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DOCUMENT RESUME
ED 217 160 CE 032 519
AUTHOR Liu, Cheng C.TITLE Literature Search. Teaching Basic Skills through
Vocational Education. Technical Report.INSTITUTION State Univ. of New York, Ithaca. Cornell Inst. for
Occupational Education.SPONS AGENCY Office of Vocational and Adult Education (ED),
Washington, DC.PUB DATE Apr 80CONTRACT 300-79-0744NOTE 119p.; For related documents see CE 032 517-520 and
CE 032 569-570.
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Basic Skills; Data; Employment Patterns; *Employment
Projections; Enrollment; *Enrollment Trends;*Instructional Materials; Integrated Activities;Learning Activities; Literature Reviews; SecondaryEducation;. *Vocational Education
IDENTIFIERS *Teaching Basic Skills Through VocationalEducation
ABSTRACTA literature search conducted during the Project,
Teaching Basic Skills Through Vocational Education, focused on threemain topics: instructional program data, basic skills, andinstructional materials. High enrollment areas and high employmentareas were first identified using such instructional program data asenrollment patterns and projected job opanings for program completersof vocational education. Location and analysis of developments injob-related basic skills was the second major task undertaken. Theseven major studies identified provided a broad perspective for theproject, served as guides in developing instructional materials,provided examples of the occupational application of concepts,generated instructional materials, and provided field testedinstructional guides. The final task of the literature search was toidentify instructional materials--texts that are Significant and/ordominate the vocational commercial scene and vocationally relevantbasic skills materials. (Appendixes, amounting to over one-half ofthe report, include .a complete list of enrollment of vocationaleducation programs and projected annual average openings, list ofmathematics and communication skills and concepts, BasiccSkillsDistribution Chart for selected occupations, and three lists ofinstructional materials--significant and/or dominant commerciallyavailable vocational instructional materials, ERIC and CRIS searches,and vocational-related basic skills materials.) (YLB)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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CIOE
TEACHING BASIC SKILLSTHROUGH
OCATIONAL EDUCATION
TECHNICAL REPORT
Literature Search
U.S. DEPAP TAUNT OF EDUCATIONNATIONAL IN STITUTE OF EDUCATION
EDUCATIONAL 1ESOURCES INFORMA (ION
C NTER tERIU/This docilmer t has been eproduced as
received brim the persor or organizationoriginating itMinor changes clue open, made to improvereproduction go guy
Points of mew or opinions stated in !NS doCu
went do not new Sardy represent °Pit ki MEposition or policv
"PERMISSION TC REPRODUCE THISMATERIAL HAS E EEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CEN 'ER :ERIC)"
April 1980
LITERATURE SEARCH
Cheng C. Liu
TEACHINGBASIC SKILLS
THROUGHVOCATIONAL
EDUCATION
Cornell institute for Occupational Education
Ithaca, New York
April 1980
This work was developed under contract #300-79-0744with the Office of Vocational and fault Education,United States Education Department. However,- the
content does not necessarily reflect the positionor policy of that agency, and no official endorse-ment of these materials should be inferred.
It is the policy of Cornell University to supportequality of educational and employment opportunity.No person shall be denied admission to any educa-tional program or activity or be denied employmenton the basis of any legally prohibited discrimina-tion involving, but not limited to, such factors asrace, color, creed, religion, national or ethnicorigin, sex, age or handicap. The University iscommitted to the maintenance of affirmative actionprograms which will assure the continuation of suchequality of opportunity.
CONTENTS
PART I
PREFACE
Page
iv
CHAPTER ONE INSTRUCTIONAL PROGRAM DATA 1
Procedures 2
Results 3
Implications 4
CHAPTER TWO BASIC SKILLS
Generic Skills - A Canadian Approach 8
The Occupational Analysis Approach
The Related Concepts Approach 16
The Pennsylvania Survey 20
Reading and Language Arts Analysis 23
The Human Resources Research Organization(HumRRO) Effort 26
Reading Power in the Content Areas (VRP) 27
Summary of the Implications 28
CHAPTER THREE INSTRUCTIONAL MATERIALS 30
PI cedures 30
Significant and/or Dominant Vocational Texts 31
ERIC and CRIS Data Base Sources 32
Basic Skills Materials 32
Implications 33
35REFERENCES
IJ
CONTENTS
PART II
APPENDICES Appendix A
ENROLLMENT OF VOCATIONAL EDUCATION PROGRAMSAND PROJECTED ANNUAL AVERAGE OPENINGS
Appendix B
MATHEMATICS AND COMMUNICATION SKILLSAND CONCEPTS
Page
41
49
Appendix C
BASIC SKILLS DISTRIBUTION CHAR-S 51
Appendix D
SIGNIFICANT AND/OR DOMINANT COMMERCIALLYAVAILABLE VOCATIONAL INSTRUCTIONAL TEXTS 77
Appendix E
ERIC AND CRIS SEARCHES FOR BASIC SKILLS PROJECT 93
Appendix F
VOCATIONAL RELATED BASIC SKILLS MATERIALS 101
ii
4-)
PREFACE
The review of relevant literature is a critical part of any research
and development effort. Its purpose is to determine the state of the
art in these areas germaine to the research at hand so as to build on
previously discovered information rather thar having to rediscover it.
An important intersection of two areas of the educational literature is
evident from the title of this project, Basic Skill Development Through
Vocational Education. Therefore, it was these two areas, basic skills and
vocational education, which were the focus of the literature search (Task E)
reported here.
The literature search had four focal points within the two broad areas
just mentioned. Each focal point represents a key topic in the literature
which is directly related to the Basic Skills project. These topics were
incorporated into the subtasks specified in the project's technical pro-
posal.
The technical proposal lists two major sub-tasks of the literature
search. The first is to specify the basic skills required for entry-level
jobs. Inherent in this task are two key topics. The first is the defini-
tion of basic skills and the second is an explanation of their relationship
to vocational education areas. The next literature search task embodies a
key topic: to identify assessment and instructional material options
which may be recommended to secondary-level vocational teachers to assist
them in providing basic skill instruction to their students. The major
materials to be used to make recommendations to teachers are the project's
Resource and Teacher Guides.
There was a fourth focal point and, therefore, another task which was
deemed essential for the efficient implementation of the two major sub-
tasks of the literature search. This supporting task was to determine
those secondary-level vocational programs with the highest enrollment and,'
where possible, those with the greatest potential for employment. In
implementing this task, the foundation was laid for the efficient specifi-
cation of basic skills, since only those jobs related to important programs
would need to be analyzed. In addition, this task directed attention
toward those assessment and instructional materials which would be inter-
esting to large numbers of teachers. In so doing it set the stage for the
organization of the Resource and Teacher Guides.
Consistent with the tasks associated with the literature search, this
report contains three chapters. The first chapter describes the search
for those programs of greatest enrollment and employment potential. The
second chapter describes the research on basic skills associated with voca-
tional lducation programs. The third chapter of tht report describes
instructional material options to be used in the Resource and Teacher
Guides. The assessment options are discussed in detail in a separate de-
liverable on Standardized Test .election (Task D) and Assessment Instru-
ments for Measuring Occupational Competencies (Task F) by Walker.
There are four appendices at the end of this report. Each appendix
contains specific information referred to in the body of the report. In
the first appendix is the complete list of enrollment of vocational
education programs and projected annual average openings. The
other three appendices contain lists of instructional materials.
Thanks go to C. Liu for his thorough review of the literature as
presented in this report and especially for his painstaking work on the
Basic Skills Distribution Charts which appear in Appendix C. In this
regard, thanks also go to L. Snyder for her expert typing of the charts,
to P. Yeh for her assistance in compiling the information for them, and
to L. gentle- for her competent typing of the final draft.
James A. DunnPrincipal Investigator andDirector, Cornell Institute forOccupational Education
CHAPTER ONE
INSTRUCTIONAL PROGRAM FATA
Instructional program data were identified and analyzed in order to
provide direction to the project. Several objectives were related to
this supporting task as follows:
1. To understand current vocational education enrollment
patterns at the national level.
2. To identify projected annual average openings for voca-
tional education program completers at the national level.
3. To provide guidelines for the development of project
materials.
4. To provide a rationale for selecting potential instruc-
tional programs for field testing of project materials.
The baSic underlying assumption for the task was that in order to maximize
the impact of the materials developed by the project, high enrollment and
high employment demand areas should be identified and used to guide the
development of the materials for field testing.
By assembling the most recent United States Office of Education
(U.S.O.E.) vocational education program enrollment data (1978 program
year) and employment and average annual projected openings data (1979-90)
from the U. S. Bureau of Labor Statistics, guidelines were developed to
accomplish project objectives. Appendix A provides a summary of secondary
level vocational education program enrollment by U.S.O.E. vocational
education program codes. Total enrollment and annual completions of
all types of programs (i.e., secondary, post-secondary, adult, and
cooperative education) are also included. Certain cells of the projected
annual average openings of the Bureau of Labor Statistics publications
are empty due to the complexity of deciding the source of entering
workers' education and training backgrounds.
To enhance the utility of the compiled data for selecting vocational
instructional programs, and to guide the literature' search of,assessment
and instructional mat,erials, the following procedures were implemented.
Procedures
A list of potential instructional programs for field testing was
developed by applying the following criteria:
a. strong secondary enrollment, as compared to total
enrollment (a high Secondary Enrollment Domination
Index value),
b. high growth opportunities, as defined by an
estimated average annual openings in excess
of annual completions, and
c. occupationally cL.rected programs (these excluded
industrial arts, consumer education, and voca-
tional guidance programs).
A Secondary enrollment Domination Index (SEDI) was calculated for
each program. This index is the ratio of secondary vocational program
enrollment to total vocational program enrollment:
SEDI =Secondary Vocational Enrollment
Total Vocational Enrollment
Inasmuch as thi, project is concerned with only secondary level basic
skills development, it is reasonable to select those programs with high
values of SEDI.
2
A Growth'Index was also calculated. Here the index is the ratio of
projected average annual openings in the labor market to total annual
completions of vocational education programs:
GI = projected average annual openingstotal annual completions
GI >1 indicates growth
GI = .1 indicates no growth
GI <701 indicates saturation
Results
Table 1 stows the secondary vocational programs selected for their
high secondary enrollment and high employment demand. The predominant
criterion used in the selection was the Secondary Enrollment Domination
Index value since not all programs had GI information. The SEDI
represents the percentage of enrollment that is at the secondary level.
For example, in the distributive education occupational area, 63% of
the enrollees of program 04.0800, General Merchandising, are in secon-
dary level vocational programs compared to only 37% in post - secondary,
adult and cooperative education programs. High Growth Index values are
reperted whenever available. All the selected vocational programs are
occupationally directed programs.
As shown in Table 1 a minimum of three U.S.O.E. instructional pro-
grams were selected from six vocational service areas: Agriculture,
Distributive Education, Health, Occupational Home Economics, Office Occu-
pations, and Trades and Industry. Only ore vocational program was selected
from Technical Education, since this area has a relatively small number
of secondary students. Due to the diversity of instructional programs
and significant enrollments within the trade and industrial educational
area, eleven programs were selected here. Examples of courses and curricula
from selected vocational instructional programs are illustrated in Table 2.
Those courses and curricula with an .asterisk before them are the ones for
which we found information about relevant basic skills.
3
V-
Implications
There are two major implications of the data presented in Tables 1
and,2. The first concerns their utility for guiding the efficient organi-
zation of other parts of the research associated with the Basic Skills
Project. For example, many different studies of basic skills related to
vocational education are presented in the next chapter of this report.
However, only the data on programs with high SEDIs and, when possible,
GIs will be subjected to further analysis in preparation for their use in
developirik sets of generic basic skills for the Resource and Teacher Guides.
A second implication of the results of the first literature search
is the identification of programs on which it would be appropriate to
focus. It would be impossible to include in the project's Resource and
Teacher Guides examples from all vocational education programs. But,
by determ ing those programs with the higher_ SEDIs and, when possible,
with the est GIs, the guides can be written to appeal to the gr.atest
numbers of potential users. Both of these implications will enhance the"--
guides' usability, effectiveness, and generalizability: the three evalu-
ation criteria by which the guides will be judged.
',ti
4
Table 1
MAJOR SECONDARY SCHOOL VOCATIONAL PROGRAMSFOR FIELD TEST CONSIDERATION
OCC. ED.AREA U.S.O.E. CODE PROGRAM TITLE SEDI GI
Ag.,,,Ed. 01.0100 Ag. Production 0.65 --
01.0300 Ag. Mechanics 0.81 --
01.0500 Ag. Ornamental Horticulture 0.64 =1141.1
Dist. Ed. 04.0200 Apparel and Accessories 0.66
04.0700 Food Services 0.60
04.0800 General Merchandising 0.63 4.33
Health Ed. 07.0101 Dental Assisting 0.37 1.37
07.0303 Nursing Assisting 0.30 22
07.0904 Medical Assisting 0.37
Occ. H. E. 09.0201 Care & Guidance of Children 0.42
09.0202 Clothing, Mgt., Prod. Services 0.68 --
09.0203 Food Mgt., Prod., Service 0.70
Office Ed. 14.0100 Accounting & Computing 0.52 2.40
14.0300 Filing, Office Machines 0.77 --
14.0700 Steno., Secy., & Related 0.56 1.79
14.0900 Typing & Related 0.72 0.41
Tech. Ed. 16.0108 Electronic Technology 0.10 0.31
T. & I. 17.0301 Automotive Body & Fender 0.53 0.33
17.J302 Automotive Mechanics 0.62 0.37
17.1001 Carpentry 0.60 1.30
17.1300 Drafting Occupations 0.64 0.33
17.1500 Electronics Occupations 0.49
17.1900 Graphic Arts Occupations 0.49 M. M.
17.2302 Machine Shop 0.48 1.35
17.2306 Welding and Cutting 0.28 0.68
17.2602 Cosmetology 0.66 1.05
17.2900 Quantity Food Occupation 0.54 13.57
17.3600 Woodworking Occupations 0.66 .1 di.
5
Table 2
SELECTED VOCATIONAL PROGRAMS ANDLUMPLES OF COURSES AND CURRICULA
OBOE Code Pro rest Title
01.010C Agriculture Production
01.0300
01.0500
04.0200
oi,ono
04.0800
07.0101
07.030?
07.0904
09.0201
09.0202
09.0203
14.0100
Agriculture Mechanics
AgriculturalOrnamentalHorticulture
Apparel andAccessories
Food Services
General Merchandising
Dental Assisting
Nursing Assisting
Medical Assisting
Cars and Guidanceof Children
Clothing Manage-ment, Productionand Services
Food Management,Production andServices
Accounting andCaevting (Book-keeping)
6
Examples of Courses and Curricula
*Farm Manamment
Crop Yroduction
Soil Use and Management
Agronomy
Animal Science
Animal Husbandry
Liboratory Animal Caretaker
Pnultry Science
Agriculture Mechanization
Farm Mechanics
*Agri-industrial Equipment Service
-Wholesale Florist*Horticulture Equipment & Service*Retail Florist*Landscape Service Person*Garden Center EmployeeOrnamental HorticultureHorticultureFloricultureFloral Design & ArrangementFloriculture Merchandisia & ProductionGreenhouse OccupationsLandscaping and DesignTurf Management
Fashion Merchandising
(sales and sales supporting)
DistributionIntrcluction to MarketingMarketing/Business
*General SalesDirect SellingMerchandising 4 Sales SupportingRetail Business ManageraentRetailingWholesalingForeign Trade
*Snell Business Manager
*Dental Assistant
%MM.'S Aide ServicesNursery Assistant
*Medical Assistant (assisting inphysician's office)
Child are ServicesNursery Education
*Nursery Tsacher's Aide
Clothing ServicesDry Cleaning/Laundering
* Food Services - Front of House
Waiter /Waitress
* Catering
Accounting*Machine 3ookkeeping*Bank TellerRecordkeepingIncome Tax Preparation
*Data Accountant*Bc3kkeeper
USOE Code Program Title
14.0300 Filing, OfficeMachines
14.0700
14.0900
16.0108
17.0301
17.0302
17.1001
17.1300
17.1500
17.1900
17.2302
17.2306
17.2602
17.2900
17. 3600
Stenographic,Secretarial andRelated Occupations
Typing 6 Related
Electronic Technology
Automotive Bodyand Fender
Automotive Mechanics
Carpentry
Drafting Occupations
ElectronicsOccupations
Graphic ArtsOccupations
Machine Shop
Welding andCutting
Cosmetology
Quantity FoodOccupations
Woodworking Occupations
Examples of Courses and Curricula
Clerical PracticeOffice PracticeOffisa0Machine OperationsFilingOffice Reproduction Er.uipmentOperation
Machine Transcription*Information Receptionist*Clerical Aide*Terminal Clerk*Word Processor
Manual ShorthandManual Shorthand TranscriptionAccelerated ShorthandMachine ShorthandSecretarial Practice
*Secretary --Medical, Legal, Execu-tive, etc.
