document resume - ericard f. meek ley, et al. the center for vo-cational. and. technical education,...

ED 043 775

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DOCUMENT RESUME

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Brandon, George I., Ed.Research Visibility: Improving Vocational Education.American Vocational Association, Washington, D.C.Office of Education ()T9w), Washincton, D.C. Bureauof Research.PR-7-0631Oct 70OEG-2-7-070633163.American Vocational Journal; v45 n7 p41-56 Oct 1970

EDRS Price MB-$0.25 HC-$0.90Bibliographic Citations, Comprehensive Programs,Educational Equipment, Educational Facilities,*Educational Programs, Employer Attitudes,Instructional Materials, Leadership Training,Military Training, Program Evaluation, *ProgramImprovement, Program Planning, *Research Reviews(Publications), *Teacher Improvement, TeachingTechniques, Technical Education, *VocationalEducation

ABSTRACTThe 14 research reviews pertaining to improving

vocational education are organized under these topics: (1) Trdininqof Educational Personnel, which reviews simulation and othertechniques for developing leadership, facilities and equipment for acomprehensive program, a national conference on postsecondaryprograms, development of teacher competencies in health occupationsprograms, project method in distributive education, and programDimming, budgeting, and evaluation, and (2) Curriculum and ClassroomTechnique, which reviews teacher use of instructional resources,military technical training, employers' attitude toward occupationaleducation, sub-professional personnel in health services, andmicro-teaching and video recording. "Plain Talk," a continuing columnby the editor, discusses the necessity of program improvement throughevaluation of goals and .1,mplications of economy projections tovocational education. An additional 27 studies and orderinginformation are included in the bibliography. (SB)

OCTOBER 1970

U.S. DEPARTMENT OF HEALTH, EDUCATIONfd WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. PO.NiS OFVIEW OR OPINIONS STATED DO NOT Al ECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

IMPROVING VOCATIONAL EDUCATION

TOPIC I: TRAINING OF EDUCATIONAL PERSONNEL 43

Simulation Techniques To Develop State LeadershipFacilities and Equipment for Comprehensive ProgramsNational Conference on Post-Secondary ProgramsPost-Secondary Health Occupations ProgramsSeminar To Expand Leadership DevelopmentProject Method in Distributive EducationProgram Planning, Budgeting and EvaluationAdministrative Leadership for Local ProgramsLeadership Training Program Held in Georgia

TOPIC CURRICULUM AND CLASSROOM TECHNIQUE 50

Teacher Use of instructional ResourcesCourse Content for Military Technical TrainingEmployers Look at Occupational EducationSubprofessional Personnel in Health ServicesMicro-Teaching and Video Recording

PLAIN TALK 54

BIBLIOGRAPHY 55

George L. Brandon, EditorMarsha Golden, Reseach Assistant

PREFACE

Improving Vocational Education

ImprovementAn Old Saw With NewTwists. If there is a general goal foreducation, it is safe to state it in thecontext of improvement and change.The specific nature of the improve-ment, the agents and process ofchange, and the benefactors of voca-tional education are some elements,among many, which have thwartedbetterment since the dawn of Ameri-can education.

For instance, in the profuse edu-cational literature of the twenties, itwas the role of supervision to bringabout needed change and reform. Ahalf-century later we are quite proneto accept this role for supervisorsand administrators under the generalterm of leadership. Teaching andteachers, we infer with tongue-in-cheek, are more recipients of themagical leadership process and thusare hardly initiators.

Twenty years ago, Kimball Wilesin a book of supervision for betterschools, perceived the process ofleadership as "working for a group,working within a group, or' workingon a group." (Italics are the edi-tor's.) Of course, the democraticleadership concept or working withina group, has frequently borne thelabel of the soft-sell. Most seriously,the concept when applied to teacher -student relationships invariablymakes obvious a teaching and learn-ing philosophy which parts companywith ground-to-be-covered subjectmatter and authoritarianism. Thereis an outside chance that relevancyof the instruction and the curriculumis highly involved. Students seem tothink so these days.

Obviously, there arc many newtwists to the improvement theme. Itis interesting to note that there hasdeveloped specialized personnel for

the study and implementation of ed-ucational change. As one would ex-pect, the vocabulary of educationhas expanded to include terminologyfor the use of those who seriouslywould study improvement andchange. Consequently, the past fouror five years has been a period ofaccepting and seeking meaning forterms as innovation, exemplary,change agent, and a host of others.

Generally, the movement hasbeen positive for its influence inmaking us sensitive to the need forchange and resultant benefits toAmerican youth and adults. Ad-mittedly, the change process is acomplex one, and the role and re-sponsibility for research and researchutilization are critical.

Adaptability of School Systems. Schoolsand school systems can change andaccommodate new ideas and innova-tions. Research about them and thegeneralizations which emerge some-times position the reader into an "Itold you so" conclusion. On the otherhand, it is interesting and valuable todiscover what notions may holdwater in initiating change and inno-vation.

An overview from the Institute ofAdministrative Research which _re-viewed 200 studies in school systemadaptability over the past two dec-ades lists a dozen generalizations ofthe study.* Paul R. viort, writing forInnovation in Education, a publica-tion of Teachers College, Columbia

From The Change Process in Educa-tion. A Selected and Annotated Bibliogra-phy. ERIC Clearinghouse on Vocationaland Technical Education. Columbus: TheCenter for Vocational and Technical Edu-cation, The Ohio State University. 1970,pp. 21.21

University, New York, states the fol-lowing "with reasonable firm sup-port." For brevity, RV has para-phrased a few of the findings.

I. An extravagantly long timeelapses before an insight into a needis responded to by innovations des-tined for general acceptance in theschools.

2. Spread of an innovation .through the American school systemproceeds at a slow pace.

3. Complex innovations and sim-ple innovations in their rate of dif-fusion appear to be about the same;innovations that increase cost tend tomove more slowly than those that donot.

4. The innovation receives no rec-ognition during the slow early periodof its spread.

5. New practices are taken on incommunities with varying degrees.

6. The character of communitypopulation explains to no small de-gree the differences in educationadaptability.

7. The strength of these popula-tion factors appears to be in under-standings and expectations.

8. It may be hypothesized that afar stronger school is now in themaking.

9. The school must adopt the re-sponsibility that all children shalllearn.

10. A valid assessment of an inno-vation requires examination of theeffect of the innovation on the entimsystem.

11. Knowledge of the slowness ofspread of innovations is essential toinnovators.

12. Any innovation that is spread-ing even more slowly than the slowpace that seems normal may be ques-tioned with respect to authenticity.

42 AMERICAN VOCATIONAL JOURNAL

1111111111NOW

Topic One: TRAINING OF EDUCATIONAL PERSONNEL

Simulation Techniques To Develop State Leadership

Supervision and Decision-Making Skills inVocational Education: A Training ProgramUtilizing Simulation Techniques. Dick C.Rice and Richard F. Meckley. The Centerfor Vocational and Technical Education,The Ohio State University, Columbus.March 1970.

Simulation Training in Planning VocationalEducation Programs and Facilities. Rich-ard F. Meek ley, et al. The Center for Vo-cational and Technical Education, TheOhio State University, Columbus. April1970.

These publications are the firstand second in a series of projects de-signed to develop, test and dissemi-nate simulation training materials forstate leadership development. Thethird in the series is scheduled forpublication in December 1970 bythe same publisher.

The first publication focuses onthe development of personal andtechnical skills of supervision anddecision-making. The second volumeconcentrates on the development ofpersonal and technical skills in voca-tional education program and facilityplanning. The materials are designedprimarily for use with state leader-ship personnel, either on an inservicebasis or through graduate educationprograms.

Each publication contains four sim-ulation exercises, an instructor'sguide, background data for the exer-cises, and student working paper:.The exercises are designed to beused individually, as a group of fourexercises, or in combination with theexercises from the other publication.

It is suggested that although annstructor's guide is included with thematerials, the unique nature of thematerials would necessitate trainingfor use of them. This training can beaccomplished through any one offour suggested means:

1. Through experience in conduct-ing simulation training sessions.

2. Through attendance at a Cen-ter-sponsored workshop utilizing thematerials at which there is providedspecial instructor preparation.

3. Through apprenticeship to anexperienced instructor who is Con-

111.72 M111.0111

See Bibliography for Informationon availability of complete studies

ducting a workshop utilizing the ma-terials.

4. Through extensive consultationand individual instructor preparationwith an individual approved by thestate leadership and/or dissemina-tion specialist of The Center.

The. objectives of the first volume,Supervision and Decision-Making`ells in Vocational Education, wereestablished:

1. To delineate the tasks and at-tendant problems of supervision.

2. To differentiate and show rela-tionships between maintenance andinnovative supervision.

3. To show the relevance and im-portance of communication, humanrelationships and decision-making toeffective supervision and leadership.

4. To practice and relate the con-cepts above to the solution of super-visory problems through involvementin simulated experiences.

Five objectives were establishedfor the second volume, SimulationTraining in Planning Vocational Ed-ucation Programs and Facilities.

1. To delineate some of the tasksand attendant problems one mightencounter in planning for a new yecational education facility.

2. To illustrate the relevance andimportance of communication, hu-man relations, and decision-makingto effective leadership.

3. To develop understanding ofthe problems in program and facilityplanning for vocational-technical ed-ucation.

4. To develop improved skills inprogram and facility planning of vo-cational-technical education leaders.

5. To practice and relate theabove concepts to the solution ofleadership problems through involve-ment in simulated 'experiences.

The third publication in the serieswill focus upon state vocational edu-cation planning.

Facilities and Equipment for Comprehensive Programs

Planning Facilities and Equipment forComprehensive Vocational Education Pro-grams for the Future: Final Report. MiltonE. Larson and Duane L Blake. ColoradoState University, Fort Collins. April 1970.

This report of an institute held atColorado State University in October1969 includes transcripts of presen-tations by guest instructors, reportsof task force groups and a selectedbibliography of relevant literature.Ninety-eight persons who att.ndedthe institute included vocational ad-ministrators with positions as statedirectors or supervisors, local direc-tors or individuals deeply involved inthe planning of new facilities, teach-er-educators responsible for teachingthis subject to vocational and techni-cal educators, and facilities plannersand architects.

