ED 156 8911

AUTHOi /TITLE

INSTITUTION

SONS AGENCW,

BUREAU NOPUB DATECONTRACT .

NOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACTThis index of vocational educational resources,

intended for researchdfs, curriculum 'specialists, teachers,administrators, and students, contains abstracti of research,instrucional and other materials, and funded proposals in vocationaland technical education. The content is divided into three; sections.First, 'document resumes, ordered numerically by ED number, arepresented, and each one includes title, author, sponsoring agency,publication date, pages, availability from ERIC Document ReproductionSerVices (RDRS), cost,'-ERIC descriptors and *identifiers, andabptract. Then follows a section of three Annexes in which thedocuments are arranged alphabetically under subject, author, andinstitution. The last section contains resumes. of ongoing research

.and curriculum development projects funded by the,Vocational,Education Amendments of 1968. These project resumes, arrangedalphabetically by state and by title within each state, includetitle, principal investigator, recipient institution, project startand end dates, supporting agency, contract and/op control number, andproject summary. A list of curriculum coordination centers andresource coordinating units is attached. (EM)

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DOCUMENT NUMB

CD 01 254

Jezierski, Kathleen, Ed. s- YbResources in Vocational Education. 1578. Volume 11.NumberOhio State Univ., Columbus. National Center forResearch inVocational Education.Bureau of Occupational and Adult Education (DHEW/OE),Washington, D.C.498tH8000378300-78-003292p.

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HF-$0.83 HC-44.67 Plus Postage.*Abstracts; Curriculum Development; Educational, .

Research; *Educational Resources; FederalLegislation; Indexes (,Iocaters); Information Sources;Instructional Haterials;'.*Research Projects; ResearchReviews.(Publications); Resource Guides; TechnicalEducation; *Vocational Education

rUnited StatesVocational Education Amendments1968

***********p***********************************************************30% Reproductions supplied/by EDRS are the best that can .be made *

from the original document. ,*:****;p****************************************************************

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Rpeources in11Vocational Education

1978 Volume 11 Number 2

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The National Center for Researcifin Vocational Education .The Ohio State University1960 Kenny Road Columbus, Ohio,43210 am Y.

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U S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OE

EDUCATION

THIS DOCUMENT HAS BEEN REPRO. ,DUCED EXACTLY AS RECEIVED FROMTblE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW DR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OF T

EDUCATION POSITION OR POLICY

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USER FEEDBACK FORMFOR RESOURCES IN VOCATIONAL EDUCATION (formerly AIM/ARM)

To assist the National Center for Research in VocatiOnal Education in continuing to serve effectivelythe needs of vocational and technical educators, would you please respond to the following questionsand return this self-mailer to us. Your voluntary response will help us more accurately to identify ourusers and the kinds ofinformation that they find most useful.

1. Please indicate yousr.job title (e.g., administrator, teacher, librarian, secretary)

2 Where is ySur Resources in Vocationai Education (AIM/ARM) collection located (e.g0ibrary, personal office) '

3 Who are your primary users of Resouries in Vocational Education (check not more than three)

Teachers (e.g., teacher, instructor, teacher-coordinator)Counselor (e.g., counselor, vocational coilnselor)Administrator (e.g., superintendent, principal, president, dean, state program director)Local Director of Vocational EducationSupervisor (e.g., supervisor, assistant supervisor, consultant, specialist, coordinator)Teacher Echicator (e.g., teacher educator, teacher trainer, deplirtment chairman, professor)Researcher (e.g., RCU director, professor, research associate, research director)Information specialists and librariansStudents (graduate, undergraduate, secondary)Other (specify)

'

4 What categories of information do users find most useful in Resources in Voc$tional Education?

Curriculism or instructional materialResearch reportsOn-going research

Organizational and human resourcesOther (specify)

5 Which of the following kinds of information resources would be useful additions to Resources in VocationalEducation?

0 Announcement and availability of non-print instructional m ediaList of resource people and their expertiseList of resource organizationsAnnouncement of military technical training materialsLiterature interpretationsResearch prioritiesNev contracts and grantsNews column or special featurCalendar of eventsDissertations in progressConference papers prase+) edProfiles of. informatimeenters and nethorksTitle index for document resume section

El Other (specify) \6 Rate Resources in Vocational Education onthe following dimensions. (Please circle the response which most accurately

describes the'publication)

a. Relevance. Fulfills the information needs ofusers,

b. Pymanibility. Full texts of documentsa easy to acquire.

c. Organization. Publication is attractive andwell organized.

' d. Currency. Provides current awareness ofproducts and prdjects, ,

7. Additional comments; ..

Excellent Very Good Good Fair Poor

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Please fold this form in three sections with the National Canter addresi and postage paid permit On the outside, staple andreturn. ,

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f ,EditorioKathleen Jezierski

Abstractor, Prpjects in ProgressLois Ann Sellers

Product' On.Assistant:_Evelyn _Kearns

*),D6sigik:

Jan Briandrund and-Tom David

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Photocomposition services in the prouctioryof this journal were provide by 0 R I, Incorporated,Information Systems Division.

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Project Title:

Contract Number:

Project Number:

Educational Act UnderWhich the Funds WereAdministered:

Source of Contract:

roject Officer:

Contractor:

. Project Director:

Clearinghouse Director.:

Disclaimer:

DiscriminstidnProhibilect

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Funding Information

National Center for Research,in Vocatiopal Education,Clearine9dgifinetion

. 300-78-0032

498AH80003

Vocational Education Amendments of 1976, PL-94-482

Department of Health, Education, and Welfare (DHEW)Office of EducationBureau of Occupational and Adult EducationWashingion, D.C. 20202

Paul Manchak.,

The National Center for Research in Vocational Educati6nThe Ohio State UniV rsityColumbus, Ohio 43210

Robert E. Taylor

Wesley E. Budke

This publictlion was pr.parki pursuant to a contract with theBureau of Occupational and Adult Education, Office of Education,Department of Health, Ed cation, and Welfare. COntractors under-

, taking such projects under\Govemment sponsorship are encour-aged to express freely their judgment in professional and technicalmatters. Points of view or o inions do not, therefore, necessarilyrepresent official Office of E cation position or policy.

Title VI of th Civil Flights Act of 1964 states: "No person in theUnited Stat shall, on the grow d of race, color, or national origin;

d from participation i , be deniedjhreenefits of, or besubjected to crimination undo any pramor actlitity receivingFederal* financial assist ." Ti 6 X', of the Education Amend-

, 1 ments of 1972 states: "No erso i the United States sh I; on thebasis of sex, be exclud d from rticipation in, be den thebenefits of, or be subjected to discn ination under any educa 'on,tepprogram or activity receiving Federal nancial assistance." There- 1,`,'fore, the National Center for Resea h, in Vocational Education ..Project, like every program or activity r lying financial assistancefrom the Department of Health, Educa on, and Welfare, must beoperated in compliance with these laws.

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Foreword

Finding available information is a major task for researchers, Curriculum specialists,teachers, administrators, and students. The National Center for Research in Vocational Educa-tion is dedicated to helping others find useful information.

Resources In Vocational,Educatlon is prepared bimonthly by the staff of the NationalCenter for Research in Vocational Education under a contract with the U.S. Office of Education,Bureau of Occupational and Adult Education. Included are abstracts of research, instructional,and other material§ in vocational and technical education, and alistracts of funded proposals.The full text of most documents announced in Resources in Vocational Education is available inmicrofiche or hard copy from the ERIC Document Reproduction Service (EDRS). Microfichealso is available in local ERIC micrache collections.

We appreciate the contributions of state research coordinating units, curriculum coordina-tion centers, instructional materials laboratories, local school systems, colleges and univer-sities, and professional associations. Members of the profession are encouraged to sendinstructional and research material for possible inclusion in future issues of Resources inVocation& Education.

Robert E. ylor, Executive DirectorNational rater for Research in Vocational Education

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11131eof Co tents

Funding Information

Foreword

Document Resumes (and sample entry)

Index Section

Subject Index

Author Index

Institution Index

Projects in Progress (and sample entry)'

PrOject Title List (by state)

7 Organizational Resources

How to Order Documents

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Sample Document Resume .

ERIC Accession NumberIdentifirm-tiOn nurnber sequentially assigned todocuments as they are processed.

Author(s).° ED 137 505 08 CE 009 927

Lee. Arthur M.Learning 4 Living across the. Nation: Volume V.

Project Baseline. Firth National Report. BaselineYear 1974-75 (Fiscal Year 1975). Part 1: NarrativeReport.

Organization where document origi- Northern Arizona Univ., Flagstaff. Project Baseline.nated. Spas AgencyNational Advisory Council on Voca-

tional Education, Washington, D.C.; Office of Educa-tion (DREW), Washington, D.C.

Report No.P-5573Date pubishod. Pub Date Nov. 76

ContractDEC-0-72-0414

Grant Number.Contract or Note-188p.; For a related document see CE 010 512Av-

enue, Phoenix, Arizona 85017EDRS Prke ISTF-$0.83 HC$10.03 Plui Postage.

Available fromProject Baseline, 6502 N. 35th

Alternate source for obtaining pocu-Descriptors--Adult Education, Annual Reports, Coop-

erative Programs, 'Data Analysis. Data Collection,Disadvantaged Youth, 'Educational Assessment,Educational Finance, 'Educational Legislation,Educational Heeds, Enrollment, 'Enrollment Trends,Expenditu Females. Handicapped Students,Minority Groups, el Needs,- Post SecondaryEducation, Secon Education, Special Programs,Statistical Data, Student Characteristics, Tables(Data), Vff.abonal Education, Work Study Programs

Identifiersucation Amendments 1976 TitleProject Baseline, United StatesThis is the fusi part of a two-part fifth volume in a

series of annual reports on the status of vocational educa-tion in the United States. It primarily reports the devel-opments that have taken place each year in the numbersand characteristics of students enrolled, programs, costs,and results. (The entire study initiated by Congress in1971. is known as Project Baseline.) Chapter I is a briefoverall summary of the,past five years, and Chapter II isa summary of the statistical tables in Pan 2 (a separatedocument) of this report as well as previous years. In-formation covers enrollment (expansion in 1974.75.

the States, occupational areas, co-op,youth organ s, parent of secondary students,analysis of data women, disadvantaged and hands-' capped, and ethnic minonties), expenditures, comple-tions and placements, instructional personnel, and man-powei training under CETA. Chapter III discusses title!!of the Education rnendments of 1976 (Vocational Edu-cation Act) and xamines some serious data problemsChapter IV di information on vocational educa-tion that has not been covered by previous and presentstatistical summaries i.e., impact of Federal legislation,strengths and weaknesses of vocational education today,student benefits, duplication between manpower train-ing and vocational education The financing of con-tinued expansion of vocational education in the face ofdwindling 4x resources is discussed in Chapter V. Chap-ter VI is largely a discussion of Project Baseline's role k inthe five years of its existence and what its role may be inthe future. Appendixes include the text title II of theEducation Amendnknts of 1976 and other data related tothe Baseline project (SW

ments.

EDRS Priceprice through ERICDocument Reproduction Sennce. "MF"means ficrofiChe: "HC" means hardcopy. When listed not available fromEDRS," other sources are cited above.

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Legislative Authority Code fa identify-ing the legislation which supported theresearch activity (when app8Oable).'

bleannghouse accession number.

Sponsoring Agencyagdncy respon-sible for initiating, funding, and managimg the research project.

Report Number assigned byoriginator.

Descriptive Note (pagination first).

Descriptorssubject terms whichcharacterize substantive content. Onlythe major terms, preceded by an as-terisk, are printed in the subject Index.

Identifiersadditional identifying termsnot found in the Thesaurus of ERIC De-scnptors.

Informative Abstract.

Absiractor's initials

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DOCUMENT RESUMESThe document resumes presented in this section have been numerically prdced by EDnumber. Users may scan this section for documents of interest, or they may use the Subject,Author, or Institution index to locate documents in a specific field or produced by particularauthor or institution.

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ED 137 618 CE 010 789Clara) Joseph Usamesitc:. LoutsMachine Shop Operations-2. Milling Machine.

Heat Treatment of Metals, and Grinders.Journal CstQAT59178 fRutgers. The State Univ.. New Brunswick. N.J

Curnculum Lab.Spans Agency-New Jersey State Dept of Educa-

tion. Trenton Div of Vocational Education.Pub Date-Mar 77Note -88p.. Several pages contain photographs that

may not reproduce wellAvailable from-New Jersey VocanonaiTechnical

Cumeulum Laboratory. Building 4103 KilmerCampus. Rutgers University. New Brunswick.New Jersey 08903 (52.50 plus postage)

, EDRS Price MP-S0.83 HC-54.67 Plus Postage.Descriptors-Industnal Arts. instructional Maten-

als. Job Skills. 'Learning Activities. MachineTool Operators. Machine Tools. Metal V.orkingOccupations. Secondary Educatioip. Sheet Metal

- Rink. Shop Cumcuftim. *Skill, Development.Teaching Guides. Tra# and industnal Edgca-non. %ocational Education

This manual was prepared for the student whoplans to enter the machine shop field The 20 se-lected jobs provide the student with knowledge andstep-by-step procedures for the operation of millingmachines. The text is organized so that each job hasan objective. tools needed, step-by-step instruc-tions, a progress quiz. and space for reference.thereby allowing each student the opportunity tostudy the steps and the progress quiz before startingwork on a machine The entire qrganization is de-signed to help the teacher work efficiently in teach-ing each individual student A sample progress chartis provided to help the teacher keep a record of thejobs performed by each student. the grade. and the.degree of progress for each job Five major catego-nes are included- Honzontal Milling Machine(Pnncipal Parts of a Milling Machine, Milling Ma-chine Cutters. Use of Selected Cutters, and MillingMachine Setups). Horizontal Milling Machine Pro-jects (14 jobs). Vertical' Milling Machine (Cutters.and Prufcipal Parts), Vertical Milling Machine Pro-jects (6 jobs). and Review of Milling Machines .(H D)

ED 137 619 CE 010 799Worse. DeanPride Against Prejudice: Work in the Lives of

Older Black and Young Puerto Rican Workers.Final Report.

Journal Cit-BBB13219Columbia Univ. New York. N.Y Conservation of

Human Resources Project.Spans Agency-Employment and Training Ad-

mintstration (DOL). Washington. D CPub Date-(76)Contract-71-34-70.04Note-257pAvailable from-National Technical Information. Service. Spnngfield. Virginia 22151

EDRS Price MF-SO.83 HC-S14.05 Plus Postage.Descriptors-Age. Attitudes. Blacks. Case Stu.

dies. Employment Patterns. Employment Prot,-Equal Opportunities t.lobs). Ethnic Origins.

Ethnic Status. Labor Market, Minority Groups.Puerto Rican Culture. Puerto Ricans. Social At-

ntudes. *Social Discrimination. Social Integra-tion. Work AttitudesSelected and edited from approximately 100

lengthy 'open -ended; interviews with older blackmen and women and young Puerto Rican men andwomen m New Yorktity and Newark. New-Jersey.transcripts are presented in which 12 of the olderblack men and women and six of the young PuertoRicans describe their work expenences and howthey were related to stich things as schooling. irainmg and expenence. housing patterns, informationabout jobs; and health Focus in the selection ofmatenal is on revealing the individuals strugglesagainst pervasive patterns of discrimination inschools. work situations. military service, housing,and the like. TiVo introductory sections place theseaccounts in the context of economic a'nd socialdevelopments taking place in the country at largeand in the central cities of the northeast. usingmaterthl drawn from all the interviews. A conclusion compares and contrasts the expenences ofolder blacks and young Puerto Ricans and discussesthe qualitative charactenstics of the operation ofItbor, markets and employment systems whichemerge from the matenal collected. (Author TA)

ED 137 620 CE 010 877National Apprenticeship and Training Standards

for Sign. Display, and Allied Workers Industry.Revised.

Manpower Administration (DOL). Washington,D C Bureau of Apprenticeship and Training

Pub Date-76 .Note-40p Appendix C may be marginally legible

due to small print of original documentEDRS Price MF-S0.83 HC-S2.06 Plis Postage.Descriptors-*Apprenticeships. Careen Ladders,

Federal Government. Federal Legislation. LaborStandards. Labor Unions. On the Job Training.'Sign Painters, Signi, Skilled" Occupations.Skilled WOrkers. Standards. Trade and IndustrialEducation

Identifiers-Brotherhood of Painters and AlliedTradesIntended to provide a uniform pattern for use by

employers and labor representatives in betting upand operating effective apprenticeship programs forsign, display. and allied workers. guidelines arelisted under the following hiadings Definitions,qualifications' for apprenticeship. selection of ap-prentices. term of apprenticeship.xelated Instruc-tion. ratio of apprentices to journeymen. apprenticeagreement. probationary penod. apprentice wages.veterans allowance. credit for previous experience.-basic hours of work for apprentices. supervision 'ofapprentices. consultants. accident prevention, ad-ntsting differences. work expenence. and certificate

, of completion Guidehnet are also provided foradapting the national standards to local use Theseinclude suggestions on formation of a local jointapprenticeship committee. duties of local compumtees. responsibilities of apprentices.modJficatiOn ofstandards. and assistance from cooperating agencies Federal laws and regulations affecting the em-ployment and training of apprentices aresummarized Appendix A is a model affirmative ac-tion program Appendix B contains work processschedules provided as examples of the type of workexpenence and training (stated in number of hours

9

for various subcatdevelop a skilledfour categones. Stscreen pnnting indisplay and exhibess apprentices.flees. Also apperecordkeeping fothe Bureau of A

ED 137 621Fullerton HmsorLength of World

Special LaborBureau of La

D C.Pub Date-76Note -22p. Re t from Monthly Labor Review.(February 19 j. Tables may be marginally legible due to sm II nntIof onginal document

EDRS Price F 43'HC-S1.67 Plus Postage.Descriptors-A e prou , Comparative Statistics,

Employment. Ilema es. Labor Force, Males.Mantel Status. Meas re ment Techniques, Statis-tical Analysis, Tablet (Data), Trend, Analysis,

Identifiers-Un te4 stales JNoting that data from 1970 working life tables

indicate that since 196) worklife expectancy.has. continued to edge doWnward for men and to

lengthen for wom n, tinsreport bnelly discussescontinuing trends i the ikorklifeof men and women

'from 1900 through 1970 Women's worklife is pre-sented in terms of s ngle Women, mothers. widowed.divorced, separate won en. ch ldless women, andseparations and MO g women The ap-pendix comprises he ajonty of the report (13pages) and include a brief desc ption of two meas-

-tires of working life xp&tancy, nd a six-page dis-cussion of the wo ingIlife tab e (its uses and a

gores) considered necessary tond ,productive worker imach ofn. displax. illuminated sign. andusilry. general sign displayer andb ilder apprentices.screen proc-nd sign manufacturing appren-do are examples of apprentice

stand a list of regional offices ofliceship and Training (JT)

ct 010 881. Jr Byrne. James Jife for Men and Women.1970.ce Report 187. Revised.tatistics (DOL). Washington.

Work Life E xpectan y

description which ibclufor the !timber of pit's°Lion in the labor force:average number of nemaiing life for the pop slab

labor force, of nonlborthe labor force, and of

. those in the population)'tables are presente formarried women to whoborn. eter married vomthe birth of last chi d. aand separated wom n. (

ED 137 622Career Education bon

COunselors.Marshall Unsv . Hu

cation Service AgVa West VirgimCharleston BureaAdult Education

Nib Date- Feb 76Note 22p. For r

936.941Available from

riculum LaboratVirginia 25271 (s

s howliving.

umber

ata are computedpercent of papule:n the labor force:

ing ye rs of life. of work-n. of working life for the°roe aenvuy for those inonlabori force activity for

e fiv4 1970 working lifeen. single women. ever-no c ildren were ever

n in th labor force afterd for d vorced. widowed.H)

CE 010 936Icing rackage. Pack. I

sting on. W Va Regional Eduncy. egion 5. Parkersburg. W

St to Dent. of Education.of tiorial Technical and

docuMents sec CE 010

'twist Vocational Curedar Ripley Westkagcs, 10.00)

a

2 Doe. ument Restimes

EDRS Price MES0.83 HC -Sl.67 Plus Postage.,Descriptors.-T*Career Education, 'Consultants,

:Counselor Role. Counselor Training. *Cur-riculum Development, Junior High Schools, *Pro-gram Planning, Resource Guides. ResourceMaterials, Teacher Workshops,, 'WorkshopsThis career education, consultant package for use

with counselors is one of,a set of six packages ofconsultants' materials developed to serve as a guidefor consulting staff presenting career educationworkshops in the following areas: Counselors, -pn-mary K-3, intermediate, junior and senior high, andadministrators. (The "Career Education CurriculumMatenals Resource Guide", ED 118 759, deve-loped by professionals at the Region 5 EducationalService Agency. was used as a reference work forthe packages )'This package contains an outline pre-sentalion to counselors which provides a generaloverNiew of career education and:techniques, andmethods of implementation of career education.The greater part of the package is a suggested pre-sentation of career education to junior high counse-Tors and teachers Its purpose is to stress the

S. importance of having counselors and teseherain-crease their involvement in career educatiim, show,ways in which they may further their involvementin career education, get them involved in one simpleactivity, and provide resources on career education.(TA)

ED 137 623 CE 010 937Career Education Consulting Package, Pack H.

Primary K-3.Marshall Um,' . Huntington. W Va Regional Edu-

cation Service Agency, Region 5, Parkersburg. W.Va.West Virginia State Dept. of Education.Charleston Bureau of Vocational. Technical, andAdult Education.

Pub DateFeb 76Note-44p., For related documents see CE 010

936.941

Available. fromWest Virginia Vocational Cur-neulum Laboratory. Cedar .Lakes, Ripley, WestVirginia 25271 (six packages. $10.00)

EDRS Price MF-$0.83 HC.S2.46 Plus Postage.Descnptors 'Career Education. *Consultants,

Curriculum Development. Elementary Educi%non, Elementary School Teachers, Learning Ac-tivities. Program Planning, Resource Guides,Resource Matertals, Teacher Workshops, Work-shops

This career education consultant package for usewith staff at the primary grade level is one of a setof six packages of consultants materials developedto serve AS a guide for consulting staff presentingcareer education workshops in the following areas:Counselors, primary KA, intermediate, junior andsenior high, and administrators. (The "Career Edu-cation Curriculum Materials Resource Guide," ED118 759, was used as a reference work for the pack-ages.) This package contains workshop materials in-cluding general . information suggestions. 15occupational clusters appropriatelxvillustrated forprimary grades, discussion of objectives to careerawareness, goals of career education in grades K-6,a discussion of the meaning of work, and a selectedreading list. (TA)

ED 137 624 CE 610 938Career Education Consulting Eaekage. Pack III.

Junior/Senior High.Marshall Univ.. Huntington, W. Va.Regionat Edu-

cation Service Agency, Region 5. Parkersburg, W.Va.West Virginia State Dept of Education,Charleston Bureau of Vocational. Technical, andAdult Education

Pub DateFeb 76Note-62p , For related documents see CE 010

936.941 ,^.

available fromWest Virginia Vocational Cur-Qmilum Laboratory. Cedar Lakes, Ripley. WestVirginia 25271 (six packages, SIO 'BO)

a

EDRS Price MF.S0.83 HC43.50 Plus Postage.Descriptors*Career Eduoation, Consultants

Curriculum Development, Junior High Schools:Learning Activities, Program Planning, Re-source Guides, Resource Materials,Secondary

, Education, Senior High Schools, Special Educa-tion, Teacher Workshops, Vocational Education,WorkshopsThis consultant package for use with staff at the

senior high level is one of a set of six packages of,consultants' materials developed to serve as a guidefor consulting staff presenting career educationworkshops in the following areas. Counielors, pri-mary K-3, intermediate, junior and senior high, andadministrators. (The'Career Education CurriculumMaterials ResourceGuide," ED 118 759, deve-loped by professionals at the Region 5 EducationalService Agency, was used as a reference work forthe packages.) This package includes an outline fora workshop at a junior and senior high school, anoutline for introducing career education to voca-tional educators, a special education consultant'skit, and various materials, activities, and handoutsfor ttse with students. (TA)

ED 137 62 CE 010 939Career Education Consulting Package, Pack IV.

Intermediate.Marshall ljniv., Huntington, W. Va.Regional Edu-

cation Service Agency, Region 5, Parkersburg, W.Va.West Virginia State, Dept. of Education,Charleston Bureau of Vocational, Technical, and

- Adult Education. _

Pub Date-t-Feb 76Note -37p., For related documents see.CE 010

936-941

Available fromWest Virginia Vocational Cur-riculuni Laboratory, Cedar Lakes: Ripley, WestVirginia 25211 (six packages. $10.00)

EDRS Price MF-S0.83 HC.S2.06 Plus Postage.Descriptors 'Career Education, 'Consultants,

'Curriculum Development, Group Relations, In-immediate Grades, Measurement Instrumerp,*ProgramYlanning, Resource Guides, ResourceMaterials, Teacher Workshops, WorkshopsThis 'career education consultant package, de-

signed for tqe with staff at the intermediate gradelevel, is one of a set of six packages of consultants'materials developed to serve as a guide for cohsult-ing staff presenting career education workshops inthe following areas: Conselor's, primary K-3, inter-mediate, junior and senior high, and administrators.(The "Career Education Curriculum Materials Re-source Guide," ED 118 759, was used as a referencework for the packages ) This package contains re-source materials for use by the consultants, Sugges-tions for display articles at inservice meetingwmishops, a form fOr analysis of personal behaviorin grouPs, statement of career education goals, andother handouts for teachers to use in helping stu-dents' personal and vocational development. (TA)

ED137 626 CE 010 940Career Education Consulting Package. Pack V.

AdmiNstrators. 'Marshall Univ,. Huntington, W. Va.Regional Edu-

catiOnService Agency, Region 5. Parkersburg, WVaNyest Virginia State Dept. of Education,Charleston. Bureau of Vocational, Technical, and

Pub a eFeb 76Ad Education.\

Note 7p ; For related documents see CE 010916 1

Avails Iii fromWest Wrginia Vocational Cur-ncul M Laboratory, Cedar Lakes, Ripley, WestYirgi it.25271 (six packages, $10.00)

EDRS rice MP.S0.83 HC-32.06 Plus Postage.Descn is 'Administrator Role, *Caeca Educa-

tion, onsultants, 'Curriculum Development.Eleme ary Secondary Education, Principals,*Progr in Planning, Resource, Guides, ResourceMaterials) School Administration. WorkshopsThis crieeer education consultant package for use

1

Jo

with school administrators is one of a set of sixpackages of consultants' materials ,developed toserve as a guide for consulting staff presenting ca-reer education workshops in the following areas:Counselors, primary K-3, junior and senior high,intermediate, and administrators. (The "CareerEducation Curriculum Materials Resource Guide,"ED 118 759, developed by professionalsat the Re-gion S Educational Service Agency, was used as areference wink for the packages.) This package in-cludes an introduction concerning career educationneeds, which is extended to include general infor-mation, definitions, justification, and purpose. Spe-cific information for school administrators is alsopresented, including an overview of career educa-tion, a discussion of infution of career educationinto curriculum and the cost of implementandr . ex-amples, of previous career education projects inother schools, possible pitfalls, and transparenciesand handouts (TA)

ED 137'627 CE 019 941Career EdItcation Consulting Package. Pack VI.

Handouts and Transparencies.Marshall Univ., Huntington, W. Va.Regional Edu-

cation Service Agency, Region 5, Parkersburg, W.VaWest Virginia State Dept. of Education,Charleston. Bureau of Vocational, Technical, andAdult Education.

Pub Date-76Note -83p.; Pages H.1.1-k1 1.3. containing a tea-

cher's personal story ('Cipher in the Snow"), werecopyrighted and therefore removed; They are notincluded in the pagination; For related docu-

' menu, see CE 010 936-941Available fromWest Virginia Vocational Cur-

riculum Laboratory, Cedar Lakes, Ripley, WestVirginia 25271 (six packages, 510.00)

EDRS Price NW-S0.83 HC 54,67 Plus Postage,DescriptorsCareer Education, ' Consultants,

'Curriculum Development, Elementary Second-ary Education, 'Program Planning. ResourceMatenals, WorkshopsThis package of handouts and transparencies is

one of a set of six packages of consultants' materialsdeveloped to serve as a guide fOr consulting staffpresenting career education, workshops in the fol-lowing areas. Counselors, primary K-3, junior andsenior high, intermediate, and administrators. The17 handouts and 3 transparencies are to be coor-dinated with workshop activities in the other pack-ages. Major topics covered in the handouts are"Straight Answers on Career Education" (byKenneth Hoyt), "Thinking of Bringing Career Edu-cation to Your School System," and "Career Educa-tion :-Where Are We Going?" Other matenalsbriefly present local experiences and activities invarious States. (TA)

ED 137 628 CE 011 062Fisher. Harold S And OthersA Study of Job Demands and Curriculum Develop-

ment in: Agricultural Training Related to theMuskegon County Wastewater ManagementSystem. Final Report, Volume II, Task AnalysisResults,

Journal CitRM(>66000Muskegon Area Intermediate School District,

Mnicsh.

Agency Office of ) Education (DHEW),Washington, D.C.

Pub DateJan 76Contract,-0EG-0-74-1669Note-490p.. For related documents see CE 010

459 and CE-011 062.064EDRS Price MP-S1.00 HC-S26.1 I Plus Postage.DescriptorsAgricultural Education, Agricultural

Machinery Occupations, Agricultural Occupa-tions. Agricultural Research Projects, Agricul-tural Technicians. Curriculum Development,Farm Management; Farm Occupations, Job

-Skills. Junior Colleges, Laboratory Technology,I-And Use, Occupational Information, Off farm

Agricultural Occupations, Research, SkcondaryEducation, Task. Analysts, Technical Education,Vocational Development, 'Waste Disposal, Wa-ter Pollution Control, Water Resources

Identifiers-f-Michigan, Michigan (Mu SkagenCounty)This is the second volume of a four-volume report

of a research project designed to (I) identify jobneeds fat agricultural occupations which will resultfrom the Muskegon County Wastewater Manage.ment System and perform, a task analysts on eachoccupation, (2) deveicfp instruction') modules anddetermine their place in othel high school on 2-yea:college programs, and (3y implement an articulatedcumculum with actual programs. This volumefocuses on the first objective-task analysis. The in-troductory section discusses project activities per-formed in analyzing tasks for related occupationsand occupations concerned with wastewater roan.,agement systems. The.majonty of the document(211 pages) is composed of task analysts results forthe occupations identified. wastewater treatmentoperator. wastewater treatment laboratory techni-ciaa, agricultural equipment mechanic, farm equip-

. ment operator, farm manager., field supervisor,imgator, and grain drier operator. Using a columnformat, the following information is presented foreach occupation: Job skills (percent indicated entryskill and relative importance in percentages), jobknowledge (relative impoitance in percentages),job behaviors (relative importance in percentages),and basic skills (relative importance id percentages).The four appendixes contain info'rmation related todata collection, with appendix A illustrating the for-mat used to _collect data pertaining to job skills,knowledge, behaviors, and basic skills for the occu-pations studied. (SH)

ED 137 629 CE 011 063Fuher. Harold ,1 And OthersA Shirty of Job Demands and Curriculum Develop-

ment in Agricultural Training Related to theMuskegon County Wastewater ManagementSystem. Final Report. Volume III. Student Ter-inlaid Performance Objectives and Instructional

-Modules.Journal Cit-BBB09463Muskegon, Area Intermediate School District,

, Mich.Spons Agency -Bureau of Occupational and Adult

Education (DHEW/OE), Washington, D.C.Pub Date-Jan/76 7Cont.rat -0EG-0- 74-1669Note-1389pg ,For related documents see CE 010

459 and CE 01l 062-064EDRS Price MF-SI.67 HC-S47.55 Plus Postage.