Typist
Electronics (Technical)Industrial Electronics TechnologyComputer Circuitry
*Telecommunications
*Auto Body Mechanic
*Auto Mechanics*Automotive Service Specialist
*Carpenter
Mechanical DraftingIndustrial DraftingArchitectural DraftingElectrical/Electronics DraftingDrafting TechnologyBluepring Reading
*Draftsman
Industrial Electronics*Radio 6 TV Repair*TelecommunicationsElectronic Technician
General PrintingOffset Lithography
*Offset Press Operator*Lithocamaraman*Offset Plate Maker*Bindery*Offset Stripper*Layout 6 Design Compositor
Machinist 6 Machine Operator*Machine TradesmanTool and Die MakerPattern and Mods,s. Maker
*Welders and Flame CuttersSolderers
*Co sae to lorfilleauty vulture
Commercial Foods*Baker*Cook/Chef*Salad Maker*Fast Food Counter Person*Fast Food Manager
Food ProcessingMeatcutting/PackagingHostess TrainingDomestic Food Trades
Cabinet MakingFurniture and Wood Finishers*Millwright
* Basic Skills Distribution Chart avUlable.
CHAPTER TWO
BASIC SKILLS
The next major task undertaken in the literature search was to locate
and analyze developments in job-related basic skills. As a result of our
search, seven major studies were identified which contained information rela-
vant to our project. In this chapter each of these studies is described
and the implications for the project are stated.
Generic Skills - A Canadian Approach
Generic Skills isea project of the Advanced Development Division of
the Occupational and Career Analysis and Development Branch, Canada
Employment and Immigration Commission. The senior consultant, Arthur
Smith (1978) stated that generic skills are those job behaviors which one
actively used in work perfoFmance, which are transferable from one job
or occupation to another and which are needed for promotion to higher
level positions. By this definition most communications, arithmetic and
reasoning skills are highly generic, but advanced algebra and science skills
are not.
The generic approach is an attempt to examine the commonality of
skills among occupations/jobs rather than their uniqueness. Examples of
generic skills are listed below (Smith, 1978).
1. Academic skills - multiplying whole numbers and reading
to determine job requirements.
2. Manipulative skills - hand/eye coordination and using
proper body posture for lifting.
3. Science skills - using the scientific method to solve job
related problems.
4. Reasoning skills - scheduling work ana diagnosing work
problems.
5. Interlersonal skills - giving and receiving rewards and
discipline.
1
8iv
The major objective of the Canadian approach is to formulate generic
skills to identify their uses for certain occupational groups, and to
prepare specifications for instructional modules in an attempt to provide
greater flexibility in training. Another objective of'the study is.to
determine skill transferability between jobs/occupations. Workers have
been surveyed in 49 occupations and "supervisors as workers" have been
surveyed in 28 occupations. The agreement on the skills requirements
between workers and the workets' immediate supervisors has been extremely
high.
Figure 1, Generic Communication Skills, summarizes the communication
requirements for 10 occupational families and for 23 foreman/supervisory
occupations. The shade (color in original) code indicates the ratio of
occupatiOns in which the skill is used by the workers.
Figure 2, Generic Mathematics Skills, summarize the mathematics
requirements for 10 occupational families and for 28 foreman/supervisory
occupations. The-shade (color in original) code indicates the ratio of
occupations in which the skill is used by the workers.
Implication for Basic Skills Project
Despite differences between the objectives of the Generic Skills
project and our Basic TAlls project, the skills categories of the Generic
Skills project (i.e., generic communication skills, generic mathematics
skills) are remarkably useful. Data contained in Figure 1 and Figure 2
can be used as a-general guide to basic skills which should be included in
instructional materials. However, one major weakness concerning the use-
fulness of the generic skills data isthat hipth the skills and occupational
families dimensions are too general to indicate precisely those skills
and jobs which are related.
1
Figure 1
CANADIAN APPROACH'S GENERIC COMMUNICATION SKILLS*
OCCUPATIONAL FAMILIES
a
READING
Charts / Tables
Books/ Moues
Literal Comprettenon
altimeter.' Cmorehenesan
Evaluative Cammenonman
LISTENING
Lamm Camprohsemon
Interpretative Compreftension
Eveleirtne Cetallrenerimen
Pilaw' MiningCognitive Attending
Reactive Attending
----.r:11111111r-
Elementary Conersanan
Task Conntsonen
Earns Pon of VirPersonate Conversation
Persuasive Con ersotion
Orem Dispassion
* Smith (1978)
10
Figure 2
CANADIAN APPROACH'S GENERIC MATHEMATICS SKILLS*
MI- NEEDOCCUPATIONAL FAMILIES
21
1
6.
- MI
- Mani
- MOSVAft
RITHMETIC
Whole Numbers
Oer.rials
Percent
Rirm/PraPeklab
maw Overawe
*ewe: TimeRGIMIT
Distance
Calmer
or. ...imeses AI,-
GEOMETRIC MUMS
ATE MATHEMATICS
Solve Syr Formulae :1...
i.:,;:I variable Altman 2..
Algebra Powers/Roofs
2 Vandie **ern
Qum Wanes
Lowering
Tnearametry 1. ,T;...
* Smith (1978)
11tc,
The Occupational Analysis Approach
The OccupationalAnalysis project was conducted by the Instructional
Materials Laboratory, Trade and Industrial Education, the Ohio State Uni-
versity in conjunction with the Ohio State Department of Education, Divi-
sion of Vocational Education pursuant to'a grant from the U.S. Office
of Education.
The occupational analysis approach was used to train vocational
educators in making a comprehensive occupational analysis including not
only job tasks but also basic skills in communications_and math. Instructors
were selected from agriculture, business, distributive, home economics, and
trade and industrial education. Representatives from business, industry,
and education were involved with the vocational instructors in conducting
the analysis.
The analysis process was thorough in scope and execution.
No -week workshops were held during which teams of vocational
instructors conducted an analysis of the occupations in which they had
employment experience. The instructors were assisted by both, occupational
consultants and subject matter specialists in math and communications.
Occupational analysis data were generated for 98 occupations/jobs.
The analysis included a statement of the various tasks performed in each
occupation/job. For each task the following items were identified:
tools and equipmentprocedural knowledgesafety knowledgeconcepts and skills of mathematicsconcepts and skills of scienceconcepts and skills of communications.
The analysis data provided a basis for generating instructional
materials, course outlines, student performance objectives, criterion
measures, as well as identifying specific supporting skills and knowledge
12
in the academic subject areas. Figure 3 shows a sample task statement
of the occupational analysis of the Auto Body Mechanic occupation (Strank
and Speck, 1974).
Implications for Basic Skills Project
The uniqueness of the Occupational Analysis Approach is that detailed
basic skills requirements for successful performance of a specific task
are analyzed. In order to simplify the information presented in the
task analyses C. Liu has developed a Basic Skills Distribution Chart
for each occupation. The basic skills listed in the sample chart (Figure 4)
were generated by analyzing the mathematics and communication cells of the
task analyses illustrated in Figure 3. In Appendix B are listed those
mathematics and communication skills and concepts which were used in the
original occupational analyses resulting in the task analyses illustrated
by Figure 3. Together the basic sk...11s distribution charts in Appendix C
and the list of skills and col-Icepts in Appendix B will 1-e invaluable in
the generation of generic skills. They will be combined with the results
of analyzing tests of basic skills (reported by Walker) and used to give
vocational educators a tool to construct locally relevant definitions of
basic skills.
13
Figure 3SAMPLE TASK ANALYSIS FOR AUTO BODY MECHANICS *
----TOOLS, EQUIPMENT, MATERIALS,OBJECTS ACTED UPON
PERFORMANCE KNOWLEDGE
A------SAFETY HAZARD
Standard tool kit
Body and frame manualsSafety standsfront suspension toolsEngine hoist and chair fallAir wrenchA.._gnment rack
Frans
Remove bumpers, front sheet metaland cooling system
Remove body
Remove engine and drive trainRemove exhaust system and gee tankRemove wiring and brake linesRemove front suspension and ing
partsReinstall all parts in the raverae a
order of removalInspect electrical systemInspect cooling systemAlign front suspensionRoad test
Eye protection - eye injurySafety stand placement - auto fillipEngine hoist and chain fall operated
with cart - personal injurySafety rules on cjmp d air for
air wrenchGasoline inflammable - care taken in
removal and storage of gas tank
- fire
PEC1SMaN4
Whether to repair or replace
GI ILA
Total cost
ERRQRS
High cost
SCIENCE MATH NUMBER SYSTEMS
Simple machines used to gain mocha:tics/ advantage 'sten-dard tool kit and engine hoist and chain fall)
Centrifugal forces developed by bodies in rotation (air.
wrench in rotation)Fluids under preeldre )compressed air)Effects of friction on work processes and product quality
(removal of bolt on Parcel
Behavioral Science (see index)
Linear measurement - tape
FractionsUse of numbers (without calculations)RecordingCoding 'wrenches)
Ms nti geometric !alignment gauges)
AngleRead and interpret graphs, charts, and tables (alignment
charts)
COMMUNICATIONS
PERFORMANCE MC)ES EXAMPLES SKILLS /CONCEPTS
Reading
Seeing
Speaking
Trams and body manuals
Removal, replacement, and alignment
of parts
Questioning shop foreman
Comprehension, detail/inference,speed/rate, informational record,recommendation record, descriptionof mechanism, definition, term-inology
Visual analysis, memory, describing,logic, detail/inference, recogni-tion of symbols, codes, emblems
Terminology/general vocabulary,clarity of expression, logic
.
0 r%*Streak and Speck (1. )
Figure 4
SAMPLE BASIC SKILLS DISTRIBUTION CHART*
MATH
SPEAKING
COMMUNICATION
WRITING LISTENING READING
BASIC SKILLS PROJECT
Automotive Body Mechanic
Program - 17.0301 .
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
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t-1 Write estimates wow,* eoettletA-2 File estimates alphabetically,!A-3 Verify insurance coverage we., so sot .4104 1
640 to.A-4 Order parts and materialsA-5 Schedule workA-6 Write repair orders and record parts
and materials ..1.1111111E11111111M7Elera11111 NM INA-7 Record costs a ments deosits
A-3 Kee. a toll records WIM CE11 111111111MICUMMIIIIMIO1 11MINIII72111111111111111111111111111CIMETINIEEN11=11111111111111111M1111101111.111IMMIIIIIIINIIIIMIIIIII ICEICEIMMIIIM1111111111111111=111111111111111IIIINIMIIIMIIIIMMI rECCMIIIIII11 W II
A-9 Order and maintain tools and e.ul.mentA-10 Establish safety regulationsA-11 Handle customer co .laintsB-1 Wash and dewax vehicle V EZ111111 11111ENICEIM
Elsolimunnommusr.caas mnF-2 Remove decorative features9-3 ttiscertalotypedof original finish and
D-4 Inspect old surface for defects
11111 11111111111111111111111111/1111111 I II 1111 ii11-5 Featheredge broken surfaces
B-6 Mix and reduce refinishin materials.011
111.1.1111MMIERMIIMOMMBEIMIMIIIIIIIIIIIIIIIIIIMIIIMEINE*MllIMIMMIIIIINC11111111111111-111111111111111111111111111111MEMEMIIIIN
B-7 Treat bare metal
8-8 Mask operationsB-9 Apply primer surfacer and glazing_putt se carrAz
I IIIIIIIIII IIII MpgD-10 Sand old finish, primer surfacer and__gazing putty
8 -11 Pre.are for elk d enamel refinishin
liCCEMIllB 2 Refinish with acrylic enamel IIM=CREMICENIMIIMIle 11 IIIIIIIIINI11.1111=
I 111111111l 111111111 1111 _PIPPIN'I3-15 Prepare for polyurethane enamel
refinishinB-14 Pre are for ac lic lacuer refinishin: MMINIIIIIIIICEMIIIIIIIIIINCECII=EVINIIIINNIIIIIIIIIIM
IMIMIIMMINErall111.1MICIINME=MMINEEIIIIIIIIIIIIIIM_CIMEETICIIMMINMMICCCWME11111111111 1=CECCCECErrreic
B-15 S ot refinishin, and touch uB-16 Polish lac.uer finishesB-17 Applying striping and decals MINE2IIMMCCEill
Cri=M
111D-18 Clean up and prepare for delivery
*C. Liu based on data fromStrank and Speck (1974)
15
0' :)
The Related Concepts Approach
The Minneapolis Public Schools, with support} from the Minnesota
Department of Education and the Minnesota Instructional Materials Center,
has developed two related concept guides on mathematics and English (Depart-
ment of Vocational-Technical Education, 1978)
The purposes of the guides are to:
1. Assist students in making wise selections of math or
English courses in pursuit of their vocational goals.
2. Assist teachers to become aware of the math/English concept?
needed by students in their vocational areas.
3. Provide examples for math/English instructors to use in
teaching these related concepts.
4. Help facilitate individual student learning.
5. Interrelate the disciplines of math/English and vocational
education.
The guides are designed to enable teachers to provide greater
opportunity for students to satisfy their particular needs within the
framework of the existing math/English curricula.
The Minneapolis project is a practical approach to combining specific
skills of two disciplines to form an interrelated curriculum using the
"Related Concepts Guide." The strattgy provides students with opportunities
to effect transfer and to apply concepts/skills learned in one subject
to another. At the same time they experience an accurate, relevant, real-
istic and comprehensive understanding of an occupation. Math/English
instructors can use the guides as vehicles for exercising their respon-
sibility to relate their subject matter to the world of work their students
now face or will encounter after leaving school .Counselors can use the
materials as tools to inform students of the related math/English skills
needed to succeed in life as well as in particular occupations.
16
Implications for Basic Skills Project
The related concepts approach attempts to improve or reinforce the
learning of basic skills in regular math/English courses while our Basic
Skills project is developing Resource and Teacher Guides to assist voca-
tional instructor's to design instructional activities capable of
meeting the basic academic skills needs of their students. Appropriate
segments of the Related Concepts Guide will also be of use to the voca-
tional teacher to facilitate closer Working relationships with other
faculty members. The two projects are different in focus.
The Minneapolis math/English skills vs. occupations charts demon-
strate some degree of similarity with the Canadian generic skills' charts,
except that the Minneapolis charts are somewhat more detailed on both
dimensions. A sample chart is shown in Figure 5. In addition, the Minne-
apolis related Concepts Guides provide examples of occupational appli- ,
cations of concepts (Figure 6). As a whole they can provide valuable
references in developing our, Resource and Teacher Guides.
17
Figure 5
MATHEMATICS SKILLS VS. OCCUPATIONS*
OCCUPATIONAL
APPLICATION OF
MATHEMATICAL
CONCEPTS
MATHEMATICAL SKILLS
ES2aLC I.
C a C't 1 2 + !itL f -ft is At t
2ED Of f Fal Oi IL! rig Mei
E.- .- Ikithil9 Mill="piltartg L241,-' ita...c.Mr
"!-' EC.--m :22e o(3 ..-. 2.2'
VlOctiEM -illuc milhAaiatA.7,a IS Wit1/11"1" td
Areas and VolumesBasic Whole Number SkillsComputers and Calculators
ConicsCoordinate GeometryDecimalsDirected Number .-). Operations
Exponents, Posers. lootsFormulas and Equations
FractionsGeometric Constructions and LociGeometric Plane FiguresGeometric Solid FiguresGrapes and TablesLogarithmsLogic and ProofMatricesMeasurement (Foolish a Metric)Parallels and Perpendiculars
Per Cents .Perspectives and TransformationsPolynomialsPrinciples of CalculusProducts and FactorsNatio and ProportionNational and Irrational NumbersSolving IneouilitiesSpecial TrianglesStatistics and probabilityTrigonometryVector Avolications
117'11ff 1'1/17'"ff "If
'ff .11' "1111119,919"VE'Mr1F1^^
11911,9
1
-a; v--s-.isms.IF.' .
.r ..
{,' u-- rI :11::".- -EN ';'1.07111: Now. USN..t,11' 11, I' ,11
"4"-111111" ;0 .OW 1 'mono. mum.NW '10' 01111
111: 111, . .
1
. ;
Ii'11111111ui:0,111. 1":111111111111
*Department of Vocational-Technical Education (1978)
18
Figure 6
OCCUPATIONAL APPLICATIONS OF MATHEMATIC CONCEPTS*
Guide: Electricity I#9614
Math ConceptTaught
Read a scale
Mathematics Supplemental GuideFor Related Concepts
Math CourseTaught In
Occupational Applicationof Concept
Other Area ofA lication
Add, subtract,multiply, di-vide round wholenumbers, frac-tions, decimals
General Math
General Math
Understand metric "General Mathpref4es, sym-bols, calculatein metric
Read a graph
Proportion
Use Percents
Use formulasby substitutingvalues, solvingformulas forother unknowns.
General Math
General MathAlgebraGeometry
General Math
Algebra
Read a VOM. See Appen-dix Problems 1,2
Compute voltage on VOMscale, solving Ohm'sLaw, converting units.See Appendix Prob-lems 2; 4, 7
Recognize units of power.Convert powers over. SeeAppendix Problems 3,7, 10
Understand sine wave 4.Understand Alternators.See Appendix Problem 4.