This institute was conceived toprovide opportunities for participantsto update their knowledge in thefield of facilities planning. It wasnoted that recent estimates indicate1,872 new area vocational schools

will be built between 1966 and 1975in the United States at a cost ofapproximately $1.5 billion. The spe-cific goals of .the institute were statedas:

1. Identifying trends, developingnew approaches and expanding thegrasp of knowledge of facilities andequipment planning for vocationaleducators, facilities planners, ar-chitects, and builders.

2. Assembling, evaluating and dis-seminating innovative ideas andeffective working information rela-tive to facilities and equipment plan-ning.

3. Considering problems and stand-ards significant to progress in thisfield.

4. Assessing the merits of newinstructional equipment and otheraids associated with facilities plan-ning.

Two presentations, titled "TheChallenge Better Planning" and"Trends and New Directions inPlanning Facilities With Implicationsof the 1968 Act" were made by

OCTOBER 1970 43

Michael Russo, Chief, Planning andEvaluation Branch, U.S. Office ofEducation.

In his first presentation Mr. Russooffered the following points which hefeels should be considered in plan-ning new vocational schools: (a) thepossibility of larger classes; (b) theutilization of different time frames;(c) the needs of individual differ-ences; (d) 24-hour utilization of fa-cilities; (e) multiple staffing and si-multaneous teaching; (f) clustering ofoccupations.

Also, (g) closer coordination withlabor and industry; (h) cooperativeprograms; (i) unilateral involvementwith academic colleagues; (j) newtypes and new approaches to curric-ulum; (k) consideration of the frame-work being used prior to the develop-ment of educational specifications,and (1) consideration of educationalspecifications so that an architect caninterpret them into a building.

Innovative FacilitiesInnovative facilities which Mr.

Russo suggested in his secondpresentation were: (a) the open-space concept; (b) use of machineteaching devices; (c) clustering ofshops and laboratories; (d) use ofvariously designed lecture halls; (e)greater emphasis on teacher prepara-tion room; (f) adaptability and flex-ibility of electronic units and com-ponents; (g) design of areas to ac-commodate both males and females;(h) a community-centered facility tomeet the needs of the people; (i)consideration of other agency needs,and (i) larger guidance and testingcapability.

Walter M. Arnold, President, Amer-ican Vocational Research Corpora-tion, presented "Leadership in Facil-ities Planning." After defining typesof people needed for a large-scaleplanning effort, Dr, Arnold notedthat "the core of the leadership in allvocational and technical education isa combination of state and local ad-ministrators or institution heads whoare responsible for the planning andoperation of programs and who areaccountable for the results or out-comes."

Two presentations were made byWilliam Chase, Facilities Develop-ment Section, U.S. Office of Educa-tion: "The Educational FacilitiesCharrette" and "Educational Specifi-cations." After defining the "char-

rette" as "a technique for 'studyingand resolving educational facilitiesdevelopment problems within thecontext of total community planningneeds," Dr. Chase described the pur-poses, action, pre-planning, implermentation, advantages, and fundingof the technique.

Dr. Chase defined "educationalspecifications" as "the written de-scription of educational activities andrequirements which the school build-ing should accommodate" and notedthat these specifications should de-scribe: (a) activities to be housed;(b) number and nature of the occu-pants or users; (c) spatial relation-ships of the instructional, administra-tive and auxiliary areas; (d) spacerequirements for each of the areasabove; (e) furniture and equipmentto be housed, and (f ) special envi-ronmental provisions.

Wallace H. Strevell, professor ofeducation, University of Houston,presented "Survey Technique andNeed Studies" and "Planning theEducational SpecificationsMasterPlanning." An extensive look wastaken at the major demands of avocational education survey in thefirst presentation, and some generalinformation which an architectwould need was outlined in Dr. Strev-ell's second presentation.

Total Spectrum of NeedsJames D. Mac Connell, Stanford

University, presented "Planning forthe Total Spectrum of Needs," inwhich he described the roles ofthe educator, architect and contractorin developing facilities.

"Considerations for LaboratoryPlanning" were presented by GeorgeMehallis, Miami-Dade (Fla.) JuniorCollege. Fatility and laboratory re-quirements which he feels should begiven careful consideration in plan-ning educational specifications are:areas represented; resource center orlibrary; staff offices; receiving andstorage; local limitations; nature ofequipment; safety factors; handlingof hot metal; interference, and flex-ibility. Forms for preliminary educa-tional specifications for technical fa-cilities and for equipment selectionare appended to the presentation.

George C. Decker, surplus proper-ty utilization officer, U.S. Office ofEducation, presented suggestions forprocuring surplus equipment for vo-cational education facilities.

Two presentations were made byRichard F. Meckley, West VirginiaUniversity: "Planning Auxiliary Ar-eas for Vocational and TechnicalEducation Facilities" and "Simula-tion in Planning Vocational-Technical Schools." Auxiliary spacesconsidered in the first presentationare the auditorium, informal studentassembly areas, instructional materi-als center, office space and supplyand equipment storage.

Two types of simulation trainingwere described in Dr. Meckley'ssecond presentation: the "in-basket/out-basket" technique in which astudent playing the role of a principalresponds to items of varying degreesof seriousness as they appear in hisin-basket; and the "role playing"technique in which students assumecertain roles in a number of prob-lem situations.

Building for FutureRaymond J. Needham described

the planning and construction ofGreen River Community College,Auburn, Wash., where he is dean ofinstruction. A presentation was alsomade by Clayton E. Farnsworth, inwhich he described the planning andconstruction of Southern NevadaVocational-Technical Center, ofwhich he is director.

Joseph T. Nerden, professoi ofvocational education, North CarolinaState University, presented "Buildingfor the Future or 'Confronting ChangeThe Challenge of Leadership inOccupational Education' " and"Construe. don Costs and Methods ofFinancing Comprehensive Vocation-al Facilities for the Future." Fivemajor suggestions offered by Dr.Nerden in his first presentation were,in brief: (a) leadership must involvepeople; (b) there must be communi-cation; (c) creativity, innovation andnew ideas must be encouraged; (d)ability, creativity and innovationmust be measured and rewarded,and (e) personnel should be iden-tified for growth and promoti an.

The final presentation was madeby Robert L. McKee, director ofWashington AMIDS: "PERT Pro-gram Evaluation and Review Tech -.nique." Four major criteria whichindicate the necessity to use PERTwere offered, and a description ofthe process and a relevant bibliogra-phy were also included by the AMIDSdirector in the report.


Nation0 Conference on Post-Secondary Programs

National Conference on Post-SecondaryVocational-Technical Education. Aaron J.

Miller and Carroll R. Ryder. The Center forVocational end Technical Education, TheOhio State University, Columbus. Feb-

ruary 1970.

This conference, attended by 145leaders in vocational and technicaleducation, was cooperatively spon-sored by The Center for Vocationaland Technical Education at TheOhio State University, the Divisionof Vocational and Technical Educa-tion of the U.S. Office of Education,the American Vocational Associa-tion, and the American Associationof Junior Colleges. The purpose was"to provide a mechanism for leadersin post-secondary vocational -technical education to examine waysand means of extending and de-veloping vocational-technical pro-grams in post-secondary institutionsas reflected in the Vocational Educa-tion Amendments of 1968."

The conference sought (a) tofamiliarize participants with the na-tional status of post-high school vo-cational and technical education,some of the crucial issues, and alter-natives for meeting these issues; and(b) to review and react to positionstaken by national consultants onthese crucial issues, and to . ;fine theposition statements for inclusion in avolume of suggested national guide-lines relative to post-secondary voca-tional-technical education.

Three Topics Discussed

This report consists of two presen-tations and a summary of discussiongroup reports for three topics:

1. Who shall be served by post-high school vocational-technical edu-cation?

2. Educational personnel develop-ment for post-high school vocational-technical education.

3. Organizational structure forpost-secondary vocational-technicaleducation.

Albeno P. Garbin, professor ofsociology, University of Georgia,presented "Post-Secondary Vocation-al-Technical Education: Some Con-siderations Relating to the Student."A major point of Professor Garbin'spresentation is a recommendation fora clearinghouse for the recruitment

and placement of post-secondary vo-cational-technical students. Such aclearinghouse would be an "intersti-tial" organization representing highschools, post-secondary vocational -technical institutions, business-industrial organizations, and otherinterested groups in a particular em-ployment market area. This centralorganization would be an agency forcollection, classification and distribu-tion of information as well as people.

As Professor Garbin envisioned it,the collection function of a clearing-house would include the systematic,organized and periodic gathering ofdata with reference to the following:(a) personal record data from thehigh schools about their enrolleesthat may be useful for guidance andcounseling purposes; (b) presentand anticipated occupational needsand requirements from industrial-business organizations; (c) admis-sions and graduation requirements,program descriptions, etc., of post-secondary vocational schools, and(d) information relative to the place-ment and follow-up of post-second-ary school graduates.

Clearinghouse personnel wouldscreen student records to determinewhich students would benefit frompest- secondary training, and wouldconduct counseling sessions withthese students and their parents.Each student would then be clas-sified according to the vocationalprogram that appears congruous withhis values, interests and abilities, aswell as anticipated labor marketneeds.

Information dissemination activi-ties of the proposed clearinghouserelate to: (a) providing informationto the high schools concerning post-secondary schools and programs andthe available jobs contingent uponhaving received post-secondary occu-pational training; (b) relaying datato curriculum personnel on the post-secondary level about the emergenceof new jobs and the upgrading ofskills that are essential if the curricu-lum is to be correlated with availableemployment opportunities; (c) keep-ing the industrial-business organiza-tions posted as to the number ofpersons being trained and their areaof skill competency, and (d) inform-ing admissions offices about pros-

pecuve vocational students if theyhave not already enrolled.

The clearinghouse would also actto distribute people by: (a) referringhigh school students to specific post-high schools offering programs com-patible with their interests, valuesand abilities; and, (b) providingcounseling to graduates of post-secondary programs and referringthem to organizations in need of theirskills.

Anticipated Benefits-Many benefits, including saving

money through centralization of allof these functions, are expected toaccrue from such a proposed clear-inghouse. Other benefits anticipatedby Professor Garbin are:

1. Emergence of a communicationnetwork which would permit deci-sion-making to have a more rationalbasis.

2. Accordance of more prestige tothe post-high school vocational edu-cation process.

3. Exposing students to post-highschool alternatives other than goingto work or to college.

4. Fostering of the idea that stu-dents have different kinds of abilitiesrather than a gradation of ability.

5. Greater numbers of studentswill be recruited for post-secondaryvocational programs, and there willbe a higher retention rate due toselective recruiting.