Occupat ns, Agncultural 0qescuptors-Agtucul oral Education, Agricultural

Machinery ,ccupa-. dons, Agricultural rch Projects, Agncutii.

tural Technicians. Behavioral Objectivei,Curriculum Development. Faun Management,Farm Occupations, Job Skills, Junior Colleges,Laboratory Technology, Land Use, LearningModules, Off Farm Agricultural Occupations,Secondary Education, Skill Development, Tech-nical Education, Vocational Development,Waste Disposal, Water Pollution Control, Water Resources

Identifiers-Miehipn, Michip (MuskegonCounty) . .

.,, This-is the third volume of a four-volume reportof a research project designed to (I) identify jobneeds for agricultural occupations which will result

115.om the Muskegon County Wastewater Manage-ment System and perform a task analysis on eachoccupation, (2) develop instructional modules anddetermine their place in either high school or 2-yearcollege programs, and (3) implement an articulatedcurriculum with actual programs. This volumefocuses on the second objective-student perfor-mance objectives and instructional modules.Per-formance objectives are presented for each of theeight occupations identified in relation to tvastewa

ter management systems. Wastewater treatment op-erator, wastewater treatment laboratory technician,agricultural eqmpfnent mechanic, farm equipmentoperator, farm manager, field supervtsor;origator,and grain drier operator. The performancl objec-tives arc presented in a fdur-column format which

,also includes a corresponding instructional moduletopic, learning conditions, add criteria. Sets of in-structional modules, of examples of modules, (al theeight occupations constitute over half the docu-ment. Each module contains a module concept,prerequisites, module goal, corresponding studentperformance objective, instructional areas, and ex-

" amples of supporting references, srudent reitraingactivities, and exaltiation techniques. The four ap,pendotes contain information related to the devel-opment of the objectives and modules. (SH)

ED 137 630 CE011 064Fisher, Harold S And Ohm .--

A"Study of Job Demands and Curriculum DereOp-meat in Agricultural Traktting Related to theMuskegon County Wastewater ManagementSystem. FinahReport, Volume IV Career Aware-ness Information.

Journal Cit-BBB09463Muskegon Area Intermediate School District,

Mich.Sports Agency Bureau of Occupational and Adult

Education (DliEW !OE), Washington, p CPub Date-Jan 76Contract-OEG-0-74- 1669Note-62p., For related documents see CE 010 459'

and CE 011 062.064. The two filmstrips and cas-sette tapes are available from the Superintendent,Muskegon Area Intermediate School District,630 Harvey Street, Muskegon, Michigan 49442 ,Photographs may not reproduce clearly

EDRS Price MF-S0.83 HC-S3.50 Plus Postage.Descriptors-Agribusiness, Agricultural Education,

Agricultural Machinery Occupations Agricul-tural Occupations, Agricultural Talthmaans,Audiovisual Aids, 'Farm Occupations, JuniorColleges, Laboratory Technology, Land Use, Oc-cupational Information, Off Farm AgriculturalOccupations; Ornamental Horticulture, Scripts,Secondary Education, Technical Education, °Vo-cational Development, Waste Disposal, WaterPollution Control, Water Resources

Identifiers7-Michigan, Michigan (MuskegonCounty)This is the final volume of a four-volume report of

a research project designed to (I) identify job needsfor agricultural occupations which Will result fromthe Muskegon County Wastewater ManagementSystem and pelform a task analysts on each occupa-tion, (2) develop instructional modules and deter-mine their place in either high school or 2-yearcollege programs, and (3) implement an articulatedcurriculum with actual programs. This volume con-tains the scripts to the two films Preparing for aCareer in an Expanding Industry-Agriculture' and'The Muskegon County Wastewater Management

System-A System Designed to Treat DomesticindIndustrial Waste Now and For the Future, Thescripts and accompanying films, developed from theproject, are designed to assist educators in providingstudents with information on the agricultural indus-try. (,SH)

138 709' CE 007 910Rite of Passage. The Crisis of Youth's Transition

from School to Work.National Child Labor Committee. New York, N 1"Pub Date-76Note-46p.Available from- National Child Labor Committee,

145 East 32nd Street, New 'York, New York10016

Document Not Available from EDRS.Descriptors,- *Career Education, 91S3CL an 'raged

Youth, Educational Development, Edu'CationalNeeds, Employment Porennal, 'Governmentj

1

, Document Resumes

Role, Labor Legislation, ILabor Market, Manpower Development, Manpower Utilization,Needs Assessment, Out of School Youth, PolicyFormation, Postsecondary Rducation, 'PublicPolicy, Secondary Education, Underemployed,Unemployment, Vocational Adjustment Voce-tonal Education, Youth, Youth Employment,Youth Piograms'Current high unemployment and undererriploy

ment for all youth, and particularly for youths frompout and minority families, led to, this study an thecrisis of youths transition from school to work. Thestudy wasconducted in rout phases. A review of the

- literature and interviews with work force experirtoidentify issues and alternatives, an analysis of thedata and opinions gathered and the preparation ofa background paper, a critical. analysis of that paper,and the preparation of a position paper on youthemployment, containing specific policy and pro-,grammatic recommendations for bdth short andlong-term policies. The 16 recommendations arepresented as a group and then substantiated individually in discuss:6ns of (1) the background ofwork and 'gist practices, (2) the labor market, in-cluding the current job situation, credentialisrti,child labor laws, and labor market data and informa-tion, (3) preparation for work, including education,vocational education in the high schools, post-secondary vocational education, career education,youth manpower programs, evaluation of the Comprehensive Employment and Trading Act (CETA),and linkages, and (4) Federal' involvement in deal-ing with these issues. (TA)

ED 138 713 CE 009 983Copa. George H Geigle. Erwin KNational Conference for State Vocational Educa-

tion Planning Staffs. Final Report.Journal Cit-RMQ66000Minnesota Research Coordinating Unit for Voce

tional Education, Minneapolis.Minnesota citivMinneapolis. Dept. of Vocational and Technical

Spons Agency -Office of Education (DHEW),Washington. D.C. ,

Pub Date-Nov 76Contract-GC/5.75=00044Note-208p.EDRS Price MF-S0.83 HC.S11.37 Plus Postage.Descriptors *Administrative Personnel, Confer

Grace Reports. Conferences, Cost Effectiveness,.Educational Planning. Job Skills, ManagemerftEducation, Management Information Systems,Professional Training, Program Planning, SkillDevelopment, Staff Improvement, 'State Agen.des, StatewJde Planning, 'Vocational EducationNom nated by State and territory directors of vo

cationai education, 25 participants attended a con(creme designed to improve their skills ah6 abilitiesto (I) define and justify factors to consider in addmg, retraining, or deleting tiociational erkucation programs, (2) identify and translate manpower

-information for planning vocational education. (3)assess cost effectiveness of alternative means ofdelivering vocational education, (4) use a manage

. ment information system in planning- vocationaleducation, (5) dlcoMmunitatiohs needed to makea working plan or vocational education, and (6)staff a State department for planning vocationaleducation As background for the conference 57skills important to State vocational education plan-ning staff members had been identified from atheoretical and performance perspective in six areasof competence, Political, economic, cultural, or gannational. personal, and inquiry and communicationValidation of importance had been dete fined afterreview of the skills by 51 State ui ten ory dicectorsof vocational education and 47 ex wive directorsof State or territory advisory co cils for vocationaleducation. Learning strategies selected to deliverconference topics were simulations, feedings, foimal pickentations. discussions, workshop, panel.and self-analysis Most participants (7571) wcie very

Document Resumes

satisfied. Included with the report are prepared chn-ference papers, the questionnaire on skills andknowledge needs, and a list of paiticipants and re-

: source staff.'(LAS)

ED 138 710 CE 010 160..Hodgkinson. Harold LA Agenda-for thr National Institute of

Edu n.Ohio S e Univ., Columbus. Center for Vocational'Education.

Pub DateAug 76Note- . -40p., A paper presented at the Career Edu-

-cation National Forum (2nd, Washington, D.C.,February 9. 1976) , Figures ,'and 2 may be mar-gins* legible

EDRS Price M1480.83 HC-S2.06 Plus Postage.. Descriptors Economic Factors, Educational

Development, Educational Policy, EducationalResearch. Evaluation Criteria, Manpower Devel- ,opment, Policy Formation, Public Policy, Re-search Needs, Social Factors, 'VocationalEducation

Identifiers--United StatesThis speech outlines issues that the author thinks

would have to be considered in building a researchand development agenda concerned with the rela-tionship of education to work. Background aboutU.S. Investment in educational roseasch and deve-lopment is given and budgetary expenditures in the

'educational research and development field arecompared with those for medicine and agriculture.The dimensions'of American social, political, andeconomic existence which should be considered in.developing an agenda for educational research arediscussed. An analysis of population (rends in theU S is given in relation to the topic. Other issuesrelated to education and work, which are also exam-ined, inllude the following: (I) The organizationalsystem; (2) judicial influence; (3) the academicsieve- a need for reform ()his area deals with evalua-tion criteria. e g, for measuring creativity and deci-sic/making abilities); (4) a needs assessment, and(5) three major evaluation questions: Whakdo wewant people to be able to do? What level of perfor-mance do we require'' and How good is goodenough? (LAS)

. ED 138 715 3 CE 010 162Silberman, Harry FSystemic Issues in School to Work Transitions.Journal Cit-8131306621Ohio State Univ., Columbus. Center for Vocational

Education.Spons AgencyNational Inst. of Education

(DHEW). Wuttington. D.C.Pub DateSep 76Con tractNEC-00-4-0012Note -18p.; Paper presented at the Career Educa-

tion National Foram (2nd, Washington, D.C.,February 1976)

-EDRS Price MP50.83 HC-$1167 Plus Postage.DescriptorsAdministrator Attitudes, Career

Education. secollegelole, Community Colleges,Educational Administration: EdOcationalNeeds, Educational Objectives, EducationalPhilosophy, Educational Problems, Individual

S. Needs, Job Placement, Junior Colleges,- PoliticalAttitudes. Social Vat's, Socioeconomic Influ-ences, Vocational' Adjustihent, 'VocationalDevelopmentAs an outcome of a conference on the problem of

school to work transition, four dimensions whichprovide a franiework within which to examine theschool to work issue, are identified and distussed asthey relate to career education and the communitycollege role. The first dimension is concerned witheducational goals and is divided along a technical/.vcial continuum. The secobd dimension deals withtlie Psychology of human nature, labeled the in.dividualism /altruism dimension A third dimensiondeals with the economic system, labeled liberal /-conservative The fourth dimension describes the

optimal organization contrbl arrangement, labeledcentralist/decentralist. (TA)

ED 138 717 CE 010.514Sloan. Charles A.

An Integrated Curriculum aunts ImplementationChronic-Disruptive Youth. Information Set;

les No. 12,Nebraska State Dept. of Economic Development,

Pub DateJan 77Note-80p.EDRS' Price M17-$0.83 HC-$4.67 Plus Postage.Descriptors Behavior Problems, Career Educa.

tion, Curriculum Development, CurriculumPlanning, Educational Needs, Educational Objec-tives, Instructioftal Design, Integrated Cur-riculum, Problem Children, Relevance(Education), Residential Programs, ResourceGuides, School Personnel,' Staff Role, TeachingTechniques, Vocational Development

IdentifiersChronic Disruptive YouthGuidelines are discussed for the planning and im-

plementation of leamini, experiences designed tolead to success in the world of work outside institu-tionalization efor chronic-disruptive youth. Themonograph is divided into four sub-sections: (1) Rationale for and Definitions of an Integtated Cur-riculum, (2) Components of an IntegratedCurriculum for Chronic-Disruptive Youth, (3) Cur -ribulum Planning and Implementation, and (4) Sug-gested Roles and Respon'sibilitica of PersonnelImplementing the Integrated Curriculum. Compo-nents of the integrated curriculum 'which is outlinedhere are basic life management, personal social de-velopment, academic development, career educa-tion, and career placement involving job coaching.The first four of these components occur during

residential placement, while the fifth occurs oncethe student is dismissal) Each component is dis-cussed in detail. Objectives are stated in the form ofcompetencies in the academic curriculum (languagearts, mathematics, social studies, science, the arts,and driver's education), andlcir priority abilities andproblem solving skills. A general model of instruc-tion and suggested instructional planning strategiesare described. A listing of curriculum areas/objec-tives for the integrated curriculum and designatedresponsible personnel (educator, coordinator, jobcoach, and other staff), and an outline of suggestedroles and responsibilities for personnel are also in.eluded. (TA)

'ED 138 718 CE 010 617Employment and Training Report of the ident.Department of Health, Education, a -Welfare.

Washington, D.C.Employment and Training Ad-ministration (COL), Washington, D.C.

Pub Date-76Note-392p.; Not alyailable in hard copy due-to

small print of original document; Tables maymarginally legible on microfiche

Available fromSuperintendent pf Documents,U.S. Government Printing Office, Washington,D.C. 20402 (Stock Number 029.000-00254-1,Catalog Number L-1.422:976, $5.20)

EDRS Price MP-80.83 Plus Postage. HC NotAvailable from EDRS.

DescriptorsApprenticeships, 'Construction In-dustry, Economic Research, Employment, Em-ployment Services, Employment Statistics.Federal Programs, Historical Reviews. JobTraining, Labor Force, Labor Market, 'Man-power Development, Productivity, Unemploy-,ment, Unemployment Insurance

IdentifiersComprehensive Emptnyment. andTraining Act, United States Employment Service,Work Incentive ProgramTe Department of Labor's annual report on em-

plbyment and training requisements, resources, andutilization and the Department of Health, Educa-tion, and Welfare's annual report on facilities utili-zation and 'employment and training

coordination are major contents of- this report. ;' Chapter I gauges the impact of thkyear's key eco-

nomic trends on productivity, wagerates and earn-ings, and employment and unemployment,includihg changes in the labor market situation ofmajor demographic, occupational, and industrial,groups. Chapter II presents a discussion of the his-tory of the unemployment insurance program, themajor problems that besesit during fiscal 1975 as aresult of the recession, and some of the major policyissues that have arisen in part because of the unustuffstrain on the physical and financial capacity of thesystem in that year. Chapter III examines specialattributes of the building ttades: Economics of theconstruction industry., the labor forcer wages andbenefits, operation of construction labor markets,and equal employment opportunity in construction.Chapter IV reviews in detail the first full year ofoperations of the Comprehensive EmploymentTraining Act (CETA).Chapter V discusses othernational developments including the Work Incen-tive Program (WIN); the U.S. Employment Service;and apprenticeship progiams. Chapter VI, "TwoHundred Years of Work in America", is a reviewfocusing on four topics: The workers , the changingnature of work, earnings from work, and work andsecurity. Also included is the report, on veteransservices (employment and unemployment. ellploy-ment and training services, and outlook),and static-tical appendixes. (WL)

ED 13.8 719 CE 010 622McCashn, N. L Walton, JohnAn Assessment of the Impact of the Wisconsin

Vocational Research Coordination Unit. FinalReport.'

Journal CitBBB0995ORMQ66000Ohio State Univ., Columbus. Center for Vocational

' Education.Spons AgencyOffice of Education (DHEW),

Washington, D.C.; Wisconsin State Board of Vo-cational, Technical, and Adult Education, Madi-son. Research Coordinating Unit.

Pub' DateOct 74Note-96p.EDRS Price Me S0.83 HC-54.67 Plus Postage.DescriptorsAdministrative Change, Data Anal-

ysis, Demonstration Projects, Educational As-sessment, Educational Change, EducationalObjectives,'Sducational Research, InteragencyCooperition, Program Administration, *Pro-gram Effectiveness. Program Evaluation, Re-searc.h Coordinating Units, Research Projects,State Departments of Education, State FederalAid, State Surveys, Tables (Data), VocationalEducation

Identifiers,WisConsin, *Wipconsin Department,of Public InstructionFive research objectives were identified by the

Wisconsin State Board for Vocational, Technicaland Adult Education in a proleit designed to evalu-atethe impact of vocational education research andexemplary projects on educational practices in Wis-Ansin: (1) An assessment of the impact of Statefunded research and exemplary activities to a re-search coOrdinating unit (RCU) and the pagan-ment of Public Instruction (DPI) during a 3-yearperiod; (2) a determination of the degree to which'the RCU and DPI assists participating educationalinstitutions and agencies in preparing for and imple-menting change; (3) the identification and analysisof the pattern of change taking place in occupational

_education and organizational and administrativeprocedures as a result of RCU and exemplary activi-ties; (4) identification of patterns of monetary sup-port. for Rt-U and DPI sponsored research andexemplary projects, and (5) an assessment of theapproval process for research and exemplary activi-ties. The study consisted pf four phases: Phase 1included activities to establish an ongoing interfacewith the Wisconsin RCU ariliNthe Wisconsin DPIpersonnel and to develop final tvaluation deitgns;Phase 2 included the design and completion of plans

a

C4 r

A

4,

tr.

for data collection and data analysis, Phase 3 dealtwith activities necessary for-data collection, and'Phase 4 was directed toward data analysis "Id finalreport preparation. This complete report includes ananalysis of data for each objective. (LAS)

ED 138 721 CE 010 640Walther. Regis H.

Anigfisis .lad Synthesis of DOL Experience in

;- Youth Transition to Work Programs. Final Re-port. J ,

'Journal CitBBBI 349Manpower Research Projects, Inc., Alexandria, Va.Spons AgencyEmployment and Training Ad-

ministration (DOL), Washington, D.C.Pub Date-1 Dec 76Contract-21.11-76-16NoteII9p.Available fromNational Technical InformItion

Service, Springfield, Virginia 22151EDRS Price MF30.83 HO36.01 Plus Posirge.Descriptors-,--Economic `Research, Employment

Opportunities, Employment Programs, 'FederalProgams. Job Development, Job Placement, JobTraining, Labor Force, Program Administration,Program Evaluation, Program Planning,Remedial Programs, Unemployed, UnskilledWorkers, Vocational Counseling, Work Experi-ence Programs, 'Youth Employment, Youth Op-portunities

Ide'ntifiersComprehensive Employment andTraining Act,-Department of LaborThis report reviews the experience with Federal

programs concerned with the transition from schoolto work and abstracts lessons and guiding principleswhich might,prove if for planning and adman,-tenng training and employment programs. The mu-rent labor force situation of youth (persons 16.2Ayears of age) is reln4wed, impediments to the em-ployment of youth are examined. the demographicand attitudinal charactenstyouth are analyzed, guiding

and program implications desc

of hard-to-employnnciples developed,

. Recommenda-

auiculation and coordination (wham emphyis hasbeen 'placed in two general areas. be en post-secondary and secondary, and coordination amongagencies), local advisory groups (which have beenevaluatedAs generally successful), and a consensusthat flex programming provide more ser-vices and training'opportunities (prevalentutmothe Suites). (HD)

ED 138 723 ' CE 0 965Conner, James E .

Conditions and Possibilities. Proceedings of n-ferences on the Comprehensive Emplo artTraining Act (Washington, D.C. January 3041,1975;,San,francisco, California Feb 20-21,1975).

National Advisor;Council on Vocational Educa-tion, Washington; D.C.National Association forIndustry Education Cooperation, Buffalo, N YNational League of Cities, Washington, D C.

Report No.NACVE-027-77Pub DateMay 75ContractOEC-0-,74-7482N ote-67P.EDRS Price MF-113.S.BC-.33.50 Plus Postage.

Document Resumes.9

t

sions revealed by the policy papers Pblicy papertitles and authors are ;'Youth Transition to Work.The Problem and Federal Policy Setting" by Paul EBarton, "The Iouth Labor Market" by Marcia '

. man, "Corporate Hiring Practices" by the"Labor Market Experience of Noncol-

bmigitudinal Analysis;.by HerberfS.ndrew 7. Kohen; "The Competencies

by Ralph Winfred Tyler; "Employmentograms for Youth" by Robert Tag-

y Efforts- to Link Education andt.Work" by Denn Gallagher; "Informational and'

Counselor Ne in the Transition Process" by Sey-mour L Wel in, "Apprenticeship: A PotentialWeapon aga t Minority YouthfUnernplcyment"

ea by Ernest . Green; "Prbblems of Rural Youth" byRay' Marshall, and "Foreign and American Experi-ence with the YoutlfTransition" Beatrice g.Reubens. The appendix outlines issues and policyperspectives drawn from the policy papers:(SH)

ED 138 725 cE 010 699Snyder. Robert A. And OthersThe Influence oft Job Characteris it.a.clathe

Family on the Propensity to Clutnhilli Asi

Expectancy Theory Approach. Research ReportNo. 12.

Journal CitBBB(12805Maryland jiniv , Gollege Park Dept. of PsychologySpons AgencyOffice of Naval Research, Arling-

ion, Va.,Personnel and Training Research Pro-grants Office.

Pub DateNov 76ContractN00014.67-,A0239-0025Note --49p. °

EDRS Price MF30.113 HC-.52.93-Pins °stage °DescriptorsAdministrative Personnel, Adminis-

trator Charactedstim, Behavioral Science Re-search, 'Career Change, Expectation, FamilyInfluence, 'Job Satisfaction, Occupational AsPiration, Occupational Choice?Frofessiona/ Per-yannel, PrOfessors,, Promotion (Occupational),Work Attitudes

IdentifiersDepartment ChairmenValence-Instrumentality-Expectancy (VIE) the-

ory was used as a framework for exploring the dy-mirnica of pccupalionil preferences andsatisfactions of 268, professoTs and 45 departmentchairmen at a Major university and the processesunderlying fhe intention of professors to make amid-career change into the administrative role. TheVIE theory is a rational model which ittcmpts toexplain how cognitive (instrumentality) and affecttive (valence) components combine to yield an in.:*de.4 of an individual's overall feeling about anoccupation. The criterion to test the total VIEmodel of occupational choice was to ask if proles- ,sorswould accept the job of chairman, assuming itwas offered. Two questionnaires were used, one for,professors, and one for department chairmen whichcontained statements in seven general categories.Power, achievement, security4 autonomy, social fattors, family considerauoni.`and esteem. Question,naire items also asked Both groups ,for theirexpectancy of success on bo,th jobs and their satis-faction with both Jobs., It was found that the .pre.(erred job was differentiated in each sample aspredicted, but the different I. omponents of the VIEmodel did not uniquely predict attraction, satisfac'non, and choice as specified by the theory Chair,men rated the two jobs as equally attractive, but theprofessors as a whole were more negative to thechairman's job, and only a minority indicated theywere *willing to accept a chairmanship. (Au-thor/TA)

ED 138 726 CE.16 701National Apprenticeship and Training Madards

for Plastering.Manpower Administration 61)0L), ViashingYori,

D.C. Bureau of Apprenticeship and TraininglPub Date-75Note4-33p Sore pages may be marginally legible

DescnptorsConfetengrams, Industry] *Mggram Evaluation, Praia

Ports, 'Federal Pro-er Development, Pro-Improvement, School'

Industry Relationship, \State Officials, Voca..tional Education, Vocatidnal Educatibn Teachers

Identifiers Comprehensive Employment andTraining ActContent summaries are presented fortwo national

conferences (one in Washington. D.C., thmother inSan Francisco) designed to bring togethei primesponsors, vocational educators, and representatives(tom industry...to take a reading of how CETA(Comprehensive. Employment and Training Act)programs were progressing and to explore ways ofutilizing the resources of vocational education andindustry more effectively for manpower develop-ment. Contents include a description of the back-ground tind setting of the conferences,description

Mans are made relating to skill training, remedial of the format lind limitations, a list of points of coneducatkgn, work experience, assesstnent, counsel- census, a combined listing of concerns and sugges-ing, job development and placement, and program tions of the two conferences, and a summary ofcoordination. A selected bibliography is also in- conclusions. Appendixes include a paper summaril.eluded. (Author /WL) '""" ing a 1974 study of the impact of CETA on institu-

410. tional vocational education, and lists of conferenceE 13'8 722 CE 010 656 participants; chairpersons, and recorders. (WL)

ew 1974 Reports:' State Advlsory CouncilsVocational Education. ED 138 724 CE 010 679nal Advisory Council on Vocational Educa prom Sbhool to Work. Improving the Transition., Washington, D.C. Journal Cit QPX12280ate-477j National Commission for Manpower Policy, Wash-

NoteI04p. ington D.C.EDRS Price MF-30.83 pc$6.01 Plus Postage.Descriptors Advisory Committees, 'Annual Re..

ports, Arut.tdation (Program), DisadVantagedYouth, Educational Needl, Financial Support,Handicapped Students. Iliformation Systems,Master Plans, Occupatioftdunlance, Post Sec-,ondary Education,,,Progra 'W'flanning, SecondaryEducation. State Programs, 'Statewide Planning,Trend Analysis. Yocationat EducationA one- to two-page summary of each of the 1974

annual reports of 52 State and territory vocationaleducation adtisory 4.-ouncits 4.onstute the majorcontents xf din booklet. Focus is on issues, con-cerns, program needs, and recommendations for the.respective State or temtory. Also-included is a 12-page overview designed to present a Woad pictureof the !weds and concerns of all the States. Theoverview Is organized under the following tbpics.Funding (which is of doncern to all.Sta disad.vantaged and handicapped (the overall co nsus

b4ing dr these needs are n'ot adequately ingserved), the State Plan4cntiosm of which is e en-sive); the need for a comprehensive data em(addressed by all States), the effective ut non ofexisting facilities (recognized by many tates kes-sends!: the need for reorientation of uidance and

_counseling personnel (generally r gnized by all),

Spons AgencyCarnegie Corp of New VereN YPub Date-76Note-313p., Some pages may be marginally legible

due to size of printAvailable fromSuperintendent of Documents,

U.S. Government Printing Office, Washington,D.C. 20402 (Stock Number 040-000-00364 9,53.00)

EDRS Price MF-50.83 11C-316.73 Phis Postage.DescriptorsApprenticeships. Business Responsi

bilitp, Community Involvement, Counselor Role,.Educational Programs, Employment Opportunities, 'Employment Practices, 'EmploymentProblems, Females, Foreign Countries, HighSchool Graduates, Information Needs. Job Skills,Labor Market, "Manpower Needs. MinorityGroups, Volk), Formation, Rural Youth, Unemployment, 'Vocational Adjustment. VocationalDevelopment, Work Environment, Youth Ern.ploymet4 -

IdentifierCUnited StatesYouth employment is the focus of this compila-

tion of I I working papers (by selected specialists)developed to aid the National Commission for Manpower Policy (NCMP) in' its ongoing efforts todevelop.a national manpower policy. An introduc-tory section comments on the overall needs/ conclu

13

nd Traini

riginal document2.116 Pim' Postage.

'rustrative Agenciet AdmissionCn Role, Apirrenticeships, Coln-minces, non (Process), Industrial Edu-cation, ustry'; 'Job Training, LaborLegislation, Kalsonry.' Fersonnel Policy,Standaids, Wnes

IdentillenPlasterersDesigned to assist management, labor, joint corn

miuees, 'and ,othets concerned with the develop.ment of skilled plasteteriin setting up, conducting,and improving local apprenticeship programs, thisrevision of national apprenticeship Standards in theplastering trade includes the latest amendments andregulations of the various Federal laws affecting ap-

' prenticeship and training Major areas covered are(I) Provisions of'Standards (Duties of the National

7Committee, Definition of Registration Alfency,Qualification for Apprenticeship, Terms of Appren-ticeship, Preapprenticeship Training, ProbationaryPeriod, Transitory Apprentice, Related Instruction,Equal Opportunity, ilelection Operation, Apprenticeship Agreement, Certificate of Completion ofApprenticeship, Ratio of Apprentices'to Plasterers,Hours of Work for Apprentices, Apprentice Wages,Advancement 0 Apprentices, Work Expenence,Supervision of Evaluation..Recognition for Success-ful Completion; Coordinator of Local Apprentice-ship Systems, Plasterer Participation), (2)`Recommendations t onceming Local Joint Appren-ticeship Committees (Establishment of Committee,Coverage, Duties and Responsibilities of Commit-

. tee, Risponsibilities of Apprentices, Filing of Ap-prenticeship Programs, Modification of Standards,Cooperating Agencies); (3) Apprentice Record.keeping; (4) Federal Laws and Regulations Affect-ing Apprentice Employment (Wage DeterminationRegulations, Veterans Readjustment Legislation,Wage and Hour Regiilation,s, Equal EmploymentL,iws), (4) Joint Training Funds (Legality of Funds,Tax-Exempt Status of the Trust), (5) WorkSchedule for Plasterer (Code Key and Explanation,Occupational Skills), and Work Schedule for ShopHands. Forms for vandus kinds of recordkeepingand lilts of apprenticeihni regional offices and Stateand territonal agencies are appended. (H9)

ED 138 728 r CE 010 731Educational Planning In the Labor Market: Link-

big Occupational Education to Regional Eco-nomic Development. Volume One.

loans! CitBB B13249Northwestern Univ., Evanston, III. Dept. of Educa-

tion Northwestern Um,/ , Evanston. III. GraduateSchool of Management

Spons AgencyIllinois State Office of Education,Springfield Div of Adult Vocational and Techntcal Education:

Pub DateJun 76Note-27bp.EDRS Price MF-S0.83 HC-S14.05 Plus Postage.DescriptorsConsortia, Data Collection, Eco-

nomic Development, Educational Coordination,Educational Planning, Educational Policy, lammation Needs, Labor Market, Models, Post Se-condary Education, Regional Cooperation,Regional Planning, School Role, Secondary Edu-ction, Stitt School District Relationship, Vocational Education, Vocational Education Teachers,Workshops

IdentifiersallhnoisActivities, results, and recommendations Of a 2-

year effort to implement and test a model for voca-tional and occupational education planning inIllinois are described An introductory section peesents an overview of the rationale and plan for estab-lishing a Regional Occupational EducationCoordinating Count([ composed of representativesof the education community. the' business corn.munitY, and the public sector Part 1, The-LaborMarket and Educational Planning, contains threechapters. One introduces the model oflabor market

.

