brown, Judy Palmer And Others

sive career education programs on a districtwide basis when develop-

menteffective career education programs from school districts

were met through the involvement of nine school districts in the

IdentifiersAlliance of Career and Vocational Education, Education

A project was conducted to (I) determine how to install comprehen-

sive

1974, National Center Research in VocationalEducation

CE 025 312

Vocational - Technical EducationSpons AgencyOklahoma State Advisory Council for Vocational-

Technical Education, Oklahoma CityPub Date-80Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PC04 Plus PostageDescriptors 'Sex Bias, Sex Sterec:ypes, Vocational Education,

Administrator Attitudes, Counselor Attitudes, Educational

Research, Employer Attitudes, Females, Males Parent At-

titudes, Sex Role, Student Attitudes, Teacher AttitudesIdentifiersOklahoma

A study was conducted to identify barriers and develop progiamatic

strategies necessary to overcome those barriers that deter both maleand female students from enrolling in vocational education programs

of their choice The study uhzed a modified delphi technique to col-

lect the perceptions of the sample groups wanting to enroll in con-traditional vocational programs The target groups included students,

parents, teachers, counselors, administrators, and employers Groupranking of the barriers revealed the following were the highest ranked

barriers: (I) toss of ferninity or masculinity; (2) parent pressures,resistance, and traditional expectations; (3) peer pr-ssure by ridicule,isolation, alienation, or exclusion; (4) tradition; (5) need for friends of

same sex in class, and (6) inhibition due to being in tl,e minority sex.(Results of a two-day seminar with nationally recognized experts in

the field of educational sex bias arc reported along with suggested

strategies for overcoming selected barrier'. The survey instruments

are appended ) (LRA).

ED 187 816 CE 025 317

Fruehling, Rosemary TA Cross-Sectional Study of the Origins and Development of Vocational

Needs of High School Students. Flea! Report.Minnesota State Dept of Education, St. Paul Div. of Vocational

and Technical EducationPub Date-80Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PCI2 Plus PostageDescriptorsEducational Needs, Needs Assessment,

Socioeconomic Background, Student Needs, Vo:ationalEducation, Age Differences, High School Students, Junior High

School Students, Sex Differences, SurveysA study was conducted to answer two main question What are

the vocational needs of high school students? and (2) di, the lifehistory correlates of such vocational needs? Over 1 ..sigh schoolstudenis in grades 8 through II were administered a sic -ure of voca-

tional needs, the Minnesota Importance Questionaaire, and a ques-

tionnaire designal to elicit life h.s.ory information, the Student In-

formation Blank. The results of the study contain preliminaryevidence that suggests the existence of similar average patterns ofneens across grade, sex, and sex-by-grade groups It was found thatthe most important vocational need for all groups was ability utiliza-

tion In addition, the findings contained preliminary evidence that

background data are related to vocational needs However, while

there was evidence linking background data meaningfully to voca-

tional needs, there was little evidence to support thegeneralizability offindings across groups. (The Student Information Blank, data collec-

tion exhibits, and summary statistical data are appended ) (LRA)

ED 187 879Grisafe, John POccupational Assessment Handbook.Riverside County Supranendent of Schools, CalifPub Dat -79Pub Type Guides /Methods /Techniques Classroom

UseTcnching Guides (052) Tests, Questionaires, Evaluation in-

stru ments (160)EDRS PriceMFOI/PC03 Plus PostageDescriptorsAbility, Ability Identification, Occupational rests,

Program Development, Vocational Aptitude, Vocationd In-

terests, Adult Education, Aptitude Tests, Career Educanon,Disabilities, Elementary Secondary Education, Interest Inven-

tories, Job Skills, Predictive Measurement, Program ImpleLien-

tation, Scoring, Testing, Test Interpretation, Work Sample Tests

CE 025 390

IdentifiersWork Evaluation

This handbook contains suggested guidelines for planning and im-plementing an occupational assessment program and an overview offifty-one occupational assessment instruments. The guidelines coverthese topics instrument selection and I. e, administration, scoring,and interpretation Each of these reviews of occupational interest andibihly ilssessment instruments contain the following information in aone-page format reference number, title, copyright, vendor, type /useof instrument, target populations, instrument format, scoring, inter-pretive format, rending level, administrative time, and space fornotes. For quick reference, a chart identifying thc major factors ofthe reviewstype, target popalation, scoring, reading level, and ad-ministrative timeand a list of the vendors are included at the back ofthe document (YLB)

ED 187 883 CE 025 409

Botterbusch, Karl FPsychological Testing in Vocational Evaluation.Wisconsin Univ --Stout, Menomonie Dept of Rehabilitation and

Manpower Services Materials Development CenterSpons AgencyRehabilitation Services Administration (DHEW),

Washington, D.0Pub Date-78Contract 12-P-55307/5Note 10IpAvailable from :Materials Development Center, Stout Vocational

Rehabilitation Center, University of WisconsinStout,Menomonie, 'rut 54741 (S2 00)

Pub TypeReference MaterialsGeneral (130)Guides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC05 Plus PostageDescriptorsDiagnostic Tests, Occupational Tests, Psychological

Testing, Standardtzed Tests, Tnt Selection, VocationalRehabilitation, Evaluation, Testing, Test Norms, Test Reliabili-ty, Test Reviews, Test Validity, Verbal Tests

IdentifiersVocational EvaluationThis publication is designed to help vocational evaluators wisely

select and use tests within the context of the referral questions and theindividualized evaluation plan. The first of two parts contains in-formation en why tests are used in evaluation, problems with tests,and how to select tests Part 2 contains a review of specific tests thateither have been found to be successful within vocational evaluationor have this potential. A total of thirty-six tests are included in thefollowing areas: achievement batteries and reading tests; characterand personalty; intelligence, multi-aptitude batteries, vocations:clerical, vocations: interests; vocations' manual dexterity; and voca-tions: mechanical ability For each test, the following information isprovided: purpose, final score, description (including administration,content, and scoring), materials required, appropriate groups,technical considerations (including norm groups, reliability, andvalidity), American Psychological Association level, sources of in-formation availability, and comments. The addresses of the testpublishers are appended (LRA).

ED 187 884 CE 025 431

Drewes, Donald W. And OthersVocation! E.S.P. Planning System. Planning Vocational Education for

Special Populations.Conserva, Inc. Raleigh, N.0Spons AgencyOffice of Education (DHEW), Washington, D CPub Date-89Contract-300-78-0586Note-602pPub TypeGuides/Mahods/TechniquesNon-Classroom Use (055)

EDRS PriceMF03/PC25 Phis PostageDescriptorsExceptional Persons, 'Management by Objectives.

Statewide Planning, Systems Development, Vocational Educa-tion, Disabilities, Disadvantaged, Educational Planning,Guidelines, Minority Groups, Needs Assessment, Objectives.Policy Formation, Program Development, Program Evaluation.Resource Allocation

IdentifiersManagement Evaluation Review for Quality, MERQThis guide for implementing the Vocational Education for Special

Populations (ESP) Planning System is designed to assist states inmodifying their planning procedures to be more responsive to the

7 r)

Document Resumes 63

needs of special populations Chapter I briefly describes the histori'aIevolution of the concern for those with special needs and theemergence of planning as a rational approach to allocation ofresources. The merger of these themes in present voca' nal educationlegislation is a'so discussed, and finally, the organizing framework ofthe planning model is presented Chapter 2 presents the selfassessment guide which parallels the criteria contained in the Who.Education's Management Evaluation Review for Quality (MERQ)process The procedures presented in chapters 3 through 8 areorganized around the following six topical areas which categorize theevaluation criteria used in the MERQ assessment of state planningpolicy development, needs assessment, goal formation, developmentof objectives, identification of programs, services, and activities tomeet objectives, and allocation of resources The planning procedurespresented are generic to the extent that they do not focus on particularspecial populations, but rather they can be applied to any specialpopulation(s) of concern to the state (BM)

ED 187 890 CE 025 450

Lavaty, EvelynPlanning a Vocational Program through Inter-District Cooperation.Nebraska State Dept of Education, Lincoln Div of Vocational

EducationPub Date-80Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PCO2 Plus PostageDescriptors 'Cooperative Planning, Institutional Cooperation,

Program Development, Program Proposals, *School Districts,Vocational Education, Financial Support, Guidelines, Inter-district Policies, Program Implementation, Records Forms,Secondary Education, Shared Facilities

This guide provides information regarding the development of avocational cooperative whereby neighboring school districts mayshare vocational programs at a central location or at several sties on acost-sharing basis. Chapter I presents procedures involved in the in-itial planning stage Chapter 2 outlines the development of a pro-posal, and chapter 3 outlines the development of educationalspecifications needed for implementatien The final chapter includesappended information and forms, such as definitions, a copy of theInterlocal Cooperation Act; a sample of the resolution-participationagreement, procedures for organizing an administrative council, theorganizational format for a joint agreement, and an application topart.cipate in a secondary vocational program through cooperative ar-rangement (BM)

ED 187 892 CE 025 544

Darcy, Robert LSome Key Outcomes of Vocational Education: A Report on Evaluation

Criteria, Standards, and Procedures. Research and DevelopmentSeries No. 192.

Ohio State Urns, Columbus Natioral Center for Research in Voca-tional Education

Spons AgencyBureau of Occupational and Adult Education(DHEW /OE), Washington, D C

Pub Date-80Contract-300-78-0032Note-82pAvailable fromNational Center Publications. The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (S4 50)

Pub TypeReportsDescriptive (141)EDRS PriceMFOI/PC04 Plus PostageDescriptors 'Evaluation Criteria, Evaluation Methods, Outcomes

of Education, Vocationa Jucation, Educational Research, In-formation Needs, Pilot Projects, Program Evaluation, Standards

Two research questions are addressed in this report What outcomesare appropriate and feasible to use as criteria for evaluating vocationalprogram? and What procedures can be used for evaluating voca-tional r, ucatioi. on the basis of specified outcome criteria') Followingbeef reLysence to earlier studies on vocational education outcomes,fifteen possible outcomes are listed and discussed in terms of their im-portance, appropriateness, and fepsibility for use in evaluation im-proving basic educational skills, development of useful occupational

64 Document Resumes

skills, reducing the risk of unemployment, acquiring world-of-workknowledge, effect on educational commitment, development ofleadership qualities, postsecondary educational progress, level ofpostschool earning, satisfaction with current school experience, job-search lime, satisfactoriness to employers, attractiveness of the com-munity for industrial development, employment opportunities forminority workers, job placement in training-related fields, anddevelopment of self-help skills. Fourteen essential elements of m-formation for an evaluation study are then identified and notes areprovided for operationalizing each of the fifteen outcomes. Finally, abrief report is given of a pilot study testing one outcome (reducing therisk of unemployment for minority youth) carried out with vocationaleducation personnel in two states Findings are summarized andrecommendations made for further research, development, andevaluation activities. (JT).

ED 187 894 CE 025 546Cheek, Jimmy G. CompSummaries of Research and Development Activities in Agricultural

Edscatios, 1978-1979, United States of America.Florida Univ. Gainesville Inst. of Food and Agricultural SciencesSpons AgencyAmerican Vocational Association, Washington, D C

Agricultural Education DivPub Date-79Pub TypeReference MaterialsBibliographies (131)

ReportsDescriptive (141)EDRS PriceMF01 Phis Postage. PC Not Available from EDRSDescriptorsAgricultural Education, Educational Development,

Educational Research, Vocational Education, Abstracts,Academic Achievemen., Agricultural Engineering, AgriculturalResearch Projects, Attitudes, Colleg, Students, Curriculum,Curriculum Development, Developing Nations, EducationalNeeds, Evaluation, Extension Agents, Extension Education,Horticulture, Instructional Materials, Job Skills, Livestock, Pro -grain Development, Program Evaluation, Reference Materials,Research Projects, Student Organizations, Teacher Education,Teaching Methods Vocational Education Teachers, Youth Pro-grams

IdentifiersUnited StatesThis compilation includes abstracts of 165 research and develop-

ment studies in agricultural education completed during the period Ju-ly I, 1978, to June 30, 1979 Fifty-three of the compiled studies repre-sent staff research, seventy-eight -epresent master's theses, and thirty-four represent doctoral dissertations Studies are arrangedalphabetically by state and alphabetically by author within states. En-tries contain the purpose, method, and findings of the research anddevelopment activities A comprehensive subject index, utilizingERIC descriptors, is included. Among the topics included are adulteducation, agribusness, curriculum, economics, employment,forestry, leadership, program evaluation, women. etc. Studiesreported as being in progress during 1979-80 are also compiled, ar-ranged alphabetically by state and by author within states. In progresswere sixty-eight doctoral dissertations. A listing (by ED numbers) ofwhere to find previous summaries of studies in agricultural educationis also included. (LRA)

ED 187 902 CE 025 566Hunter, Alain And Otherslientification and Validation of Criteria for Determining When Com-

peteKy of Handicapped Persons Is Better Developed On-the-Joband Wks It Is Better Developed in a Formal Technical Coarse.Report of Phase I.

Illinois Univ Urbana Bureau of Educational ResearchSpons AgencyIllinois State Office of Education, Springfield Div

of Adult Vocational and Technical EducationPub Date-79Contract R D I -A9-164Note-159pPub TypeReportsResearch/Technical (143)EDRS PriceMFOUPC07 Plu PostageDescriptorsCriteria, Disabilities, *Off the Job Training, On the

Job Training. Training Methods, Vocational Education, Com-petence, Employer Attitudes, Interviews, Job Skills, Postsecon-dary Education, Secondary Education, Vocational Schools

Identifiers Illinois

Tie intent of this study wo to address the process of SCLCCIIOP of anappropriate training setting based upon ...rteria being used byemployers and educators in Illinois who plan for the vocational educa-tion of handicapred persons Study I, a pretest of the questionnaire,quantified the criteria for deter 'lining the better approach for traininghandicapped trainees Study 2, the pilot of the study, determinedwhat criteria were being used for determining w`lich method of traming was appropriate for various conditions and levels of handicapThe study determined that the twenty-four criteria reported by F anset al appear to apply to programs for training persons wit!I .'an-chcaps, but that a twenty-fifth criterion needs to be addedevaluationof training. The criteria included those that were institution related(5), quality and speed related (4), competency related (6), traineerelated (5), and other (4) The preferred training was a combinationof classroom/laboratory and on-the-job training (Appendixes,amounting to approximately two-thirds of the report, include an ex-tract of the Evans et al twenty-four criteria and survey forms )

(YLB)

ED 187 904 CE 025 571Halasz-Salster, Ida And OthersBrief Case Histories of State Dissemination Program Articulation.Ohio State Univ. Columbus. National Center for Research in Voca-

tional EducationSpons AgencyNational Inst of Education (DHEW), Washington,

D.0Pub Date-79ContractOB-NIE-G-78-021:Note-68pP u b T y p e R e p o r t s D e s c r i p t i v e ( 141 )

ReportsResearch/Technical (143)EDRS PriceMFOUPC03 Plus PostageDescriptors 'Articulation Education, Information Dissemination,

State Departments of Education, Vocational Education, CaseStudies, Comparatore Analysis, Cooperation, State Surveys

Identifiers Illinois, :ndiana, Michigan, South Carolina, TexasUtah

Site visits were conducted at six state departments of vocationaleducation (Texas, Illinois, Utah, South Carolina, Michigan, and In-diana) to assess the level of articulation with related educationaldissemination agencies. These states represented a variety of settingswhich illustrated the effects of geography, population size, levels ofpast and present educational dissemination activity, awareness andusefulness of an approved state plan, and physical proximity of staffmembers on the levels of &heti:anon It was observed that articula-tion is greatly enhanced when the amount of informal communicationbetween staff members . high. Formal interagency agreements arenot a guarantee of cooperation, although periodic communicationand meetings are essential to maintain awareness. Generally there is alack of funds to adequately use existing resources. Streamlining oforganizational personnel structuring woulu greatly facilitate presentlevels of articulation. The overall level of articulation in these states isnot high, but, it was noted that there is great willingness to participateand increase the amount of articulation. (The six case histories arepresented individually ) (Author/LRA)

ED 187 923 CE 025 613Work's, for You: A Guide to Employing Women in Nontraditional

Jobs.Wider Opportunities for Women, Inv Washington, D C.Pub Date-79Available fromWider Opportunities for Women, 15H K St NW,

Washington, DC 20005 (S2.50)Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI Plus Postage. PC Not Available from EDRSDescriptorsEmployment Practices, Females, 'Job Placement,

Nontraditional Occupations, Employed Women, f.mployer At-titudes, Recruitment, Vocational Adjustment

Intended to be used by employers, this guide is an informal surveyof Wider Opportunities for Women, Inc. 's experience with a numberof employers who have successfully placed women in non-traditionaljobs Employers' stories of successes and failures are presented in foursections: (I) personnel plans and administrative commitment; (2)recruitment strategies; (3) breaking-iri time; and (4) the long-term ef-

fects of employing women in non-tiaditional positions The guidecontains photographs of women performing jobs which are nontradi-tional to their sex and uses direct quotes from employers and place-ment services to illustrate the points made relative to successful place-ment practices A three-page annotated list of resources on women innon-traditional jobs is appended (MEK)

ED 187 924 CE 025 622

Minugh, Carol J. Tiger, Miller RExtending the Benefits of Vocational Education to Indian Populations.

Integrated Plaudits Package. Research and Development SeriesNo. 183.

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Spons AgencyBureau of Occupational and Adult Education(DHEW/OE), Washington, D C.

Pub Date-80Contract 300 -78 -0032Note I83pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 (515 00)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use

(055). Reference MaterialsBibliographies (131)EDRS PriceMEM/PCBS Plea PostageDescriptors 'American Indians, Needs Assessment, 'Organiza-

tional Communication, Program Development, StatewidePlanning, Vocational Education, Abstracts, Agency Role,Alaska Natives, Educational Planning, Hawaiians, Organization,Program Implementation, State Agencies, Surveys

Developed for use by state vocational personnel, this integratedplanning package contains five sections describing activities that com-bine to form a unified system for effective planning L: vocational pro-grams for American Indian populations The first section introducesthe package, overviews the other sections, discusses state agency In-volvement and responsibility, presents three alternative organizationalstructures, and provides a (one-year) time frame. fhe emphasis of sec-tion 2 is on integrating the Indian population into the total state planIt provides information on four areas: potential problem areas, poten-tial matching funds, suggested activities for inclusion in state plans,and procedures for participating in state-funded programs Develop-ing a communication network between and among state vocationaleducation agencies, local vocational education programs, and Indianpopulations is the subject of section 3. Section 4 recommends pro-cedures to guide a state vocational agency in planning, implementing,and utilizing a needs assessment. Topics include steering committees,survey team, community survey, publicity, and survey instruments(Sample surveys are provided ) Abstracts of successful vocationalprograms are included in section 5 to assist in the development of pro-grams that specifically address Indian population needs In-depthstudies on seven of these programs provide additional information onprogram curriculum, financing, staffing, planning, and implementa-tion. (Y LB).

ED 187 925 CE 025 624

Winkfield, Patricia Worthy And OthersBridges to Employment: Recruitment sad Counseling Practices for

Disadvantaged, Unemployed, Oat-ofSchool Youth is VocatioulPrograms. Book Oat. Research sad Development Series No. 185.

Ohio State Univ Columbus. National Center for Research in Voca-tional Education

Spons AgencyBureau of Occupational and A dult Education(DHEW/OE), Washington D C.

Pub Date-80Contract-300-78-0032Note-127p. ; For a related document see CE 025 625Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOI/PC06 Pisa PostageDescriptorsCaunselins Techniques, Disadvantaged Youth,

Employment Problems, Out of School Youth, Student Recruit-ment, Vocational Education, Program Improvement,Unemployment, Youth Employment, Youth Problems

IdentifiersUnited States

Document Resumes 65

This manual is designed for those who are responsible for recruitingand counseling disadvantaged youth who have terminated their educa-tion before graduation The first of six chapters presents an overviewof the manual, discusses recent federal legislation that has focused onunemployment, and defines terms used in the manual Chapter 2describes strategies and practices used to identify and attract disad-vantaged, unemployed, and out-of-school youth Into vocational pro-grams Four major areas of practices are included- referrals, massmedia, decentralized efforts, and social prestige Focusing on the roleof counseling in vocational training programs, six counseling practicesare outlined in chapter 3 intake, assessment and information sharing,orientation, monitoring and support during training, job readiness,and follow-up. Chapter 4 lists reference points or benchmarks bywhich student and program success are measured. Following a sum-mary chapter, the final chapter contains a list of additional readings, achronological list of federal legislation, and a list of example pro-grams that recruit and counsel disadvantaged, unemployed, and lut-of-school youth. (LRA)

ED 187 926 CE 025 625

Johnson, Marion TBridges to Employment: Practices for Job Development, Placement,

and Follow- Through of Unemployed Youth for Vocational Educationand Manpower Training. Book Two. Research and DevelopmentSeries No. 186.

Ohio State Univ Columbus National Center for Research in Voca-tional Education

Spons AgencyBureau of Occupational and Adult Education(DHEW/OE), Washington, D C

Pub Date-80Con tract 300 -78 -0032Note-265p. , For a related document see CE 025 624Available fromNational Center Publications, The National Center

for Research in N, oc ional Education, The Ohio State University,1960 Kenny Rd. Columbus, OH 43210 ($8 25)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMFOUPC11 Plus PostageDe :1 iptorsEmployme It Potential, Job Development, Job

Skills, Unemployment, Vocational Education, YouthEmployment, Activ Lies, Career Development, Career Education,Disadvantaged Youth, Job Placement, Job Search Methods,Needs Assessment, Occupational Information, Program Im-provement, Skill Developmert, Vocational Followup

This manual is a list of verified vocational education activities thatrelate to job development, job placement, and job follow-up/follow-through services The activities incorporate information onemployability skill development, occupations and labor market, jobsearch training needed for the disadvantaged, student nee i assess-ment, and student development The manual includes three chaptersin addition to the introduction The introduction provides an over-view of the manual and a synopsis of legislation related to the disad-vantaged. Chapter 2 contains the suggested approach,s for vocationaleducators and others working with the disadvantaged. Descriptions ofeach activity Include nine subject headings- Activity. Objective, Pro-cedure, How Activity Conducted, Information Source, Personnel,Expected Outcome, Concerns of Conducting Activity, and SolutionsChapter 3, Recommendations, offers additional suggestions for im-proving general job development, job placement, and job follow-up/follow-through services in vocational education The chapter isdivided into four major sections: social, political, legal, and economicrecommendations The final chapter contains an annotated list of fur-ther readings (LRA).

ED 187 927 CE 025 626

Starr, Harold And OthersCoordiution IN Vocational Education PlaningBarriers and

Facilitators. Research and Development Series No.187.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-56p

74

66 Document Resumes

Available fromrational Center Publications, The National Centerfor Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (53 80)

Pub I ypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMF011PC03 Plas PostageDescriptorsCooperatiye Planning, Coordination, Educational

Cooperation, Educational Planning, 'Vocational Education, Ad-ministrator Guides, Agency Cooperation, Methods, Problems,Relationship

This monograph is intended to provide readers with a more inform-ed understanding of the current state of coordination in vocationaleducation planning. The report consists of three chapters and two ap-pendixes Following the introduction (chapter I), the second chapterdescribes general processes and procedures that are useful forfacilitating improvements in coordinative relationships in support ofvocational education planning and ways for facilitating improvIcoordinative relationships with respect to specific problems and bar-riers to coordination These barriers are presented in terms of atheoretical perspective and its operational implications. This chapteralso contains examples that depict how coordination in vocationaleducation planning is impeded by the identified barriers. Chapter 3contains descriptions of the concept of coordination, basic necessitiesfor interorganizational relations, and character.stics underlying coor-dinated behavior that can enhance or impede coordination. Chapter 3also includes a table that cross-references facilitators to coordination,which are found in chapter 2, with facilitators to coordination derivedfrom the literature review. Appended material includes a list of field-site coordinators and consultants who participated in the study and alist of the persons by role who participated in the dialogue sessions.(LRA),

ED 187923 CE 025 627Stephens, Nancy FEvaluation Guidelines and Practices for State Advisory CONCHS.

Research and Development Series No. 188.Ohio State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-50pAvailable fromNational Center Publications, The National Center

fo P.esearch in Vocational Education, The Ohio State University,11060 Ken ny Rd. Columbus, OH 43210 (53 25)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceP.1F01/PCO2 Plus PostageDescriptors *Advisory Committees, Evaluation Methods,

Program Effectiveness, *State Departments of Education'Vocational Education, Evaluation Criteria, Needs Assessment,Program Improvement

IdentifiersPerformance Auditing, State Advisory Councils onVocation..' Education

This user-oriented evaluation handbook was prepared to assist StateAdvisory Councils on Vocational Education (SACVE) in their effortsto respond to various evaluation responsibilities prescribed in the 1976Vocational Education Amendments The contents of this handbook,which include basic steps in conducting a performance zudit, aredivided into five chapters Chapter 1 presents an introduction to per-formance auditing and discusses reviewing programs as an aid to im-proving them A description of the target audience, organization ofthe handbook and work sheet number 1 (assessing resources) are alsoincluded in chapter 1 Chapter 2 provides background information,including a summary of SACVE evaluation responsibilities; andevaluation framework for SACVE and staff; how to use informationgathered by other staff, how to collect new information through per-formance auditing, a description the AIDE (Auditing to ImproveDepartments of Education) project, and work sheet No. 2 (SACVEInformation Needs Assessment). Performance auditing is defined inchapter 3, and work sheet No 3 (Purpose Checklist) is presented Thesuggested steps in the performance auditing process are detailed inchapter 4, and work sheet No 4 (Audience Check List) is presentedFinally, chapter 5 discusses how to use the results of the audit. The

appendix provides an historical perspective on the evolution of per-formance auditing (BM)

ED 187 929 CE 025 628Spirer, Janet EThe Case Study Method: Guidelines, Practices, and Applications for

Vocational Education. 'esearch and Development Series No. 189.O J State Univ Columbus National Center for Research in Voca-

tional EducationSpons AgencyBureau of Oaupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Con tract-300-78-0032Note-85pAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (55 50)

Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMF01/PC04 Plus PostageDescriptors--"Case Studies, Data Ana'ysis, Data Collection,

Program Evaluation, Research Utilization, Vocational Educa-tion, Educational Research, Field Interviews, Field Studies, FieldTests, Guidelines, Observation

In comparison with traditional experimental design, which is con-cerned with what happened, a case study approach is more ap-propriate for answering the question of why or how something hap-pened. As an alternative complementary-vocational-education-evaluation approach, the case study attempts to describe and analyzesome program in comprehensive terms with its idiosyncrasies andcomplexities, frequently as it unfolds over time Case studies have ad-vantages opportunities to formulate problems as the evaluation pro-gresses, modify data categories constantly, and reduce distortion ofvariablesand limitationsneed for special training in conductingthen and careful definition of case, their length, and theirgeneralizability Twelve steps comprise the three stays in the casestudy process pre-fieldwork; fieldwork, and analysis, verfication,and synthesis The preliminary steps involved in case study design aresetting boundaries, defining the unit of Lnzlysis, selecting a site,establishing initial contacts, developing data collection systems, anddefining fieldwork procedures The field work stagc involves stafftraining, logistics of field operations, and data collection usingqualitative methods (interviewing, observing, and gathering dataunobstrusively) Steps in the final stageanalysis, verification, andsynthesisInclude analyzing data, reporting the findings, and utiliz-ing the findings (A case study puzzle and annotated bibliography areappended ) (YLB)

ED 187 930 CE 025 629Sparer, Jai,et E EdPerformance Testing: Issues Facing Vocational Education. Research

and Development Series No. 190.Ohio State Un,v Columbus National Center `or Research in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Con tract- 300 -78 -0032Note -192pAvailable fromNational Center Publications, The National Center

for aesearch in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 (al 100)

Pub TypeCollected WorksGeneral (020) Informationanalyses/State-of-the-Art Materials (070) Opinions/P;.sonalViewpoints/Position Papers/Essays (120)

EDRS PriceMF01/PC08 Plus PostageDescriptorsEducational Philosophy, Legal Responsibility, *Per-

formance Tests, Program Implementation, *Test Construction,Vocational Education, Testing, Testing Programs

Addressing issues facing vocational education on the topic of per-formance testing, this handbook consists of a collection of seventeencommissioned papers and reactions to the papers Two papers arepresented on each of the following types of issues that must be con-sidered before a performance test can be constructed philosophical,technical, legal, and implementation issues Authors were selected to

form a multichsplinary group to isidress each Issue, and a reaction tothe two papers presented on each issue is included. The two papers onphilosophical issues are authored by Henry Borow and Jack CVilliers, reactions are iv 'en by john F. Thompson The two papers ontechnical issues are authored by Evelyn Perloff and Raymond Klein,reactions are given by Samuel A. Livingston. The two papers on legalissues are authored by Paul L. Tractenberg and Diana Pullin, reac-tions are given by Nw ilham G Buss i ne t vo papers on implementa-tion issues are authored by H Brinton Milward and Curtis R. Finch,reactions are given by Janet E Spirer. Finally, two papers are includ-ed that discuss the implications of the contents of all the papers forvocational education These papers are authored by Robert E.Spillman, Charles D Wade and Nellie Carr Thorogood, reactions aregiven by Marvin k Rasmussen (BM)

ED 187 931 CE 025 630

Franchak, Stephen J And OthersSpecifications for Longitudinal Studies. Research and Development

Series No.191.Ohio State Univ Columbus. National Center for Rescateh in Voca-

tional EducationSpons AgencyBureau of Occupational and Adult Education

(DHEW/OE), Washington, D CPub Date-80Contract-300-78-0032Note-133p ; Example forms in the appendix will not reproduce wellAvailable fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210 ($6.75)

Pub TypeGuides/Methods/TechniquesNo. Classroom Use (055)

EDRS PriceMFOUPC06 Phu PostageDescriptorsLongitudinal Studies, Program Evaluation,

Research Methodology, Vocational Education Data Analysis,Evaluation Methods, Guidelines, Outcomes of Education,Research Problems

This document is designed to provide an understanding of the ma-jor longitudinal issues and problems, a rationale for longitudinalstudies, and the advantages and disadvantages of using longitudinalstudies for evaluation and accountability purposes when applied tovocational education. Following an introductory chapter, chapter 2presents a conceptual framework for /thigitudinal studies. The firstsection presents an overview of vocational education and develops theneed for longitudinal studies of vocational education. The second sec-tion summarizes selected past and present longitudinal studies ofvocational education The third section examines basic concepts andissues of vocational education evaluation and accountability and theirimplications for longitudinal studies. The third chapter presentsspecifications for longitudinal studies of former vocational educationstudents Basic strategies and procedures enumerated include researchprocedure and design, longitudinal study designs, records and opi-nions, locating subjects and maintaining participation, data manage-ment analysis and statistical problems, and administratrn andmanagement problems The remainder of the publication 'ncludes aglossary, a bibliography, and an annotated bibliography of selectedfederal, state, and local longitudinal studies. (LRA)

ED 187 932 CE 025 631

Lewis, Morgan, EdThe Status of Vocational 7.dicatios, School Year 1976-77. Research

and Development Series No. 19:,Ohio State Univ. Columbus National Center for Research in Voca-

tional EducationSpons Agency--Bureau of Occupational and Adult Education

(DHEW/OE), Washington, DPub Date-79Contract-300-78-0032Note175p ; The second half of this document, consisting of data

tables, will not reproduce well due to small print For a relatedoocument see ED 181 324

Available fromNational Center Publications, The National Centerfor Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, OH 43210($10.00)

Pub TypeInformation analyses/State-of-the-Art Materials (070)Numerical/Quantative data (110). ReportsResearch/Technical

Document Resumes 67

(143)EDRS PriceMF01/PC07 Plus Posing*.DescriptorsCommunov Involvemen', Educational Resources,

Enrollment, Progracri Effectiveness, Vocational Education,Adult Vocational Education, Disabilities. Disadvantaged, Educa-tional Trends, Employment, Employment Patterns, EnrollmentTrends, Expenditures, Graduates, National Surveys, Postsecon-dary Education, Secondary Education, State Federal Aid,Statistical Data

IdentifiersUnited StatesThis report represents a synthesis of selected information regarding

the status of vocational education during the 1976-77 school year Thefirst of five chapters summarizes the principal findings regarding thestatus of vocational education as well as the social, political, andeconomic contexts within which they occur,--d Subsequent chapterspresent more detailed information regarding 1.) who is being servedby vocational education, (2) how well they art being served in terms ofoutcomes realized, (3) the resources needed to provide these services,and (4) changes that have been and are to be made in the data bastthat is used to support the planning, management, and evaluation ofvocational education programs at the local, state, and federal levels.Data summaries based primarily upon reports submitted by the statesto the United States Office of Education and materials prepared bythe United States Department of Labor and the National Center forEducational Statistics are presented in the statistical appendix.(LRA)

ED 187 933 CE 025 633

Atteberry, Jim W Stevens, David WA Vocational Educator's Guide to the CETA System. Critical Issues

Series, No. 3.American Vocational Association, Washington, D CPub Date-80Pub TypeGuides/Methods/TechniquesNon-Classroom Use (055)

EDRS PriceMF01 Plus Postage. PC Not Available from EDRSDescriptorsArticulation Education, Educational Cooperation,

Vocational Education, Agency Cooperation, Comparative

Analysis, Employment Programs, Federal Legislation, Federal

ProgramsIdentifiersComprehensive Employment and Training Act

Information is presented for the vocational educator who wants toknow abut the opportunities and incentives for establishing closer

ties between local vocational education systems and activitiesauthorized by the Comprehensive Employment and Training Act(CET A), The first of three sections describes the philosophical andorganizational differences between vocational education and CETA.Section 2 defines each of the eight titles included in the CETA amend-ments. In add,tion, possible linkages under CETA and vocationaleducation legislation are explored. A final section explores strategiesthat can be used to overcome philosophical and structural differencesin the two systems Appended is a list of information sources onCETA (LRA)