Magnetic attract.,on.
See Appendix Problem 5.
Calculate tolerance rangeof a system, understandoutput and efficiency.See Appendix Prob. 6.
Convert units, solve Ohm'sLaw problems involvingamperes, volts, resistanceand watts. See AppendixProblems 7, 8, 9, 10.
Science
Science
Science(Physics)
Physics
Science
Science, Soc.Studies,Economics
Science,Economics
*Department of Vocational-Technical Education (1978)
19
The Pennsylvania Survey
Long's Survey study (1973) determined which basic mathematics
skills are necessary for success in various secondary vocational programs.
It also determined which basic mathematics skills need most remedial
attention by students entering secondary vocational programs.
Walker, of our project staff, identified important skills in mathe-
matics through secondary analysis of the Pennsylvania Survey of vocational
teachers (Longr 1973) and confirmed the skills' importanca using a pub-
lished analysis of the contents of tests (Hoepfner, 1978).
In the survey research, the respondents were 4300 voca-
tional teachers at the secondary level in Pennsylvania, representing 60
programs within eight vocational areas. These teachers were given a listing
of 66 basic skills in mathematics. They were instructed to check off the
skills which are essential for their students' success in their vocational
speciality.
In Walker's secondary analysis a skill was arbitrarily defined as
important when 2:70% of the area checked it as being essen-
tial. It was defined as generic for a wide variety of occupations when
the 2!70% threshold was met inn of the 8 program areas. Using these
arbitrary thresholds, this study found the set of 30 generic skills dis-
played in Figure 7. When the cutoff for numbers of program areas is
lowered to three, the set increases by seven skills; when it is raised to
five, it decreases by only three., These thresholds can be manipulated
so that the set of skills is large enough to be useful to teachers and
small enovibh to be manageable by. project staff.
These results are confirmed 11 an analysis of the skills measured
by standardized tests (Hoepfner, 1978). For this study the domain of
mathematics was exhaustively divided into thirteen broad skill reas.
Items on the seven most widely used tests of mathematics were reviewed
and assigned to one of the thirteen areas. Data were reported in terns
20
of the proportion of items per test which measured each of the areas. The
data for tests of grades four through eight were reviewed in the present
search for generic skills.*
A skill area was defined as generally important when the median per-
centage of items per test measuring the skill was greater than 8%. This
cutoff was a natural breaking point in the observed data. By that cri-
terion, there were five general skills areas in mathematics. These five
are marked with asterisks in the list of skill areas measured on four or
more of the tests (See Figure 7). These results generally parallel and
confirm those of the survey discussed earlier. Differences in the results
of the two studies are due mostly to the fact that Long's survey aimed
at a somewhat lower level of skills.
Implication for Basic Skills Project
By combining the Minneapolis Related Concepts charts, the Canadian*
Generic Skills charts, and Walker's analysis of Long's rank ordering of
basic math skills tables we can ,derive a comprehensive occupationally
related basic skills taxonomy. Thi- taxonomy may suggeSt many basic
skills instructional options.
*The seven tests used in Hoepfner's analysis were: The California
Achievement Test, The Comprehensive Test of Basic Skills, The Cooperative
Primary/STEP series, The Iowa Tests of Basic Skills, The Metropolitan
Ach;.avement Series, The SRA Achievement Series, and The Stanford Achieve-
ment Test.
Figure 7
GENERIC OCCUPATIONAL RELATED MATHEMATICS SKILLS
Long (1973)
Name of Skills
1306-iief 1.78
The four _asic operations of integers
The four basic operations with
fractions
Reducing fractions to the lowest
terms
The four basic operations with
decimals
Changing decimals to common fractions
Changing common fractions to decimals
Reading, writing, decimals
Rounding off decimals
Multiplying and dividing integers and
decimals by 10, 100...
Meaning of %
Finding % of a number
Changing % to decimals
Changing decima1s to %
Addition, subtraction, multiplication
with mixed numbers
Rounding numbers
Reading large numbers
Averages
Liquid measures=
22
Numbers and sets
*Number systems and principles
*Computation with whole numbers
*Computation with fractions/
decimals/percents
*Word problems
*Measurement
Tables/graphs/statistics
Business/consumer/vocational
mathematics
Geometric objects and relations
Plane and solid geometry
Algebra
Advanced algebra
Reading and Language Arts Analysis
In the domains of reading and writing, no source has been found that
is comparable, to the Pennsylvania Survey study. The closest counterpart,
a survey of over 400 vocational teachers in Florida (Redmann, 1979), is
a rating of the importance in vocational education of 58 skills in teezhing
reading. However, the analysis of tests cited above (Hoepfner, 1978) also
covered tests of reading* This analysis resulted in categories which are
so broad and so few in number that it was decided that a more revealing
analysis was needed. Apprcpriate levels of the following five test
batteries were used by Walker in this analysis:
. Analysis of Skills (Reading and Language Arts) by
Scholastic Testing Service;
. Metropolitan Achievement Test (Reading and Language
Instructional Tests) by Psychological Corporation;
. National Assessment of Educational Progress by Educational
Commission of the States;
. Prescriptive Readings Inventory by CTB McGraw-Hill;
. SCORE Criterion- Referenced Testing Services by Houghton -
Miff lin.
These batteries were chosen to sample the major test publishers (Psycho-
logical Corporation, CTB McGraw-Hill, and Houghton-Mifflin;, a smaller
publisher of a comprehensive battery (Scholastic Testing Service), and
a respected test developer which has no commercial biases (Education
Commission of the States). The tests used were criterion-referenced,
currently on the market, and designed for testing in the fourth to eighth
grade range. Criterion-referenced tests were used because the! identify
the tested skills relatively clearly and because they reflect curriculum
relatively well. In comparison, norm-referenced tests usually do not
describe the tested skills in any detail, and they are designed to exclude
skills that are "easy" (i.e., widely taught and learned).
* These skill areas were measured on four or more of the tests analyzedby Hoepfner.
To start thf, analysis of test materials, objectives for all of the
tests were grouped under general headings such as punctuation, syntax,
usage, literal comprehension, and the like. Then objectives were grouped
into progressively more specific categories. Wherever objectives were
cryptic, items for the tests were studied to determine actual skills
measured. This step was necessary for 120 items of the Metropolitan on
reading comprehension, and a large number of items on punctuation, capi-
talization, and usage on the Analysis of Skills.
Skills were identified as generic when at least three of the five
test batteries covered them. The skills in Figure 8 represent the cate-
gory headings for objectives covered in three to five test batteries.
Implications for the Basic Skills Project
One issue that needs to be dealt with in the project's Guides is how
to address audiences whose basic skills needs differ markedly from generic
skills. This issue is raised by the program level data in the Pennsyl-
vania Study (Long, 1973), where several specific programs exhibit unusual
patterns of essential basic skills. For example, the five most important
mathematical skills for mill and cabinet making and for sheet metal work
are not among the generic skills identified. Similarly, twelve of the
17 most essential skills for plumbing are not identified as generic. Al-
though these exceptions are rare, they need to be recognized in the project's
Guides. There may be similar instances in regard to reading. By cross-
validating basic skills in relation to particular vocational areas it
will eventually be possible to establish a list of generic skills and,
those skills associated only with particular programs.
24
p.
Figure 8
GENERIC SKILLS IN READING AND LANGUAGE ARTS*
Reading
Phonic Analysis
Structural Analysis
'Parts of Speech
Syntax
Literal Meaning of Words or Phrases
Literal Comprehension
Inferentica Comprehension
Interpretive or Critical Comprehension
Reference Skills
Using a dictionary
Parts of a book
Other sources
Spelling
Punctuation
Capitalization
Usage
*pased on Walker's analysis
Writing
25 0,/"
kJ
The Human Resources Research Organization (HumRRO) Effort
HumRRO work in functional literacy has been sponsored primarily by
funding from the Army, the Department of Defense, and the Air Force. Some
work has been funded by the National Institute of Education. Dr. Thomas
G. Sticht has been the leader of this research program since its inception
at HumRRO's Western DiviSion. Sticht (1975) reported that HumRRO's Initial
Work Unit REALISTIC was followed by Work Units READNEED, LISTEN, and FLIT.
The research activities expanded to encompass the study not only of the
literacy demands of Army jobs, but also of methods for reducing these
demands and for improving the reading skills of personnel through literacy
training. All of HumRRO's research and development has focused on the
study of literacy in relation to work.
According to Sticht (1975), two major factors have stimulated work
on job-related literacy: (a) people want job-relevant skills; and (b)
literacy skills are the most salient of the formally acquired skills
demanded by various occupations.
Implications for Basic Skills Project
The FORCAST readability index for technical reading materials
appears to be one of the formulas with the potential for use by vocational
educators in assessing readability of technical publications and products
brochures.that are commonly used in vocational schools. Information about
the correlatidffa among the Fiesch, Dale-Chall, and,FORCAST formulas indi-
cated that the simplified FORCAST formula prod...ced a more accurate esti
mate of the reading difficulty of Army job reading materials.
Among other conclusions from years of work on functional literacy,
Sticht (1975) stated (a) there appears to be little information regarding
the demands for literacy skills in various occupational programs; and (b)
reading skills for learning a job, as in vocational education courses,
may differ from the skills needed to do asjob. Considerations should be
given to these factors in identifying instructional materials and devel-
oping our basic skill taxonomy.
26
Reading Power in the Content Areas (VRP)
Vocational Reading Power (VRP) is a staff development project designed
to make content area teachers aware of the discrepancy between student
reading abilities and the reading requirements of printed instructional
materials (Butz and Gundabalan, 1978). The objectives of the VRP are:
1. To narrow the gap between student reading ability and
the skill level required to read printed instructional
materials.
2. To enrich the knowledge, attitudes, and skills of con-
tent area teachers.
3. To increase student lea...ing of content areas.
VRP (Vocational Reading Power) development began in the Oakland
Schools, Pontiac, Michigan in 1967. In 1974 the Joint Dissemination Review
Panel in HEW approved it for replication by schools throughout the country.
The project was originally validated for grades 11-12 vocational students
from a broad range of ethnic and socio-economic backgrounds. Since that
time, VRP has been succepully implemented in both vocational and non-
vocational classes in grades 7 through post-secondary. The components
of VRP are as follows:
1. Readability analysis of printed instructional materials.
2. The test component presents information on reading tests
ranging from standardized, commercially developed and mar
keted tests to informal teacher developed tests.
3. Vocabulary development - the key element of the VRP program.
The VRP materials provide many ideas on how instructors can
formally teach the language specific to their course content
area, as well as how to develop lists of "need -to-know" glos-
saries for other courses. VRP compiled thirty-two vocational-
technical occupation/job glossaries.
4. Reading in the Content Area Modules (R.C.A.) - the VRP
project has developed 15 instructional modules for staff
development purposes. In addition, the project has developed
27
models, sample lessons, illustrations, reading guides,
suggested practice exercises, and short articles to accompany
the commercially developed materials selected for learning
activities.
5. Instructional Materials System - the system was developed
to provide teachers with information about, and access to,
the wide vari*ty of instructional resources available within
their specific Content area.
Implications for Basic Skills Project
The VRP project is the most highly developed reading program in the
nation which deals with vocational as well as other content areas. Com-
ponents of the VRP project are also essential elements of the Basic Skills
project but the Basic Skills project extends itself to other areas of non-
technical skills. Most of the VRP materials have been purchased by the
project and will be reviewed for their possible inclusion in project
guides. A project staff member. Was visited a VRP site in New York State
to see VRP in action.
Summary of the Implications
Seven relevant research and development efforts on basic skills
education and occupational education are identified in this chapter.
These were selected from a vast amount of curricular and instructional
materials available today. The Canadian generic communication and mathe-
matics skills, derived from empirical 'studies, provide a broad perspective
for the'Basic Skills project. The extensive and detailed occupational
analyses conducted by Ohio State and their further analysis by the Basic
Skills project staff into distribution charts serve es extremely useful
guides in developing instructional materials. The Minneapolis math/
English skills vs. of:cupations charts provide examples of the occupational
applicationsof concepts.
The Pennsylvania job-related -mathematics skills survey can assist
the project staff in finalizing the mathematical skills taxonomy since it
reports teachers' perceptions of skills importance. The series of HumBRO
studies in functional literacy generated vast amounts of instructional
material that can be used in our Resource and Teacher Guides. In addition,
the simplified FORCAST readability analysis formula has great potential
for use by vocational educators in assessing readability of technical
publications and brochures that are commom to vocational programs.
The Vocational Reading Power project provides our project with an array
of field tested, instructional guides. It is evident that outcomes asso-
ciated with the literature/material search described in this section will
provide a firm basis for the production of Resource and Teacher Guides.
29
f-,4 -
CHAPTER THREE
INSTRUCTIONAL MATERIALS
The final major task of the literature search was to identify instruc-
tional materials. The instructional materials identified -fall into two
categories. One category covers those texts which are significant and/or
dominate the vocational commercial scene, the other category covers those
basic skills materials relevant to vocational education. From among
these materials, recommendations will be made to secondary level teachers
to assist them in providing basic skills instruction to their students.
Procedures
Major steps were taken to assure the comprehensiveness of the litera-
ture search for instructional materials. These steps included the following:
1. The use of a full range of descriptors in the ERIC data base
and CRIS data base searches.
2. The use of National Advisory Committee and Cornell Faculty
Advisory Committee members and other experts to identify
key relevant instructional materials for incorporating basic
skills instruction into vocational curricula.
3. Search of relevant agency and professional organization
bulletins, journals, monographs, etc., to identify relevant
descriptive .end research literature.
4. Search of final reports of known projects, such as project
FLIT, project ABLE and JDRP approved projects.
5. Search of catalogues/lists from commercial publishers, R
& 0 centers, curriculum networks and instructional materials
laboratories for relevant instructional materials.
6. Telephone contacts (used extensively), personal interviews
with vocational basic skills educators to ascertain current
status and recent innovations on.the infusion of basic skills
instration into vocational education programs.
30
A!
Tft
The results of implementing these steps are discussed in the following
sections of this report beginning with the commercially dominant texts.
Significant and/or Dominant Vocational Texts
Due to time and human resource limitations, the instructional
materials data base only contains texts from major vocational subject
pdblishers. Audio-visual as well as other types of materials are not
inclUded in this version of the list, since they do not have as wide a
distribution as texts. The list-only contains texts that are significant
and/or dominant in their fields of specialization. "Significant" is
defined having at least 20% of the market for which a text is supposed
to be used. "Dominant" is defined as having at least 50% of the
market for which a text is supposed to be used.
The following set of procedures was followed in compiling the voca-
tional instructional source data base presented in Appendix D.
1. Telephone survey of opinion leaders, especially prominent
textbook writers and instructional material specialists
in vocational educatiOn for information on what are the
most widely used texts/references in their respective
occupational instruction areas.
2. Survey of Editors-in-Chief and/or marketing managers of
major vocational instructional textbook publishers for
information regarding the books of their respective firms
having a "significant" or "dominant" sales record in the
field.
3. Telephone or written communication with major vocational
instructional materials centers in the country for a list
of the most Used/sold curricular materials it each of the
seven vocational areas.
4. Synthesis of the above information from various sources and
compilation of an initial list of "significant" and/or
"dominant" texts for each of the seven vocational areas.
31
It is recommended that the texts be selected from the list in a way
that is compatible with the instructional programs that have been identi-
fied for their importance in terms (4 high secondary enrollment. To
improve the validity of the list, it is further recommended that teachers
be used to verify, add, or delete references based on their first-hand
knowledge of currently used materials.
ERIC and CRIS Data Base Sources
Figure 9 lists the methods used to gather references relevant to our
project from ERIC and CRIS data bases. The results of this effort may
be found in Appendix E. The references cited are organized under two
headings. The first heading covers those references related to multi-
occupational areas. The second heading covers references related to
specific occupation areas. Under this heading are listed titles related
to such areas as Agriculture Education, Occupational Home Economics,
and Trade and Industry.
The references identified through the ERIC and CRIS data base
searches will be used to locate instructional and assessment materials
and techniques which can be recommended to teachers. These references
together with those found through the review of other sources of basic
skills materials will be invaluable in the development of the project's
Resource and Teacher Guides.
Basic Skills Materials
The objectives of this sub-task are to provide a data base for:
1. the identification of "how-to" examples for teaching basic
skills to be used in the teacher guides.
2. the development of basic skills/vocational program matrices.
32
3. the_developn,,at of a specialized job-related vocabulary
list in each of the vocational areas.
4. the identification of testing materials that are built into
vocationally related-basic skills texts.
5. the identification of options of integra.ing instruction
in basic skills into vocational programs.
Catalogues from major commercial publishers and instructional materials
. networks were searched in order to realize the above objectives. The
list of references identified appLrs in Appendix F. The list will be
updated as new sources are identified. The materials selected from the
list will be those which are relevant to the instructional programs iden-
tified as the most important-in terms of enrollment.