4)

etr

operations reflecnng the toles of individuals (thelabor supply), employers (ty job demand), and theinstitutionvandrople wh try to connect the two(the intermediaries). The other two chapters con-s:act how to test the model and examine its assump-tion that schools cart and `should act effectively aslabor market intermediaries. Part 11, Planning fromthe School Perspective, contains chapters describ-ing the principles and activities involved in reviewof the economic development and labor marketstructure of the region, the co4ducting of a senerofworkshops .tO involve local superintendents andcommunity college presidents in the process, andthe actual process of organizing the Southwestern

Illinois Vocational Education Consort um. Part 111,Gathering Local Labor Market Informanon for Re-gional Planning, includes two chapters which pre-sent procedures and results and analysis of a surveyconducted by the consontum to gather informationfrom local employers to help link education to re.gional labor markets. Part Pi, Buddr11§1111kNewModel for Vocational Education Planning, iiciudesthe findings and conclusions of the stuh, a chapterpresenting a framework for regional vocational edu-cation planning based on the expenence of the con-sortium, and a chapter offering recommendationsfor implementation of such a policy of regional plan.rung throughdut Illinois. (WL)

ED 138 729'. CE 010 732 ..Cassell, Frank H And Others ,.

Intergovernmental Linkage and Cooperation:Models for Strengthening State and Local Man-agement of Manpower Programs.

Employment and -Training Administration (DOL),Washington, D.0

Pub Date[76) )

Contrac2-17-6002.72 .Note 88p, Not available in hard copy due to,

print quality of the origirial document, Somepages may be marginally legible on microfiche

EDRS Price MILS0.83 Plus Postage. HC NotAvailable from EDRS.

DescriptorsAdministrative Problems, Educa.tional Programs, Employment Programs, Intera-gency Cooperation, Interagency Coordination,Interagency, Planning, Job Training, 'Local Gov-ernment, Manpower Development, Models,Organizational Communication, Problem ip.olv.Mg, Program Budgeting, Program Coorditistiort laProgram Improvement, Seminars, *State, Agin)cies, Workshops ,A project was designed to identifybamers which

preclude cooperation or coordination among agen-cies (particularly the U.S. Department of Labor, theU S Department of Health, Education, and Val-fare, and the Environmental Protection Agency) anthe disc)iarge oftheir manpower responsibilities andto develop techniques for 9vercoming the barriersidentified Six major barriers were identified. CommunicatiOn methods, confusing and conflicting

%des and regulations, turf, nformalion, planning cy-cle problems, and goal incongruence and role confu-sion This report presents the resulting six models(and an introduction) which comprise a conceptualframework for linkage, or overcoming the coordina-tion barners Each model, includes recommends,non; for a I-day seminar,agenda and sppportiveexhibits which aid in develbping semmars to teachthe model The models arc tiled (I) Problem Iden-tification, (2) Communican n Strategies for LiaisonRelationships, (3) Implem nution Defining andSolving Liaison Problems (e plores the problems ofconfusing and conflicting nil s, turf, and goal incon-grue(ice), (4) Public and Pn ate Sector Linkages inthe Employment and Traini g System (explores therelationship between supply And demand in the la-bor market and the role of intermedianes), (5) Ex-change of Information and "Interagency Linkages(designed to enable decision akers to analyze theinformation needs of their pr jects), and (6) Budget-ing and Program Analyits. e finalsection of thisreport, "Applying the Models," is a workbook de;

4

4

4

4

a0,

veloped by the project staff and ts designed to carryoperating personnel through the steps necessary forapplying each 'of the models. (SH)

ED 138 730 CE 010 745The NatiOnal Apprenticeship Program.Employment and Training Administration (DOL),

Washington, D.C,Pub Date-76'Note-46p., Some pages may be marginally legible

due to small print of the originalEDRS Pripe MR.S0.83 HC.S2.06 Plus Pos'tage.DescriptorsAdministrative Policy, Agencies,

Apptenticeships, Federal Government, FederalState Relationship, Government Role, IndustrialEdpcation, Industry, Job Training, Labor Legis-lation, National Programs, Occupational Infor-mation, 'Personnel Policy. Skilled Occupations,Standards, State Agencies, Veterans

IdentifiersUnited StatesA brief explanation of the national apprenticeship

program is pretented primarily in terms of the moreimportant policies and the role of government inthis system of training. Eleven sections are in-cluded. (1) What Is Apprenticeship? (2) Why Is Ap-prenticeship Important? (3)-. What CanApprenticeship Do? (4).How the National Appren-ticeship Program Operates, (5) Basic Standards ofan Apprenticeship Program. (6) Information onLaws and Regulations Affecting Apprenticeship. (7)Veterans' Training Allowances, (8) Where Appren.tices Are Employed, (9) Whereto Apply, (10) Ap,prentideable Occupations, and (11) ListApprenticeable Occupations. The section on ap-prenticeable occupations constitutes the majonty ofthh booklet. Ninety-four basic trade classificationsare presented, with telated occupations grouped un-der them. Although not final of all inclusive, the listof, occupations are those that meet Mc cntena forapprenticeable occupations and which are includedin programs' registered with State apprenticeshipagencies or the Bureau of Apprenticeship and Train-ing.tach basic trade classification includes the ma-tomaA: term of apprenticeship, in years, and a codenumber(s) from the "Dictionary of OccupationalTitles." Appended are lists of Bureau of Apprentice-ship and Training regional offices and State andterritonal apprenticeship agencies, and The Na.tional Apprenticethip Act, (as amended) (SH)

ED 138 731 CE 010 755Research and Development Projects.Employment and Training Administration (DOL),

Washington, D.C.Pub Date-76Note-284p., Not available in hard copy due to

small pnnt of the original documentEDRS Price MP-S0.83 Plus Postaget HC Not

Available from EDRS.DescriptorsAdministrativ,e 'Policy, Employment

Practices, Employment Programs, ForeignCountries, Grants, Internitional Relations, JobDeveloprrient, Labor Force, Labor Market, Local,Government, Manpower Development, Pro.gram Descriftions, 'Program Development, Pro-gram Planning, Research Projects, ResourceMaterials, Socioeconomic Influences, State Pro-grams, Underemployed, Unemployed, Work Atti-tudes

IdentifiersComprehensive Employment andTraining Act,.Projects funded by the Office of Research and

Development (0)tD) of the Employment and,Training Administration are summarized in thisdocumenii It includes all projects active on Septem-ber 30, 1976,iang. all thole completed between JulyI, 1973 and September 30, 1976 In addition,IPIMSreports and other significant publications funded byORD which were received during the previous twofiscal years The projects and publications presentedin chapters I through 4, ate grouped by subject matter. The four subject areas and subareas are ProgramPlanning and Administration (Comprehensive Em-

412

ployment & Training Act Agency Planning, LaborMarket and Other Information Systems, Age y

Capabilities, and Research and Developm nt,Evaluation, and Planning), Programs and T h-niques (Educatitisn; Public Employment PrograSupported Employment; Training and Apprentice-ship; Upgrading and Job Restructunng; WelkRecipient Posterns; Worker Assessment & 0 n-

tatioh; Other Supportive Services for Wo ers/-Trainees; and Piograms for Other Unemployed),The Labor Market (Labor Force, Labor Market, La-hor Demand-General; Labor Forte, Labor Market-Specific Sectors and CohortskEmployer Practices;and Worker Attitudes), and Economic and SocialPolicies. Institutional, doctoral dissertation, andsmall research project grants are listed separately inchapter S. Projects supervised by the Department ofLabor's Bureau of International Labor Affairs arepresented in chapter 6. (WL)

ED 138 733 CE 010 780 -Simpson. Margaret Jean a

The Relationship of Characteristics of 'VocationalFood Service Teachers(to Their Teaching Effec-tiveness. Fhtil Report..

Pennsylvania Research Coordinating Unit for Voca-tional Education, Harrisburg.

6.Pub DateJan 77Note-173p., Ph.D dissertationte,Lehigh Univer-

sity, Bethlehem, PennsylvaniaEDRS Price MF-S0.83 HC-S8.69 Plus Postage,DescriptorsAcademic Achievement, Age, Doc-

toral These, Educational Background; Educe-uonal R ch, Effective Teaching, FoodServide; Foods Instruction, Industry, Sex (Cha-racteristics). Specialization, Student Attitudes,Student Teacher Relationship. Teacher Atti-tudes. Teacher Background, 'Teacher Character-istics. Teaching Expenence, VocationaLEducation Teachers, Work Exp6rieneeResearch was conducted to determine the rela-

tionship between selected teacher charactenstics ofcurrent food service teachers and their effectivenessas teachers. The seven teacher charactenstics wereage, sex. industnal expenence, teacher expenence,level of education, teacher perception of concern forstudents, and occupational specialization. Teachereffectiveness was measured by an affective cnterion(Teacher's Estimate of Teacher Concern) and a cog-nitive criterion (Pennsylvania Competency Exami-nation for Quantity Foods) The sample included 48teachers from 31 vocational schools in easternPennsylvania and 472 students who responded tothe Students Estimate of Teacher Concern (SETC),Form B. During the spring of 1976, the Pennsyl-vania Competency Examination of Quantity Foodswas administered tQ 116 advanced food service stu-dents in 1.7 of the onginal 31 schools. Thcodata wereanalyzed using descnptive and inferential statisticsFindings included the following. Older teachers

, have more industrial experience and teaching ex-perience than younger teachers Those with Indus-trial expenence have less education than thosewithout!..Women have less industrial experiencethane en but more education and occupational apecializetion than men. Occupational specializationyielded a significant relationship with achievementand industrial experience a negative relationship toachievement. Correlations betWeen SETC and theseven independent vanables were low and not sig-nificant. Those between the competency exam andthe independent variables produced a significant re-lationship between occupational specialization andachievement. Also the SETC and the CompetencyExam (both used as measures of teacher effective-

, nesi) lacked a significant relationship with etchother. (Author/ HD)

ED 138 735 CE 010 798Johnson. Miriam Sugarman. MargedThe Comparative Labor Market Role of Newspa-

per Help Wanted Adis and Public- EmploymentService Job,Listings. Final Report,

Journal CitBBB13219Olympus Research Centers, San Francisco, Calif -

.Olympus Research Corp., Salt Lake City, Utah.Spons AgencyEmployment and Training Ad-

minjsuation (DOL), Washington, D.C.Report No.DLMA-21-11-74-28-1Pub Date-31 Jan 77Contract DL- 21.11.74.28Note-359p.EDRS Price MP-S0.83 HC-$19.41 Phis Postage.DescnptorsAgency Role, Employers, *Employ-

ment Opportunities, Employment Sirvices, in-formation Systems, slob Placement, Job SearchMethods, Labor Market, Newspapers,Publicize,Recruitment, Skilled Workers, Unskilled Workers

identifiers,Helo Wanted Ads, United States,United ,States Employment Service .A 1-year study of 12 U.S. labor market areas com-

pared job listings in the help wanted ads of localnewspapers to job orders in the local public empldy-ment services to help determine what the role,pf thepublic employment service should be. The studygathered two, types of data. One type was used tocompare the "stock," or inventory, of jobs still openat the end of themonth in employment service filesto the stock in the help wanted columns on theSunday nearest the end of the Inonth; and the othertype identified the "flow" bf new listings availableto the job seeker duririg a particularoonth Furtheranalysis of the flow data matched employers whoused both intermedianes within the month, Morethan 204,000 ads were examined, and job ordersfrom 30 local employment services were reviewedA theoretical model (which appears in the report) ofrecruitment and job search provided a frameworkfor the data. It was found that employers use em-ployment services less than want ads; that manyemployers who list with the employment servicesalso simultaneously use want ads; and that onlyabout 11% of all employers use the two public inter -medianes, pnmanly employers offenng (1) high-turnover, low-pay jobs, (2) jobs in hard-to-fill,demand occupations, (3) jobs of uncertain ineome,and (4) less desirable opportuniffLts in high-volumeoccupations. Implications were drawn with regardmithelabor market, employment service operations,and labor exchange theory. Appendixes includegraphs and tables and a glossary of terms. (LMS)

ED 138 736 , CE 010 810Wilson, Manan LA Study of the Familial and Career Attitudes of

College Women Enrolled in Typical and AtypicalPrograms.

Pub DateJan 77Note -56p. .

EDRS Price MP-S0.83 HC-53.50 Ples*Postage.DescriptorsAcademic Achievement, Career

Choice, College Students, Counselor Role, Dd.cnminatory Attitudes (Social), Family Atti-tudes, Family Background, Family influence,Females, Occupational Guidance, Sex Role,Sex Stereotypes, Social Attitudes, Social Influ-ences, Surveys, WorkcAttitudesA study was conducted to determine if a disparity

exists between the familial and occupational au;tudes of wumen, in typical and atypical careersQuestionnaire responses of 725' undergraduatewomen in three typical careers (home economics,n ursing..and elementary education) and three atypi-cal careers (engineering. pharmacy, and agriculture),supplied data for analysis. The questionnaire was

,divided jiito background. and attitudes toward ca-reer and career choice, achievement, marriage andfamily, and significant mates. (The development ofeach part is discussed in detail, Information relatingto a description of the sample is described as well asa detailed analysis of the significant findings) Dif-

-15

Dopurnent Resumes 7

ferences that were found have implications for career, guidance procedures available to youngwomen School guidance,counselors played an it,.significant role in influencing the career choicetafboth groups. The large number of women eitherchanging fieldi-.while in college or making careerchoices after leaving high school also- indicate theneed for greater emphasis on after guidance it the 'college, level. Evidence of sex stereotyping ofwomen into traditiOnally female roles by friends,

andsociety is confirmed by the study. Thequestionnaire is appended. (TA)

ED 138 737. CE 010 812Glover. Robert W Greenfield. Pa'ula SThe Minority Women Employment Program: A

National Demonstration Project to FacilitateEntg of Minority Women into Managerial,Preessional, and Technical Occupations.Volume I. Final Report.

Journal CitBBB06018Texas Univ., Austin. Center for the Study of Human

Resources.Spons AgencyManpOwer Administration (DOL),

Washington, D.0 Office of Research and Deve-lopment.

Report No.CSHR-R-75-2; DLMA-20-36-75-15Pub Date Nov 76

Contract DL-20-36-75-11Note-113p.; For a related document see CE 010

813 ; Some pages may be marginally legible due ;to print quality

Available fromNational ,Technical InformationService, Springfield, Virginia 22151

EDRS Price MP-S0.133 HC-S6.0I Plus Postage.DescriptorsCommunity Relations, Community

Services, Demonstration Programs, Employ-ment Programs, Employment Services, EqualOpportunities (Jobs), Females, Job Develop-ment, Job Placement, Managerial Occupations,Minority Groups, Professional Occupations,Program Evaluation, Recruitment, Technical Oc-cupations, Urban AreaThis second annual 'report of the Minority

Women Employment Program (MWEP). a consoli-dation and expansion of earlier black women em-ployment progrims, provides a description ofproject objectives, procedures. and results anddraws conclusions and recommendations. Theperiod covered is September 1975, to August 1976.Chapter 1 documents the need for the program, gi>ing examples of labor market disadvantages faceby minority women. Chapter 2 covers the objectivfor the project, explaining that the program isdemonstration effort involving seven metropolitanAMU to apply outreach techniques in placingminority women into high quality managerial, technical, and professional jobs. Chapter 3 gives a description of the program's (I) operations,components, i.e., recruitment of applicants; 'em-ployer contact and job development; preparationand screening of applicains, placement followup;and community relations; and (2) research compo-nent, including information services for the staff andproject evaluation. Chapter 4 descnbes the results ofthe project, reviewing the expansion of MWEP from

wo to seven ones, assesses project accomplish-ments, indicating the MW EP model is workable invaried settings with a variety of minority gm/in,notes its shortcomings. and records some of thelearnings from the project to date. Chapter S pre-sews conclusions and iecummendatiuns regardingprem.% improvement and continuation (EM)

ED 138 739 E 010 825Chadderdon, lksterDeteiminiag the Effectiveness of eaching Home

Economics.Home Economics Education Association, Washing.

ton, D.C. '

Note-36p.Available hum -Home Economics Education As

sociation, 1201 Sixteenth St N.W Washington

8 Document Resumes'

. -D C 20036 (Stock Number 261-08408, $2.50)

EDRS Price MP-S0.83 HC-$2.06 Plus Postage:.Descriptors 'Academic Achieveme% Cur-

riculum Evaluation. Educational Msessment.Educational Objectives, Evaliation Methods,Home Economics Education, Home EconomicsSkills, Senior High Schools, 'Student Evaluation,Student Testing. Teichilig guidesThis guide-to evaluation of home economics in-

struction covers five major topic areas: (I) Purposesfor evaluating pupil learning; (2) steps to take icydeveloping the needed,evatuation techniques; (3)suggested means to achieving purposes related toevaluation, (4) tips on improving evaluative prac-flees, and (5) notes on enlisting student help in theevaluation process and making it a le:lining experi-ence for them. Specific techniques are enumeratedand explained ikeach section. Sample assignments,guided response items, fling

arsugres.04s, survey

and test ideas e also provided. e four appen-dixes contain information on classification of cogni-tive objectives and suggested types of behaviors,classification of affective objectives and suggestedtypes of behaviors, classification of psychomotorobjectives and suggested types of behaviors, andgeneralizations basic to test items. (LAS)

ED '138 740 CE 010 829Craemer. Peter I.Metricsdpn of the United States Lumber Industry

and Id Effects on Wood Consuming IndustrialEducation Courses.

Pub DateDec 76Note-61p.EDRS Price MF-$0.83 11C-33.41 Plus Postage.DescriptorsAdministrative Policy, Curriculum

Development, Educational Planning, Lumberindustry, 'Metric System, Nation Surveyar2Policy Formation, Trade and Industrial, Educe-

...don, *Trend Analyiis, WoodworkingIdentifiersUnited States -

A study investigated the direction United Stateslumber industries are moving concerning the 4m-plementation of the metric system anct,what im-plications this has concerning wood consumingindustrial education COMICS. The .erOcedure in-cluded a literature review and investigating the ma-jor producers-of softwood dimensional lumber by adetailed survey letter requesting both a past andfuture analysis of individual company's positionsconcerning the conversion to the metric system ofmeasurement. The results showed that the UnitedStates lumber industries generally favor a soft con-version of the present inch lumber sizes to metric

-dimensions. The reasoning behind this trend ofthinking to soft conversion is based on the followingfacts: Product waste considerations, strength ofmatenals, qLonsugier demand, and preservation ofthe current lumtier dimensions standard adopted in1970 Implications for industrial education teachersare discussed, and conversion tables for thickness,length, and width of softwood lumber are included.(Author/LAS)

ED 138 741 cg 010 830Proceedings` of the Annual ational Clinic on

Technical Education (13t1t, Monroe CommunityCollege. Rochester. New York, March 24-26.1976).

American Techrrical Education Association, Inc.,Delmar. N Y Bureau of Occupational and AdultEducation (DHEW/OE), Washington, D.C. Div.of Vocational and Technical Education

Pub DateMar 76Note-273(s.EDRS Price MF-S0.83 HC.414.05 Plus Postage.DescriptorsCareer Education, Conference Re-

ports, 'Cooperative Education, CurriculumDevelopment, Handicapped Students, Physi-cally Hindicapped, Productivity, :TechnicalEducation. Trade and Industrial Education

'he keynote address, "Productis/ity es a Means ofEconomic Derlopment, by Donald C. Burnham,

S

and 20 other conference presentation:op technicaleducation are includerfin theie proceedings. Tides

, are as follows: A TechniCal College Responds to a'Need for Productivity; The Industrial Answer to'Productivity Through Technical 'Education; AnOverview of Co-op Education; EdUcation's View ofProdlictivity - Through Co-op Education; A Stu-dent's View of Co-op Education; Erasing Architec-tural Barriers for the Disabled/Handicapped;Innovations in Technical Education: Preparing theHandicapped for ProdUctive Careers; Employingthe l'Handicappea/Disabled;_ Productivity-PhotoOptical Training and Education; Productivity-Agribusiness; Productivity-Food Service; The Roleand Function of the National Network for Cur-riculum Coordination in Vocational Technical Edu-:-cation; Managing Buildings for Efficient EnergyUtilizmon, Credit Through Noncollegiate Organ-

-rations!' Upgrading Employees for Future Produc-tivity; Productivity in the Health Sciences;Productivity in technology and Learning:Joint Mrprenbceship-Associate Degree Program; and TheChallenge of Change. The names add addresses ofconference participants and their addresses arelisted, along with conference exhibitors and theirrepresentatives, and a copy of the conference pro-gram is included. (LAS)

ED 138 743 CE 010 842Whitson, Charles M.The Maryland Model. A Project to Develop an

Edscadonal Plan for the Maryland Division ofCorrection. Final Report.

Jourdal CitIIBB07625OhioState Univ., eolumbus. Center for Vocational

Education.Sports AgencyMaryland State Dept. of Educa-

tion, Baltimore. Div. of Vocational-TechnicalEdticition.

Pub DateOct 76Note-57p.EDRS Price MF-S0.83 HC-S3.50 Plus Postage.DescriptorsCorrectional Education, Educa-

tiortal Administration, 'Models, Program Ad-ministration, 'Program Design, 'ProgramEvaluation, State Programs, State Standards

identifiersMarylandA model for correctional education in Maryland

is presented along with a spuested functional ad-ministrative structure to effectively deliver themodel, standards, for evaluating the model anddelivery system, and outline of a plan of action for

%, implementation. An introductory section presentsbackground and need for development of a modelfor Miryland. Section 2 describes each model com-ponent. System's goals and objectives, populationneeds analysis, job marker analysis, job performanceanalysts, classification and assignment function,education promotion, student recruitment. guid-ance and counseling service, reward system, pro.gram -planning, curriculum development, resourcesand ancilliry services, instruction, jobfind followthrough and followup, Evaluation, andstrategic and tactical planning. Section 3 lists anddiscusses objectives to guide administration of theprogram and discusses administrative structure andfinancing and resources. Section 4 presents eight,standards tti be used'as evaluative criteria for assur-ing proper delivery of model components and dis-cusses 9pplication.of the standards. The final sectionoutlinez, protedures for implementation includinglegislative action,(HD)

EA, 138 744 CE 010 843Bogdaite. MelBasic Bake Decorating Workbook.Journal CitQAT59178Rutgets, The State Univ, New Brunswick, N J,

Curriculum tab.Spons AgencyNew Jersey State Dept of Educa-

tion, Trenton Diy pf Vocational Education.Report:No BA-399Pub DateFeb 77

16

N

Note-115p.; Three clear plastic sheets, to be laidover the printed work sheets for practice decorat-ing, were removed before reproduction in mi-crofiche and hard copy,

Available fromNew Jersey Vocational-Technical. Curriculum Laboratory, Building 4103, Kilmer

Campus, Rutgers University, New Brunswick,New Jersey 08903 04.00 plus postage)

EDRS Price MF-S0.83 BC-86.01 Plus Postage.DescriptorsCooking Instruction, 'Food Service,

Home Economics Skills, Instructional Materials,Leanting Activities, Secondary Education, SkillDevelopmentS.Vocational Education, WOrk-books ''

"IdentifiersCake DecoratingIncluded in this student workbook for basic cake

decorating are the following: (I) Drawings of stepsin a basic way to ice a layer cake, how to make apaper cone, various sizes of flower nails, varioussizes and types of tin pastry tubes, and special roserobes, (2) recipes for basic decorating icings (butter- .cream, rose paste, and royal icing), (3) 66 pages.(work sheets or practice plates) designed to be usedas guides for students to practice lines (horizontalstraight, vertical straight, left slant, right slut, leftcircular, right circular, top circular, bottom circular,and scalloped) and letters (capital letters in print

` and fancy capitatand script small letters); (4) dia-grams showing steps in making leaves and someflowers, including roses; (5) instructions for makingand using primary and secondary colors; and (6) 15work sheets (practice plates) with assignments fordecorating the tops of seven layer cakes and sevenhalf sheet cakes. (Work sheets for lines, letters, andcake tops are designed for use with clear plasticsheets which are to be laid over the work sheet sothat students may do the practice decorating on theplastic sheet.) (JT)

,ED 138 745 CE 010 844Baker. Linda M.Haircutting Guide for Cosmetology Students.Journal CitQAT59178Rutgers, The State Univ., New Brunswick, N.J.

Curricultim Lab.Spons AgencyNew Jersey State Dept. of Educa-

tion, Trenton. Div. of Vocational Education.Report No.BC-400Pub DateFeb 77Note-79p.Available fromNew Jersey Vocational-Technical

Cumculum 'Laboratory, Building 4103, KilmerCampus, RutgerrUniversity, New Brunswick,New Jersey 08903 ($2.50 plus postage)

EDRS Price MF-$0.83 HC-$4.67 Plus Postage.DescriptorsCosmetology, Instructional Maten-

als, Job Skills, Job Training, Manuals, Post Sec-ondary Education, Secondary Education,Vocational Education

IdentdiersHaircuttingIntended for use at any point in a beauty culture

course, this student manual on haircutting imple-menu and techniques focuses on two basic haircuts-page and short summer cut-to describe andillustrate basic cutting and shaping techniques.There are four major sections in the manual. (1)Hairshaping implements and Techniques (Imsk-

-ments Used in Hairshaping, Safety and Sanitation,Handling Scissors and Thinning Shears, Use of Scis-sors, Use of Thinning Shears, Handling the Razor,Cutting with the Razor, and Neckline Trimming),(2) Hair Shaping (Outer Perimeter, Inner Perimeter,Hair Growth Patterns, Elevation, Using'the Guide-.

line. Angle Cutting, and Preparing to Cut), (3) Shortor Long Page with Modifications, and (4) ShortSummer Cut with Modifications. Also included area glossary of hair shaping terminology, instructionsfor unitizing implement?, a word puzzle,,a reviewquiz, and A bibliography. Drawings are interspersedthroughout to illustrate techniques and procedures.(HD)

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ED 138 746 CE 010 850Proprietary Ed:nation Is Georgia, 1974.1975.Georgit,State Postsecondary Education Commis-

sion, Atlanta. r

Pub Date-4751 0'4. .

Note-90p,EDRS Price MF-50.113 HC.S4.67 Plan Postage.DescriptorsDefinitions, Educational Coordina-

tion, Educational Legislation, Educational geeds..'Educational Policy, 'Educational Practice,*Post Secondary Education, Private Schools,Propsietary.Sehools, Public Policy, State Sunveys, Statewide Planning, Vocational Education

Identifiers ' GeorgiaA study is reported which sought to describe pro-

prietary education in Georgia as it existed in the fall,of 1974 through, the spring of 1975, basecIeori aMailed questionnaire and other communicationwith State,agetcy and school representatives re-sponsible for proprietary education. Following anintroduction. which empb,uara a need for relatingproprietary education to the rest of postsecondaryeducation, a second section chscusses historicalbackground, a definition of proprietary schools, andsome positive aspects of proprietary eduation. Sec-tion 3 presents a national overview and the resultsof the Georgia survey including information onpro-grants and enrollments, students, coat-to-studentjob placements, and futureearninga. A final sectionlists recommendations for proprietary schools inGeorgia, for State agencies and institutions, forGeorgia law, standards, and guidelines, and for theGeorgia Postsecondary Education Commission. Anappends contains data tables, a list of proprietaryschools in 1975. the survey instrument, legal defini-tions, and a descripticin of survey methods. (iT)

ED 138 749 CE 010 863Clemmons, JeneMisaaglag Programmatic Researtit and Develop -

mat Ist EdacatiM.North Carolina State Dept. of Public Instruction,

Raleigh! Occupational Research UnitNoteI6p; 'Paper presented at the Divisional

Workshop (2nd, Harbour House. WrightsvilleBeach, North Carolina, June 4973)

EDRS Price MIL50.13 11C41.67Plai Postage.Descriptors,-Educational Development, Educa-

tions/ Research, Evaluation Methods. 'Manage-ment Information Systems, 'ManagementSystems, Models, Program Development, Re-search Criteria, 'Research Design, Research Me-thodology, Research Project?, Research ToolsOn the pfernise that the variety of problems plagu-

ing education can be clustered around centralthemes conducive to attack in a systematic way byeducational refearch and development (K & 0) pensound, this paper duals with the scope of manage-ment problems, requirements of an R & Dmanagement model, and a proposed R & D manage-ment system, which includes use of the convergencetechnique (Careese and Baker), the formulativeevaluation plan (Kniefel), and the Evaluation Re-porting System (Phillips and Blanton), each ofwhich are briefly explained and summanzedrTheauthor concludes that the three systems can befolded into an effective management model for aprogram of research and development The convertLebec technique provide; a systematic way of con-ceptualizing an R & D program, but Mat anAdequate component for facilitating informationIlom-ICniefel's formative evaluation system can be -utilized to Ikovide the infdrmation component ofthe convergence model; apd the Evaluation Report-ing System (which has beerr adapted to digital com-puter information processing techniques) providesthe necessary technology for mechanizing themodel on a large scale. (LAS)

(

lED 138 751 CE 010 871Hermn. Rex K And OthersNational Saucy. of Postsecondary Education Pro-

grams for Incarcerated Offenders.Journal CitFGK65995National Council on Crime and Delinquency,

Hackensick, N.J. NewGate Resource Centergnats AgencyOffice of Economic Opportunity,

Washington, D.C.Pub.DateJul 73Note-27p.EDRS Price MP$0.83 HC42.06 Plus Postage.Descriptors 'Correctional Education, Correc-

tional Rehabilitation, Degrees (Titles), Educa-tional Opportunities, Enrollment, FederalGovernment, Higher Education, National Sur.xeys, 'Post Secondary Education, Prisoners,Questionnaires, State Government

IdentifiersUnited StatesA national survey of 305 major Federal and State

correctional institutions was conducted to deter-mine the extent of postsecondary education pro-grams in those institutions. At the time of the study210,183 men and women were confined in the insti-tutions surveyed. To assure 100% response, the investigators contacted the education directors,assistant superintendents, or superintendents ofmost of the institutions by long distance telephone.Although the data allowed a tremendous growth innumber of classevavailable and number of studentsLiking part in them, only 5% to 6% PoPulklions of the surveyed institutions weft nvolved inhigher education classes. It was found that 71% ofthe institutions offered postsecondary courses. Ofthose institutions, 54% had part-time programs,24%full-time, and 22% a combination of part-time andfull-time. Other questions related to types of certifi-cates or degrees granted, when the program started,whether the institution granted study release time,and further plans for postsecondary education. Theinvestigators made recommendations related to on-loins evaluation, innovations, followthrough sup-portive services for students who have left prison,cooperation between university and correctionalpersonnel, publicity about the educational pro-trams, and adakiation of effective programs to otherinstitutions. The recommendations are included andan appendix contains a summary of compiled re-sponses to the questionnaire items. (LMS)

ED 138 752 CE 010 872Tiedenum. Dark/ Y. And OthersKey Resources fa Career Education: An Annotated

Guide.Journal Cit=BBB10279 .