6. Vocational institutions will bein a position to be more responsiveto the needs of a changing -society.

Alfred M. Phillips, president, Tul-sa Junior College, Tulsa, Okla.,presented "The People To Be Servedby Post-High School Vocational andTechnical Education: How ShouldWe Be Serving Them?" He notedthat our educational system is sub-ject to pressures which relate qualityto academic sophistication, academicstandards and liberal arts. "If we arereally interested in serving peopleeffectively," he said, "this approachmust be altered."

He believes that our traditionalphilosophies, systems and instruc-tional techniques need refurbishingand updating just as skills do, andthat our society cannot afford unde-veloped human talent. He concludedthat "perception of. our manpowerneeds, recognition of wide varietiesand levels of human talent, and de-signing better systems to educate this

OCTOZIR 1970 45

manpower are important, individual-ly. Innovative fusion of all three ofthese can make our systems of edu-cational service to people very sig-nificant."

William L. Ramsey, district direc-tor, Milwaukee Area Technical Col-lege, presented "Educational Person-nel Development: A An InstitutionalConsumer's View." In this positionpaper Mr. Ramsey uncovers theneed for community action and lead-ership by all of the educational insti-tutions in cooperation with businessand industry for fulfilling the needand interest for more and bettertrained educational personnel in oc-cupational education. Wide distribu-tion of the results of the conferenceis seen by Mr. Ramsey as a meansof obtaining the financial supportnecessary for expansion of programsfor such personnel.

John G. Nealon and Carl J.Schaefer of the Department of Voca-tional-Technical Education at Rut-gersThe State University, NewBrunswick, N.J., presented. "The De-velopment of Professional. Staff Per-sonnel for Post-Secondary Vocation-al-Technical Education (From thePerspective of Higher Education)."The presentation includes sugges-tions for increasing the output of oc-cupational teachers from our educa-tional institutions in order to attemptto fill projected requirements for al-most 22,000 new post-secondary oc-cupational education teachers withinthe next four years. The suggestionsincluded:

1. In order to compete with indus-try for talent, educational institutionsmust minimize salary differentials.

2. The occupational educatormust be accorded the same respectas any other faculty member of apost-secondary institution.

3. The community college teachermust be sensitive to the goals of theage group he is teaching.

4. A permanent interface must beestablished between business/indus-try and education in regional Tech-nology-Resource Centers wherepreservice and inservice occupation-al teachers will be kept current.

5. Universities must soon provideinterdisciplinary programs betweencooperating colleges or departmentsto produce "custom tailored" teach-ers for post-secondary educationalinstitutions.

46

A presentation made by Cecil C.Tyrrell, president, Broome TechnicalCommunity College, Binghamton,N.Y., is directed to the organization-al pattern of the comprehensivecommunity college, with his own in-stitution used as an example. Objec-tives which he sees as those which acommunity college should attempt tomeet are:

1.. Offering curricula leading to theassociate degree for full-time stu-dents.

2. Offering curricula leading toachievement of certificates ratherthan associate degrees.

3. Providing post-high school pro-grams for high school graduates whoindicate a desire to achieve a levelabove their previously demonstratedability and thus be eligible for ad-mission into an associate degree pro-gram.

4. Promoting acceptance of andencouraging student enrollment incareer programs preparing for entrypositions in business and industry atthe end of two years.

5. Providing university-parallelcurricula in engineering, liberal artsand sciences, business and otherfields as community needs are deter-mined.

6. Providing service programs inday sessions.

7. Offering a wide evening pro-gram with organ'zed curricula of lessthan associate degree length leadingto a d'oloma.

8. Offering a variety of courses,seminars or conferences designed tomeet special needs of area groupseither ort or off the college campus.

9. Developing a counseling center.Congressman Roman Pucinski of

Illinois presented "Vocational Edu-cationOur Last Remaining Hope."

Health Occupations Programs

Guidelines and Supportive Papers forPlanning and Conducting Short -Toren

Teacher Education Activities: DevelopingTeaching Competencies Heeded by Edna.tional Personnel in Post-Secondary HealthOccupations Programs: Lewis D. Holloway.Program in Health Occupations Education,Division of Health Affairs, University ofIowa, Iowa City. February 1970.

Use of persons proficient in healthcare specialties to teach programs forsupportive-level health workers has

caused a need for preparing theteachers for their teachingirole. Thisproject is attempting to incroase theavailability of preservice and inserv-ice teacher education activities forpersonnel engaged in health occupa-tions education.

The report includes a revision ofguidelines which were developed forplanning and conducting short-termteacher education activities. Theoriginal guidelines had beenpresented at an. institute in August1969, at which they were evaluated.This report also includes the presen-tations which were made at the insti-tute. A final report of the project,including a description of the insti-tute, an evaluation of it and theresults of follow-up activities, will beavailable in late 1970.

The guidelines, arranged in sixmodular units, were designed for atwo-week institute although they areflexible enough to be used individu-ally or in combination for sessions ofvarying lengths. Each set of guide-lines includes educational objectives,instructional strategies, an annotatedbibliography, and supplementarymaterials as well as supportive pa-pers from the original institute. Top-ics for the modular units are: (a)supportive personnel in the changinghealth industry; (b) defining anddescribing the educational product;(c) the learner and learning; (d)designing learning programs; (e)evaluation in the educational proc-ess, and (f) the educational proc-ess.

Complete dependence upon theguiderne materials is discouraged. Itis believed that specific details foreducation programs should beplanned at the local level dependingupon the nature of the participantgroup, time limitations, environment,institutional needs, and availabilityof funds. The overall objective underwhich the modular unit objectiveswere developed was stated: "As aresult of participating in this teachereducation activity, the trainee willcontribute to the goal of improvingthe teaching-learning process in edu-cational programs preparing healthworkers."

NOVEMBER ISSUE ... Next monthRV will focus on the topic, "Voca-tional Education ResearchA Status.Report."

AMERICAN VOCATIONAL JOURNAL

Serrenar)To ExpandLeadership Development

Leade; ship Development Seminar in Va.

cationalTechnical Education. Final Report.Larry G. Selland. University of Maryland,College Park. January 1969.

The Leadership Development Sem-inar in Vocational-Technical Edu-cation was attended by 34 partici-pants from 21 states in June 1968 atthe University of Maryland. Thegoal of the seminar was to expandthe leadership potential of selectedstate and local educators, chargedwith responsibilities for compeehen-sive programs in the field of voca-tional-technical education. Specifical-ly, it sought:

1. To develop understanding ofadministrative procedures and poli-cies in the Office of Education asthey relate to vocational-technicaleducation programs.

2. To develop leadership capabili-dee through motivation, informationand application of sound leadershiptechniques.

3. To develop an understanding ofresource materials, information andpersonnel available for program im-provement in vocational-technicalareas.

4. To develop an understanding, ofthe critical areas of need for pro-grams of vocational-technical educa-tion, together with extendedawareness of desirable program de-velopments to meet those needs.

5. To extend knowledge of tech-niques essential for effective coordina-tion with governmental agencies, atall levels, involved in or responsiblefor vocational-technical educationprograms.

6. To present pertinent aspects ofother disciplines and technologiesrelated to vocational-technical edu-cation for the information andguidance of personnel responsiblefor program improvements.

The objectives were accomplishedthrough presentations, discussions,planning groups, and conference as-signment& Three planning groupcommittees were charged with thetask of developing a list of ideas andspecific plans for implementing theNational Advisory Council on Voca-tional Education's recommendationswhich the various states could con-sider for use. Evaluation of the semi-nar was achieved through pre- and

OCTOBIR 1970

post-conference questionnaires andreactions to conference sessions.

Presentations were made by JohnA. Beaumont, U.S. Office of Educa-tion; Lowell A. Burkett, AmericanVocational Association; Samuel M.Burt, The W. E. Upjohn Institute forEmployment Research; W. DaleChismore, U.S. Office of Education;Allen R. Lichtenberger, U.S. Officeof E iucation; Jarrot A. Lindsey,Jr., Georgia State Department of Ed-ucation; James W. Longest, Univer-sity of Maryland; Sherrill McMillen,U.S. Office of Education; Leon P.Minear, U.S. Office'of Education.

Also, Ernest J. Nesius, Universi-ty of West Virginia; Duane M.Nielsen, U.S. Office of Education;Herbert Righthand, ConnecticutState Department of Education;Leonard H. Rosenberg, ChesapeakeLife Insurance Co.; Edwin L..Rumpf, U.S. Office of Education;James W. Warren, Jr., U.S. Office ofEducation; Emanuel Weinstein, U.S.Office of Education, and Ralph. C:Wendell, University of Michigan.

The report contains texts andsummaries of presentations madeand reports of planning groups whichdiscussed the presentations andmade recommendations regardingimplementation of National AdvisoryCommittee recommendations.

Evaluation instruments used indi-cated that the seminar was highlysuccessful in promoting leadershipgrowth of participants. Replies to asix-months evaluation questionnaireevidenced such improvement: "Eachof the respondents indicated an in-creased degree of responsibility forinitiating new programs. Several ofthe participants had assumed newpositions of leadership since the sem-inar and others reported that theywere actively involved in leadershipresponsibilities which were includedin the seminar program."

Project Method in D.E.

A Developmental Vocational Education Re-search and Teacher Education ProgramBased on a Clinical School Concept: APilot Project in the Project Method inDistributive Education. William D. Woolf.Michigan State University, East Lansing.February 1970.

This study was conducted in 17Michigan high schools through em-

pirical research,, curriculum develop-ment and inservice teacher educa-tion. Empirical research objectiveswere the comparison of the effec-tiveness of the project method ofinstruction and the cooperativemethod of instruction in preparingeleventh and twelfth grade studentsfor distributive and marketing occu-pations.

Curriculum objectives were toprepare and evaluate instructionalmaterials, curriculum guides and ateachers' manual for use in the in-structional process. Teacher eduea-tirn obiectives included the plan-ning, execution and evaluation of aninservice teacher education programdesigned to prepare distributive edu-cation teachers to use the projectmethod of instruction.

Hopes for the project method ofinstruction in distributive educationwere that it would:

1. Permit a longer period of per-sonal and educational developmentwithin a more fully controlled envi-ronment for the immature student.

2. Offer pre-employment trainingfor the student whose physical de-velopment or appearance makes on-the-job training during high schoolinappropriate.