ED I87 936 CE 025 637

Warmbrod, Catharine PNeeds Sensing Workshop: Postsecondary Occupational Educstio Pro-

ject, April 15-17, 1980Ohio State Univ Columbus National Center for Research in Voca-

tional EducationPub Date-80Pub TypeReportsDescriptive (141)EDRS PriceIMF01/PCO2 Plus PostageDescriptors Frducational Needs, Educational Responsibility,

Institutiona* Role, Research Needs, Two Year Colleges,Vocational Education, Ancillary School Services, Educational

Planning. Energy, Institutional Admirnstrat , InstitutionalCooperation, Long Range Planning, Program Development,Program Evaluation, Staff Development

Findings are reported of a workshop held to identify the priorityneeds of postsecondary occupational education in the 1980s and todevelop a list of research and development topics based on tiiose

needs Changes and :renew.: identified by the panel are listed under sixsocietal forte areas deer 'graphics, technological advances, the

761

68 Document Resumes

economy, the work place, energy, and value shifts Pos,ible positiveisponses to these changes, taking into account perceived gaps bet-ween the state-of-the-art and the kinds of institutional responses need-ed are given in a four-page matrix One axis depicts seven major areasof institutional response (personnel developmew, program develop-ment, support services, linkages, planning/asz,essment, deliverysystems, and administrative servicer) On the other ais are threecritical areas of need: energy, diverse populations, and technologicaladvances Research and development needs are then listed for theseven areas of institutional response The eight criteria for selectingthe advisory panel (workshop participants) to assure diversity ofrepresentation and the names and addresses of the ten leaders selectedare given (MEK)

ED 187 937 CE 025 638

Warmbrod, Catharine P And Others[tininess, Industry, and Labor Input in Vocational Education Personnel

Development. Second Edition. Leadership Trailing Series No. 59.Ohio State Univ. Color 'bus National Center for Research in Voca-

tional EducationSpons AgencyOhio State Dept of Education, Columbus Div. of

Vocational EducationPub Date-80ContractOH-V-706NNote-212p , For related documents see ED 159 350 and ED 156 843Available fromNational Center Publications, The National Center

for Research in Vocational Education, The Ohio State University,1960 Kenny Rd Columbus, ON 43210 (SII.80)

Pub TypeGuides/Methods/Tt ...iiques Non Classroom Use (055)

EDRS PriceMFOI/PC09 Pins PostageDescriptorsCooperative Planning, Faculty Development, In-

dustry, 'Labor, Program Development, 'Staff Development,Vocational Education Teachers, Advisory Committees, Com-munity Cooperation, Edacational Resources, lnservice TeacherEducation, Interr hip Programs, Program Evaluation, ResourceMaterials, Teacher Workshops, Work Experience Programs

This handbook is designed to help staff development persons,departments, and agencies use various educational approaches to in-volve business, industry, and labor in the professional development ofvocational educators The content is in ten chapters, and each one in-cludes one or all of the following. rationale, benefits; content(includes planning, implementing, and evaluating), selectedreferences, and resource materials (a variety of forms, letters, sug-gested procedures, and other similar aids that would be useful to voca-tional educators) The titles of these chapters are (1) Staff Develop-ment Programs, (:) Workshops and Conferences, (3) Cooperative In-ternships, (4) Struc ured Occupational Experiences, (5) Personnel Ex-change Programs, (i) Advisory Committees, (7) Resource Persons, (8)Site Visits, (9) Resou:ce Development, and (10) Evaluating the StaffDevelopment Program (IRA)

ED 187 938 CE 025 639

Kanter, Harvey, Ed Tyack, Vavid, EdWork, Youth and Schooling: Eistorical Perspectives on Vocational

Education.Stanford Univ Calif Boys Town Center for the Study of Youth

DevelopmentSpons AgencyNational Inst of Education (DHEW), Washington,

CPub Date-79Con trac t-400-78-0042Note-523p. , Not available in paper copy due to broken typePub TypeCollected WorksProceedings (021) Information

analyses/State-of-the-Art Materials (070)EDRS PriceMF02 Plus Postage. PC Not Available from EDRSDescriptorsEducational History, Educational Strategies, Educa-

tion Work Relationship, Research Needs, Vocational Educa-tion, Blacks, Educational Legislation, Educational Research,Employment Patterns, Females, Secondary Education, YouthEmployment

This book is the product of a conference on the historiography ofeducation and work that was held at Boys Town Center, StanfordUniversity, on August 17-18, 1979 The central purpose of the con-ference and this report was to evaluate existing research and to

develop and assess new interpretations of the historical developmentof linkages between education and work Included in this report arcthe following seven papers, which were presented, critiqued, anddiscussed during the conference 'Enduring Resiliency Enacting andImplementing Federal Vocational Education Legislation", 'ToeAdolescence of Vocational Education', "Educe. ,n and the LaborMarket Recycling the Youth Problem'; "Makin It in AmericaWork, Education, and Social Structure", "Marry, St:1th, Die, or DoWorse Educating Women for Work in the American Republic', 'TheHistorical Development of Black Vocational Education', and"Observations on Selected Trends in American Working-ClassHistoriography' An introduction summarizing vocationalicm inAmerican education is also included These papers focus primarily onthe social, economic, and political context of voctwonalism inAmerican secondary education rather than on the details of particularprogram., and on the broader strategies of linking school to workrather than on tactics Certain questions are presented in the prefacewhich emerged from the conference as a common agenda for research.(Author/BM).

ED 187 953 CE 025 686

Luchsinger, L. B. Koehler, CComparison of the Relative Benefits of Associate Degrees Versus Cer

tificates in Vocational Education. Final Technical Report.Colorado State Urns, Ft. Collins Dept of Vocational EducationSpons AgencyColorado State Board for Corlyunity Colleges and

Occupational Education, DenverPub Date-80Pub TypeReportsResearch/Technical (143)EDRS PriceMFOI/PC04 Pins PostageDescriptorsAssociate Degrees, 'Community Colleges, Educa-

tional Certificates, 'Employer Attitudes, Vocational Education,Vocational Schools, Comparative Analysis, Employment Prac-tices, Graduates, Job Placement, Postsecondary Education,State Surveys

IdentifiersColoradoA st, dy was conducted to determine if different benefits would ac-

crue to Colorado graduates of Associate of Applied Science Degrees(AAS), Associate of Occupational Studies Degrees (AOS), and voca-tional certificate programs if the programs were of equal length, oc-cupational curriculum content, and quality of instruction As a partof the study, an instrument for statewide use in assessing employer at-titudes was developed One hundred thirty-eight individuals represen-ting a variety of employing agencie. were surveyed Survey results in-dicated that, when given two hypothetical Job applicants with similarqualifications except that one applicant had an AAS degree and onehad a two-year vocational certificate, 51 percent of respondentsselected the AAS degree, 37 percent selected the certificate, and 12percent had no preference for hiring. Also, when respondents wereasked to rank hypothetical individuals for hiring likelihood and pro-motion potential, individuals with the AAS degree were rankedsignificantly higher than those with either the AOS degree or the two-year certificates for both hiring and promotion (Survey instrumentsare appended )(LRA)

IndexesSubject IndexThis index lists titles of documents under the major subject terms assigned to characterize their contents Theterms are taken from the Thesaurus of EPIC Descriptors and are in alphabetical order As shown in the exam-ple the accession number :s cfsplayed below and to the right of the title Additional information about the docu-ment can be tOJnd under that number in Ihe resume section The symbol I I appearing after an accessionnumber identities a document that is not available 1,orn 1'R ERIC Document Reproduction Service nor in theERIC microficne collection

Subject Term

Consumer EducationHelping Families Adjust to 1 ,onomn. Accession Number( hange A P-ojet.i Report

Document T,tie 1 1) 181 219

Ability-cupational Assevrnent Handbook

ED 187 879

Ability idtmCcicationOccupational Assessment Handbook

ED 1F1 879

Self-Assessment for Career Change Does itReally Work"' Summary Report ofFollow-up Study Information Series No191

ED 183 946

Self-Assessment for Career Change DoesIt Really Work"' A Follow-up Study

ED 183 945

AcJesnic AbilityDesign and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Automotive

ED 183 883

Design and implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. World of Work

ED 183 887

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Food Preparation

ED 183 888

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in-the State ofColorado Sheet Metal.

ED 183 886

Design and Implementation of an Assessment Model for Students Entering Voca-tional Education Programs in the State ofColorado Health Occupations

ED 183 891

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State of

Colorado Auto BodyED 183 884

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Child Care

ED 183 889

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Distributive Education

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Drafting

ED 1°3 885

Academic Achievement

Retention of Concepts Resulting fromLearning by Experince Pr. -nmary In-vestigation of the retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in a

Traditional Learning Environment and in aLearning-in-Work Environment.

ED 185 324

Accountability

Career Education Measuremer.t Hand-books Improving the Accountability ofCareer Elucatic.n Programs EvaluationGuidelines and Checklist. Research &Development Series No 168.

ED 183 878

ActivitiesEliminating Sex Bias in Vocational YouthOrganizations Summary of ProjectMOVE's Camp Oswegatchie Program, July8-'4, 1978.

ED 182 533

AdministrationAmawide Planning in CETA R & DMonograph 74

ri

ED 182 488

Administrative OrganizationThe American Experience in the Transitionfrom Vocational Schools to Work AReport to the United Nations Education,Scientific, and Cultural Organization. In-ternational Symposium on Problems ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980).

ED 186 725

Administrative PolicyEmerging Educational Policy Issues in theFederal City A Report from Washington.Occasional Paper No 42

ED 181 317

Administrator AttitudesIndustrial Arts Survey Research andDevelopment Project in Career EducationFinal Report

ED 181 169

Administrator EducationConsortium for the Development of Pro-fessional Materials for Vocational Educa-tion First Annual Consortium Report,1978-1979

ED 182 500

A Pilot Study Priorities in AdministrativeNeeds and Program Services for Communi-ty and Area Technical Colleges Emphasison Large Urban Areas

ED 186 703

Sourcebook for Improving PostsecondarySelf-Employment Programs

ED 181 247

Administrator GuidesManaging and Evaluating Career Educa-tion

Administrator Qualifications

ED 183 800

70 Administer Qualifications Subject Index

Women in Vocational Education Ad-ministration A Nationwide AnalysisResearch and Development Series No 179

ED 181 316

Administrator ResponsibilityDeveloping Interdisciplinary Education inAllied Health Programs Issues and Deci-sions

ED 182 525

Administrator Selection

A Research Project to Determine theReasons for an Imbalance of Women inAdministrative Position., in VocationalEducation. Fin it Report.

ED 182 515

AdministratorsFactors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration A Literature R eview.Research and Development Series No. 152

ED 182 462

Adolescents

The Impact of Participatory-DemocraticWork Experience on Adolescent Develop-ment: A Methodological Report.

ED 182 530

Adult Counseling

Career Direction and Redirection forAdults. A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College

ED 181 227

Adult Development

Career Direction and Redirection forAdults A HandI.nok for Establishing anAdult Vocational Guiaance Center in theCommunity College

ED 181 227

Adult EducationAdult Learning Implications for Researchand Policy in the Eighties A SymposiumInformation series No 194

ED 185 424

Issues and Problems in the Needs Assess-ment of Unique Target Groups The AdultAmerican Indian

ED 182 542

Vocational Home Economics EducationHandbook for Adult Education.

ED 185 342

1979 Directory of Resources for the Edtlea-lion of Adults. Information Series No174

F1)19-

Adult LearningAdult Learning Implications for Researchand Polley in the Eighties A Symposium.Information Series No 194

ED 185 424

Educational Opportunities for Older Per-sons A Review Information Series No170

ED 181 192

Adult ProgramsCareer Direction anti Redirection for

Adults A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College

ED 181 227

1979 Directory of Resources for the Educa-tion of Adults Information Series No174.

ED 182 421

Adult Vocational EducationDevelopment of a Plan for Research,Development and Instrunon in AdultVocational Education Final Report

ED 185 410

Vocational Education for Older AdultsInformation Series No 203

ED 187 847

Adults

Vocational Education and Mid-CareerChange Information Series No 198

ED 186 761

Advisory Committees

Evaluation Guidelines and Practices forState Advisory Councils Research andDevelopment Series No. 188

ED 187 928

Vocational Home Economics EducationHandbook for Adult Education

ED 185 342

Agency Cooperation

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 AState of the Art Report, Volume I. InterimReport.

ED 181 301

Improved Career Education Policiesthrough the Collaborative Efforts ofBusiness, Industry, Labor, Governmentand Education A Comr unications Pro-ject Final Performance Report, October I1978, through November 30, 1979.

ED 186 668

Policy Issues in Interrelating VocationalEducation and CETA Occasional PaperNo. 56.

ED 186 710

Agin IndividualsAging and Work in American Society

ED 186 672

Agricultural EducationDissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agricultural Occupa-tions °,ograms Phase III, July 1, 1976

through June 3C, 1980ED 182 473

Summaries of Research and DevelopmentActivities in Agricultural Education, 1978-1979, United States of America

ED 187 894

Allied Health Occupation EducationDeveloping Interdisciplinary Education inAllied Health Programs Issues and Deci-sions

ED 182 525

A Guide for Teachers and Ad-

ministratorsHealth (kLupations at theSecondary Level

El) Igl 331

American Indian EducationDemonstration and Research for IndianVocational Education Research Series No77

A Demonstration ProjectAmerican Career Educationformance Report

ED 181 334

in NativeFinal Per-

ED 186 619

Implementing Career Education for NativeAmerican Students A Guide NativeAmerican Career Education DemonstrationProject

ED 186 618

Native American Career EducationStaff/Community Training WorkshopParticipant's Handbook Native AmericanCareer Education Demonstration Project

ED 186 621

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual Native AmericanCareer Education Demonstration Project

ED 186 520

American Indians

A Demonstration Project in NativeAmerican Career Education Final Per-formance Report

ED 186 619

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package Research andDevelopment Series No 183

ED 187 924

Implementing Career Education for NativeAmerican Students. A Guide NativeAmerican Career Education DemonstrationProject

ED 186 618

Issues and Problems in the Needs Assess-ment of Unique 1 arget Groups The AdultAmerican Indian

ED 182 542

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual Native AmericanCareer Education Demonstration Project

ED 186 620

Native American Career EducationStaff /Community Training WorkshopParticipant's Handnook Native AmericanCareer Educa:,on Demonstration Project

D 186o21

ApprenticeshipsApprenticeship Selected References, 1974-1979.

ED 186 678

Women in Apprenticeship for Nontradi-tional Occupations Graduate StudyResearch. Final Report, April 1, 1979-June30, 1979

ED 183 939

Articulation EducationBrief Case Histories of Stat.: DisseminationProgram Articulation

7 ;)

El) 187 904

Subject Index

A Handbook of the Practices of Articula-tion of Occupational Education Programsbetween Secondary and Postsecondary in-stitutions in New York State

ED 181 185

A Vocational Educator's Guide to theC'ETA System Critical Issues Series, No3

ED 187 933

Associate Degrees

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport

ED 187 953

Attitude Change

Eliminating Sex Bias in Vocational YouthOrganizations Summary of ProjectMOVE's Camp Oswegatchie Program, July8-14. 1978

LD 182 533

Pioneering Programs in Sex Equity ATeacher's Guide

ED 185 423

Project MOVE Program Planning KitED 'Q2 534

Project SERVES Sexism in ducationReducing VocaLonal EducationStereotypes Final Report

ED 18' 213

The Work Ethic and American SchoolsThe Roots of Change

ED 181 261

Attitude MeasuresWomen's Attitudes toward IndustrialEducation Final Report

ED 183 944

AttitudesI Like You When I Know You AttitudinalBarriers to Responsive Vocational Educa-tion for Handicapped Students "It Isn'tEasy Being Special' Research & Develop-ment Series No 174

ED 181 319

Sex-Role Attitudes and Employmentamong Women A Dynamic Mode: ofChange and Continuity

ED 181 275

Auto Body RepairersDesign and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Auto Body

ED 183 884

Auto MechanicsDesign and Implementation of an Assess-ment Model for Students Entering Voca-tional Hucation Programs in the State ofColorado Automotive.

ED 183 881

Design ant Implementation of an Assets-men( Mocel for Students Entering Voca-tional Education Programs in the State of(olcrada Health Occupations

ED 183 891

Autoinstructional Aidsational urriculum Modification

Teaching Technical Langua3t to LearningHandicapped Students. Project HIRE ACurriculum Management System for In-structing the Handicapped Fina eport,Volume I.

ED 183 738

BackgroundSeminar on Research Coordinating Units inVocational Education. Coordinating Com-mittee on Research in Vocatic -al Educa-tion Seminar Proceedings (December 14,1979)

ED 186 667

Basic SkillsBasic Mathematics Skills and VocationalEducation Information Series No 199.

ED 186 608

Perceptions of the Preparation of Youthfor Work Report of a Three-State Survey

ED 182 527

Behavior Change

Instructional Concepts for OccupationalEducation Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20

ED 182 544

Behavioral ObjectivesInstructional Concepts for OccupationalEducation. Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20.

ED 182 544

Bilingual EducationResearch and Development Projects inVocational Education, FY 1970-1977 AnAnnotated Bibliography Volume II State-Administered Projects

ED 182 499

Vocational Education Needs of HispanicWomen The Minority Women's Series.

ED 182 457

Bilingual Students

Knowledge Interpretation Project FinalReport, October I, I978 -June 30, 1980

ED 186 722

Bilingual Teachers

Bilingual Vocational Instructor TrainingInformation Series No 201

ED 186 607

BlacksThe Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Board of Education RoleThe Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo 58

ED 186 708

Business

A Directory of Training and EmploymentPrograms in the Private Sector EmphasisDisadvaltaged Youth

ED 183 918

Sharing Career Education Resources with

Career Choice 71

Schools An Exploratory Study ofEmployer Willingness

ED 182 528

Business Administration

Sourcebook for Improving PostsecondarySelf-Employment Programs

FD 181 247

Business Education

Career Education in Business -Ain mion I.Classroom Tenhers Handbook

ED 187 856

Career Education in Business Education 2Methods for Ins olving the Business Com-munity

ED 187 857

Career Education in Business Education. 3.Strategies for Implementation

ED 187 858

Career Education in Business Education. 4.Current Statns and Future Di ection

ED 187 859

Sourcebook for Improving PostsecondarySelf-Employment Programs

ED 181 247

Business Education Teachers

Career Education in Business Education: 4.Current Status and Future Direction

ED 187 859

Career Change

Change and Development in Careers FinalReport

ED 186 699

Vocatior21 Edu:ation and Mid-CareerChange Information Series No 198

ED 186 761

Women and Work Paths to Power ASymposium Information Series No 190.

ED 185 311

The Worker as Proteus Understanding Oc-cupational Adaptability

ED 186 732

Career Choice"Significant Other" Influence and Voca-tiona' Development. Information SeriesNo 196

ED 186 759

Career Education in Business Education I

Classroom Teachers HandbookED 187 856

Change and Development in Careers FinalReport.

ED 186 699

The Choice of a Job Early in the Career. AReview and Prospectus

ED 183 727

The Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation

ED 186 671

Impact of an Educational Program Design-ed to Assist Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions

ED 186 636

The Relationship of School and Work. ABritish Perspective Occasional Paper No57

FD 186 /09

72 Career Choice

Select. from All Your Options Teachei

Guide to Vocational EducationED 183 922

Career CounselingThe Dictionary of Occupational Titles inVocational Assessment A Self StudyManual.

ED 186 740

Self-Assessment for Career Change Does itReally Work? Summary Report of a

Follow-up Study Information Series No191.

ED 183 946

Self-Assessment for Career Change: DoesIt Really Work? A Follow-up Study.

ED 183 945

Vocational Education and Mid-CareerChange Information Series No. 198

ED 186 761

Work Focused Guidance for Youth inTransition Some Implications for Voca-tional Education Research and Develop-ment Occasional Paper No 43

ED 181 316

Career Derelopni it'Significant Other' Influence and Voca-tional Development. Information Series

No 196.ED 186 759

Career Education in Business Education 3Strategies for Implementation

ED 187 858

Career Education, 1978-79ED 186 635

Change and Development in Career; FinalReport.

ED 186 699

Differential Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Processes Conceptualization and

CalculationED 186 704

A Directory of Training and EmploymentPrograms in the Pr.vate Sector EmphasisDisadvantaged Youth

ED 183 918

Empirical Evidence on OccupationalMobility Interim Report InformationSeries No 193

ED 185 347

1,lierim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations.

ED 186 705

Overcoming Personal-Social Barriers toEntry into Non-Traditional OccupationalPreparation Programs A Final Report

ED 181 214

The Parent's Role in Career DevelopmentImplications for Vocational EducationResearch and Development OccasionalPapa No. 60.

ED 186 707

Self-Assessment for Career Change DoesIt Really Work? A Follow-up Study

ED 183 945

Self-Assessmen. for Career Change Does itReally Work? Summary Report of a

Follow-up Study Information Series No191

Evaluability AssessmentED 186 679

Implementing Career Education for NativeAmerican Students A Guide NativeAmerican Career Education DemonstrationProject.

ED 186 618

Improved Career Education Policiesthrough the Collaborative Efforts ofBusiness, Industry, Labor, Governmentand Education A Communications Pro-ject Final Performance Report, October 11978, through November 30, 1979

ED 186 668

Managing and Evaluating Career Educa-tion.

ED 183 800

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual. Native AmericanCareer Education Demonstration Project

ED 186 620

Native American Career EducationStaff/Community Training WorkshopParticipant's Handbook. Native AmericanCareer Education Demonstration Project

ED 186 621

The Parent's Role in Career DevelopmentImplications for Vocat onal EducationResearch and Development OccasionalPaper No 60.

ED 186 707

Planning Ahead for Career Choice ACareer Decision Making Mini Course forHigh School Students. Mis Pub 76 -I

ED 182 435

The Relationship of School and Work ABritish Perspective Occasional Paper No57

ED 186 709

Research and Development Projects inVoca...inal Education, FY 1970-1977 AnAnnotated Bibliography. Volume II State-Administered Projects

ED 182 499

Select.. from All Your Options Teacher

Guide to Vocational Education'83 922

Sharing Career Education Resources withSchools An Exploratory Study ofEmployer Willingness.

ED 182 528

Summary Report of the Audit of anEvaluation of the Consolidated ServicesDemonstration Project

ED 183 937

Career ExplorationThe Relationship of School and Work ABritish Perspective. Occasional Paper No57.

ED 186 709

Career GuidanceBuilding Comprehensive Career Guidancenograms for Secondary Schools A Hand-000k of Programs, Practices, and ModelsResearch and Development Series No 147

ED 186 714

Career Direction and Redirection forAdults: A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College.

Subject Index

ED 183 946

Women and Work Paths to Power ASymposium Infornution Series No 190

ED 185 311

Career EducationBasic Mathematics Skills and VocationalEducation Information Series No 199

ED 186 608

Career Education in Business Education 1

Classroom Teachers HandbookED 187 856

Carecr Education in Business Educat.on 2Methods for In . °lying the Business Com-munity

ED 187 857

Career Education in Business Education. 3Strategies for lin:qement anon

ED 187 858

Career Education in Business Education 4Current Status and Future Direction

ED 187 859

Career Education Measurement Hand-books. A Guide for Improving LocallyDeveloped Career Education MeasuresResearch & Development Series No. 167.

ED 183 877

Career Education Measurement Hand-books. Assessing Experiential Learning inCareer Education. Research & Develop-ment S--ies No. 165

ED 183 875

Career Education Measurement Hand-books Career Education Measures. ACompendium of Evaluation Instruments.Research & Development Series No. 166.

ED 183 876

Career Education Measurement Hand-books Improving the Accountability ofCareer Education Programs EvaluationGu,delines and Checklists Research &Development Series No 168.

ED 183 878

Career Education Programs That WorkED 181 184

Career education, 1978-79ED 186 635

Communicating Career Education.Business, Industry, Labor and GovernmentModels The Northwest Connection Occa-sional Paper Series, Issue 3, March 1980

ED 183 742

Communicating Career Education Na-

tioml and Regional Models The Nor-thwest Connection Occasional PaperSeries, Issue I, September 1979

ED 183 740

Communicating Career Education StateModels The Northwest C.,nnection Occa-sional Paper Series, Issue 2, November1979

A Demonstration ProjectAmerica', Career Educationformance Report

ED 183 741

in NativeFinal Per-

ED 186 619

A Demonstration Effecting IncrementalImprovements in K -12 Education. FinalReport, July 1, 1978-September 10, 1979

ED 187 86i

Implementation of the Career EducationIncentive Act First Interim Report on the

Subject Index

ED 181 227

Career Education, 1978-79ED 186 635

Meeting Guidance Needs of VocationalEducation Students. Part I Assessing theCapacity of the State College and Universi-ty System to Prepare suture Educators andCounselors Skilled in Vocational GuidancePart II A Statewide Assessment of the

Guidance and Counseling Support Needs ofVocational Education Students

ED 186 666

A Model for Urban Sci,,,o1 Career Counsel-ing Services

ED 186 676

The State of Urban School Guidance andCounseling in the Major School Districts ofAmerica

ED 186 675

Work Focused Guidance for Youth inTransition Some Implications for Voca-tional Education Research and Develop-ment Occasional Paper No 43

ED 181 318

Career PlanningSelect.. from All Your Options TeacherGuide to Vocational Education

ED 183 922

Case Studies

The Case Study Method Guidelines, Prac-tices, and Applications for VocationalEducation. Research and DevelopmentSeries No. 189

ED 187 929

Comprehensive Institutional Planning inTwo-Year Colleges. A Planning Processand Case Study

ED 186 682

CertificationWomen in Vocational Education Ad-ministration A Nationwide AnalysisResearch and Development Series No 179

ED 181 316

Change Strategies

Project SERVES Sexism in EducationReducing Vocational EducationStereotypes Final Report.

ED 181 213

Child Care OccupationsDesign and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Child Care

ED 183 889

ClassificationIdentifying Transferable Skills. A TaskClassification Approach

ED 186 651

Work-Centered and Person-CenteredDimension., of Experiential Education. Im-plications for a Typology of Programs.Research and Development Series No 197

ED 185 323

Cognitive Style

Cognitive Style, Learning Style, andTransfer Skill Acquisition Information

Series No 195ED 186 685

College AdministrationComprehensive Institutional Planning inTwo-Year Colleges An Overview and Con-ceptual Framework

ED 18u 683

Comprehensive Institutional Planning inTwo-Year Colleges A Planning Processand Case Study.

ED 186 687

College EnvironmentComprehensive Institutional Planning inTwo-Year Colleges An Overview and Con -ceptuPl Framework

ED 186 683

College PlanningComprehensive Institutional Planning inTwo-Year Colleges A Planning Processand Case Study

ED 186 682

Comprehensive Institutional Planning inTwo-Year Colleges An Overview and Con-ceptual Framework.

ED 186 083

College School Cooperation

A Handbook of the Practices of Articula-tion of Occupational Education Programsbetween Secondary and Postsecondary In-stitutions in New York State.

ED 181 185

Proprietary Education Alternatives forPublic Policy and Financial 'ipport PartII Final Report.

ED 181 226

Community Colleges

Career Direction and Redirectior forAdults A Handbook for Establishing anAdult Vocat'onal Guidance Center in theCommunity College.

ED 181 227

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport

ED 187 953

Dissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agricultural Occupa-tions Programs. Phase III, July I, !976through June 30, 1930.

ED 182 473

Community ControlThe Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo 58.

ED U16 708

Community Involvement

The Status of Vocational EducationSchool Year 1975-76 Research an-.:

Development Series No 162ED 181 32,;

The Status of Vocational Ech..ation,School Year 1976-77 Research andDevelopment Series No 193

FD 187 932

S oti

Contracts 73

Community Resources

A Mode! for Urban School Career Counsel.ing Services

ED 186 676

Comparative Analysis

A Comparative Followup Study o, theMainstreamed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Compensatory Education

Summery Report of the Audit oi anEvaluation of the Consolidated ServicesDemonstration Project

ED 183 937

Competence

Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 183 881

Development and Validation of a

Competency-Based Preservice/InserviceLearning System for Vocational Teachers.Final Repot

ED 186 770

Vocational Home Economics EducationHandbook for Adult Education

ED 185 342

Competency Based Education

Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175

ED 181 195

Competency Based Teacher Education

Competency-Based Staff Development. AGuide to the Implementation of Programsfor Post-Secondary Occupational Person-nel.

ED 186 578

Consortium for the Development of Pro-fessional Materials for Vocational Educa-tion First Annual Consortium Report,1978-1979.

Development andCompetency -BasedLearning System forFinal Report

ED 182 500

Validation of a

Preservice/InserviceVocational Teachers.

ED 186 770

Concept Formation'Significant Other' Influence and Voca-tional Development Information SeriesNo 196.

ED 186 759

ConsortiaConsortium for the Development of Pro-fessional Materials for Vocational Educa-tion First Annual Consortium Report,1978-1979

ED 182 500

f'oatractsVi,-ational Cooperative Education Train-ing Lin tcrner and Laming Plan for Penn-sylvania Inciading: Training Activities forUse on Training Plans Which Are Listedwith Occupational Codes andTitlesTrade & Industrial, Technical,

74 Contracts Subject Index

Health, Agriculture, Gainful HomeEconomics, Business Education,Distributive Education

ED 185 251

Conventional Instruction

Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation cf the Retention of SelectedReading and Mathematical Concer isP ,lilting from Students Enrolled in a

Traditional Lcaining Environment and in aLearning-in-Work Environment

ED 185 32:

Cooperati., EducationExemplary Programs for the Disadvantag-ed A Report of a National Study

ED 185 297

A Model for the Linkage of VocationalEdina ion at Post-Secondary PrivateSclio fr, ....i.c1 Industry, Business, and LaborA kesearch Monograph

ED 183 791

A Model, Case ,,tudy, and ImplementationGuide for the Linkage of Vocation.,Education Programs in Public Post-Secondary Institutions and Dusi,e s, In-dustry, and Labor A Monogray,

ED 183 792

Transition from School to Work The Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport

ED 183 721

Cooperative Planning

Business, Industry, and Labor Input in

Vocational Educatior Personnel Develop-ment Second Edition Leadership Train-ing Series No 59

ED 187 937

Coordination in Vocational EducationPlanningBarriers and FacilitatorsResearch and Development Series No 187

ED 187 927

Planning a Vocational Program throughInter-District Coopei ation

ED 187 890

Vocational Education and FederalPriorities Occasional Paper No 47

ED 185 348

Cooperati ProgramsBuilding Models for the Linkage and Coor-dination of Vocational Education at Publicand Private Post-Secon lary Schools andBusiness, Industry, nil Labor FinalReport

ED 183 793

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 AState of the Art Report, Volume I InterimReport

ED 181 301

A Mcidei for ,he Linkage of VocationalEducation at Post-Second ary Pr valeSchools and Industry, Business, and LaborA Research Monograph

ED 183 791

A Model, Case Study, and ImplementationGuide for the Linkage of Vocational

Education Programs in Public Post-Seconaary Institutions and 3..ismess, In-dustry, and Labor A Morograph

ED 183 792

School/Business Partnerships A Practi-tioner's Guide

ED 186 719

Sourcebook for Improving PostsecondarySelf-Employment , ,ograms

ED 181 747

Coordinat!qnBuilding Models for the Linkage and Coor-dination of Vocational Education at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor FinalReport.

ED 183 793

Case Studies of Vocation,.)EducationCETA Coordination A Sta:-of the Art Report, volume I InterimReport

ED 185 377

i he Context of Vocation '

Education -CETA Coordination A Stateof the Art Report, Volume III InterimReport.