Northern Illinois Univ., De Kalb. ERIC Clearing-house in Career Education.

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

Pub Date Apr 76Note-403p., Some pages may be marginally legible

due to print size and quality of the original document

Available from--Superintendent of Documents,U.S. Government Printing Office, Washington,D.C. 20402 (Order No. 017-080-01667-2, $5.75)

EDRS Price MF40.83 RC-321.09 Plus Postage.DescriptorsAgencies, 'Annotated Bibliogra-

phies, *Career Education, Educational Develop-ment, Educational Programs, EducationalResearch, 'Information Sources, Models, Net-works, Occupational Guidance, Professional APsociations, 'Program Descriptions, ProgramDevelopment, Publications, Reference Materials,'Resource Guides, Vocational DevelopmentIntended for education decisionmakeri, practi-

tioners, policyinakers, and others interested in theeducational process, this guide represents a consoli-dation of information about the field of career edu-cation, and is designed td create awareness,facilitate user access, and broaden the practicalknowledge of educational research, materials, and

17

tr

Document Resumes 9

resources. It is structured accordini to flow die-grams which are used throughout the guide'and areintended to help the user make decisions and arriveat choices necessary for comprehending the guide's'body of literature. The following major sections areincluded: (I) The Why and What of Career Educe-tionjoundations, concepts, positions, policies, andlegislation), (2) Factors in Implementing CareerEducation, (3) Modal and Program Construction inCareer Education (principles of model and programconstruction national, State, and district modelsand programs), (4) Resource Guides (materials as-sessment procedures, guides to assessed materials,annotated bibliographies), and (5) OrganizationalResources (jjournals and newsletters, publishers, re-source centers, informatibn systems, associations,advisory councils, and governmental agencies)Each resource entry includes (where applicable) in. -

formation on the subject, author(s), title, organiza-tion, date, sponsor, number of pages, availability,levels, population, purpose, contents, comment, andother appropriate categories. A place-title-programindex and name index are included. The appendixdiscusses details oft tem Wen cation and selection.(TA)

ED 138 753Thompson. Arvid And Others

CE 010 879

An Assessment of WIN sad Welfare fax Credits.Final Report No. 1001:

Journal CitBBBI3219Institute for Manpower Program AnLysii; Consul,

tation and Training, Inc, Minneapolis, MinnSpons AgencyEmployment and Triining Ad-

ministration (DOL), Washington. DPub DateMal 77ContraCtDOL-51.27-75-03Note-333p.; Best copy availableAvailable fromNational Technical Information

Service, Springfield, Virginia 22151,EDRS Price MF30.83 B0418.07 Plus Postage.DescriptorsBusiness, 'Cost Effectiveness.

'Credh, (Finance), Employer Attitudes, FederalAid, Federal Programs, Job Placement, NationalSurveys, Participant Characteristics, 'PersonnelSelection, .Program Administration, Program Effectiveness, Program Evaluation, Program Im-provement, Research, 'Tax Allocation, TaxRates, Welfare Recipients, Welfare Services

IdentifiersAid to Families withiDependea Chil-dren, Work Incentive Program t.As an overall assessment of the W6rk Incentive

(WIN) and Aid to Families with Dependent Chil-dren (AFDC) tax credit programs, the project re-ported sought answers to the following questions.(1) To what degree are tax credits a factor in em-ployer decisions tqgbire WIN registrations and wel-fare recipients? (2) What are ihe differences in usageof the WIN and the welfare tax credits? (3) Whatprovisions or features of the taxcredits contribute toor inhibit their use and effectiveness? (4) How docosts of the program `(especially tax revenue de- _

creases) compare with savings generated by the pro-gram (especially welfare savings, wages and /ortaxes, and social security revenue increases)? (5)What are the implications of the findings for legisla-tion,wlicy, program design, and operation? (6)Hacan the program be changed to increase its useand make it more cost beneficial? Content is pre-sented in seven chapters. (I) Historical Perspectiveon Employment Tax Credits, (2) Study Method, (3)Community Variables, (4) Characteristics of WIN/.Welfase Registrants, (5) Differences Between WINOffices, (6) Business Firms and Their Utilization ofEmployment Tax Credits, and (7) Composite Anal-ysis. An extensive bibliography is included (Au-thor/WL) '

10 DoCuinent Resumes

ED 138 754 CE 010 885Paper's. Clarence J And OthersCsnerslized lustros-4r Training foi Navel Techni-

cal Training. 1AEC Report No 38.Naval Training Equipment Center, Orlando, Fla.

Training Analysis and Evaluation Group.Pub DateNov 76 `Note-144 p.EDRS Price MP30.83 13C47.35 Plus Postage.Descriptors- Administrative Organizauon. Ad-

ministrator Attitudes, Centralizauon, Geo-graphic Location, Military Personnel, 'MilitarySchools, Mifitary Training, Program Costs, Pro-gram Evaluation, School Buildings, School Per-sonnel. School Role, Surveys, Teacher Attitudes,Teacher Education, Technical Education, %, o-cations! SchoolsThis report identifies and discusses the factors to

be considered in determining the feasibility of thecentral n, or consolidation, of the instructortraining sch Ls under the administration or .ur-riculum con t of of the Chief of Naval Technical -

Training (C TECHTRA). The study considers thealternative. ptions M reducing the present sixschool sites to (I) a single school or academy, (2)two schools, or (3) three schools. The investigationis divided into two parts. The first explores thequalitative factors, identifying and evaluating thenoncost variables relative to the centralization deci-sion, and the second considers economic (cost) fac-tors. The report provides a "present cost" model,based upon resource expenditures for facilities,transportation, labor, and equipment. (Survey popu-lations for qualitative study included 85 administra-tors, supervisors, and selected senior instructorsassigned to the present CNTECIITRA instructortraining schools. The comparison group of 24' per-sons was composed of supervisory and administra-tive personnel st the Navy technical trainingschools at San Diego. Quantitative questionnaireswere also mailed to the six instructor training sites.)The qualitative, analysis identifies 45 variables as-sociated with instructor school functions and eightassociated with location factors It incorporates asummary of comments upon theivarious aspects ofthe centralization concept. Also included are sum-manes of requirements for the use of new construc-tion or modified existing structures ,forcentralization. (Author/LAS)

ED 138 755 CE 010 886''Ziemer. Addle W.A Study Comparing Typewriting Achievement of

Students Attending Class Three and Five Days aWeek in Beginning Typewriting at the Com-munity College Level Final Report'

Journal CitBBB02135Lehigh County Community Coll., Schnecksville,

Pa.

Spons AgencyPennsylvania Research Coordinat-ing Unit for Vocational Education, Harrisburg

Pub DateSep 76Note-124p.; Doctor'of Education thesis, Temple

University; pages 80-91, -The Tapping Test" byJohn C. Flanagan, were,rcmoved because of copy.right ; Not available in hard copy due to qualityof print

EDRS Price MF-S0.03 Plus Postage. HC NotAvailable from EDRS.

DescnptorsAeademic Achievement, BusinessSkills, Curriculum Design, -Curriculum Re-search, Doctoral Theses, Junior Colleges, JuniorCollege Students, Methods Research, Skill Deve-lopment, Student Characteristics, Time Factors(Learning), TypewritingThe purpose of this study was to determine (I)

whether beginning typewriting on the communitycollege level shOuld'be taught in a five-day-a-weekpattern or in a reduced three-day-a-week pattern,(2) whit, if any, relationship existed between' theachievement level in beginning college typewritingand the following student characteristics: Locus ofcontrol, close reading comprehension, tapping apti-

tude, previous typing instruction, age, and type-writer ownership; and (3) if any relationship existedbetween student achievement level in beginning col-lege typewriting and student characteristics, andwas it the same for those students experiencingthree class hours of directed instruction weekly asfor those students experiencing five class hours ofdirected instruction weekly: The experiment con-sisted of a pretesposttestcontrol group design with40 community college students randomly- assignedinto two sections of beginning typewrIting. Ana-lyses of covariance and multiple regression analyseswere used tthest the hypotheses. Findings showedthat (1) beginning college typewnung classes meet-ing five class hours a Week did not achieve signifi-cantly better than classes meeting three class hoursa week on achievement measures of grogs words pe.!minute. on straight copy, errors per minute, onstraight copy; and production points score on amanuscript, a tabulation, and a letter, (2i no signifi-cant relationship existed between the achievementlevel in beginning college typewriting and any of thestudent characteristics measured; (3) there was asignific.int relationship, although a marginal one,between student achievement level in beginning col-lege typewriting and student characteristics forthose students experiencing three class hours of di-rected instruction weekly. (LAS)

ED 138 756 CE 010 887Parr. Cada'Recommended Requirements for a Comptehensive

Management Information Systern,forOccupa-tioual Education. Final Report. S'

Journal CitBBB09461 ,Texas Education Agency, Austin Dept. of Occupa-

tional Education and Technology.Sporn AgencyBureau of OCcupational and Adult

Piucation (DREW /OE), Washington, D.C.Pub DateI Sep 76Contract- 0007500332Note-139p,, Some parts may be maarginally legi-

ble due to print quality of 'originalEDRS Price MF40.133 HC-S6.01 Plus Postage.Descriptors Decision Making, Educational Ac-

countability, Educational Legislation, Educa-tional Planning, Financial Stfpport, InforniationNeeds, Management Information Systems, Pro-gram Administration, Program Evaluation, Pro-gram Planning, tate Departments of Education,Statewide Erlanling, Surveys, Systems Develop-ment, Vocational Education .

'Identifiers 'TexasIn a study designeclto identify information needs

of persons who make management decisions aboutpublic school vocational education programs. inTexas and who develop ways to meet these needsthrough use of a management information system,particular emphasis was. given to the informationneeds of management withift the Texas EducationAgency relating to areas of long range planning;legislative proposals, accountability, and funding re-quirements. A series of interviews was conductedwith 29 persons representing management and mid-

, die management from the Department of Occupa-tional Education and Technology and theCommissioner and Deputy Commissioners of theTexts Education Agency information obtained wasanalyzed for common elements and expressed dataneeds-which are required for decisionmaking. Visits

endersp made to several States which are currently

eide in the process of developing effective man.ement information systems. Results of the study

p ovide (I) a detailed listing of the basic issues in-volved in program decisionmaking relating to voca-tional education, (2) a tentative listing of neededdata elements to be considered in a managementinformation system, and (3) recommendations for-the implementation of a management informationsistem. Recommendations are included. Appen-di es contain an interview guide, a preliminary listrr

Ai needed data elements for an occupational man-.0 agement informatidn system, a representative list oft

18

specific vocational education questions, luting, ofoccupational education reports, data elements quimanagement information system for occumluilinaleducation, and sample system data collection in-struments from Florida, Illinois, and Tennessee.(Author/LAS) 9

CE 010 894Faming Max And Others

'ED 138 958

Barriers to prollment in Post Secondary Voct.Clonal, T.ftcal and Adult Education Programsin Wisconsin. Pipal Report.

Journal CitRMQ66000ZQUW865Mid State Vocational, Technic , and Adult Educe.

tion District, Wisconsin Rapids, Wis.SouthwestWisconsin Vocational, Technical, and Adult Edu-cation District 3, Fennimote.Wisconsin Univ.,Madison. Granter for Studies in Vocational andTechhical Edtication.

Spons Agency Once of Education (bHEW),Washington, D C., Wisconsin State Board of Vo-cational, Technical, and Adult Education, Math.son.

Tub DateJun 76Note-98p., Best copy availableEDRS Price MF-S0.83 HC.S4.67 Pins Postage-Descriptors*Adult Vocational Education, Area

Vocational 'Schools, College Choice, Enroll-rnent, Enrollment Influences, Post SecondaryEducation, Slate Surveys, Statistical Surveys, Stu-dent Recruitment, Technical Education, Voca-tional Counseling, *Vocational Education

IdentifiersWisconsinBased on a prior study which found that only 55%

of those who indicated they planned to attend aWisconstp vocational-technical-adult. education(VTAE) school in their district actually did so, aresearch project was conducted to identify barrierswhich appeared to deter recent high school gradu-ates and adults from attending a VTAE school. Sur-veys were mailed to 2,730 potential students in fourof the VTAE districts in Wisconsin, oath a 40%return. Final tabulation included only 35% of therespondents who were not currently enrolled in anyVTAE school. The survey indicated that predomi-nant reasons for not attending VTAE schools werepostponement of schooling, need to earn money,difficulty in making the decision to go to school,finding a permanent job, lackof financial aid, andtransportation problems. Although personal prob-lems may underlie these reasons, this was not as-sessed in the survey. Many of the respondents whofound that local VTAE programs were not whatthey wanted were subsequently accepted at anotherschool, and over half of the respondents indicatedthey might attend a VTAE school in the future.Recommendations were made concerning financialaid; information on specific costs of each program;evaluation, training, and retraining, of respondentswho indicated they might attend VTAE schools inthe future; and counseling for potential studentsThe report also makes recommendations for furtherstudy and includes a bibliography. Appendixes in-clude thfgurvey form and related materials (LMS)

ED 138 761 CE 010 901Baker. J. EKentucky Jailers. Management and Operations

Manual.Kentucky State Dept. of Justice, krankfortPub Date-76Note -443p, Manual provided by the Bureau of

Training, Kentucky Department pflustrceEDRS Price MP40.83 HC-523.43 Pins Postage.Descriptors°Admi rostrati ve Policy, *Administ re-

live Principles, Administrator Guides, Adminis-trator Responsibility, Constitutional Law,Corrective Institutions, Criminal Law, Laws,Management, Manuals, State Standards

Identifiers * KentuckyThis manual is designed to provide jailers, deputy

jailers, matrons, assistant matrons, and other cm-plows in the office of the jailer with a comprehen.

cave reference ,to all constitutional, statutory, andregulatory standards about their duties and respon-sit:Mans. General and specific information on thelegal basis for the management .and operation ofKentucky jails, facts concerning policies add proce-dures, and information sources for the 'Kentuckyjailer are given. The manual is divided intolive sec-tions: Section A discusses a- senes of jail relatedmanagement and operations matters. Section B is acollection of Kentucky Revised Statutes arranged inniuneOcal sequence. All are related to the jail andthe functions, liabilities, and responsibilities of the

jailer and his staff. Section C is divided into foursubdiviiiorts concerned with constitutional provi-sions, legal', precedents, legal opinions, and theprocedures of law on Which the jailer must basemanagement ind operations decisions. Section D,consisting of seven subdivisions, describes resourcesavailable to the jailer for information, assistance,and guidance. Two of these sections describe train-ing programs and procedures for enrollment. Sec-tion E gives standards of jail construction andrenovation, health services, ehvironmental factors,and standards for participation in the Deputy JailersSubsidy Program. Section F contains a listing ofcities grouped within the legal claudication of each.(LAS)

ED 138 763 CE 010 905Directions for a National Manpower Policy: A

Report on the Proceedings of Three RegionalConferences. Special Report No. 13.

'National Commission for Manpower Pohcy,Wash-ington D.C. ;tea

Pub DateDec '76Note-169p.EDRS Price MF-50.83 HOS8.69 Phis Postage.DescnptorsConference Reports, Delivery Sys-

tems. Employment' Problems, GovernmentRole, Manpower Development, National Pro-grams, Policy Formation, 'Program Planning,Regional Manning. Unemployment, 'VocationalAdjustment, Vocational Education, *Youth Em-ployment G.

IdentifiersUnited StatesThe three conference reporti summarized were

prepared by the sponsors of the Regional (eastern,central, and western) Conferences on Directions fora National Manpower Policy held in September andOctober 1976 Each of these summaries is a sepa-rate section consisting of a summary of the confer-ence proceedings, a summary of the speeches andpapers presented at lie conference, any commentssubmitted by conference participants, a list of thediscussion questions used at the conference, and alist of the conference participants. Each of the sum-manes lotuses on The same broad themes-Employment Problems of Youth: Improving the Transitionfrom School to Work, Manpower Programs and Services. Infrastructure and Delivery, and Issues andElements in the Design of a National ManpowerPolicy. (WL)

ED 138 768 CE 010 9125')Mills Joe D. And OthersStrengtieniag Local Administration of Vocations!

Math= through Design, Implementation andEvalution of Alternative Delivery Systems forUse by coordinating Courkils. Final Report.Volume One.

Journal CitBBB09463FlondaaSiate Dept. of Education, Tallahassee Div

of Vocational Education.University of SouthFlorida. Tampa.

Spons Agency Bureau of Occupational and AdultEducation (DHEW, OE). Washington, D.0 ,

Pub date-14 Dec 76Contract-6007500436Note 19IP., For a related document see CE 010

926 , Not available m hard copy due to pnnt qualay of the onginal document, Some parts may beillegible on microfiche

EDRS Price MF-$0.83 Plus Postage., HC NotAvailable fro EDRS.

Descnptors*Adannistutive Organize 'on, Adult"Education, Area Vocational Schmumly Colleges, Community 'DeliverySystems, Educational Administration, 'Educa-tional Coordination, Junior Colleges, Models, Or-ganizational Effectiveness, Research Projects,Vocational Education, Vocational High Schools

Identifiers*Coordinating Councils, *FloridaThe purpose of this project was to design six-mod-

els for the operation of vocational and adult educa-tion and community instructional servicesCoordinating councils that would be adaptable to all28 Florida community colleges. Surveys were madeof 28 councils and from the analyses six represen-tative sites were selected in which to develop andtest each modelThe six pilot councils were thencompared with councils not in the project on effec-

-

Document Resumes 11

6

pendix H contains a list of published articles for the ,project and a Ea of conferences at which projectpresentations were made (The body of the reportand appendixes A and B constitute Volume I) (HD)

ED 138 771 CE 010 930Sexton, RobertExperiential Education and Community Involve-

ment Practices at the Postsecondary Level: Im-plications for Career Education.

Office of Career Education (DHEW/OE), Wash-ington, D.C.

Report No.P00760303Pub DateI Nov 76Note-66p.EDRS Price MF-50.83 HC.S3.50 Plus Postage.DescriptorsAcademic Standards, Activity Learn-

ing, Career Education, 'Community Involve-ment, Cooperative Programs, Cross Cultural

tiveness criteria taken from the State Board Rules to Training, Disadvantaged Youth, Educational As-sessment, Educational Experience, EducationaldeterMine how effectively the councils operate cati

was concluded that councils are more effective in Needs, Federal Government, Field Experience

terms of fulfilling their State Board of Education Programs, Government Role, Internship Pro-Rule-designated responsibilities when they develop grams, *I"ostsecondiry Educition, 'Program Er-and implement an operating model stating council fectiOeness, School Community Cooperation,

*Work Experience Programsobjectives and organizational procedures. Appen-IdentifiersExperiential Learningdixes A and B, the, ast two of eight appendixes to

this final report, comprise 129 of the 152 pages in , Based on the premise that there is substantial cot.

this volume. Appendix A contains the project flow !Station between the goals and objectives of career

chart and a questionnaire and resource guide in-tended to aid the coordinating councils to developnew procedures or to refine existing procedures.Appendix B contains the project evaluation plan,information on the Process-Progress Inventory(PPI) (which is developed fron) the stated goals,objectives, and strategies of each council's model tohelp councils establish a systematic examination oftheir objectives), the PPI questionnaire to facilita-tors, and the responses of six council's to the PPI.(Appendixes C through H are bound in a separatevolume.) (HD)

ED 138 769 CE 010 926Milk Joe D. And OthersStrengthening Local Administration of Vocational

Education through Design, Implementation andEvaluation of Alternative Delivery Systems forUse by Coordinating Councils. Final Report.

-education and experiential education (learning ac-tivities outside the normal classroom), four themes 'arc developed: A typology of experiential ed6cation -and community involvement practices, an overviewof selected exemplary experiential education andcommunity involvement practices and programs, 'critical issues of experiential education as they re-late to career education, and recommendations forFederal activity to enhance experiential educationas It relates to career education. Major types of ex-Perierrnal education dikussed are cooperative edu-cation, internships (preprofessional and general,education), field experience, cross cultural field ex-perience, policy research experiences, and nationalyouth service. Critical issues are discussed and pro-vide the rationale for the recommendations made.These issues are (I) academic issues involving theeffectiveness of academic supervision, awardingacademic credit, appropriate compensation for

Volume Two. -faculty who supervise student \and the appropriate-Journal CitBBB09463 ness of=- financial compensation for students par-Florida State Dept. of Education, Tallahassee. Div ticipating in experiential education activities, (2)

of Vocational Education.Uzuversity of South limited opportunities and the world of work, and (3)Florida, Tampa. the disadvantaged student. There are 20 recommen-

Spons AgencyBureau of Occupational and Adult dations presented, and a bibliography is included.Education (DHEW/OE), Washington, MC. (TA)

Pub Date-14 Dec 76Contract-6007500436 ED 138 772 CE 010 931Note-163p., For a related document see CE 010 Student Information System. Student Follow Up.

925 Management information System.EDRS Price MB-50.83 HC48.69 Plus Postage. 'texas Education Age9cy. Austin Div of Occupa

.Descriptors -- Administrative, Organization, Adult done! Research and'DevelcfpmehtEducation, 'Community Colleges, Community Pub DateAug 76Services, Delivery Systems, Educational Ad. Note -17p.ministration, Educational Coordination, Junior EDRS Price MF$0.83 HC-51.67 Plus Postage.Colleges, 'Models, Research Needs, !Vocational DescriptorsAdult Education. Data Collection,Education ollowup Studies, Graduates, Graduate Surveys,

IdentifiersCoordmating Councils, Sonde Junior Colleges, Management Information Sys.This volume contains six of the eight appendixes tems, Questionnaires. State Surveys. Student

to the final report of a project that designed and Records, Vocational Education, Vocational Fol--

tested six models.for the operation of vocational and I owup

adult education and community instructional set.- IdentifiersStudent Information System, Texasvices coordinating councils that would be adaptable , S(S (Student Followup Information System) hasto all 28 Florida community college districts. Ap- been developed by community qunior colleges .npencils C contains the Facilitators Project Impact the State of Texas in response to the need for sysQuestionnaire and the gelphi Study to Generate tematieand valid means of collecting followup dataData for the Coordinating Council Development. SIS is composed of a senes of data collection 4eAppenclik D contains the six models that were deve vices designed and tested .n a multitude of differentloped. Appendix E is a listing of project contribo- environments in various colleges throughout Texas.COIL Appendix F contains the, diffusion and 'Built around the concept den educational manage-dissemination plan for coordinating council devo ment information system, SIS is divided into sevenlopment project products. Appendix G contains a subsystems, each ivitta its own instruments andlisting of topics, related to coordinating council op- methods of processing The brochure describeseration that *suggested for continued research. Ap- seven subsystems, each of which provides a means

19

a

,

12" Document Resumes. .

for collecting a different type information: (1) Stu-tient': EducatioiYal Intent (to assess student educe-tional goals or intent); (2) Withdrawal Followup (of

-) y students who withdraw from college or individualtonnes), (3) Nonreturning Student Followup (ofgraduates who, after compleung a 'specific enroll-

' ment period, do not return for a iubsequent enroll-went period); (4) Graduate Followup (of students

,who graduate from associate degree or certificate /-diploma programs, both university transfer-

' /academic and occupational/technical), (5)` Employer Followup (for responsei by employers of

program graduates who participated in s previouslyconducted graduate survey); (6) Adult ContinuingEducation Followup (of students who completepreparatory, supplemental, or other adult continu-ing education courses); and (7) Stitt FolloruP Re-porting (for statewide studies). The brief descriptionof each subsystem includes notes on how the ques-tionnaires were designed and a list of the types ofinformation collected. (LAS)

'.ED 138 773 CE 010 943Competeney Based .Carricelam. Pre-Vocational

Redeem & Office Cluster. One. ,Journal CitZ.1F95105West Virginia State Vocational Curriculum Lab.,

Cedar Lakes.Sporn AgencyWest Virginia State Dept. of Edu-

cation. Charleston Bureau of Vocational, Techni-cal, and Adult Education.

Pub Date-76Note-351p.; For a related document see CE 010

944EDRS Price MF40.83 HC-S19.41 Plus PostageDescriptorsBL= Skills, 'Business Skills, 'Ca-

reer Exploration, Classroom Materials, Cur-nculum Development, Curriculum Guides,Instructional Materials, Intermediate Grades,Junior High Schools, 'Learning Activities, OfficeOccupations Edutation, 'Office Practice, Perfor-

ce mance Based Education, Prevocational Educa-tion, Resource MaterialsThis curriculum guide is,the first part of a two-part

volifina developed to assist those who are engagedin implementing prevocational exploration pro-grams concerned with business and office occupa-tions. It consists of experiential learning paw thatsamples variety, of competencies performed by ven-ous workers employed in the tattiness and officecluster The intent of the learning pan is to assiststudents, in assessing whether they would like toprepare themselves for the kinds of work presented;the pats are not intended to develop profinency inthe various occupluonal competenciesThis firstPart of the guide contains materialsofor the following25 learning activities: Preparing a master, operatingthe fluid duplicating machine, learning to writeGregg Shorthand, determining likenesses and dif-ferences. learning to proofread, operation of a type-writer, arranging parts of a business letter, checkingand figuring extensions on invoices, figuring cashdiscount and date of payment, applying for a socialsecunty number, completing a W-4 and W-4E form,figuring amount/ sale, counting change, opening abank checking account, making a deposit, writing scheck, prepanng a bank reconciliation, learning thebasic rules of alphabetic filing. completing a timecud, filling out a payroll register, paying employeesby cash, paying employees by check, learning theaccounting equation, preparing an income state-ment, preparing a balance sheet. Instructions andevaluation procedures are outlined for the teacher.(TA)

ED 138 774 CE 010 944Competency Based Curriculum. PreVocetional

Badness & Office Cluster. Two. ,Journal Cit-7JF95105West Virginia State Vocational Curriculum Lab.,

Cedar Lakes.Spons AgencyWest Virginia State Dept. of Edu-

cation, Charleston. Bureau of Vocational. Techni-

cal, and Adult Education.Pub Date-76Note- 336p.; For a related document see CE 010

943.EDRS Price i1P-S0.83 HC.S18.07 Plus Postage.Descriptors 'Basic Skills, 'Business Skills, 'Ca-

reer Exploration, Classroom Materials, Cur-riculum Development, Curriculum Guides,,Instructional Materials, Intermediate Grades,Junior High Schools, Learning ACtivities. OfficeOccupations Education, 'Office Practice, Per-formance Based Education, Prevocational Educa-tion, Resource Materials, Secondary EducationDeveloped to Assisi those who are engaged in im-

plementing prevocational exploration programsconcerned with business and offiCe occupations, thissecond part of a two-part curriculum guide consistsof experiential learning pace that sample a variety ofcompetencies performed by various workers em-ployed in the business and office cluster. the intentof the learning pace is to deist students in assessingwhether they would like to prepare themselves forthe kinds of work presented, the pace are not in-tended to develop proficiency in the various occu-pational competencies. This second part of theguide contains materials for the following 25 learn-ing activities. Keeping the petty cash box, preparinga flow chart, reading an 80-column punched card,understanding a form of computer language (theblinking lightsbinary numbers), making appoint-ments, receiving office callers, taking telephone

, messages, using the telephone directory, placingtelephone calls, preparing a telegram, folding let-ters, wrapping packages for mailing, figunngamount of postage, using the ZIPuCode Directory,

'making out an itinerary, completing a travel ex-pense form, keeping a stock control 'record, operat-ing the 10-key adding machine, preparing anagenda, filling in a deed, mitring out a receipt, pre-paring statements, making decisions about requisi-tions, using the paper cutter, using the cash register.Instructions and evaluation procedures are outlinedfor the teacher. (TA) .

ED 138 775 CE 010 945Home Economies. Exploration of Clothing Man-

agement, Production and Service Occupations.Performance Objectives. Criterion Measures.

Duval County School Board, Juksonylle, Fla.Note-37p.EDRS Price MP-$0.83 HC-S2.06 Plus Postage.Desenptors-6Bebevioral Objectives, 'Career Ex-

ploration, 'Clothing, Clothing Design, ClothingInstruction, 'Criterion Referenced Tests, JuniorHigh Schools. 'Occupational Home Economics,Occupations .

Several intermediate performance objectives andcorresponding criterion measures are presented foreach of five terminal objectives for a 12- to18-weekcourse designed to provide students in grades 8'or

9 with opportunities to explore a broad range of. clothing management, production, and service oc-

cupations. The cdurse was designed to' pnevide stu-dents opportunity to explore concepts as they relateto the clothing industry and self employment in the

/field including expression through dress, elementsand principles of design, social and psycholOgicalaspects of dress, fundamentals of fashion. identifica-tion and selection a care of textiles, selection andcare and merc6ndis g of clothing and accessories,consumer concerns, gislation, agencies, and em-ployment opportunities. Included in irreguntioncovered iv the objectives are hands-on laboratoryexperiences which are basic. to the specializedproficiencies needed for employment. (Thismanualand 54 others were developeFI for various secondarylevel vocational courses using the System Approachfor Education (SAFE) guidelines). (IT)

2O

ED 138 776 , CE 010 973Hilton, Arthur Lambe GeorgeMachine Shop. Perfoaince Objectives. Basic

Coarse.Duval County School Board, Jacksonville, Fla.Pub Date-a-Jul 73Note-72p.EDRS Price MP40.83 HC-S3,50 Plus Postage.Descriptors 13thanoral Objectives, 'Criterion

Referenced. Tests, Curriculum Guides, Handols, Machine Tools, Machinists, Senior High

ehools, 'Shop Curnculum, Trade and IndustrialEducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 13 terminal objectives for a high school basicmachine shop course. The materials were developedfora 36-week course (2 hours daily) designed to'enable students to become familiar with Me opera-tion'of machine shop equipment, to become familiarwith those basic skills and trade technology requiredby,ihe machinist in doing machinist work, and todiagnose and solve technical problems as expectedota competent journeyman machinist. Titles of the1:3 performance objectives are the following. Safety(housekeeping, equipment, clothing, handtools);measurement (micrometer, calipers, scale, vernier),

.layout (centering), lubrication (machines, hand-tools); benchwork (chipping, filing, scraping); cut-

' ting tools; surface grinder; grinder (hand); drillpress, power hacksaw; band saw, blueprint reading;and lathe Also included for souse of the-intermedi-ate performante' objectives are notes on teachingmethods and media selection. (This manual and 54others were developed for various secondary" levelvocational courses using-the System Approach forEducation (SAFE) guidelines). (IT)

p 138 777 CE 010 976.Tiffany. Earl

Industrial Electronics- Performance Objectives.Basic Course;

Duval County School Board, Jacksonville, Fla.Pub DateJail 75Note-81p.EDRS Price MP-S0.83 FICS4.67 Pins PostageDescriptors 'Behavioral Objectives, 'Criterion

Referenced Tests, Curriculum Guides, 'Electron-ics, Senior High Schopls, 'Trade and IndustrialEducationSeveral, intermediate performance objectives and

correspdnding criterion measures are listed for eachof 30 terminal objectives for a two-semester (2 hoursdaily) high school course in basic industrial elec-tronics. The .objectives cover instruction in basicelectricity including AC-DC theory, magnetism,electrical safety, care and use of hand tools, electri-cal circuits, measuring `devices. CieCtI1C meters,transformer and controls, basic electrical motor andgenera,lor theory. and, introduction to electronicsTitles of the 30 terminal performance objectives arethe following: Course introduction, safety, handtools, mathematics review, basic physics, basic cir-cuits and components, conductors and insulators.resistance and resistors, D C. measuring devices,D.C. circuit analysis, protective devices, magneticfundamentals, electromagnetism and induction,.basic meter movements, fundamentals of alternat-ing carrent, introduction to A.C. mathematics, osicilloscope and' signal generator operation, A C.resistive circuits, inductors and inductance, capaci-tance and capscitators, Inductive reactance andimpedance, capacitive reactance and impedance,power in A.C. circuits, A.0 circuit analysis, seriesresonating circuits, parallel resonating circuits, prin.emits of filters, transformers and transformer prin.emits, dynamotor and converters and inverters andvoltage regulators, and industnal electronics andthe vacuum tube. (.17)

ED 138 779 CE 011 013Gold JaneChild Care and the Working Vicuna. A Report of

the Secretary's Advisory Committee -on TheRights and Reapoesibilities of Women.