3. Allow longer time and appro-priate experiences to help the stu-dent make a vocational choice.

4. Accommodate larger numbers ofstudents in communities which havelimited numbers of on-the-job train-ing stations.

5. Reduce the cost in time anddollars of providing pre-employmentvocational preparation.

Although the scope of the projectwas reduced during the last twoyears due to a cutback in funds sup-plied by the funding agency, somesignificant findings were obtained.These findings indicate that achieve-ment of cooperative method classeson the tests of sales comprehensionwere significantly higher than thoseof the project method classes, andthat there was no significant differ-ence between the scores. of the proj-ect method and cooperative methodgroups on a test of economic under-standing.

In addition to these findings, theproject had impact on teacher educa-tion through the development ofseveral publications and workshopspromoting the project method.School and business community rela-

4T .

tions were found to have been verygood, with the business communityproviding field trips, supplyingspeakers, giving demonstrations, ac-commodating student observationswithin the business premises, andsupplying research material.

School administration cooperatedthrough providing extra planningtime, substitute teacher time and fa-cilities to carry out the project.

Teachers indicated that theirteaching methodology, student rap-port, evaluation cf students, and out-side activities had improved throughinvolvement in the project.

Recommendations based on ex-periences in the study were made.One recommendation was for longerperiods of evaluation and follow-upand for dissemination of project in-formation to other states.

Program Planning, Budgeting and Evaluation

National Seminar on Program Planning-.Budgeting and Evaluation of Vocational.Technical Education: Final Report. ClodusR, Smith and John Connolly. University ofMaryland, College Park. June 19.30, 1967.

This seminar at the University ofMaryland was designed to increasethe planning and. evaluation knowl-edge, understanding and skills offederal and state educators who areresponsible for vocational-technicalprograms. Focusing on the immedi-ate and long-range occupationalneeds of people, the seminar at-tempted to:

1. Develop insights into the princi-ples and process of program plan-ning, budgeting and evaluation.

2. Stress the importance of sys-tematic program planning and de-velopment to meet constantly chang-ing requirements of vocational-technical education.

3. Involve state, regional andheadquarters staff members in learn-ing experiences necessary to designimproved program plans for voca-tional education.

4. Develop a cadre of vocationaleducators knowledgeable in system-atic program planning; budgeting andevaluation.

5. Develop guides and models.The body of this report consists of

papers presented at the seminar.Grant Venn, associate commissioner,U.S. Office of Education, stressedthe need for people-directed programplanning rather than labor marketdirected planning. Among long-rangegoals for vocational education, Dr.Venn included giving more attentionto employability skills than to partic-

- ular job skills, and making chancesfor re-learning and re-training avail-able to all.

Sherrill MeMilien, director, -Pro-

gram Planning and DevelopmentBranch, U.S. Office of Education,emphasized the need for systematicprogram planning and budgeting tojustify increased federal expendituresfor vocational-technical education.

Peter Pipe outlined procedures fordeveloping objectives, emphasizingthat a statement of objectives is acritical component of the planningprocess. His procedure for formulat-ing objectives includes formulationof a goal, identification of the ulti-mate product, consideration of proc-esses, and identification of interimproducts.

Lester. Fishman, professor ofeconomics, University of Colorado,suggested data sources for state andlocal projections. Russell Flanders ofthe Bureau of Labor Statistics dis-cussed sources and uses of projec-tion data.

A paper on "Developing Policyand Procedures To Achieve Goalsand Objectives," presented by JosephHall, superintendent of schools,Dade County, Florida, described asystems approach to program plan-ning and budgeting used in hisschool system. The systems ap-proach, he noted, "provides a frame-work for defining, analyzing, andsolving the complex problems ofmodern life for structuring the proc-ess of change in any field." Animportant component of a completeplanning system is feedback of data,so that the system can be modifiedand improved, and the procedureswhich produce optimum results areutilized.

A "Framework for Program andFinancial Planning" was presentedby Grover Durnell, director. Officeof Program Planning, U.S. Office ofEducation. The program mission,goals, objectives and output, need,

priorities, costing and funds g, alternatives, reporting, assumptions, andlegislation are all a part of his frame-work.

Steps in preparation, adoption andimplementation of a typical state ed-ucation unit budget were outlined byRichard Howes of the ConnecticutState Department of Education.

Leadership for Local Programs

A State Program for the Development ofPersons for Leadership Roles in the Ad.ministration of Local Program of Voca.tionai and Technical Education. Final Re.port. Ralph C. Wenrich, et al. Universityof Michigan, Ann Arbor. August 1968.

This report concerns the MichiganLeadership Development Programconducted from 1964 through 1967.Each school year 20 men were se-lected to participate in an 8-weeksummer workshop and a year-longinternship. The major objective ofthe project was measurement ofleadership behaviors of programtrainees and comparable non-trainees. It was also hoped to de-velop an objective formula for theselection of men who would show themost effective leadership behavior infuture years.

Training groups and controlgroups were established for threeschool years: 1964-65, 1965-66 and1966-67. In addition, during the1964-65 school year a third groupwas made up of trainees who attend-ed only the internship phase of thetraining program. The latter groupwas used to examine the relativemerits of the summer workshop.

Leadership scores for the experi-mental and control subjects weremeasured by five variables:

Positionbased on an individual'stitle or rank within the school orschool system and on type and sizeof the institution in which he is em-ployed.

Time spent in administrative du-tiesrelative to time spent inteaching.

Functionsbased on the frequen-cy and level of functioning in sixareas (staff personnel, school-community relations, business andfinancial, program development, pu-pil-personnel services, and physicalfacilities).

48 AMERICAN VOCATIONAL. JOURNAL

Voca(ional-technical rolebasedon the 'extracurricular involvementof an individual in vocational educa-tionally oriented activities.

Agent of changebased on theextent to which a man manages toalter the existing structure of themilieu in which he functions relativeto vocational-technical education.

Results of the follow-up of gradu-ates and non-trainees demonstratedthat groups trained in the programimproved significantly on the leader-ship variables being measured in

contrast to a much slower rate ofimprovement by non-trainee groups,Also, groups which attended both thesummer workshop and the internshipwere shown to be superior to thatwhich attended the internship only.

Future projects of this nature arerecommended, with quantifiablemeasures of behavior to be changedbeing stated prior to the experiment.Also, a means for separating theeffects of selection, such as randomassignment to experimental and con-trol groups, should be effected.

Leadership Training Program Heid in Georgia

Vocational Education Leadership TrainingProgram. Final Report. A. B. Rooster andR. H. Tolbert. University of Georgia,Athens. February 1969.

Twenty-one participants, includingarea vocational-technical school di-rectors, coordinators of post-secondary instruction, and supervi-sors of area vocational high schoolprograms, attended this 20-monthtraining program. The program, di-vided into three phases, was con-ducted over a period from November1966 to June 1968. The purpose wasthe training of qualified vocationaleducators for positions as directors orcoordinators of secondary or post-secondary programs.

Phase I, conducted from Novem-ber 1966 through the remainder ofthe academic year, was concernedwith the development of basic under-standings of the overall responsibili-ties of an administrator of a compre-hensive program of vocational edu-cation. It consisted of a series oftwo-day monthly meetings, held atvarious locations in Georgia, toprovide participants an opportunityto view different phases of vocation-al education in operation. Meetingsincluded lectures and discussiongroups conducted by recognized pro-fessional leaders in the various areasof vocational education.

Phase II was a three-week insti-tute conducted at the University ofGeorgia during the summer sessionof 1967. This phase was designed toassist the trainees in:

1. Studying professional problemsfaced by administrators of vocation-al-technical education programs.

OCTOBER 1970

2. Examining areas of vocationaleducation supervision and adminis-tration in terms of operating philoso-phies.

3. Studying administrative prac-tices and principles in relation toprogram organization and coordina-tion and personnel management.

Phase III consisted of an intern-ship in administration in which theideas, concepts, principles, and prac-tices dealt with in phases I and Hwere applied to professional activi-ties. Goals were established for se-lected strategic processional activitiesor areas of responsibility for eachparticipant, ways and means forachieving these goals were planned,and proposed target dates for ulti-mate completion of the activitieswere established.

Frequent contact throughout theyear between program directors andparticipants aided in criticism andevaluation of progress, and a groupmeeting of participants held duringthe year provided an arena for shar-ing of experiences. Each participantpresented final reports to the projectdirectors.

Many problems were encounteredduring this project which made itdifficult, if not impossible, to carryout the original plan. First, the proj-ect originator, who was to haveworked on the project as a full-timeactivity, was unable to participate,and he was replaced by two part-time directors who worked on theproject in addigon to full-time sched-ules of work. Also, these directorsdiscovered that certain facets of theplan for program evaluation werenot feasible due to the unavailability

of pre-tests and post -tests whichwould serve the purpose of programevaluation in administration.

Evaluation of the project points toits success in that the objectives weregenerally accomplished. The traineesare more competent in leadershippositions as a result of the program,they have a working knowledge of acomprehensive program of vocation-al education as a basis for planninglocal programs of vocational educa-tion, and they have an understandingof administrative organizations andstructures of vocational educationprograms in their home states.

These people have also gainednew knowledge of the duties andresponsibilities o1 a vocational edu-cation administrator, and they haveacquired insight into professionalproblems with which such an admin-istrator must cope. Finally, they havegained a working knowledge of prin-ciples and practices related to voca-tional education administration andmeans for using these in on-goingprograms of vocational education.

Among recommendalions forplanning of future leadership train-ing programs are the limiting of thenumber of trainees to 20, and theassignment of at least one full-timeperson to the project staff. It is sug-gested that project directors makecertain that all trainees in the pro-gram have relatively homogeneousadministrative responsibilities or thatthe' professional responsibilities of thepositions for which they are beingtrained are relatively similar.

Finally, it is recommended thatstate vocational education leadersgive attention to the establishment ofa continuing program for the de-velopment of a supply of availablepersons to fill vacancies in leadershippositions in vocational education atlocal, institutional and state levels.

Prison Program in Computers. Acomputer programing course offeredat the California Institute for Menhas led to the formation of an EDPClub at the institution. Activities ofthe club have included study groupsand guest speakers, and it also triesto obtain jobs for members ready toenter the field. Information on theclub may be obtained from CIM EDPClub, Attn: C. L. Avery, CaliforniaInstitute for Men, P.O. Box 128,Chino, Calif. 91710.