ED 185 379

Coordination in Vocational EducationPlanninggarners and FacilitatorsResearch and Developmc. Series No 187

ED 187 927

Development of a Plan for Research,

Development and Instruction la AdultVocational Education Final Report

ED 185 410

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration , rojects Act cf 1977 AState of the Art Report, Volume I InterimReport

ED 181 301

Effective Mt. ,anisms for FacilitatingCoordinatic n of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 FinalReport

ED 185 376

Mechanisms for VocationalEducationCETA Coordination A Stateof the Art Report. Volume 11 InterimReport

ED 185 378

A Model for the Linkage of VocationalEducatn a at Post-Secondary PrivateSchools and Indr ry, Business, and LaborA Research Mono& aph

ED 183 791

A Model, Case Study, and lmplemerr anonGuide for the Linkage of VocationalEducation Prams in Public Post-Secondary Institutions and Business, In-dustry, and Labor A Monograph

ED 183 792

Policy Issues in Interrelating VocationalEducation and CETA Occat anal Paper.4o 56

En 186 710

School/Business Partnerships A Practi-tioner's Guide

ED 186719

Sourcebook for Improving Postseconda

Self-Employment ProgramsED 181 247

Vocational Education and FederalPriorities Occasional Paper No 47

ED 185 348

Correctional Education3tandardt for Vocational Education Pro-grams in Correctional Institutions Na-

tional Study of Vocational Education isCorrections Technical Report No 2

ED 185 350

Vocational Education in Correctional In-stitutions Summary of a National StudyNational Study of Vocational Education inCorrections Technical Report No 3

ED 185 351

Vocational Education in Corrections AnI aterpretation of Current Problems andIssues National Study of VocationalEducation in Corrections TechnicalReport No I

ED 185 349

Correctional InstitutionsStandards for Vocational Education Pro-grams in Correctional Institutions Na-

tional Study of Vocational Education inCorrections. Technical Report No 2

ED 185 350

Vocational Education in Correctional In-...awns Summary of a National Study

National Study of Vocational Education inCo , rections Technical Report No 3

ED 185 351

'ocational Education in Corrections An,erpretation of Current Problems and

issues National Study of VocationalEd 'cation in Corrections TechnicalReport No 1

ED 185 349

Cost Effectiveness

A Cost Effectiveness Analysts of Voca-tional Educat, a Programs for the Han-dicapped Technical Report

ED 181 281

Studies of the Cost-Efficiency and Cost-Effectiveness of Vocational Edu-ation I,-formation Series No 202

ED 186 609

(-acts

The Organization, Structure and Financintof Vocational Education 1987

ED 186 673

Counseling

Women .ad Their Preparation for Profes-sional and Malagerhs: Careers Informanon Series No 168

ED 181 191

Counseling Techniques

Bridges to Employment Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs ook OneResearch and Development Series No. 185

ED 187 925

Counselor TrainingMeeting Guidance Needs of VocationalEd ..ation Students Part I Assessirg the

Subject Index

Capacity of the State College and Universi-ty System to Prepare Future Educators andCounselors Skilled in Vocational Guidance

Part !I A Statewide Assessment of theGuidance and Counseling Support Needs ofVocational Education Students

ED 186 666

CriteriaIdentification and Validation of Criteriafor Determining Whet, Competency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a Formal Technical CourseReport of Phase I

ED 187 902

Critical Incidents MethodHuma i Relatn,ns Critical incidents for Of-fice Simulation. Series I, Spring 1978Vocational Office Block Project, MichiganState University

ED 18E '18

Cultural ContextLearning and Work , TransitionalEducative Cultures Research and Develop-ment Series No 199

ED 185 325

Curriculum DesignEnvironmental Quality and Energy Conser-vation Curriculum Model Final Report

ED 185 255

Curriculum Development

Designing Programs for Marketing andDistributive Education

ED 182 477

Development and Validation of a

Competency-Based Preservice/InserviccLearning System for Vocational TeachersFinal Report

ED 186 770

Exploring Role Options A ',vide forEliminating Sex Stereotyping in HomeEconomics

ED 186 617

New Trends in Home Economics Educa-tion, Volume I The Teaching of BaurSciences

ED 182 424//

Practical Approaches to CurriculumDevelopment A Manage -ent HandbookProject HIRE A Currirulum ManagementSystem for Instructing the HandicappedFinal Report, Volume 2

ED 183 739

Research and Development Projects inVocational Education, FY 1970-1977 AnAnnotated Volume 11 State-Administered Pr,- jer's

ED 182 499

Data Analysis

The Case Study Method Guidelines, Prac-tices, and Applications for VocationalEducation Research and DevelopmentSe les No 189

ED 187 929

Selecting. Analyzing, and Displayng Plan-ning Information Research and Develop-ment Series 164

ED 181 325

Data Collection

The Case Study Method Guidelines, Prac-tices, nd Applications for VocationalEducation Research and DevelopmentSeries No. 189

ED 187 929

Planning Design for Conducting a NationalSurvey of the Differential Cost of Voca-tional Education Final Report (and) Ex-c-cutive Summary

ED 181 285

Deafness

kesearch Directory of the RehabilitationRcscarcl, aiid T. dining Ccnters Fiscal Year1979

ED 181 310

Decision Making SkillsPlanning Ahead for Career Choice ACareer Decision Making Mini Course for

.gh School Students Mis Pub 76.1ED 1 iz2 435

Declining Enrollment

The Projected Effects of PopulationChange on Vocational Technical Educa-tion Final Report

ED 183 758

DefinitionsAging and Work in American Society

ED 186 672

Delivery Systems

The American Experience in the Transitionfrom Vocational Schools to Work AReport to the United Nations Education,Scientific, and Cultural Organization In-ternational Symposium on Pro...erns ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980)

ED 186 725

A Rural Industrial Education OutreacCenter A Systems Approach

ED 178

Vocational Educate, and N d-CareerChange Information .ies No 198

ED 186 761

Demand Occupations

Current and Future Employment Op-p- -tunnies in New and Emerging Occupa-tions within Illinois Final Project Report.

ED 186 762

Demography

Selecting, Analyzing, and Displaying Plan-ning Information Research any Develon-ment Series 164

ED 181 32.

Demonstration Programs

Career Education Programs That WorkED 181 18:

A Demonstration. Effecting incrementalImprovements in K -12 Education FinalReport, July I, 1978- September 30, 1979

ED ' 861

Exemplary Programs for the Disadvantag-ed A Report of a National Study

ED 185 297

Here Are Programs that Work Selected

8A

Disadvantaged 75

Vocational Programs and Practices forLearners with Special Needs "It Isn't EasyBeing Special' Research and DevelopmentSeries No 177

ED 181'22Involving Private Employers in CETA Pro-grams A Case Study R & D Monograph75

ED 182 558

A Project to Communicate and Replicate aModel Career Education Program FinalReport, July I, 1977-June 30, 1979

ED 182 450

Research and Development Projects inVocational Education, FY 1970-1977 AnAnnotated Bibliography Volume 11 State-Administered Projects

ED 182 499

Developed Nations

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 447

Diagnostic Tests

Psychological Testing in Vocational. valuation

ED 187 883

Disabilities

Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 183 881

Identification and Validation of 1Jii:eriafor Determining When Competency ofHandicapped Persons Is Better f eveloredGa-the-Job and \A hen It s 13, tter

Developed in a Formal Technical Cr urseReport of Phase I

ED 187902

Knowledge Interpretation Project :maiReport, October I, 1978-June 30, 1980

ED 186 722

New Directions in Vocational Educationfor the Handicapped Implications forResearch and Development OccasionalPaper No 35

ED 185 243

Vocational Administrator's GuidebockMainstreaming Special Needs Students .nVocational Education

ED 185 375

Disadvantaged

Exemplary Programs for the Disadvantag-ed A Report of a National Study

ED 185 297

Here Are Programs that Work SelectedVocational Programs and Practices forLearners with Special Needs "It Isn't EasyBeing Special' Research and DevelopmentSerie No 177

ED 181 322

Let's r ,.id the Special People Identifyingand Locating the Special Needs Learners.*It Isn't Easy Being Special' Research &Development Series No 176

ED 181 321

Let's Work Together InterventionStrategies for Learners with Special Needs.It Isn't Easy Being Special' Research &Development Series No 175

76 Disadvantaged Subject Index

LD 181320

Resources Agencies and Organizationsthat Serve Special Needs Learners. 'it isn'tEasy Being Special'. Research & Develop-ment Series No 178.

ED 181 323

Resources: Materials for Special NeedsLearners. 'I- Isn't Easy Being Special'Bibliography Series No. 50

c.13181 327

Vocational Administ,ator's Guidebook-Mainstreaming Special Needs Students itVocational Education.

ED 183 375

Diudvantaged YouthBridges to Employment: Recri. ..tint andCounseling Practices foi Disadvantaged,Unemployed, Out-of-School Youth in

Vocational Programs. Book One.Research and Development Series No. 18'.

ED 187 925

A Directory of Training and EmploymentPrograms in the Private Sector Emphasis:Disadvantaged Youth

ED 183 918

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms witn the Yc ith Employment andDemonstration Projects Act of 1977. AState of the Art Report, Volume I. InterimReport.

ED i81 301

Summary Report of the Audit of anEvaluation of the Consolidated ServicesDemonstration Project.

ED 183 937

Wc.aplaces and Classrooms: A Partner-ship for the 80's. The V'ce President's TaskForce on Youth Employment (Baltimore,Maryland, September 26.27, 1979)

ED 185 241

Discovery ProcessesInstructional Concepts for OccupationalEducation Special Interest Paper. An Oc-casional Publication for Selected Au-diences, No 20

ED 182 544

Displaced HomemakersAn Assessment of Programs, Services, andAgencies Which Address the EmploymentNeeds of the Displaced Homemaker.

ED 186 633

A Profile of Women Potentially Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employment andTraining Act of 1978

ED 181 274

Distributive EducationDesign and Implementation of an Assess-ment Model for Students Entering Voca-tional Ed .ration Programs in the State ofColorado Distributre Education.

ED 183 890

Designing Programs for Marketing andDistributive Education.

ED 182 477

Identification and Anal. sis of EmergingOccupations in Marketing and DistributiveEd Cation. Fins! Report.

_==........

ED 186 597

Distributive Education Teachers

Identification and Analysis of EmergingOc upations in Marketing and DistributiveEd non. Final Report.

ED 186 597

DIYorceThe Short-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women

ED 181 277

DraftingDesign ar.d Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Drafting

ED 183 885

Dropout RateDemonstration and Research for IndianVocational Education Research Series No.77.

ED 181 334

Economic Development

Articulating with Industry: I he Rote ofVocational Education in EconomicDevelopment

FD 186 649

ECOP0211C Research

Pty Premiums for Economic Sector andRa e- A Decors, _,sition.

ED 181 273

Economically Db-dvantagedThe Short-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women.

ED 181 277

EconomicsCareer Educat on in Business Education 1

Classroom Teachers Handbook.ED 187 856

Education Work Relation3amThe American Experience in ine transitionfrom Vocati sal Schools to Work. AReport to the United Nations Education,Scientific, and Cultural Organization In-ternational Sympo Jill on Problems ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980)

ED 186 725

An Employment and Education Agenda forYouth in the 1980s. A Policy Statement bythe National Council on EmploymentPolicy.

ED 183 763

Basic Mathematics Skills and VocationalEducation. Information Series No. 199

ED 186 608

The Choice of a Joh Early in the Career AReview and Prospectus

ED 183 727

Education and Training in England: SomeProblems from a Government Perspective,Occasional Paper No. 161

ED 186 706

S'u

Learning and Work Programs TransitionalEducative Cultures Research and Develop-ment Series No 199.

ED 185 325

Ti'. Relatiu- ship of School and Work: ABritish Perspe_,Ive Occasional Paper No.57

ED 186 709

School/Business Partnerships A Practi-tioner's Guide.

ED 186719

Transition from School to Work: The Con-tribution of Cooperative Education Pro-grams at the Secondary Level. FinalReport

ED 183 721

The Work Ethic and American Schools:The Roots of Change.

ED 181 261

Work Focused Guidance for Youth inTransition: Some Implications for Voca-t onal Education Research and Develop-m lit. Occasional Paper No. 43

ED 181 318

Wolk, Youth and Schooling. HistoricalPerspectives on Vocational Education

ED 18' 938

Workpl. cer and Classiuullis A Partner-ship for ti e 80's. The Vice President's TaskForce on .'outh Employment (Baltimore,Maryland, September 26-27, 1979).

ED 185 241

Youth Transition to Adult Roles A

Preliminary Investigation. Research andDevelopment Series No 196.

ED 186 626

Educational Administk aloe

Proprietary Education: Alternatives forPublic Policy and Financial Support. PartII. Final Report.

ED 181 226

Edscatioul AssessmentCareer Education Measurement Hand-books. A Guide for Improving LocallyDeveloped Career Education Measures.Research & Development Series No. 167.

ED 183 87'

Career Education Measurement H..nd-books. Assessing Experiential Learning inCareer Education. Research & Develop-ment Series No 165.

ED 183 875

Career Education Measurement Handbooks Career Education Measures ACompendium of Evaluation Instrument.;.Research & Development Series No. 166.

ED 181;16

Learning by Vocations Views on Voca-tional Education by Former High SchoolStudents after Five Years of Real-Life Ex-periences. Summary of a Survey Conductedby the Advisory Council forTechnical/Vocational Education in Texas.

ED 1 ; 663

Meeting Guidance Needs of Vocations!Education Student:. Part I: Assessing theCapacity of the State College and Umversi-ty System to Prepare Future Educators andCounselors Skilled in Vocational Guidance.Part II: A Statewide Assessment of tae

Guidance and Counseling Support Needs of

Subject Index

Vocational Education StudentsED 186 666

New Directions in Evaluation ResearchImplications for Vocational EducationOccasional Paper Nu. 55

Vocational Instruction

ED 186 711

ED 181 333

Educational AttitudesEducational Opportunities for Older Per-sors: A Review Information Series No.170

ED 181 192

Educational CertificatesComparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education. Final TechnicalReport.

ED 187 953

Educational ChangeNew Directions in Vocational Educationfor the Handicapped: Implications forRe.earch and r ,,elopment OccasionalPaper No. 35.

ED 185 243

Vocational Education: The Future Is Now.Occasional Paper No. 37

ED 182 463

Edicatioaal CooperationCoordination in Vocational EducationPlanning Barriers and Facilitators.Research and Development Series No. 187.

ED 187 927

The Role of Pnvate Trade and TechnicalSchools in a Comprehensive HumanDevelopment System. Implications forResearch and Development OccasionalPaper No. 53,

ED 186 712

Vocational Education and FederalPriorities Occasion.71 Paper No. 47.

ED 185 348

A Vocational Educator's Guide to theCETA System. Ci Inca! Issues Series, No3

ED 187 S33

Educational Der lopmeatManaging Program Improvemert OneState's App oath. Executive Summary.Information Series No. 192

ED 182 455

Managing Program Improvement OneState's Approaeh; Technical Paper.

ED 182 456

A Model for Educational Research andDevelopment. 1985. Occasional Paper No.

ED 181 328

Research and Development Needs of Voca-tional Education.

ED 182 493

Summaries of Research and DevelopmentActivities in Agricultural Edication, 1978-197), United States of America.

ED 187 894

&loader's! FacilitiesWorkshops: Preparatior. of Transition

Plans in Area Vocation-II-TechnicalSchools. Final Report

ED 181 282

Educational Facilities DesignIndustrial Arts Facility Planning Guide.

ED 185 339

Educational Facilities Planning

Industrial Arts Facility Planning GuideED 185 339

Educational HistoryA Rational Approach to Historiography.Misuses and Abuses of History. Sym-posium on Historiography the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andC urrentImplications.

ED 182 478

Work, Youth and Schooling: HistoricalPerspectives on Vocational Education

ED 187 938

Educational ImprovementSchool/Business Partnerships A Practi-tioner's Guide

ED 186 719

Educational Needs

An Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry

ED 182461

A Cross-Sectional Study of the Onions andDevelopment of Vocational Needs of HighSchool Students Final Report

ED 187 876

Industrial Arts Survey Research andDevelopment Project in Career Education.Final Report.

ED 181 169

Issues and Problems in the Needs Assess-ment of Unique Tarrt Groups. The AdultAmerican Indian

ED 182 542

Let's Work Together. InterventionStrategies for Learners with Special Needs.It Isn't Easy Being Special'. Research &Development Serves No 175

ED 181 310

Needs Sensing Workshop. Postsecon -tryOccupational Education Project, April 15-17, 1980.

ED 187 936

Occupational Adapt-:;;;.ty andTraisfeiable Skills: Project Final ReportInfo-million Series No. 129

ED 186 717

Research and Development Needs of Voca-tir,nal Education.

ED 182 493

Teaching for Transfer A Perspect. In-formation Series No 141.

ED 185 346

Edocatiousi ObjectivesComprehensive Instrutional Planning inTwo-Year College: An Overview and Con-ceptual Framework.

ED '86683Comprehensive Institution*: Planning in

8

Jucationa; Practices 77

Two-Year Colleges A Planning P- css

and Case StudyED 186 682

Educational OpportunitiesEducational Opportunities for Older Per-sons A Review Information Series No170.

ED 181 192

Open Entry-Open Exit A Flexible Ap-proach for Providing Skill Training Needsat AVTS.

ED 1866'9

Vocational Education in Correctional In-stitutions: Summa-y of a National Study.National Study of Vocational Education inCorrections. Techn-.41 Report No. 3.

ED 185 351

Educational PhilosophyPerformance Testing. Issue Facing Voca-tional Education. Research and Develop-ment Series No 1°9

ED 187 930

Educational Pi/apingCoordination in Vocational EducationPlanningBarriers and Facilitators.Research and Development Series Nu. 187

ED 187 927

Development of a Plan for Research,Development and Instruction in AdultVocational Education Final Report.

ED 185 410

Vocational Education and FederalPriorities. Occasional Papa No. 47.

ED 185 348

Vocational Education The Future Is Now.Occasional Paper No

ED 182 463

Education' PolicyAdult Learning. Implications for Researchand Policy in the Eighties. A Symposium.Information Series No. 194.

ED 185 424

But for Me It Wouldn't Work: Implicatwnsof Experiential Education PolicyGuidelines. Information Series No. 165.

ED 186 715

Current Problems of Vocational Educationin the Federal Republic of Germany. Occa-sional Paper No. 54

ED 186 713

Emerging Educational Policy Issues 'n theFederal City: A Report from Washington.Occasio.ial Paper No 42.

ED 181 317

Educational PracticesThe American Experience in the Transitionfrom Vocational Schoois to Work: AReport to the United Nations Education,Scientific, and Cultural Organization. In-ternational Symposium on Problems ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980)

ED 186 725

Current Problems qf Vocational Educationin the Federal Republic of Germany. Occa-sional Paper No. 54.

ED 186 713

78 Educational Practices

Teaching for Transfer A Perspective In-formation Series No 141

ED 185 346

Educational Programs

Women and Their Preparation for Profes-sional and Managerial Careers Informa-tion Series No 168

ED 181 191

Educational QualityQuesting for Quality in Graduate Voca-tional Education Conference on GraduateVocational Education (1st, Keystone, Col-orado, July 28-30, 1978)

ED 181 204

Educational Research

Adult Learning Implications for Researchand Policy in the Eighties. A SymposiumInformation Series No 194.

ED 185 424

Managing Program Improvement: OneState's Approach Executive Sum.aryInformant): Series No. 192

ED 182 455

Managing Program Improvemen OneState's Approach, Technical Paper

ED 1R2 2'6

A Model for Educational .e:ea ch andDevelopment 1985. Occa onal Paper No44

ED 181 328

New Directie is in Evaluation ResearchImplications or Vocational EducationOccasional Paper No 55

ED 186 711

Research and Development Needs of Voca-tional Education

ED 182 493

Research Directcry of the RehabilitationResearch and Trailing Centers Fiscal Year1979.

ED 181 310

Seminar on Research Coordinating Units inVocational Education Coordinating Com-mittee on Research in Vocational Educa-tion Seminar Proceedings (December 14,

1979)ED 186 667

Studies of the Cost-Efficiency and Cost-Effectiveness of Vocational Education In-formation Series No 202

ED 186 609

Summaries of Ret arch and DevelopmentActivities li. Agricultural Education, 1978-1979, United States of America

ED 187 894

Educational Resources

Resource Bank for Overcoming Sex Biasand Stereotyping in Vocational Education

ED 182 529

Resources Agencies and Organizationsthat Serve Special Needs Learners It Isn'tEasy Being Special' Research & Develop-ment Series No 178

ED 181 323

Resources. Materials for Special NeedsLearners It Isn't Easy Being Special'Bibliography Series No 50

ED 181 327

The Status of Vocational Education

School Year 1975-76 Research andDevelopment Series No 162

ED 181 324

The Status of Vocational Education,School Year 1976-77 Research andDevelopment Series No 193

ED 187 932

Educational Responsibility

Let's Find the Special People Identifyingand Locating the Special Needs Learners'It Isn't Easy Being Special' Research &Development Series No 176

ED ,81 321

Let's Work Together. InterventionStrategies for Learners with Special Needs"It Isn't Easy Being Special' Research &Development Series No. 175

ED 181 320

Needs Sensing Workshop PostsecondaryOccupationl Education Project, Apr 15-

17, 1980ED 187 936

Educational Strategies

Let's Work Together InterventionStrategies for Learners with Special NeedsIt Isn't Easy Being Special' Research &Development Series No 175.

ED 181 320

Vocational Education and Mid-CareerChange. information Series No 198

ED 186 761

Vocational Instruction.ED 181 333

Work, Youth and Schooling HistoricalPerspectives on Vocational Education

ED 187 938

Educational TechnologyNew Trends in Home Economics Educa-tion, Volum( I The Teaching of BasicSciences

ED 182424//

Educationally Disadvantaged

A Pilot Study Priorities in AdmmistiativeNeeds and Program Services for Comm uni-ty and Area Technical Colleges Emphasison Large Urban Areas

ED 186 703

Employed WomenChanges in the Work Attachment of Mar-ried Women, 1966-1976

ED 181 271

Final Report of WITT Phase 11 October 1,1978-June 30, 1979

ED 182 434

A Profile of Women Potentially Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employment andTraining Act of 1978.

ED 181 274

Sex-Role Attitudes and Employmentamong Women A Dynamic Model ofChange and Continuity

EL 181 275

Women and Their Preparation for P ores-sional and Managerial Careers Informa-tion Series No 168

ED 18. 191

Women and Work Paths to Power A

Subject Index

Symposium Information Series No. 190ED 185 311

Employee Attitudes

Empirical Evidence on OccupationalMc, ility Interim Report InformationSeries No 193

ED 185 347

Employer Attitudes

Assessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No 204.

ED 187 848

Collaboration in Experiential Education AProfile of Participant Expectations

ED 185 326

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport.

ED 187 953

Perceptions of the Preparation of Youth;or Work. Report of a Three-State Survey

ED 182 527

A Research Project to Determine theReasons for an Imbalance of Women inAdministrative Positions in VocationalEducation. Final Report

ED 182515

Sharing Career Education Resources withSchools. An Exploratory Study ofEmployer Willingness

ED 182 528

Employer Employee RelationshipToward a More Human Way of Working inAmerica. A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D C May 20-22,1977)

ED 182 501

The Work Ethic and American Sc'iools.The Roots of Change.

ED 181261

Employment

Aging and Work in American SocietyED 186 672

Design and Implementation of an Assess -merit Model for Students Entering Voca-tional Education Programs in the State ofColorado. World of Work

ED 183 887

Employment ExperienceThe Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Employment Opportunities

Current and Future Employment Op-portunities in New and Emerging Occupa-tions within Illinois Final Project Report.

ED 186 762

Educational Opportunities for Older Per-sons A Review Information Series No170

ED 181 192

Vocational Education for Older AdultsInformation Series No 203

Subject Index

ED 187 847

Women and Work. Paths to Power. ASymposium. Information Series No 190

FD 185 311

Employment PatternsChange and Development in Carers FinalReport

ED 186 699

Shift Workers A Descriptive Analysis ofWorker Characteristics

ED 181 276

Employment PotentialBridges to Employment Practices for JobDevelopment, Placement, and Follow-Through of Unemployed Youth for Voca-tional Education and Manpower TrainingBook Two. Research and DevelopmentSer es No 186

ED 187 926

Employment Practices

A Research Project to Determine theReasons for an Imbalance of Women inAdministrative Positions in VocationalEducation. Final Report

ED 182 516

Working for You A Guide to EmployingWomen in Nontraditional Jobs

ED 187 923

Employment Problems

Bridges to Employment Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs, Book OneResearch and Development Series No 185

ED 187 925

Final Report of WITT Phase 11 October I,1978-June 30, 1979.

ED 182 434

Employment ProgramsAreawide Planning in CETA R & DMonograph 74

ED 182 488

Case Studies of VocationalEducationCETA Coordination. A Stateof the Art Report, Volume I InterimReport.

ED 185 377

The Context of Voc ionalEducationCETA Coordination i% ,tateof the Art Report, Volume 111 InteiimReport

ED 185 379

A Directory of Training and EmploymentPrograms in the Private Sector Emphasis.Disadvantaged Youth

ED 1 P1 918

Education and Training in England SomeProblems from a Government PerspectiveOccasional Paper No 161

ED 186 706

Effective Mechanisms for FacilitatidgCoordination of Vocational EduintionPrograms with the Youth Employment andDemonstration Projects Act of 1977. FinalReport.

ED 185 376

Mechanisms for VocationalEducationCETA Coordination- A Stateof the Ar. Report, Volume II. Irterim

ReportED 185 378

On-the-Job Training CETA ProgramModels

ED 181 175

Research and Development Projects 1979

EditionED 185 373

Employment Projections

ein Assessment of Need for Developing and1i-aplementing Technical and SkilledWorker Training for the Solar Energy In-dustry

ED 182 461

Current and Future Employment Op-portunities in New and Fmergmg Occupa-tions within Illinois Final Project Report

ED 186 762

Employment QualificationsLiteracy and Vocational Competency Oc-casional Paper No 39

ED 181 329

Perceptions of the Preparation of Youthfor Work- Report of a Three-State Survey

ED 182 527

Employment StatisticsWorkplaces and Classrooms. A Partner-ship for the 80's The Vice President's TaskForce on Youth Employment (Baltimore,Maryland, September 26-27, 1979)

ED 185 241

Energy ConservationEnvironmental Quality and Energy Conser-vation Curriculum Model. Final Report

ED 185 255

EnrollmentProprietary Vocational Education In-formation Series No 197

ED 186 760

The Status of Vocational EducationSchool Year 1975-76 Research andDevelopment Series No 162.

ED 181 324

The Status of Vocational Education,School Year 1976-77 Research andDevelopment Series No 193

ED 187 932

Enrollment InfluencesFactors Influencing Nontraditional Voca-tional Education Enrollments A LiteratureReview Research and Development SeriesNo 150

ED 181 326

The Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation.

ED 186 671

The Projected Effects of PopulationChange on Vocational Technical Educa-tion Final Report

ED 183 758

Enrollment ProjectionsThe Organization, Structurc and Financingof Vocational Euucaticn 198'

ED 186 673

Enrollment Trends

S 3

Evaluation Criteria 79

The Projected Effects of PopulationChange on Vocational Technical Educa-tion Final Report

ED 183 758

Environmental EducationEnvironmental Quality and Energy Conser-vatioi. Curriculum Model Final Report

ED 185 255

Equal Education

Educational Equity The ContinuingChallenge Fourth Annual Report, 1978

ED 182 503

Issues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency

ED 183 930

Knowledge Interpretation Project FinalReport, Octobe 1, 1978-June 30, 1980

ED 186 722

New Directions in Vocational Educationfor the Handicapped Implications forResearch and Development OccasionalPaper No 35

ED 185 243

Pioneering Programs in Sex Equity A

Teacher's GuideED 185 423

Women's Educational Equity Act FourthAnnual Report, Fiscal t ear 1979 OctoberI, 1978 to September 30, 1979

ED 185 309

Equal Opportunities JobsWomen and Their Preparation for Profes-sional and Careers Informa-tion Series No 168

ED 181 191

Women's Educational Equity Act. FourthAnnual Report, Fiscal Year 1979 October1, 1978 to September 30, 1979

ED 185 309

Equal ProtectionWomen's Educational Equity Act FourthAnnual Report, Fiscal Year 1979 October1, 1978 to September 30, 1979

ED 185 309

Evaluation

Career Education Measurement Hand-

books Improving the Accountability ofCareer Education Programs EvaluationGuidelines and Checklists Research &Development Series No 168

ED 183 878

Eialuatiou CriteriaThe Appraisal of School Guidance andCounseling Services in the Urban Schools

ED 186 674

A Comparison of Four Vocational Evalua-tion Systems

ED 186 739

A ''omparison of Seven Vocational Evalua-on Systems

ED 186 738

Dissemination and Use of Materials toFacilitate Locally Dire ted Evaluation ofCommunity College Agricultural Occupa-tions Programs Phase 111, July I, 1976

thr idgh June 30, 1980

80 Evatuati-m Criteria Subject Index

ED 182 4'3Some Ke ,utcomes of Vocational Educa-tion A i.eport on Evaluation Criteria,Standards, and Procedures. Research andDevelopment Series No 192

ED 187 892

Validation of Instrument and Proceduresfor Evaluating Local Vocational EducationPrograms

ED 186 640

Evaleaton MethodsCareer ication Measurement Hand-boc ..essing xperiential Learning in

Education Research & Develop-ment Series No 165

ED 183 875

Evaluation Guidelines and Practices forState Advisory Councils Research andDevelopment Series No 188

ED 187 928

Implementation of the Carer EducationIncentive Act First Interim Report on theEvaluability Assessment

ED 186 679

Managing and Evaluating Career Educa-tion.

ED 183 800

New Directions in Evaluation ResearchImplications for Vocational EducationOccasional Paper No. 55

ED 186 711

Some Key Outcomes of Vocational Educa-tion A Report on Evaluation Criteria,Standards, and Procedures Research andDevelopment Series No 192

ED 187 892

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin

ED 181 182

Exceptional PersonsCareer Education, 1978-79

ED 186 635

Vocational E.S P Planning System Plan-ning Vocational Education for SpecialPopulations

ED 187 884

ExpectationCollaboration in Expe no?' Education AProfile of Participant Ex,,ectations

ED 185 326

Duferen Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Pros.esses. Conceptualization andCalculatio.

ED 186 704

Interim Report on Panel One of aLongitudinal Study of Developing CareerExpectations

ED 186 705

Experiential LearningCut for Me It Wouldn't Work. Implicationsof Experiential Education PolicyGuidelines Information Series No 165

ED 186 715

Career Education Measurement Hand-books Assessing Experiential Learning inCareer Education. Research & Develop-ment Series No. 165

ED 183 875

Collaboration in Experiential Education AProfile of Participant Expectations

ED 185 326Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175

ED 181 195

Involving Private Employers m CETA Pro-grams A Case Study R D Monograph75

ED 182 558

Learning and Work Programs TransitionalEducative Cultures Research and Develop-ment Series No. 199

ED 185 325

Priority Concerts of Five Groups Involvedin Experiential Education Programs Lear-ning in Work Research ProgramTechnical Report

ED 185 408

Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation of the Retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in aTraditional Learning Environment and in aLearning-in-Work Environment

ED 185 324

Women and Work: Paths to Power ASymposium Information Series No 190

ED 185 311

Work - Centered and Person-CenteredDimensions of Experiential Education. Im-plications for a Typology of ProgramsResearch and Devenopment Serie' No 197

ED 185 323

Youth Transition to Adult Roles APreliminary Investigation Research andDevelopment Series No 196.

ED 186 626

Facility PlanningDeveloping State Agency Facility Plans AGuide to Planning and ImplementationMichigan Studies in Rehabilitatic Utiliza-tion Series 4

ED 182 513

Workshops Preparation of TransitionPlans in Area Vocational-TechnicalSchools Final Report

ED 181 282

Facility RequirementsWorkshops Preparation of TransitionPlans in Area Vocational-TechnicalSchools Final Report

ED I8i 282

Facility Utilization ResearchDeveloping State Agency Facility Plans AGuide to Planning and ImolementatioMichigan Studies III Rehabilitation Utiliza-tion Series 4

ED 1E2 513

Faculty DevelopmentBusiness, lnuustry, and Labor Input inVocational Education Personnel Develop-ment Second Eaition Leadership Train-ing Series No 59

ED 137 937

8:)

Family Influence'Significant Other Influence and Voca-tional Development Information SeriesNo 196

ED 186 759

Family ProblemsThe Short-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women

ED 181 271

Federal AidEight Reasons Why Our Economy NeedsMore Federal Support of VocationalEdt.cation.

ED 185 334

Federal GovernmentEight Reasons Why Our Economy NeedsMore Federal Support of VocationalEducation.

ED 185 334

Emerging Educational Policy Issues in theFederal City A Report from WashingtonOccasional Paper No 42

ED 181 317

Vocational Euucation and FederalPriorities Occasional Paper No 47

ED 185 348

Federal LegislationAn Employment and Education Agenda forYouth in the 1980s A Policy Statement bythe National Council on EmploymentPolicy

ED 183 763

Current Problems of Vocational Educationin the Feaerai Kepublic of Germany Occa-sional Paper No 54

ED 186 713

Evaluation Issues in the ComprehensiveEayloyment and Training Act (CETA)Legislation

ED 183 880

Status of Vocational Education in FY 1978A Report to the Congress by the U.S

Commissioner of EducationED 185 387

Vocational Education Needs of HispanicWomen The Minority Women's Series

ED 182 457

Women's Educational Equity Act FourthAnnual Report, Fiscal Year 1979- October1. 1978 to September 39, 1979

ED 185 309

Federal ProgramsYouth and the Local Employment AgendaAn Analysis of Prime Sponsor ExperienceImplementing the Youth Employment andDemonstration Projects Act. Overview andArea Summaries Final Report

ED 182 454

-al RegulationNew Directions in Vocational Educationfor the Handicapped Implications forResearch and Development. OccasionalPaper No 35.

ED 185 243

Synthesis of Evaluation Programs in Voca-tional Education at the National Level and

Subject Index Historical Criticism 81

in Wisconsinc.f.) 181 182

FenidesFactors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration : A Literature Review.Research and Development Series No. 152.

ED 182 462

Job Search by Unemployed Women: Deter-minants of the Asking Wage Revised.

ED 181 272

Making T:ansitions Work. OvercomingResistance and Avoiding Failure in thePlacement of Women in Non-TraditionalJobs

ED 186 720

Overcoming Personal-Social Barriers to

Entry into !" on-Traditional OccupationalPreparation P .,grams. A Final Report.

ED 181 214

Sex-Role At nudes and Employmentamong Women. A Dynamic Model ofChange and Continuity.

ED 181 275

The Short-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women

ED 181 277

The Foc-oeconomic Status of HouseholdsHeaded by Women

ED 183 732

Vocational Education Needs of HispanicWomen. fhe Minority Women's Series.

ED 182 457

Women n Apprenticeship for Nontradi-tional Occupations Graduate StudyResearch Final Report, April I, 1979 -June30, 1979

ED 183 939

Women in Vocational Education Ad-

ministration. A 1"ationwide AnalysisResearch and Development Series No. 179

ED 181 316

Working for You: A Guide to EmployingWomen in Nontraditional Jobs

ED 187 923

Financial SupportEight Reasons Why Our Economy NeedsMore Federal Support of Vocational

EducationED 185 334

The Organization, Structure and Financingof Vocational Education- 1987.