Implicatirns
The list of significant and/or Dominant texts available from comer-
c411 publishers provides a basis for the de,--'_:_ ?went of a series of spe-
cialized-job-related vocabularies for ditferent occupational areas. In
addition, this list (Appendix D) and the basic skills materials list (Ap-
pendix F) can be combined to provide the project with comprehensive
resources f.- the identification of essential basic skills and for the
validation of readability analyses of printed vocational instructional
materials. The development of basic skills/vocational program matrices
may also be accomplished using the references listed. The ERIC, CRIS and
basic skills materials searches will help us to identify occupationally
relevant assessment instruments, instructional materials, and evaluation
cethods.
Taken to,,ctner, the results of the Literature Search (Task E) form
a firm foundation 1:or the development of the project's Resource and
Teacher Guides.
Figure 9
METHOD FOR SELECTING PROJECT RELEVANT REFERENCES
FROM ERIC AND CRIS DATA BASES
Span of Coverage: ERIC Data Base--up to December 1979
CRIS Data Base--1975 to December 1979
Descriptors used in the Search: Four sets of descriptors were used.
A. Level of Instruction--Tenth, Eleventh, Twelfth Grades
B. Vocational Areas--Agricultural Education
Business and Office Education
Distributive Education
Occupational Home-Economics Education
Health Occupations Education
Technical Education
Trade and Industrial Education
Vocational Education
C. Basic Skills-- Reading Improvement
Basic Skills, writing skills
Basic vocabulary, study skills
Language skills, vocabulary
Speech skills, listening
Verbal ability, comprehension
Arithmetic, communication skills
D. Type of Schools-- High Schools, secondary education
Senior high school secondary grades
Vocational high schools
Printouts: Separate printout for each of the seven vocational service
areas and one additional printout for vocational education in general.
Selections: Part I--References related to multi-occupational areas
Part II--References related to speci;:ic occupational
areas
(please see Appendix E)
34
REFERENCES
Bureau of Labor Statistics. Occupational Projections and TrainingData. Washington, D. C.: U. S. Government Printing Office, 1980.(In printing)
Butz, Roy and Gunabalan, Lynn. Vocational Reading Power Training Manual.Minneapolis, MN: The Exchange, 1978.
Department of Vocational-Technical Education, English used in Occupa-tions:= An Interrelated Guide. Minneapolis, MN: Minneapolis PublicSchools, 1978.
Department of Vocational-Technical Education, Mathematics Used in Occu-pations: An Interrelated Guide. Minneapolis, MN: Minneapolis PublicSchools, 1978.
Hinds, T. Personal communication. April 7, 1980.
Hoepfner, R. Achievement test selection for program evaluation. In
M. J. Wargo and D. R. Green (Eds.) Achievement testing of disadvantaged
and minority students for educational program evaluation. Monterey,
CA: CTB McGraw-Hill, 1978.
Long, Thomas E. Determination of the Basic Mathematics Skill Needs andthe Need for Mathematics Remediation for Secondary VocationalEducation Students. University Park, PA: The Pennsylvania State
University, 1973.
Redmann, D. H. Reading related teaching competencies identified forFlorida vocational teachers. Final Report: September, 1978 - June
1979. Tallahassee: Florida State University, 1979. ED 172 021
Smith, A. De W., Generic Skills - Keys to Job Performance. Ottawa,
Ontario: Employment and Immigration Canada, 1978.
Sticht, Thomas G. Reading for Working: A Functional Literacy Anthology.
Alexandria, VA: Human Resources Research Organization, 1975.
Strank, Edward J. and Speck, Samuel R. Analysis of the Auto Body Repair
Occupation. Columbus, OH: Trade and Industrial Instructional MaterialsLaboratory, The Ohio State University, 1974.
U. S. Office of Education. Summary Data-Vocational Education, Program
Year 1978. Washington, D. C.: U. S. Department of Health, Education
and Welfare, 1979.
4
35
REFERENCES FOR STUDIES INVESTIGATING THE BASIC SKILLS
NEEDED FOR SUCCESSFUL ENTRY-LEVEL JOB PERFORMANCE
Department of Vocational-Technical Education, English used in Occupations:An Interrelated Guide. Minneapolis, MN: Minneapolis Public Schools, 1978.
Department of Vocational-Technical,Education, Mathematics Used in Occu-i
Rations: 4, Interrelated Guide. Minneapolis, MN:' Minneapolis Public
Schools, 1978.
Long, Thomas E. Determination of the Basic Mathematics Skill Needs andthe Need for Mathematics Remediation for Secondary Vocational Edu-
cation Students. University Park, PA: The Pennsylvania State Univer-
sity, 1973.
Smith, A. De W., Generic Skills - Keys to Job Performance. Ottawa, Ontario:
Employment and Immigration Canada, 1978.
Sticht, Thomas W. Reading for Working: A Functional Literacy Anthology.
Alexandria, VA: Human Resources Research Organization, 1975.
Strank, Edward J. and Speck, Samuel R. Analysis of the Auto Body RepairOccupation. Columbus, OH: Trade and Industrial Instructional MaterialsLaboratory, The Ohio State-University, 1974. (This is one of an extensiveseries of booklets reporting analyses of many occupations.)
37
APPENDICES
Appendix A
ENROLLMENT OF VOCATIONAL EDUCATION
PROGRAMS AND PROJECTED ANNUAL
AVERAGE OPENINGS 1978-90
Projected
Instructional Enrollment 1978*Completions Ann. Avg.
USOE CODE Program Title Secondary Total 1978*_ Openings ** SEDI GI
01. Agriculture Total 715,272. 1,006,542 181,014
01.0100 Ag. Prod. 341,399 528,946 80,459 0.65
U1.0200 Ag. Supplies/Bus. Serv. 23,846 33,022 9,383
01.0300 Ag. Mechanics j 108,634 133,576 34,457 3,5001
0.6
01.0400 Ag. Products 8,974 12,680 3,481
01.0500 Ag. Ornamental Horticul. 83.923 130,836 32,765 0.64
01.0600 Ag. Raiources 17,253 24,517 6,923 9002
01.0700 Forestry 17,822 22,382 4,639 1,400
01.9900 Other 113,471 120,583 8,907
04. Distributive Total 397,429 962,009 279,720
04.0100 Advertsng. Serv. 5,836 17,760 4,243 10,7503
04.0200 Apparel & Acces. 21,273 32,012 11,821 0.66
04.0300 Automotive 7,010 9,050 3,923 18,900
. -
,-,4.0400 Finance & Credit 3,206 48,745 10,419 33,500
04.0500 Floristry 2,246 7,767 2,267 4,200
04.0600 Food Distrib. 26,307 37,117 18,990
04.0700 food Services 34,493 57,277 21,661 0.60
04.0800 Genefai Merchand. 178,684 284,230 108,484 470,000 0.63 4.33
-04.0900 Wye., Bldg. Mtls., etc. 4,324 4,837 2,527
04.1000 Home Furnishings 2,371 4,435 1,724
04.1100 Hotel & Lodging 2,540 19,276 3,495 14,900
04.1200 Industrial Mktg. 2,260 22,012 3,769 21,700
04.1300 Insurance 773 16,773 2,875 40,250
04.1400 International Trade 181 1,096 337
04.1500 Personal Serv. 7,547 19,314 5,421
04.1600 Petroleum 3,933 4,318 2,117 5,200
04.1700 Real ste 4,287. 194,365 37,855 50,000
04.1800 Rec. & Tourism 4,451 26,860 6,418
04.1900 Transportr".on 4,124 17,069 4,164 14,700
41
4A .J
a
1978-90
Projected
Instructional Enrollment 1978 Completions Ann. Avg.
USOE CODE Program Title
04.2000 Rat. Trade, Other
04.3100 Wholesale, Trade, Other
04.9900 Other
07. Health Total
07.0101 Dental Assistant
07.0102 Dental Hygienist (Assoc.)
07.0103 Denta1
07.0199 Other
07.0203 Ned. Lab. Assist.
07.0299 Other Med. Lab. Teci.
07.0301 Nursing, Assoc. Degree
07.0302 Prat. (Voc.) Nurs.
07.0303 Nurs. Asst. (Aide)
07.0305 Surgical Tech.
07.0399 Other Nursing
07.0401 Occupa. Therapy
07.0402 Physical Therapy
07.0499 Other Rehab.
07.0501 Radiologic Tech.
07.0503 Nuclear Med. Tech.
07.0599 Other Radiologic
07.0600 Ophthalmic
07.0700 Environ. Health
07.0800 Mental Health Tech.
07.0903 Ihal Therapy Tech.
07.0904 Medical Assistant
07.0906 Health Aide
07.0907 Med. Emarg. Tech.
07.0909 Mortuary Scien.
07.9900 Other
Secondary Total 1978 Openings SEDI GI
15,865
3,088
62,630
131,907
23,524
4,500
109,672
758,808
7,879
1,692
17,639
202,061
8,085 21,724 8,013 11,000 0.37 1.37
119 7,465 2,360 6,000
911 4,185 1,234 2,800
558 1,251 516
3,941 17,988 3,894 14,800
546 5,464 1,329
572 115,940 24,895 85,000
8,424 94,874 34,399 60,000
34,650 117,495 42,325 94,000 0.30 2.22
212 3,895 1,381 2,600
5,433 49,386 7,003
138 2,531 820 1,100
580 3,310 .354 400
447 2,819 421
301 10,983 3,090 9,000
13 343 88
19 317 51
124 2,758 577 3,8004
330 4,049 230
504 14,837 2,307
343 14,008 3,168 5,000
11,841 31,973 10,288 0.37
10,541 15,699 5,217
989 88,092 23,748
57 1,513 307 2,200
42,229 125,909 23,046
42
USOE CODE
Instructional
Program Title
Enrollment 1978 Completions
1978
1978-90
Projected
Ann. Avg.
Openings -SERI GISecondary Total
09.01 Consumer & Hmkg. Total 2,795,949 3,659,441 0
09.0101 Comprah. Hmkg, 1,295,177 1,434,941 0
09.0102 Child Deval. 170,251 260,252 0
09.0103 Clothing & Tex. 198,179 365,456 0
09.0104 Consumer Ed. 103,171 185,805 0
09.0106 Family Rel. 211,124 264,117 0
09.0107 Food & Nutri 302,399 427,769
09.0108 Home Mgt. 38,923 52,682 0
09.0109 Housing & Home Furnishing 92,664 161,567 0
09.0199 Other 384,061 506,852 0
09.02 Occup. Home Ec. Total 252,566 459,590 112,680
09.0201 Care & Guid. of Child. 64,442 153,478 36,487 45,0005
0.42
09.0202 Cloth. Mgt., Prod., Serv. 41,791 70,807 17,767 0.68
09.0203 Food Mgt., Prod., Serv. 102,526 151,134 41,578 0.70
09.0204 Home Furn., Equip., Serv. 6,174 29,222 5,243
09.0205 Inst. & Home Mgt. 7,930 17,751 4,686 2,000
09.0;99 Other 29,703 37,198 6,919
14. Office Occup. Total 1,934,722 3,312,475 728,189
14.0100 Acctg. & Comptg. 307,126 588,971 119,569 286,5006
0.52 2.40
14.0201 Computer & Console Oper. 16,512 50,666 11,519 12,500
14.0203 Programmers 22,489 83,479 11,165 9,200
14.0299 Other Bus., Data Process. 29,495 84,015 22,915
14.0300 Filing, Office Machines 551,883 719,267 174,592 40,0007
0.77
14.0400 Info. Communic. Occup. 17,035 ' 45,400 11,144 35,5508
14.0500 Mtls., Support, Trans., 2,711 4,198 991 45,0009
14.0600 Personnel, Trg. & related 16,928 58,717 14,858 17,00010
14.0700 Steno, Secy. & related 389,787 700,586 170,167 305,000 0.56 1.79
14.0800 Supervsy. & Adm. Mgt. 18,264 212,792 29,078 2,20011
14.0900 Typing & related 419,273 584,247 144,077 59,000 0.72 0.41
14.9900 Other 141,219 180,137 18,114 4,60012
A
43
1978 -90
Projected
Instructional Enrollment 1978 Completions Ann. Avg.
USOE CODE Program Title Secondary Total 1978 Openings . SEDI GI
16. Technical Total 39,273 527,681 94,305
16.0100 Science 4 Zug. Technicimns 23,400
16.0101 Aeronaut. Tech. 1,083 5,591 1,041
16.0103 Architec. Tech. 3,228 30,660 4,910
16.0104 Auto Tech. 1,101 14,041 2,354
16.0105 Chemical Tech. 995 5,492 896
16.0106 Civil Tech. 968 30,100 3,701
16.0107 Electrical Tech. 1,,120 25,032 2,607
16.0108 Electronic Tech. 9,048 90,306 17,216 5,400 0.10 0.31
16.0109 Electro-mechnl. Tech. 342 4,298 971
16.0110 Environ. Cntrl. Tech. 356 8,612 1,639
16.0111 Irdustrl. Tech. 361 18,056 2,183
16.0112 Instrumntn. Tech. 296 3,681 645
164113-- Mechanical Tech. 1,351 30,168 5,173
16.0114 Metalur-tcal Tech. 84 1,529 524
16.0117 Scienti_ic Data Tech. 3,465 15,887 4,848
16.0601 Commercial Pilot Trng. 136 8,874 1,325 3,800
16.0602 Fire E. Fire Safety Tech. 525 29,147 3,615
15.0603 Forestry Tech. 138 3,292 543
16.0604 Oceanographic Tech. 88 2,709 362
16.0505 Police Science 2,665 105,457 18,511
16.9901 Air Poll. Tech. 17 183 9
16.9902 Water E. Waste Water Tech. 48 7,254 551
16.9900 Other 8,858 87,312 20,675
17. T -1 I Total 1,469,828 3,402,722 856,388
17.0100 Air Conditioning 22,065 79,357 18,272 8,200
17.0200 Appl. Repair 13,344 19,758 5,948 6,900
17.0301 Body E. Fndr. 49,879 93,339 29,401 9,800 0.53 0.33
17.0302 Auto Mech. 210,300 340,686 99,528 37,000 0.62 0.37
17.0399 Other Automotive 59,014 108,980 26,782
17.0400 Aviation Occup. 36,814 6,459 4,20013
17.0500 Blueprint Rdg. 1,387 16,856 2,892
17.0600 Bus. Mch. Mnt. 3,962 1,511 1,217 4,200
17.0700 Comrcl. Art Occ. 20,854 52,966 10,975 4,15014
17.0800 Comrcl. Fishry. 0cc. - 7,108 1,135 45015
17.0900 Comrcl. Phtgy. 10,863 40,185 7,960 2,700
17.1001 Carpentry 97,359 162,213 44,625 58,000 0.60 1.30
17.1002 Electricity 36,629 95,382 18,373 13,600
17.1004 Masonry 26,055 44,723 11,891 8,000
17.1007 Plmbg. 4 Pftng. 9,349 43,995 8,312 20,000
17.1099 Other Constr./Mat. /3,278 130,991 32,133 72,100
44
1978-90
Projected
Inntructional Enrollment 1978 Completions Ann. Avg.USOE CODE Program Title Secondary Total 1978 Openings SEDI GI
17.1100 Catal. Serb. 9,875 19,895 5,406 176,000
17.1200 Diesel Mech. 7,448 25,859 7,303
17.1300 Drftg. Occ. 97,151 152,327 33,294 11,000 0.64 0.33
17.1400 Elctrl. Oct. 30,065 118,022 24,349 16,55016
17.1500 Eltrnc. Occ. 72,040 146,294 35,217 10,00017 0.49
17.1600 Fabric Mat. Sere. 1,679 2,865 701
17.1700 Mgt. Development 1,521 76,014 18,650 69,000
17.1900 Grphc. Arts Oct. 77,798 108,584 26,920 13,95018 0.72
17.2000 Indstrl. Ato. Ergy. 312 582 114
17.2100 Instr. Mnt. & Rep. 929 4,547 913
17.2200 Maritime Oct. 2,472 9,096 1,103 1,000
17.2302 Machine Shop 56,646 117,069 32,588 44,035 0.48 1.35
17.2303 Machine Tool Oper.' 5,269 14,232 0 3,437
17.2305 Sheet Metal 20,017 45,694 6,571 3,500
17.2306 Welding & Cutng. 56,759 205,486 51,722 35,000 0.28 0.68
17.2307 Tool & Die Mkg. 806 8,475 2,396 10,400
17.2399 Other Mekvrkg. Oct. 44,862 58,'09 17,548 3,100
17.240C Mtlrgy. Occ. 1,257 4,213 480 35,000
17.2601 Barbering 1,033 4,184 9,700
17.2602 Cosmetology 64,613 97,947 27,215 28,500 0.66 1.05
17.2699 Other Prsnl. Sera. 44,597 7,608 2,118
17.2700 Plastics Occup. 4,597 7,608 1,943
17.2801 Firefighter Trng. 1,811 186,472 78,542 7,500
17.2802 Law Enforcmt. :rng. 3,930 104,194 21,744 88,300
17.2899 Other Pub. Serv. 4,980 66,991 7,346 8,000
17.2900 Qty. Food 0cc. 29,254 54,468 14,389,14,20019195 0.54 13.57
17.3000 Refrigeration 8,973 2,243 2 260
17.3100 Small Eng. Rep. 29,126 52,524 13,171
17.3200 Stn. Engy. Src. 1,588 14,021 3,639 105,000
17.3300 Textile Prod. & Fabric. 17,149 45,642 12,755
17.3400 Leather Wrkg. 1,183 1,930 677 1,60020
17.3500 Upholstering 5,310 22,136 7,198 1,100
17.3600 Woodworking Occ. 59,336 89,620 17,653 0.66
17.9900 Other 109,861 243,529 50,059
99. Special Program. Total 3,223,774 3,509,351 0
99.0100 Grp. Guid. (Pre-Vocat.) 1,455,12 1,508,189, 0
99.0300 Remedial 48,858 101,904 0
99.0400 Industrial Arts 1,479,121 1,492,790 0
99.0600 Other N.E.C. 240,669 406,468 0
45 ti
* Summary Data - Vocational Education, Program Year 1978.