09

Topic Two: CURRICULUM. AND CLASSROOM TECHNIQUE See Bibliography for in(ormationon availability of complete studies

Teacher Use of Instructional Resources

Instructional Resources for Vocutional-Technical Education: Teacher Attitude, Re-source Availability, and Resource Utiliza-tion. Curtis R. Finch, et al. The Pennsyl-vania State University, Vocational Educa-tion Department, University Park. Feb-

ruary 1970.

This report presents the findingsof a survey of 100 vocational-technical high school teachers fromeight schools in Central Pennsylva-nia. Objectives of the study were toinvestigate teacher attitudes towardclassroom and non-classroom in-structional resources, and to examineinterrelationships among teacher atti-tude toward resources, resource utili-zation and resource availability.

Five instrumentsa teacher in-formation form, an instructionalresource checklist, a resource atti-tude inventory, a resource frequen-cy-of-use inventory, and a resourceavailability inventorywere used inthe study. The instruments were ad-ministered to the sample in thespring of 1969.

Findings regarding teacher atti-tudes toward instructional resourcesindicated that the group generallyhad the most favorable attitudetoward more "traditional" instruc-tional resources and a less favorableattitude toward more "progressive"resources. The same preferences werefound to be true in the teachers'actual use of the resources. Theavailah!'ity of resources was rankedhighest for those associated with thetraditional classroom (bulletinboard, chalkboard, textbook), nexthighest for those associated with theshop or lab (equipment, project),and finally for resources of a moreprogressive nature (educational tele-vision, computer - assisted instruction,teaching machines).

Results suggested that if a teacherhas a positive attitude toward in-structional resources he will be morelikely to use these resources. Also,the degree to which a resource isavailable for the teacher use mayprovide some indication of the extentto which it will be used by theteacher.

Implications for program improve-ment in vocational-technical educa-tion are:

1. Teachers should be fully ori-ented to each resource as it is beingincorporated into the instructionalenvironment.

2. Provision should be made forpreservice and inservice teacher ex-periences which include direct ex-posure to newer resources.

3. Consideration should be givento the increased availability of moreprogressive resources for teacher useif it is felt they will make significantcontributions to program objectives.

4. Teacher education programsshould strive to inculcate the poten-tial teacher with proper attitudestoward all potential instructionalresources.

5. Administrators who are desir-ous of having teachers fully utilizeinstructional resources would do wellto make them readily available foruse.

6. The prospective teacher shouldbe provided with extensive informa-tion relative to instructional re-sources in order that he may deter-mine where resources might be bestutilized within the instructional en-vironment.

Military Technical Tra!ning

The Process of Developing and ImprovingCourse Content for Military TechnicalTraining. Technical Report 69.9. Harold G.Hunter, et al. Human Resources ResearchOffice, George Washington University,Alexandria, Va. May 1969.

This report is one of 11 preparedfor the Consolidated Training andEducation Training Program(CTEP), supervised by the Assist-ant Secretary of Defense (Manpow-er). The study deals with the Curri-culum Content Study Area of theCTEP. This report was submitted tothe Secretary in August 1966, andalthough the curriculum develop-ment procedures described havebeen changed and improved since

the time the study was made, itprovides a record of the methodologyused in the study, the study findings,and it serves as a point of departurefor future studies of this nature.

The study was devoted to first-term enlisted technical training, par-ticularly that in electronics, used inthe U.S. Continental Army Com-mand, the Bureau of Naval Person-nel, the Naval Air Technical Train-ing Command, the Air TrainingCommand, and facilities under theircommand.

A search of the military trainingliterature made possible the con-struction of a model for curriculumdevelopment in military training con-sisting of seven steps: conductingsystem analysis; developing task in-ventory; developing job model; con-ducting task analysis; derivingtraining objectives; developing train-ing programs, and monitoring trainedproduct and modifying training cur-riculum.

A second step in the program con-sisted of the development of in-formation on current formalprocedures and practices in theArmed Forces in order to analyzethese procedures and practices interms of the idealized model. Duringthis step 21 trips were made to majorheadquarters concerned with trainingdoctrine and formal procedures, andto field installations where actualconduct and development of trainingtakes place.

The comparison of the model proc-ess with processes which were ob.:served during visits to training loca-tions produced the followingfindings:

1. "Few procedures bearing on thefirst four steps of the model were ineffect in the services.

2. "All the services recognisedthat training objectives should be rel-evant to the job, and all providedguidance on wording and format.However, there were no directivesfor collecting and analyzing job in-formation to make objectives as spe-cific as possible.

3. "Procedures for developingtraining programs were not fullyeffective because course obiectiveshad not been fully specified. In-


Robert Kinsinger, Kellogg Founda-tion, \pattle Creek, Mich., in hispresentation on "Junior CollegePrograms of Preparation for HealthTechnicians," spoke about "TheCore Curriculum." He discussedjoint planning activities between uni-versity medical centers and two-yearcolleges, and new uses for autotutori-al laboratories.

Otto Legg, U.S. Office of Educa-tion, discussed "Methods of FundingEducatir mal Programs for HealthTechnicians." After presenting someexamples of progress being made asa result of interagency cooperation,Dr. Legg stressed that it is importantto maintain a "close creative part-nership and still preserve the integri-ty and independence of medical andeducational institutions."

Helen Powers, U.S. Office of Edu-cation, discussed a "Concept of aCenter for Health Occupations,"which was developed by a seminarheld in Chicago earlier in 1966.Questions that had been raised by theChicago group were presented for theinformation of conference participants.

Conrad Herr of the Tufts Univer-sity School of Medicine spoke on"Tufts' Facilities and Interest in Ed-ucation for Health Technicians." Indescribing a health care facility es-tablished by the university in theColumbia Point Housing Develop-ment, Dr. Herr presented his viewson what is needed in the way ofpersonnel to handle such a facility,and the philosophy of their workwhich these people must possess.

Micro-Teaching and Video Recording

Third Annual National Vocational-TechnicalTeacher Education Seminar Proceedings:Micro-Teaching and Video Recording. Cal-vin J. Cotrell and Garry R. Bice. The Cen-ter for Vocational and Technical Education, Th9 Ohio State University, Columbus.January 1970.

This is the second of two volumesreporting presentations at the semi-nar. The first volume, "TeachingDisadvantaged Youth," was ab-stracted in RV, September 1970.The second volume covers presenta-tions for disseminating results of aproject undertaken by The Centerfor Vocational and Technical Educa-tion demonstrating the potential ofinnovations in micro-teaching and vid-eo recording through laboratory andfield testing.. Part I of the report is a repetitionof the general sessions presentationsincluded in the first volume.

Part II summarizes presentationson five studies reported in the subsem-inar on micro-teaching. The firstpresentation was made by CharlesR. Doty, associate investigator of theCenter's project on micro-teachingand video recording (Project 44Assessment of Micro-Teaching andVideo Recording in Vocational andTechnical Teacher Education). Thispresentation discusses four studiesand includes three laboratory, studieswhich provided the foundation forfield testing and the report of the

first field testing in a preserviceteacher education class.

Each of the laboratory phases dis-cussed by Dr. Doty was used todevelop and test in a simulated pro-gram a minimum of two new teach-er education techniques, one newteaching skill, and supplementary in-structional materials consisting of in-struments, video recorded instruc-tional models and presentations. De-velopment and field testing in thesefour phases were successful; howev-er, suggestions were made for im-provement and recommendationswere made based on findings andconclusions.

James L. Hoerner, coordinator ofPhase 5 of Project 44, described thestudy conducted in that phase. Thestudy was designed to test the feasi-bility of using micro-teaching andvideo recording as a means of im-proving the effectiveness of theteaching practice sessions in apreservice trade and industrial teach-er education workshop. Investigationwas made of the use of the videotape recorder as a feedback tool tohelp the teachers analyze theirteaching sessions in the workshop.

Also, a test was made of the theuse of four, five-minute micro-teaching lessons in the same timethat was customarily used forteaching of two independent,10-minute lessons. Finally, practicesessions were taught to students of

the same age level for which theworkshop participants were prepar-ing to teach, instead of to 'otherworkshop participants, as has beencustomarily done.

Donald L. Karr, co-investigator ofPhase 5, presented "Practical Find-ings and Implications of a Preserv-ice Workshop for Teachers." Mr.Karr found that in use of micro-teaching and video recording at TheOhio State University the teacher-educator's critique sessions often be-came more satisfying and effectiveif: "(a) the participants could iden-tify many of their own in;ror mis-takes and take certain measures tocorrect these without being told to doso by the supervising teachers; (b)teacher-educators could concentrateon major points of teaching tech-niques, and (c) the video tape play-back treatments were highly effectivein helping teachers to improve faultyspeech patterns and to correct theirown personal mannerisms."

Preservice Education

Patricia M. Smith, research asso-ciate and coordinator of Phase 8,Project 44, described the studywhich was designed to determine thefeasibility of the remote supervisionof preservice home economics educa-tion students during their studentteaching experience. The experimen-tal sample for the study was a groupof student teachers in the School ofHome Economics at The Ohio StateUniversity.

Julia I. Dalrymple, co-investigatoron Phase 8, presented some "Practi-cal Findings and Implications of Re-mote Supervision of Student Teach-ers." Dr. Dalrymple discussed ben-efits which accrued from the pro-gram, reactions of participants to re-mote supervision, expressed advan-tages and disadvantages, and the costof remote supervision.

Part III consists of presentationsof three inservice teacher educationfield testing studies reported in thesubseminar. The Phase 6 field study,"Feedback Techniques for InserviceTechnical Teacher Education," isoutlined in a presentation made byFred W. Harrington, research asso-ciate and coordinator of Phase 6.The purpose of the Phase 6 studywas "to test the feasibility and com-pare the potential effectiveness offour feedback techniques involvingmicro-teaching and video recording


formation, on the capability demand-ed of the graduate was also neededfor more effective development oftraining programs.

4. "In general, evaluation prac-tices of the services did not assesstraining effectiveness.

5. 'The importance of training asa military activity is indicated by thefact that training .costs amount to 6percent of the Defense Budget."

It was concluded that improvedprocedures to determine the adequa-cy of training content and the meansfor improvement were needed by thelervices. This could partially be at-tained through provision of more op-portunities for career fields in train-ing. This would assign the opportuni-ties an '.mportance commensuratewith the importance of training as amilitary activity.