ED 186 673

Food Service WorkersDesign and Implementation of an Assess-ment Model for Students Entering Voi.a-tional Education Progrt ms in the State ofColorado Food Preparation.

ED 183 888

Futures of Society

The Organization, Structure and Financingof Vocational Education: 1987.

ED 186 673

Seminar on Research Coordinating Units inVocational Education. Coordinating Com-mittee on Research in Vocational Educelion Seminar Proceedings (December 14,1979).

ED 186 667

GeneralizationOccupational Adaptability- Perspectives onTomorrow's Careers A Symposium In-formation Series No 189

ED 183 947

Government RoleEight Reasons Why Our Economy NeedsMore Federal Support of VocationalEd ucation

ED 185 334

New Directions in Evaluation ResearchImplications for Vocational EducationOccasional Paper No 55.

ED 186 711

Government School Relationship

Career Education in Business Education 2Methods for Involving the Business Com-munity.

ED 187 857

Graduate StudentsQuesting for Quality in Graduate Voca-tional Education Conference Gn GraduateVocational Education (1st, Keystone, Col-orado, July 28-30, 1978)

ED 181 204

Graduate Sind y

Questing for Quality in Graduate Voca-tional Education Conference on GraduateVocational Education (1st, Keystone, Col-orado, July 28-30, 1978).

ED 181 204

Graduate SurveysA Comparative Followup Study o; theMainstreamed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Placement and Follow-up DevelopmentProject. Vocational Education RegionFour. Bowling Green, Kentucky. FinalReport, Fiscal Year 1979

ED 182 551

Transition from School to Work The Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport.

ED 183 721

Graduates

Assessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No 204.

ED 187 848

Group DynamicsAssessing and Improving School Com-munications: A Handbook for StaffDevelopment

ED 186 677

Guidance Centers

Career Direction and Redirection forAdults: A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College.

Guidance

fj

ED 181 227

The Appratial of Schoo: Guidance andCounseling Services in the Urban Schools

ED 186 674

Guidelines

But for h:e It Wouldn't Work Implicationsof Experiential Education PolicyGuidelines Information Series No 165

ED 186 715

Standards for Vocational Education Pro-grams in Correctional Institutions Na-tional Study of Vocational Education inCorrection< Technical Report No. 2.

ED 185 350

Handicapped StudentsA Comparative Followup Study of theMainstreamed Graduate at Ocean CountyVocational-Technical School.

ED 182 538

A Cost Effe reness Analysis of Voca-tional Educat m Programs for the Han-dicapped. Technical Report

ED 181 281

1 Like You When 1 Know You- AttitudinalBarriers to Responsive Vocational Educa-tion for Handicapped Students "It Isn'tEasy Being Special'. Reseaich & Develop-ment Series No. 174

ED 181 319

Heads of HouseholdsThe Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Health ServicesDeveloping Interdisciplinary Education inAllied Health Programs Issues and Deci-slow-

ED 182 525

High School Graduates

Placement and Follow-up DevelopmentProject. Vocational Education RegionFour, Bowling Green, Kentucky. FinalReport, Fiscal Year 1979.

ED 182 551

Transition from School to Work: The Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport.

ED 183 721

High School Students

Differential Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Processes Conceptualization andCalculation.

ED 186 704

Interim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations.

ED 186 705

Historical CriticismA Rational Approach .o Histor .graphy:Misuses and Abuses of History. Sym-posium on Historiography' the Revisionistand the Progressive I ;stoma, Interpreta-tions of Vocational Educa'on andCurrentImplications.

ED 182 478

82 Historiography

HistoriographyA Rational Approach to HistoriographyMisuses and Abuses of History Sym-posium on Historiography the Rtytmonistand the Progressive Historical !mei preta-tions of Vocational Education andCurrentImplications

ED 182 478

HistoryA Rational Approach to HistoriographyMisuses and Abuses of History Sym-posium on Historiography the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andCurrentImpirmions

ED 182 478

Home Economics

Exploring Role Options A Guide forEliminating Sex Stereotyping in HomeEconomics

ED 186 617

Vocational Home Economics EducationHandbook for Adult Education

ED 185 342

Home Economics EducationNew Trends in Home Economics Educa-tion, Volume I The Teaching of BasicSciences.

ED 182424/!

Home Economics TeachersNew Trends in Home Economics Educa-tion, Volume I The Teaching of BasicSciences

ED 182 424//

HomemakersA Prof,le of Women 'otentially Eligiblefor 'he Displaced Homemaker Programunder the Comprehensive Employment andTraining Act of 1978

ED 181 274

Human RelationsHuman Relations ( mica! Incidents for Of-fice Simulation Series I, Spring 1978Vocational Office Block Project, MichiganState University

ED 186 718

Hyman Resources1979 Directcry of Resources for the Educa-tion of Adui:-, Information Series No,74

ED 182 421

HumanizationToward a More Human Way of Vv orking inAmerica A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D C May 20-22.1977)

I'D 182 501

Improvement ProgramsToward a More Human Way of Working inAmerica A Report on the National Con-ference of the American QuAty of WorkLife Association Convoked by the

American Center for the Quality of WorkLife (1st, Washington, D C May 20-22,1977)

ED 182 501

Individual CharacteristicsEmpirical Evidence on OccupationalMobility Interim teport InformationSeries No 193

ED 185 347

Shift Workers A Descriptive Analysis ofWorker Characteristics

ED 181 276

Individual DevelopmentThe Impact of Participatory-DemocraticWork Experience on Adolescent Deve,op-ment A Methodological Report

ED 182 530

Individual DifferencesIndividual and Occupational Determinantsof Job Satisfaction A Focus on GenderDifferences

ED 182 487

Individual InstructionVocational Curriculum ModificationI eacning Technical Language to LearningHandicapped Students. Project HIRE. ACurriculum Management System for In-structing the Handicapped Final Report,Volume 1

ED 183 738

Individualized InstructionDevelopment and Validation of a

Competency-Bc.sed Preservice/InserviceLearning System for Vocational TeachersFinal Report.

ED 186 770

` ndustrial ArtsIndustrial Arts Facility Planning Guide

ED 185 339

Industrial Arts Survey Research andDevelopment Project in Career EducationFinal Report

ED 181 169

Industrial EducationA Rural Industrial Education OutreachCenter A Systems Approach

LD 181 178

Women's Attitudes toward IndustrialEducation Final Report

ED 183 944

Industrial TrainingRevitalizing Communities through IndustryServices Programs Critical Issues Series,No 2

ED 1,32 475

IndustryBusiness, Industry, znd Labor Input inVocational Education Personnel Develop-ment Second Edition Leadership Train-ing Series No 59

ED 187 937

Pay Premiums for Economic Sector andRace A Decomposition

ED 181 273

InfluencesThe ContextEd ucationCETAof the Art Report,Report

Subject Index

of VocationalCoordination A StateVolume III Interim

ED 185 379

Women's Attitudes toward Inc JstrialEdu 'Ion Final Report

ED 183 944

Information DisseminationBrief Case Histories of State DisseminationProgram ' rticulation

ED 187 904

Communicating Career EducationBusiness, industry, Labor and GovernmentModels. The Northwest Connection Occa-sional Paper Series, Issue 3, March 1980

ED 183 742

Communicating Career Education Na-tional and Regional Models The Nor-thwest Comxi:on Occasional PaperSeries, Issue I, September 1979

ED 183 740

Communicating Career Education. StateModels The Northwest Connection Occa-sional Paper Series, Issue 2, November1979

ED 183 741

Knowledge Interpretation Project FinalReport, October I, 1978-June 30, 1980

ED 186 722

Information NeedsCareer Education in Business Education 4Current Status and Future Direction

ED 187 859

Information ServicesCommunicating Career EducationBusiness, Industry, Labor and GovernmentModels The Northwest Connection Occa-sional Paper Series Issue 3, March 1980

ED 183 742

Communicating Career Education Na-

tional and Regional Models The Nor-thwest Connection Occasional PaperSeries, Issue I. September 1979

ED 183 740

Communicating Career Education StateModels The Northwest Connexon Occa-sional Paper Series, Issue 2, November1979

FD 183 741

Information SourcesComiunicating Career EducationBusiness, Industry. Labor and GovernmentModels The Northwest Connection Occa-sional Paper Series, Irsue 3. March 1980

ED 183 742

Communicating Career Education Na-

tional and Regional Models The Nor-thwest Connection Occasional PaperSeries, Issue 1, September 1979

Lb 183 740

Communicating Career Education StateModels The Northwest Connection Occa-sional Paper Series. Issue 2, November1979

ED 183 741

Resources Agencies and Organizationsthat Serve Special Needs 1 earners 'It Isn't

Subject Index Job Skills 83

Easy Being Special' Research & Develop-ment Series No 178

ED 181 323

Resourcet. Materials for Special Needs

Learners It Isn't Easy Being Special'.Bibliography Series No 50

ED 181 327

Information SystemsA Study of State Occupational InformationDevelopment and Utilization Efforts

ED )81 297

Information UtilizationSelecting, Analyzing, and Displaying Plan-ning Information Research and Develop-ment Series 164

ED 181 325

A Study of State Occupational InformationDevelopment and Utilization Efforts

ED 181 297

Innovation

A Study of State Occupational InformationDevelopment and Utilization Efforts

ED 181 297

Inpiant ProgramsCurrent Problems of Vocational Educationin the Federal Republic of Germany Occa-sional Paper No 54

ED 186 713

Inservice Teacher Education

Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 183 881

Project SERVES Sexism in EducationReducing Vocational EducationStereotypes Final Report

D 181 213

Propritta,y Education Alternatives forPublic Policy and Financial Support PartII. Final Report

ED 181 226

Institu:ional CharacteristicsSharing Career Education Resources withSchools An Exploratory Study ofEmployer Willingness

ED 182 528

Institution! CooperrtioEffective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977. AState of the Art Report, Volume I InterimReport

ED 181 301

Improved Career Education Policiesthrough the Collaborative Efforts ofBusiness. Industry, Labor, Governmentand Education A Communications Pro-ject Final Performance Report, October 11978, through November 30, 1979

ED 186 668

Planning a Vocational Program throughInter-District Cooperation

ED 187 890

Institutioul RoleNeeds Sensing Workshop Postsecondary

Occupational Education Project, April 15-17, 1980

InstructionVocational Instruction

Instructional ImprovementVocational Instruction

ED 187 936

ED 181 333

ED 181 333

Instructional MaterialsConsortium for the Development of Pro-fessional Materials for Vocational Educa-tion. First Annual Consortium Report,19'8-1979.

ED 182 500

Guidelines for the Creative Use of BiasedMaterials in a Non-biased Way

ED )85 413

Vocational Curriculum ModificationTeaching Technical Language to LearningHandicapped Student Project HIRE ACurriculum Management System for In-structing the Handicapped Final Report,Volume I

ED 183 738

Integrated CurriculumSummary Report of the Audit of anEvaluation of the Consolidated ServicesDemonstration Project

ED 183 937

InteractionA Model for Educational Research andDevelopment. 1985 Occasional Paper No44

ED 181 328

Interdisciplinary ApproachDeveloping Interdisciplinary Education inAllied Health Programs Issues and Deci-sions.

ED 182 525

Interpersonal Competence

Youth Transition to Adult Role:Preliminary Investigation Resear h ridDevelopment Series No 196

ED 186 626

Job AnalysisIdmtifying Transferable Skills A TaskClassification Approach

ED 186 651

Job Developn. tntArticulating with Industry The Role ofVocational Education in EconomicDe elopment

ED 186 649

Bridges to Employment Practices for JobDevelopment, Placement, and FollowThr( ugh of Unemployed Youth for Voca-tion sl Education and Manpower TrainingBook Two Research and DevelopmentSeries No 186

ED 187 926

Job Strategies for Urban Youth SixteenPilot Programs for Action

ED 181 1'30

Research and Development Protects 1979

Q cs

EditionED 185 373

Resitalizing Communities through IndustryServices Programs Critical Issues Series,No 2

ED 182 476

Job PerformanceAssessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No 204

ED 187 848

Job PlacementJob Strategies for Urban Youth Sixteen

Pilot Programs for ActionFD 181 330

Placement and Follow-up DevelopmentProject Vocational Education RegionFour, Bowling Green, Kentucky FinalReport, Fiscal Year 1979,

ED 182 551

Working for You A Guide to EmployingWomen in Nontraditional Jobs

ED 187 923

Job Satisfactionludividual and Occupational Determinantsof Job Satisfaction A Focus on GenderDifferences

FD 182 487

Sell-Assessment for Career Change Does itReally Work? Summary Report of a

Follow-up Study Information Series No191

ED 153 946

Self-Assessment for Career Change DoesIt Really Work/ A Follow-up Study

ED 183 945

Job Search MethodsThe Choice of a Job Early in the Caree- AReview and Prospectus

ED 183 727

Self-Assessment for Career Change DoesIt Really Work? A Follow-up Study.

ED 183 945

Self-Assessment for Career Change Does itReally Work? Summary Report of a

Follow-up Study Information Series No,191

ED 183 946

Job SkillsBridges to Employment. Pi actrzes for JobDevelopment, Placement, and Follow-Through of Unemployed Youth for Voca-tional Education and Manpower Training.Book Two. Research and DevelopmentSeries No 186

ED 187 926

Identifying Transferable Skills A TaskClassification Approach

ED 186 651

Literacy and Vocational Competency Oc-casional Paper No 39

ED 181 329

Occupational Adaptability andTransferable Skills Project Final Report.Information Series No 129

ED 186 717

Occu "aiional Adaptability Perspectives onTomorrow's Careers A Symposium In-

84 Job Skills

formation Series No 189ED 183 947

Open Entry-Open Exit A Flexible Ap-proach for Providing Skill Training Needsat A VTS

ED 186 629

Perceptions of the Prepai anon of Youthfor Work Report of a Three-State Survey

ED i82 527

Job TrainingAn Employment and Education Agenda forYouth in the 1980s A Policy Statement bythe National Council on EmploymentPolicy

ED 183 763

A Directory of Training ana EmploymentPrograms in the Private Sector EmphasisDisadvantaged Youth

ED 183 918

Job Strategies for Urban Youth. SixteenPilot Programs for Action

ED 181 330

Revitalizing Communities through IndustryServices Progmms Critical Issues Series,No 2

ED 182 476

LaborBusiness, Industry, and Labor Input inVocational Education Personnel Develop-ment Second Edition Leadership Tratn-ing Series No 59

ED 187 937

Labor EconomicsPay Premiums for Economic Sector andRace A Decomposition

ED 181 273

Labor ForcePay Premiums for Economic Sector andRace A Decomposition

181 273

A Profile of Women Potentially Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employment andTraining At of 1978

ED 181 274

Shift Workers A Descriptive Analysis ofWorker Characteristics

ED 181 276

La -orce Development

On-: Job Training CETA ProgramModels

ED 181 175

Research and Development Projects 1979

EditionED 185 373

Labor Force NonparticipantsJoh Search by Unemployed Women Deter-minants of the Askng Wage Revised

ED 181 272

A Profile of Women Potentially Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employment andTraining Act of 1978

ED 18; 2,4

Labor LegislationEvaluation Issues in the Comprehensive

Employment and Training Act (CETA)Legislation

ED 183 880

Labor MarketAn Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry

ED 182 461

Changes in the Work Attachment of Marfled Women, 1966-1976

ED 181 271

Knowledge Interpretation Project FinalReport, October 1, 1978-June 30, 1980

ED 186 722

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 447

Labor NeedsAn Assessment of Need for D-veloping andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry.

ED 182 461

Current and Future Employment Op-portunities in New and Emerging Occupa-tions within Illinois Final Project Report

ED 186 762

Leaning ActivitiesBuilding Comprehensive Career GuidancePrograms for Secondary Schools A Hand-book of Programs, Practices, and ModelsResearch and Development Series No 147

ED 186 714

Vocational Cooperative Education Train-ing Agreement and Training Plan for Penn-sylvania Including: Training Activities forUse on Training Plans Which Are Listedwith Occupational Codes andTitlesTrade & Industrial, Technical,Health, Agriculture, Gainful HomeEconomics, Business Educatir n,Distributive Education

ED 185 251

Learning DisabilitiesPractical Approaches to CurriculumDevelopment A Management HandbookProject HIRE, A Curriculum ManagementSystem for Instructing the HandicappedFinal Report, Volume 2

Er) 183 739

Vocational Curriculum ModificationTeaching Technical Language to LearningHandicapped Students Proiect HIRE: ACurriculum Management System for In-structing the Handicapped Final Report,Volume I

LD 183 738

Learning Motivati9nInstructional Concepts for OccupationalEducation Special Interest Pkper An Oc-casional Publication for Selected Au-diences, No. 20

ED 182 544

Learning ProblemsDesign and Implementation of an Assess-ment Model for Stuaents Entering Voc ,-..on4,1 Education Programs in the State of

r

Subject Index

Colorado Food PreparationED 183 888

Deign and Implementation of an Assess-ment Model for Students Entel. ,t; Voca-tional Education Programs in the _sate ofColorado Auto Body

ED 183 884

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Sheet Metal

ED 181 886

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado World of Work

ED 183 887

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Child Care.

ED 183 889

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Automotive

ED 183 883

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs .n the State ofColorado Drafting

ED 183 R85

Design and Implementation of an As. -

ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Distributive Education

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Health Occupations

ED 183 891

Learning Theories

Instructional Concepts for OccupationalEducation Special Interest Paper An Oc-casional Publication for Selected Au-diences. No 20

ED 182 544

Legal Responsibility

Performarce Testing Issues Facing Voca-tional Education Research and Develop-ment Series No 190

ED 187 930

LiteracyLiteracy and Vocational Competency Oc-casional Paper No 39

ED 181 329

Literacy EducationA Project to Communicate and Replicate aModel Career Education Program FinalReport, July I. 97 -June 30, 1979

ED 182 450

Long Range PlanningComprehensive Institutional Planning inTwo-Year Colleges. A Planning Processbond Case Study.

ED 186 682

Comprehensive Institutional Planning inT +c -Year Colleges An Overview and Con-

Subject Index

ceptual FrameworkED 186 683

Longitudinal StudiesSnecifications for Longitudinal StudiesResearch and Development Series No 191

ED 187 931

MainstreamingA Comparative Followup Study of theMainstreamed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Deten.oing the Need for VocationalSpecial Need, Inservice Training for Voca-tional Educators.

ED 183 881

I Like vou When I Know You AttitudinalBarriers to Responsive Vocational Educa-tion for Handicapped Students "It Isn'tEasy Being Special'. Research & Develop-ment Series No 174

ED 181 319

Voca-onal Administrator's GuidebookMainstreaming Spe- al Needs Students inVocational Education

ED 185 375

Management by ObjectivesVocational E S.P. Planning System Plan-ning Vocational Education for SpecialPopulations

ED 187 884

Maugement DevelopmentManaging and Evaluating Career Educa-tion

ED 183 800

Management SystemsPractical Approaches to CurriculumDevelopment A Management HandnookProject HIRE- A Curriculum ManagementSystem for Instructing the HandicappedFinal Report, Volume 2

ED 183 739

Managerial OccupationsWomen and Their Preparation for Professional and Managerial Careers Informa-tion Series No 168

") 181 191

MarketingDesigning Programs for Marketing andDistributive Education

ED 182 477

Identification and Analysis of EmergingOccupations in Marketing and DistributiveEducation Final Report.

ED 186 597

Material DevelopmentConsortium for the Development of Pro-fessional Materials for Vocational Educa-tion First Annual Consortium Report,1978-1979.

ED 182 500

A System for Providing Relevant MetricsEducation for Vocational Teachers in Kentucky. Final Report

ED 186 658

Mathematical Formulas

Differential Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Processes Conceptualization andCalculation

ED 186 704

MathematicsBasic Mathematics Skills and VocationalEdecat!on Information Series No 199

ED 186 608

Retention of Concepts Resulting fromLearning by Experience. Preliminary In-vestigation of the Retention of SelectedRending and Mathematical ConceptsResulting from Students Enrolled in aTraditional Learning Environment and in aLearning-in-Work Environment

ED 185 324

MeasurementA System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky. Final Report

ED 186 658

Validation of Instrument and Proceduresfor Evaluati .g Local Vocational EducationPrograms

ED 186 640

Measurement ObjectivesImplementation of the Career EducationIncentive Act iTirst Interim Report on theEvaluabdity Assessment

ED 186 679

New Directions in Evaluation ResearchImplications for Vocational EducationOccasional Paper No 55

ED 186 711

Measurement TechniquesCareer Education Measurement Hand-books Assessing Experiential Learning inCareer Education. Research & Develop-ment Series No 165

ED 183 875

Measures IndividualsCareer Education Measurement Hand-'. ' s A Guide for Improving LocallyDeveloped Career Education MeasuresResearch & Development Series No. 167

ED 183 877

Career Education Measurement Hand-books Career Education Measures A

Compendium of Evaluation Instruments.Research & Development Series No 166

ED 183 876

Medical ResearchResearch Directory of the RehabilitationResearch and Training Centers Fiscal Year1979

ED 181 310

Mental RetardationResearch Directory of the RehabilitationResearch and Trainir; Centers Fiscal Year1979,

ED 181 310

MethodsCase Studies of VocationalEducationCETA Coordination. A Stateof the Art Report, Volume I Interim

9 4'

Models 85

ReportED 185 377

Effective Mechanisms for Facilitat ^0Coordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 FinalReport

ED 185 376

Mechanisms for VocationalEducationCETA Coordination A Stateof the Art Report, Volume 11 InterimReport

ED 185 378

A Study of State Occupational InformationDevelopment and Utilization Efforts

ED 181 297

Metric SystemA System for Provioing Relevant MetricsEducation for Vocational Teachers to Ken-tucky Final Report

ED 186 658

MigrantsVocational Education Needs of HispanicWomen The Minority Womrn's Series

ED 182 457

MinicoursesImpact of an Educational Program Design-ed to Assist Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions.

ED 186 636

Minority GroupsApprenticeship Selected References, 1974-1979.

ED 186 678

Knowledge Interpretation Project FinalReport, October 1. 1978-June 30, 1980

ED 186 722

ModelsBuilding Comprehensive Career GuidancePrograms for Secondary Schools A Hand-book of Programs, Practices, and Models.Research and Development Series No 147.

ED 186 714

Communicating Career Education:Business, Industry, Labor and GovernmentModels. The Northwest Connec ion Occa-sional Paper Series, Issue 3, Mar^ i 1980.

ED 183 742

Communicating Career Education: Na-tional and Regional Models The Nor-thwest Connection Occasional Papere._ries, Issue 1, September 1979

ED 183 740

Communicating Career Education StateModels The Northwest Connection Occa-sional Paper Series. Issue 2, November1979,

ED 183 741

Environmental Q,lity and Energy Conser-vation Curriculum Model, Final Report.

ED 185 255

Mechanisms for VocationalEducationCET k Coordination: A Stateof the Art Report, Volume II. InterimReport,

ED 185 378

A Model for Educational Research arid

86 Models Subject Index

Development 1985 Occasional Paper No44

ED 181 328

Placement and Follow-up DevelopmentProject Vocational Education RegionFour, Bowling Green, Kentucky FinalReport, Fiscal Year 1979

ED 182 551

Planning Design for Conducting a NationalSurvey f the Differential Cost of Voca-tional Education Final Report (and) Ex-etutive Summary

ED 181 285

A Rural Industrial Education G it.oachCenter A Systems Approach

ED 181 178

Vocational Education in Corrections AnInterpretation of Current Problems andIssues. National Study of VocationalEducation in Corrections TechnicalReport No 1

ED 185 349

Moral ValuesThe Work Ethic and American SchoolsThe Roots of Change

ED 181 261

MotivationCollaboration in Experiential Education AProfile of Participant Expectations.

ED 185 326

Multkultural EducationNative American Career EducationStaff/Community Training WorkshopCoord.nator's Manual Native AmericanCareer Education Demonstration Project

ED 186 620

Native American Career Educat:onStaff/Community Training WorlohopParticipant's Handbook. Native AmericanCareer Education Demonstration Project

ED 186 621

Multimedia InstructionDevelopment and Validation of a

Competency-Based Preservice/InserviceLearning System for Vocational TeachersFinal Report

ED 186 770

National ProgramsImplementation of the Career EducationIncentive Act First Interim Report on theEvaluability Assessment

ED 186 679

Status of Vocational Education in FY 1978A Report to the Congress by the U S

Commissioner of EducationED 185 387

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin,

ED 181 182

N ational SurveysPlanning Design for Conducting a NationalSurvey of the Differential Cost of Voca-tional Education Final Report (and) Ex-ecutive Summary

ED 181 285

The Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Vocational Education in Correctional In-stitutions Summary of a Naticiial StudyNational Study of Vocational Education inCorrections Technical Report No. 3

ED 185 351

Needs Assessment

Assessing and Improving School Com-munications A Handbook for StaffDevelopment.

ED 186 677

A Cross-Sectional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students Final Report

ED 187 876

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Sheet Metal

ED 183 886

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Child Care

ED 183 889

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Drafting

ED 183 885

Design anu Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Auto Body

ED 183 884

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. World of Work

ED 183 887

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Health Occupations

ED 183 891

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Automotive.

ED 183 883

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Distributive Education.

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Food Preparation

ED 183 888

Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 183 881

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package Research andDevelopment Series No 183

ED 187 924

Issues and Problems in the Needs Assess-ment of Unique Target Groups The AdultAmerican Indian

El) 182 542

A Pilot Study Priorities in AdministrativeNeeds and Program Services for Com. -ty and Area Technical Colleges Emphasison Large Urban Areas

ED 186 703

Research and Development Needs of Voca-tional Education

ED 182 493

Nondiscriminatory EducationA Bibliography for Sex-Fair VocationalEducation

El) 185 395

Educational Equity The ContinuingChallenge Fourth Annual Report, 1978

ED 182 503

Nontraditional EducationOpen Entry-Open Exit A Flexible Ap-proach for Providing Skill Training Needsat AVTS

ED 186 629

Nontraditional OccupationsA Bibliography for Sex-Fair VocationalEducation

ED 185 395

Factors Influencing Nontraditional Voca-tional Education Enrollments A LiteratureReview Research and Development SeriesNo 150

ED 181 326

Final Report of WITT Phase II October I,1978-June 30, 1979

ED 182 434

The Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation

ED 186 671

Impact of an Educational Program Design-ed to Assist Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions

ED 186 636

Making Transitions Work OvercomingResistance and Avoiding Failure in thePlacement of Women in Non-TraditionalJobs

ED 18b 720

Overcoming Personal-Social Barriers toEntry into Non-Traditional OccupationalPreparation Programs A Final Report

ED 181 214

Women in Apprenticeship for Nontradi-tional Occupations Graduate StudyResearch Final Report, April 1, 1979-June30, 1979

ED 183 939

Working for You A Guide to EmployingWomen in Nontraditional Jobs

ED 187 923

Occupatiorsl AspirationChange and Development in Careers lanaiReport

ED 186 699

Interim Report on Panel One of a

Longitudinal Study of Developing CareerExpectation.,

ED 186 705

Women in Apprenticeship for Nontradi-tional Occupations Graduat- Study

Subject Index

Research Final Report, April 1, 1979-June30, 1979.

ED 183 939

Occupational Clusters

Guide for Occupational ExplorationED 182 460

Occupational Home Economics

Vocational Home Economics EducationHandbook for Adult Education.

ED 185 347

Occupatioral InformationCareer Education in Business Education 1

Classroom Teachers HandbookED 187 856

Current and Future Employment Op-portunities in New and Emerging Occupa-tions within Illinois Final Project Report

ED 186 762

The Dictionary of Occupational Titles inVocational Assessment. A Self StudyManual

ED 186 740

Empirical Evidence on OccupationalMobility 1,:rerim Report InformationSeries No 193

ED 185 347

Guide for Occupational Exploration.ED 182 460

Identification and Analysis of EmergingOccupations in Marketing and DistributiveEducation. Final Report

ED 186 507

Planning Ahead for Career Choice ACareer Decision Making Mini Course forHigh School Students Mis Pub 76-1.

ED 182 435

A Study of State Occupational InformationDevelopment and Utilization Efforts

ED 181 297

Occupational MobilityEmpirical Evidence on OccupationalMobility Interim Report InformationSeries No 193

ED 185 347

Final Report of WITT Phase II October I,1978-June 30, 1979

ED 182 434

Occupational Ad iptability andTransferable Skills Project Final ReportInformation Series No 129

ED 186 717

Women and Work Paths to Power ASymposium. Information Series No 190

ED 185 311

Occupational Tests

A Comparison of hour Vocational Evalua-tion Systems

ED 186 739

A Comparison of Seven Vocational Evalua-tion Systems

ED 186 738

Occupational Assessment HandbookED 187 879

PDE Occupational Competency Assess-ment Project-1979 Final Report. Occupa-tional Competency Evaluation Monograph,Number !O. Vocational Technical Educa-tion Research Report, Volume 17, Number

23.EU 185 313

Psychological. Testing in VocationalEvaluation

ED 187 883

Occupations

Identification and Analysis of EmergingOccupations in Marketing and DistributiveEducation. Final Report.

ED 186 597

Off the Job Training

Identification and Validation of Criteriafor Determining When Competency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a Formal Technical CourseReport of Phase I

ED 187 902

Office Occupations Education

Human Relations Critical Incidents for Of-fice Simrlation Series I, Spring 1978Vocational Office Block Prcoect, MichiganState University

ED 186 718

Office PracticeHuman Relations Critical Incidents for Of-fice Simulation Series I, Spring 1978.Vocational Office Block Project, MichiganState University

ED 186 718

Older Adults

Aging and Work in American SocietyED 186 672

Educational Opportunities for Older Per-sons A Review Information Series No170

ED 181 192

Operating a Retirees Volunteer Program inPostsecondary Institutions A ResourceHandbook Leadership Training SeriesNo 61

ED 181 234

Project ASSERT (Activitiy to Support theStrengtheling of Education throughRetired Technicians). Final Report

ED 181 233

Vocational Education for Older AdultsInformation Series No 203.

ED 187 847

On the Job Training

Education and Training in England SomeProblems from a Government PerspectiveOccasional Paper No. 161

ED 18b 706

Identification and Validation of Criteriafor Determining When Competency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a Formal Techr,.cal CourseReport of Phase I

ED 187 902

Involving Private Employers in CETA Pro-grams: A Case Study R & D Monograph75.

ED 182 558

On-the-Job Training CETA ProgramModels

9t1

Outcomes of Education 87

ED 181 175

Vocational Cooperative Education Train-ing Agreement and Training Plan for Penn-sylvania Including Training Activities forUse on Training Plans Which Are Listedwith Occupational Codes andTitlesTrade & Industral, Technical,Health, Agriculture, Gainful HomeEconomics, Business Education,Distributive Education.

ED 185 251

Organizational Communication

Assessing and Improving School Com-munications A Handbook for StaffDevelopment

ED 156677

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package. Rest h altdDevelopment Series No 183

ED 187 924

Organizational Development

Making Transitions Work OvercomingResistance and Avoiding Failure in thePlacement of Women in Non-TraditionalJobs.

ED 186 720

Toward a More Human Way of Working inAmerica A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D C May 20-22,1977)

1:13 182 501

Organizations Groups

Making Transitions Work OvercomingResistance and Avoiding Failure in thePlacement of Women in Non-TraditionalJobs

ED 186 720

Resources Agencies and Organizationsthat Serve Special Needs Learners "It Isn'tEasy Being Special' Research & Develop-ment Series No 178

ED 181 323

1979 Directory of Resources for the Educa-tion of Adults Information Serie:, No174

ED 182 421

Out of Schc'l YouthBridges to Employment Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs Book One.Research and Development Series No. 185

ED 187 45

A Project to Communicate and Replicate aModel Career Education Program FinalReport, July I. 1977-June 30, 1979

ED 182 450

Outcomes of Education

Learning by Vocations Views on Voca-tional Education by Former High SchoolStudents after Five Years of Real-Life Ex-periences Summary of a Sur, ey Conductedby the Advisory Council forTechnical, Vocational Education in Texas.

ED 186 663

88 Outcomes of Education Subject Index

Some Key Outcomes of Vocational Educa-tion: A Repoli on Evaluation Criteria,Standards, and Procedure3 Research andDevelopment Senes No. 192

ED 187 892

Outreach ProgramsA Rural Industrial Education OutreachCenter: A Systems Approach

ED 181 178

Paraprofessional Persian.'Operating a Retirees Volunteer Program inPostsecon( .. Institutions A ResourceHandbook Leadership Training SeriesNo. 61.

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians). Final Report

ED 181 233

Parent EdecatiosThe Parent's Role in Career Development:Implications for Vocational EducationResearch and Development OccasionalPaper No. 60.

ED 186 707

Parent InfluenceThe Parent's Role in Career Development:Implications for Vocational EducationResearch and Development. OccasionalPaper No 60.

ED 186 707

Parent RoleThe Parent's Role in Career DevelopmentImplications for Vocational Educat onResearch and Development OccasionalPaper No. 60.

ED 186 707

Participant SatisfactionDemonstration and Research for IndianVocational Education Research Series No77.

ED 181 334

ParticipationThe Impact of Participatory-DemocraticWork Experience on Adolescent Develop-ment: A Methodological Report.

ED 182 530

Path AulysisInterim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations.

ED 186 705

Peer lenseice'Significant Other' Influence and Voca-tional Development Information Series

No. 196.ED 186 759

Performance TestsPerformance Testing. Issues Facing Voca-tional Education. Research and Devel.p-ment Series No. 190

ED 187 930

Physical Disabilities

Workshops: Preparation of Transition

Plans in Area Vocational-TechnicalSchools. Final Report.