U. S. Department of Health, Education, and Welfare.
** Occupational Projections and Training Data, B-2058.
U. S. Department of Labor, 1980.
FOOTNOTESAnnual AverageOpenings: Total
USOE CODE Occupation 1978-90
101.0301 farm equipment 3,500
mechanics201.0607
01.0608 range managers304.0100 advertising services
407.0601 ophthalmic lab.
technicians
700
200sum = 900
not available
2,600 )sum = 3,800
1 20007.0603 optometric assistants ,
5
09-0202private household
workers 45,00009.0203
09.0201
09.0205 hotel housekeepers614.0102 bookkeeping workers 96,000
14.0103 cashiers 119,000
14.0104 office machine operators 9,700
14.0105 bank tellers 17,000
14.1103
14.1900 -200
14.0102
14.0104statistical clerks 45,000
14.0303
14.0399714.0302 file clerks
14.0303 statistical clerks814.0401 telephone operators
14.0403 postal clerks
14.0406 receptionists
14.0401 telegraphers, telephones,& tower operators
16,500
23,500
50
2,000
4,000
9,900
14.0499 library technicians 12,600
5146
sum - 286,500
sum = 40,000
sum = 35,550
FOOTNOTES (continued)
Annual AverageOpenings: Total
USOE CODE Occupation 1978-90
914.0503 shipping and receiving
clerks22,000
14.0504 stock clerks 23,0001014.0602
personnel and labor14.0603 17,000
relations workers14.0699
1114.0899 credit managers 2,200
1214.9900 other
4,60004.0800 1 general merchandising
1317.0403 air traffic controllers 700
17.0401 airplane mechanics
)
3,5001417.0703 industrial designers
17.0701
550
interior designers 3,60C1517.0802 merchant marine officers 7G0 I
17.0801 merchant marine sailors -250 1
1617.1400 maintenance electricians 15,500
1.1402 signal department workers 1,05017
17.1ix501 central officecraft 3,900
occupations
17.1503 television and radio 6,100technicians
1817.1906 bookbinders and bindery-
2,600workers
17.1901 compositors 3,900
17.1902 lithographers 7,300
17.1904 photoengravers 1501917.2902 cooks and chefs 86,000
17.2903 meatcutters 5,200
food-counter workers 104,00017.290420
17.3402 shoe repairers 1,600
47
sum = 45,000
sum = 4,200
sum = 4,150
sum = 450
sum- 16,550
sum = 10,000
sum = 13,950
sum = 195,200
Appendix B
PART 1
MATHEMATICS SKILLS AND CONCEPTS
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PART 2
CO?ff'1UNICATION SKILLS AND CONCEPTS
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0. ILII L. .4$uey 01.5,5.51..2. issimUs. .4 II Osilim.L Ilimalimimie T..0 ft.. he..la.e.
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1. 7.4155 1. 1tf4sI .4.Ti4a (hesisi ha. 5531$ 14
rihalliS .3 415 .41.5.
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3. 3.451.245. 2.3Sf....A. 1.1..7. Me.1e141 .4 SUi1.s. lades. tsPJ
P. :I
50
Appendix C
BASIC SKILLS DISTRIBUTION CHARTS
Occupations
Automotive Body Mechanic
Bank TellerBindery
BookkeeperChildcare/Nursery School Teacher Aide
Data AccountantDrafting OccupationsGaren Center Employee
Lithographic Printing OccupationsOffset Press Operator
Terminal ClarkWord Processor
MATH
SPEAKING
COMMUNICATION
WRITING LISTENING READING
BASIC SKILLS PROJECT
Automotive Body Mechanic
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
N.:
47
204M0M0&0
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A-1 Write estimates1/1/
ICHili
A-2 File estimates alphabetical!A-3 Verify insurance coverageA-4 Order parts and materials
A work
A-6 Write repair orders and record partsand materials
A-7 Record costa payments, depositsA-3 Keep payroll recordsA-9 Order and maintain tools and e.ui.mentA-10 Establish safety regulations
!MOM! IIIInII.1
ii-
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IIP/PielIR!
amMEW.irirEl. c..
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i i 1 Wash and dewax vehicleB-2 Remove decorative features8-3 Ascertain type of original finish and
type to be usedB-4 Inmect old surface for defectsB-5 Featheredge broken s' faces
11-6 Mix and reduce refinishing materials re! 1
Mill1
B-7 Treat bare metalB-8 Mask operations13-19_Apply_primer surfacer and glazing putty
B-io Sand old finish, primer surfacer andglazing putty . 1 1111 1111!
III cEBEiiIII' li iiilliB-11 Prepare for alkyd enamel refinishing
B-I2 Refinish with acrylic enamel
1 11 IMIB-13 Prepare for polyurethane enamel
refinishing
Mi iiiEri
II
U
13-I4 Prepare for acrylic lacquer refinishing_IIIMMO
llII IB-15 Spot refinkshing and touchup
i i8-16 Polish lacluer finishes
M8-17 Applying striting_and decals
MoB -18 Cleanup and prepare for delivery
MATH
SPEAKING
COMMUNICATION
WRITING LISTENING READING
BASIC SKILLS PROJECT
Automotive Body _.chanic
Program - 1/.0301
SASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
eVU00
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C-2 Hetermine hidden damageC-3 Use out damaged panelC-4 Use plastic type fillers III
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C-6 Set up oxy-acetylene weldlni equipment
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C-7 Form sheet metal paitgies
C-8 Install patch panelsC-9 Shrink metal IIIMMINI IM Fag' 1111
.. 19D-1 Analyze cooling system
Ili:mommommII II
ll
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D-2 Repair radiator shroud hosesD-3 Replace air conditioner condenser line
D-.4 Replace water pump, fan, beltsC=f Analyze extent of damage to flamesE-2 Operate damage dozer and attachmentsE-3 Repair and align frame to manufacturer'
roecifications ye
11
I! 1'I
1 ill il IIIE-4 Replace frame assembly mill11111
IIIIMII Ell 4 liE-5 Replace front frame sections
IIIII Ili liani111111111N1
E-6 Replace frame horn or repair croesmembeF-1 Replace outer quartec_panel
1III
F-2 Replace rear quarter wheel housing
1111.1. II IIM 111
IIIII_F-3 Replace rocker panel
11F-4 _Replace hood assembly
:Mr INFIEF-5 Replace hood lanes
,.F-6 Replace mill assembly . iiii,11.-1-.1
F-7 Replace front fender, welded
11111, inllir: Ili II .,11 1116
il
F-8 Replace front fender, bolted
g dF-9 Replace inner fender panel
__
ii,II II li
F- l0 Replace outer door panelF-11 Replace radiator supportF-12 Replace windshield and rear glass with
butyl_tapeaystemF-1) Replace windshield or back glass with
rubber rhannol
_
MATH
SPEAKING
COMMUNICATION
WRITING LISTENING READING
BASIC SKILLS PROJECT
Autolsotive Body Mechanic
Program - 17.0301
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
4
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F-14 Replace center pillarF-15 Replace rowel .anelsF -l6 Replace gas tank C: 10
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II All....,.,.will MEM
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F-21 Replace exterior trimF-22 Replace and overhaul bumper assembliesF-23 Replace roof Panel
M.
II
CC..r.pral.CrirrXEMMaCCellCMCCMCMCO
.EEBOIMF-24 Replace door lockF-25 Replace door lass/vent assemblF-26 Replace door glass without ventF-27 Replace door and hingesG-1 Replace front susension 'arts '111 MMOMCMOI. ONICOOMOMCCCEvIMOMMOICE
=II111.1611
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G-2 Replace steering 'artsG-3 Replace steering columnG-4 Align front endH-1 Repair fiberglass panel:scratches, gouges
and cracks11-2 Replace a fiberglass 'anelH-3 Make a fiberglass patch panelI-1 Replace, check storage battery1-2 Replace electrical units1-1 Re.air or slice a broken wire1-4Replace wire hardness, engine compartment
blal 1 111111 11
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1 IIPMA
111111111111111111-5 Replace headlight bulb and adjust
III
II
11111111J-1 Replace headliner1-2 Replace seat trim
C CCEJ-1 Cle n interior and remove stains
Ing2C IMK-1 Adjust hoods and front end sheet metal 11K-2 Adjust bumpers
!III=IC
II I MVEmk...f Adjust doorsK-4 Adjust door Vass a ala11 IiiK-5 Adjust deck lid and hinges OC1
tt tt t4 Pt 44 It 44 C4 4,464 H tt ttCD 0 (4 C3 .4 s* .4 4) CM Ch C2 01 024 45 e4
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MATH COI4IUNICATIONS
LISTENING READING iffilTiNG SPEAKING
-.
BASIC SKILLS PROJECT
Bank Teller
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENT
e.-4
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A-2 Obtain cashI
II
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A-4 Secure cash.0
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B-1 Determine type of payment
B-2_, Verify amount
6-3 Issue receipt and post transaction
C-1 Determine type of deposit bC-2 Verify amount
C-3 Post transaction and issue receipt
0-1 Determine validity of draft
D-2 Identify bearer .....
D-3 Honor draft _...ko
E-1 Issue money order bemO----mo
E-2 issue cashier's checkmow
E-3 Issue certified checkV'
m so'
6,"E-4 Issue traveler's check ...._
mF-.1 Determine customer needs and prepare
rental contract10
1.4---
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F-2 Collect rental fees and issue receipt
F-3 Admit customer to safety deposit box .0
!, \ b*...-...,....
vo ,---..G-1 Close and open teller machine
G-2 Operate teller machine
H-1 Issue a U.S. government eavin s bond WV me
.0411 -2 Cash U.S. government savings bond wese
1-1 Dvtermine type of account required
1-2 Prepare application form and issue
savings passbook or checkbook
________ v moJ-I Determine customer needs
J-2 Prepare and issue certificate 11 _________________
LJ-3 Cash .ertlficates CITI
lis.tftt01,411444c!Irtilt4Afttst0C000r,m40m0mme.10004it 54 it It J4m M e m
4,4
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as tt H It.1 en m
MATH COMMUNICATIONS
READING WRITING SPEAKING LISTENING
BASIC SKILLS PROJECT
Bindery
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENT
s=co
'4
C7
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rightanglejold11-4 Set-up paper 1.111
III8-5 Set-up stitcher for side and saddle
stitches
II 1
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1-6 Set-up cutting_and trismin: machines8-7 Set-up hand and semi-automatic bind-
cry machinesC-1 Aerate folder arallel fold
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C-2 Operate folder parallel and right an leC-3 Operate paper drillC-4 Operate stitcher side and saddleC-5 'crate cuttin: and trismdn equipmentC-6 Operate hand and semi-automatic bind-
cry machinesII
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D-1 Cut., collate and pad by hand5:2 Wrap and package
welealmig mmIRIR0m
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E-2 Clean and adjust bindery equipment OrICa mm r2it it it it it it It itCD w5 e. C:1 CD V4 CD.-INMe101.4r1.-1
itiettitit,DCDvIkiikn
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MATH COMMUNICATIONS
READING LISTENING WRITING
BASIC SKILLS PROJECT
Bookkeeper
BASIC SKILLS D1STRIBUFICN CHART
TASK STATEMENTS
wum
NY
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MalMille0E INEE,4P.
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C-3 Prepare customer invoicesC-4 Summarize daily salesC-5 Post atcounts receivable subsidiary ledgerC-6 Research customer complaintsC-7 Credit accounts for returns and allowancesC-8 AIR accountsC-9 Prepare statements of customer accountD-1 Maintain cash control
,RP EMICED-2 Prepare bank reconciliation
11/11111i sillin.:...II
ii
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1 !III
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E-1 Log all purchase ordersE-2 Maintain raw materials inventory recordsE-3 Update inventory records ;1;
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F-1 Determine propriety of invoiceF-2 Prepare voucher
NI4,__,.Issue _debit memorandums
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G-1 Ver proved Invoices
___
G-2 Prekare checkH-1 Post alliournal entries to general ledger
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MATII COMMUNICATIONS
BASIC SKILLS PROJECT
Childcare /Nursery School Teacher
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
00C.ri
a
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A-9 Establish contlnuln relationshi,A-I0 Participate in parent conferenceA-11 Contact parents in emergency or illnessA-12 Write communications to parentsA-13 Follow persorTel eolicies of centerB-1 Clean and maintain interior building
surfaces
mom 11B-2 Clean and maintain supplies and e.ui,,B-3 Maintain pets
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C-1 Assist in planninggoals for the ear ILONA MIEN" IIIIC-2 Assist in planning daily schedule MOMMIIIII ill11MO IC-3 Assist in planning daily activities
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MATH COMMUNICATIONS
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BASIC SKILLS PROJECT
Childcare/Nursery School Teacher
BASIC SKILLS DISTRIBUTION CHART
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Data Accountant
BASIC SKILLS DISTRIBUTION (MART
TASK STATEMENT
A-1 -tipeiate keypunch
A -) Operate verifierA-2_ Operate sorter lir EFQffirliCallA-4 Operate repreduLer
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6-7 Maintain cards files6-8 Initiate emergency test
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6-6 Opetate magnetic tape units
8-11 Operate line printer8-12 Operate optical 1/0 devices8-I3 Load and operate disk drive:
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6-14 rate ter
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Data Accountant
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENT
C-5 Test and correct the pro ramC-6 Prepare the ro ram for rodD-1 Store according to prearr.
order data files, prog., anddocumentations
0-2 Lend and receive data accor.to a set procedure
D-3 Maintain se(urity and pro-tection of stored data
k-1 Process sales ordersE-2 Process shipping ordersE-3 Prepare invoicesE-4 Process accounts receivableE75 Process accounts payableE-6 Calculat payrollE -7 Process Inventory controlE-8 Prepare financial statement
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Drafting Occupations
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MATH CGMMUNICATIONS
BASIC SKILLS PROJECT
Draft ing Occupations
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
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Drifting Occupations
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENTS
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J-4b Draw pictorial assembliesJ-5a Determine need of aditional views or sub-assemJ -Sb Draw required views or assembliesJ-6a Determine part code and code drawingJ-7a Select type of shadingJ-7b Shade drawing.
K-la Supervise groupK-2a Assign york to checkersK-2b Maintain accurate recordsK-3a Check work completed by groupK-4a Submit reports to coordinator
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BASIC. SKILLS PROJECT
Garden Center Employee
BASIC SKILLS DISTRIBUTION CHART
TASK STATEMENT
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BASIC SKILLS PROJECT
Lithographic Printing Occupations
BASIC SKILL'S DISTRIBUTION CHART
TASK STATEMENTS
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MATH COMMUNICATIONS
BASIC SKILLS PROJECT
Lithographic Printing Occupations
.
BASIC SKILLS DISTRIBUTION CHART -
TASK STATEMENTS
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I-4. Administer salaries andappralse_performances beV.!" 6.41e- wbfon/WW10" le be I, be
[-; Establish and plaint. train-
tiling and cross training
schedulesto vowel" V../ le ye be
11,0Sof ye web.
I-6 Coordinate all funct. activwith other affected areas wo V V V'we oloVoil/ be se 61eete yes/4e 101 so" ire, be. wv leo,
I-I Review and analyze new andrev. proced. and implement
,-
60 i,./* W.W. W.I-43 Motivate employees1-1 Route and distri. articles
of mutual interest V Voor 4.0.. tor O.. lor
VV--. ....-
V so"
8.0._.
1-2 Prep. and secure advancesand compl. nee. exp. report A
4.0 11/ so.1-3 Keep records and place or-
acts for all equip. & suppl. ro ..,,/ v oow ...-
Pt 0 it 0 it it it rt 0 it it id 0 be it it it it It it It 14 10.1 ir-e 0 it it it it it tt tt 14 .4 114 ft IAA tAt 1141 0 CO OS C,1 0-1 el VI 0-1 Ul as as n A r-I Ul NI 0 OS h. .40-1 *-I .-1
rt it K aY rt 114 rt At it4) R-4 Ul O -1 CO 0
9
it :4! 4 ! r 4,(71,
.-4
Appendix D
SIGNIFICANT AND/OR DOMINANT COMMERCIALLY AVAILABLEVOCATIONAL INSTRUCTIQNAL TEXTS
Agricultural Education
'Agriculture Production
Ensminger, M. E. Beef Cattle Science. 5th edition. Danville:Interstate, 1976.