Employers Look.at Occupational Eduoatlon

1,000 Employers Look at Occupational Ed.ucation: Report Number One, OccupationalCurriculum Projact. Martin Hamburg-r andHarry E. Wolfson. Board of Education of

City of New York. July 1969.

This report is the first in a seriesof projected studies seeking toprovide sound bases for curriculumredevelopment in the occupationaleducation programs of the New Yo: kCity Board of Education. The objec-tives established for the overall proj-ect were to "make fundamentalchanges in occupational educationprograms in New York City; to im-prove the curriculum; to extend oc-cupational education to more youths;and to introduce a multi-level ap-proach with a variety of time andsequence organization."

The first phase of the project is acurriculum preparation period inwhich five trade areas are studied asprototypes with an emphasis onopinions of employers, labor, stu-dents and graduates, parents and cit-izens, and educators. Second andthird phases will deal with curricu-lum preparation and try-out, respec-tively. A fourth phase will evaluatethe results in comparison with tradi-tional programs.

The potion of the study reportedin this volume began with two plan-ning workshops held in June 1967.One workshop had the participationof leaders in industry, commerce,universities, teacher training, U.S.Office of Education, and labor. Thesecond workshop included among itsparticipants administrators, supervi-sors and teachers from the schools ofthe City. Workshcp discussionshelped in preparing the proposal andin pointing out questions that neededto be answered by employers.

Occupational areas chosen for

OCTOBER 1970

study were selected for their diversi-ty, importance, projected growth,and adaptability to a great variety ofschool plants and organizations: (a)business occupations; (b) health oc-cupations, including a range of hos-pitals and other employers; (c) au-tomotive; (d) metal-working occu-pations, with a specific portion ear-marked for welding, and (e) clectro-electronics, evenly divided betweenelectrical and electronics.

A questionnaire was prepared bythe project staff for interviewing em-ployers. The original questionnairewas found to be too open-ended, anda revised questionnaire with thesame questions put into a more ob-jective form was devised. Ten inter-viewers we-e trained. five teachersand five counselors. A total of 1,056individuals were interviewed, with994 of the questionnaires used forscoring.

The six areas of concern, as seenin the questions in the interviewschedule, were: (a) contacts be-tween schools and employers; (b)educational - curricular requirementsof the job as viewed by employers;(c) attitudes toward schools and stu-denis; (d) views of job entry and jobprogress; (c) perspectives on train-ing, and (f) readiness of cooper-ation.

Findings showed that (a) con-tacts between schools and employ-ers are not continuous; (b) there is awide tolerance by employers in re-gard to educational-curricular re-quirements of jobs; (c) there is astereotyped negative attitude towardschools and students; (d) the em-ployers' perspectives on training ac-cept the school-job partnership pat-tern of training responsibility; (e)the term "entry job" is inadequateand ambiguous and promotional

schemes are limited, and (f) al-though statistics point to meal un-willingness of those Interviewed tocooperate directly with schools, fromthe interviewers' perspectives agreater reservoir of potential cooper-ation exists than statistics show.

Subprofessional PersonnelIn Health Services

A Conference on New Educational Cur.ricula for Sub-Professional Personnel inHealth Services. Grace R. Nangle, Massa.chusetts State Department of.Education,Boston. May 1, 1967.

Sixty-eight persons from thehealth services field participated inthis conference, October 3-5, 1966,at Tufts University. Needs and prob-lems in the health occupationaltraining field were examined in con-ference discussions for the purposeof designing new program patterns.Speeches by experts in the healthfield were presented to provide im-petus to small group discussions.

Speaking on "Projected HealthManpower Needs," Margaret West,U.S. Public Health Service, reviewedsocial and economic factors whicharc pushing up demands, long-rangetrends in the supply and demands forhealth manpower, and indications ofdemand for health technicians.

Dr. Ellsworth Neumann, Massa-chusetts General Hospital, Boston,covered several points of motivationused in his institution for the im-provement of health personnel. Histopic was "The Hospital's Ro'c inlock-vice Education."

Teresina B. Thompson of theSpringfield Trade High School andTechnical Institute, Springfield,Mass., outlined the history of thehealth occupations educational pro-grams at the institute,, which confer-ence participants visited.

Edmund McTernan, associateprofessor, Northeastern University.presented "The University's Role inPara-Medical Education." The spe-cial resources for performing a rolein health occupations educationwhich arc found in a university arcidentified, and concern is expressedfor the need of a "ladder approach"so that persons in the health o.:cupa-tions could move up in the fieldrather than being pigeonholed asLPN's or RN's.

31

in an iservice technical teacher edu-cation program at The ColumbusTechnical Institute, Columbus, Ohio.

In the Phase 6 study, 28 instruc-tors at the institute were assigned toone of four feedback groupsself-analysis, fellow instructor analysis,student analysis, and teacher-educator analysisand were givenpre-tests in the form of teaching mi-cro-lessons. After lessons were givenin improvement of teaching tech-niques, a pest-test was also given. Nosignificant difference in performance,based on post-test scores, was notedbetween the various feedbackgroups. However, a significant posi-tive reaction from those in the self-analysis group was novA, as was anegative reaction from the fellowinstructor analysis group. A gain inperformance was noted for all feed-back groups. Harold M. Nester, co-investigator of Phase 6, discussedpractical findings and implications ofthe sandy.

Teaching Practice SessionA second presentation made by

Charles R. Doty outlined Phase 7 ofthe project, "Micro-Teaching andVideo Feedback of Actual Class-room and Laboratory Teaching,"conducted in cooperation with theState University of Ncw York atOswego and the City University ofNew York. The purpose of Phase 7was to assess the value of micro-teaching and video feedback in cour-ses which incorporate teaching prac-tice sessions. The experiment in-volved groups of inscrvicc teachersat three institutions who were givenboth conventional and video tapedfeedback. Findings revealed that al-though no significant differenceswere realized between any two treat-ments at any site, or between teachersatisfaction at any site, teacher-educators selected for adoption thosetechniques containing video feed-back.

Practical findings and implicationsof this study were presented byDonn Billings, co-investigator ofPhase 7. Problems of implementa-tion, accrued benefits, cost of oper-ation, reaction of local educators,and acceptance by the universitywere examined.

Gordon G. McMahon, co-investigator of Phase 7, presentedsome of the problems and advan-tages encountered in the use of mi-

croteaching and video feedback ofactual classroom and laboratoryteaching. He found that man's natu-ral curiosity about how he looks toothers stimulated enthusiasm for vi-deo feedback. This lessened antago-nism between the older vocational-technical student teachers and theiryounger teacher educators.

Waiter A. Cameron, coordinatorof Phase 10 of Project 44, out-lined "Remote Feedback Techniquesfor Inscrvice Education." Three re-mote techniques (video-phone, yid:e-mail, and video self - evaluation)were tested on beginning vocational-technical teachers in the State ofColorado. 'thirteen teachers were as-signed to each technique group. Nostatistically significant differenceswere found among the three groupsin performance of teaching skills orin their expressed satisfaction withthe technique used. The video-mailand video self-evaluation feedbacktreatments were significantly betterthan the video-phone feedback treat-ment in regard to teachers makingpositive changes in their teachingmannerisms.

Implications InvestigatedDisadvantages as well as advan-

tages were noted by participatingteachers for each technique. Video-phone feedback caused a rigid timeschedule, but provided for two-waycommunications with the teacher-educator. Video-mail feedbackprovided a flexible time schedule,but provided no two-way communi-cation. Anxiety was expressed bythose teachers receiving video self-evaluation feedback because of lackof feedback from the teacher-educator, although they confirmedthat this technique provided a self-improvement program.

Practical findings and implicationsof these techniques were presentedby Ronald E. Glenn, co-investigatorof Phase 10. Problems which becameapparent and which Dr. Glenn con-sidered noteworthy were:

1. Morale problems involved withselecting small numbers of studentsto serve as micro-classes.

2. Short supply of equipment.3. The need for limitation of par-

ticipants.4. The heavy workload generated

for the teacher-educator.Dr. Glenn . also identified some of

the more apparent benefits:

1. The teachers became moreproficient in operation of video tapeequipment.

2. Immediate identification of per-sonal teaching weaknesses allowedfor their correction,

3. Many creative ideas were stim-ulated for adapting video tapetechniques to other facets of thelearning process.

"MicroSupervIsion" PhasePart IV of this report contains the

subseminar presentations on Phase9, "Micro-Supervision," which wasdesigned to test the feasibility of aworkshop for the preparation ofteacher - educators. Shirley A. Chase,coordinator of Phase 9, describedthe study. The stated purpose ofPhase 9 was to "design and test aprototype training program to assistteacher-educators in the develop-ment o: supervisory skills throughmicro-supervision" (the employmentof the principles of micro - teaching atthe higher level of preparing teachereducators.)

Participants in the experiment in-cluded high school pupils who servedas students for the micro-teachingsessions, teachers who taught the mi-cro-sessions, teacher-educators-in-training, and two master teacher ed-ucators. Half of the teacher-educators-in-training received indi-vidual conferences with the materteacher-educator, and the other halfreceived group conferences. No sta-tistically significant difference wasnoted in performance scores of thetwo groups, in their progress in skillperformance, or in their satisfactionwith the methods. It was suggestedthat a combination of the two tech-niques might be the most effectiveand satisfactory method to pursue.

Practical findings and implicationsof Phase 9, presented by Anna M.Gorman, a master teacher-educatorfor Phase 9, included three whichgrew out of the group conferenceidea:

1. A person must be more percep-tive and sensitive in a group situationthan in individual conferences.

2. Five conferences should beheld, because the quality of groupreinforcement took about three ses-sions to develop.

3. Gaup conference participantsshould also have the opportunity tohave individual conferences with themaster teacher-educator.

0070111* 1970 53

plain talkft's time to fool the pulse again. OM-

dal pulse-taking time, occurring ev-cry ten years in the American econo-my, is a 1; re basis for "Plain Talk"this mow. Atually, pulse-takingand nose-counting on a continuousbasis has become a way of life foractive vocational edue, tors andmanpower planners; To those of uswho arc not attracted by the data ofpopulation and their projections andthe quantitative picture, we can takelittle solace that it will all go away.Unfortunately, the numbers gamesometimes has little to say about thequality of vocational education,worse yet about the opportunity andaccessibility of occupational educa-tion in its many forms to thoseAmericans who, for many reasons,arc denied its many benefits andadvantages.