Department of Health, Education, and Welfare,,Washington, D.C.

Pub DateJul 75Note-54p.Available fromSuperintendent of Documents,

U.S. Government Printing Oflice, Washington,D.C. 20402 (S1.20)

EDRS Price MF40.83 HC-S3.50 Plus ?Maze.Descriptors 'Child Care, 'Child Care Centers,

Conference Reports, Day Care Se aces, DeliverySystems, F9leral Legislation, Government Role,National Programs, Needs Assessment, Organi-zation, Program Development, Public Policy,Taxes, Working Women

Identifiers --Fair Labor Standards Act*, IncomeTaxes. Socill Security Act Title XXProceedings of a 1975 conference on child are

and the working woman for representatives fromnational women s orpruzauohs, child advocacygroups, labor unions, religious and consumer as-socutuorts, and pnvate individuals are contained titthis report along with a summary of the 1975 reportof the subcommittee on social services and welfareand recommendations. The conference report in;eludes background information on the issues: TitleXX of the Soma! Security ACt, alternative organize-non models for child are services, child are as anincome tax deduction, coverage of domestic work-ers under the Far Labor Standards Act, and theorganszauort of the conference. Recommendationsfor change acre made in the following areas. Title XXand public_ 'apation, alternative organizationaldesigns for d vexing child services, child are as anincome tax d cation, impact of the extension of

e the Fair Standards Act to domestic workerson child.. eareand conference recommendationsfoched on the Department of Health, Education,and Welfare (DHEW) role in securing and design-.,

a national child are program. Appendixes con-tain Congresswoman Margaret M. Heckler's/speech, a list of conference participants, and pro-gram agendas for conference activities. (TA)

ED 138 782 CE 011 027Budke. Wesley E. Comp. Gordon. Ruth, ComizGarrett Projects in Vocational Education-FY, 1916. Abstracts of Projects Supported in Fiscal

Yep 1976 and the Transition Quarter *rider theVocational Education Amendments of 1968(Parts c, 1), I and J).

Journal CitBBB11095Ohio State Univ., Columbus. Center for to ocauonai

Education.Sports AgencyBureau of Occupational and Adult

Education (DHEW /0E), Washington, D.C. Div.of Research and Demonstration.

Pub DateFeb 77Contract-300.75-0141Note-272pEDRS Price MF-50.813 EC-514.05 Plus Postage.Descriptors--Absiracts, Bilinjual Education, Ca-

reer Education, *Contracts, Curriculum Develop-ment, Demonstration Projects,, EducationalResearch, Elementary Secondary' Education,'Federal -Aid, 'Grants, Post Secondary Educa-tion, Program Descriptions, 'Research Projects,'VoCational Education

IdentifiersWocauonal Education Amendments1968This compilation presents abstracts of 221 new

and continuing projects funded by the Division ofResearch and Demonstration (USOEBOAE) infiscal year 1976 and the transition quarter (July ISeptember 30, 1976). Following a narrative intro-duction and list of project titles, the abstracts arcslanged alphabetically by State within each of the'foul sections that pertain to the part of the Voca-tional Education Amendments of 1968 under which

(

I;

a

-funding was obtained Part C, research (124, prolejects); part D, demonstration (60 projects)! part I,

,curriculum development (15 projects), and Part 3,bilingual vocational training (22 projects). The partC projects are grouped according to the followingpriority areas..,AddR vocational education, post-secondary vocational education, individualizationand modularizatiod of instructionalmaterialp, spe-cial needs populations, and special projects lof na-tional significance, part D projects byexperience-based career education, cluster projects,work experience ind cooperative vocational educa-tion, and continuing K-14 career educatIon and

r cluster projects. The information provided for eachproject Includes application number, contract orgrant number, title. principal investigator and or-ganization, funding period, and an abstract summitsrung project objectives, procedures, and expectedcontribution to education. Thaprojects are indexedby application number, principal Investigator, andState: (Author) "ED 138 783 CE 011 034Waddy, Paul H., Jr. Cunningham, Clatence .LAnalysis of 4-H Community Development Pro-

grams in the Cooperative Extension Service.Summary of Research Series.

Ohio State Univ., Columbus. Dept. of AgnculturalEducation.

Pub Date-77Note-51p., Best copy availableEDRS Price MF-S0.83 HC-.53.50 Pleas Postage.DescriptorsCommiunty Development, Com-

munity. Relations, 'Cooperative Programs,County Programs, Extension Agents, ExtensionEducation, 'Group Activities, 'Program Design,Program Planrung, Research, Surveys, Tables(Data), Youth Clubs, Youth Programs

Identifiers '4 H Clubs, 'Cooperative ,ExtensionServiceA three -part questionnaire requiring the pnonu-

xenon of 93 program items juider 13 identified pro-gram areas was administered to 207 Extensionagents in counties from 3thStates where 4H Community Development (CD) programs were con-ducted through organiged groups. The study wasdesigned to (I) describe and analyze the 4-H /CDprograms conducted by Extension agents and lead-ers through organized 4H /CD 'groups at the localor county level (2) determine the priority of 4-H /CD programs as perceived by Extension itgentiresponsible for 4-1-1/CD groups at the county level,(3) describe and analyze the most important activi-ties conducted, and (4)specify limitations and con-ditions involved in conducting 4-H /CD programs asperceived by Extension agents at the county levelIn this report, the high priority items selected by therespondents in each of the program areas are listedand other findings relating to the size of the countystaff, past 4-H activities, degree of support for 4-H/CD programs, and problems are briefly discussedunder separate headings. The major part of this re-port consists of 13 tables.(one for each programarea) showing the rankings of the 93 program items.(S El)

ED 138 786 CE 011'055Profiles of Career Edam tie Projects. Second

Year's Program. Fiscal Year 1976 Funding.Journal CitBBB10300Pacific Consultants, Washinton, D.C.Sports Agency Office of Career

(DHEW/OE), Washington. D.C.Pub DateDec 76Contract- 300.76.0298Note-224p.. For related documents see ED 114

586 and ED 120 411, Parts of document may beMarginally legible due to punt quality of original

Available from Superintendent of Documents,U S Government Printing Office, Washington,D.C. 20402 (Stock Number 017-080-01664 8.53.00) f

21

Education

Document Resumes 13

EDRS Price MF-S13.83 HC-S11.37 Plus Postage.Descriptors 'Career Education, Demonstration

Projects, Directories, Educational Improvement,Educational Objectives, Elemetitary SecondaryEducation, Federal Aid, Federal Legislation,Gifted, Handicapped Students, Higher Educetion, Inforrhation Dissemination, Learning Ac-tivities, Minority Groups, Post SecondbryEducation, Frogragt,Descriptions, Program Delsign, Program Evaluation, 'Program Improve-ment, Projects, Sex Stereotypes, SpecialEducation, Teacher Education

Identifiers 'Education Amendments 1974,United StatesShort summaries are given of 71 exemplary and

demonstration career education projects funded bythe Office of Career Education in 19'6 The profilesare grouped into five categories and arranged alphabetically by State within each category- (I) In-cremental Quality Improvement in K 12 CareerEducation Programs (32 projects); (2) EffectiveMethods and Techniques for Senior High Schools,Community 'Colleges, Adult and Community Edu-cational Agencies, and Institution of Higher Edu-cation (8 projects), (3) Special Segments of thePopulation (Such as the Handicapped, Gifted andTalented, and Minority and Low Income Youth)and Reduction of Sex Stereotyping in CareerChoices (14 projects); (4) Training and RetrainingOf Career Education Teachers (4 Projects); and (5)Communication of Career Education 'Philosophy,Methods, Program Activities, and Evaluation Recults (13 projects) Each profile follows a similarformat, including title and locatiop of project, name ,of project director, funding, major objectives, pro-ject activities, evaluation, communication (ematerials developed during the project), and demo-graphic data (e.g., levels/groups served, type of areaserved, and number of persons served) Appendixescontain the texts of the 1974 cared education legis-lation (Section 406 of Public Law 93-380) and otherFederal regulations related to career educations(LMS)

,

ED 138 787 CE 011 058Bennett. Donald G.Career Development for Farm .Employment. Final

Report.Journal CitBBB13781Rural Economics Inst., Davis, Calif.Sports AgencyEmployment and jraming Ad-

mintstration (DOL), Waslungum, D.C. Office ofManpower Research and Development.

Pub DateJan 77ContractDL-82-11-71-i5Note-57p.Available from National Technical Information

Service, Springfield, Virginia 22151.EDRS Price MF-50.83 HC.53.501Plus Postage.Descnptors"Agneuiturai Laborers, 'Career Lad-

ders, Demonstration Projects, Employment Ser-vices. Farmers, Farm Management, InteragencyCooperatipn, Job Skills, 'Job Training, Manage-ment Development, , Manpower Utilization,Mexican Amencans, 'Migrant W orket Projects,Migrant Workers, Personnel Management, Pertsonnet Needs, Seasonal Laborers, Skill Develop-m'ent, Skilled Workers. Task Analysis. UnskilledWorkers, Vocauonnl Development

IdentifiersCaliforniaIn an effort to lessen the social and economic

dysfunctions many California farm workers sufferbecause of the migratory and seasonal nature oftheir jobs, a three-phase study was conducted toresearch, develop, and implement a new career sys-tem for the farm worker. During the project's firstphase, a job task analysis was conducted on fourrepresentative farms to develop a new job structureand related training sequences. The job structureand training were implemented on six farms duringthe project s second phase. Because of the lack of

understanding by farm managers of personnel plan-mng, the investigators developed 'a "Manpower

a

t

14 Document Resumes

Planning Guide" that identified the man-hour re-quirements for each work activity for 20.,differentcrops grown in California. It was found that withproper manpower planning many of the tridition-ally intermittent and seasonal work arrangementsamid be stabilized into permanent and year roundjobs. Phase three of the project dealt with the deve-lopment and promotion of anew interagency, coop-erative agricultural career system. An interagencymodel was established in Fresno County with coop-eration from 13 State, local, and community agen-cies to deliver new services in three areas: Employereducation: short course skill training for unem-ployed and undiremployed farm workers, and em-ployment services. Because of the success of thedemonstration model, other California countieshave begun their own interagency service for farmworkers..(LNIS)

ED 138 799 CE 011 117Wynn. George A. Ransom. Robert M.

The Development of an Innovative Strategy forCopia* with the Transition from School to Work:Implications for High School Students.

Journal GtI3131306621Ohio State Univ , Columbus. Center for Vocational

Education.Spons AgencyNational last. of Education

(DHEW), Washington, D.C.Pub DateApr 77 .Contract NE-f/(00- 3-0079Note-26p.Available from Paper presented at the American

Educational Research Association Convention(April, 1977)

EDRS Price MP-S0.83 HOS2.06 Phis Postage.DescriptorsBehavioral Objectives, Course

Evaluation, Course Objectives, Educational Re-search, Job Skills, 'Problem Solving. 'ProgramEffdctiveness, Program Evaluation, SecondaryEducation, *Skill Development, 'Student Devpfopment. Teaching Techniques, 'Vocationaljustment

1.An instructional2init. Cciping in the World of

Work: Practice in Problem Solving." designed toassist 1 1 th and 12th grade high sckool students indeveloping the ability to solve vocatiopal adjust-ment problems was-developed and evaluated- In-structional goals of the unit included the following:.(1) To become acquainted with the range of job

- adjustment problems typically encountered in theworld of work, (2) to learn a five-step problem solv-ing approach for solving job adjustment problems,(3) to learn to apply the approach with real lifesimulated practice problems, and (4) to lam to usethe approach with real problemi outside the class.room The five problem solving steps are diagnosingor defining the problem, generaung alternative solu-tions, evaluating the solutions .n terms of feasibilityand usefulness, choosing a solution and implement-ing it, and validating that the solution accomplishedits ends. Teaching methods such as filmstnps, case

_studies. role playing. brainitorming, Croup discus-stons, and individualized instruction were used. Pi-lot and field testing wereconaluMed using two formsof assessment instruments based on the statedbehavioral objectives Gains registered by the experimental group were substantial whereas essentally no gams were registered by the control group.It was concluded from the pilot and field testing thatthe instructional unit helped students become ac-quaint with strange of work entry and job adjust-mem oblems and learn a syatemative five-stepapps- h to cope with these problems. In addition,all instructors Welting the unit reported positivesexperiences with the unit and its contint. (PA)

It

ED 138 806 CE 011 127Sanded Steven X. ShoptrosDandThe Theory of Haman Capital and the Earnings of

Wane= A Re-exansiaados of the Evidence.

Journal CitFGK45110Ohio State Univ., Columbus. Cent= for Hunan Re-

source Research.Sports AgencyManpower Administration (DOL),

Washington, D.C.Puh DattsJun 76Note-33p.Available BoaThe Ohio State University, Col-

lege of Administrative Science, Center for HumanResource Research, 1375 Perry Street, Suite 585,Columbus, Ohio 43201 (5.80)

EDRS Price MF-30.83 HC-52.06 Pins Postage.Descriptors bate Analysis, EduCational Back-

ground, Equal Opportunities (Jobs), Females,'Human Capital, *Income, Job Training, Males,Mathematical Models, 'Models, 'Sex Discrimi-nation, Staaitics, Theories, Wages, 'Work Ex-perience, Working WomenThis paper discusses specification and interpreta-

tion of human capital models of women's earningswhen data on actual work experience are available.It uses the segmented darninp function frameworkdeveloped by Jacob Mincer and Solomon Polachekand considerthe effects of data errors, issues in-volving data interpretation, consequences of model

. mils-specification, and the simultaneity problem.Thi male-female wage gap is reexamined in light ofthese considerations. It is concluded that appropri-ate analysis of the corrected data does not supportoriginally pulaished conclusions concernig theshapZ of the on-the-job investment profile, the im-portance of "depreciation" of human capital. andthe proportion of wage gap that can be explained bydifferences in work experience between men andwomen. (Author /JT)

ED 138 808 011 143ROley. RandallRThe Impleseitation of CETA in Oldo.lh&D

Monograph-annul-ReportJournal atBBB13219Ohio State Univ., Columbus. Mershon Center.Spons AgencyEmployment and Truant Ad-

ministration (DOL), Washington, D.C.Pub Date-.77Noteb4p., Tables and footnotes may be margin-

ally legible dile to small typeAvailable froniSupenntendent Of Documents,

U.S Government Printing Office, Washington,D.C. 20402

EDRS Price M12-50.83 Hb-53.50 Phis Postage.DescriptorsAgency Role, Community Agencies

(Public), Decision Making. Delivery Systems,EmploymentLfroyems. Employment Programs,&mployment Am1=, Employment. Trends,Federal Aid, Federal Legniamin, Federal Pro-grams, 'Federal State Relationship, GovernmentEmployees. heimpowess Development, ManpowerUtilizauon, *firogram Administration. Public Of-&ids Public, Service Occirpauons, State Agen-cies, State Officials. State,grograms

Identifiers-- *Com prehensive Employment andTraining Act, !OhioThii last of a series of reports on the implementa-

tion of the Comprehensive Employment and Train-mg Act tCETA)tin Ohio, from the inception of theprogram in 1974 through mid-1976, compares 16 ofthe 17 prime sfonsors in the State. The monographdew-riles and enplane patterns of influence overdecisionmakmpabout CETA at the local levet, avariety of pros/lair:ism choices, and patterns ofclient wise and service. Comments are also madeon the roles of the State and of the Chicago regionaloffice of the Department of Labor with regard toOhio prime sporisors. The authors conclude thereare three main problems and three principalachievaRents of "CETin Ohio. The problems re,late, to decrusect or low level service to the most

AO

disadvantaged of eligible CETA clients, less atten;don to training and work - experience programs, anda vague and shifting Federal rolls in CETA. Theprincipal achievements discussed are innovativeand seemingly successful programs developed bysome prime sponsors in the face of political andeconomic pressures, growing professionalism of theCETA system, and some meaningful and influentialinvolvement in CETA decisionmaking throughmanpower plang councils. Recommendationsare made regar client service patterns. programcomprehensiveness, public service employment,manpower planning councils, the regional office ofthe Department of Labor, and the State. The reportalso includes chats illustrating models of 'ETAimplementation features in prime sponsorships, ta-bles, and a bibliography. (LMS)

ED 138 809 CE 011 146Copes George H. Kkven. Bruce A.Job Selection Patter= Linkaie between Vox*

tional Edam:sties Programs sad the Labor Mar.Ike!.

Minnesota Research Coordinating Unit for Voca-tional Education, Minneapolis.

Pub DateFeb 77Note-161p.; Pages 77 and 78 (combining a f9,1-

lovnip questionnaire) were copyrighted and there-fore removed. They are not included in thepagination ; Bat copy available

EDRS Pries MF-50.83 HC-58.69 Plat Postage.Descriptors*Employment Patterns. Geographic

Location. 'Graduates, Graduate Surveys, Indus-try, Job Market, Job Placement, Labor Market,Labor Supply, 'Manpowes'Needs, OccupanonatChoice, Post Secondary Education, Prediction.'Predictive Ability (Testing), Program Planning,Research, Secondary Eduction. State Surveys,Technical Education, ' Vocational Education, Vo-cational Followup

IdentifiersMinnesotaThe purpose of the study was to develop and test

a coo:* for defining the linkage between voca-tional education programs and the labor market.The proposed concept was 'tided Y lob selectionpattern." Procedures included collecting andanalyzing occupations selected by gradisates ofMinnesota's area vocational technical institutes.Program areas were selected using three criteria: (1)At least one program area was selected from each ofthe traditional vocational eduation areas. (21. Atleast one program area was selected which was dimeted toward each of the basic categories of occu-pations of relevance to vocational oducaGon. (3) Atleast one prograni area was selected which tradition-ally had enrolled persons of each sex. Two majorCOACitili012.1 'verb that (1) there was a unique jobselecuoli pattern for each area and patternsoverlap between program and (2) on the issueof stability of job selection patterns over time, pro-gram areas vary substantially at degree of stabilityand that indi.vhal program area may have bothstable and mutat aspects within then own pat-terns The first section of this report describes thebasis for developing the concept of a job selectionpattern. the next section displays the results of try-ing out the concept on graduates of a selected sani-,pie of program areas. (LAS)

ED 138 810 CERosen. Dared Paid And OthersMisters of Reality: CertiBtate or Per!

Toward Polley and Practice for PEdacatfoit and Work Proge,asts Beqmes for Students.

Journal at- BBBI2349National Student Educational

D.C.Spons AgencyNational Alamo Coun

reer Education, C"Pub DateJan 77Note -219p.

22'I

ta-

EDRS Pries hIF.S0.83 HC-S11.37 Piss Pottage-DescriptorsCareer Education, Case Studies,

Community Colleges, Demonstration Programs,Educational Objectives, Graduate Study, HigherEducation, Junior CotlegM, Performance BasedEducation. policy Formation, Post SecondaryEducation, Professional Education, Program Doscriptions, *Program Development, Program Ef.fectiveness, Program Evaluation, Universities,*Work Experience Programs -A study was conducted to obtain an initial view of

exemplary programs involving an emphasis on workand education in postsecondary settings. Twentyprograms were selected and described on the basisOf comprehensiveness of approach, cross-section ofinstitutional settings, cross - section of educational

preliminary oraPeetIvesaluatiori- demonstrating atraditions or to career education,

positive change in student outcomes, faculty!.guidance/administrator outcomes and communitypersons outcomes, and overall judgment that signifi-cant positive outcomes warrant commtmieation ofsuccess to outside institutions, communities, peers,and the general public. Institutions represent threecategoriet 2 -year community colleges, 4-year col-leges and universities, and undergraduate andgraduate professional schools. The report contains asummary of the findings and recommendations tothe National Advisory Council for Career Educa-tion regarding the setting of priorities for post-secondary education and work programs. Analysesof findings are discussed in length, and five majorproblem areas in developing posutecondary educe-tioo and work programs based on outcomes for stu-dents are identified: Integration of abstract andexperiential learning, assessment of student out-comes, credentialing,based On student performance,information for planning. and Federal and State ad-- ministration of postsecondary education and workprograms. The report is contained in 39 pages; theremainder of the document consists of profiles ofeach of the 20 programs, each including d -mctionof miens. purposes, activities, and outcomes .14A)

ED 138 812 CE 011 155

Journal Gt 01310536Ca sr for Black Women.Jackson. yne Johnson

Duke Univ.. Durham. N.C.Sporn AgencyNational hist of Education

(DHEW). Wuhingten, D.C. Education andWork Group.

Pub Date-76.

Note-372p., For a related document see .CE 011156 dr

MRS Pries MF-S0.83 HC-S1931 Plas Postage.Descriptors Affirmative Action, Agency Role,

'Blacks, *Career Opportunities, Educational Ex-perience, Educational Needs, Employment Op.portimities. Employment Projections, FamilyInfluence, Federal Government, Federal Legate-OM *Federal Programs, IFetnaies, GovernmentRole, Individual Needs, Needs Assessment, Oc-cupational Information. Occupational Mobility.Occupations, Policy Formation, Professional Oc-cupaticlia, ?Program Effectiveness, Racial Differ-

/ coca, 'Research Needs, Research Problems,Socioeconomic Influences, SocioeconomicStatus, Working Women

Identifiers 'National Institute of Education, NIEThe specific problem conceptualized for this posi-

tion paper was that of deriving inferences from sta-tistical data Ighich permitted some,determination ofthe probable effects of recent federal .policies andprograms on the career options of black women,and, along 'with other relevant data, to develop a setof recommendations concerning the t of poli..cies and progpms whickbest aid black omen inusing and impro4ing their career opti In adds.don. three issues (competent education Tonalfacade roles. conflicting ed asthe relate to the efforts to aid black women.Myths and realities occupational, familial,

and educational itatuses of hick women are di;cussed in detail. Employment outlooks for 17 occu-pations through the mid-1980's are discussed.Career options for black women and the NationalInstitute of Education (NIE) role are examined,recommendations are made which focus on the major concerns and strategies of the Education andWork Section of NIE as they relate to black women.It is concluded from statistical data that federal poli-cies and programs had insignificant, weak, or mod-elite impacts on career options for black women. Itis also noted that the survey of related data tendedto confirm the general paucity of empirical dataatkut the relationship between schooling, family,work, and income for black women, thereby leadingto the overriding recommendation for a massive re-search undertaking of thierype. Tables are includedfor 1974-75 predictions of training and other qualifi-cations, and employment outlooks for selected oc-cupations (66 pages). (TA)

ED 138 813 CE 011 157Rota. James V Hug William L..Organizing and Conducting Demonstration Pro-

jects in Vol:sail:ull Education. Research andDevelopment Series No. 117.

Journal CitBB1309463Ohio State Univ.; Columbus. Center for Vocational

Education.Spans AgencyBureau of Occupational and Adhlt

Education (DHEWIOE), Washington, D.C.Pub Date-77ContractG00-75-01704Note -25p., For a related document see CE 011

158

EDRS Price MF-$0.83 HC-S1.67 Plas Postage.Descriptors - Administrator Guides, 'Demonstra-

tion Projects, Diffusion, Orpnizational Com.munication, Program Development, ProgramEvaluation, *Program Planning, Resource Alloca-tions, *Vocational EducationThis resource book, designed as a planning tool

for demonstration project directors, discusses thefollowing six key dements which hive applicationat all three stages of a demonstration project: (1)Objectives, (2) resources, (3) endorsement, (4) combmunications. (5) evaluation, and (6) outreach. Each.of these elements is discussed within the context ofdemonstration projects regarding plan, operation,and replication. Each chapter is organized into adiscussion of the essential elements, action steps forimplementing the elements by stages, and an activi-ties checklist. Project directors may also use thisguide to determine the adequacy of activities in theoperational phase of a demonstastion project. (In-formation in the guide is baseeLon a mail surveyrespolue from 54 federally funded exemplary pro-ject sites in the spring of 1976.) (LAS)

ED 138 814 CE 011 158Hull la L Bina, James V.The es of Selected Orpnizational and

tithe Variables on Continued and Ex-tended Use of Exemplary Projects in VocationalEducation. Research and Development SeriesNo. 116.

'Journal Cit-8B1309463Ohio State Univ., Columbus. Center for Vocational

' Education.Span% AgencyBureau of Occupational and Advil

Education (DHEloi OE), Washington, D.C.Ppb Date-77 ,Contrat-000-75-01 704Note-104p.EDRS Price MILS0.83 HC-S6.01 Pins Postage.DescriptorsAdmirustrative Organization, *Adop-

uon (Ideas), Agencies, 'Demonstration Projects.Diffusion, Educational Innovation, 1 cderai Aid,Information Dissemination, Material Deveiop-merit, National Surveys, 'Organization, 'Organi-zational Communication, *ProgramAdministration, Research, School Dstncts, Sec-ondary Education, Site Analysis,

t 3

r .

Document Resumes 15

Education I

Anciploratory research study of exemplary partD projects funded during the first cycle, July 1,1970, through June 30, 1973, was conducted (1) toexamine administrative and organizational variableswhich influence continuation and replication ofmaterials and activities of exemplary projects, and(2) to formulate this knowledge into a brief, usefuldemonstration guide for local project directors (secCE 011 157). A mail survey with followup psoce-dures by telephone and mall was the p meansof data collection. Fifty -four of the 59 (92 voca-tional education emplary project directors re-sponded. Thirty-nine of 78 (50%) replication siterespondents returned the questionnaires. Followupvisits lb selected exemplary sites for the currentyear were used to check the validity of the survey.Onsite personal Interviews with 26 selected projectdirectors and staff rpembers in I I States were alsoconducted. During these visits, project personnelreviewed drafts of the demonstration guide. A keyfinding indicated that those sites most likely to con-tinue the demonstration collected evaluation datamore frequently than those sites less likely to con-tinue. Additional findings Indicated that projectcontinuation was associated with (I) use of an ex-perienced project director; (2) use of weekly staff

.meetings; (3) use of one to six hours of staff 'User-vice; and (4) use of students and labor representa-tives on advisory committees. (Authors/LAS).

ED 138 815 CE 011 168Pautler Albert J.. Jr.. Ed tThe Future of Vocational.kdacation. A Report on

the National Bicentennial Conference on Voce-Bona! Education Minn eapolis, Minnesota, Ortober 10-13, 197 .

National Advisory Co cil on Vocational Educa-tion, Washington, D.C. *

Pub Date-77Note-56p.EDRS Price MF-$0.83 HC-S3.50 Plas Postage. ,DescriptorsConference Reports, Educational

Development, Educational Needs, EducationalPolicy, Futures, (of Society), Labor 'Market,Manpower Development,( Manpower Needs,Policy Formation, Political Influences, PublicPolicy, Socioeconomic Influences, VocationalEducation

IdentifiersUnited StatesProceedings are presented (rani a conference of

over 1,000 people, the purposes of which were (1)to look at the future of vocational (2) toexamine the influences which make an impact onpresent and future vocational education decisionand policymakers, and (3) to arrive at a suggestednational policy for vocational education. Sections 1and 2 are conference opening remarks and the key-note address, "Education for Work-A National Im-perative," by Congressman Albert H. Quie. Section3 consists of abstracts of six major addresses Educadon for What? The Place of Skill Acquisition, Voca-tional Education Policy, The Future of VocatioPalEducation, The Future of Vocational Education AYouth Perspective; and The Future of VocationalEducation. A Student Perspective. Abstracts of 15forum presentations constitute section 4 AnEconomist's Message; Labor and Vocational Edu-cation, International' Issues, Competence BasedEducation, Sociological Dimensions and Consider*dons, Deniographic and Employment Perspective,Meeting the Needs of the Handicapped, Guidanceand Counseling; Delivery Systems of the Future;Meeting the 'Future Vocational Needs of NativeAmericans, Managing Technological and Olganizauonal Change, Future Vocational Education Delo,cry Systems, Future Political Impact. What ShouldBe Taught in the Future, and The Future Participa-tions of himonties and Women. The final two se,hops are a five page conference summary statementand a statement on the future of vocat!onal educa-tion by Albert J. Pautler (LAS)

16 , Do&ment Resumps

ED 138 816 CE 011 173a Gordon. Alice K. And Others

Conceptual Framework for Curriculum Decisions* in Education for Marketing and igib tri bu ti o a

Careers.Journal CitBBBI4453Contract Research Corp., Belmont, MassSpons Agency Bureau of Occupational and Adult

Education (DHEW/OE), Washington, D.C. Cur-riculum Development Branch.