Ensminger, M. E. Dairy Cattle Science. Danville: Interstate, 1979.
Ensminger, M. E. Horses and Horsemanship. Danville: Interstate, 1977.
Ensminger, M. E. Poultry Science: Danville: Intersate, 1971.
Ensminger, M. E. Swine Science. Danville: Interstate, 1970.
Ensminger, M. E. The Stockman's Handbook. Danville: Itterstate, 1978.
Ensminger, M. E. & Olentine, C. G. Jr. Feeds nd Nutrition - abridged.Clovis: The Ensminger Publishing Co., 19 8.
Hunaley, R. E., W. M. Beeson, Julius E. Nor46y. Livestock Judging, '
Selection and Evaluation. Danville: interstate, 1978.
Mortenson, W. P., R. A. Luening. The Fare Management Handbook. 6th edition.Dnaville: Interstate, 1979.
Peterson, Paul. Working in Animal Science. New York: McGraw Hill, 1978.
Agriculture Supplies/Business Servicks
Higgs, Roger, CharlesMilton Mitchell.1973.
Higgs, Roger, CharlesMilton Mitchell.1973.
Heidenreich, Richard Loberger, RobertAgricultural Mathematics. Danville:
Heidenreich, Richard Loberger, RobertAgricultural Mathematics. Danville:
Cropps,Interstate,
Cropps,
Interstate,
Hopkin, John A., Peter J. Barry, C. B. Baker. Financial Management inAgriculture. Danville: Interstate, 1979.
77
I
Agriculture Mechanics
Boyd, James S. Practical Farm Buildings: 'A Text and Handbook. Danville:Interstate, 1979.
Kugler, Harold L. Arc Welding Lessons. Cleveland: The 'James F. Lincoln
Arc Welding Foundation, 1965.
Phipps, Lloyd J. Mechanics in Agriculture. Danville: Interstate, 1977.
Wakeman, T. J. Modern Agricultural Mechanics. Danville: Interstate, 1977.
Wakeman, T. J. and McCoy, Vernon L. The Farm Shop. New York: MacMillanPublishers, 1960.
Agriculture Ornamental Horticulture
Ball, George J. Ball Red Book. West Chicago: George J. Ball, Inc.,1975.
Nelson, Kennard S. Flower and Plafte-Production in the Greenhouse.Danville: Interstate, 1978..
Nelson, Kennard S. Greenhouse Management for Flower and Plant Production.Danville: Interstate, 1980.
Pfahl, Peter B. Th4 RetaiFlorist Business. Danville: Interstate,
1977.
Reiley, H. Edward, Carroll L. Shorty, Jr..Albany: Delmar PublisherS, 1979.
Sprague, Howard. Turf Management Handbook.
Agricultural ResourResources,
Forestry.
Introductory Horticulture.
Danville: Interstate, 1976.
Anderson, David A., William A. SmiL.h. Forests and Forestry. Danville:
Interstate, 1976,P!"7
Bromley, Willard S. Pulpwood Production. Danville: Interstate, 1976.
Ca Id
78
Distributive Education
Real Estate
Wiggititcn, F. Peter. Residential Real Estate Practice. Indianapolis:Bobbs-Merrill, 1978.
Apparel and Accessories
Mullikin. Selling Fashion Apparel. Cincinnati: South-Western, 1971.
Peltz, Leslie Ruth. Fashion: Color, Line, and Design. Indianapolis:Bobbs-Merrill, 1980.
Peltz, Leslie Ruth. Fashion Accessories. Indianapolis: Bobbs-Merrill,1180.
Home Furnishings
Kaplan, Barbara. Home Furnishings. Indianapolis: Bobbs-Merrill, 1975.
Peltz, Leslie Ruth. Merchandising Mathematics. Indianapolis: F bbs-Merrill, 1979.
Food Services
Axler, Bruce H. Breakfast Cookery. Indianapolis: Bobbs-Merrill, 1974.
Axler, Bruce H. Tableservice Techniques. Indianapolis: Bobbs-Merrill,1974.
Lehmann, Armin D. Travel and Tourism: An Introduction to Travel AgencyOperations. Indianapolis: Bobba-Merrill,'1978.
Vastano, JOSeph F. Elements of Food Production and Baking.. Indianapolis:Bobby- Merrill, 1978.
Marketing-E. Distribution
Kohns. Credit and Collections. Cincinnati: South-Western,
Mullikin. Selling Fashion Apparel. Cincinnati: South-Western, 1971.
Richert, G. Henry, Warren Meyer, Peter Haines, E. Edward Harris.Retailing Principles and Practices. New York: McGraw Hill, 1974.
79
Samson. Advertising: Planning_ and Techniques. Cincinnati:
Western, 1979.
South-
Samson and Little. Display: Planning and Techniques. Cincinnati:
South-Western, 1979.
Samson and Palmer. Selecting and Buying Merchandise. Cincinnati:
South-Western, 1974.
Stull. Marketing Math. Cincinnati: South-Western, 1979.
Warmke, Plamer, Nolan. Marketing in Action. Cincinnati:1976.
Wingate and Nolan. Fundament4ls of Selling. Cincinnati:
1976.
South-Western,
South-Western,
Wingate and Samson. Retail Merchandising. Ticinnati: South-Western,
1975.
Health Occupations
Caldwell, E., Ph.D., B. Hegner, M.S., R.N. Geriatrics: A Study of
, Maturity.
Conger. Child Care Aide Skills. New York: McGraw Hill.
Fisher, J. Patrick. Basic Medical Terminology. Indianapolis: Bobbs-
Merrill,-1975.
Lee, Ruth M. Orientation to Health Services. Indianapolis: Bobbs-
Merrill, 1978.
Lorenzen, Betty Jo. .Dental Assistant Techniques. ,Indianapolis: fBobbs-
Merrill, 1975.
Office Occupations
Shorthand
Christensen and Bell. Century 21 Shorthand: Theory and Practice.
Cincinnati: South-Western, 1974.
Christensen and Bell. Century 21 Shorthand: Theory and Practice
Transcript. Cincinnati: South - Western.
80
Craft, Bernice R., Rose Palmer, David Wertheimer. Speedwriting for theLegal Secretary. Indianapolis: Bobbs-Merrill, 1979.
Gregg, John R., Louis A. Leslie, Charles E. Zoubek. Gregg Shorthand.New York: McGraw Hill.
Haggblade and Oliverio. Century 21 Shorthand: Intensive Dictation/Transcription. Cincinnati: South-Western, 1974.
Haggblade and Oliverio. Lentury 21 Shorthand: Intensive Dictation/Transcription Transcript. Cincinnati: South-Western.
Landmark Series. Principles of Speedwriting. Indianar Lis: Bobbs-Merrill, 1977.
Leslie, Louis A., Charles E. Zoubek, Olern M. Henson. Gregg Shorthand,Individual Progress Method. Diamond Jubilee Series, New York:McGraw Hill, 1972.
Leslie, Louis A., Charles E. Zoubek, A. James Lemaster, Madeline S.Strony. Gregg Dictation and Introductory Transcription.
Stoddard. Century 21 Shorthand: Advanced Dictation/Transcription.Cincinnati: South-Western, 1975.
Stoddard. Century 21 Shorthand: Advarced Dictation/TranscriptionTranscript. Cincinnati: South-Western.
Filing
Bassett and Goodman. Alphabetic Filing Procedures. Cincinnati:South-Western.
Bassett and Goodman. BusinessSouth-Western, 1974.
Bassett and Goodman. BusinessProcedures. Cincinnati:
Filing and Records Control. Cincinnati:
Filing and Records Control - Office FilingSouth-Western.
Business Law
Fisk and Mietus. Applied Business Law. Cincinnati: South-Western, 1977.
Fisk and Mietus. Applied Business Law: Workbook. Cincinnati: South-Western, 1977.
81
Accounting
Boynton, Swanson, Carlson and Forkner. Century 21 Accounting: Advanced
Course. Cincinnati: South-Western, 1978.
Boynton, Swanson, Carlson and Forkner. Century 21 Accounting: Advanced
Course. Working Papers and Study Guides (Chapters 1-14).
Boynton, Swanson, Carlson and Forkner. Century 21 Accounting: AdvancedCourse. Working Papers and Study Guides (Chapters 15-28).Cincinnati: South-Western, 1978.
Swanson, Boynton, Ross, Hanson. Century 21 Accounting First-Year Course.Cincinnati: South-Western, 1977.
Swanson, Boynton, Ross, Hanson. Century 21 Accounting. Working Papersand Study Guides (Chapters 1-22). Cincinnati: South-Western, 1977.
Swanson, Boynton, Ross, Hanson. Century 21 Accounting. Working Papersand Study Guides (Chapters 23-33).
Weaver, D. H., J. M. Hanna, M. H. Freeman, E. B. Brower, J. M. Smiley.Accounting 10/12. New York: McGraw Hill, 1977.
Record Keeping
Baron and Steinfeld. PracticalSouth-Western, 1975.
Baron and Steinfeld. Practicaland Supplementary Problems
Baron and Steinfeld. Practicaland Supplementary Problems
Record Keeping, Course I. Cincinnati:
Record Keeping Course I Working PapersUnits 1-6. Cincinnati: South-Western.
Record Keeping, Course I Working PapersUnits 7-10. Cincinnati: South-Western.
Record Keeping, Course II. Cincinnati:Baron and Steinfeld. PracticalSouth-Western, 1976.
Baron and Steinfeld. Practical Record Keeping, Course II Working Papersand Supplementary Problems Units 1-3. Cincinnati: South-Western.
Baron and Steinfeld. Practicaland Supplementary Problems
Record Keeping, Course II Working PapersUnits 4-9. Cincinnati: South-Western.
Office Machines
Bux. Keypunch Training Course. Cincinnati: South-Western, 1975.
Cornelia and Agnew, Machine Office Practice. Cincinnati: South-
Western, 1971.
82
Cornelia and Pasework, Office Machines Course. Cincinnati: South-Western, 1979.
Pasework. Duplicating Machine Processes: Stencil, Fluid, Offset, andCopier. Cincinnati: South-Western, 1975.
Pasework. Electronic Display Calculator Course. Cincinnati: South-Western, 1975.
Pasework. Electronic and Mechanical Printing Calculator Course.Cincinnati: South-Western, 1974.
Typewriting
Beaumont, Dye, Johnson. Typewriting Speed/Control Builders. Cincinnati:South-Western, 1972.
Casady and Casady. Business Lette7 Typing. Cincinnati: South-Western,1973.
Fries and Clayton. Timed Writings About Careers. Cincinnati: South-Western, 1975.
Hale, Jordan. A Typing Sourcebook: Developing Student Skills. Indiana-polis: Bobbs-Merrill, 1978.
Lessenberry, Crawford, Erickson, Beaumont, Robinson. Century 21 Typewriting.Cincinnati: South-Western, 1977.
Lessenberry, Crawford, Erickson, Beaumont, Robinson. Century 21 TypewritingLaboratory Materials - Cycle 1, Lessons 1-75. Cincinnati:South-Western.
Lessenberry, Crawford, Erickson, Beaumont, Robinson. Century 21 TypewritingLaboratory Materials - Cycle 2, Lessons 76-150. Cincinnati:South-Western.
Lessenberry, Crawford, Erickson, Beaumont, Robinson. Century 21 TypewritingLaboratory Materials - Cycle 3, Lessons 151-225. Cincinnati:South-Western.
Lessenberry, Crawford, Erickson, Beaumont, Robinson. Century 21 TypewritingLaboratory Materials - Cycle 4, Lessons 226-300. Cincinnati:South-Western.
Lessenberry, Crawford, Erickson, Bartholome, Warner. Clerical OfficeTyping - Textbook, LAPI, LAP2, LAP3, LAP4. Cincinnati: South-Western,1972.
Lloyd, A.C., R.P. Poland, J. L. Rowe, F. E. Winger. Typing 75, BasicGeneral Course. New York: McGraw Hill, 1975.
t}.
83
Lloyd, Winger, Rowe. Typing 1, General Course. New York: McGraw Hill,1977.
Lloyd, A. C., R. P. Poland, J. L. Rowe, F. E. Winger. Kit Basic Typing75, Lessons 1-75, New York: McGraw Hill, 1979.
Palmer and Agnew. Triple-Controlled Timed Writings. Cincinnati:
South-Western, 1970.
Reynolds.'.Snow Country Typewriting Practice Set. Cincinnat:: South-Western, 1974.
Wanons and Langford. Basic Typewriting Drills. Cincinnati: South-Western, 1978.
Wanons and Kushner. Statistical Typing with Tabulation Problems.Cincinnati: South-Western, 1980.
Yacht, Carol. Basic Typing: A Brief Course. Indianapolis: Bobbs-Merrill, 1979.
Management
Everhard and Shilt. Business Principles and Management. Cincinnati:
South-Western, 1979.
Data Processing, Computers & Programming
NCR Corporation. NCR Data Communications Concepts. Indianapolis:
Bobbs-Merrill, 1978.
NCR Corporation. NCR Data Processing Concepts Course. Indianapolis:
Bobbs-Merrill, 1978.
Wanons, Wanons, Wagner. Fundamentals of Data Processing. Cincinnati:
South-Western, 1971.
Wanons, Wanons, Wagner. Fundamentals of Data Processing DP ApplicationsPractice Set. Cincinnati: South-Western.
Word Processing
Kleinschrod, Walter, Leonard Kink, Hilda Turner. Word Processing:Operations, Applications, and Administration. Indianapolis:
Bobbs-Merrill, 1979.
Mason, Jennie. Introduction to Word Processing. Indianapolis: Bobbs-
Merrill, 1979.
84
Pasework. Machine Transcription Word Processing. Cincinnati:South-Western, 1979.
Business Education
DeCapio, Annie. A Modern Approach to Business Spelling. Indianapolis:Bobbs-Merrill, 1979.
Olsen and Kennedy. Economics - Principles and Applications. Cincinnati:South-Western, 1978.
Olsen and Kennedy. Economics - Principles and Application: Study Guidesand Applications. Cincinnati: South-Western.
Price, Ray G., J. Curtis Hall, Wanda Lockhus. Business and You as a Con-sumer, Worker and Citizen. New York: McGraw Hill, 1979.
Career Education
Baggett. Exploring Data Processing Careers. Cincinnati: South-Western,1975.
Blackledge, Blackledge, and Keily. The job you want - How to Get It.Cincinnati: South-Western, 1975.
Eggland. Exploring Service Careers. Cincinnati: South-Western, 1979.
Eggland. Exploring Wholesaling and Retailing Careers. Cincinnati:South-Western, 1976.
Kashner and Kelly. How to Find and Apply for a Job. Cincinnati:South-Western, 1975.
Plevyak. Exploring Accounting Careers. Cincinnati: South-Western, 1976.
Reel. Exploring- Secretarial Careers. Cincinnati: South-Western, 1975.
Ristau. Exploring Clerical Careers. " lcinnati: South-Western, 1974.
Ristau and Baggett. Exploring Careers in Business. Cincinnati:South-Western, 1978.
Office Procedures
Atkinson. Typewriting Office Practice. Cincinnati: South-Western, 1980.
Fuller. Clerical Payroll Procedures. Cincinnati: South-Western, 1980.
Oliverio and Pasework. Secretarial Office Procedures. Cincinnati:South-Western, 1977.
85
Oliverio and Pasework. Secretarial Office Procedures Supplies Inventory.Cincinnati: South-Western.
Pasework and Oliverio. Clerical Office Procedures. Cincinnati:South-Western, 1978.
Pasework and Oliverio. Clerical Office Procedures Supplies Inventory.Cincinnati: South-Western.
Business Communications, English & Related Materials
Burtness & Clark. Effective English for Business Communication. Cincinnati:
South-Western, 1980.
Burtness & Clark. Effective English for Business Communication: StudyProjects. Cincinnati: South-Western, 1980.
Ferguson and Lyon. Applied Penmanship. Cincinnati South-Weste a, 1976.
House and Koebele. Reference Manual for Office Personnel. Cincinnati:
South-Western, 1970.
Lamb. Word Studies. Cincinnati: South-Western, 1971.
Perkins. Punctuation: A Programmed Approach. Cincinnati: South-Western,
1972.
Schachter & Clark. English the Easy Way. Cincinnati: South-Western, 1977.
Shoin, William A. The Gregg Reference Manual. New York: McGraw Hill,
1977.
Office Simulations
Abrams and Silver. Cincinnati: South-Western.A
Butler and Smith. The Receptionist. People's Trust of Little Rock, 1978.
Custom Auto Center. Cincinnati: South-Western.
Environmental Controls Business Simulation Set. Cincinnati: South-Western.
Krawitz, Myron J. Supply Roma, Lester Hill Office Simulation. New York:
McGraw Hill, 1979.