ED 18i 282

Piaui"'Arcawide Planning in CETA R & DMonograph 74

ED 182 488

Policy

A Model tor Educational Research andDevelopment 1985 Occasional Paper No.44.

ED 181 328

Policy Issues in Interrelating VocationalEducation and CETA. Occasional PaperNo 56.

ED 186 710

Policy FormationBut for Me It Wouldn't Work Implicationsof Experiential Education PolicyGuidelines. Information Series No 165

ED 186 715

Evaluation Issues in thr ComprehensiveEmployment and Training Act (CETA)Legislation

ED 183 880

Improved Career Education Policiesthrough the Collaborative Efforts ofBusiness, Industry, Labor, Governmentand Education. A Communications Pro-ject. Final Performance Report, October I1978, through November 30, 1979.

ED 186 668

Issues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency.

ED 183 930

Political IssuesEmerging Educational Policy Issues in theFederal City: A Report from Washington.Occasional Paper No. 42

ED 181 317

Population Trends

The Projected Effects of PopulationChange on Vocational Technical Educa-tion. Final Report.

ED 183 758

Postsecondary Education

Building Models for the Linkage and Coor-dination of Vocational Education at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor FinalReport

ED 18.7 79',

A Model for the Linkage of VocationalEducation at Post-Secondary PrivateSchools and Industry, Business, and Labor.A Research Monograph

ED 183 791

A Model, Case Study, and ImplementationGuide for the Linkage of VocationalEducation Programs in Public Post-Secondary Institutions and Business, In-dustry, and Labor. A Monograph

ED 183 792

Operating a Retirees Volunteer Program inPostsecondary Institutions. A ResourceHandbook. Leadership Training SeriesNo. 61.

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians) Final Report

ED 181 233

PovertyThe Shurt-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women.

ED 181 277

PrisonersVocational Education in Correctional In-stitutions Summary of a National Study.National Study of Vocational Education inCorrections. Technical Report No 3

ED 185 351

Private Schools

Building Models for the Linkage and Coor-dination of Vocational Education at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor. FinalReport

ED 183 793

A Moe... for the Linkage of VocationalEducation at Post-Secondary PrivateSchools and Industry, Business, and Labor.A Research Monograph

ED 183 791

Professional Development

A System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky Final Report

ED 186 658

Professional OccupationsWomen and Ttwir ?reparation for Profes-sional and Managerial Careers. Informa-tion Series No. 168.

ED 181 191

Program AdministrationCareer Education, 1978-79

ED 186 635

Developing Interdisciplinary Education inAllied Health Programs Issues and Deci-sions.

ED 182 ¶25

Managing and Evaluating Career Educa-tion.

ED 183 800

On-the-Job Training CETA ProgramModel...

ED 181 175

Proprier ry Vocational Education. In-formati.,. genes No 197

ED 186 760

Program CostsPlanning Design for Conducting a NationalSurvey of the Differential Cost of Voca-tional Education Final Report (and) Ex-ecutive Summary.

ED 181 285

Studies of the Cost-Efficiency and Cost-Effectiveness of Vocational Education. In-formation Series No 202

Program Descriptions

Q P...C.) /

ED 186 609

Subject Index Program Effectiveness 89

Case Studies of VocationalEducationCETA Coordination- A Stateof the Art Report, Volume 1 InterimReport.

ED 185 377

Here Are Programs that Work SelectedVocational Programs and Practices forLearners with Special Needs. 'It Isn't EasyBeing Special'. Research ,e DevelopmentSeries No. 177.

ED 181 322

Proprietary Vocational Education. In-formation Series No 197

ED 186 760

Vocational Education in Correctional In-stitutions: Summary of a National StudyNational Study of Vocational Education inCorrections. Technical Report No. 3.

ED 185 351

Vocational Education in Corrections. AnInterpretation of Current Problems andIssues. National Study of VocationalEducation in Corrections TechnicalReport No. 1.

ED 185 349

Program DesignDesigning Programs for Marketing andDistributive Education.

ED 182 477

A Model for Urban School Career Counsel-ing Services

ED 186 676

New Trends in Home Economics Educa-tion, Volume 1. The Teaching of BasicSciences

ED 182424//Work-Centered and Person-CenteredDimensions of Experiential Education. Im-plications for a Typology of ProgramsResearch and Development Series No 197

ED 185 323

Program DevelopmentAreawide Planning in CETA R & DMonograph 74

ED 182 488

Building Comprehensive Career GuidancePrograms for Secondary Schools. A Hand-book of Programs, Practices, and Models.Research and Development Series No 147

ED 186 714

Business, Industry, and Labor Input inVocational Education Personnel Develop-ment. Second Edition Leadership Train-ing Series No 59

A Demonstration ProjectAmerican Career Educationformance Report

ED 187 937

in NativeFinal Per-

ED 186 619

A Demonstration Effecting IncrementalImprovements in K-12 Education FinalReport, July I, 1978-September 30, 1979.

ED 187 861

Designing Programs for Marketing andDistributive Education

ED 182 477

Developing interdisciplinary Education inAllied Health Programs Issues and Deci-sions.

ED 182 525

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package Research andDevelopment Series No. 183.

ED 187 924

A Guide for Teachers and Ad-ministratorsHealth Occupations at theSecondary Level.

ED 181 331

A Handbook of the Practices of ,1rticulaIron of Occupational Education Programsbetween Secondary and Postsecondary In-stitutions in New York State

ED 181 185

Implementing Career Education for NativeAmerican Students. A Guide. NativeAmerican Career Education DemonstrationProject

ED 186 618

Let's Find the Special People: Identifyingand Locating the Special Needs Learners'It Isn't Easy Being Special' Research &Development Series No. 176

ED 181 321

A Model for Urban School Career Counsel-ing Services

ED 186 676

Occupational Assessment HandbookED 187 879

Operating a Retirees Volunteer Program inPostsecondary Institutions A ResourceHandbook. Leadership Training SeriesNo. 61

ED 181 234

Overcoming Personal-Social Barriers toEntry into Non-Traditional OccupationalPreparation Programs. A Final Report.

ED 181 214

Pioneering Programs in Sex Equity. ATeacher's Guide

ED 185 423

Planning a Vocational Program throughInter-District Cooperation.

ED 187 890

^ ,,ct ASSERT (Activit.y to Support theStrengthening of Education throuRetired Technicians). Final Report.

ED 181 233

Project MOVE Program Panning Kit

ED 182 534

Research and Development Projects 1979Edition

ED 185 373

The Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo. 58

ED 186 708

School/Business Partnerships A Practi-tioner's Guide

ED 186 719

Sourcebook for Improving PostsecondarySelf-Employment Programs

ED 181 247

Toward a More Human Way of Working inAmerica. A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D.0 May 20-22,1977).

(-)J J

ED 182 501

Vocational Administrator's GuidebookMainstreaming Special Needs Students inVocational Education

ED 185 375

Vocational Education for Older AdultsInformation Serie. No 203

Er, 187 847

Vocational Home Economics EducationHandbook for Adult Education

ED 185 342

Youth and the Local Employment AgendaAn Analysis of Prime Spons3r ExperienceImplementing the Youth Employment andDemonstration Projects Act. Overview andArea Summaries. Final Report

ED 182 454

1979 Directory of Resources for the Educa-nen of Adults. Information Series No174

ED 182 421

Program EffectivenessThe Appraisal of School Guidance andCounseling Services in the Urban Schools.

ED 186 674

Areawide Planning rn CETA. R & DMonograph 74.

ED 182 488

Career Education Programs That WorkED 181 184

The Context of VocationalEducationCETA Coordination A Stateof the Art Report, Volume III. InterimReport

ED 185 379

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped Technical Report.

ED 181 281

Effective Mechanisms fo, FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 FinalReport.

ED 185 376

Evaluation Guidelines and Practices forState Advisory Councils Research andDevelopment Series No 188

E.) 187 928

Impact of an Educational Program Design-ed tz. As.ist Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions.

ED 186 636

Industrial Arts Survey. Research andDevelopment Project in Career Education.Final Report.

ED 181 169

Involving Private Employers in CETA Pro-grams A Case Study. R & D Monograph75.

ED 182 558

Learning by Vocations Views on Voca-tional Education by Former High SchoolStudents after Five Years of Real-L.fe Ex-periences. Summary of a Survey Conductedby the Advisory Council forTechnical/Vocational Education in Texas.

ED 186 663

Status of Vocational Education in FY 1978.A Report to the Congress by the U.S.

Commissioner of Education.

90 Program Effectiveness

ED 185 387

1 he Status of Vocational Education

for Post-Secondary Occupational Person-nel.

Subject Index

Public PolicyAn Employment and Education Agenda for

School Year 1975-76. Research and ED 186 578 Youth in the 1980s A Policy Statement byDevelopment Series No. 162. A Demonstration Project in Native the National Council on Employment

ED 181 324 AmeriLai Career Education Final Per- Policy.

The Status of Vocational Education, formance Report ED 183 763

School Year 1976 77. Research and ED 186 619 Proprietary Education Alternatives for

Development Series No. 193. A Demonstration Effecting Incremental Public Policy and Financial Support Part

EL) 187 932 Improvements in K -12 Education Final II Final Report

Sumi iry Report of the Audit of anEvallation of the Consolidated ScrvicesDemonstration Project.

ED 183 937

Program EvaluationThe Case Study Method Guidelines, Prac-tices, and Applications for VocationalEducation Research and DevelopmentSeries No. 189

ED 187 929

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped. Technical Report

ED 181 281

Dissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agriculturai Occupa-tions Programs Phase III, July I, 1976

through June 30, 1980ED 182 473

Evaluation Issues in the ComprehensiveEmployment and Training Act (CETA)Legislation

ED 183 880

Final Report of WIT 1' Phase II October I,1978-June 30, 1979.

ED 182 434

Implementation of the Career Education!ncentive Act First Interim Report on theEvaluability Assessment

ED 186 679

Let's Find the Special People Identifyingand Locating the Special Needs Learnersit Isn't Easy Being Special'. Research &Development Series No 176

ED 181 321

Managing and Evaluating Career Educa-tion

ED 183 800

Specifications for Longitudinal StudiesResearch and Development Series No. 191

ED 187 931

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin

ED 181 182

Validation of Instrument and Proceduresfor Evaluating Local Vocational EducationPrograms

ED 186 640

Program ImplementationBuilding Comprehensive Career GuidancePrograms for Secondary Schools A Hand-book of Programs, Practices, and ModelsResearch and Development Series No. 147.

ED 186 714

Career Education in Business Education 3Strategies for Implementation

ED 187 858

Competency-Based Staff Development: AGuide to the Implementation of Programs

Report, July 1, 1978-September 30, 1979ED 187 861

Implementing Career Education for NativeAmerican Students A Guide NativeAmerican Career Education DemonstrationProject

ED 186 618

A Model for Urban School Career Counsel-ing Services

ED 186 676

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual. Native AmericanCareer Education Demonstration Project

ED 186 620

Performance Testing: Issues Facing Voca-tional Education. Research and Develop-ment Series No. i90.

ED 187 930

Pron. am Improvement

Career Education Measurement Hand-books. Improving the Accountability o.Career Education Programs EvaluationGuidelines and Checklists Research &Development Series No 168.

ED 183 878

A Demonstration Effecting IncrementalImprovements in K -12 Education FinalReport, July I, 19'/8- September 30, 1979

ED 187 861

On-the-Job Tr aining CETA ProgramModels

ED 181 175

Pnority Concerns of Five Groups InvolvedExperiential Education Programs Lear-

ning in Work Research ProgramTeduncal Report

ED 185 408

Program ProposalsPlanning a Vocational Program throughInter-District Cooperation

FD 187 890

Proprietary Schools

Proprietary Education Alternatives forPublic Policy and Financial Support PartII. Final Report

ED 18: 226

Proprietary Vocational Education In-formation Series No 197

ED 186 760

The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment System Implications forResearch and Development OccasionalPaper No 53

ED 186 712

Psychological Testing

Psychological Testing in VocationalEvaluation

9 r)

ED 187 883

ED 181 226

Public Relations

Public Relations Handbook for VocationalEducators

LD 181 252

Public Schools

Building Models for the Linkage and Coor-dination of Vocational Educatio.. at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor FinalReport.

ED 183 793

A Model, Case Study, and ImplementationGuide for the Linkage of VocationalEducation Programs in Pubin: Post-Secondary Institutions and Business, In-dustry, and Labor r. Monograph

ED 183 792

PublicityAssess.ng and Improving School Com-munications A Handbook for StaffDevelopment

ED 186 677

PublicizePublic Relations Handbook for VocationalEducators

ED 181 252

Pupil Personnel Services

The State of Urban School Guidance andCounseling in the Major School Districts ofAmerica

ED 186 675

Quality of LifeToward a More Human Way of Working inAmerica A Report on the National Con-ference of the Amer.can Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D C May 20-22,1977)

ED 182 501

Racial Differences

Sex-Role Attitudes and Employmentamong Women. A Dynamic Model ofChange and Continuity

ED 181 275

Racial DiscriminationPay Premiums for Economic Sector andRace A Decomposition

ED 181 273

Lading AbilityLiteracy and Vocational Competency Oc-casional Paper No. 39

El) 181 329

Reading Achievement

Subject Index

Retention of Concepts Resulting fromLearning by Experience. Preliminary In-vestigation of the Retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in a

Traditional Learning Environment and in aLearning-in-Work Environment.

ED 185 324

Reference Materials

A Bibliography for Sex-Fair VocationalEducation.

ED 185 395

Regional Planning

Articulating with Industry. The Role ofVocational Education in EconomicDevelopment.

ED 186 649

Regional Schools

Open Entry-Open Exit: A Flexible Ap-proach for Providing Skill Training Needsat A VTS

ED 186 629

Workshops: Preparation of TransitionPlans in Area Vocational-TechnicalSchools. Final Report

ED 181 282

Rehabilitation

Research Directory of the RehabilitationResearch and Training Centers. Fiscal Year1979

ED 181 310

Reinforcement

Instructional Concepts for OccupationalEducation. Special Interest Paper An Oc-casional Publication for Selected Au-diences, No. 20

ED 182 544

Relevance Education

Development of a Plan for Research,Development and Instruction in AdultVocational Education Final Report.

ED 185 410

Research

Research Directory of the RehabilitationResearch and Training Centers Fiscal Year1979.

ED 181 310

Rzrsearch Coordinating Units

Managing Program Improvement OneState's Approach Executive summary.Information Series No. 192

ED 182 455

Managing Program Improvement. OneState's Approach; Technical Paper.

ED 182 456

Seminar on Research Coordinating Units inVocational Education. Coordinating Com-mittee on Research in Vocational Educa-non Seminar Proceedings (December 14,i979)

ED 186 667

Research Methodology

Assessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No 204

ED 187 848

Differential Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Processes. Conceptualization andCalculation.

ED 186 704

The Impact of Participatory-DemocraticWork Experience on Adolescent Develop-ment: A Methodological Report

ED 182 530

Issues and Problems in the Needs Assess-ment of Unique Target Groups- The AdultAmerican Indian.

ED 182 542

New Trends in Home Economics Educa-tion, Volume I The Teaching of BasicSciences.

ED 182 424//

Specifications for Longitudinal Studies.Research and Development Series No. 191

ED 187 931

Research Needs

Aging and Work in American Society.ED 186 672

The Choice of a Job Early in the Career AReview and Prospectus.

ED 183 727

Needs Sensing Workshop. PostsecondaryOccupational Education Project, April 15-17, 1980

ED 187 936

New Directions in Vocational Educationfor the Handicapped' Implications forResearch and Develop: ent. OccasionalPaper No. 35.

ED 185 243

The Parent's Role in Career Development:Implications for Vocational EducationResearch and Development OccasionalPaper No 60.

ED 186 707

Research and Development Needs of Voca-tional Education

ED 182 493

The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment System Implications forResearch and Development OccasionalPaper No 53

ED 186 712

Studies of the Cost-Efficiency and Cost-Ft fectiveness of Vocational Education In-formation Series No. 202.

ED 186 609

Work Focused Guidance for Youth inTransition. Some Implications for Voca-tional Education Research and Develop-ment Occasional Paper No 43

ED 181 318

Work, Youtn and Schooling HistoricalPerspectries on Vocational Education

ED 187 938

Research Problems

Issues and Problems in toe Needs Assess-ment of Unique Target Groups The AdultAmerica- Indian

ED 182 542

Research Projects

Research and Development Projects inVocational Education. FY 1970-1977 An

1 '00

ScLool Business Relationship 91

Annotated Bibliography Volume II. State-Aorninistered Projects.

ED 182 499

Research and Development Projects 1979

EditionED 185 373

Research Utilization

The Case Study Method' Guidelines, Prac-tices, and Applications for VocationalECacation. Research and Development

.ries No 189ED 187 929

Evaluation Issues in the ComprehensiveEmployment and Training Act (CETA)Legislation

ED 183 880

Resource Materials

Career Education Measurement Hand-books. Career Education Measures: ACompendium of Evaluation Instruments.Research & Development Series No. 156

ED 183 876

Resources

Sharing Career Education Resources withSchools. in Exploratory Study ofEmployer Willingness

ED 182 528

Retention Psychology

Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation of the Retention of SelectedReading and Mat hematical ConceptsResulting from Students Enrolled in aTraditional Learning Ervironment and in aLarning-in-Work Environment.

ED 185 37S

Retirement

Operating a Retirees Volunteer Program inPostsecondary Institutions. A ResourceHandbook Leadership Training SeriesNo 61

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians) Final Report

ED 181 233

Vocational Education for Older Adults.Information Series No 203

ED 187 847

RetrainingVocational Education for Older Adults.Information Series No 203

ED 187 847

Rural Schools

A Rural Industrial Education OutreachCenter. A Systems Approach

ED 181 178

Sampling

Planning Design for Conducting a NationalSurvey of the Differential Cost of Voca-tional Education Final Report (and) Ex-ecutive Summary

ED 181 285

School Business Relationship

Articulating with Industry The Role of

92 School Business Relationship Subject Index

Vocational Education in EconomicDevelopment.

ED 186 649

Career Education in Business Education: 2.Methods for Involving the Business Com-munity.

ED 187 857

Current Problems of Vocational Educationin the Federal Republic of Germany. Occa-sional Paper No. 54.

ED )86 713

A Directory of Training and EmploymentPrograms in the Private Sector Emphasis:Disadvantaged Youth.

ED 183 918

Improved Career Education Policiesthrough the Collaborative Efforts ofPusiness, Industry, Labor, Governmentand Education. A Communications Pro-ject. Final Performance Report, October 11978, through November 30, 1979.

ED 186 668

A Model for the Linkage of VocationalEducation at Post-Secondary PrivateSchools and Industry, Business, and LaborA Research Monograph.

ED 183 791

A Model, Case Study, and ImplementationGuide for the Linkage of VocationalEducation Programs in Public Post-Secondary Institutions and Business, In-dustry, and labor. A Monograph.

ED 183 792

The Relationsh'p of School and Work: ABritish Perspective. Occasional Paper No.57.

ED 186 709

Revitalizing Communities through IndustryServices Programs. Critical Issues Series,No. 2.

ED 182 476

School/Business Partnerships: A Practi-tioner's Guide.

ED 186 719

Sharing Career Education Resources withSchools: An Exploratory Study ofEmployer Willingness

ED In 528A System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky. Final Report.

ED 186 658

School Community Relationship

Assessing and Improving School Com-munications: A Handbook for StaffDevelopment

ED 186 677

Career Education in Business Education: 2Methods for Involving the Business Com-munity.

ED 187 857

Career Education, 1978-79.ED 186 635

Public Relations Handbook for VocationalEducators.

ED 181 252

Workplaces and Classrooms: A Partner-ship for the 80's. The Vice President's TaskForce on Youth Employment (Baltimore,Maryland, September 26-27, 1979).

ED 185 241

School District AutonomyThe Role of Local School aoards in theDevelopment and Direction of Programs ofOccupational Education. Occasional PaperNo. 58.

ED 186 708

School DistrictsPlanning a Vocational Program throughInter-District Cooperation

ED 187 890

Youth an the Local Employment AgendaAn Analysis of Prime Sponsor Exp:rienceImplementing the Youth Employment andDemonstration Projects Act. Overview andArea Summaries. Final Report.

ED 182 454

School G 'blameThe Appraisal of School Guidance aidCounseling Services in the Urban Schools.

ED 186 674

The State of Urban School Guidance andCounseling in the Major School Districts ofAmerica.

ED 186 675

School RoleYouth and the Local Employment Agenda.An Analysis of Sponsor ExperienceImplementing the Youth Employment andDemonstration Projects Act Overview andArea Summaries. Final Report.

ED 182 454

Self Concept

Overcoming Personal - Social barriers toEntry into Non-Traditional OccupationalPreparation Programs A Final Report.

ED 181 214

Self Evaluation GramsThe Appraisal of School Guidance andCounseling Services in the Urban Schools

ED 186 674

Self Evaluation IndividualsReducing Career Barriers Resulting fromSex Role Stereotyping. A Self-InterventionManual for School Personnel

ED 185 416

Self-Assessment for Career Change: Does itReally Work? Summary Report of aFollow-up Study. Information Series No.191

ED 183 946

Self-Assessment for Career Change: DoesIt Really Work? A Follow-up Study

ED 183 945

Services

A Project to Communicate and Replicate aModel Career Education Program. FinalReport, July I, 1977-June 30, 1979

ED 182450

Sex Bias

A Bibliography for Sex-Fair VocationalEducation.

ED 185 395

Guidelines for the Creative Use of BiasedMaterials in a Non-Biased Way.

ED 185 413

Pioneering Programs in Sex Equity. A

Teacher's Guide.ED 185 423

Reducing Career Barriers Resulting fromSex Role Stereotyping A Self-InterventionManual for School Petsonnel.

ED 185 416

Sex Bias Barriers to 1 ocational EducationEnrollment. Final Report.

ED lb 175

Sex DifferencesIndividual and Occupational Determinantsof Jab S "tisfaction A Focus on GenderDifferences.

ED 182 487

Sex DiscriminationEducational Equity: The ContinuingChallenge. Fourth Annual Report, 1978.

ED 182 503

Eliminating Sex Bias in Vocational YouthOrganizations. Summary of ProjectMO VE's Camp Oswegatchie Program, July8.14, 1978.

ED 1525:3

Factors Influencing Nontraditional Voca-tional Education Enrollments: A LiteratureReview. Research and Development SeriesNo. 150

ED 181 326

Factors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration: A Literature ReviewResearch and Development Series No l'2.

ED 182 462

Final Report of WITT Phase II. October I,1978-June 30, 1979.

ED 182 434

A Research Project to Determine theReasons for an Imbalance of Women inAdministrative Positions in VocationalEducation. Final Report

ED 182 515

Sex Fairness

A Bibliography for Sex-Fair VocationalEducation.

ED 185 395

Exploring Role Options A Guide forEliminating Sex Stereotyping in HomeEconomics

ED 186 617

The Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation.

ED 186 671

Issues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency.

ED 183 930

Pioneering Programs in Sex Equity. ATeacher's Guide.

ED 185 423

Project SERVES. Sexism in Education:Reducing Vocational EducationStereotypes. Final Report.

ED 181 213

Reducing Career Barriers Resulting fromSex Role Stereotyping. A Self-InterventionManual for School Personnel

ED 1E5 416

Resource Bank for Overcoming Sex Biasand Stereotyping in Vocational Education.

Subject Index

ED 182 529

Select. . from All Your Options. TeacherGuide to Vocational Education.

ED 183 922

Sex Role

Reducing Caret' Barriers Resulting fromSex Role Stereotyping. A Self-InterventionManual for School Personnel.

ED 185 416

Sex-Role Attitudes and Employmentamong Women. A Dynamic Model ofChange and Continuity.

ED 181 275

Sex Stereotypes

Exploring Role Options: A Guide forEliminating Sex Stereotyping in HomeEconomics.

ED 186 617

Factors Influencing Nontraditional Voca-tional Education Enrcnments A LiteratureReview. Research and Development SeriesNo 150.

ED 181 326

The Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation.

ED 186 671

Impact of an Educational Program Design-ed to Ass:st Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions.

ED 186 636

Project MOVE Program Planning Kit.ED 182 534

Reducing Career Barriers Resulting fromSex Role Stereotyping. A Self-InterventionManual for School Perscnnel.

ED 185 416

Sex Bias Barriers to Vocational EducationEnrollment. Final Report.

ED 187 875

SimulationHuman Relation, Critical Incidents for Of-fice Simulation. Series I, Spring 1978Vocational Office Block Project, MichiganState University

ED 186 718

Skill AnalysisVocational Cooperative Education Train-ing Agreement and Training Plan for Penn-sylvania Including: Training Activities forUse on Training Plans Whi :h Are Listedwith Occupational Codes andTitlesTrade & Industrial, Technical,Health, Agriculture, Gainful HomeEconomm, Business Education,Distributive Education

ED 185 251

Skill Development

Basic Mathematics Skills and VocationalEducation. Information Series No 199

ED 186 608

Occupational Adaptability: Perspectives onTomorrow's Careers A Symposium. In-formation Series No. 189.

ED 183 947

Skills

State Departments of Education 93

Assessing Transfer SkinsED 186 684

Cognitive Style, Learning Style, andTransfer Skill Vquisition InformationSeries No. 195f I 1 8 6 6 8 5

Development and Validation of a

Competency-Based Pres er vice / I nserviceLearning System far Vocational TeachersFinal Report.

ED 186 770

Social Agencies

An Assessment of Programs, Services, andAgencies Wh.ch Address the EmploymentNeeds of the Displaced Homemaker

ED 186 633

Social Change

Vocational Education: The Future Is NowOccasional Paper No. 37

ED 182 463

The Work Ethic and American Schools:The Roots of Change.

ED 181 261

Social Influences

Factors Related to Underrepresentatton ofWomen in Vocational Education Ad-ministration: A Literature Review.Research and Development Series No. 152

ED 182 462

Overcoming Personal-Social Barriers toEntry into Non-Traditional OccupationalPreparation Programs A Final Report.

ED 181 214

Socializatfais

Factors Influencing Nontraditional Voca-tional Education Enrollments A LiteratureReview Research and Development SeriesNo. 150.

ED 181 326

Socioeconomic BackgroundA Cross-Sectional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students. Final Report

ED 187 876

Socioeconomic Status

Interim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations.

ED 186 705

The Socioeconomic Status of HouseholdsHeaded by Women.

ED 183 732

Solar Radiation

An Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry.

ED 182 461

Spanish Speaking

Vocational Education Needs of HispanicWomen The Minority Women's Series.

ED 182 457

Special Education

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-

Inn0 4

dicapped Technical ReportED 181 281

Let's Work Together InterventionStrategies for Learners with Special Needs."It Isn't Easy Being Special' Research &Development Series No 175

ED 181 320

Resources Materials for Special NeedsLearners. it Isn't Easy Being Special'Bibliography Series No 50

ED 181 327

Special ProgramsA Pilot Study. Priorities in AdministrativeNeeds and Program Services for Communi-ty and Area Technical Colleges. Emphasison Large Urban Areas.

ED 186 703

Women's Educational Equity Act. FourthAnnual Report, Fiscal Year 1979: October1, 1978 to September 30, 1979.

ED 185 309

Staff Development

Business, Industry, and Labor Input inVocational Education Personnel Develop-ment Second Edition. Leadership Train-ing Series No. 59.

ED 187 937

Competency-Based Staff Development AGuide to the Implementation of Programsfor Post-Secondary Occupational Person-nel.

ED 186 578

Project SERVES Sexism in Education:Reducing Vocational EducationStereotypes Final Report

ED 181 213

Standardized Tests

Psychological Testing in VocationalEvaluation

ED 187 883

StandardskrPrenticerhip Selected References, 1974-1979

ED 186 678

Dissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agricultural Occupa-tions Programs. Phase III, July 1, 1976

through June 30, 1980.ED 182 473

Practical Approaches to CurriculumDevelopment. A Management Handbook.Project HIRE: A Curriculum ManagementSystem for Instructing the HandicappedFinal Report, Volume 2.

ED 183 739

Standards for Vocational Education Pro-grams in Correctional Institutions. Na-tional Study of Vocational Education inCorrections Technical Report No 2.

Et) 1115 35u

State Departments of Education

Brief Case Histories of State DisseminatiLnProgram Articulation.

ED 187 904

Evaluation Guidelines and Practices forState Advisory Comas. Research andDevelopment Series No 188.

94 State Departments of Education Subject Index

ED 187 928

State of the Art ReviewsThe State of Urban School Guidance andCounseling in the Major School Districs ofAmerica

ED 186 675

State ProgramsApprenticeship Selected References, 1974-1979

ED 186 678

Issues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency.

ED 183 930

Status of Vocational Education in FY 1978A Report to the Congress by the U.S

Commissioner of Education.ED 185 387

State StandardsValidation r'' Instruraent and Proceduresfor Evaluating Local Vocational EducationPrograms

ED 185 640

Statewide PlanningArticulating with Industry The Role ofVocational Education in EconomicDevelopment

ED 186 649

Developing State Agency Facility Plans- AGuide to Planning and ImplementationMichigan Studies in Rehabilitation Utiliza-tion Series: 4.

ED 182 513

Developme,it of a Plan for Research,Development and Instruction in AdultVocational Education Final Report.

ED 185 410

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package Research andDevelopment Series No 183

ED 187 924

Issues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency.

ED 183 930

Managing Program Improvement OneState's Approach Executive SummaryInformation Series 1 92

ED 182 455

Managing Program Improvement OneState's Approach; Technical Paper

ED 182 456

Revitalizing Communities through IndustryServices Programs. Critical Issues Series,No 2

ED 182 476

Selecting, Analyzing, and Displayini Plan-ning Information Research and Develop-ment Series 164

ED 181 325

Vocational E S.P. Planning System Plan-ning Vocational Education for SpecialPopulations

ED 187 884

Statistical DataThe Status of Vocational EducationSchool Year 1975-76 Research and

Development Series No 162.ED 181 324

StimuliInstructional Concepts for OccupationalEducation. Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20.

ED 182 544

Student AttitudesEliminating Sex Bias in Vocational YouthOrganizations. Summary of ProjectMOVE's Camp Oswegatchie Program, July8-14, 1978.

ED 182 533

Learning by Vocations Views on Voca-tional Education by Foimer High SchoolStudents after Five Years of Real-Life Ex-periences. Summary of a Survey Conductedby the Advisory Council forTechnical/Vocational Education in Texas

ED 186 663

Priority Concerns of Five Groups Invols edin Experiential Education Programs Lear-ning in Work Research Program.Technical Report

ED 185 408

Women's Attitudes toward IndustrialEducation Final Report

ED 183 944

Student CharacteristicsProprietary Vocational Education In-formation Series No 197

ED 186 760

Student NeedsA Cross-Sectional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students. Final Report

ED 187 876

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Health Occupations

ED 183 891

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. astributive Education

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Child Care

ED 183 889

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado World of Work

ED 183 887

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Ed cation Programs in the State ofColorado. Sheet Metal

ED 183 886

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Auto Body.

ED 183 884

Design and Implementation of an Assess-

(),

-, t.I

meet Model for Students Entering Voca-tional Education Programs in the State ofCoto' ado. Drafting.

FD 183 885

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Progrrms in the State ofColorado. Automotive

ED 183 883

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs pi the State ofColorado. Food Preparation

ED 183 888

Meeting Guidance Needs of VocationalEducation Students Part I Assessing theCapacity of the State College and Urns ersi-ty System to Prepare Future Educators andCounselors Skilled in Vocational Guidance.

Part II- A Statewide Assessment of theGuidance and Counseling Support Needs ofVocational Education Students.

ED 186 666

Student OrganizationsVocational Instruction

ED 181 333

Student PlacementExemplary Programs for the Disadvantag-ed A Report of a National Study

ED 185 297

Student RecruitmentBridges to Employment Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs Book OneResearch and Development Series No 185

ED 187 925

Exploring Role Options A Guide forEliminating Sex Stereotyping in homeEconomics

ED 186617

Factors Influencing Nontraditional Voca-tional Education Enrol'ments. A LiteratureReview Research and Development SeriesNo 150

ED 181 326

Success

A Handbook of the Practices of Articula-tion of Occupational Education Programsbetween Secondary and Postsecondary In-stitutions in New York State

ED 181 185

The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment System Implications forResearch and Development OccasionalPaper No. 53

ED 186 712

Systems ApproachBuilding Comprehensive Career GuidancePrograms for Secondary Schools A Hand-book of Programs, Practices, and ModelsResearch and Development Series No 147

ED 186 714

Vocational A dmmistrator's GuidebookMainstreaming Special Needs Students inVocational Education

ED 165 375

Subject Index

Systuns Development

Vocational E S.P. Planning System- Plan-ning Vocational Education for SpecialPopulations

ED 187 884

Task AnalysisIdentifying Transferable Skills: A TaskClassification Approach

ED 186 651

Task PerformanceLiteracy and Vocational Competency Oc-casional Paper No 39.

ED 181 329

Teacher AttitudesCareer Education in Business Education: A.Current Status anu Future Direction.

El) 187 859

Priority Concerns of Five Groups Involvedin Experiential Education Programs Lear-ning in Work Research ProgramTechnical Report

ED 185 408

Teacher CertificationPDF Occupational Competency Assess-ment Project-1979 Final Report. Occupa-tional Competency Evaluation Monograph,Number 10. Vocatonal Technical Educa-tion Research Report, Volume 17, Number23.