The improvement of our programsrequires renewed inspection of ourgoals on every level. One rich basisfor the goal-setting process is in theanalysis, projection and determina-tion of program meaning and impli-cations of the workforce and theNation's population characteristics.As a starter, what implications forvocational and technical educationshould we conjecture from the fol-lowing projections of the U.S. econo-my of 1980?

The labor force will haveclimbed by one-fifth to 100 millionworkers, and will include a largesupply of young worxers, age 25-34,totaling 26 million.

The educational level of the la-bor force will have risen substan-tially.

GN(gross national product),growing at the rate of 4.3 percent a

through the 1970s, will havereached $1.4 trillion in 1968 dollars.

Productivity, advancing steadilyif at a slightly slower pace than inthe 1960s, will have increased 3

percent a year.Hours will have declined to 38

a' week, at the very slow pace of 0.1percent a year through the 1970s.

Industry employment will havecontinued to shift toward the serviceindustries, including trade and gov-ernment.

Occupational employment will

A011.1%

'40

George L. Brandon, Editor, Research OlsibIlity

have continued a long-term shifttoward the white-collar occupationsand those requiring the most educa-tion and training.*

Do not stop pondering with theabove, but take a quick glance at thedemographic changes. First off, thelabor force of the 80s will show adifferent age profileteenagers andthose in their early twenties (one ofthe bulges of the 60s) will be trans-ferred in the coming decade to thosein their late twenties and early thir-ties. In contrast, the 45-64 age groupby 1980 will be barely 5 percenthigher than a decade earlier.

Likely implications? Teenagersslowdown may improve job opportu-nities; young workerskeen com-petition for entry-level jobs, but bet-ter opportunities for advancement tohigher levels (competent older work-ers may be stretched thin); experi-enced midcareer workersmay bepushed-hard to hold their own againstthe young, better educated andtrained; older workers--may bepressured into earlier retirement bysupply of young workers with conse-quent emphasis upon preretirementplanning, community service proj-ects; women workersparticularparticipation of younger women inchild-bearing years suggests moreday care centers, mole part-time jobopportunities, adjustment of job re-quirements to meet physical charac-teristics.

BLS concludes on the followingnote: "The current difficulties ofmeshing the twin objectives of highemployment and price stability andsolving such problems as urban con-gestion, the tack of equal opportuni-ty, rising crime, the disaffection ofthe young, and environmental pollu-tion arc enough to cast doubt on anyoptimistic view of the future. Thechallenge to the Nation during the1970s will be to solve these pressingproblems before they seriously erodethe economy's capacity to realize itsgrowth potential."

* "The U.S. Economy in 1980: a Pre-view of BI S Pruintions." Monthly LaborReview. April 1970. p. 3. Bur -au of LaborStatistics, U. S. Departnmt of Labor. Re-print 2666. Government Printing Office.

Moro than now shwa In tho wind. Not-withstanding the importance of "eval-uation" and "accreditation" to theprofession, the popularity of theterms is wearing thin. The In-groupnow talks accountability and a curi-ous rider, education vouchers. Bothhave serious overtones; both are notnew. They are seriously interrelatedin implications for American educa-tion.

"The concept of accountabilityimplies that people will be held re-sponsible for achieving a portion ofthe results that a school systemdefines as essential," says WillardFox in an editorial. "Accountabilitymeans that schools will set up practi-cal, measurable and specific goalsand hold individuals answerable forseemly, than these arc achieved.

"The whole idea of goal setting isnot new, but goal setting that imple-ments the accountability concept re-quires more direction, more pre-ciseness and more specifics with re-gard to attainment than the educa-tion fraternity is used to. It appearsto me that educators have long paidtoo much attention to administrativearrangements, procedures and meth-ods and not enough attention to get-ting the desired results.

"As the accountability conceptforces educators to pay more atten-tion to results, we can expect to seeless attention paid to the sanctimoni-ous aspects of administrative ar-rangements, procedures and methodswhich at this time often seem to beends in themselves."**

Educational vouchers bite at edu-cational reform and producing re-sults in another mannr-. Somewhatsimilar to GI veterans benefits, thevoucher idea is that parents wouldreceive for each child a voucherequal in value to the local publicschool system's per-pupil spending.The voucher could pay the child'stuition at any school they chosepublic, private or parochial. Theschool would exchange the voucherfor cash from a special EducationalVoucher Agency.

** Willard Fox. "How 'In' Is Account-able?" Ohio School Board Journal. June,1970, p. 5.


bibliographySTUDIES REPORTED IN THIS ISSUE

Topic Ono: Training of Educational Personnel

"Supervision and Decision-Making Skillsin Vocational Education: A Training Pro-gram Utilizing Simulation Techniques."Dick C, Rice and Richard F. Mack ley.The Center for Vocational and TechnicalEducation, The Ohio State University,Columbus. March 1970. 119 pages, (Avail.able from The Center for Vocational andTechnical Education, The Ohio State Uni-versity, 190(1 Kenny Road, Columbus,Ohio 43210.)

"Simulation Training in Planning Voca-tionat Education Programs and Facilities."Richard F. Meek Icy, et Id. The Center forVocational and Technical Education, TheOhio State University, Columbus. April1970. 209 pages. (Available from ThcCenter for Vocational and Technical Edu-cation, The Ohio State University, 1900Kenny Rd., Columbus, Ohio 43210.)

"Planning Facilities and Equipment forComprehensive Vocational Education Pro-grams for the Future: Final Report." Mil-ton E. Lar,on and Duane L. Blake. Colo-rado State University, Fort Collins. April1970. 199 pages. .(See future issue of RIEfor ordering information.)

"National Conference on Post-Secondary Vocational-Technical Educa-tion." Aaron J. Miller and Carroll R.Hydcr. The Center for Vocational andTechnical Education, The Ohio State Uni-versity, Columbus. February 1970. 202pages. (ERIC # ED 037 552. HC:$10.20, MF: $1.00.)

"Guidelines and Supportive Papers forPlanning and Conducting Short-TermTeacher Education Activities: DevelopingTeaching Competencies Needed by Educa-tional Personnel in Post- Secordary HealthOccupations Programs." Lewis D. Hol-loway. Program in Health OccupationsEducation, Division of Health Affairs,University of Iowa, Iowa City. February1970. 265 pang. (ERIC # ED 037 581.HC: $13.75, MF $1.25.)

"Leadership Development Seminar inVocational- Technical Education: FinalReport." Larry G. Selland. University ofMaryland, Collette Park. January 1969.235 pages. (ERIC # ED 027 412. HC:$12.05, MF: $1.00.)

"A Developmental Vocational Educa-tion Research and Teacher Education Pro-gram Based on a Clinical School Concept:A Pilot Project in the Project Method inDistributive Education. William D. Woolf.Michigan State University. East Lansing.February 1970. 58 pages. (See future issueof RIE for ordering information.)

"National Seminar on Program Plan-ning, Budgeting and Evaluation of Voca-tional-Technical Education: Final Report.Clodus R. Smith and John Connolly. Uni-versity of Maryland. Collette Park. June19 30. 1967. 53 pages. (ERIC # ED 018645. HC: $2,64, MF: 504.)

For information on ordering documents, see next page

"A State Program for ;he Developmentof Persons for Leadership Roles in theAdministration of Local Programs of Vo-cational and Technical Education," RalphC. Wcnrich, et al. University of Michigan,Ann Arbor. August 1968. 83 pages. (ERIC# ED 026 523. HC: $4.25, MF: 504.)

"Vocational Education Lead' rshipTraining Program. Final Report." A. B.Racster and R. H. Tolbert. University ofGeorgia, Athens. February 1969. 62 pages.(ERIC # ED 031 593. HC: $3.20, MF:504.)

Topic Two: Improvement of Curriculum andClassroom Technique

"Instructional Resources for Vocational-Technical Education: Teacher Attitude,Resource Availability, and Resource Utili-zation." Curds R. Finch, et al. The Pennsyl-vania State University, Vocational Educa-tion Department, University Park. Febru-ary 1970. 54 pages. (See future issue ofRIE for ordering information.)

"The Process of Devclopint and Im-proving Course Content for Mili,ary Tech-nice, Training. Technical Repoli 69-9."Harold G. Hunter, et al. Human ResourcesResearch Office, George Washington Uni-versity, Alexandria, Va. May 1969. 69pages. (ERIC # ED 031 571. HC: $3.55,MF: 504.)e--2.1.000 Employers Look nt OccupationalEducation: Report Number One, Occu-pational Curriculum Project." MartinHamburger and Harry E. Wolfson. Boardof Education of the City of New York.July 1969. 198 pages. (Available for $2.00each from Harry E. Wolfson, AssistantSuperintendent, Board of Education of theCity of New York, 131 Livingston St.,Brooklyn, N.Y. 11201. Make checks pay-able to Auditor-Board of Education-City of New York.)

"A Conference on New EducationalCurricula for Sub-Professional Irsonnelin Health Services, Interim Report." GraceR. Nangle. Massachusetts State Depart-ment of Education, Boston. May 1, 1967.86 pages. (ERIC # ED 022 036. HC:$3.52, MF: 504.)

"Third Annual National Vocational-Technical Teacher Education SeminarProceedings: Micro-Teaching and VideoRecording. Final Report." Calvin J.Cotrell and Garry R. Bice. The Center forVocational and Technical Education. TheOhio State University. Columbus. January1970. 153 pages. (ERIC # ED 037 550.HC: $7.25, MF: 750. Also avn;tablefrom The Ce,ter for Voentional anti ,ch-nical Education. The Ohio State Universi-ty 190'1 yen'," Rd., Columbus, Ohio43210. Price: $2.50.)

ADDITIONAL STUDIES

Topic One: Training of Educational Personnel

"A Short Summary of Ten ModelTeacher Education Programs." JudithWait and Walt Le Baron, System Develop.

meat Corporation, Falls Church, .Va.November 1969. 49 pages. (Available fromGPO. Price: 554.)

"Occupational Experience and CareerDcvelor ment Training for Distributive Ed-ucators and Vocational Counselors. FinalReport." Mary K. Klaurens. College ofEducation, University of Minnesota, Min-neapolis, October 1969. 87 pages. (ERIC# ED 036 649. HC: $4.45, MF: 504.)