McCauley, Rosemarie. Mini Sims Temporaries: Modern Office Simulations1 and 2. Indianapolis: Bobbs-Merrill, 1979.
McIntosh and Welter. The Legal Secretary. Freeman, Rosa, and Arnold,
1977.
111140 AL
86
McIntosh and Welter. The Secretary. Executive Offices of America, 1975.
Professions Accounting Business Simulation Set. Cincinnati: South-Western.
Sareport and Ward. Security First Bank - A Banking Customer Simulation.Cincinnati: South-Western.
Shinn. The Accounting Clerk. Mountain View Office Supplies, Inc., 1977.
Shinn. The Clerk-Typist. Ind'o Paper Co., Inc., 1974.
Trade Winds Marine. Cincinnati: South - Western.
Warren and Radcliff. Serendipity Inc., an office Simulation. South-Western, 1975.
General Business
DeBrum, Haines, Malsbary, Daughtrey. General Business for EconomicUnderstanding. Cincinnati: South-Western, 1976.
DeBrum, Haines, Malsbary, Daughtrey. General Business for EconomicUnderstanding Activities and Projects, First Semester. Cincinnati:South-Western.
DeBrum, Haines, Malsbary, Daughtrey. General Business for EconomicUnderstanding Activities and Projects, Second Semester. Cincinnati:South-Western.
Mathematics
Fairbank and Schultheis. Applied Business Mathematics. Cincinnati:South-Western, 1980.
Fairbank and Schultheis. Applied Business Mathematics Problems andDrills. Cincinnati: South-Western.
Gossage. Mathematics Skill Builder. Cincinnati: South-Western, 1977.
Trade and Industrial Occupations
Air Conditioning, Heating, Plumbing & Refrigeration
Althouse, A. D., C. H. Turnquist, A. F. Bracciano. Modern Refrigerationand Air Conditioning. South Holland: Goodheart-Willcox, 1979.
87
Kirkpatrick, J. Michael, Michael K. Weaver. Automotive Air Condition-
ing and Climate Control( Indianapolis: Bobbs-Merrill Education
Publishing, 1978.
Construct ..on Trade & Technical .
Ball, John E. Light Construction Techniques: Foundations I-Slab-on-Grade.
Indianapolis: Bobbs-Merrill Education Publishing, 1975.
Ball, John E. Light Construction Techniques: Framing I-Floor and Wall
Framing. Indianapolis: Bobbs-Merriil Education Publishing, 1975.
Watson, Don A. Construction Materials and Processes. New York: McGraw
Hill, 1978.
Carpentry/Woodworking
Durbahn, Walter E., Robert E. Putnam. Fundamentals of Carpentry 1: Tools,
Materials and Practices.
Durbahn, Walter E., Elmer W. Sundberg. Fundamentals of Carpentry 2:
Practical Construction. Chicago: American Technical Society.
Feirer, Dr. John L. Cabinetmaking and Millwork. Peoria: Bennett Books.
Feirer, John L. and Hutchings, Gilbert R. Carpentry and Building
Construction. Peoria, Illinois: Charles A. Bennett Co.
Fryklund, Verne C. and LaBerge, Armand J. General Stipp Woodworking.
(McKnight) 7th Edition.
Hammond, James J., Donnelly, Edward T., Harrod, Waltipi F., and Rayner,
Norman A. Woodworking Technology, 3rd Edition) (McKnight)
Wagner, Allis H. Modern Carpentry. South Holland: Goodheart-Willcox,
1979.
Data Processing, Computers & Programming
Blacksburg Continuing Education Series. Microcomputer Primer. Indianapolis:
Bobbs-Merrill Educational 'ublishing, 1976.
Blacksburg Continuing Educatio Series. Software Design
Bobbs-Merrill Educational ,.ublishing.
Spencer, Donald D. Fundamentals of Digital Computers.Bobbs-Merrill Educational Publishing, 1978.
88
. Indianapolis:
Indianapolis:
Graphic Arts/Drafting
Brown, Walter C. Drafting for Industry. South Holland: Gooaheart-Willcox.
Broekhuizen, Richard J. Graphic Communications. (McKnight) 1979.
Carlsen, Dewey E. 'Graphic Arts. Peoria: Bennett Books.
Cogoli, John E. Photo-offset Fundamentals. (McKnight) 3rd Edition.
Dember, Sol. Complete Airbrush Techniques for Commercial, Technical,and Industrial Applications. Indianapolis: Bobbs-Merrill Educa-tional Publishing, 1974.
Karch, R. Randolph. Graphic Arts Procedures-Basic. Chicago: AmericanTechnical Society.
LaCour, Marshall, Irvin T. Lathrop. Phototechnology. Chicago: AmericanTechnical Society.
Prust, Z.A. Photo-Offset Lithography. South Holland: Goodheart-Willcox.
Ross, Stan. The World of Drafting. (McKnight)
Silver, Gerald A. Modern Graphic Arts Paste-up. Chicago: AmericanTechnical Society.
Spence, William P. Architecture: Design-Engineering-Drawing. Blooming-ton: McKnight Pub. Co., 1979.
Spence, William P. Basic Industrial Drafting. Peoria: Bennett Books,1979.
Mechanical Trade Technical
Bohn, Ralph C. & MacDonald, Angus. Power: Mechanics of Energy Control.(McKnight).
Duffy, Joseph W. Power-Prime Mover of Technology. (McKnight) 2nd Edition.
Krar, Stephen F., J. W. Oswald, J. E. St. Amand. Technology of MachineTools. New York: McGraw Hill, 1977.
McCarthy, Willard J. Machine Tool Technology. (McKnight) 4th Edition,1979.
Masonry
Kick, Richard T., Sr. Masonry,Skills. Albany: Delmar Publishers, 1976.
I4 4J A
89
Electricity & Electronics Technical
Alerich, Walter N. Electrical Construction Wiring. Chicago: American
Technical Society.
Anderson, Edwin P., Rex Miller. Electric Motors. Indianapolis: Bobbs-
Merrill Educational Publishing, 1977.
Grob, Bernard. Basic Electronics. New York: McGraw Hill, 1977.
ITT Educational Services, Inc. This Is Electronics: Book 1 - BasicPrinciples. Indianapolis: Bobbs-Merrill Educational Publishing,
1969.
ITT Education Services, Inc. This Is Electronics: Bonk 2 - Circuitsand Applications. Indianapolis: Bobbs-Merrill BducationalPublishing, 1969.
Miller, Dr. Rex. Basic Electricity. Peoria: Bennett Books, 1978.
Patrick, Dale R., Stephen W. Fardo. Electrical Power System TechnologyIndianapolis: Bobbs-Merrill Educational Publishing, 1978.
Patrick, Dale R., Stephen W. Fardo. Industrial Electrical Systems.
Indianapolis: Bobbs-Merrill Educational Publishing, 1978.
Rutknowski, George B. Solid-State Electronics. Indianapolis: Bobbs-
Merrill Educational Publishing, 1979.
Sams Engineering Staff. Basic Electricity and an Introduction to
Electronics. Indianapolis: Bobbs-Merrill Educational Publishing,
1973.
Training and Retraining, Inc. Basic Electricity/Electronics: Book 2 -
Understanding Tube and Transistor Circuits. Understanding and Using
Test Instruments. Motors and Generators - How They Work.
Indianapolis: Bobbs-Merrill Educational Publishing, 1969.
Metals/Welding
Althouse, Andrew D., Turnquist, Carl H. and Bowditch, William A. Modern
Welding. South Holland: uoodheart-Willcox.
Johnson, Harold V. Technical Metals. Peoria: Bennett Books.
Ketnedy, Gower A. Welding Technology. Indianapolis: Bobbs-Merrill
Educational Publishing, 1974.4
Ludwig, Donald A. Metal Work Technology and Practice. (McKnight) 6thi
Edition.
90 kJ
Building Trades
Bennett, A. E., Louis J. Sly. Blueprint Reading for Welders. 2nd Edition.
Albany: Delmar Publishers, 1978.
Bennett, A. E., Louis J. Sly. Elementary Blueprint Reading - For Beginners
in Machine Shop Practice. Albany: Delmar Publishers, 1970.
Brown, Walter C. Blueprint Reading for Industry. South Holland: Good-
heart-Willcox.
Gilbert, Kenneth L. National Electrical Code Blueprint Reading. Chicago:
American Technical Society.
Olivo, C. Thomas, A. V. Payne, Thomas P. Olivo. Basic Blueprint Reading
and Sketching. 3rd Edition, Albany: Delmar Publishers, 1978.
Putnam, Robert, G. E. Carlson. Architettuial and Building Trades
Dictionary. Chicago: American Technical Society.
Sundberg, Elmer W. Building Trades Blueprint Reading Part I - Fundamentals.
Sundberg, Elmer W. Building Trades Blueprint Reading Part 2 - Residential
and Light Commercial Construction. Chcago: American Technical
Society.
Sundberg, Flmer W. Building Trades Blueprint Reading Part 3 - General
Construction: Specifications and Heavy Construction. Chicago:
American Technical Society.
Automotive Trade
Crouse, William H. Automotive Mechanics. New York: McGraw Hill, 1980.
Glenn, Harold T. Automechanics. Peoria: Bennett Books.
Phone, L. C. Total Auto Body Repair. Indianapolis: Bobbs-Merrill
Educational Publishing, 1976.
Pipe, Ted. Small Gasoline Engines Training Manual. 3rd EditiFn.
Indianapolis: Bobbs-Merrill Educational Publishing, 1973.
Stockel, Martin W. Auto Mechanics Fundamentals. South Holland:
Goodheart-Willcox.
Stockel, Martin W. Auto Service and Repair. South Rolland: Goodheart-
Willcox.
Stephenson, George E. Small Gasoline Engines. Albany: Delmar
Publishers, 1978.
91
Toboldt, Bill. Auto Body Repairing and Repainting. South Holland:
Goodheart-WillcOx. 1
. .
Toboldt, Bill. Toboldt, Bill.. Diesel: Fundamentals, Service, Repair.
South Holland: Goodheart-Willcox.
Toboldt, William K., Larry Johnson. Automotive Encyclopedia. SouthHolland: Goodheart-Willcox, 1979.
Wetzel, Guy F. Automotive Diagnosis and Tune-up. (McKnight) 6th
Edition.
Broadcasting /Instrumentation
Howard W. Sams Technical Staff. Instrumentation Training Course:Volume 1 - Pneumatic Instruments. Indinapolis: Bobbs-MerrillEducational Publishing, 1979.
Howard W. Sams Technical Staff. Instrumentation Training Course:
Volume 2 - Electronic Instruments. Indianapolis: Bobbs-MerrillEducational Publishing, 1979.
Miles, Donald W. Broadcast News Handbook. Indianapolis: Bobbs - Merrill.
Educational Publishing, 1975.
Noll, Edward M. First-Class Radiotelephone License Handbook.Bobbs-Merrill Educational Publishing, 1974.
Noll, Edward M. Second-Class Radiotelephone.License Handbook.Bobbs-Merrill Educational Publishing, 1974.
Indianapolis:
Indianapolis:
Sloop, Joseph G. Advanced Color Television Servicing. Indianapolis:Bobbs-Merrill Educational Publishing, 1979.
92
Appendix E
ERIC AND CRIS SEARCHESFOR BASIC SKILLS PROJECT
References Related toMulti-Occupational Areas
Ahrens, Thea. Child Care Services IV: Activities that Teach, Homeand Family Education. Dade County Public Schools, Miami, Fla.,1972. (ED 095348)
Allen, Amy and Virginia Baker. Slow Learning Children in Ohio Schools.Ohio State Dept. of Ed., Columbus, 1962 (ED 010930)
An Evaluation of the High School Redirection Program. N.Y. Univ., 1973.(ED 091454)
Aukerman, Robert C. Reading in the Secondary School Classroom. 1972.(ED 079686)
Bales, Jimmy Charles and Helen Armstrong Smith. The Research, Developmentof a Design, and Evaluation of a Career Related Reading Program.
Best, Jane. The Relationship Between Retail Merchandising in the ContentArea and Its Effect on Comprehension and Reading Rate as Measured byRetail Merchandising Reading Tests Given to Selected SecondarySchool Students in Metropuiitan Toronto, 1978. (ED 165107)
Brennan, Vincent F. Comprehensive Program Description and EvaluationProcedures for the Occupational Learning Centers. SecondaryBulletin No. 100. Syracuse City School District, 1972. (ED 098367)
Building Industrial Communications: Listening, Speaking, Writing,Reading, Grade XI. Natchitoches Parish School Board, La., 1973.(ED 088052)
Calemine, Mary and others. Special Education, Secondary Level.County Board of Ed., Cumberland, Md., 1966. (ED 011421)
Career Development Curriculum Guide, 1970-1973 10th-12th grades.Public Schools, 1973. (ED 089115)
Allegheny
Cleveland
Clark, Andrew K. Readability of Industrial Education Textbooks. 1978.(EJ 199189)
Davis, W. J. Academic Instruction with the Visible V-8 Engine. Tri-CountyEducation Co-op, Stamford, Texas, 1978. (ED 162448)
Development and Evaluation of a Vocational Experience Curriculum forEducable and Disadvantaged Students. Hardin County Board ofEducation, Elizabethtown, Ky., 1976. (ED 142772)
Digise, Joe. Readings in the Automotive Trade. Rutgers, State Univ.New Brunswick, 1977. (ED 147568),
0
1 " f)93
Duke, Charles R. Vocational Education. New England Association ofTeachers of English, 1975. (ED 113740)
Ferri, Kathy. From Autos to Stereos. Rutgers, State Univ. of NewBrunswick, 1977. (ED 147633)
Food Service with a Flair; Commercial Cooking and Baking. Dade CountyPublic Schools, Miami, Fla., 1973. (ED 098335)
Green, D. R. Numeracy Putting the Clock Back. CIJE 1976, rs. 76.(EJ 135023)
Herr, Nicholas K. Basic Mathematics. Operations - A Math Practice Booklet.Rutgers, State Univ. New Brunswick, 1976. (ED 120546)
Herr, Nicholas K. Decimals and Percents - A Math Practice Booklet.Rutgers, State Univ. New Brunswick, 1976. (ED 120548)
Herr, Nicholas K. qractions and their Applications - A Math PracticeBooklet. Rutgers, State Univ. New Brunswick, 1976. (ED 120549)
Hodgson, Paul M., Ruth M. Laws. A Teacher Institute to Prepare Teachersand Materials for the Education of Rural, Low Achieiving, Dis-advantaged Junior High School Students for Entry into Vocational-Technical Programs. Delaware State Dept. of Public Instruction,1965. (ED 003095)
Incardone, Peter. "Help I Can't Read." CIJ Aug. 79, yr. 78. (EJ 199186)
Instructional Materials Vocational Related English. Okla. State Dept.of Voc. and Technical Ed., 1971. (ED 065665)
Johnston, Frank P.' and others. English for Vocational Schools. N.Y.
State Education Dept., Albany, 1954. (ED 001428)
Kessman, William A. Food Services - Reading and Language Activities.Rutgers, State Univ. of New Brunswick, 1977. (ED 140064)
Kilmer, Donald"C. Basic Electricity Part 1. Rutgers, State Univ. NewBrunswick, 1977. (ED 147625)
Kilmer, Donald C. Basic Electricity Part 2. Rutgers, Statc Univ. NewBrunswick, 1977. (ED 147625)
Kilmer, Donald C. Basic' Electricity Part 3. N.J. State Dept. of Educa-tion, Trenton, 1977 (ED 147626)
Kilmer, Donald C. Basic Electricity Part 4. Rutgers, State Univ. NewBrunswick, 1977. (ED 147627)
Kravitz, Brian C. Addition: A High-Interest Workbook in Mathematicsand Language. N.J. State Dept. of Education, Trenton, 1978.(ED 156514)
94
-----Lash, Neil A. Effects of Verbal Modality onPrincipla_Learning for
Vocational Students with Different Levels of Reading1973. (ED 076762)
Lawson, Patricia. Effective Writing For Vocational Administration.Marshall Univ. Huntington, W. Va., 1977. *(ED 145159)
Lokun, Janice J. The'Development and Preliminary Evaluation of AnInstrument to Measure the Vocational Interests of Low-ReadingHigh School Students. Ottawa Board of Education, 1973. (ED 078012)
Long, Thomas E. and others. Dete.....:ination of the Basic Mathematics Skill
Needs and the Need for Mathematics'Remediation for SecondaryVocational Education Students. Penn. State Univ. University Park,1973. (ED 112156)
Mahony, Joseph E. A Model Reading Program For Vocational Schools. 1973.