ED 185 313

Teacher EducationBilingual Vocational Instructor TrainingInformation Series No 201.

ED 186 607

Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175.

ED 161 195

Meeting Guidance Needs of VocationalEducation Students. Part I: Assessing theCapacity of the State College and Universi-ty System to Prepare Future Educators andCounselors Skilled in Vocational Guidanc

Prat II. A Statewide Assessment of theGuidance and Counseling Support Needs ofVocational Education Students

ED 186 666

Teacher EvaluationPDE Occupational Competency Assess-ment Project-1979 Final Report. Occupa-tional Competency Evaluation Monograph,Number 10. Vocational Technical Educa-tion Research Report, Volume 17, Number23

ED 185 313

Teacher PartkipatioaCareer Education in Business Education :Current Status and Future Direction

ED 187 859

A Model for Educational Research andDevelopment 1985 Occasional Paper No.44

ED 181 328

Teacher ResponsibilityCareer Education in Business Education 3Strategies for Implementation.

ED 187 858

Teacher RoleBilingual Vocational '-istructor TrainingInformation Series No. 201.

ED 186 607

Career Education in Business Education 3Strategies for Implementation

ED 187 858

Teaching MethodsDesigning Programs for Marketing andDistributive Education.

FD 182 477

Exploring Rale Options: A Guide forEliminating Sex Stereotyping in HomeEconomics.

ED 186 617

Teaching SkillsBilingual Vocational Instructor TrainingInformation Series No 201

ED 186 607

Teaching Styles

Cognitive Style, Learning Style, andTransfer Skill Acquisition InformationSeries No. 105

ED 186 685

Technical OccupationsAn Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry.

ED 182 461

Test ConstructionCareer Education Measurement Hand-books. A Guide for Improving LocallyDeveloped Career Education MeasuresResearch & Development Series No 167

ED 183 877

Performance Testing Issues Facing Voca-tional Education. Research and Develop-!ilt Series No, 190

ED 187 930

Test SelectionA Comparison of Four Vocational Evalua-tion Systems

ED 186 739

A Comparison of Seven Vocational Evalua-tion Systems

ED 186 738

Psychological Testing in VocationalEvaluation

Testieg

Assessing Transfer Skills

ED 187 883

ED 186 684

Testing ProgramsPDE Occupationzia Competercy Assess-ment Project-1979 Final Report Occupa-tional Competency Evaluation Monograph,Number 10 Vocational Technical Educa-tion Research Report. Volume 17, Number23

ED 185 313

Tests

Career Education Measurement Hand-

Two Year Colleges 95

books Career Education Measures. ACompendium of Evalua:ion InstrumentsResearch & Development Series No 166

ED 183 876

Trade and Industrial Education

Demonstration and Research for IndianVocational Education Research Series No77

ED 181 334

TrainingOpen Entry-Open Exit A Flexible Ap-proach for Providing Skill Training Needsat AVTS

ED 186 629

Training MethodsIdentification and Validation of Criteriafor Determining Wt .en Comp itency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a normal Technical Course.Report of Phase I

ED 187 902

Transfer of TrainingAssessing Transfer Skills.

ED 186 684

Cognitive Style, Learning Style, andTransfer Skill Acquisition :nformationSeries No 195

ED 186 685

Identifying Transferable Skills. A TaskClassification Approach

ED 186 651

Occupational Adaptability andTransferable Skills Project Final ReportInformation Series No 129,

ED 186 717

Occupational Adaptability- Perspectives onTomorrow's Careers A Symposium. In-formation Series No 189

ED 18394;

Teaching for Transfer A Perspective In-formation Series No 141

ED 185 346

The Worker as Proteus Understanding Oc-cupational Adaptability

ED 186 732

Trend AnalysisChanges in the Work Attachment of Mar-ried Women, 1966-1976

ED 181 271

Two Year Colleges

Comprehensive Institutional Planning inTwo -wear Colleges An Overview and Con-ceptual Framework

ED 186 683

Comprehensive Institutional Planning inTwo-Year Colleges A Planning Processand Case Study

ED 186 682

Needs Sensing Workshop PostsecondaryOccupational Education Project April 15-17, 198C

ED 187 936

A Pilot Study Priorities in AdministrativeNeeds and Program Services for Communi-ty and Area Technical Colleges. Emphasison Large Urban Areas

ED 186 703

96 Unemployment

Unemployment

Bridges to Employment. Practices for JobDevelopment, Placement, and Follow-Through of Unemployed Youth for Voca-tional Eduction and Manpower TrainingBook Two Research and DevelopmentSeries No. 186.

ED 187 926

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 447

Unit PlanDemonstration and Research for IndianVocational Education Research Series No77

ED 181 334

Urban Schools

Assessing and Improving School Com-munications A Handbook for StaffDevelopment

ED 186 677

A Model for Urban School Career Counsel-ing Services.

ED 186 676

The State of Urban School Guidance andCounseling in the Major School Dstricts ofAmerica

ED 186 675

Urban Youth

Job Strategies for Urban Youth SixteenPilot Programs for Action

ED 181 330

ValidityA Rational Approach to HistoriographyMisuses and Abuses of History. Sym-posium on Historiography the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andCuirentImplications

ED 182 478

Values

Planning Ahead for Career Choice ACareer Decision Making Mini Course forHigh School Students. Mrs. Pub 76 -I

ED 182 435

Values ClarificationCareer Education in Business Education. I.Classroom Teachers Handbook

ED 18" 856

Visual AidsSelecting, Analyzing, and Displaying Plan-ning Information Research and Develop-ment Series 164.

ED 181 325

Vocabulary Development

Practical Approaches to CurriculumDevelopment A Management Handbook.Project HIRE. A Curriculum ManagementSystem for Instructing the Handicapped.Final Report, Volume 2.

ED 183 739

Vocational Curriculum Modification.Teaching Technical Language to LearningHandicapped Students. Project HIRE: ACurriculum Management System for In-structims. the Handicapped. Final Report,

Volume 1ED 183 738

Vocational Adjustment

Occupational Adaptability andTransferable Skills Proiett Final ReportInformation Series No 129

ED 186 717

The Worker as Proteus Understanding Oc-cupational Adaptability

ED 186 732

Vocational Aptitude

Lit.racy and Vocational Competency Oc-casional Paper No 39

ED 181 329

Occupational Assessment HandbookED 187 879

Vocational EducationThe Americar Experience rn the Transitionfrom Vocational Schools to Work AReport to the United Naoans Education,Scientific, and Cultural Organization In-ternational Symposium on Problems ofTransition from Technical and VocationalSchools to Work (Berbn, GermanDemocratic Republic, 14-18 April, 1980)

ED 186 725

Articulating with Industry Tb. Role ofVocational Education in EconomicDevelopment.

ED 186 649

Assessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No. 204

ED 187 848

Basic Mathematics Skills and VocationalEducation. Information Series No 199

ED 186 608

A Bibliography for Sex-Fair VocationalEducation

ED 185 395

Bridges to Employment Practices for R)Development, Placement, and Follow-Through of Unemployed Youth for Voca-tional Education and Manpower Training.Book Two Research and DevelopmentSeries No 186

ED 187 926

Bridges to Employment. Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs. Book OneResearch and Development Series No 185

ED 187 925

Brief Case Histories of State DisseminationProgram Articulation

ED 187 904

Case Studies of VocationalEducationCETA Coordination A Stateof the Art Report, Volume I InterimReport.

ED 185 377

The Case Study Method Guidelines, Prac-tices, and Applications for VocationalEducation Research and DevelopmentSeries No 189

ED 187 929

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport

I

Subject Index

ED 187 953

Competency -Based Staff Development AGuide to the Implementation of Programsfor Post Secondary Occupational Person--71

ED 186 578

nsortium for the Development of Pro-fessional Materials for Vocational Educanon. First Annual Consortium Report,1978-1979

EL) 182 500

The Context of VocationalEducationCETA Coordination A Stateof the Art Report, Volume III InterimReport

ED 185 379

Coordination in Vocational EducationPlanningBarriers and FacilitatorsResearch and Development Series No 187

ED 187 927

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped Techmca: Report

ED 181 281

A Cross-Sec:ional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students Final Report

ED 187 876

Current Problems of Vocational Educationin the Federal Republic of Germany. Occa-sions' Paper No. 54

ED 186 7i3

Demonstration and Research for IndianVocational Education Research Series No77

ED 181334Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Drafting

ED 181 885

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Sheet Metal

ED 183 886

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Automotive

ED 183 883

Design and Implementation of an Assess-ment Model for Student; Entenng Voca-tional Education Programs in the State ofColorado World of Work.

ED 183 887

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Child Care

ED 183 889

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Distributive Education.

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Auto Body

ED 133 884

Den, , and Implementation of an Assess-ment Model for Students Entering Voca-

Subject Index

tional Education Programs in the State ofColorado Health Occupations.

ED 183 891

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Food Preparation.

ED 183 888

Dissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agricultural Occupa-tions Programs Phase III, July 1, 1976through June 30, 1980

ED 182 473

Education and Training in England SomePrc-slems cram a Government Perspective.Occasional Paper No 161

ED 186 706

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 AState of the Art Report, Volume I. InterimReport.

ED 181 301

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977. FinalReport.

ED 185 376

Eight Reasons Why Our Economy NeedsMore Federal Support of VocationalEducation.

ED 185 334

Eliminating Sex Bias in Vocational YouthOrganizations. Summary of Pro ectMOVE's Camp Oswegatchie Program, July8.14, 1978.

ED 182 533

Emerging Educational Policy Issues in theFederal City: A Report from WashingtonOccasional Paper No 42,

ED 181 317

Environmental Quality and Energy Conser-vation Curriculum Model. Final Report.

ED 185 255

Evaluation Guidelin-s and Practices forState Advisory Councils. Research andDevelopment Series No. 188

ED 187 928

Exemplary Programs for the Disadvantag-ed: A Report of a National Study.

ED 185 297

Extending the Benefits of VocationalEducation to Indian Populations. In-tegrated Planning Package Research andDevelopment Series No 183.

ED 187 924

Factors Related to Underrepreseiitation ofWomen in vocational Education Ad.ministration: A Literature ReviewResearch and Development Series No. 152

ED 182 462

Guidelines for the Creative Use of BiasedMaterials in a Non-Biased Way.

ED 185 413

Here Are Programs that Work- SelectedVocational Programs and Practices forLearners with Special Needs it Isn't EasyBeing Special'. Research and DevelopmentSeries No, 177,

ED 181 322

I Like You When I Know You: AttitudinalBarriers to Responsive Vocational Educa-tion for Handicapped Students It isn'tEasy Being Special' Research & Develop-ment Se-ies No 174

ED 181 319

Identification and Validation of Criteriafor Determining When Competency ofHandicapped Persons is Better DevelopedOn-the Job and When It Is BetterDeveloped in a Formal Technical CourseReport of Phase I.

FD 187 5,02

Learning by Vocatr.ns le lews on Voca-tional Etiucation by Former Hign SchoolStudents after Five Years of Real-Life Ex-periences. Summary of a Survey Conductedby the Advisory Councii forTechnical/Vocational Education in Texas.

ED 186 663

Let's Find the Special People: Identifyingand Locating the Special Needs Learnersit Isn't Easy Being Special' Research &Development Series No 176.

ED 181 321

Let's Work Together: InterventionStrategies for Learners with Special Needsit Isn't Easy Being Special'. Research &Development Series No. 175

ED 181 320

Managing Program Improvement OneState's Approach. Executive Summary.Information Series No. 192

ED 182 455

Managing Program Improvement OneState's Approach; Technical Paper.

ED 182 456

Mechanisms for VocationalEducationCETA Coordination A Stateof the Art Report, Volume II. InterimReport.

ED 185 378

Meeting Guidance Needs of VocationalEducation Students. Part I: Assessing theCapacity of the State College and Universi-ty System to Prepare Future Educators andCounselors Skilled in Vocational GuidancePart II: A Statewide Assessment of the

Guidance and Counseling Support Needs ofVocational Education Students

ED 186 666

Needs Sensing Workshop. PostsecondaryOccupational Education Project, April 15-17, :980

ED 187 936

New Directions in Evaluation Research.Implications for Vocational EducationOccasional Paper No 55

ED 186 711

New Directions in Vocational Educationfor the Handicapped. Implications forResearch and Development OccasionalPaper No. 35

ED 185 243

The Organization, Structure and Financingof Vocational Education 1987

ED 186 673

Performance Testing Issues Facing Voca-tional Education Research and Develop-ment Series No 190

ED 187 930

A Pilot Study: Priorities in Admilx trativeNeeds and Program Services for Communi-

1 0 G

Vocational Education 97

ty and Area Technical Colleges Emphasison Large Urban Areas

ED 186 703

Placement and Follow-up DevelopmentProject Vocational Education RegionFour, Bowling Green, Kentucky FinalRepoli, Fiscal Year 1979

ED 182 551

Planning a Vocational Program throughInter-District Cooperation

ED 187 890

Planning Design for Conducting a NationalSurvey of the 0 fferential Cost of Voca-tional Education. Final Report (and) Ex-ecutive Summary.

ED 181 285

Policy Issues in Interrelating VocationalEducation and CETA Occasional PaperNo 56.

ED 186 710

Pract.al Approaches to CurriculumDevelopment. A Management Handbook.Project HIRE. A Curriculum ManagementSystem for Instructing the HandicappedFinal Repot t, Volume 2.

ED 183 739

Project MOVE Program Planning Kit.ED 182 534

Project SERVES. Sexism in Education:Reducing Vocational EducationStereotypes. Fatal Report.

ED 181 213

The Projected Effects of PopulationChange on Vocational Technical Educa-tion. Final Report

ED 183 758

Proprietary Vocational Education In-formation Series No. 197

ED 186 760

Public Relations Handbook for VocationalEducators

ED 181 252

Questing for Quality in Graduate Voca-tional Eduction Conference on GraduateVocational Education (1st, Keystone, Col-orado, ;uly 28-30, 1978).

ED 161 204

A Rational Approach to Historiography:Misuses and Abuses of History Sym-posium on Historiography the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andCurrentImplications.

ED 182 478

Research and Development Needs of Voca-tional Education.

ED 182 493

Research and Development Projects inVocational Education, FY 1970-1977. AnAnnotated Bibliography Volume II State-Administered Projects.

ED 182 499

Research Directory of the RehabilitationResearch and Training Centers. Fiscal Year1979

ED 181 310

A Research Project to Determine theReasons for an Imbalarre of Women inAdministrative Positions Ir. VocationalEducation. Final Report.

ED 182 515

Resource Bank for Overcoming Sex Biasand Stereotyping in Vocational Education.

98 Vocational Education. Subject Index

ED 182 529

Resources: Agencies and Organizationsthat Serve Special Needs Learners "It Isn'tEery Being Special'. Research & Develop-ment Series No. 178.

ED 181 323

The Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo. 58

ED 186 708

The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment S)stem Implications forResearch and Development OccasionalPaper No 53

ED 186 712

Select. from All Your Options TeacherGuide to Vocational Eaucation

ED 183 922

Selecting, Analyzing, and Displaying Plan-ning Information Research and Develop-ment Series 164.

ED 181 325

Seminar on Research Coo -dinating Units inVocational Education Coordinating Com-mittee on Research in Vocational Educa-tion Seminar Proceedings (December 14,1979)

ED 186 667

Sex Bias Barriers to \(ocational EducationEnrollment Final Report

ED 187 875

Some Key Outcomes of Vocational Educa-tion A Report on Evaluation Criteria,Standards, and Procedures Research andDevelopment Series No. 192

ED 187 892

Specifications for Longitudinal StudiesResearch and Development Series No 191

ED 187 931

Standards for Vocational Education Pro-grams in Correctional Institutions. Na-tional Study of Vocational Education inCorrection; Technical Report No 2

ED 185 350

Status of Vocational Education in FY 1978A Report to the Congress by the U S

Commissioner of EducationED 185 387

The Status of Vocational EducationSchool Year 1975-76 Research andDevelopment Series No 162

ED 181 324

The Status of Vocational Education,School Year 1976-77 Research andDevelopment Series No 193

ED 187 932

Studies of the Cost-Efficiency and Cost -Effectiveness of Vocational Education In-formation Series No 202

ED 186 609

Summaries of Research and DevelopmentActivities in Agricultural Education, 1978-1979, United States of America

ED 187 894

Summary Report of the Audit of anEvaluation of the Consolidated ServicesDemonstration Project

ED 183 937

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin

ED 181 182

Validation of Instrum-nt and Proceduresfir Evaluating Local "ocational EducationPrograms

ED 186 640

Vocational Administrator's GuidebookMainstreaming Special Needs Students inVocational Education

FD i85 375

Vocational Cooperative Education Train-ing Agreement and Training Plan for Penn-sylvania Including Training Activities forUse on Training Plans Which Are Listedwith Occupational Codes andTitlesTrade & Industrial, Tecrinical,Health, Agriculture, Gainful HomeEconomics, Business Education,Distributive Education

ED 185 251

Vocational Curriculum ModificationTeaching Technical Language to LearningHandicapped Students. Project HIRE. ACurriculum Management System for In-structing the Handicapped Final Report,Volume I.

ED 183 738

Vocational E S P Planning System Plan-ning Vocational Education for SpecialPopulations

ED 187 884

Vocational Education and FederalPriorities Occasional Paper No 47

ED 185 348

Vocational Education an Mid-CareerChange. Information Series No 198

eD 186 761

Vocational Education in Correctional In-stitutions Summary of a National StudyNational Study of Vocational Education inCorrections Technical Report No 3

ED 185 351

Vocational Education in Corrections AnInterpretation of Current Problems andIssues National Study of VocationalEducation in Corrections TechnicalReport No I.

ED 185 349

Vocational Education Needs of HispanicWomen The Minority Women's Series.

ED D'2 457

Vocational Education The future Is NowOccasional Paper No 37

ED 182 463

A Vocational Educator's Guide to theCETA System Critical Issues Series, No3

ED 187 933

Vocational InstructionED 181 333

Women in Vocational Education Ad-ministration A Nationwide AnalysisResearch and Development Series No 179

ED 181 316

Work, Youth and Schooling HistoricalPerspectives on Vocational Education

ED 187 938

Vocational Education Teachers

Bilingual Vocational Instructor TrainingInformation Series No 201

ED 186 607

Business, Industry, and Labor Input inVocational Education Personnel Develop-

10"

mcnt Second Edition Leadership Train-ing Series No 59

ED 18/ 937Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 183 881

PDE Occupational Competency Assess-ment Project-1979 Final Report Occupa-tional Competency Evaluation Monograph,Number 10 Vocational Technical Educa-tion Research Report, Volume 17, Number23

ED 185 313

A System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky Final Report

ED 1866°8

Vocational Followup

Assessing Emplcyei satisfaction withVocational Educa'ion Graauates informa-tion Series No 204

ED 187 848

A Comparative Follow up Study of theMainstreamed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Placement and Follow-up DevelopmentProject Vocational Education RegionFour, Bowling Green, Kentucky Finalreport, Fiscal Year 1979

ED 182 551

Transition from School to Work ihe Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport

ED 183 721

Vocational High Schools

A Comparative Followup Study of theMainstreamed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Vocational luterc.its

Guide for Occupational ExplorationFD 182 460

1 he Identification of Factors Associatedwith Sex-Role Stereotyping in OccupationalEducation

ED 186 671

Occupational Assessment HandbookED 187 379

Vocational Rehabilitation

Developing State Agency Facility Plans AGuide to Planning and ImplementationMichigan Studies in Rehabilitation Utiliza-tion Series 4

ED 182 513

The Dictionary of Occupational Mks inVocational Assessment A Self StudyManual

D 186 740

Psychological Testing in VocationalEviluation

ED 187 883

Vocational Education in Corrections AnInterpretation of Current Problems andIssues. National Study of VocationalEducation in Corrections TechnicalReport No. I

Subject Index Youth Programs 99

ED 185 349

Vocations: SchoolsComparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport.

ED !87953

Open Entry-Open Exit A Flexible Ap-proach for Providing Skill Training Needsat AVTS

ED 186 629

Workshops. Preparation of TransitionPlans in Area vocational- TechnicalSchools. Final Report

ED 181 282

Voluntary AgenciesEMicational Opportunities for Older Per-sons A Review Information Series No170

ED 1E1 192

VolunteersOperating a Retirees Volunteer Program inPostsecondary Institutions. A ResourceHandbook. Leadership Training SeriesNo 61.

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening 01 Education throughRetired Technicians). Filial Report.

ED 181 233

WagesJob Search by Unemployed Women- Deter-minants of the Asking Wage. Pevised

ED 181 272

Pay Premiums for Economic Sector andRace A Decomposition

ED 181 273

Womens EducationApprenticeship- Selected References, 1974 -1 ei79

ED 186 678

Educational Equity. . c ContinuingChallenge Fourth Annual Report, 1978

ED 182 503

Impact of an Educational Program Design-ed to Assist Women Overcome the Deter-rents to Entermg Non-Traditional Occupa-tions

ED 186 636

Women's Educational Equity Act FourthAnnual Report, Fiscal Year 1979. OctoberI. 1978 to September 30, 1979

ED 185 309

Work AttitoJesChanges in the Work Attachment of Mar-ried Women, 1966-1976

ED 181 271

Empirical Evidence on OccupationalMobility. Interim Report InformationSeries No 193

ED 185 347

Job Search by Unemployed Women. Deter-minants of the Asking Wage Revised

ED 181 272

Perceptions of the Preparation of Youthfor Work Report of a Three-State Survey.

ED 182 527

Women in Apprenticeship for Nontradi-tional Occupations Graduate StudyResearch Final Report, April I, 1979-June30,1979.

ED 183 939

The Work Ethic and American SchoolsThe Roots of Change

ED 181 261

Work EnvironmentFactors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration: A Literature ReviewResearch and Development Series No 152

ED 182 462

Individual and Occupational Determinantsof Job Satisfaction: A Focus on GenderDifferences

ED 182 487

Work ExperienceEducation end Work Competencies Neededby Experiential Education Personnel. In-formation Series No 175

ED 181 195

The Impact of Participatory-DemocraticWork Experience on Adolescent Deselop-ment. A Methodological Report

ED 182 530

The Relationship of School and Work ABritish Perspective Occasional Paper No57

ED 186 709

Transition from School to Work The Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport

ED 183 721

Youth Transition to Adult Roles APreliminary Investigation Research andDevelopment Series No 196

ED 186 626

Work Experience ProgramsBut for Me It Wouldn't Work Implicationsof Experiential Education PolicyGuidelines. Information Series No 165

ED 186 7 15

Collaboration in Experiential Education. AProfile of Participant Expectations

ED 185 326

Learning and Work Programs TransitionalEducative Cultures. Research and Develop-ment Series No 199

ED 185 325

Priority Concerns of Five Groups Involvedin Experiential Education Programs Lear-ning in Work Research ProgramTechnical Report

ED 185 408

Work-Centered and Person-CenteredDimensions of Experiential Education Im-plicatiors for a Typology of ProgramsResearch and Development Series No 197

ED 185 323

Working HoursShift Workers, A Descriptive Analysis ofWorker C earacttristics

ED 181 276

WorkshopsNative American Career Education

Staff/Community Training WorkshopParticipant's Handbook Native AmericanCareer Education Demonstration Project

ED 186 621

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual Native AmericanCareer Education Demonstration Project

ED 186 620

World Problems

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 4.47

Youth

Perceptions of the Preparation of Youthfor Work Report of a Three-State Survey

ED 182 527

Youth Clubs

Eliminating Sex Bias in Vocational YouthOrganizations Summary of ProjectMOVE 's Camp Oswegatchie Program, July8-14, 1978.

ED 182 533

Youth EmploymentAn Employment and Education Agenda forYouth in the 1980s A Policy Statement bythe National Council on EmploymentPolicy.

ED 183 763

Bridges to Employment Practices for JobDevelopment, Placement, and Follow-Through of Unemployed Youth for Voca-tional Education and Manpower TrainingBook Two Research and DevelopmentSeries No 186.

ED 187 926

The Choice of a Job Early in the Career AReview and Prospectus

ED 183 727

Education and Training in England: SomeProblems from a Government Perspective.Occasional Paper No 161

ED 186 706

Job Strategies for Urban Youth SixteenPilot Programs for Action

ED 181 330

A Project to Communicate and Replicate aModel Career Education Program FinalReport, July 1, 1977-June 30, 1979

ED 182 450

Workplaces and Classrooms A Partner-ship for the 80's The Vice President's TaskForce on Youth Employment (Baltimore.Maryland, September 26-27, 1979)

ED 185 ?'I

Youth and the Local Employment AgendaAn Analysis of Prime Sponsor ExperienceImplementing the Youth Employment andDemonstration Projects Act Overview andArea Summaries Final Report.

ED 182 454

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 4-47

Youth ProgramsEffective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977. A

100 Youth Programs Subject Index

State of the Art Report, Volume I. InterimReport.

ED 181 301

Job Strategies for Urban Youth. Suttee.'Pilot Programs for Action.

ED 181 330

A Project to Communicate and At pl.-ate aModel Career Education Program. FinalReport. July I, 1977-June 3C, 1979.

ED 182 450

Workplaces and Classrooms: A Partner-ship for the 80's. The Vice President's TaskForce on Youth Employment (Baltimore,Maryland, September 26-27, 1979).

ED 185 241

Youth and the Local Employment Agenda.An Analysis of Prime Sponsor ExperienceImplementing the Youth Employment andDemonstration Projects Act. O°erview andArea Summaries. Final Report

ED 182454

Author IndexThis index lists titles of documents alphabetically by the author s as name As shown in the example the accession number is displayed blow and to the right of the title Additional totormation about the dos urnent an

be found under that number in the resume section The symbol / I appearing after an accession number iden-Imes a document that is not available from the ERIC Document Reproduction Service nor in the ERIC

microfiche collection

Personal Author

Mai*, Denise M.Helping I amities Adjust to Econornit.( hange A Project Report Access on Number

Document Title

Abram, RobertVocational Education in Correctional In-stitutions: Summary of a National Study.National Study of Vocational Education inCorrections. Technical Report No. 3.

ED 185 351

Adams, Kay AnnaCareer Education Measurement Hand-books. Improving the Accountability ofCareer Education Progran,! 2va:uatlinGuidelines and Checklist!. Research &Development Series No. 168.

ED 183 878

Managing and Evaluating Career Educa-tion.

Ammeromes, Ha'

Identifying rrClassification t

ED 183 800

Skills: A Task

ED 186 651

Anderson, Mud, A.Proprietary Education: Alternatives forPublic Policy and Financial Support. PartII Final Report.

ED 181 226

Apker, WesleyPolicy :ssues in Interrelating VocationalEducation and CETA. Occasional PaperNo. 56.

ED 186 710

Aube, F. MarionAssessing Employer Satisfaction withVocational Education Graduates. Informa-tion Series No. 204.

ED 187 848

Ashley, William L.Identifying Transferable Skills: A TaskClassification Approach.

ED 186 651

Teaching for Transfer: A Perspective. In-formation Series No. 141.

ED 181 239

ED 185 346

Ashley, William L. CompOccupational Adaptability Perspectives onTomorrow's Careers. A Symposium. In-formation Series No. 189

ED 183 947

Atteberry, Jim W.A Vocational Educator's Guide to theCETA System. Critical Issues Series, No3.

ED 187 933

Baker, En L.New Directions in Evaluation Research:Implications for Vocational EducationOccasional Paper No 55

ED 186 711

Bautky, Bela H.Building Model! "nr the Linkage an -.or-dination of Voci onal Education at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor. FinalReport.

A Demonstration ProjectAmerican Career Education.formance Report

ED 183 793

in NativeFinal Per-

ED 186 619

Implementing Career Education foi NativeAmerican Students. A Guide. NativeAmerican Career Education DemonstrationProject.

ED 186 618

A Model for the Linkage of VocationalEducation at Post-Secondary Privg.eSchools and Industry, Business, and LaborA Research Monograph.

ED 183 791

A Model, Case Study, and ImplementationGuide for the Linkage of VxationalEducation Programs in Public Post-Secondary Institutions and Business, In-dustry, and Labor. A Monograph.

ED 183 792

101

Native American Career EducationStart/Community Training Workshop.Coordinator's Manual. Native AmericanCareer Education Demonstration Project.

ED 186 620

Banes, Keith D.The Appraisal of School Guidance andCounseling Services in the Urban Schools.

ED 186 674

Assessing and Improving School Com-munications: A Handbook for StaffDevelopment

ED 186 677

A Model for Urban School Career Counsel-ing Services

ED 186 676

The State of Urban School Guidance andCc unseling in the Ma,or School Districts ofA m erica.

ED 186 675

Banes, Terry L.Proprietary Education Alternatives forPublic Policy and Financial Support. PartII. Final Report

ED 181 226

Barn, SherylProject SERVES. Sexism in Education:Reducing Vocational EducationStereotypes. Final Report.

ED 181 213

Basacches, Michael

The Impact of Participatory-DemocraticWork Experience on Adolescent Develop-ment: A Methodological Report.

ED 182 530

Beatty, Gnce JoelyPractical Approaches to CurriculumDevelopment. A Management Handbook.Project HIRE: A Curriculum ManagementSystem for Instructing the Handicapped.Final Report, Volume 2.

ED 183 739

102 Becker, Henry Jay Author Index

Becker, Henry JayThe Choice of a Job Early in the Career: AReview and Prospectus

ED 183 727

Berner, Andrew J.Career Direction and Redirection forAdults: A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College

ReportED 185 376

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 AState of the Art Report, Volume I. InterimReport

ED 181 A))

Mechanisms for Vocatioz:1

Select from All Your Options TeacherGuide to Vocational Education

ED 183 922

Celestine, Diana L.Native American Career EducationStaff/Community Training WorkshopParticipant's Handbook Native AmericanCareer Education Demonstration Project

ED 186 621

Bernstein, Joan D.

ED 181 227 EducationCETA Coordination. A Stateof the Art Report, Volume II InterimReport

Charters, Margaret A.Vocational Education for Older Adults

Exploring Role Options A Guide for ED 185 378 Information Series No 203

Eliminating Sex Stereotyping in Home ED 187 847

Economics. Brow., James M.ED 186 617 Determining the Need for Vocational Cheek, Jimmy G. Comp

Special Needs Inservice Training for Voca- Summaries of Research and DevelopmentBbaerman, Robert D. tional Educators. Activities in Agricultural Education, 1978-

Knowledge Interpretation Prcjet.t FinalReport, October I, 1978-June 30, 1980

ED 186 722

Booth, CliveEducation and Training in Eng):.nd SomeProDlems from a Government Perspective.Occasional Paper No. 161

ED 186 706

3otterbusch, Karl F.A Comparison of Four Vocational Evalua-tion Systems.

ED 186 739

A Comparison c Seven Vocational Evalua-tion Systems

ED 186 738

Psychological Testing in VocationalEvaluation

ED 187 883

Bowers, EllenFactors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration A Literature Review.Research and Development Series No 152

ED 182 462

Women in Vocational Education Ad-ministration A Nationwide Analysis.Research and Development Series No 179

ED 181 316

Brant, LynnI Like You When I Know You. AttitudinalBarriers to Responsive vocational Educa-tion for Handicapped Students 'It Isn'tEasy Being Special' Research & Develop-ment Series No 174.

ED 181 319

Bromley, JamesOn-the-Job Training CETA ProgramModels

ED 181 175

Brower, Sally M.Case Studies of VocationalEducationCETA Coordination: A Stateof the Art Report, Volume I InterimReport

ED 185 377

Effective Mechanisms for FacilitatingCoordination of Vocational EdacationPrograms with the Youth Employment andDemonstration Projects Act of 1977 Final

ED 1R3 881

Brown, Jody PalmerSex Bias Barriers to Vocational EducationEnrollment Final Report

ED 187 875

Bushnell, David S.Articulating with Industry. The Role ofVocational Education in EconomicDevelopment.

ED 186 649

Calhoun, Caffrey C.Career Education in Business Education: 4Current Status and Future Direction

ED 187 859

CampbellThraite, Lucille, CompResources: Agencies and Organizationsthat Serve Special Needs Learners 'It Isn'tEasy Being Special' Research & Develop-ment Series No 178

ED 181 323

Resources: Materials for Special NeedsLearners. It Isn't Easy Being Special'Bibliography Series No 50

ED 181 327

Campbell-Thrane, Lucille, Ed.Here Are Programs that Work SelectedVocational Programs and Practices forLearners with Special Needs. 'It Isn't Ea../Being Special'. Research and DevelopmentSeries No. 177.

ED 181 322

Let's Find the Special People: Identifyingand Locating the Special Needs Learners.'It Isn't Easy Being Special'. Research &Development Series No. 176.

ED 181 321

Let's Wore Together InterventionStrategies for Learners with Special Needs.'It Isn't Easy Being Special' Research &Development Series No. 175.

ED 181 320

Campbell, Robert E.Building Comprehensive Career GuidancePrograms for Secondary Schools: A Hand-book of Programs, Practices, and ModelsResearch and Development Series No 147.

ED 186 714

Cathie, Shirley 8.

1979, United states of AmericaED 187 894

Chitejl, LisaInterim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations

ED 186 705

Clark, DanDeveloping Interdisciplinary Education inAllied Health Programs Issues and Deci-sions.