"Effecting Attitudinal Changes in Indus-trial Arts Education. Final Report." Ap-palachian State University, Boone N.C.1969. 83 pages. (ERIC # ED 035 725.HC: $4.25, MF: 504.)

Competencies of Vocational Teachers.A Factor Analysis of the Training Needsof Teachers of Occupational Education."E. Wayne Courtney and Harold H. Haifin.Oregon State University, Corvallis. August1969. 52 pages. (ERIC # ED 034 843.HC: $2.70, MF: 254.)

"Patterns for Preparing Teachers of Ag-riculture in Post-Secondary Schools." JohnJ. Cragun. Agricultural Education Maga-zine. July 1970. p. 15. (Single copies ofthis issue may be ordered from Agricul-tural Education Magazine, Box 5115,Madison, Wis. 53705. Price: 500.)

"Inservice Education for Teachers ofAgricultural Mechanics." David L.Williams and G. Donavan Coil. Agricul-tural Education Magazine. July 1970. p.20. (Single copies of this issue may beordered from Agricultural Education Mag-azine, Box 5115, Madison, Wis. 53705.Price: 504.)

"Workshop for the Preparation ofTeachers Interested in Developing Pro-grams at the Secondary Level for EntryLevel Jobs in the Health Occupations.(July 1-25, 1968)." Bette LaChapelte.Wayne State Uriversity College of Educa-tion, Detroit. 1968. 116 pages. (Availableat no charge from Department of FamilyLife Education. Wayne State University,Detroit, Mich. 48202. Also available fromERIC: ED # 034 847: HC: $5.90, MF:504.)

"Accreditation .ef Teacher Education byNCATE: A Survey of Opinions Commis-sioned by the Coordinating Board of theNational Council for Accreditation ofTeacher Education." Ray C. Maui. Ameri-can Association of Colleges for TeacherEducation, Washington, D.C. April 1969.31 pages. (Copies may be ordered fromAmerican Association of Colleges forTeacher Education. One Dutlont Circle,Washington. D.C. 20036. Price: 504. Cashonyment must accompany orders of lessthan $2.00.)

"Experienced Teacher Fellowship Pro-gram in Industrial Education. Final Re-port." Harold Silvius. Wayne State Univer-sity, Detroit. 1969. 62 pages. (Sec futureissue of RIE for ordering information.)

"Teacher Education for Technical Edu-cation in Agriculture." Jerry J. Halterman.A er'cultural Education Maearin". July1970. p. 12-13. (Single copies of this issue

OCTOBER 1970 53

may be ordered trom Agricultural Educe-lion Magazine, Box 5115, Madison, Wis,53705, Price: 5000

Topic Two: Improvement of Curriculum andClassroom Technique

"A Place in Society , . for Everyone:Brandywine Educational Park." Divisionof Educational Programs, WilmingtonPublic Schools, Wilmington, Dcl. 1970. 40pages. (Copies may be obtained from JohnIL Taylor, Jr., Assistant to the SuperIntcn-dent for Communications Services, Wil-mington Public Schools, P.O. Box 869,Wilmington, Dcl. 19899.)

"Agricultural Equipment Technology: ASuggested 2-Year Post High School Curric-ulum." U.S. Department of Health, Edu-cation, and Welfare, Office of Education,Washington, D.C. 1970. 112 pages.(Available from GPO. Price: $1.25.)

"Development and Evaluation of a Cur-riculum of Wage Earning Occupation: Fi-nal Report." Luella L. Cam and MaryElizabeth Morrow. Pennsylvania State De-partment of Public Instruction, Bureau ofVocational, Technical and Continuing Ed-ucation, Harrisburg. June 1969. 84 pages.(ERIC # ED 030 745. HC: $4.30, MF:500. Also available from Altoona AreaSchool District, 1415 Seventh Ave., Altoo-na, Pa. 16603.)

"Guidelines in Business Education1968." New York State Education Depart-ment, Albany. 1969. 57 pages. (ERIC #ED 031 566. HC: $2.95, MF: 250. Alsoavailable from Department of BusinessEducation, State University of New York,Albany, N.Y. 12203.)

"Program, Planning, Budgeting Systemsfor Educators. Final Report. Volume HI:An Annotated Bibliography." Joseph H.McGivney and William C. Nelson. TheCenter for Vocational and Technical Edu-cation, The Ohio State University, Colum-bus. December 1969. 60 pages. (Availablefrom The Center for Vocational and Tech-nical Education, The Ohio State Universi-ty, 1900 Kenny Rd., Columbus, Ohio43120. Also available from ERIC. ED #035 756. HC: $2.95, MF: 250)

"Information Communication Occupa-tions: A Suggested Curriculum Guide."Office of Education, U.S. Department ofHealth. Education and Welfare, Washing-ton, D.C. 1970. 148 pages. (Availablefrom GPO. Price: $1.50.)

"Some Considerations for DesigningPostHigh Technical Education in Agricul-ture." Richard G. Floyd, Jr.. and DonGlazier. Agricultural Educallon Magazine,July 1970. p. 18. (Single copies of thisissue may be ordered from Agricultural

Education Magazine, Box 5115, MadisonWis. 53705, Price: 500.)

"Business English for Business Educe-lion Departments in Pennsylvania's PublicSchools," James A, Parfet. Bureau of Vo-cational, Technical and Continuing Educa-tion, Pennsylvania Department of Educe-lion, Harrisburg, 1970. 88 pages. (Copiesavailable at 750 each from Office of In-formation and Publications, Department ofEducation, Harrisburg, Pa. 17126. Checksor money orders should be made payableto the Commonwealth of Pennsylvania.)

"Distributive Education in the HighSchool: A Suggested Guide." U.S. Depart.ment of Health, Education, and Welfare,Office of Education. Washington, D.C.1969. 62 pages. (Available from GPO.Price: 650.)

"The Kids Our High Schools Forget."James E. Allen. Nation's Rusiness, June1970. p. 70.72. (This magazine is availableby subscription only.)

"Farm Crop Production Technology: ASuggested 2-Year Post High School Curric-ulum." U.S. Office of Education, Wash-ington, D.C. 1970. 179 pages. (Availablefrom GPO. Price $1.50.)

"Institute in Consumer Education forDisadvantaged Adults: Final Report."Beatrice Paolucci, et al. Colleges of HomeEconomicr and Education, Michigan StateUniversity, East Lansing. April 1970. 156pages. (Sec future issue of RIE for order-ing information.)

"A Program for Architectural Techni-cian's Training." American Association ofJunior Colleges, Washington, D.C. (Cop-ies free upon request from Arden Pratt,Occupational Education Specialist, AMC,One Dupont Circle, Washington, D.C.20036.)

"Community College Guide for Associ-ate Degree Programs in Auto and TruckService/Management." American Associa-tion of Junior Colleges, Washington, D.C.(Copies free upon request from ArdenPratt. Occupational Education Sila list,AAJC. One Dupont Circle, Washington,D.C. 20036.)

"Developing Vocational Instruction." R.Mager. Fearon Publishers, Inc.. Palo Alto,Calif. 1967. (Available from Fearon Pub-lishers, Inc., 2165 Park Blvd., Palo Alto,Calif. 94306. Price: $2.00.)

"Health Occupatiors Curriculum De-velopment: In Search of a More PowerfulCurriculum." Francis E. Colgan. et al.Rocky Mountain Educational Lab, Inc-,Greeley, Colo. August 1969. 70 pages.(ERIC # ED 634 877. HC: 53.60, MF:Price: 500.)

"Development of a Curriculum, Guidefor Consumer Education in VecattontIlHomo Economics Classes." Nand° ipmithRobinson. West Virginia Research Coordi-nating Unit for Vocational Education,Huntington, August 1969. 140 pages.(ERIC # ED 036 646, HC: $7,10, MF:750.1

ORDERING INFORMATION

The material reported on in ResearchVisibility may be obtained from severalsources. The source of each nublication isindicated in each entry. The key to theabbreviations used there and instructionsfor obtaining the publications arc givenbelow:CFSTI-Clearinghouse for Federal Sci-entitle and Technical Information, Sprinp-field, Virginia 22151, Copies of reportswith this symbol may be purchased for$3 each (paper) or 65 cents (micro-fiche). Send remittance with order directlyto the Clearinghouse and specify the ac-cession number (AD or PB plus a 6-digitnumber) given in the listing.ERIC-Educational Resources Informa-tion Center, EDRS, c/o NCR Co., 4936Fairmont Ave., Bethesda, Maryland20014. Copies arc priced according to thenumber of pages. The MF price in thelisting is for microfiche; the HC price isfor paper copies. Send remittance withorder directly to ER1C-EDRS and specifythe accession number (ED plus a 6-digitnumber) given in the listing. flow to UseERIC, a recent brochure prepared by theOffice of Education, is available from theSuperintendent of Documents, Govern-ment Printing Office, Washington, D.C.20402; the catalog number is FA 5.212:12037-A: price: 30 cents.

GPO-Government Printing Office. Sendorders directly to Superintendent ofDocuments, U.S. Governmee.Office, Washington, D. C. 20402, withremittance for specified amount.

MA-Manpower Administration. Singlecopies free upon request to U.S. Depart-ment of Labor, Manpower Administra-tion, Associate Manpower Administrator,Washington, D. C. 20210.OTHER SOURCES-Where indicated thepublication may be obtained directly fromthe publisher at the listed price.

Research Visibility is a research project of the American Voca-tional Association. The purpose is to give visibility to significantresearch: experimental, demonstration and pilot programs; up-grading institutes, seminars and workshops; an.i. other leadershipdevelopment activities for 'washers, supervisors and administra-tors. The Research Visibility report synthesizes important projectswhich have been reviewed, selected and analyzed for their valueto vocational, technical and practical arts educators, guidancepersonnel. and other leaders in education, manpower and re-lated fields. A composite bibliography of significant research anddevelopment materials is included.

The project is cooperatively financed by the American Voca-tional Association and a Vocational Education Act of 1963 grant(0E3 2.7-070633, project 7.0633; "Synthesis and Application ofResearch Findings in Vocational Education").

orge L Brandon, professor in residence (Pennsylvania StateUniversity) is editor Research Visibility. He is assisted in thepreparation of these reports by Research Assistant Marsha Goldenof the AVA Neadquariers staff.

As Research Visibility is prepared under a U.S, Office of Edu-cation grant, it is not included in the American VocationalJournal copyright.