Pub DateMar 76' .ContractOEC-0-73-5233Note--66p.Available fromSuperintendent of Documents,

U S. Government Printing Office, Washington,D.C. 20402 (Stock Number 017. 080-01549-8)

EDRS Price MF-50.83 HC-t3.50 Plus Postage.Descriptor 'Career Education, Change Strate-

gies, 'Conceptual Schemes, 'Curriculum Deve-lopment, Decision Making, *DistributiveEducation, 'Educational ,Planning, ElementarySecondary Education, Integrated Curriculum,*Marketing, Models, Occupational Clusters, Pro-gram PlanningDeveloped to provide bases for curriculum deci-

sions in education for Marketing and distributioncareers, the conceptual framework presented herecontains the following elements: Identification ofsocial, economic and educati trends which af-nalfeast employment and ed on in marketing anddatnbution, an assessm t of current educationpractice, ag analysts of any discrepancy betweenneeds an Practice, and recommendations forchanges which will reconcile practice and need.Reasbns are examined for the development of thecareer education concept, the way in which market-ing and distribution occupations may be viewed inlight of it, the content of the occupational clusterschema, and its Implications for education in mar-keting and distribution, kindergarten through adult.Major topics discussed include the following. Deter-mining the organization of marketing and distribu-tion occupations, bases for curriculum decisions(career awareness, exploration, and preparation, 1.K-12 and adult), implementation decisions in gradesK-I2 and adult, curriculum development, instruc-tional strategies, Ind program management. An ap-pendix contains cluster 0 tagrams for occupations inmarketing and distribution' (TA)

ED 138 819 CE 011 192Bailey. Larry JCareer and Vocational Education in the 19801:

Toward a Process Approach. Final Report,' Journal at-88813249

Southern Illinois ljniv , Carbondale Dept. of Occu-pational Educanbn

Spons AgencyIllinois State Office of Education,Spnngfield Div of Adult Vocational and Techni-cal Education.

Pub Date-15 Jun, 76Note-.87p., "Appendix A, Foundations for a

Redefinition of Educational Purpose: A 'Quo4a-bona! Bibliography" was removed because ofcopynght ; Best copy available

EDRS,Price MF-$0.83 HC-S4,67 Plus Postage.DescnptorsBehavioral Objectives, 'Career Edu-

cation, Change Strategies, Educational Change.Educational Development. Educational History,'Educational Philosophy, Educational Research,Educational Theones, *Educational Trends, *Hu--mananc EdUcation, Humanization, IndividualDevelopment, Literature Reviews, Models,'Process Education, Relevance (Education), *V °-canons! Education

, A broad outline is presented of process education.defined as a humanistic view of education focusingon the learner and the development of those skillswhich are believed to be central and important tofunctioning in the reality of present and futuredecades Also discussed is how career and voca-tional education might be incorporated in such aglobal paradigm. Historical attempts to define the

purpose of American education are summarized andthen related to the development of career and voca-tional educatiOn A developmental cumculummodel for career education is presented as a meansto the integration of process and career education.Scholars, researchers,, curriculum theorists, andpolicy makers in career education are challenged tobuild on the theones and trends identified in deve-loping a more humanistic educational system. (TA)

ED 138 820 011 193Beaulieu, Reo A Erickson. StanleyAn Information Network and Sim don Model

for Vocational Education. Final Report. RhodeIsland Model IL Volume 1,

Journal litRMQ66000Rhode Island-State Dept. of EducatiOn, Providence.Sons AgencyOffice of Education (DHEW),.Washington, D.C.

Pub DateJan 77ContractOEG-007500326Note-8 I p.EDRS Price MF-50.83 HC-54,67 Plus Postage.DescriptorsCosts, Demography, Educational

Benefits, Educational Planning, Enrollment, La-bor Market, 'Management Information Systems,'Models, Policy Formation, Population Trends,*Simulation, 'Statewide Planning, *VocationalEducation

IdentifiersRhode Island, 'Rhode Island Model IIA project explored less costly methods by which

educational planning and control information couldbe collected, organized, and disseminated to appro-priate, planners and policymakers. An existingprototype computer simulation was refined and fur-ther developed by incorporating into it additional,demographic, manpower, educational, and eco-nomic data by modifying it to accommodate addi-tional variables and parameters, and byexperimenting with various model computer simu-lation rugs to provide a-range of outputs and thustest the reasonableness and validity of the model forplanning and policy making purposes. The projectresult, Rhode Island Model II (RIM II) constitutes(1) a common demographic, manpower, and educa-tional data base for dissemination and use by plan-ners and policy makers and venous levels indifferent State and local agencies, (2) a process andmechanism for improving communication and coor-dinating the efforts of State agencies involved inmeeting occupation and training needs of the State'spopulation, and (3) an analytic and planning tool toassist the Department of Education in analyzing theImpact of different demographic and economic con-tingencies in the State's educational system and as-sess the consequences of alternative educationalpolicies. RIM II is composed of five sectors dealingwith the State population, labor market, student en-rollments, educational costs, and educational bene-fits. These can be operated and analyzed separatelyor together. On the basis of data collected from avariety of sources, RIM II has been shown to' suc-cessfully reconstruct the behavior of the systenifrom 1960 to the present. It also extrapolates thebehavior of the system into the future. It is recom-mended that RIM II be fully implemented withinthe State through model runs based on availabledata. (LAS) .

ED 138 829 CE 011 232. Kotler, Mary WCKAVTS Career Development Project Resource

Handbook, K.12,Journal Cit RMQ66000Central Kansas Area Vocatiohal Technical School,

Newton Administrative CenterSpons Agency Office of Education (DHEW),

Washington, D.0Pub DateApr 73Note 75p., For a related document see ED 089

172

9 A

EDRS Price MF-50,83 HC-53.50 Plus Postage.Descriptors 'Career Education, 'Career Plan-

ning, Curriculum Development, DemonstrationProjects, Educational Objectives, ElementarySecondary Education, Fused Curriculum, Instruc.tional Materials, 'Integrated Activities, !Learn-ing Activities, Resource Materials, TeacherDeveloped Materials, *Vocational Development

Identifiers KansasGoals, objectives, and sample units used during

Phase II of a career development project conductedby the Central Kansas Area Vocational TechnicalSchool (CKAVTS) Administrative Center to do-,monstrate the integration of career development inthe classroom are contained in this resource hand-book for grades K-I2. The materials wefn developedby target teachers involved in the project and aredivided as to grade level, i.e., K-3, 4.6, 7-9, and10-12. Activities for graded K-3 include career edu-cation through a service project, self awareness ac-tivities, understanding basic. feelings, and a cheesemaking project related to social studies, science,mathematics, and language arts. Activities forgrades 4-6 are described involving the world of workand career development activities. Activities forgrades 7-9 relate to values, jobs related to agricul-ture, small group projects for exploring the world ofwork, outline of CKAVTS career education pro-gram, and career education in social studies. Activi-ties for grades I0-I2 include world of work project,occupational information, career education in coop-erative industrial training, and cateer guidance)(TA)

ED 138 831) CE 011 233Stump, Robert W.Occuindional Mobility and Career Planning: What

Is Needed?'Journal CitBBB10536Ohio State Univ., Columbus. Center for Vocational

Education.Spons Agency National Inst. of Education

(DHEW), Washington, D.C. F,ducation andWork Group.

Pub Date-9 Felo 76Contract-400-77-0014Note-20p., Paper presented at the Career Educa-

tional National Forum (2nd, Washington, D.C.,February 8-11;1976)

EDRS Price MF-50,83 HC-51,67 Phis Postage.Descriptors 'Career Change, *Career Planning,

*Data Analysis, Data Collection, 'InformationNeeds, 'Occupational Choice, 'OccupationalMobility. Occupations, ResearchAccording to the author, a review of occupational

changes and alternative views of occupations leadsto the following conclusions. (I) Occupational mc.bility -job changing-is a fact of life in the Americaneconomy and is likely to continue. (7,) The wayoccupations are generally examined through na-tional surveys does not consider how an individual'sabilities or a job's requirements influenced thischange. (3) A variety of alternative schemes hasbeen developed for looking at jobs and occupations.Each relies on one or more common elements pre-sent in work situations an,0 describes jobs'in theways they relate to this common clement (4) Veiyfew attempts have been made to look at occupa-tional mobility through these schemes, or4o test thevalidity of these schemes through an analysis of oc-cupational mobility. These conclusions point to twopnmary needs The first is talgontinue the' search forways of identifying elements in jobs and individual'sabilities that make occupational changes happenThe second is to be creative in examining the actualjob movement of individuals through studies of joband occupational mobility. (This document includesa discussion of data ,collection methods and studieson occupational mobility, and alternative views ofoccupations-worker trait groups, functional jobanalysis, and self-directed search.) (TA)

ED 138 831 ". CE 011 234Kohen. Andrew I. And Others '

Career Threshold= Longitudinal Studies of theEducational and Labor Market Experiences ofYoung Men. Volume Six.

Journal Citz--BBI3 I 3219Ohio Statetniv., Columbus. Center for Human Re-

source Research.Spons Agency-Employment and Training Ad-

ministration (DOL), Washington, D.0Pub DateMir 77Note- 383p., For related volumes see MP 000 718

(ERIC Manpower Research Studies), ED 047104, ED 054 336, ED 074 280, and ED I I I 961. Parts of appendiceumay be marginally legibledue togint quality of original

EDRS Price M17-30.83 HOS20.75 Plus Postage.DescriptorsAdults, Career Education, Educa-

tional Experience, Educational Trends, 'Employ-ment Experience. Employment Trends,Individual Differences, Job Training, 'LaborMarket, Longitudinal Studies, 'Males. MilitaryService. Occupational Aspiration, Occupational.Mobility, Racial Differences, Socioeconomic In-fluences, Socioeconomic Status, Unemployment,Work Experience, "Young Adults, Youth Em-

.ployments. -

IdentifiersCiviliansThis volume focuses on young men whose ages

span the years of transition from adolescence toadulthood, and analyzes a number of facets of theireducational and labor market experiences over theperiod from 1966-to 1971. It is based on data fromthe National Longitudinal Surveys, collected by an-nual personal interviews with the same nationalsample of young men. Data include a detailed re-cord of educational experience, information con-cerning first job after leaving school, a detailed workhistory during the survey period, and informationabout social, psychological, and economic charac-teristics of the respondents that are hypothesized toinfluence labor market behavior. Chapter 1 providesan overview of the 5-year period. Chapter 2 exploresthe factors related to the levels of educational andoccupational aspirations expressed by those youthwho were in high school at the beginning of the5year period. Chapter 3 analyzes the effects of van.ous forms of investment in human capital on anindividual's labor market position. Chapter, 4focuses on occupational mobility. Chapter 5 exam- .ines the unemployment expenence of mate youth,and chapter 6 discusses the impact of military ser-vice on a youth's subsequent labor market expen-ence Summary and conclusions are included ineach chapter. Appendixes contain supplementarytables and instruments used in the studies. (TA)

ED 438 833 CE 011 243Edson. CThe Reform of Vocational Education: The Rela-

tionship between Jobs and Schooling.Pub Date-7 Apr 77Note-14p., Paper presented at the annual meeting

of the American Educational Research Associa-tion (New York City, New York, April 7, 1977)

EDRS Price MP-S0.83 HC.SI.61 Plus Footage.DescriptorsCareer Education, Change Strate-

gies.Educational Change, Educational Develop.ment, Educational History, EducationalPhilosophy, Educational Policy, Trend Analysis,Vocational Education ,Successful changes that took pike as a result of

vocational education during the,first two decades ofthe twentieth century are examined and historicalparallels are drawn With career education todayThe- major intent is to give one example of howhistorical inquiry can inform policymakers whowant to design and oversee educational reforms.The success of vocational educaApn is analyzed interms of (1) structural innovations (such as the coinprehensive,high schbol, the junior high school, andvocational guidance); (2) an emerging ideologicalconsensus that schools an -and should-prepare

.

youth for jobs, and (3) the creation of new groupswith vested interests in maintaining those structures(such as vocational education teachers, guidancecounselors, and IQ testers). The author concludesthat, in terms of ideology, the success of vocationaleducation may be seen in the unquestioned accept-ance of the idea that schools should and can prepareyouth for rapidly changing career requirements,with the result that career educators tend to nar-rowly focus their attention od how chi schools canbest perfornithat function. Advocates of career edu-cation are Urged to be aware that designing andoverseeing educational reform requires a thoroughunderstanding of all the questions implied (particu-larly the question of whether schools can prepareyouth for jobs) and that historical inquiry need notbe immodest about what it can contribute to that,process. (LAS)

"..D 138 834 CE 011 247Altman, James WTransferability of Vocational Shift Review of

Literature and Research. Information Series No.103.

Journal` Cit-JBBB0662 IOhio State-Univ , Columbus. Center for Vocational

Education. ,

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

Pub DateOct 76ContractNE-C-00-3-0078Note-58p.EDRS Price MF.S0.83 IrC43,50 Plus Postage.DescriptorsBehavior. Cognitive Processes, Edu-

cational Research, Job Skills, Motivation, 'Per-formance Factors, 'Success Factors, TaskPerformance. Transfer of Training, Vocational,Adjustment, Vocatioftal EducationThis paper conjectures about motivational, behav

Mint, and contextual factors in the transferability ofvocational skills-factors which will influence performance whenand if movement into or across jobsoccurs It is assumed that skill transfer dependsupon similarity within and among motivational,contextual, and behavioral factors, refereed to asdomains. The basic points of view presented abouteach domain are (1) the motivational domain con-cerns interests, attitudes, goals, and reinforcerswhich guide the individual's actions, (2) the behav-ioral domain concerns the sequence and array ofprocesses through which an individual arrives atmeasureable end performance having practicalutility, and (3) the contextual domain concerns theperformance requirements imposed by the environsment as well as the organizational, information, andphysical support provided. The ,structure and func-tioning of each domain is discuised in separate see-tions. A final section considers the implications foreducation of current knowledge about skill transfer.Characteristics of educational outcomes whichwould lend confidence in transferability of skills aredefined. Educational implications of conjecturesmade in the paper are examined through a senor ofrecommended steps for educational development

.(l) Define and analyze cntenon contexts. (2) deve-lop educational tasks, (3) optimize educational se-quences, and (4) optimize conditions of skillacquisition. (LAS)

ED 138 837 CE 011 307Rogers, Helen Y.Nursing III. A Course of Study. Health ()cops.

dons Education.Journal C4-1313814546Oklahoma State Dept. of Vocational and Technical

Education, Stillwater. Curriculum and Instruc-tional Materials Center.

` Spons Agency Oklahoma State Board of Voca-tional and Technical Education, Stillwater. Div.of Health Occupations Education.

Pub Dite-76Note -1,201 p.Available fromOklahoma State aeArtment of

Document Resumes 17

VocationalTechnical Education, Cumtulum andInstructional Materials Center, 1513 West 6thAve,nue, Stillwater, Oklahoma 74074 ($20.00)

EDRS Price MP-32.17 Phis Postage. HC NotAvailable from EDRS.

DescriptorsBehavioral Objectives, Course Con-tent, Cumculum, Curriculum Guides, 'Diseases,Health Occupatibns Education, Human Body,aiming Activities, Mental Illness, 'PracticalNursing, Student Evaluation; Units of Study, Vo-cational DevelopmentThis curriculum guide for Instructors provides a

coupe of study (Nursing 111) requisite for the thirdand concluding portion of a I -year practical nursingcurriculum designed to continue opportunities forcareer mobility in the health occupations. Contentas in three sections. (1) Medical Surgical Nursing 11,(2) Mental Health Nursing, and (3) ikdvanced Per-sona! Vocational Relationships: Although it iside-signed to serve the third area of practical nursinginstruction, the content is also considered appropri-ate for instructing-more advanced nursing and otherhealth occupations students. Each of the three sec-tions is comprised of several instructional units: Sec-tion I includes 14 units covering diseases of severalbody systems, i e,, musculoskeletal, central nervous,

.cardiovascular, gastrointestinal; urinary, male re-productfvf, and endocrine, as well as the ear, eye,nose, and throat: skin disorders and allergies; neo-plastic disorders; nursing the geratric patient; andrehabilitation. Section 2 has four units which in-clude an introduction to nursing the mentally ill;personality development; emotional and mental dis-turbances, and the Therapeutic environment. Thetwo units in Section 3 cover finding and keeping ajob, and legal and ethical responsibilities of the lic-ensed practical nurse. Each unit is planned for morethan one lesson and includes behavioral objectives,suggested activities for teachers and students, infor-mation sheets (cognitive content), and assignmentsheets (practice,for paper and pencil activities), jobsheets (procedures for skill development), visualaides (transparency masters), and tests with an-swers. (EM)

ED 138 838 4 CE 011 309Sawatzky, JoyceHousing and Home Furnishings. In-Depth Cur-

riculum. Vocational Horne Economics Education.Journal CitBBB14547Oklahoma State Dept. of Vocauunarand Technical

Education, Stillwater. Curriculum and Instruc-tional Materials Center,

Spons Agency Oklahoma State Board of NOta-t,onal and Technical Education, Sollwatet. Div.of Vocational Home Economics Education.

Pub Date-76 -

Note-452p.Available fromOklahoma State Department of

Vocational-Technical Education, Cumculum andInstructional Materiats,,Center, 1515 West 6thAvenue, Stillwater, Oklahoma 74674 ($12.00)

EDRS Price MILS0.83 Phis Postage. HC NotAvailable from EDRS.

DescriptorsBuilding Design, Career Education,Curriculum Guides, Design Needs, Family Envi-ronment, High School Cumculum, Home Eco-nomics Education, 'Home Furnishings,'Housing. Interior Design, Interior Space, SeniorHigh SchoolsThis curriculum guide for home economics in.

structors of eleventh and /or twelfth grade studentsbuilds on content received in Home Economics Iand II, and provides a 12- to 18-week course ofstudy designed to increase basic knowledge anddevelop skills in living space and Its design, homeselection and finance, housing exteriors and interi-ors, selection and purchase of furnishings, and hous-ing employment opportunities. Content is in sixsections. (1) Effects of Housing on People, (2)Housing Selection, (3) Housing Exteriors, (4) Hous-ing Interiors, (5) Home Furnishings, and (6) Hous-ing Careers. Each of the sections consists of one or

a.

Ci

r

18 ;Document Resumes

more instructional units. Section 1, two units (1.0Mg Space Design, Living Space and Human Needs).Section 2, two units (Housing Selection, Home Fimince), Section 3, two units (Construction and Arctutectural Design. Environmental Space Planning),Section 4, five units (Floor Coverings, ConsumerPurchasing of Floor Materials, Wall Treatment,Windows and Window Treatment, Draperies andCurtains); Section S. tour units (Style, Construction,and Selection of Furniture, Appliances, Accesso-ries. Moving), and SeCtion 6, one unit (Employmentin Housing and Home Furnishings Occupations).Each unitls planned for more than one lesson andincludes some or all of the following. Perfor'manceobjectives, suggested activities for teacher and stu-dents. information sheets (cognitive content), assignment sheets (practice for -Paper and ,pencilactivates), job sheets (procedures for slollAsievelop-men), visual mdeAtranspareacy =wilt and testswith answers. (EM) '

ED 139 903 CE 008 640Sage. September '72. 5California Univ , Los Angeles Graduate School of

Education. Pub DateSep 72 4

Note-52p., Maginal illustrations; Best copy avail-able

EDRS Price MF-S0.83 Hd.43.50 Plus Postage.Descriptors-- Advisory Committees, °Career Edu

cation, Community Contr6,I, Graduate Study, Hu-manistic Education, Internship* Programs,Occupational Surveys, Regional.' Cooperation,Secondary Education, 'Vocational Education,Welfare Services

IdentifiersOffice of Education, United States ,

Written primarily by Educable Professions De-velopment Act (EPDA) fellows ih the University ofCalifornia, Graduate School of Education, Divisionof Vocational Education, this issue is a compilationof 14 articles on vocational education. (1) CareerEducation, We May Need to Explain the "WholeThing" (Tony Pitale), (2) The Historical and SocialBase for Vocational-Technical Education Principles(Parker V. Foster), (3) The Myth of CommunityControl of Schools (Lloyd M. MdCullough), (4) TheInternship Concept flit Doctoral Students in theGraduate Schooj of Education (*Petsalozzi"), (5)USOE -The Pre and Poet Conceptions of One In-volved Observer (Chris T. Chialtas), (6) Why Didn'tThey Tell e (Ralph Bregman), (7) The RegionalConcept for Vocational Education in CaliforniaSecondary Schools (Parker V. Foster), (8) Interper-sonal Relations Achieved Through Simulation(Alan P. Wunsch), (9) Have We Been FollowingOur Products? (Joseph A. Miller), (10) Evaluationof Vocational Education Advisory Committees(Ralpif Bregman), (11) Points to Keep in MindWhen Considering and/or Conducting a Field Pro-ject under Subcontract (Ralph Hinman, GregOhanneson,.and Parker Foster). (12) The ImperialValley Occupational Survey (Greg Ohanneson),

,(13) Education-A Tool fOr Welfare Reform? (FrankSantoro), and (14) Humanist= Educate% (Law-rence A.Johannsen). (EM)

ED 139 904 CE 009 933Wendel. Robert. Ed. And OthersA Teacher's Guide to Metrics. A Series of In-

Service Booklets Designed for Adult Educators.Journal Cit RMQ66000Ohio State Dept. of Education. Columbut Div of

Federal Assistince.Spons Agency Office of Education (DHEW),

Washington, D.C.Note-135p.EDRS Price MF40.113 HC-37.35 Plus Poatage,Descriptors. Adult Basic Educatir, Aduti EdUca-

tion Programs, 'Adult Educators, Adult Learn-ing, Decimal Fractions, Guidelines, High SchoolEquivalency Programs, Iniervice Teacher Edu-cation, Instructional Materials, °Lump& Activi,ties. Measurement, 'Metric, System, Program

...,......#

Administration, Teaching Guides, Temperature,'Units of Study. Weight -

This series of seven booklets is designed to trainteachers of adults in metrication, as a prerequisite tooffering metrics in adult bunc education and generaleducational development programs. The sevenbooklets provide a guide representing an integrationof metric teaching-methods and metric materials toplace the adult in an active learning environment,with learning activities arranged to help -the adultlearn metrics by, actually using metric measures.The first section of booklet I contains a generalintroduction to the series and CO metrics instruction;the second contains guidelines for conducting inset-vice sessions on metricauon, the third section is anevaluation of selected metric equipment. Booklets2-7 each contain from one to four units of instruc-tion for teacher mservice sessions_ Unit contentsinclude objectives, teaching strategies, tqlciungevaluation, sample written exercises, and Usti- of re-sources. The units their respectiYe booklets are as

met-rics, understanding ration, the decirnallystem,follows: Booklet 2- erstanding the need for met-

and understanding prefixes; booklet 3- measuringlength, and determining area; booklet 4-rneasuringvolume; booklet 5-measuring weight; booklet 6-determining temperature; and booklet 7-conversionbetween metric units. (Although the series colad be'used by adult. educators for self-study, the authorsrecommend that it accompany tn.service sessions ledby trained metric educators.) (MF),,

ED 139 906 CE 010 314Struck John W. Curry COR011 A.Research and Development Project in Career'

Edacadon. Final Report. ,

Journal CitBBB09463Pennsylvania Research Coordinating Unit fat Voca

. tional Education, Harrisburg.Spons Agency Bureau of Occupational and Adult

Education (DHEW /OE), Washington, rt.c.Pub DateDec 74ContractDEG-043-3007Not -216p.EDRS Price MF-S0.83 HC- 511.37 Plus Postage.Descriptors Administrator Attitudes, Career

Cfioice, 'Career Education, Computer OrientedPrograms, Curriculum Development, 'Educe.Pone! Objectives, Educational Research, Elementary Secondary Education, Job Placement, ParentAttitudes, Pilot Projects, 'Program Administra,tion, Program Descriptions, 'Program Effectivetress, 'Program Evaluation, School Districts,Student Attitudes, 'Student Evaluation, TeacherAttitudes, Vocational Counseling, VocationalEducation, Work Experience Programs

IdentifiersPennsylvaniaSpecific prograntmatic segments of career educa-

tion developed at fourcareer educatidn pilot sites inPennsylvania-Ebensburg, Ciao/find County, Phila.delphia, and McKeesport-were evaluated for thepehod June 1973 to September 1474. Evaluationwas conducted through questionnajfies, interviews,and observation. The Ebensburg project, conductedat a vocationaltechnical school, expanded theTIME scheduling model (Temporallylndiyidual-ized Modular Education-a flexible scheduling ar-rangement) # into the business educationdepartments at six leaiing high schools. Pricti@mi

'modules fo't academically oriented students and job'or work experience modules" were proVided; TheCrawford County protect focused on the elementary_component of career education to continue to deve-lop and implement a model computer resource ca-reer oriented curriculum for use at the K-6 level

twhich focutes on career awareness, self-awareness,and the significance of wink. Field orientation andexPlbration colutauted a significant pan of thePhiladelphia program and also featured a strong ca-reer, counseling and guidance component. TheMcKeesport project focused on the development,operation, testing, 'expansion, and dalusion of acomprehensive career education program (K 12j

."-,

If

with emphasis on developing a model adaptable byother School districts. In this report, goals and objec-tives, procedures, evaluative results, conclusions, ,.and recommendations are described in detail foreach of the foul sites. Appenclues contain question.nuns, evaluation forms, and other materials used inthe evaluation study. (TA)

ED 139 907 CE 010 316Selected Alternatives for Serving More High

School-Aged Students in the Vocadonal-Teelud.cal Schools. Final Report.

'Journal ditECC18825Peat, Miinvick. Mitchell and Co, Hartford, Conn,Sports Agency Connecticut State Dept. of Educe-

bon. Hartford. ,,Pub DateDec 75Note- 128p,, Some tables may be marginally lett

ble due to small, print of the original documentEDRS Price MF-S0.83 HOS7:35 Plus Postage.DescriptorsEducational Facilities, 'Educational

Opportunities, Estimated Costs, Facility Plan-ning. 'Facility Utilization Research, High SchoolOrganization, Program Costs, School Schedules,senior High Schools. 'Vocational Education,.'Vocational High Schools

Identifiers ConnecticutThis final report discusses a project designed to

study increased use of the 16 vocational-technical(VT) schools in donnkticut to serve more individu-als of high school age, compare adyantages anddisadvantages of feasible alternatives; and recom-mend viable approaches for increasing facility usefor serving more indivtdfuLs. Chapter I outlines theproject. Chapter II discusses 10 options which werestudied, for example: Operate VT schools on a con-tinuous school year basis.- Each Option section cov-ers requirements for adoption and the advantagesand disadvantages of the option. chaptir III pre-sents five suggested Alternatives for uses of thefacilities. Each alternative section presents a de-scription and provides the following information:Number of students utilizing VT schools, number ofstudents graduating each year, composition of stu-dents' instructional program, instructional con-tinuum, VT school facilities, equipment, staffingrequirements, curriculum consideratsons, studentscheduling, impact on local education agency, im-pact on stodents, bus transportation, public rela-norm information dissemination, and estimatedresources requirements. Chapter IV provides es-timated opening, capital, and start-up costs foreach alternative. Cost estimates for building more,vocaponal schools-are also given. Chapter V sug-gestk implementation tasks and gives target datafor the various steps for the five alternatives.Schedules, tables, evaluative criteria, and otherrelated materials are included in the report. (LMS)

ED 139 908 CE .010 317Iptckell. Henry M. And OthersThree-Site Evaluation for Career Development

Projects,Journal CeltBBB09463RUF67055Policy Studies in Education. New York. N.Y.

Spons AgencyBureau of Occupational and Adult, Education (DHEW./0E), Washington, p.c.;

Ohio State Dept. Education,'Columbus. ofVocathinal Education.

Pub DateJun 76Note-L156p. .*EDRS Price MF40,113 HOS8.69 Phis Postage.DescriptorsAcademic Achievement, Affective

Objectives, 'Career Education, Coghluve Objec-tives, Cost Effectiveness, Elementary S&onclitryEducation, Fused Curriculum, Program 'Costs,'Program Effectiveness, Program Evaluation,'State Programs, °Stade% Evaluation, 'Voca-tional Development

Identifiers'0hioAn evaluation was done of three site (Cincinnati,

Cleveland, and Springfield) participating in Ohio's.Career Development Program for studst-its in grades

2 ' .

' .3.

t

I'

K-10 from 1975.1976 to (1) assess leadership cha-racteristics of the individual, programs and class-room teaching activities of the program teachersand (2) determine the amount and type of student

'learning of career education concepts in grades 3, 6,8, and 10 To assess the program process, the localprogram directors, school administrators, teachers,and students were interviewed, instructional materi-als were examined, and classrooms were visited dur-ing 2-day site visits. Utilizing tests developed. inOhidrthe pretest status and pro- and posttest groyrthof program sad non-program students wereanalyzed to evaluate student learning. The 11 con-clusions regarding studeutleaming suggest that theprogram has influenced the learning of students, has

Cade slightly more impact on cognitive than affec-tive learning, and his been most successful in theelementary grades. The four conclusions about pro-gram process indicate that program directors andcoordinators are capable of assuming a leadershiprole in infusing career development concepts into' their schoo an$1 appear to be providing for pro-

ex . (The appendix comprises two-' girls of report and includese process

evaluations and the pre- and postust 'findings fromthe three study sites.) (EM)

ED 139 910 CE 010 765Basuakta Eugenio ASupervised Snidest Teaching.State Univ of New York_ Coll. at Utica/Rome.