El) 182 525

Clary, Joe Ray, Ed.Questing for Quality in Graduate Voca-tioaal Education Conference on GraduateVocational Education ( I st, Keystone, Col-orado, July 28-30, 1978)

ED 181 204

Coleman, Deborah DyeYouth Transition to Adult Roles APreliminary Investigation Research andDevelopment Series No 196

ED 186 626

Connelly, Tom, Jr.Developing Interdisciplinary Education inAllied Health Programs Issues and Deci-sions

ED 182 525

Crosby, Richard K.A System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky. Final Report

Cross, Aleene A. Ed.Vocational Instruction

ED 11s6 658

El) 18i 333

Crowe, Michael R.Learning and Work Programs TransitionalEducative Cultures Research and Develop-ment Series No 199

ED 185 325

Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation of the Retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in a

Traditional Learning Environment and in a

Author Index

Learning-in-Work EnvironmentED 185 324

Cruiksbask, Kath:eer

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin

ED 181 182

Darcy, Robert L.

Some K,.y Outcomes of Vocational Educa-tion: A Report on Evaluation Criteria,Standards, and Procedures Research andDevelopment Series No 192.

ED 187 892

Daymont, Thomas :N.

Pay Premiums for Economic Sector andRace A Decompostion.

ED 181 273

Dewald, Margaret R.

Vocational Home Eronomit.s EducationHandbook for Adult Education.

ED 185 342

Downs, MargueriteMeeting Guiosnce Needs of VocationalEducation Students. Part I: Assessing theCapacity of the State College and Universi-ty System to Prepare Future Educators andCounselors Skilled in Vocational Guidance.

Part II. A Sonewide Assessment of theGuidance and Counseling Support Needs ofVocational Education Students

EL 186 666

Drewes, Donald W.

The Context of VocaionalEducaticnCETA Coordination: A Stateof the Art Report. Volume III. InterimReport

ED 185 379

Vocationa: E S.P. Planning System Plan-ning Vocational Education for SpecialPopulations

ED IV 884

Drain, GregCommunicating Career EducationBusiness, Industry, Labor and GovernmentModels The Northwest Connection Occa-sional Paper Series, Issue 3, March 1980

El) 183 742

Communicating Career Education Na-tional and Regional Models. The Nor-thwest Connection Occasional PaperSeries, Issue I September 1979.

El) 183 740

Communicating Career Education' StateModels The Northwest Connection Occa-sional Paper Series, Issue 2, November1979

ED 18:i 741

Dunham, rink! H.The American Experience in the Transitionfrom Vocational Schools to Work' AReport to the United Nations Education,Scientific, and Cultural Organization. In-ternational Symposium on Problems ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980).

ED 186 725

Do's, AxelA Model for the Linkage of VocationalEducation at Post-Secondary PrivateSchools and Industry, Business, and Labor.A Research Monograph

ED 183 791

Ediepton, Everett D.

Synthesis of Evaluation Programs in Voca-tional Education at the National Level andin Wisconsin.

ED 181 182

Eisner, Hannah R.

Operating a Retirees Volunteer Program inPostsecondary Institutions: A ResourceHandbook. Leadership Training SeriesNo. 61.

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians) Final Report.

ED 181 233

Ellis, John .

Vocational Education and FederalPri...:Ities. Occasional Paper No 47.

ED 185 348

Ellis, Mary L.Vocational Education The Future Is Now.Occasional Paper No 37

ED 182 463

Ellis, Stephen

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped. Technical Report

ED 181 281

Faddis, Constance R.

The Worker as Proteus Understanding Oc-cupational Adaptability

ED 186 732

Falk, William W.'Significant Other' Influence and Voca-tional Development Information Series

No. 196ED 186 759

Farris, Charlotte J.Eliminating Sex Bias in Vocational 't outhOrganizations. Summary of ProjectMOVE's Camp Oswegatchie Program, July8.14, 1978.

ED 182 533

Pioneering Programs in Sex Equity ATeacher's Guide.

ED 185 423

Prcject MOVE Program Planning Kit.ED 182 534

Fenton, Joseph, Ed.

Research Directory of the RehabilitationResearch and Training Centers Fiscal Year1979.

ED 181 310

Finch, Alton V. Comp

Career Education in Business Education I

1 I fN,

Green, Deborah A. 103

Classroom leachers HandbookED 187 856

Franchak, Stephen J.

Specifications for Longitudinal StudiesResearch and Development Series No 191.

ED 187 931

i ruehling, Rosemary T.A Cross-Sectional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students Final Report

ED 187 876

Funk, Gerald W.

PDE Occupational Competency Assess-ment Project-1979 Final Report Occupa-tional Competency Evaluation Monograph,Number 10 Vocational Technical Educa-tion Research Report, Volume 17, Number23

ED 185 313

Gardner, David C.

Practical Approaches to CurriculumDevelopment A Management Handbook.Project HIRE. A Curriculum ManagementSystem for Instructing the Handicapped.Final Report, Volume 2.

ED 183 739

Vocational Curriculum Modif',:ation.Teaching Technical Language so LearningHandicapped Students Project HIRE: ACurriculum Management System for In-structing the Handicapped Final Report,Volume I.

ED 163 738

Gary, Robert R.

Placement and Follow-up DevelopmentProject. Vocational Education RegionFour, Bowling Green, Kentucky FinalReport, Fiscal Year 1979.

ED 182 551

Gideonse, Hendrik D.A Model for Educational Research andDevelopment 1985 Occasional Paper No.44

ED 181 328

Gordon, Margaret SYouth Education and Unemployment Pro-blems An International Perspective

ED 182 447

Gordon, Ruth, Comp

Research and Development Projects inVocational Education, FY 1970-1977 AnAnnotated Bibliography Volume II: State-Administered Projects.

ED 182 499

Gottfredson, Linda S.

Change and Development in Careers FinalReport

ED 186 699

Green, Deborah A.

Women in Apprenticeship for Nontradi-tional Occupations Graduate StudyResearch Final Report, April I, 1979-June30, 1979

ED 153 939

1k Greenwood, Katy Lee Brown

Gree mood, Katy Lee BrownA Rational Approach to HistoriographyMisuses and Abuses of History Sym-posium on Historiography. the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andCurrentImplications.

ED 182 478

Grisale, John P.Occupational Assessment Handbook

ED 187 879

Halau- Sabter, IdaBrief Case Hi-.tones of State DisseminationProgram Articulation.

ED 187 904

Halperin, SamuelEmerging Educational Policy Issues in theFederal City: A Report from WashingtonOccasional Paper No 42.

ED 181 317

Hamilton, Stephen F.

The Impact of Participatory-DemocraticWork Experience on Adolescent Develop-ment: A Methodological Report.

ED 182 530

Hampsoa, KeithThe Relationship of School and Work ABritish Perspective. Occasional Paper No57.

ED 186 709

Harrington, Lois G.Competency-Based Staff Development AGuide to the Implementation of Programsfor Post-Secondary Occupational Person-nel

ED 186 578

Harvey, R. J.Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation of the Retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in a

Traditional Learning Environment and in aLearning-in-Work Environment

ED 185 324

Nevem'', Jacqueline E.Environmental Quality and Energy Conser-vation Curriculum Model Final Report

ED 185 255

Heddesheimer, Janet C.Vocational Education and Mid-CareerChange. Information Series No. 1-8

ED 186 761

Hensley, GamImproved Career Eddcation Policiesthrough the Collaborative Efforts ofBusiness, Industry, Labor, Governmentand Education. A Communications Pro-ject Final Performance Report, October 11978, through November 30, 1979

ED 186 668

Herr, Edwia L.Work Focused Guidance for Youth in

Transition Some Implications for Voca-tional Education Research and Develop-ment Occasional Paper No. 43

ED 181 318

Herrastadt, Irwin E.

Transition from School to Work The Con-tribution of Cooperative Education Pro-grams at the Secondary Level FinalReport

ED 183 721

HoCein, Robert IL Jr.Vocational Administrator's GuidebookMainstreaming Special Needs Students inVocational Education

ED 185 375

Hogue, KeeIdentification and Analysis of EmergingOccupations in Marketing and DistributiveEducation. Final Report

ED 186 597

Holmes, Densis H.Summary Report of the Audit of an

Evaluation of the Consolidated ServicesDemonstration Project

ED 183 937

Hotchkiss, LawrenceDifferential Equation Methodology Ap-piied to Career Decisions and Status Attain-ment Processes. Conceptualization and

Calculation.ED 186 704

Interim Report on Panel One of a

Longitudinal Study of Developing CareerExpectations

ED 186 70c

Hy, Teh-weiStudies of the Cost-Efficiency and CostEffectiveness of Vocational Education In-formation Series No 232

ED 186 609

Hughes, Thomas A. Jr.

Industrial Arts Facility Planning GuideED 185 339

Hummel, JadytheFactors Related to IJnderrepresentation ofWomen in Vocational Education Ad-ministration: A Literature ReviewResearch and Development Series No 152

ED 182 462

Heater, AlainIdentification and Valblatior of Criteriafor Determining When Competency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a Formal Technical CourseReport of Phase 1

ED 187 902

Hurwitz, AlanBilingual Vocational Instructor TrainingInformation Series No 201

ED 186 607

Hutchinson, Ronald C.

Self-Assessment for Career Change Does it

1 '1

Author Index

Really Work? Summary Report of a

Follow-up Study Information Series No191

ED 183 946

Self-Assessment for Career Chang; DoesIt Really Work" A Follow-up Study

ED 183 945

Hutchinson, Vincent G. Ed.New Trends in Home Economics Educa-tion, Volume I The Teaching of BasicSciences.

ED 182 424/ /

Jackson, Dorothy J.Planning Ahead for Career Choice ACareer Decision Making Mini Course forHigh School Students Mis Pub 76-1.

ED 182 435

Jipp, Lester F.Priority Concerns of Five Groups Involvedin Experiential Education "rograms Lear-ning in Work Research ProgramTech nail Report

ED 185 403

Johnson, James N.The Work Ethic and American SchoolsThe Roots of Change

ED 181 261

Johnson, Marion T.&Ages to Employment Practices for JobDevel ,pment, Placement, and Follow-Through f Unemployed Youth for Voca-tion'l Education and Manpower TrainingBoth Two. Research and Developmentcones No 186.

ED 187 926

Jones, Joan SimonAdult Learning Implications for Researchand Policy in the Eighties A SymposiumInformation Series No 194

ED 185 424

Vocational Education in Corrections AnInterpretation of Current Problems andIssues. National Study of VocationalEducation in Corrections TechnicalReport No I

ED 185 349

Jug, Steve. M.Implementation of the Carver Educationincentive A-t First Interim Report on theEvaluability Assessment

ED 186 679

Proprietary Vocational Education In-formation eller No 197

ED 186 769

Kanter, Harvey, Ed.Work, Youth and Schooling HistoricalPerspectives on Vocational Education

ED 187 938

Klmple, James, Jr.A Project to Communicate and Replicate aModel Career Educatiou Program FinalReport, July I, 1977-June 30, 1979

ED 182 450

Kirby, Patricia

Author Index

Cognitive Style, Learning Style, andTransfer Skill Acquisition InformationSeries No 195

ED 186 685

Murals, Mary K.Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175

Kupp, Joaa E.Assessing Transfer Skills

ED 181 195

ED 186 684

Koehler, C. R.

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education. Final TechnicalReport

ED 187 953

Kovach, Jolla A.

Issues and Problems in the Needs Assess-ment of Unique Target Groups: The AdultAmerican Indian.

ED 182 542

Lakmaa-Ashley, Nancy M. Comp

Women and Work Paths to F,;-wer ASymposium. Information Series No. 190.

ED 185 311

Laxity, EvelynPlanning a Vocational Program throughInter-District Cooperation

ED 187 890

Leek, Leonard A.Involving Private Employers in CETA Pro-grams: A Cast Study R & D Monograph75

ED 182 558

Lewis, Morgan V. Ed.Research and Development ,Deeds of Voca-tional Education.

ED 182 493

Lewis, Mows, Ed.The Status of Vocational Education,Schc al Year 1976-77. Research andDevelopment Series No, 193.

ED 187 932

Litchfield, Caroiya G.A A esearch Project ci Determine theRea! ons for an 'imbalance of Women inAdministrative Positions in VocationalEducation. Final Report

ED 182 515

Little, Neal D. Ed.Research Directory of the RehabilitationResearch and Training Centers. Fiscal Year1979.

ED 181 3:0

Long, Thomas i....

Basic Mathematics Skills and VocationalEducation. Information Series Nt 199.

ED 186 608

Lodes, Rosalind K.

Women and Their Preparation for Profes-sional and Managerial Careers Informa-tion Series No. 168.

ED 181 191

Lacksinger, L. B.

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education. Final TechnicalReport

ED 187 953

Macke, Ane StathamSex-Role Attitudes and Employmentamong Women: A Dynamic Model ofChange and Continuity.

ED 181 275

Walt, SharonCareer Education Measurement Hand-books. Assessing Experiential Learning inCareer Education. Research & Develop-ment Series No. 165.

ED 183 875

Mart* EdwinNew Directions in Vocational Educationfor the Handicapped: Implications forResearch and Development OccasionalPaper No. 35.

ED 185 243

Method, Marc A.Involving Private Employers in CETA Pro-grams: A Case Study R & D Monograph75.

ED 182 558

McCage, Ronald D.

Managing Program Improvement OneState's Approach. Executive Summary.Information Series No. 192

ED 182 455

Managing Program Improvement- OneState's Approacl , Technical Paper

ED 182 456

McCulls, N. L.Career Education Measurement Hand-books. A guide for Improving LocallyDeveloped Career Education MeasuresResearch & Development Series No. 167

ED 183 877

Career Education Measurement Hand-books. Career Education Measures. ACompendium of Evaluation InstrumentsResearch & Development Series No 166

ED 183 876

Managing and Evaluating Career Educa-tion

ED 183 800

McClain, Thomas W.School/Business Partnerships A Practi-tioner's Guide

ED 186 719

Medley, Carol

Shift Workers A Descriptive Analysis ofWorker Characteristics.

ED 181 276

Miguel, Rickard .1.

Work-Centered and Person-Centered

114

Newburg, Adina 105

Dimensions of Experiential Education: Im-plications for a Typology of ProgramsResearch and Development Series No. 197

ED 185 323

Miller, JosueIndividual and Occupational Deter minantsof Job Satisfaction: A Focus on GenderDifferences

ED 182 487

Miller, Joliet V.Developing State Agency Facility Plans. AGuide to Planning and Implementation.Michigan Studies in Rehabilitation Utiliza-tion Series: 4

ED 182 513

Milk., Marcia L.Seminar on Research Coordinating Units inVocational Education Coordinating Com-mittee on Research in Vocational Educa-tion Seminar Proceedings (December 14,1979).

ED 186 667

Mills, Joe D.Development and Valida-on of a

Competency-Based Preser e/InserviceLearning System for Vocational Teachers.Final Report.

ED 186 770

Mlugh, Carol J.Extending the Benefits of VocationalEducation to Indian Populations. In-tegrated Planning Package. Research andDevelopment Series NO 183

ED 187 924

Maser, Alba I. Ed.Resource Bank for Overcoming Sex Biasand Stereotyping in Vocatior.al Education.

ED 182 529

Mobreaweiser, Gary A.Industrial Arts Survey Research andDevelopment Project in Career Education.Final Report

ED 181 169

Moore, Sylvia F.

The Short-Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women

ED 181 277

Mott, Freak L.The Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Mowsesiaa, Rickard

Aging and Work in American SocietyED 186 672

Nemeth, Cheryl

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped. Technical Report

ED 181 281

Newberg, AdiuA Directory of Training and EmploymentPrograms in the Private Sector Emphasis:

106 Newburg, Adina Author Inde:

Disadvantaged YouthED 183 918

O'Connell, KathrynEnvironmental Quality and Energy Conser-vation Curriculum Model Final Report

ED 185 255

Olivares, Teresa

Vocational Education Needs of HispanicWomen. The Minority Women's Series

ED 182 457

Olsen, GeorgeIssues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency

ED 183 930

Orsak, Charles G.An Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry.

ED 182 461

Ott, Mary DiedtrichThe Identification of Factors Associatedwith Sex-Role Stereotyping in Occup. ,tonalEducation

ED 186 671

Patten, W. George

A Pilot Study- Priorities in AdministrativeNeeds and Program Services for Communi-ty and Area Technical Colleges Emphasison Large Urban Areas

ED 186 '703

Peak, Laurie M.Determining the Need for VocationalSpecial Needs Inscrvice Training for Voca-tional Educators

ED 183 881

Poland, Robert, Ed.Career Education in Business Education 2Methods for Involving the Business Com-munity

ED 187 857

Fratzner, Frank C.

Occupational Adaptability andTransferable Skills Project Final ReportInformation Series No 129

ED 186 717

Richards, Edgar L.Perceptions of the Preparation of Youthfor Work Report of a Three-State Survey

ED 182 527

Sharing Career Education Resources withSchools An Exploratory Study ofEmployer Willingness

ED 182 528

Richardson, Patricia B.A Bibliography for Sex-Fair VocationalEducation

El) 185 395

Ripley, Randall B.Areawide Planning in CF TA R & DMonograph 74

ED 182 488

Rlstau, Robert A.Career Education in Business Education 3Strategies for Implementation

ED 187 858

Robbins, J. Nevin, Ed.

1979 Directory of Resources for the Educa-tion of Adults Information Series No174.

Li) 182 421

Robinson, Charles W.

The Dictionary of Occupational Titles inVocational Assessment. A Self udy

ManualED 186 740

Robinson, George A.

Open Entry-Open Exit A Flexible Ap-proach for Prov ding Skill Training Needsat AVTS

ED 186 629

Robson, D. L.

The Projected Effects of PopulationChange on Vocational Technical Educa-tion. Final Report

ED 183 758

Rose, Marcia, Comp

But for Me It Wouldn't Work Implicationsof Experiential Education PolicyGuidelines Information Series No 165

ED 186 715

Sandell, Steven H.

Job Search oy Unemployed Women Deter-minants of the Asking Wage Revised

ED 181 272

Schergens, Becky L.

The Parent's Role in Career DevelopmentImplications for Vocational EducationResearch and Jevelopment OccasionalPaper No 60

ED 186 707

Schmidt, HermannCurrent Problems of Vocational Educationin the Ftcleral Republic of Germar; Occa-sional Paper No 54

ED 186 713

Schoka, Ronald R.

A Comparative Followup Study of theMainstrean.ed Graduate at Ocean CountyVocational-Technical School

ED 182 538

Schroeder, Paul E.Vocational Education in Correctional In-stitutions Summary of a National StudyNational Study of Vocational Education inCorrections Technical Report No 3

ED 185 351

Schwartz, HenriettaIssues and Problems in the Development ofa Five Year Sex Equity Plan for a StateEducation Agency

Schwartz, Lila

ED 183 930

Final Report of WITT Phase II October 1,I 978-June 30, 1979

ED 182 434

Scott, Beverly A.Making Transitions Work OvercomingResistance and Avoiding I allure in thePlacement of Women in Non-TraditionalJobs

ED 186 720

Seckendort, Robert S.The Organization, Structure and Financingof Vocational Education 1987

ED 186 673

Selz, Nina

Adult Learning Implications for Researchand Policy in the Eighties A Symposiuminformation Series No 194

ED 185 424

Teaching for Transfer A Perspective In-formation Series No 141

ED 185 346

Shannon, Thomas A.

The Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo 58

ED 186 708

Shaw, Lois B.Changes in the Work Attachment of Mar-ried Women, 1966-1976

ED 181 271

A Profile of Women Potentiz Ily Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employ ment andTraining Act of 1978

ED 181 -74

Sheppard, N. AlanEducational Opportunities for Older Per-sons A Rev'ew Information Series No170.

ED 181 192

Smith, Amanda J.

Pioneering Programs in Sex Equity ATeacher's Guide

ED 185 423

Smith, Cumin C.Workshops Preparation of TransitionPlans in Area Vocational- TechnicalSchools Final Report

ED 181 282

Sockol, Richard A.School/Business Partnerships A Practi-tioner's Guide

ED 186 719

Sommers, Dixie

Empirical Evidence on OccupationalMobility Interim Report InformationSeries No 193

ED 185 347

Spetz, Sally H.

Current and Future Employment Op-portunities in New and Emerging Occupa-tions w,thin Illinois Final Project Report

Author Index Winkfield, Patricia Worthy 107

ED 186 762

Spirer, Janet E.

The Case Study Method Guidelines, Prac-tices, and Applications for VocationalEducation Research and DevelopmentSeries No. 189

ED 187 929

Evaluation Issues in the ComprehensiveEmployment and Training Act (CETA)Legislation

ED 183 880

Spirer, Janet E. Ed.

Performance Testing Issues Facing Voca-tional Education Research and Develop-ment Series No 190

ED 187 930

Starr, HaroldCoordination in Vocational EducationPlanning Barriers and FacilitatorsResearch and Development Series No 187.

ED i 87 927

Selecting, Analyzing, and Displaying Plan-ning Information Research and Develop-ment Series 164

ED 181 325

Stephens, Nancy F.

Evaluation Guidelines and Practices forState Advisory Councils Re-- catch andDevelopment Series No 188

ED 187 928

Stevens, David W.

A Vocational Educator's Guide to theCETA System Critical Issues Series, No3

ED 187 933

Sticht, Thomas G.

Literacy and Vocational Competency Oc-casional Paper No 39

Studebaker, Diana P.

A Demonstration ProjectAmerican Career Educationformance Report

ED 181 329

in NativeFinal Per-

ED 186 619

Native American Career EducationStaff /Community Training WorkshopParticipant's Handbook Native AmericanCareer Education Demonstration Project

ED 186 621

Thomas, Hollie B.

Impact of an Educationa: Program Design-ed to Assist Women Overcome the Deter-rents to Entering Non-Traditional Occ ipa-lions

ED 186 636

Overcoming Personal-Social Barriers toEntry into Non-Traditional OccupationalPreparation Programs A Final Report

ED 181 214

Tiger, Miller R.Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package. Research andDevelopment Series No 183

ED 187 924

olbert, Jack F.The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment System Implications forResearch and Development OccasionalPaper No 53

ED 186 712

Trapnell, GailDesigning Programs for Marketing andDistributive Education

ED 182 477

Trow, MartinMouth Education aria Unemployment Pro-blems. An International Pet spective

ED 182 447

Tuttle, Francis T.Revitalizing Communities through IndustryServices Programs. Critical Issues Series,No. 2

ED 182 476

Twarog, Katherine J.Learning and Work Programs I ransitionalEducative Cultures. Research and Develop-ment Series No 199

ED 185 325

Tyack, David, Ed.Work, Youth and Schooling HistoricalPerspectives on Vocational Education

ED 187 938

Van Amalie, Steven L.Comprehensive Institutional Planning inTwo-Year Colleges- An Overview and Con-ceptual Framework

ED 186 683

Comprehensive Institutional Planning inTwo-Year Colleges A Planning Processand Case Study

ED 186 682

Vetter, Louise

actors Influencing Nontraditional Voca-tional Education Enrollments A LiteratureReview Research and Development SeriesNo ISO.

ED 181 326

Vogler, Daniel E.

Asses ing Employer Satisfaction w,thVocational Education Graduates Informa-tion Series No 204

ED 187 848

Voorhees, Anita E.

Final Report of WITT Phase II October I,1978-June 30, 1979

ED 182 434

Walker, Jerry P.Career Education Measurement Hand-books A Guide for Improving LocallyDeveloped Career Education MeasuresResearch & Development Series No 167

ED 183 877

Career Education Measurement Hand-books. Improving Gie Accountability ofCareer Education Programs- EvaluationGuidelines and Checklist Research &Development Series No 168

116

ED 183 878

Wall, James E.Revitalizing Communities through IndustryServices Programs Critical Issues Series,No 2

ED 182 476

Wardle, LarryOn-the-Job :raining C'ETA Program

ModelsED 181 175

Wargel, James F.

Developing State Agency Facility Plans AGuide to Planning and ImplementationMicnigan Stud:es in Rehabilitation Utiliza-tion Series. 4

ED 182 513

Warmbrod, Catharine P.

Business. Industry, and Labor Input inVocational Education Personnel Develop-ment Second Edition Leadership Train-ing Series No 59

ED 187 937

Needs Sensing Workshop PostsecondaryOccupational Education Project, April IS-17, 1980

ED 187 936

Operating a Retirees Volunteer Program inPostsecondary Institutions A Resour.Handbook Leadership Training Ser,4No 61

ED 181 234

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians) Final Report

ED 181 233

Wasson, Louise E.

Collaboration in Experiential Ed ucation AProfile of Participant Expectations

ED 185 326

West, Leonard J.Instructional Concepts for OccupationalEducation Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20

ED 182 544

Wiant, Allen A.Self-Assessment for Career Change. DoesIt Really Work' A Follow -up Study

ED 183 5,45

Self-Assessment for Career Change Does itReall- Wor4/ Summary Report of a

Follow-up Study Information Series No191

ED 183 946

Wingo, Rosetta F.

Human Relations Critical Incidents for Of-fice Simulation Series I, Spring 1978.Vocational Office Block Project, MichiganState University

ED 186 718

Winklield, Patricia WorthyBridges to Employment. Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs Book One.

108 Wink& id, Patricia Worthy

Research and Development Series No. 185.ED 187 925

Wireeiekl, Jerry L.Exemplary Programs for the Disadvantag-ed: A Report of a National Study.

ED 185 25'%

Werzbers, GregoryYouth and the Local Employment Agenda.An Analysis of Prime F.. censor ExperienceImplementing the Youth Employment andDemonstration Projects Act. Overview andArea Summaries. Final Report.

ED 182 454

Wyse's. H. EngemReducing Career Barriers Resulting fromSex Role Stereotyping. A Self-InterventionManual for School Personnel.

ED 185 416

Zwerdileg, MakiToward a More Human Way of Working inAmerica. A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington, D.C. May 20-22,1977).

ED 182 501

.. 1 -#r.. 0

Author Index

Institution IndexThis index lists titles of documents under the institution responsible I., m alpndbeticaliy by the name Of theuniversity agency assoc.ation etc As shown in the example the ak:ession I Mr-rt'r 1,, dn,played below and tothe right of the tine Additional information about the document can be found under that ni.mber in the resumesect.on The Symbol I r appearing after an accession number identifies a document t- a, ,s not available from theERIC Document Reproouction Service nor in the ERIC microfiche collection

Instourion

------ Rutgers. The State Univ., New Brunswick.N..1 Cooperative Extension Service.

Helping F imilies Adjust to Et.onorms Accesson Number.--

Document -1"tie ---- Change A Protect Report

Adult Education Association of U.S.A.Washingtos, D.C.

1979 Directory of Resources for the Educa-tion of Adults Information Series No174.

ED 182 421

American Center for Quality of Work Life,Washington, D.C.

Toward a More Human Way of Working inAmerica A Report on the National Con-ference of the American Quality of WorkLife Association Convoked by theAmerican Center for the Quality of WorkLife (1st, Washington. D C May 20-22,1977)

ED 182 501

American Institutes for Research in the

Behavioral Sciences, Palo Alto, Calif.

Implementation of the Career EducationIncentive Act First Interim Repoi t on theEi. aluability Assessment

ED 186 679

American Univ. Washington, D.C. School ofBOSilieSS Administration.

i,.:.:.ulating with Industry The Role ofVocational Education in EconomicDevelopment.

ED 186 649

American Vocational Association,Washington, D.C.

Designing Programs for Marketing andDistributive Education

ED 182 477

Eight Reasons Why Our Economy NeedsMore Federal Support of VocationalEducation

ED 185 334

Pioneering Programs in Sex Equity ATeacher's Guide.

ED 185 423

Revitalizing Communities through Industry

,-----I D 181 219

Services Programs Critical Issues Series,No 2

ED 182 476

A Vocational Educator's Guide to the

CETA System Critical Issues Series. No3

Vocational Instruction

ED 187 933

Ell 181 333

Ames Public icousols, Iowa.

Project SLRVES Sexism in EducationReducing Vocational EducationStereotypes Final Report

ED 181 213

Arkansas Univ. Fayetteville. ArkansasRehabilitation Research and Training Center.

Research Directory of the RehabilitationResearch and Training Centers Fiscal Year

1979El) 181 310

Associated Educational Consultants, Inc. PittAllah, Pa.

Workshops. Preparation of TransitionPlans in Area Vocational-TechnicalSchools. Final Report

ED 181 282

Assumption (,.II, Worcester, Mass.The Dictionary of Occupational Titles inVocational Assessment A Self Study

Manual.ED 186 740

Roston Univ. Mass. School of Edscatioe.

Practical Approaches to CurriculumDevelopment A Management HandbookProject HIRE. A Curriculum ManagementSystem for Instructing the HandicappedFinal Report, Volume 2.

ED 183 739

Vocations! Curriculum ModificationTeaching re, hnical Language to LearningHandicapped Students Project HIRE: A

109

Curriculum Management System for In-structing the Handicapped Final Report,Volume 1

Buffington (Thomas) andWashington, D.C.

Career Education, 1978-79

EC 183 738

Associates,

ED 186 635

Bureau of Occupational sea Adult EducationWHEW 10Efr, Washington, D. C.

The American Experience in the Transitionfrom Vocational Schools to Work AReport to the United Nations Education,.,cientific, and Cultural Organization. In-:.rnational Symposium on Problems ofTransition from Technical and VocationalSchools to Work (Berlin, GermanDemocratic Republic, 14-18 April, 1980).

ED 186 725

Buttes of Occupation' aid Adult Education(DHEW/OE), Washington, D. C. Div. of

Research and Demonstration.

Seminar on Research Coordinating Units inVocational Education. Coordinating Com-mittee on Research in Vocational Educa-tion Seminar Proceedings (December 14,1979).

ED 186 667

Carvell, Foundation for the Advancement ofTeaching, New York, N,Y.

Youth Education and Unemployment Pro-blems An International Perspective

ED 182 441

Chaffey Coll. Alta Loma, Calif. MidLifeCareer Redirectios Cater.

Career Direction and Redirection forAdults: A Handbook for Establishing anAdult Vocational Guidance Center in theCommunity College.

ED 181 227

110 City Univ. of New York

City Univ. of New York, N.Y. Center for Ad-vanced Study in Education.

Instructional Concepts for OccupationalEducation Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20

ED 182 544

City Univ. of New York, N.Y. Inst. forResearch and Development in OccupationalEducation.

Instructional Concepts for OccupationalEducation Special Interest Paper An Oc-casional Publication for Selected Au-diences, No 20

ED 182 544

Colorado State Univ. Ft. Col;ins. Dept. ofVocational Education.

Comparison of the Relative Benefits ofAssociate Degrees Versus Certificates inVocational Education Final TechnicalReport.

ED 187 953

Conserva, Inc. Raleigh, N.C.

Case Studies of VocationalEducationCETA Coordination A Stateof the Art Report, Volume I InterimReport

ED 185 377

The Context of VocationalEducationCETA Coordination A Stateof the Art Report, Volume III InterimReport

ED 185 379

Current and Future Employment Op-portunities in New and Emerging Occupa-tions within Illinois Final Project Report

ED 186 762

Effective Mechanisms for FacilitatingCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Protects Act of 1977 AState of the Art Report. Volume I InterimReport

ED 181 301

Effective Mechanisms for Facilitat,ngCoordination of Vocational EducationPrograms with the Youth Employment andDemonstration Projects Act of 1977 FinalR:port

ED 185 376

Mechanisms for VocationalEducationCETA Coordination A Stateof the Art Report, Volume II InterimReport

ED 185 378

Vocational ES P Planning System Plan-ning Vocational Education for SpecialPopulations.

ED 187 884

Consrlting Associates, Inc. Southfield, Mich.

Making Transitions Work OvercomingResistance and Avoiding Failure in thePlacement of Women in Non-TraditionalJobs.

ED 186 720

Cornell Univ. Ithaca, N.Y. Inst. for Researchsad Development in Occupational Education.

The Identification of Factors Associatedwith Sex-Role Stereotyping in Occupational

EducationED 186 671

Planning Ahead for Career Choice ACareer Decision Making Mini Course forHigh School Students Mis Pub 76 -I

ED 182 435

Corporation for Public/Private Ventures,Philadelphia, Pa.

A Directory of Framing and EmploymentPrograms in the Private Sector Emphasis,Disadvantaged Youth

ED 183 918

Department of Labor, Washington, D.C.

A Study of State Occupational InformatiorDevelopment and Utilization Efforts

ED 181 297

Education Commission of the States, Denver,Colo.

Improved Career Education Policiesthrough the Collaborative Efforts ofBusiness, Industry, Labor, Governmentand Education A Communications Pro-ject Final Perfor,nance Report, October I1978, through November 30, 1979

ED 186 668

Educational Improvement Center, Glassboro,N.J.

Select from All Your Options TeachesGuide to Vocational Education

ED 183 922

Educational Management Services, Inc. Min-neapolis, Minn.

Industrial Arts Survey Research andDevelopment Project in Career EducationFinal Report

ED 181 169

Planning Design for Conducting a NationalSurvey of the Differential Cost of Voca-tional Education Final Report (and) Ex-ecutive Summary

ED 181 285

v.m iloymeat and Training AdministrationI: 0L), Washington, D.C.

Guide for Occupational ExplorationED 18:460

Involving Private Employers in CETA Pro-grams. A Case Study. R & D Monograph75

ED 182 558

The Socioeconomic Status of HouseholdsHeaded by Women

ED 183 732

Employment and Training AdministrationIDOL), Washington, D.C. Office of Researchand Development.

Research and Development Projects 1979Edition

ED 185 373

ERIC Clearinghouse on Adult, Career, andVocational Education, Columbus, Ohio.

Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175.

ED 181 195

Educational Opportunities for Older Per-sons. A Review Information Series No

Institution Index

170LD 181 192

Women and Their Preparation for Proles-s.onal and Managerial Careers Informa-tion Series No 168

ED 181 191

1979 Directory of Resource s for the I duca-tion of Adults Information Series No174

LD 182 421

Far West Lab. for Educational Research andDevelopment, San Francisco, Calif.