(EJ 084249)
Marvin, William H. Reaching-Students at Their own Level in the HighSchool Auto Mechanics Program. 1977. (EJ 169139)
Mathematics Used in Occupations: An Interrelated Guide. MinneapolisPublic Selools, Minn. Dept. of Vocational Technical Education, 1978.(ED 167753)
Morrell, Dale L. The Development of Vocational Modules and An EvaluativeInstrument at Readability Levels Which are Comprehensible by allStudents in the High School Vocational Program, Bristol PublicSchools, Va., 1977. (ED 146400)
Naddell, Sara Anne and others. Correlated Curriculum Program: An Experi-mental Program, English Level 1 Project No. 10006. N.Y. CityBoard of Education, Brooklyn, N.Y., 1970. (ED 096476)
Parmenter, Tevor 11!". and others. A Comparison of Two Methods of TeachingA Reading Task to Mildly Intellectually Handicapped Adolescents.1979. (EJ 206482)
Preparig for Public Service - A Developmental Course in the Public ServiceCluster. Gwinnett County Schoo's, Ga., 1977. (ED 145282)
Program for EMR pupils - Schope and Sequence Charts. L. A. City Schools,1972. (ED 093101)
Reading Ielated Teaching Competencies Identified for. Florida VocationalTeachers, Final Report - Sept. 1978 - June 1979. Florida State Univ.Tallahassee, 1979. (ED 172021)
Reed, William H. Coordination of Organic Curriculum Development in thePublic Schools of Boulder, Co., Boulder Valley School District,1971. (ED 055368)
95
Roberts, Churchill L., Samuel L. Becker. Communication and TeachingEffectiveness - A Quantitative Study of Verbal and NonverbalCommunication in Vocational Education Programs in the State ofFlorida. Univ. of W. Florida, Pensacola, 1973. (ED 096708)
Salsburg,Ratilymational Communication Competencies - A Listof Audio-Visual Aids for-Hglping-RupilsAcquire OccupationallyUseful Oral Communication Capabilities.lashingt-on_ltAte Univ.,1968. (ED 029951)
Shelby County Schools Course of Study for Educable Mentally Retarded.Shelby County Board of Education, Memphis, Tenn., 1965. (ED 011714)
Spooner, Kendrick and Marylouise Mutter. TeacFer - Coordinator's Guidefor Related Instruction in Multi-Occupation Cooperative Programs.1974. (ED 105227)
Swhim, Stephen L., D. A. Bell. Application of Indices of Readabilityto High School Vocational Material. 1976. (EJ 138972)
Toney, John W. Evaluation of the Second-Shift Program at the JohnstownArea Vocational-Technical School - Final Report. Pittsburg, Univ.Pa. School of Education, 1974. (ED 150277)
Vandermenlen, Kenneth and Mary L. Harris. Reading in the Secondary School:Textbooks in Vocational Courses. 1974. (EJ 095981)
Warmbrod, J. Robert. The Liberalization of Vocational Education. 1974.
(ED 120406)
Young, Edith M. and Leo V. Rodenbotm. Improving Communication Skills inVocational Courses., 1976. (EJ 130749)
References Related to Specific Occupational Areal
Agricultural Education
Rexrode, Carl Lee. Why you Should Teach Reading in Voc. Ag., Dec. 1976.(EJ 153162)
Distributive Education
Donze, Jane and others. Distributive Education. CommunicationsInstructor's Curriculum. RIE Oct. 1979. (ED 170459)
Grandfield, Raymond J. Communications. Delaware State College Dept. ofEd. Dover, RIE March 1977. (ED 130370)
96 I '-4 1 AL.
Occupational Home Economics
Lamatino, Robin and Moutz, Adin. Leamos Sobne Veinte Ocupaciones (TwentyTrades to Read About). New Jersey State Department of Education.
RIE July 1979. (ED 166441)
Lamatino, Robin and Moutz, Adin. Annotated Bibliography of InstructionalMaterials in Cooperative Vocational Education. Illinois StateOffice of Education, Springfield. RIE April 1978. (ED 146382)
Weis, Susan F., and others. Curriculum Guide for Food Service InstructionalPrograms in Pennsylvania. Pennsylvania State Department of Education,Harrisburg. RIE June 1979. (ED 164882)
Office/Business Education
Arnold, Vanessa Dean. Communication: Join the Counterinsurgency AgainstWord Excesses. Dec. 1979. (EJ 205887)
Bennett, James C. Communication: Integrate Communication Skills IntoThe Secondary. June 1978. (EJ 171100)
Bennett, James C. Using_ The Typewriter For Learning: Composing.March 1977. (EJ 156690)
Brinson, Albert V. Oral Communication Is A Business Skill Too. RIEJune 1975. (EJ 110550)
Clayton, Dean. Using The Typewriter For Learning: Concepts. June 1977.(EJ 156694)
Ely, Juanita. Business Grammar In Good Taste. Dade County Public Schools,Miami, Fla., RIE Feb. 1975. (ED 096470)
Erickson, Lawrence W. Using The Typewriter For Learning: Writing, June1977. (EJ 150954)
Fillenberg, Carl K. Business and Consumer. Arithmetic Curriculum Guide.District of Columbia Public Schools, Dept. of Career Development,Washington, D.C. RIE Feb. 1978. (ED 143809)
Fillenberg, Carl K. Business and Office Education Audio- Response ResearchProject Final Report. Bureau of Occupational and Adult Ed.,
) Washington, D.C. RIE March 1978. (ED 145216)
Haga, Enoch. 1-2-3: A New Way To Read and Write Letters. June 1977.(EJ 154587)
Hawkinson, Bruce. Dead Ends. An Office Education Mini CurriculumManual on Periods, Questions, Exclamations, and Semicolons. NewMexico State Dept. of Education, Santa Fe, RIE Apr. 1978. (ED 11:6325)
97
Hawkinson, Bruce. Draw Me Big: An Office Education Mini CurriculumManual on Capitalization. New Mexico State Dept. of Ed. Santa Fe,RIE April 1978. (ED 146326)
Hawkinson, Bruce. Give a Word A Break: An Office Education Mini-Manualon Word Division. New Mexico State Dept. of Education, Santa Fe,RIE April 1978. (ED 146321)
Hawkinson, Bruce. Let's Get Together: An Office Education Mini-Manualon Subject-Verb Agreement. New Mexico State Dept. of Education,Santa Fe, RIE April 1978. (ED 146322)
Hawkinson, Bruce., One, Two. Three. An Office Education Mini CurriculumManual on Numbers. New Mexico State Dept. of Education, Santa Fe,RIE April 1978. (ED 146327)
Hawkinson, Bruce. S With or Without A Squiggle. An Office EducationMini Curriculum Manual on Plurals and Possessives. New MexicoState Dept. of Education, Santa Fe, RIE April 1978. (Er 146323)
Manos, James A. Accounting: Nonverbal Communication: The UnwordedMessage. Dec. 1979. (EJ 206035)
Nicoll, William. Look/Learn. June 1977. (EJ 150956)
Ober, B. Scot. Shorthand Education - A Stats Report. June 1976.
(EJ 122184)
Reiff, Roxanne. Recognizing A Major Problem in Business Education andAttempting to Solve It. April 1975. (EJ 115509)
Schaefer, Julie C. Help The Student With Low Reaching Ability. JUne
1977. (EJ 154566)
Stewart, William D. A Reading Approach to Shorthand Homework. June
1977. (EJ 156673)
Walters, Gecrge Lewis. Business Mathematics for High School. N.Y. Bureauof Curriculum, RIE Feb. 1969. (ED 084511)
Walters, George Lewis. The Development and Refinement of Reading Skillsin Business Education. RIE Feb. 1969. (ED 022685)
Whitaker, Bruce L. Accounting: Accountants Need Verbal Skill Training.,June 1979. (EJ 188303)
Whitney, Eugene P. A Report On The Survey of Basic Business SurvivalSkills. Dec. 1979. (EJ 206052)
Yacyk,Peter. A Teacher's Read-to-Use Packet of General BusinessSubjects. RIE July 1975. (ED 102298)
98
Yacyk, Peter. Office Career Occupations No. 2; Vocational Office Education.RIE March 1975. (ED 097565)
Technical Education
Afron, Mitchell Larry. The Relevance of Language Arts Material and ItsEffect on Vocational-Technical Students. RIE Jan. 1977. (ED 127625)
Hale, Guy J. and others. Modern Mathematics as Applied to Machine Trades:Volumes 1 and 2. Indiana State Dept. of Public Instruction.Indianapolis, RIE Jan. 1976. (ED 110717)
Knouse, Stephen B. and others. The Effects of One-Session-Training UponResume Writing Skills. June 1979. (EJ 206137)
Neshaminy School District, Langhorne, Pa. A Review of Neshaminy SchoolDistrict's Exemplary Vocational-Technical English/Language ArtsProgram Against Commonwealth Goals for Quality Education. RIEMay 1973. (ED 072176)
Schull, Amy P. Medical Typewriting. RIE Feb. 1975. (ED 096465)
Technical and Industrial Education
Blanc, Doreen V. Training Manual: Job and Social Skills. MassachusettsState Dept. of Ed. 3oston, RIE August 1977. (ED 135980)
De Pasquale, Joseph A. Teaching Technical Report Writing. June 1978.(EJ 169149)
Dornfield, Blanche E. Commercial Foods, Kthematics-I. N.J. StateDept or Education. Trenton, 1976. (ED 013937)
Gottlieb, Susan M. Reading Materials for Vocational-Technical Students:An Annotated Bibliography. Pennsylvania State Dept. of Education.Harrisburg, RIE August 1975. (ED 120683)
Hale, Guy J. and others. Modern Mathematics as Applied to Machine Trades:Volumes 1 and 2. Indiana State Dept. of Public InStruetion-;Indianapolis, RIE January 1976. (ED 110717)
Heppa, Victor. Math for Masons. N. J. State Dept. of Education, Trenton,RIE June 1979. (ED 164816)
Lamatino, Robyn. Twenty Trades to Read About. N.J. State Dept. ofEducation. Trenton, RIE March 1978. (ED'145189)
Martinez, Charles L. Design and Evaluation of a Pre-Technical TeachingUnit in Mathematics for the Underachieving. RIE September 1975.(ED 106138)
99
Natchitoches Parrish School Board, La. Building Industrial Communications:Listening, Speaking, Writing, Reading-Grade XII. RIE July 1974.(ED 088051)
Schuberg, Marilyn and Betty Jean Canon. Communication Skills Programfor Vocational Students. Oregon State Dept. of Education. Salem,RIE June 1976. (ED 117457)
Thornton, L. J. Carpentry Literature-Readability vs. Reading Ability.State University of'N.Y. College at Utica, RIE June 1978. (ED 149128)
Uberto, Jeffrey A. Reading in Air Conditioning and Refrigeration. N.J.
State Dept. of Education. Trenton, RIE May 1978. (ED 147491)
100
Appendix F
VOCATIONAL RELATED BASIC SKILLS MATERIALS
Alpers, Byron J., and Afrow, Mitchell L. Shoptalk: Vocational ReadingSkills -- Agriculture. Boston, MA: Allyn and Bacon, 1978.
Alpers, Byron J., and Afrow, Mitchell L. Shoptalk: Vocational ReadingSkills--the Automobile. Boston, MA: Allyn and Bacon, 1978.
Alpers, Byron J., and Afrow, Mitchell L. Shoptalk: Vocational ReadingSkills -- Carpentry. Boston, MA: Allyn and Bacon, 1978.
Alpers, Byron J., and Afrow, Mitchell L. Shoptalk: Vocational ReadingSkills -- Electricity. Boston, MA: Allyn and Bacon, 1978.
Alpers, ByronJ., and Afrow, Mitchell L. Shoptalk: Vocational ReadingSkills-Electronics. Boston, MA: Allyn and Bacon, 1978.
Alpers, Byron J., and Afrow, Mitchell L. Shoptalk: Vocational Reading
Skills--Metal and Machines. Boston, MA: Allyn and Bacon, 1978.
Arithmetic for Careers. St. Paul, MN: St. Paul Technical VocationalInstitute, 1979.
Ball, J. Masons--PracticalPublishers, 1973.
Boyant, Katherine, Newhouse,Business Communication.
Problems in Mathematics. Albany, N.Y.: Delmar
H.L., andBelmont,
Handy, R.S. Basic English forCA: Fearon Pitman Pub., 1978.
Bradford, Robert. Mathematics for Carpenters. Albany, N.Y.: Delmar
Publishers, 1975.
Briggaman, J. Office Workers--Practical Problems in Mathematics. Albany,
N.Y.: Delmar Publishers, 1977.
Classen, George H. Better Business English. New York: Arco Publishing, n.d.
D'Arcangelo, Bartholemew, D'Arcangelo, Benedict, and Guest, Russell.Mathematics for Plumbers and Pipefitters. Albany, N.Y.: Delmar
Publisherg, 1973.
DeLuca, J. Printers -- Practical Problems in Mathematics. Albany, N.Y.:
Delmar Publishers, 1976.
Fairbank and Schulthesis. Applied Business Mathematics. Cincinnati, OH:
Southwestern Pub. Co., 1980.
Fairbank and Schulthesis. Applied Business Mathematics -- Problems and Drills.
Cincinnati, OH: Southwestern Pub. Co., 1980.
Fairbank and Schulthesis. Mathematics for the Consumer. Cincinnati, OH:
Southwestern Pub. Co., 1980.
1011 1
-.V
Glasner, Lynne, and Thypon, Marilyn. Pacemaker Vocational Readers.Belmont, CA: Fearon Pitman Pub., 1976.
Gossage. Basic Mathematics Review. Cincinnati, OH: SouthwesternPub. Co., 197,4:
Gossage. Mathematics Skill Builder. CinCinnati, OH: SouthwesternPub. Co., 1977.
Guthrie, Mearl R., Selden, William, and Karnes, Delbert. BusinessMathematics for the Consumers. Belmont, CA: Fearon Pitman Pub.,1975.
Haines, Robert G. Math Principles for Food Service Occupations. Albany,N.Y.: Delmar Publishers, 1979.
Hayden, Jerome D., and Davis, Howard T. Mathematics for Health Careers.Albany, N.Y.: Delmar Publishers, 1980.
Hendrix, T. G., and Lia Favor, C. S. Mathematics for Auto Mechanics.Albany, N.Y.: Delmar Publishers, 1978.
Himstreet, William, Porter, H. J., and Maxwell, G. W. Business Englishin Communications. Belmont, CA: Fearon Pitman Pub., 1975.
Hoffman, Edward. Practical Problems in Mathematics for Machinists. Albany,
N.Y.: Delmar Publishers, 1980.
Huth, H. C.Delmar
Kubala, T.
Delmar
Carpenters--Practical Problems in Mathematics. Albany, N.Y.:
Publishers, 1979.
Electricians--Practical Problems in Mathematics. Albany, N.Y.:
Publishers, 1973.
Larkin, J. Mechanical Drafting--Practical Problems in Mathematics. Albany,N.Y.: Delmar Publishers, 1979.
Littman, C. Consumers--Practical Problems in Mathematics. Albany, N.Y.:
Delmar Publishers, 1975.
Logan, William, and Freeman, Herbert. Mathematics in Marketing. New York:
Greg/McGraw-Hill, 1978.
Martonka. Vocational Mathematics for Business. Cincinnati, OH: South-
western Pub. Co., 1978.
Mathematics for Sheetmetal Fabrication. Albany, N.Y.: Delmar Publishers, n.d.
McMackin, Frank J., and others. Mathematics of the Shop. Albany, N.Y.:Delmar Publishers, 1978.
102
Moore, G. Auto TechniciansPractical Problems in Mathematics Series.Albany, N.Y.: Delmar Publishers, 1979.
Olivo, C. Thomas, and Olivo, Thomas P.Albany, N.Y.: Delmar Publishers,
Olivo, C. Thomas, and Olivo, Thomas P.Albany, N.Y.: Delmar Publishers,
Basic Mathematics Simplified.
1977. (Combined Edition)
Basic Mathematics Simplified.1977. (Fundamental Edition)
Rome, Kenneth. Communications On Marketing. New York: Greg /McGraw-
Hill, 1978.
Schell, F. Metric System--Practical Problems in Mathematics. Albany,
N.Y.: Delmar Publishers, 1980.
Schell, F. and Matlock, B. Welders--Practical Problems in Mathematics.Albany, N.Y.: Delmar Publishers, 1975.
Schumacher, F. Sheet Metal Technicians--Practical Problems in Mathe-matics. Albany, N.Y.: Delmar Publishers, 1973.
Smith, Robert. Mathematics for Machine Technology. Albany, N.Y.:
Delmar Publishers, 1974.
Stull. Marketing Math. Cincinnati, OH: Southwestern Pub. Co., 1979.
Thompson, Linda L. Consumer Mathematics. Riverside, N.J.: Glencoe
Pub., 1977.
103
RESEARCH ASSOCIATES
Vernon BeukeJohn BowersRobert FrankPeter GrayCheng LiuDennis RidleyLynn RycroftClinton Walter
PROJECT STAFF
James A. Dunn, Director
RESEARCH ASSISTANTS
Terry DelagePhilip HarringtonGeorge HoaglandEva KaufmanPatricia KuntzTracy LockeElizabeth MartiniLucy Savitzky
SECRETARIAL STAFF
Susan AlexanderSharon BobnickMadeline DeanRita MenapaceCynthia MooreLoiS SnyderMichelle Woodcock