Dept. of VocationalTechnicatiEducationPub Date (76j . .Note- 141p., Severalpages (containing sample les-

son plans) were copyrighted and thereforerem ed. They are not included in the pagination; Some parts may be marginally legible

EDRS Price MF-S0.83 HC-S7.35 Phis Postage.DescriptorsHigher Education, Inservice Teacher

Education; Instructional Migerials, Manuals,Methods Courses, Part Time Students, PreserviceEducati n, Student Teaching, WorksheetsThe thi manuals included in this document are

the results of a project which revised the studentteaching courses offered by the VocationalTechnical Education Department at the State UniversityCollege at Utica/Rome (New York). (Project proce-dures involved the following: (I) Materials andideas available in the department regarding studentteaching were identified, (2) an ERIC-search onstudent teaching materials was conducted, and (3)83 persons responsible for student teaching in voca-tional education (as identified in the "I975-76 In-dustrial :teacher Education Directory") and 45State vocational education directors were requested

. toted ideas/materials related to student teaching.)Each of the manuals includes sample assignment'sheets covering various uects of teaching, andteacher-related activities (i.e., relationship withschool staff, student activities, preparing quizzes).The manuals are designed for three student types."VTE 492 Supervised Student Teaching Directions

______antlAssignmentslciLdvice vocational- technicalvocational-technical students in a six-semesterhour student teaching cOrose. "VTE 468 Modula-rized Preservice Student 'Teaching Directions andAssignments" is designed for part-tithe (usually em-ployed) preservice vocational-technical students ina two semester hour student teaching course. "VTE467 Washed Inservice Student Teaching Di-reed andAssignments" is designed fbr part-time

,inservice vocational-technical teachers who &retry-ing to obtain State certifidation. (LAS)

a

Pub Date -2Q Sep 76Note-38p.

a

EDRS Price MILS11,83 HOS2.06 Phis Postige.DescriptorsCareer Exploration, Curriculum, Em-

ployer Attitudes, Employment Qualifications,Enviionmental Eduf.ation, Field Experience Pro-grains, Forestry, Job Placement, Job Skills,Natural Resources, Occupational Information,Program Descriptions, Proliram Evaluation,Recreation, Secondary Education, Skill Devel-opment, Student Evaluation, Student Experi-ence, Student Projects, Surveys, Unit Plan,Vocational Agriculture, Vocational Education,Wildlife Management

Identifiers PennsylvaniaThe "Camel Approach to Natural Resource Man-

agement in Wildlife and &creation" program hascompleted Its second year It Conrad Wiases-HighSchool in Robesonia, Pennsylvania. it is a voca-tional natural resources course designed to prepareworkers in wildlife and recreation thanagement,with strong empipsit on field study and/or lutad-s-on",,eaperiencet Classroom activities are nett-menux1 with a complete mechanics, program;learning experiences are designed to provide skillsto meet job entry requirements. In this report, gen-eral project evaluations and accomplishments' arediscussed in the areas of individual and ,grouplearner projects, camp owner-manager rating of skillareas of the natural resources curriculum, occupa-tional outlook in recreation natural resources for thepennsylvanta area, instructor's evaluation of level ofclass achievement, and written test results on envi-ronmental attitude,.school sentiment index, andcognitive knowledge of natural resources. Conclu-sions presented note that student achievenyntprojects complete& and their improved test scoresindicate a degree of program success; survey resultspresented indicate a need for persons with the skillsacquired as a result of the program. Job placeinentand implications of program outcomes for the Stateare also discussed. Appendixes contain the recrea-tion natural resources survey of camp owner-managers and the outline of the Conrad Weisernatural resources course of study in vocationalagriculture (TA)

ED 139 912 "CE 010 790Lorry MeiThohn And OthersYouth Unemployment: The Need for a Comprehen-

sive Approach.National Advisory Council on Vocational Educe-

don, Washington, DC;Pub DateMar 77 .Note -19p.EDRS Price MF-S0.83 HOS.1.67 Pins PDescriptorsAdvisory Committees, r ucational

Coordination, Educational Needs, EducationalPolicy, Employment Problems, EmploymentPrograms, Federal ernment Federal Pro-grants, Govemn ore, InterinstitutionalCooperation, Job Trai g, Manpower Develop-

EDte911 y CE 010 777Barrett. Lereme A Mack. Rodney P

- 'A Career Approach to Natirel Resourcemeat in Wildlife and Recreation. Phial

Journal t-13131302135Conrad Weiser Area School District, Robesonia,

Pa.SiSsns AgencyPennsylvania Research Coordinat

ing Unit for Vocational Education, Harrisburg.

olicy, Unem-ployed, Unemplo mit, Vocational Education,Youth, Youth E ployment

IdentifiersUnited tatesThis report briefly describes several dimensions Of

the youth uneintiloyment problem and discusses 13councihrecommendations for legislative considera-tion: (1) Consider the probleni in a broad conteirtt,,which includes counseling, educatioh, and skilltraining; (2) mesh programs and utilize existing re-sources at all governmental levels, (3) promote amajor role by secondary and postsecondary voca-tional education; (4) provide for vocational educa-tion and training in conjunction with jobs andcounseling in any youth public service job program,(5) examine existing programs before designing newones; (6) require CETA and other legislation to

',coordinate efforts with other related programs, (7)expand the existing secondary vocational educationwork-srody `rogram to include all juniors and sen-iors, (8) establish Community EmploITMEduca-

/40 (

vr, o

_Document Resumes '19

Er"tion Centers fo ollowup rand rides* services toclients of public service employment programs; (9)amend CETA to provide the establishment of mi.

,form data systems, (10) amend CETA to promotecooperation with vocational education(11) at thenational level, establish,* central authority to coordinate all educational, training, and placement et-forts regarding unemployed youth with similarefforts made at the State level; (12) establish ',pilotprogram guaranteeing I-year employment forunemployed hard-core youth; and (13) establishgreater cooperation between industry, labor, educa-tion, and manpower programs. (EM)

ED 139 914 CE 010 808Doty, aarles R. And Others

,Model for taladating Cost per Pupil for Sara-ary Vocational, General and Transfer Curriculain Comprehensive High Schools, Shared TimeVocational Schools and Full Time VocationalSchools. Final Report.

Journal CitQAT59178Rutgers, The State Univ., New Brunswick, NJ.

Dept. of Vocational-Technical Education. J.Spons Agency New Jersey State Dept. of Educe,

don, Trenton. Div. of Vocational Education.Report No.SRES101Pub Date-30 Jun /6Note-287p.; Fora related document see ED 114

494 "

EDRS Price MILS0.83 HC415.39 Plus Postage.tntsciiptorsArea Vocational Schools, *College

Preparation, Comprehensife High Schools, CatEffectiveness, Data Analysis, Data Collection,Dual Enrollment, Expinditure Per Student,'General Education, 'Models, 'Program Costs,Research Tools, School Sprveys, Secondary Edu-cation, Trade and Industrial Education. Voca-tional Education, vocational High Schools

IdentifiersNew leheyDuring the second phase ors project (see ED 114

494 for phase 1),a data collection and analysismodel for determining the cost per pupil for voca-tional education programs was refined and tested intwo comprehensive high schools, a shared time areavocational technical school, and a full-time area vo-catkins! technical school in Netv Jersey. Investiga-tors developed suidelines to enable the. localadministrator to efficiently and accurately use the.model (I) to answer the question, What does it costto educate one person in a selected program? and (2)to provide cost data to partially answer the question,.What is the ratio of cost among college preparationeducation, general education, and vocational educa-tion? It was found that the per pupil coat for twoyears (1973-1975) for college,preparation vta13,-942, for general education, AQ36Land for voca-tional education, $4,800. For every dollar spent onvocational education, $0.82 was spent for collegepreparation and $0.84 was spent forgeneral educa-tion. Despite a number of limitations of the study,it was concluded that the model seemed feasible forobtaining urate cost per pupil. the bulk of thereport (24 es) conststs of appended supportingmaterial in uding the key to financial accountingnumbers for program budgeting pid account-ing system, the key for tradiu al accounting sys-tem, and tables of data collects in the four schoolsstddied. (LMS)

ED 139 915 b CE 010814Richardson. AinVouchered Skill Training in WIN: Program Guide.

lines and Selected ErnidrIcalJournal CitBaB13219Bureau of Social Science Research, Inc., Washing-

ton, D.C.Spons AgencyEmployment and Training Ad.

ministration (DOL), Washington, D.C. ; ,Report No.BSSR-00856Pub DateFeb 77Contract-13141-11.73-02NotelaSp., Not available in hard copy due to

t,

20 Document Resumes

small print of originalEARS Price MF40.$3 Plus Postage. HC Not

Mande from EDRS.Descnptors- Administrative Agencies; _Agency

RolVAducadon Vouchers, Employers,oFederalPrograms, 'Job Training, On.the Job Training,'Program Admilustrauon, Program Descnptions,'Program Effectiveness, Vocittionat Education,Vocational Si; ;loots, Welfare Agencies, WelfareRecipients

IdentifiersUnited States, 'Work Incentive Pro-gramThe voucher training program for Work IncentiVe

Program (WIN) clients described within this in. ,tains report is a system for providing occupationaltraining to clients through entitlements rather thandirect service (client and trainer are ins direct rela-tionship facilitated by the agency). The basic pro-gram. objective, discussed in the introduction, is tomalimive the exteni to which clients make occupa-tional decisions, selecting the type of training which

' they fell is 11306t iiuitible (in a vocational school oron the Atli) and negotiating (or training without in-tercession by WIN but within* context of existingstatutes and program guidelines. Pail 1 describes theprocedures in administering the voucher programand the role of the WIN staff and includes (1) theprogram design, (2) the voucher process, (3) special'counseling and information system, rand -(4) staffqualiffatIon and training. Part II deals with ad-nunistrattve considerations bearing on the feasibil-ity of the vouchering system and contains selectedempirical findings from program field tests con-ducted between 1974 and 1976 in Portland, Oregonand Baltimore, Maryland. Comparisons are madebetween vouchered (institutional-and On) andregular clients with respect to demographic chuac-tensucs, training occupations, school and/or em-ployer characteristics, length and cost of training,and training completion rates. Complete findingsand a summary of findings are included along withsample, copies of a voucher and other programmaterials. (EM)

ED 139 918 CE 010 868Clark. Danald M.Industry-Erleatios Collaborate Efforts in Youth

Emiploymeat.Pub Daieti6JNote-15p.EDitS Price MF40.83 11C-$1.67 Phis Postage.Descriptors 'Career Education, Citizens Coun

ells, Deliviry Systems, Educational Coordination,Employm,ent Opportunities, Employment Pat,terns, Employment Programs, Employment Pro-jections. Employment Services, 'EmploymentTrends. 'Job Placquicrit, bor Force. LaborMarket, School Irilhistry R tionship, Second-ary Education, *Youth Empl went, Youth Op-portunities

IdentifieriInchistry Education CouncilsIncreasing attention is being. paid to linkinredu-

cation and the market place to prepare youth for aproductive role in work. Three ate_as. constitute theingredients for developing a realistic strategy. (1)Changes in the market place, (2) a delivery systemfor increased youth employment, and (3) local in-dustry-education councils. Over the next decadesignificanechanges will haviimpact on the employ-ment situatiorifor youth apd will require major ad-jultments in the educational programs focusing onschool-to-work transition. Some of these trends atetechnological changes, occupationsl changes fromgoods to services, new market areas primarily in theSouth and Soulhwest, a rise in educauonal requiremenus, higher incomes, declining birthrate, rand(note women and blacks in the wink force. A delaycry system for youth employment should focus onschool-to-work transition. with Industo and educe,don collaborating cm the following. Statement ofgoals:staff development programs in career educedon, school building, coordinators in cum educedon,r curriculum restructuring to reflect Career

education concepts, career information/resourcecenters, job placement serviced Cmcluding needs as-sessment, job development, student development,placement, and followup), school bujIdintemplbyerpartnerships, and task, forces of volunteer career

'consultants. Industry-education councils can linkthe market place and the delivery system on thelocal level as representatives of business, education,labor, government, agriculture, and the professionswork together on coordination of school industrycooperative efforts. (LMS)

ED.139 919 CE 010 874Marshall Ray and OthersThe Impact of Legal and Administrative Remedies

to Overcome Disaimination Employment.- Final Report.

Journal CitBBB13219Texas Univ.. Austin. Cenier for the Study of Human

Resources,Spon.i AgencyEmployment and Training Ad-

ministration (DOL). Washington, D.C.Report.No.-4:SHR-76-1Pub DateDec 76ContractDLMA-21-48-74-01Note-226p., Some tables may be marginally legi-

ble due to size of printEDRS Priest MF40.113 HC-S12.71 Plus Postage.Descriptors 'Blacks, Building Trades, Civil Rights

Legislation, 'Construction Indtutry, 'Court Lid-- gation, Discriminatory Attitudes (Social), *Em-

ployment Practices, Equal Opportunities (Jobs),Females, Labor Force, Labor Unions, -Males,Minority Groups, Models, Occupational Mobil-ity. °Personnel Policy. Social Change, Social Fac-tors, Socioeconomic Influences

identifien°Shipbuilding IndustryThis stpdy examines the effectiveness of specific

attempts to remedy employment discrinfinationagainst minorities through litagation and contractcompliance efforts. Further, its objective is to iden-tify factors underlying the effectiveness or lack ofeffectiveness ofcourt decisions and opt-of-court se t-dements'ill producing changes in minority employ-ment patterns. Special attention is given to theconstruction and shipbuilding industries and to theissues of hiring, union entry, upgrading, and seni-ority systems. To advance an understinding of thedynamics of combatting emppyment' discrimina-tion, the authors present a new cqpceptual frame-work for interpreting activity in this field. Theauthors suggest that conclusions and mammoth'.lions drawn could be of interest to attorneys, judges,minority organizations, and government agonclinattempting to remedy employment discrimination.(Author)

ED 139 920 CE 010 878National Apprenticeship -end Training Staidards

for Glaziers and Glassworkers. Revised.Manpower Administration (DOL), Washington.

D.C. Bureau of Apprenticeship and Training.Pub Datea6Note.40p.EDRS Price MF-60.83 HP-52.06 Plus Postage.DescriptorsAffirmative ,Action, 'Apprentice,

olhips, Federal GoyernmentFederal Legislation,. 'Glaziers, 'Labor Standards, An the Job Trani-

log, Skilled Occupations; Skilled Workeri,'Standards, Trade and Industrial Education

Identifiers°01assworkersIntended to provide a uniform Atteni for use by

employers and labor representatives in setting upand operating effective aRrenucesiup programs forglaziers and glassworkers, guidelines are listed under the following headings. Definitions, qualifictions for. apprenticeship, selection of apprenticeskterm of appihn4whip, related instruction, ratio ofapprentices to journeymen, apprenticeship agree-vent, probationary period, apprentices* wages,

ecredit for previous experience, hours of work. super-vision of apprentices, foordinato of apprenticeship.consultants, accident prevention, adjusting differ

ences, work experience, certificate of completion,and modification. Guidelines are also provided foradapting the national standards to local use. Theieinclude suggestions on formation of a local jointapprenticeship committee, duties of local commit-tees, responsibilities of apprentices, and assistancefrom cooperating agencies. Federal laws and regula-tions affecting the employment and training of ap-prentices are summarized. Appendix A containswotk process schedules for glaziers and glasswork-era, provided as examples oC'the type of work ex-perience and training (stateein number of hours forvarious subcategories) considered necessary todevelop a skilled and productive worker in the twocategories. Also appended are examples of appren-tice recordkeeping forms, 'model affirmative ac-tion program; and a UgAf regional offices of theBureau of Apprentices/ ,and Training. (JT)

ED 130 921 CE 010 884New Penpectires Vocational Educatioa.

Volume 1, Number 1, 1976-77.Journal CitBBB09463California Univ., Los Angeles. Graduate School of

EducationSpons AgencyBureau of Occupational and Adult

Education (DHBW /OE), Washington, D.C.Pub Date-77Note-80p.EDRS Price Mr4§,13 11C-$4.67 Pius Postage.Descriptors, Educitional Trends, 'Employment

Trends, *Futures (of Society). Institutional Role,Periodicals, School Industry Relationship, SchoolRole, 'Vocational EducationCurrent issues in vocational education are ex-

plored in 12 articles written by present and formergraduate students at University of California, LosAngeles (UCLA). The titles of the articles are. 2001.A Vocational Education Odyssey, What Is ThisRAVE in Vocational Education?, Opportunity,Achievement, and Black Americans. A Challengefor Vocational Leadership, Industry's Role in thePreparation of the Workforce; Proprietary Schools:Future Partner in Vocational Education?; OlderAdults: The Needs of a New Minority; Shaping theFuture of yocational EducationPrograms with For-mative Evaluatibn, conilitt in California Educe-don: Causal Factors and a Proposal to Reduce ItsIntensity; The Workplace Asa VocatiOriallion Classrodm: A Changing Relationship; Voca-tional Education and Foreign Language;Articulation. A Compelling Lifeline for the Futureof Vocational Edtickuon, and Our Changing Image.Notes on the contributors are included at the end.(LMS),

D 139 922 CE 010 889Alcorn. John D. Fredrick, David I..Career Counseling and Placement. Columbia City

School System., Columbia, Mississippi. FinalReport.

Journal CitBBB05652BBB11286University of Somhern Mississippi, Hattiesburg.

Bureau of Educational Research.Spons Agency Bureau of Occupational and Adult

Education (DHEW /OE). Washington, D.C. Div.of Vocational and Technical Education., Missis-sippi .State Dept. of Education, Jackson. Div. ofVocational and Technical Education.

Pub DateJun 75Con tract-0 E13-0-74-16115Note-10V.EDRS Price MF-S0.83 DC56.01 Plus Postage.DescriptorsCareer Education, Careen Planning,

Community Involvement, Educational gescarch.High School Students, 'Job Placement, 'Program

, Development, 'Program Effectiveness, ProgramEvaluation, Questionnaires, 'School CommunityRelationship, School Districts, Secondary Educa-tion, Student Evaluation, Teacher Attitudes, °Vo-cational Counseling, °Vocational Development

Identifiers- - 'Mississippi, Missis ippi (Columbia)The project fon the Columbia (Mississippi) School.

28

4

District was designed (1) to establish a model prowpare' of career counseling and placement whichwould lend itself to overall evaluation and have po-tential for replication and dissemination to otherdistricts throughout the State and region, and (2) to

rethe effects, if any, of this program on the

v 'octal assurance and vocational anxiety of highool students, and on teacher attitudes towards

career education. Project evaluation procedures in-volved the development and testing of hypotheses' which would determine the accomplishment of theprisfect objectives. Findings showed that the projectwas instrumental in reducing students' vocationalanxiety and increasing their vocational assurance.There was also a positi increase in the teachers'attitude toward career education. This report is pre-sented in four sections: Section I coven the projectpurpose, research hypotheses, defimtion of terms,procedures, experimental design, instruments, andstatistical analysis of data, section II describes theCareer Planning and Placement Program; sectionIII contains results and Endings as they relate to theresearch hypotheses, and a section 1V includes thesummary, conclusion, and recommendations. Ai?)18 -page career education and development bibliog-raphy, questionnaires, and other Instruments usedin the project are included in the appendixes. (WL)

ED 139 924 CE 010 899Adam Kay A. And OthersVocational Ediattion Program Need La LargeMon

Journal at-13111309463Ohio State Univ., Columbus. Ceitter for Vocational

Education.Spons AgencyBureau of Occupational and Adult

Education (PHEW /OE), Washington, D.C.Pub Date-77Note-56p.EDRS Price MP-$0.83 HC 53.50 Pits Pottage.DescriptorsAdministrator Attitudes,, Demogra-

phy, Educational Assessment, 'Educational'Needs, Educational Problems, Geographic Re-gions, Minority Groups, National Surveys, NeedsAsseuntent, Program Evaluation, Urban Areas,*Urban Education, Vocational Directors, *Voca-tional Education

IdentifiersUnited States .A national study of the vocational education pro-

grams in 164 large cities was conducted to exploreperceived needs; determine the priority of theseneeds; and compare the priorities in terms of citysize, geographic location, and minority concentra-iron. Data was collected through interviews, a mallsurvey, and a literature review. After the needs wereidentified, they were divided into 30 "major goal"stattinents and 260 "specific need" statements to beprioritized bytrinAan educators. The aia'highest pri-orities related to an Adequate and eqftble fundingbase, vocational guidance, relevance of vocationalcontent, basic academic instruction, vocational Stu-dent job piacement, and community relations andsupport Many of the specific need; related to thehighest major goals As an'example of the uniquepriorities accordini.io type of city, the need forup-to-date equipment Wks considered stronger inmedium and small cities than in lake cities, higherIn the Northeast than in other regions of the coun-try, mid greater in high minority cities than in either

'medium or low minority cities. A number of recom-mendations directed to audiences at the local, State,and national levels were made. A list of the citiesincluded in the mail survey and selected results

, from personal interviews are appended. (LMS)

ED 139 926 "CE 010 915Anderson. Phyllis Joan AntrimTeaddag Methods for the Development of*

Creativity in Medical Dia:trades.Pub DateDec 75Note-711%; Master's Thesis, University of Texas at

Dalin

EDRS Price MP-50.83 HC-$4.67 Ples Postage.DescriptorsArt Education, Behavioral Objec-

tives. Creative Ability, *Creitive Development,Creltivity, Educational Research, 'Medicine,Post Secondary Education, Skill Development'Student Improvement, 'Teacher Role, TeachingMethods, 'Teaching Techniques, 'Technical Il-lustrationThrough identifying sources and 'interpreting

findings from the fields of medical illustration, psy-chology, and education, the research described pro-vides the Witcher of medical illustration with aframework for promoting in students an active senseof their creative abilities. The need for the study,background information, limitations, and Proce-dures are discussed in chapter 1. Following the re-view of literature in chapter 2, chapter Ideah withfindings from the literature of medical illustrationand surveys the body of facts and opinions on theneed for creative ability in illustrators An overallperformance objective, derived from the literature,is presented which states that the professional medi-cal illustrator will demonstrate conceptualization,visualization and abstraction abilities, and will ex-hibit characteristics of flexibility and versatility inart techniques and adaptability to change in themedical environment. Chapter 4 deals with researchfindings on creativity: Definitions, steps in the crea-tive process, and creativity in the scientific and ar-tistic dccupations. Teaching me'hods andtechniques advocated by educational psychologistsand methodologist for the growth of creative artis-tic production are discussed in chapter 5, and con-clusions and recommendations are presented inchapter 6. A .bibliography is appented. (SH)..

ED 139 927 CE 010 918Connany. RobertGetting Started; A Guide to Writing Your Own

Curriculum. The Pennsylvania Guide for 'Untrue-tional Improvement through Career Educatiop.Organizational Volume.

Journal CitB BB09156BB B 12921Central Susquehanna Intermediate Unit 16, Lewis-

burg, Pa., -Spons Agency Pennsylvania State Dept.. of Edu-

cation, &frisbee. Bureau of Instructional Sup-port Services.; Pennsylvania State Dept. ofEducition, Harrisburg. Bureau of -VocationalEducation.

Pub Date-76Note-33p.; For related documents see CE 010

918-921Available fromCentral Susquchanna Intermedi-

ate Unit, P.O. Box 213, Lewisburg, Pennsylvania17837 ($2.00)

EDRS Price MF40.83 HC-S2.06 Plas Postage.,DescriptorsAdministrator Guides, 'Career Edu-

cation, Community Resources, 'Curriculum De-velopment, 'Curriculum Planning, EducationalResources, 'Elementary Secondary Education,Evaluation Methods, Institutional Role, Instruc-tional Materials, Program Administration, *Pro-gram Design, 'Program Development, ProgramPlanning, Staff Role, State Curriculum Guides

Identifiers 'PennsylvaniaWritten to accompany a three-volume set of

teaching activities, this guide provides recommen-dations for staffing, structuring, and equipping a ca-reer education program. The introduction discusseithe purpose of the guide, meet education in Penn-sylvania, and several laws pertaining to-career edu-cation. Chapter deals with the roles o theadministrator, counselor, teachers, departmentheads, and librarians in the development of career

. education program. Chapter II presents four appro-aches to implementing a career education programand discusses their advantages and disadvantages: Atotal coordinated program involving studeny, at allgrade levels, a unit within a major subject; a separatecome in career education; and a series of looselyrelated activities, Chapter III makes suggestions forselecting and evaluating instructional materials, in-

' .29

Document Resumes 21

eluding printed, audiovisual, and assessment materi-als. In Chapter IV, external resources are discussed,for example! Vocational - technical schools, otherdistrict staff, the community, government agencies,and professional consultants. Chapter V coversmanagement considerations such as staff inservicetraining, scheduling, grading, field tripl, and financ-ing, A summary and a bibliography conclude the

' document. (LMS)

ED 139 928 CE 010 946Jones MarionGasoline Engine Mechanics. Performance Objec-

tives. Intermediate Cosine.Duval County Sihool-Beiard, Jacksonville, Fla.Pub DateJul 73Note-20p,; For related document sec CE 010 947EDRS Price MILS0.83 HC-S1.67 Plus Poetise,Descriptors 'Auto Mechanics, Behavioral Ob-

jectives, *Criterion Referenced Tests, CurriculumGuides, *Engines, *Repair, Secondary Education,Shop Curriculum, 'Skill Development, StudentEvaluation, Trade and Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are hated for eachof six terminal objectives presented in dus cur-riculum guide for an intermediate gasoline engine,mechanies course at the secondary level. (For thebeginning course guide see CE 010 947.) Thematerialawere developed for a two-semester (2 hourdaily) courseihat includes all phases of small gaso-line engine repair, operation, anemaintenance. Thiscoursework includes basic theory and practical ex-perience on actual engines and installations, the useof machine and had tools, measuring instruments,manuals and publications pertinent to the trade. Timthis of the six terminal objective sections are EngineDisassembly/Assembly, Electrical System, IgnitionSystem, Carburetion, Parts Inventory, Shop Man-agement, and S.1.E. Program. (This manual and 54others were developed for various secondary levelvocational courses using the System Approach forEducation (SAFE) guidelines.) (HD) .

ED 139 929 CE 010 947Jones MarionGaiollne Eakins echanles. Fet(e'rlitince Objec-

tives. Buie CoDuval County; School arVecii;iinville.Pub Da Jul 73Note-33p.; For a related document see CE 010

946

EDRS Price MF-S0.83 HC-$2.06 Plus Postage.Descriptors 'Auto Mechanics, Auto Mechanics

ttccupation), 'Behavioral Objectives, CareerEx-ploration, 'Criterion Referenced Tests, Cur-riculum Guides, Engines, Secondary Education,Shop Curriculum, 'Skill Des'retopment, StudentEvaluation, Trade and Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof five terminal objectives presented in this cur-riculum guide for a basic gasoline engine mechanicscourse at the secondary level. (For the intermediatecourse garde see CE 010 946.) The materials weredeveloped for a two semester (2 hours daily) courseto provide training in the terminology, construction,and function of both two -and four-cycle internalcombdaion engines. The course inches instruction 'and practical experience in the areas of safety, careand use of tools and manuals, theory of internalcombustion, ignition and electrical systems, fuelsystems, and troubleshooting. The titles of the fiveterminal objective sections are Orientation, HandTools, Engine Construction, Ignition, and Fuel Sys-tem. (This manual and 54 others were developed forvarious ry levekvocational courses using theSystem Ap ach for Education (SAFE) guide-lines.) (HD)

.,

22 DocUment Resumed

.%

ED 139 930. CE 010 948McMinn, RobertBusiness Machine Maintenance. Performance Ob-

jectives. Intermediate Course.Duval County School Board, Jacksonville, Fla. 4Pub DateAug 74 .

Note-9611'4 Several, illustrations may not re-produce well due to faint broken type. For arelated document slie CE 010 949

EDRS Price MF-$0.83 13C-S4.67 Plus Postage.Descriptors 'Behavioral Objectives, Career Ex-

ploration, 'Criterion Referenced Tests, Curriculum Guides; *Maintenance; ., 'OfficeMachines. 'Repair. Secondary Education, Semis-killed Occupations, Service Occiipations, SkillDevelopment. Student Evaluation, Trade and In-dustfial Education tSeveral intermediate performance objectives and

corresponding criterion measures sit lided for eachof 28 terminal objectives presented in.thistruile fdran intermediate 'business machine maintenancecourse at the secondary level. (For the basic courseguide see CE 010 949.) Titles of the 28 terminalobjective sections are Career OpOrtimities, Organ-ization, Review, Motor Drive, Rotate Mechanism,Tilt, Keyboard, Mainspring, Shift, Cycle Clutch,Print Mechanism, Escapement, Backspace, CarrierReturn. Pater Feed Mechanism. TroubleshootingMalfunction, Case, Motor, Keyboard and EntrySlide, Register, Register' Inversion, Universal Bar,Credit Blance, Main Shaft and Clutch, Printing,Ribbon Advance and Reverse, tine Spacing, andTroubleshooting.. Mds jnanualAnd 54 others weredeveloped for veriousecondar*level vocationalcourses using the System Approach for Education(SAFE) guidelines.r (HD)

ED 139 931 CE 010 949McMinn. RobertBusiness Machine Malatenatice.Pirformance Ob.

jut:Ives. Basic Course.Duval County School Boird, Jackionvillee, Fla.Pub Date -Dec 74Note-79p.; Several illustrations wilcnot reproduee

well due to faint brokeh type ; F related docu-ment see CE 010 948

EDRS Price MF -Sp.83 NC-54667 Plus Postage.DescriptorsBehavioral ObjecOves, °Circa Ex-

ploration, 'Criterion -Referenced Tests, Cur-riculum Guides, 'Maintenance, 'OfficeMachines, *Repair, Secondary Education, Semis:killed Occupations, Service Occupations, SkillDevelopment, Student Evaluation, Trade and In-dustrial EducationSeveral intermediate performance objectives and

correspon,rag criterion measures are listed for eachof 25 tenfimal objectives presented in this guide fora basic business machine maintenance course at thesecondary level. (For the intermediate course guilesee CE 010 948.) The materials were developed fora two-semester (2 hour daily) course designed toprovide training in the overall operations of businessmachines (function and repair of ). Areas cov-ered include understanding of t movement.standard adjustments, alignment, t soldering,oiling protedures, and troubleshooting for electricaland mechammtnischines. Titles of the 25 terminalobjectiVe sections are Orientation, Shop Layout andTools, Basic Information, Pitch Infbnnation, TypeBar Spldenng, Typewriter Carnage, Escapement,Segment Assembly, Ribbon Mechanisms, Tabula-tion Unit-Underwood Typewriter, Use and Fea-tures, Power Transmission, Power Shaft and Cams,Type Action Mechanism,. Ribbon Lift and FeedMechanism, Segment Shift Mechanism, Impression

,Control Mechanism, Backspace Mechanism, InputControl, Space Bar Mechanism, Carnage Tabula-tion Mechanism, Electric Midgm, Camage'RetumMechanism, Half Spasing,.and Trdubleshoocing.(This manual and 54 others were developed for vari.

. ous secondary level vocaponal courses using theSystem Approach for Education (SAFE) guide:lints) (HD)

ED 139'932 CE 010 950Harvey, BillCabinetmaking. Performance Objectives. Basic

Course.Dtival County School Board, Jacksonville, Fla.Pub Date Jun 75Note -33p.,,EDRS Price MP-$0.83 BC-82.06 Plus Postage.Descriptors 'Behavioral Objectives, 'Cabinet-. making, 'Criterion Referenced Tests, CurriculumGuides, Nigh School Curriculum, Job Skills, Se-condary Education, Shop Curriculum, Skill Deve-lopment, Skilled Occupations, StudentExperience, Trade and Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 15 terminal objectives for a high school basiccabinetnlakuig course. The materials were devel-oped for a two-semester (2 hours daily) course de-signed to delmlop and implement a well-groundedknowledge of the ftindamentals of all phases of plan-ning and operating a commercial cahmet or millworkshop- The students receive instruction, infor-mation, and practical experience in safety, math-ematics, shop drawings, tools, and equipment andshop procedures. It 33 noted that students parucipat-mg should be physically Mani have a basic knowl-edge of basic mathematics and reading in order tocomplete the course successfully. Titles of the 15

%terminal objectives sections are Orientation,Related Occupations, Safety, Student Organiza-tions, Meaiunng Devices and Measuring, WorkingDrawings, Types and Grades of Woods, Types of.Fasteners, Building Hardware, General Supplies,Hand Tools, Power Tools, Wood Joints, Finishing,and Cabinet Project. (This manual and 54 otherswere developed for various secondary leVel voca-tional courses using the System Approach for Edu-cation (SAFE) guidelines.) (HD)

ED 139.933 CE 010 951Downing Charles And OthersCustodial Services and Banding Midst Perfor-

mance Objectives.Duval County School Board, Jacksonville, Fla.Pub DateJul 73Note-38N; for a related document see CE 010

984 ; Not i(vailablein hard copy dueto quality ofprint of original document

EDRS Price MF-$0.83 Plus Postage. 13C NotAvailable prom EDRS.