Building Models for the L:nkage and Coordination of Vocational Education at Publicand Private Post-Secondary Schools andBusiness, Industry, and Labor FinalRepot t.

A Demonstration ProjectAmerican Career Educationformance Report

ED 183 793

in NativeFinal Per-

ED 186 619

Environmental Quality and Energy Conser-vation Curriculum Model Final Report

ED 185 255

Implementing Career Education for NativeAmerican Students A Guide NativeAmerican Career Education DemonstrationProject

ED 186 618

A Model for the Linkage of VocationalEducation at Post-Secondary F mateSchools and Industry, Business, and I aborA Research Monograph

ED 183 791

A Model, Case Study, and ImplementationGuide for the Linkage of VocationalEducation Programs in Public Post-Seconda. y Institutions and Business, In-dustry, and Labor A Monograph

ED 183 792

Native American Career EducationStaff /Community Training WorkshopParticipant's Handbook Native AmericanCareer Education Demonstration Project

ED 186 621

Native American Career EducationStaff/Community Training WorkshopCoordinator's Manual Native AmericanCareer Education Demonstration Project

ED 186 620

The Work Ethic and American SchoolsThe Roots of Change

ED 181 261

Florida State Dept. of Education, Tallahassee.Div. of Vocational Education.

Development and Validation of a

Com petency-Based P resery ice/1 nser v iceLearning System for Vocational TeachersFinal Report

ED 186 770

Florida State Univ. Tallahassee.

Impact of an Educational Program Design-ed to Assist Women Overcome the Deter-rents to Entering Non-Traditional Occupa-tions

ED 186 636

Overcoming Personal Social Barriers toEntry Into Non-Traditional OccupationalPreparation Programs A Final Report

Institution Index

ED 181 214

Florida Univ. Gainesville. Inst. of Food andAgricultural Scienccs.

Summates of Research and DevelopmentActivities in Agricultural Education, 1978-1979, United States of America

ED ) 87 894

Illinois State Board of Education, Springfield.

A Guide for Teachers and Ad-ministratorsHealth Oc.upations at theSecondary Level

ED 181 331

Illinois Univ. Urbana. Bureau of EducationalResearch.

Identification and Validation of Criteriafor Determining When Competency ofHandicapped Persons Is Better DevelopedOn-the-Job and When It Is BetterDeveloped in a Formal Technical CourseReport of Phase I

Vocational Education Students

National Council on Employment Policy 111

ED 186 666

Kansas State Dept. of Human Resources,Topeka.

Open Entry-Open Exit A flexible Ap-proach for Providing Skill Framing Needsat A VTS

ED 186 629

Kansas State Univ. Manhattan. Dept. ofAdult and Occupational Education.

Validation of Instrument and Proceduresfor Evaluating Local Vocational EducationPrograms

ED 186 640

Kentucky State Dept. of Education, Frankfort.Bureau of Vocational Education.

Placement and Follow-up DevelopmentProject Vocational Education RegionFour, Bowling Green, Kentucky FinalReport, Fiscal Year 1979

Economics, Business Education,Distributive Education

ED 185 25 i

Minnesota State Dept. of Education, St. Paul.Div. of Vocational and Technical Education.A Cross-Sectional Study of the Origins andDevelopment of Vocational Needs of HighSchool Students Final Report

ED 187 876

Minnesota Univ. Minneapolis. Research andDevelopment Center for Vocational Educa-tion.

Determining the Need for VocationalSpecial Needs Inservice Training for Voca-tional Educators

ED 18388i

Minority Affairs Inst. Inc. Wa.aut, Calif.Resource Bank for Overcoming Sex Biasand Stereotyping in Vocational Education.

ED 182 529

ED 187 902 ED 182 551Montclair State Coil. Upper Montclair, N.J.

Illinois Univ. Urbana. Dept. of Vocational Kentucky Uaiv. Lexington. Div. of Voca- Exploring Role Options A Guide forand Tchnical Education. tional Education. Eliminating Sex Stereotyping in Home

Development of a Plan for Research,Development and Instruction in Adult

A Research Project to Determine theReasons for an Imbalance of Women in

EconomicsED I'L 617

Vocational Education Final Report Administrative Positions in VocationalED 185 410 Education. Final Report National Advisory Council on Women's

Dissemination and Use of Materials toFacilitate Locally Directed Evaluation ofCommunity College Agricultural Occupa-tions Programs Phase III, July I, 1976

through June 30, 1980ED 182 473

Indiana Univ. of Pennsylvania, Indiana.

Vocational Administrator's GuidebookMainstreaming Special Needs Students inVocational Education

FD 185 375

Intersystems, Inc. Pacific Grove, Calif.

A Model for the Linkage of VocationalEducation at Post-Secondary PrivateSchools and Industry, Business, and LaborA Research Monograph

ED 183 791

Jobs for Youth, Inc. New York, N.Y.A Project to Communicate and Replicate aModel Career Education Program FinalReport, July I, 1977-June 30, 1979

ED 182 450

Johns Hopkins Univ. Baltimore, Md. Centerfor Social Organization of Schools.

Change and Development in Careers FinalReport

ED 186 699

The Choice of a Job Early in the Career AReview and Prospectus

ED 183 727

Johns Hopkins Univ. Baltimore, Md. EveningColl.

Meeting Guidance Needs of VocationalEducation Students. Part I. Assessing theCapacity of the State College and Universi-ty System to Prepare Future Educators andCounselors Sk led in Vocational Guidance.Part II A Statewide Assessment of the

Guidance and Counseling Support Needs of

ED 182 515

Louisville Univ. Ky. Dept. of Occupationaland Career Education.

A System for Providing Relevant MetricsEducation for Vocational Teachers in Ken-tucky Final Report

ED 186 658

Massachusetts Univ. Amherst. Inst. forGovernmental Services.

School/Business Partnerships A Practi-tioner's Guide,

ED 186 --)

Michigan State Univ. East Lansing. Dept. ofSecondary Education and Curriculum.

Human Relations Critical Incidents for Of-fice Simulation Series I, Spring 1978Vocational Office Block Project, MichiganState University

ED 186 718

Michigan Univ. Ann Arbor. RehabilitationResearcit Institute.

Developing State Agency Facility Plans AGuide to Planning and ImplementationMichigan Studies in Rehabilitation Utiliza-tion Series 4

ED 182 513

Middlesex County Coll. Edison, N.J.Final Report of WITT Phase II October 1,1978-June 30, 1979

EP 182 434

Millersville State Coll. Pa.Vocational Cooperative Education Train-ing Agreement and Training Plan for Penn-sylvania Including Training Activities forUse on Training Plans Which Are Listedwith Occupational Codes andTitlesTrade & Industrial, TechnicalHealth, Agriculture, Gainful Home

1,20

Educational Programs, Washington, D.C.

Educational Equity The ContinuingChallenge Fourth Annual Report, 1978

ED 182 503

National Business Education Association,Reston, Va.

Career Education in Business Education I

Classroom Teachers HandbookED 187 836

Career Education in Business Education 2Methods for Involving the Business Com-munity

El) 187 857

Career Education in Business Education 3Strategies for Implementation

FP 187 858

Career Education in Business Education: 4.Current Status and Future Direction

ED 187 859

National Center for Education StatisticsIDHEW), Washington, D.C.

A Study of State Occupational InformationDevelopment and Utilization Efforts

ED 181 297

National Council on Employment PolicyIDOL), Washington, D.C.

An Employment and Education Agenda forYouth in the 1980s A Policy Statement bythe National Council on EmploymentPolicy

ED 183 763

On-the-Job Training CE FA ProitinModels

ED 181 175

Youth and the Local Employment Agenda.An Analysis of Prime Sponsor ExperienceImplementing the Youth Employment andDemonstration Projects Act Overview andArea Summaries Final Report

ED 182 454

112 National Indian Management Service Institution Index

National Indian Management Service ofAmerica, loc. Philadelphia. Miss.

Issues and Pro5lems in the Needs Assessment of Unique Target Groups The AdultAmerican Indian

ED 182 542

Navarro Coll. Corsicana, Tex.An Assessment of Need for Developing andImplementing Technical and SkilledWorker Training for the Solar Energy In-dustry

ED 182 461

Nebraska State Dept. of Education, Lincoln.Div. of Vocational Education.

Planning a Vocational Program throughInter-District Cooperation

ED 187 890

Ne-v York State Education Dept. Albany. Of-fice of Occupational and Continuing Educa.nom.

Instructional Concepts for OccupationalEducation Special Inteiest Paper An Oc-casional Publication for Sele:ted Au-diences, No 20

ED 182 544

North Carolina State Univ. Raleigh.Questing for Quality in Graduate Voca-tional Education Conference on GraduateVocational Education (1st, Keystone, Col-orado, July 28-30, 1978)

ED 181 204

Northeastern Univ. Boston, Mass. Dept. ofEconomics.

Transition from School to Work The Con-tribution of Cooperative Education Pro-grams at the Secondary Level, FinalReport.

ED 183 721

Northern Inst. for Research, Training, andDevelopment, Inc. Anchorage, Alaska.

A Rural Industrial Education OutreachCenter: A Systems Approach

FD 181 178

Northwest Regional Educational Lab.Portland, Oreg.

Communicating Career EducationBusiness, Industry, Labor and GovernmentModels. The Northwest Connection Occa-sional Paper Series, Issue 3, March 1980

ED 183 742

Communicating Career Education Na-tional and Regional Models The Nor-thwest Connection Occasional PaperSeries, Issue 1. September 1979.

ED 183 740

Communicating Career Education StateModels The Northwest Connection Occa-sional Paper Series, Issue 2, November1979

ED 183 741

Office of Career Education (DHEW/OE),Washington, D.C.

Career Education Programs That WorkED 181 184

Office of Education (DHEW), Washington,

D.C.

Status of Vocational Education in FY 1978A Report to the Congress by the U S

Commissioner of EducationED 185 387

Office of Education (DHEWI, Washington,D.C. Women's Educational Equity Act Pro.gram.

Women's Educational Equity Act FourthAnnual Report, Fiscal Year 1979 October1, 1973 to September 30, 1979

ED 185 309

Office of the Assistant Secretary for Ad.ministration and Management (DOD,Washington, D.C.

Apprenticeship Selected Referenses, 1974-1979

ED 186 678

Ohio State Dept. of Education, Columbus.Div. of Guidance and Testing.

Reducing Career Barriers Resubing fromSex Role Stereotyping A Self-InterventionManual for School Personnel

ED 185 416

Ohio State Univ. Columbus. Center forHuman Resource Research.

Changes in the Work Attachment of Mar-ried Women, 1966-1976

ED 181 271

Job Search by Unemployed Women Deter-minants of the Asking Wage Revised

ED 181 272

Pay Premiums for Economic Sector andRace A Decomposition

ED 181 273

A Profile of Women Potentially Eligiblefor the Displaced Homemaker Programunder the Comprehensive Employment andTraining Act of 1978.

ED 181 274

Sex-Role Attitudes and Employmentamong Women A Dynamic Model ofChange and Continuity

ED 181 275

Shift Workers A Descriptive Analysis ofWorker Characteristics

ED 181 276

The Short Term Effects of Marital Disrup-tion on the Labor Supply Behavior ofYoung Women

ED 181 277

Ohio State Univ. Columbus. MershonCenter.

Aretwide Planning in CETA. R & DMonograph 74

ED 182 488

Ohio State Univ. Columbus. National Centerfor Research in Vocational Education.

'Significant Other' Inftsience and Voca-tional Development Information SeriesNo. 196

ED 186 759

Adult Learning. Implications for Researchand Policy in the Eighties. A SymposiumInformation Series No 194

FE: 185 424

Aging and Work in American Society

1,`.

I 1) 186 672

The Appraisal of School Guidance andCounseling Services in the Urban Schools

ED 186 674

Assessing and Improving School Com-munications A Handbook for StaffDevelopment

ID 186 677

Assessing Employer Satisfaction withVocational Education Graduates Informa-tion Series No 204

ED 187 848

Assessing Transfer SkillsID 186 684

Basic Mathematics Skills and VocationalEducation Information Series No 199

ED 186 608

Bilingual Vocational Instructor TrainingInformation Series No 201

ED 186 607

Bridges to Employment Practices for JobDevelopment, Placement, and Follow-Through of Unemployed Youth for Voca-tional Education and Manpower TrainingBook Two Research and DevelopmentSeries No 186

ED 187 926

Bridges to Employment' Recruitment andCounseling Practices for Disadvantaged,Unemployed, Out-of-School Youth inVocational Programs Book OneRff"arch and Development Series No 185

ED 187 925

Brief Case Histories of State DisseminationProgram Articulation

FD 187 904

Building Comprehensive Career GuidancePrograms for Secondary Schools A Hand-book of Programs, Prasi.s, and ModelsResearch and Development Series No 147

ED 186 714

Business, Industry, and Labor Input inVocational Edt catioti Personnel Develop-ment Second Edition Leadership Train-ing Series No 59

ED 187 937

But for Me It Wouldn't Work Implicationsof Experiential Education PolicyGuidelines information Series No 165

ED 186 715

Career Education Measurement Hand-books A Guide for Improving LocallyDeveloped Career Education MeasuresResearch & Develop.nent Serie. No 167

ED 183 877

Career Education Measurement Hand-books Assessing Experiential Learning inCareer Education Research & Develop-ment Series No 165

ED 183 875

Career Education Measurement Hand-books. Career Education Measures ACompendium of Evaluation InstrumentsResearch & Development Series No 166

ED 183 876

Career Education Measurement Hand-books. Improving the Accountability ofCareer Education Programs: EvaluationGuidelines and Checklists. Research &Development Series No 168

ED 183 878

The Case Study Method Guidelines, Prac-

Institution Index

tices, and Applications for VocationalEducation. Research and DevelopmentSeries No 189

Cognitive Style, LearningTransfer Skill AcquisitionSeries No. 195

ED 187 929

Style, andInformation

ED 186 685

.., 'Iboration in Experiential Education AProfile of Pat ..cipant Expectations

ED 185 326

Competency -Based Staff Development AGs'ide to the Implementation of Programsfor Post-Secondary Occupational Per ,on-nel.

ED 186 578

Comprehensive Institutional Planning inTwo-Year Colleges. An Overview and Con-ceptual Framework.

ED 186 683

Comprehensive Institutional Planning inTwo-Year Colleges- A Planning Processand Case Study

ED 186 682

Consortium for the Development of Pro-fessional Materials for Vocational Educa-tion First Annual Consortium Report,1978-1979.

ED 182 500

Coordination in Vocational EducationPlanning Barriers and FacilitatorsResearch and Development Series No 187.

ED 187 927

Current Problems of Vocational Educationin the Federal Republic of Germany Occa-sional Paper No. 54

ED 186 713

A Demonstration. Effecting IncrementalImprovements in K-12 Education. FinalReport, July 1, 1978-September 30, 1979

ED 187 861

Differential Equation Methodology Ap-plied to Career Decisions and Status Attain-ment Processes Conceptualization andCalculation

ED 186 704

Education and Training in England SomeProblems from a Government PerspectiveOccasional Paper No 161

ED 186 706

Education and Work Competencies Neededby Experiential Education Personnel In-formation Series No 175

ED 181 195

Educational Opportunities for Older Per-sons. A Review Information Series No170

ED 181 192

Emerging Educational Policy Issues in theFederal City A Report from WashingtonOccasional Paper No 42

ED 181 317

Empirical Evidence on OccupationalMobility litter= Report InformationSeries No 193.

ED 185 347

Evaluation Guidelines and Practices forState Advisory Councils. Research andDevelopment Series No. 188.

ED 187 928

Evaluation Issues in the ComprehensiveEmployment and Training Act (CETA)

LegislationED 181 880

Extending the Benefits of VocationalEducation to Indian Populations In-tegrated Planning Package Research andDevelopment Series No 183.

ED 187 924

Factors Influencing Nontraditional Voca-tional Education Enrollments A LiteratureReview Research and Development SeriesNo 150

ED 181 326

Factors Related to Underrepresentation ofWomen in Vocational Education Ad-ministration. A Literature ReviewResearch and Development Series No. 152

ED 182 462

Here Are Programs that Work. SelectedVocational Programs and Practices forLearners with Special Needs It Isn't EasyBring Special' Research Ind DevelopmentSeries No. 177

ED 181 322

I Like You When I Know You AttitudinalBarriers to Responsive Vocational Educa-tion for Handicapped Students It Isn'tEasy Being Special' Research & Develop-

ment Series No 174ED 181 319

Identifying Transferable Skills A TaskClassification Approach

ED 186 651

Interim Renort on Panel One of a

Longitudinal Study of Developing CareerExpectations

ED 186 705

Knowledge Interpretation Project FinalReport, October 1, 1978-June 30, 1980.

ED 186 722

Learning and Work Programs TransitionalEducative Cultures Research and Develop-ment Series No 199

ED 185 325

Let's Find the Special People Identifyingand Locating the Special Needs LearnersIt Isn't Easy Being Special' Research &

Development Series No. 176ED 181 321

Let's Work Together. InterventionStrategies for Learners with Special NeedsIt Isn't Easy Being Special Research &

Development Series No 175ED 181 320

Literacy and Vocational Competency Oc-

casional Paper No. 39ED 181 329

Managing and Evaluating Career Education

ED 183 800

Managing Program Improvement OneState's Approach; Technical Paper

ED 182 456

Managing Program Improvement. One

State's Approach Executive SummaryInformation Series No. 192

ED 182 455

A Model for Educational Research andDevelopment: 1985. Occasional Paper No.44

ED 181 328

A Model for Urban School Career Counsel.ing Services.

12n̂-w X,

Ohio State Univ. Columbus 113

ED 186 676

Needs Sensing Workshop PostsecondaryOccupational Education Project, A"ril 15-17, 1980

ED 187 936

New Directions in Evaluation Research-Implications for Vocational EducationOccasional Paper No 55

ED 186 711

New Directions in Vocational Educationfor the Handicapped. Implications forResearch and Development. OccasionalPaper No 35

ED 185 243

Occupational Adaptability andTransferable Skills. Project Final ReportInformation Series No 129.

ED 186 717

Occupational At:I:viability Perspectives onTomorrow's Careers A Symposium. in-formation Series No 189

ED 183 947

Operating a Retirees Volunteer Program inPostsecondary Institutions A ResourceHandbook Leadership Training SeriesNo. 61.

ED 181 234

The Organization, Structure and Financingof Vocational Education 1997

ED 186 673

The Paren' s Role in Career DevelopmentImplicr,ons for Vocational EducationResearch and Development OccasionalPaper No. 60

ED 186 707

Performance Testing Issues Facing Voca-tional Education Research and Develop.ment Series No 190.

ED 187 930

,,A Pilot Study. Priorities in AorninistrativeNeeds and Program Services fc. Communi-ty and Area Technical Colleges Emphasis

on Large Urban AreasED 186 703

Policy Issues in Interrelating VocationalEducation and CETA Occasional PaperNo 56

ED 186 710

Priority Concerns of Five Groups Involvedin Experiential Education Programs ! ear-

ning in Work Research Program.Technical Report.

ED 185 408

Project ASSERT (Activitiy to Support theStrengthening of Education throughRetired Technicians). Final Report.

ED 181 233

Proprietary Vocational Education In-formation Series No 197

ED 186 760

The Relationship of School and Work. ABritish Perspective Occasional Paper No57

ED 186 709

Re !arch and Development Needs of Voca-tional Education.

ED 182 493

Research and Development Projects inVocational Education, FY 1970-1977. AnAnnotated Bibliography. Volume II: State-Administered Projects

ED 182 499

114 Ohio Staite Univ. Columbus Institution Index

Resources: Agencies and Organizationsthat Serve Special Needs Learners 'It Isn'tEasy Being Special' Researc:i & Develop-ment Series No 178

ED 181 323

Resources Materials for Special NeedsLearners. 'It Isn't Lasy Being special'Bibliography Series No 50

ED 181 327

Retention of Concepts Resulting fromLearning by Experience Preliminary In-vestigation of the Retention of SelectedReading and Mathematical ConceptsResulting from Students Enrolled in a

Traditional Learning Environment and in aLearning-in-Work Environment

ED 185 324

The Role of Local School Boards in theDevelopment and Direction of Programs ofOccupational Education Occasional PaperNo 58

EL) 186 708

The Role of Private Trade and TechnicalSchools in a Comprehensive HumanDevelopment System Implications forResearch and Development OccasionalPaper No 53

ED 186 712

Selecting. Analyzing, and Displaying Plan-ning Information Research and Develop-ment Series 164

ED 181 325

Self-Assessment for Career Change Does itReally Work', Summary Report of a

Follow-up Study. Information Series No191

ED 183 946

Self-Assessment for Career Change DoesIt Really Work? A Follow-up Study

ED 183 945

Some Key Outcomes of Vocational Educa-tion A Report on Evaluation Criteria,Standards, and Procedures Research andDevelopment Series No 192

LD 187 892

Specifications for Longitudinal StudiesResearch and Development Series No 191

ED 187 931

Standards for Vocational Education Programs in Correctional Institutions Na-tional Study of Vocational Education inCorrections Technical Report No 2

ED 185 350

The State of Urban School Guidance andCounseling in the Major School Districts ofAmerica

ED 186 675

The Status of Vocational EducationSchool Year 1975-76 Research andDevelopment Series No 162

E) 181 324The Status of Vocational Education,School Year 1976-77 Research andDevelopment Series No 193

ED 187 932

Studies of the Cost-Efficiency and Cost-Effectiveness of Vocational Education In-formation Series No 202

'SD 186 609

Teaching for Transfer A Perspective In-formation Series No 141

ED 18S 346

Vocationnl Education and FederalPriorities Occasional Paper No 47

ED 185 348

Vocational Education and Mid-CareerChange Information Series No 19/s

ED 186 761

Vocational Education for Olaer AdultsInsormation Series No 203

ED 187 847

Vocational Education in Correctional In-stitutions Summary of a National StudyNational Study of Vocational Education inCorrections Technical Report No 3

cD 1145 351

Vocational Education in Corrections AnInterpretation of Current Problems andIssues National Study of VocationalEducation in Corrections TechnicalReport No. 1.

ED 185 349

Vocational Education The Future Is NowOccasional Paper No 37

ED 182 463

Women and Their Preparation for Profes-sional and M.anagerial Careers Informa-tion Series No 168

FD 181 191

Women and Work Paths to Power ASymposium Information Series No 190

ED 185 311

Women in Vocational Education Ad-ministration A Nationwide AnalysisResearch and Development Series No 179

ED 181 316

Work Focused Guidance for Youth inTransition: Some Implications for Voca-tional Education Research and Develop-ment Occasional Paper No 43

ED 181 318

Work-Centered and Person-CenteredDimensions of Experiential Education Im-plications for a Typology of ProgramsResearch and Development Series No 197

LE) 185 323

The Worker as Proteus Understanding Oc-cupational Adaptability

ED 186 732

Youth Transition to Adult Roles APreliminary Investigation Research andDevelopment Series No 196

ED 186 626

1979 Directory of Resources for the Educa-tion of Adults Information Series No174

ED 182 421

Oklahoma State Dept. of Education,Oklahoma City. Div. of Vocational-TechnicalEdtion.

x Bias Barriers to Vocational EducationEnrollment Final Report

ED 187 875

Pennsylvania State Dept. of Education, liarrisburg. Bureau of Vocational and TechnicalEducation.

PDE Occupational Competency Assess-

ment Project-1979. Final Report Occupa-tional Competency Evaluation Monograph,Number 10. Vocational Technical Educa-tion Research Report, Volume 17, Number23

ED l85 313

9

Pennsyltania State IMis. lmisersity Park.Div. of Occupational and Vocational Studies,

Exemplary Programs for the Disadvantag-ed. A Report of a National Studs

ED 185 297

Research and Program I valuation Services,Springfield, Va,

Summary Report of the Audit of anEvaluation of the Consolidated ServicesDemonstration Project

E I) 183 937

Research for Better Schools, Inc.Philadelphia, Pa.

Perceptions of the Preparation outhfor Work Report of a Three-State Sur% ey

[ D 1 8 2 5 2 7

Sharing Career Education Resources withSchools An Exploratory Study ofEmployer Willingness

LD 182 528

Riverside County Superintendent of Schools.Calif.

Occupational Assessment HandbookD 187 879

Roosevelt Univ. Chicago, ill (oll. of Fducalion.

Issues and Problems in the Development ofa Else Year Sex Lquits Plan for a StateEducation Agencs

ED 18393(1

Rutgers, The State Unit. Nett Brunswick.N.J. Douglass Coll.

An Assessment of Programs, Services, andAgencies Which Address the EmploymentNeeds of the Displaced Homemaker

1 1) 186 633

South Carolina Slate Dept. of I ducation. ol-umbia. Office of Vocational Education.

Public Relations Handbook for VocationalEducators

1 ') 181 252

Southern Illinois Univ. Carbondale. Dept. ofVocational Education Studies.

Proprietary Education Alternatives forPublic Policy and Financial Support PartII Final Report

H) 181 226

Southern Regional Lducat.on Board, Atlanta,

Developing Interdis..iplmars E ducation inAllied Health Programs Issues aria Deci-sion;

I I) 82 525

Stanford Univ. Calif. Boys Town ( entthe Study of Youth Development.

Work, Youth and Sc hooling HistoricalPerspectives on Vocational I ducation

D 187 938

State Unit. of New York, Albany. Iwo YearColl. Student Development ( enter.

Sourcebook for 1m pros mg PostsecondarySelf-Employment Programs

I D 181 247

Institution Index

State Univ. of New York, Ithaca. Coll. ofII damn Ecology at Cornell Univ.

Eliminating Sex Bias in Vocational YouthOrganizations Summary of ProjectMOVE's Camp Oswegatchie Program. July8-14, 1978

ED 182 533

State Univ. of New York, Utica.Project MOVE Program Planning Kit.

ED 182 534

Texas A and M Univ. College Station. Coll.of Education.

A Rational Approach to Historiography:Misuses and Abuses of History Sym-pJsium on Historiog:aphy. the Revisionistand the Progressive Historical Interpreta-tions of Vocational Education andCurrentImplications

ED 182 478

Texas A and M Univ. College Station. Dept.of Industrial Education.

Identification and Analysis of EmergingOccupations in Marketing and DistributiveEducation Final Repor:

ED 186 597

Texas Advisory Council forTechnical Vocational Education, Austin.

Learning by Vocations Views on Voca-t,onal Education by Former High SchoolStudents after Five Years of Real-Life Ex-periences Summary of a Survey Conductedby the Advisory Council forTechnical/Vocational Education in Texas

ED 186 663

United Nations Educational, Scientific, andCultural Organization, Paris (France).

New Trends in Home Economics Educa-tion, Volume I The Teaching of BasicSciences

ED 182 424//

Unit'd 'rribes Educational Technical Center.Bismarck, N.D.

Demonstration and Research for "oiclian

Vocational Education Research Series No77

ED 181 334

University of Northern Colorado, Greeley.Design and Implementation of an Assess-ment Model for Students Enterir Voca-tional Education Programs m oe State ofColorado Child Care.

ED 183 889

Design and Implementation of ai, Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Sheet Metal

E 183 886Design and Implementation co; an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado W aid of Work

ED 183 887

Design and :mplementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Food Preparation

ED 183 888

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Auto Body

ED 183 884

Design and Implementation of an Asszss-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Distributive Education

ED 183 890

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in Lhe State ofColorado Drafting.

ED 183 885

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado Health Occupations.

ED 183 891

Design and Implementation of an Assess-ment Model for Students Entering Voca-tional Education Programs in the State ofColorado. Automotive

ED 183 883

Virginia Polytechnic Inst. and State Univ.Blacksburg.

Industrial Arts Facility ' iide,....-1185 339

Virginia Polytechnic Inst. and State Univ.Blacksburg. Div. of Vocational-TechnicalEducation.

Vocational Home Economics EducationHandbook for Adult Education

ED 185 342

Virginia State Dept. of Education, Richmond.Div. of Vocational Education.

Vocational Home Economic, EducationHandbook for Adult Educatio a

ED 185 342

Virginia State Dept. of Rehabilitation Ser-

vices, Richmond.

A Cost Effectiveness Analysis of Voca-tional Education Programs for the Han-dicapped Technical Report

ED 181 281

Western Kentucky Univ. Bowline Green.Center for Career and Vocational TeacherEducation.

A Bibliogranhy for Sex-Fair VocationalEducation

ED 185 395

Wider Opportunities for Women, Inc.Washington, D.C.

Wor ung for You A Guide to EmployingWon,en in Nontraditional Jobs

ED 187 923

Wisconsin State Bocad of Vocational.Technical, and Adult Edpcation, Madison.

Vocational Education Needs o: HispanicWomen The Minority Women's Series

ED 182 457

Wisconsin Univ. - Stout. Menomonie. Centerfor Vocational, Technical and Adult Educa-tion.

Women in Apprenticeship for Nontradi-

1 24

Work in America Inst. 115

tional Occupations Graduate StudyResearch Final Report, April I, 1979-June30, 1979.

Women'sEducation

ED 183 939

Attitudes toward IndustrialFinal Report

ED 183 944

Wisconsin Univ. Stout, Menomonie Dept. ofRehabilitation and Manpower services.Materials Devi goment Center.

A Comparison of Four Vocational Evalua-tion Systems

ED 186 739

A Comparison of Seven Vocational E. ?lua-non Systems.

ED 186 738

Psychological Testing in VocationalEvaluation

ED 187 883

Wisconsin Univ. Madison. Wisconsin Vocational Studies Center.

Synthesis of Evaluation Programs in Voca-tional Education at the National Level and.n Wisconsin

ED 181 182

Women on Words and Images, Princeton. N.J.

Guidelines for the Creative Use of BiasedMaterials in a Non-Biased Way

ED 185 413

Work in America Inst. Scarsdale, N.Y.Job Strategies for Urban Youth. Sixteen

Pilot Programs for ActionED 181 330

117

How to Submit Documents to ERIC

The Educational Information Resources Center (ERIC) of the National Institute of Educationis a vehicle for communicating the written results of professional activities.

The ERIC Clearinghouse on Adult, Career, and Vocational Education (ERIC/ACVE) collects,abstracts, and indexes educational documents in the areas of adult and continuing education,career education, vocational-technical education, and education and work.

Documents selected for ERIC are announced with an abstract and availability statement inthe monthly journal. Resources in Education (RIE). The types of materials ERIC/ACVE is lookingfor include

research reportsconference papersp ogram descriptionsrric,,nographsevaluation studiesannotated bibliographiesmeasurement instruments

literature reviewsposition paperscurriculum guidesinstructional materialsteaching guidesresource guideshandbooks

To ensure the quality reproduction and readibility of your matbnals, paper should be whiteor a light tint, of the usual typing paper weight, and 8 1/2" by II" in size. Very small tyne does notreproduce well. Appendix materials, tables, and charts should be legible and generally meet thesame requirements as those for the text.

Because most documents are protected under the revised copyright law, including astatement granting ERIC permission for microfiche and/or paper copy reproduction whensubmitting materials will speed processing. Granting reproduction release of a document allowsits inclusion in the ERIC data base without affecting copyright status.

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To submit materials for possible inclusion in the ERIC system, send one clearly typed orduplicated copy (two if possible) to

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in Vocational Education1960 Kenny RoadColumbus, OH 43210

=1111.

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How to Order SubscriptionsSingle year subscriptions to Resources in Vocational Education are available from:

National Center Publications Office, Box FThe National Center for Research in Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 43210(614) 486-3655

Subscriptions for 1981-82 are $34 ($36 outside the United States) for six issues:

Resources in Vocational Education Volume 14, Number 1:Transitional Issue

Resources in Vocational Education Volume 14, Number 2State Program Improvement ProjectsFY 1980

Resources in Vocational Education Volume 14, Number 3:Selected Abstracts fron ERIC

Resources in Vocational Education Volume 14, Number 4:Directory of Vocational Education Personnel

Resources in Vocational Education Volume 14, Number 5:Selected Abstracts from ERIC

Resources in Vocational Education Volume 14, Number 6.Curriculum Resources

Resources in Vocational Education ii also available in ERIC microfiche collections. Accession numbers are listedbelow.

Volume 10, Number 1 ED 149 015 Volume 12, Number 1 ED 176 095Volume 10, Number 2 ED 149 026 Volume 12, Number 2 ED 176 096Volume 10, Number 3 ED 149 017 Volume 12, Number 3 ED 176 097Volume 10, Number 4 ED 156 893 Volume 12, Number 4 ED 181 335Volume 10, Number 5 ED 147 539 Volume 12, Number 5 ED 181 336Volume 10, Number 6 ED 147 612 Volume 12, Number 6 ED 182 539Annual Index 1977 ED PA/Gb Annual Index 1979 ED 182 540

Vo'ume 11, Number 1 ED 150 450Volume 11, Number 2 ED 156 894Volume 11, Number 3 ED 156 895Volume 11, Number 4 ED 176 093Volume 11, Number 5 ED 177 335Volume 11, Number 6 ED 177 336ED 176 094 Annual Index 1978

Resources in Vocational Education is a publication of the National Center Clearinghouse at the NationalCenter for Research in Vocational Education. Requests for informatan, changes of add, crx, and othermail items should ue addressed to: Resources in Vocational Education, Information Systems Divisiort,The National Center for Research in Vocational Education, The Ohio State University, 1960 KennyRoad. Columbu., Ohio 43210. Telephone: (614) 486-3655 or toll-free (800) 848-4815 within thecontinental U.S. (except Ohio). ISSN 0095-3784.

Production services for this journal were provided by the Education Service Group, an affiliate ofBibliographic Retrieval Services, Inc., Corporation Park, Building 702, Scotia, New York 12302.

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