Descriptors'Behavioral Objectives, BuildingEquipment, Building Operation, 'Buildings,Cleaning, Construction (Process), 'CriterionReferenced Tests, Curriculum Guides, 'Cus-todian Traing, Equipment Maintenance, Grade12, 'Maintenance, Painting, 'Repair, Senior HighSchools, Trade and Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 14 terminal objectives for high school custodialservice and building maintenance course"(the thirdyear of a 3-year program). The materials were deve-loped for a 36-week course (3 hours daily) designedto prepare 12th graders with entry level skills in thecustodial :entice and building maintenance fieldMaintenance and repair of facilities and commonequipment found in commercial buildings isstressed. The student will karn electrical repairs,plumbing repairs, floor care, carpentry, masonry,lawn and shrubbery maintenance, as well as job ap-plicatiOn skills and occupational information pertiwrit to this trade The,titles of the 14 terminalobjecti4es are Orientation, Occupational Informsdon, Blueprint Reading and Drawing, Occupational

Safely' Cat nary, tainting, Electiical Work andRepairs, PI bing Concrete Work and Repairs,Plastering, Glazing, Cleaning, Lawn Care, andFlower and Shrubbery Cue (This manual and 54others were developed for various secondary levelvocational courses using the System Approach forEducation (SAFE) guidelines.) (HD)

ED 139 934 CE 010 952Child Care Services Snide. Performance Objec-

tives. Criterion Measures. Home Economies.Dural County School Board, Jacksonville, Fla.Pub Date Avg 74Note-268p.; For related doCuments see CE 010

985 and CE 010 991.992 ; Best copy availableEDRS Price MF-$0.83 11C414.05 Plus Postage.Descriptors 'Behavioral Objectives, 'Career Ex-

ploration, 'Child Care, Child Care Centers, ChildCare Occupations, Child Care Warier', ChildDevelopment, 'Criterion Referenced Tests, Cur.riculum Guides, Day Care Services, Early Child-hood Education, Guidance, *High SchoolCurriculum, Job Skills, eCklupational Home Eco-nomies, Secondary EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 14 terminal objectives for a high school child careservices course. This course is designed to provideopportunities for exploring a broad range of childcare, guidance, and service occupations. Major con-cepts include characteristics of children of-differentages, methods of communicating with children,awareness of the operation of child care enterprisesin a variety of situations, planning and providingservices to children, including those with specialneeds, selecting and using equipment, materials,and activities in relation to the development tasks ofchildren, and child-related agencies and legislation.Instruction includes observation and hands-onlaboratory' experiences which are basic to special-ized proficiencies needed 9;ir employment. Con.cepts of management, consumer education, andsafety are included as they relate. The titles of the14 terminal objectives are The Child Care Worker-Skills of the JO, Working with Children, Under-standing -Growth and Development. DayCare-What Is The Child Care Worker-KnowYourself, Need of All Children, Nutritional Needsof Children, Infant Care, Child's Play, Facilities forChild Care, The Living Curriculum for the YoungChild, Setting Up and Operating a Child Care Cen-ter, and The Job-Getting, Holding, Changing. (Thismanual and 54 others were developed for varioussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HI))

ED 139-935 CE 010 953BryankEuDell H. And OthersFood Abduction and Services. Performance Ob-

jectives. Criterion Measures. Home Economics.Duval County School Board, Jackionville, Fla.Pub Date-475]Note-275p.; Not available in hard copy due to

marginal reprodulibility of original documentEDRS Price M1140,113 Has Postage. 13C Not

Available from EDRS. --`Descriptors 'Behavioral Objectives, 'Criterion

Referenced Tests, Curriculum Guides, Foad Ser-vice, *Food Service Occupations,eFoods Instr uctnon, High School Cumculum, Job Skills,Occupational Home Economics, Secondary Edu-cation, Skill DevelopmentSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof eight terminal objectives for a food productionand services course, which 33 designed to providestudents with an opportunity to express and practicea broad range of food ,producuon and service occu-pations. Major concepts covered include character.utics, knowledge, attitudes, and skills necessarj, foremployment in a variety of food service occupaz,bons, types of food service institutions and relatedareas that provide opportunities for employment,

- job descriptions and task analyses, personal appear.ance and health requirements, sanitation and safetyprocedures, use and care of equipment, workschedules, interpretation of recipes, principles ofnutrition, meal planning, principles of food prepara-tion, cost and portion control, and storage of foodand supplies. Laboratory experiences arc designedto include specialized activities in basic quantity

tfood preparation techniques, and use of varioustypes of meal service. The titles of the eight terminal.objectives are Employability Skills; Selection, Oper-ation, Cleaning, and Maintenance of Equipment;Sanitation and Safety; Basic Food Preparation;Baked Productin Miscellaneous Desserts; QuantityFood Preparation Food Service; and Supervisionand Management. Appendixes include an outlinefor a course in public health and sanitation for foodhandling, hints for food service teachers, recipes,and a bibliography. (HD)

ED 139 936 CE 010 954Campbell:guy And OthersRadio nab Television Servicing. Tatennectiate

Coarse.Duval County School Board,,Jacksonville, Fla.PubDateJulNote-68p1: Fora related document see CE 010

956EDRS Price'MF-S0.83 HC-S3.50 Pies Postage.Descriptors Behavioril Objectives, Criterion

Referenced Tests, `Radio Technology, SeniorHigh Schools, Service Occupations, Shop Cur.nculum, Television liepaumen

IdentifiersFloridaSeveral intermediate performance objectives and

corresponding crueno9 measures are listed for eachof 32 terminal objeetives for an intermediate (se-cond year) radio;TV servicing course:This (-yearcourse (3 hours daily) was designed to provide thestudent with the basic skills and knowledges neces-sary for entry level employment in the Radio/TVservicing field. Titles of the 32 terminal 'objectivesare Radio Trade History, Use of Hand Tools, ShopSafety Practices, Basic Florida Licensing Regula-tions, Shop Practices andaterials, Radio MathReview, Radio Theory, UX

/Mof Radio Test Equip-

ment, Vacuum Tube Theory, Transistor Theory,Audio Amplifiers, AM Radio Receivers, ServicingProcedures on AM Radios, Alignment Procedures,Turntables, Tape Rec.Orders, FM Sets, Stereo Sets,Black/White Television History, Television MathApplications, Black /White Television Servicing,.Shop techniques and Materials, Television AudioCircuits, Video Circuits, Tuner Circuits, Sync Cir-.cuits, Sweep Circuits, IN Servicing and Alignment,TV Antenna Installations, Florida Law, and Ern-

Asloyer/ Employee/Customer Relations,manual and 54 others were developed for varioussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 937 CE 010 955Long. WilliamAir Honing. P anima Objectives. Inter.

to Coarse.D al County ool Board, Jacksonville, Fla.Pub Date --J 2

Note-631:, Not available in hard copy due to marginsl reproducibility of the original document

EDRS Price MP-S0.113 Plan Postage. BC NotAvallable;from EDRS.

j-loakuni.A.i.rcinditionins_toehavioraLobjeetives, 'Criterion Referen4d TestseJob Skills,Management, Ilefrigention, Refrigeration Me-chanics, Senior High Schools, Service Occupa-tions. Shop Curriculum, Trade and Industrial

,EducationSeveral intermediate performance objectives

corresponding crigkion measures are listed eachof seven terminal objectives for an int ediate airconditioning coursi. The titles of the seven terminalobjectives ate Rarigeration Cycle, Job Require-ment Skills, Air Conditionina, Trouble Shooting,Performance Test, Shop Management, and $.1.E.,Prograrn.`The document also includes a, 501temelectrical test, a 50-item written final top, a 20 -stemelectrical components test, and a 26-nsm au condi-tioning and refrigeration test (applied math). (Thismanual and 54 others were developed for venoussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 938' CE 010 956Campbell GuyElectronics Technology. Performance Objectives.

Basic Coarse.Duval County School Boatd, Jacksonville, Fla.Pub DateJul 73Note-40p.; For a related document see CE 010

954EDRS Price MP-S0.83 HC-S2.06 Plus Postage.Descriptors*Behavioral Objectives, Criterion

Referenced Tests, Electric Circuits, Electricity,Electronic Equipment, EleZtronics, ElectronicTechnicians, Secondary Education. Shop Cur-nculum, Technical Education, Trede and Indus-trial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 20 terminal objectives for a basic electronics tech-nology course. The materials were developed for atwo-semester course (2 hours daily) designedno in-clude instruction in basic electricity and electronicfundamentals, and to develop skills and knowledgesin AC and DC Theory, electrical safety experiences,hand tool usage and related electrical and electricalfundamental laboratory experiences. Titles of the 20terminal objectives are Introduction to Course,Electrical Safety, Electrical Mathematics Review,Basic Physics for Electronics, Magnetism, ElectricCircuits, Electric Measuring Devices, Resistance,Ohms Layrand Circuits, Hand Tools and Soldering.Electrical and Electronic Diagrams, Meters, Alter-nating Current, Inductors, Transformers, Capaci-tance; Mathematics for AC Circuits; InductiveReactance and impedance; Capacitive Reactanceand Impedance; AC Circuit Analysis; Series Reso-nant Circuit; and Electronics Technician Pccupa.non Analysis. (This manual and 54 others weredeveloped for various secondary level vocationalcourses using the System Approach for Education(SAFE) guidelines.) (HD)

ED 139 939 CE 010 957Seirerr. ChesterPrinting. Performance Objectives. Intermediate

Course.Duval County School Board, Jacksonville, Fla.Pub DateJul 75- -Note-50p.; Not available in hard copy due to mar-

ginal reproducibility of thcorigingl document. Fora related document see CE 010.961

EDRS Price Mr-S0.83 Phis Postage. HC NotAvailable from EDRS.

DescriptorsBehavioral Objectives, CntenonReferenced Tests, Curriculum Guides, Printing,Secondary Education, Shop Curriculum, Tradeend Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 13 terminal objectives for an intermediate print-ing course. The materials were developed for a two-

niester43-hours-darly)-eourse-wittr spcerenzclassroom, shop, and practical experiences designedto enable the student to develop proficiency as aprinter with emphasis on composition, letter presswork, bindery, offset camera platemaking, and off-set proarg. Also included is instruction on Ludlowcomposin machine, Kluge auto platen press, verti-cal and horizontal cylinder press, and folding ma-chine. Safety is emphasized in all phases ofinstruction. The titles of the 13 terminal objectivesMC Orientation, Legal Restriction, Layout and De-sign, Composition, Process Photography, Dark-room Procedures, Stripping, Platemaking, OffsetInk and Paper, Bindery Operations, Offset PressOperation, Production Problems, and Occupationsand Evaluation. (Tius manual and 54 others weredeveloped for various secondary level vocationalcourses using the System Approach rot Education(SAFE) guidelines.) (HD)

Document Resumes 23

ED 139 940 CE 010 958Allen. CharlesDrafting. Performance Objectives. Basic Coarse.Duval County School Board, Jacksonville, Fla.Pub DateJuj.75Note -71p.; Best copy availableguts Price MF-S0.83 HC-$3.50 Phu Postage.DescriptorsArchitectural Drafting, Behavloril

Objectives, 'Criterion R erenced Tests, °Drift-in& Engineering Drawin Secondary Education,Shop Curriculum, V.oca onal EducationSeveral intermediate' performance objectives and

corresponding criterion me cures are listed for each .of 12 terming objectives fora basic drafting course.The materials were developed for a tsm-semestercourse (2 hours daily). The ofrganized classroom andshop experiences are designed tti enable the studentto develop general competencies in the use &draft-ing instruments, fundamental ndespf tdraTting. andthe ability to lay out and develop drawings in thearchitectural, structural, and machine drawingfields. Instruction covers geometrical construction,descriptive geometry, third quadrant projection,auxiliary planes, sectioning, end pictorial drawing.Tides of the 12 terminal objectives are Orientation,Vica and Safety, Scaled Dimensions, Pencil Line-work, Object Drawing Stressing Arcs and Tangents,Coordinate Geometry and Model Development;Multi-view) Isomanc Asuiciate Development; Sec-tioning and Architectural Detailing; Small BuildingPlan Sets; Basic Meets and Bounds, Plotting Beat-ings; Civil Technology; Vica Leadership Develop-ment and Public Relations; and Certification Goalsin Engineering Teehnology,'(This manual and 54others were developed for i'arious secondary levelvocational courses using the4ystme Approach forEducation (SAFE) guidelinett..) (HD)

ED 139 941 CE 010 959Tidwell JotephWesel Mechanics. Performance Objectives. Basic

Course.Duval County School Board, Jacksonville, Fla.Pub DateAug 74Note-48p.; For a related document see CE 010

960EDRS Price-MF-SO ALLIC-S2.06 Plea Postage.Descriptors 'Auto Mechanics, 'Behavioral Ob-

jectives, Criterion Referenced Tests, CurriculumGuides, Diesel Engines, Grade 10, Maintenance,Mechanical Skills, Repair, Senior High Schools,'Shop Curriculum, Skill Development, Voca-tional EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 12 terminal objectives for a basic diesel mechan-ics course. The course is designed as a two-semester(2 hour daily) course for 10th graders interested in

3

ng diesel service and repair mechanics; it wouldserve as the first year of a 3-year secondatly schoolprogram. Based on shop manipblative practices in.

'addition to related classroom instruction, the focusof instruction is on use of tools and safety, enginetfieory, terminology, main stationary parts, majormoving parts, valve gear and scavenging systems,Biel injection systems, burning the fuel, lubricationsystem, cooling system, and governing. The titles ofthe 12 terminal objectives, are Orientation, Theoryof Internal Combustion Engines, Operating Princi-ples, Design Variation, Main StationarytParts, Ma-jor Moving Pans, Value Gear, Intake and Exhaust,Lubrication System, Cooling System, Fuel Injection

manual and 54 others acre developed for vanSystem. Burning the Fuel, and Governing. (llis

secondary level vocational courses using ihrSyetemApproach for Education (SAFE) guidelinca.) (HD)

Documen t Resumes

ED 139 942 . CE 010 960Ming( Joseph

Diesel Mechedes. Performance Objectives. later-mediate Comm

Duval County School Board, Jacksonville...Bs-Pub Date--Dec 74 1

Note-31p.; For a related document see C.E 010959 ; Best copy available

EDRS Peke M1F-$0.83 ITC-S2.06 VW Postage.Descriptors 'Auto Mechanics, 'Behavioral Ob-

jectives, Criterion Referenced Tests, Diesel En-gines, Equipment Maintenance, MechanicalSkills, Repair. Secondary Education, Shop Cur-riculum, Skill DevClopment, Vocational Educe-donSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof six terminal objectives for an intermediate dieselmechanics course (two semesters, 3 hours daily) de-signed for high school students who upon comple-tion would be ready for an on-the-job trainingexperience in diesel service and repair. Throughshop manipulative practice in addition to relatedclassroom instruction, the course covers operationand safety, electricity, intake and exhaust systems,starting methods, oil and gaseous fuels, nine-up andtroubleshooting, engine rating and performance,and mechanical and hydraulic drives. Titles of thesixternunal objectives are Orientation-Human Re-lation; and Safety, Electrical Systeni, StartingMethods, Power Trains, Brake Systems, and Chas-sis Components. (This manual and others weredeveloped for 'various secondary level vocational

using the System Approach for Educationguidelines.) (HD)

ED 139 943 'CE 010 961Setrert. ChesterPrinting. Feria:masa Objectives. Basic Coarse.Duval County School Board, Jacksonville, Fla.Pub DateJul 75Note-72p., For a related document sec CE 010

957EDRS Price MF-30.83 HC-S3.50 Phi Pottage.Desenptors' Behavioral Objectives, Cntenon

Referenced Tests, Curriculum Guides, Printing,Secondary Education, Shop t urnculum, Tradeand Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 17 terminal objectives for a secondary level basicprinting course. The materials were developed for a.two-semester (2 hours daily) course with Specializedclassroom and shop experiences designed to enablethe student to* develop basic competencies as aprinter in the fundamentals of typography, presswork, bindery, and finishing pr,ocess with emphasison safety, typography, negative and plate processes,and quality control The titles of the 17 terminal

"yes are Orientation, Occupations andds, Letterpress Composition, Press Make-

Ready and Operation, Letterpress Applications,Layout and Design, Paste-Up, Point System Ap-plied to Lithography, Preparing Camera Copy forReproduction, Process Photography, PresensitizedPlates, Offset Preis Operation, Bindery Operations,Cost Estimating, ContinuOus Tone Photography,Industrial Attitudes and Work Habits, and SkillComprehension Exercises. (This manual and 44others were develciiied for various secondary levelvocational courses using the System Approach forEducation (SAFE) guidelines.) (HD).ED 139 944 CE 010 962Atkinson: FloydConasercial sad Advertising Art. Performance

Objectives. Basic Cosies.Duval County School Board, Jacksonville, Fla.

- Pub DateJul 75Notti-40p., For a related document see CE 010

979

EDRS Price MF-S0.113 HC-$2.06 Pins Postage.DescriptorsArt Education. Art Materials,

*V.havioral Objectives, Commercial Art, ACrit-erton Referenced Tests, Curriculum Guides,Graphic Arts, Senior High Schools, VocationalEducation

IdentifiersAdvertisingSeveral intermediate performance objectives and

, corresponding criterion measures are listed for eachof 12 terminal objectives for a basic commercial andadvertising art course. Tbt materials were deve-loped for a tigii-semester (2 hours daily) course to.enable tenth, eleventh, and twelfth grade students todevelop competencies in the are and use of tools;various forms of lettering with pen and brush; crea-tive perception; value of perspective; theories of lay-out; mechanical processes in art proditeuon; andsafety. instruction emphasizes advertising theory,preparation of copy, lettering, drawing exercises,and silk screen. The tides of the twelve terminalobjectives are Orientation, Safety, Purpose andCare of Lettering Brushes, Tools and Materials,Brush Lettered Alphabets, Art Tools and Materials,Fundamentals of Drawing with 'Pencil and Pen,Basic Shapes with Single Light Source, Properties ofLine, Perspective Drawing, Figure Constructionand Composition, and Layout, Design and Compo-sition. (This manual and 54 others were developedfor various secondary level vocational courses usingthe System Approach for Education (SAFE) guide-lines.) (HD)

Ell 139 045 CE 010 963Thompson. Moses?deem,. Performance Objectives. later:mediate

Coarse.Duval'County School Board, Jacksonville, Fla.Pub DateMay 75 -

Note-21p., For a related document see CE 010980

EDRS Price MF40.83 HC31.67 Phis Postgge.Descriptors.r.-Behavioral Objectives, Bricklaying,

Construction .(Process), Criterion ReferencedTests, Job Skills, 'Masonry, Secondary Educa-tion, Shop Curriculum, Skill Development,Skilled Occupations, Trade and Industrial Educe.denSeveral intermediate performance objective: and

corresponIng criterion measures are listed for eachof 13 terminal objectives for an intermediate ma-sonry course. These materials, develor for a two-semester (3 hours daily) course, are desiped toprovide the student with the skills and knowledgenecessary for entry level employment in the field of

*masonry. The following areas are covered under theterminal objectives: Hand process, estimating, lay-otit application, modular coordination, blueprintreading, masonry materials, decorative stone, plac-ing of reinftping steel in footing, story pole, batterboards, and advanced masonry plus related andtechnical information. Titles of the terminal objec-tives sections are Orientation, Occupational Infor-mation, Occupational Safety, Blueprint Reading,Estimating, Laying Concrete Blocks, Concrete Fin-ishing, Laying Glass Blocks,. Modular Dimension,Story Pole arlit Gage Suck, Structural Bonds, Ad-vanced Bnck Laying, and Expansion Joints. (Thismanual and 54 others were developed for varioussecondary level vocational courses using the SystemAppro#ch for Education (SAFE) guidelines) (HD)

ED 1.59 946 CE 010 964Vincent. Kenneth

Weldbig. Performance Objective. InterenedlateCoarse.

Duval County School Board, Jacksonville, Fla.Pub DateJul 73Note-29p., For a related document see CE 010'965

EDRS,PriceMF-S0.83 110$2.06 Plus Postage.DescriptorsA Behavioral Objectives, Constructiont(Process), Cntenon Referenced Tests, Job Skills,Secondary Education, Shop Curriculum, Skill

3

Development, Skilled Occupations, TechnicalEducation, Trade and Industrial Education,'WeldingSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof nine terminal objectives for an intermediate weld-ing course. The materials were developed for a 36-week (3 hours daily) course designed to prepare thestudent for employment in the field of welding.Electric welding and specialized (TIG,& MIG) areemphasized. The *titles of the nine terminal objec-tives sections are Electric Welding Terms, Care andUse of Shop Machinery, Physical Properties of Met-als, Heat Treatment of Metals, Introduction to ArcWelding, Electric Arc Welding, (T.1.0.) Welding,(M.I.G.) Welding, and Blueprint Reading. (Thismanual and 54 others were developed for venoussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 947. CE 010 965Vincent. Kenneth

Welding. Performance Objectives. Basic Coarse.Duval County School Board, Jacksonville, Fla.Pub DateJul 73Note-26p., For a related document see CE 010

964 , Some parts may be marginally legible due tosmall print of the original document

EDRS Price MF-S0.83 BC-S2.06 Plus Postage.Descriptors 'Behavioral Objectives, Construction

(Process), *Criterion Referenced Tests, Job Skills,Senior High Schools, Shop Curriculum, SkillDevelopment, Skilled Occupations, Student ha-perience, Technical Education, Trade and Indus-trial Education, WeldingSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof eight terminal objectives for a basic weld*course. The materials were developed for a 36-week(2 hours daily) course developed to teach the funda-mentals of welding shop work, to become familiarwith the operation of the welding shop equipment;to become familiar with-those basic skills and tradetechnology required by the welder in doing weldingwork, and to dlIgnose and solve technical problemsas expected of an apprentick welder. Titles of theeight terminal objectives sections are Orientation;Safety, Math Review, Hand Tools, Masuremenit,Flame Cutting and Gas Welding Terms; Oxyacety-lene Equipment, Maintenance, and Adjustments;and Gas Welding, Flame Cutting, and Torch Brazing. (This manual and 54 others were developed forvarious secondary level vocational courses using theSystem Approach for Education (SAFE) guide-lines.) (HD)

ED 139 948 CE 010 966Carter, Thomas 0. Sr.

Auto Mechanics. Performance Objectives. BasicCourse.

Duval County School Board, Jacksonville, Fla.Pub DateNov 74Note-57p.EDRS Price MILS0533 HC-S3.50 Plus Postage.Descriptors- -'Auto Mechanics, 'Behavioral Ob-jectives, *Criterion Referenced Tests, Curriculuth

Guides, Engines, Maintenance, MechanicalSkills, 'Repair, Secondary Education, Shop Cur-riculum, Skill Development, Skilled Occupations,'Technical Education, Trade and Industrial Edu-cation, Vocational Education.Se'veral intermediate performance objectives and

corresponding criterion measures are listed for eachof 14 terminal objectives for a basic automotive me-chanics course. The materials wore developed for a,two-semester course (2 hours daily) designed tdprovide training in the basic fundamentals in diag-nosis and repair including cooling system and heating. electrical systems, wheels and tires, steeringand suspension, brakes, engines, fuel, exhaust andemissions. and drive train. Titles of the 14 terminalobjectives sections are Onentation, Safety, HandTools; Engine Operation; Engine Measurement and

Perfdrmance; Engine Types; Engine Design; EngineConstiucnon; Ignition and Electrical Systems, FuelSystem and Carburetion; Cooling Systems; BrakeSystem; Frames, Springs, and Suspension Systems,and Ramming System. (This mangal and 54 otherswere developed for various secondary level voca-tional courses using the System Approach for Edu-cation (SAFE) guidelines.) (HD)

ED 139 949' CE d10 967 .Davis JohnService Station Attendant. Performance Objeo-

Urea. Basic Coarse.Duval County School Board, JaCksoniille,\Fla.Pub. DateJul 75Note-80p.; Several pain are of marginal print

°

EDRS Pries MF-80.83 HC44.67 Phis Postage.DescriptorsAttericlants, Attendant Training,'

*Auto Mechanics (Occupation), Behavioral Ob-jectives, diterion Referenced Testy CurriculumGuides, Eniines; Merchandising, Recordkeeping.Saleimanship, Secondary Education, Shop Cur-riculum, Trade and Industrial Education

IdentifiersService Station AttendantSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 24 terminal objectives for a basic secondary level -service station attendant course. The materials weredeveloped for a two-semester course (2 and 3 hoursdaily). The specialized classroom and shop experi-ences are designed to enable the student to developbasic competencies in the operation of an automo-tive service station with emphasis on sales, service,reeordkeeping, safety, preventive maintenance, pro-duct display, customer 'relations, cooling systems,electrical systems, and lubrication. The titles of the24 terminal objectives are Orientation, Safety, Hu-man Relations, Island Sales, Daily Sales Records,Hand Tools and Measurements, Parts and ServiceManuals, Lubrication Service, Motor Oil, Filters,Tires and Tire Service, Wheels and Wheel Balance,'Basic Electricity. Engine Theory and Denys, Tune-Up Electrical, Carburetion, Cooling Systems, Ex-haust, Brakes, Suspension and Shock Absorbers,Vehicle Appearance, Stands Housekeeping, Mer-chandising, and Air Conditioning. (This manual and54 others were developed for various secondarylevel vocalional courses using the System Approachfor Education (SAFE) guidelines.) (HD)

ED 139 950 - CE 010 968Lang. ThomasAstomotive Body Repair. Performance Objectives.

Beek Coarse.Duval County School Board, Jacksonville, Fla.Pub DateJul 75Note-47p.; For a related document see CE 010

978EDRS Price MI40.83 HC-$2.06 Plu Postage.DescriptorsAuto Body Repairmen, Behavioral

Objectives, Criterion Referenced Tests, Cur-riculum Guides, Job Skills; Mechicat Skills,Motor Vehicles, Repair, Seconder y..wcation,Shop Curriculum. Skill Development, Skilled Oc-cupations, Trade and Industrial EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof IS terminal objectives for a basic automotivebody repair and refinishing course. The materialswere developed for a two-semester (2 hours daily)course for organized classroom and shop expert-caeca designed to enable the student to developskills required by in auto body mechanic, refinisher,and painter. Instruction includes use of hand andpower tools, electric welding, gas wilding and cut-ting, spot welding, metal shaping, alignment andstraightening, metal preparation, filling, surfacepreparation, and painting. The titles of the 15 termi-nal objectives sections arc Orientation, YouthDevelopment; Safety; Body Construction; FluidTools; Power Tools; Gas Welding Equipment-Maintenance and 'Adjustmeits; Cfas Welding,'

Flame Cutting, and Torch Brazing Procedures,Metal Bumping and Dinging, Metal Filling (Solder),Metal Filling (Plastic), Masking, Surface Prepara-tion, and *Cart and Operation of Spray Gun Equip-ment. (This manual and 54 others were developedfor various secondary level vocational courses using,the System Approach for Education (SAFE) guide-lines.) (H D)

ED 139 951- CE 010 969Killough. JosephAppliance Services. Intermediate Course. Career

Education.Duval County School Board, Jacksonville, Fla.Pub DateOct 72Note-22p., For a related document see CE 010

970'EDRS Price MILS0.83 HC-S1.67 Phis Postage.DescriptorsAir Conditioning, Appliance Repair-

ing, Behavioral Objectives, Business Skills, Cli-mate Control, Criterion Relrenced Tats,Curriculum Guides, Electrical Appliances, Elec-trical Appliance Servicemen, Job Skills, Mainte-nance, Refrigeration, Refrigeration Mechanics,

Ntepair, Secondary Education, Service Occupa-dons, Shop Curriculum, Skill Development,Skilled OccupationsSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 16 terminal objectives for an intermediate appli-ance repair course. The materials were developedfor a 36 -week course (3 hours daily) covering theareas of refrigeration, maintenance, repair, and trou-bleshooting of refrigerators and air conditioning. Ti-tles of the 16 terminal objectives sections areCopper Tubing, Basic Refrigeration, Refrigeration,Refrigeration Cycles, Refrigeration Components,Refrigerants, Temperature Controls, AutomaticDefrost, Evacuating and Charging, Assembly, Trott-bit:shooting (Electrical Refrigerator), Room AirConditioning, Troubleshooting (Room Air Condi-tioners), Renewal Parts, Inventory Control, Shop

Management, and S.I.E. Program. (This manual and54 others were developed for various secondarylevel vocational courses using the System Approachfor Education (SAFE) guidelines.) (HD)

ED 139 952 CE'010 970_Killough, Joseph , 1

' Appliance Services. Basic Coarse. Career Educe'tiers.

Duval County SChool Board, Jacksonville, Fla.Pub DateOct 7i .

Note-33p., For a related document see CE 010969 ; Some pages may be marginally legible dueto print quality of the original document

EDRS Price MP-$0.83 BC-82.06 Phi Postage.DescriptorsAppliance Repairing, Behavioral

Objectives, Criterion Referenced Tests, Cur,,riculum Guides, Electrical Appliances, Electri-cal Appliance Servicemen, Job Vilna, SecondaryEducation, Service Occupations, Shop Cur-riculum, Skill Development, Skilled Occupations,

TechnologySeveral intermediate performance objectives and

corrmtponding criterion measures are listed for each'of 25 terminal objectives for it basic appliance repaircourse. The materials were developed for a 36-weekcourse (2 hours daily) designed to enable the mu-dent, to be well-grounded in the fundamentalselectricity as well as applied electricity. This firstyear course covers ety, occupational opportuni-ties, hand tools, th, basic and applied electricityand installation. r 'r, and troubleshooting of elec-trical appliances. The tides of the 25 terminal aim.tives sections are Orientation, Hand Tools, BasicMath, Electron Theory, Basic Electricity, ElectricalCurrent Movement, Electric Circuitry, Meters,Electric Motors, Electric Motors (Three Phase),Relays and Capacitors, Circuit Protection Devices,Water Heaters, Electric Ranges, Dishwashers, Dis-hwasher Troubleshooting' Automatic Washers, Au-tomatic Washer Timers, Automatic Washer (Drive

33

Document Resumes 25

.

System), Auto-matte Washer (Water Fill and PumpCycle), Automatic Washer (Transmission), Trou-bleshooting (Automatic Washer), Dryers, Dryers(Electrical Components), 'lind Troubleshooting-Laundry Equipment. (This manual and 54 otherswere developed for various secondary level voca-uonallourses using the System Approach for Edu-cation (SAFE) guidelines.) (HD)

ED 139 953 - CE 010 972Hilton, Arthur Lambert, GeorgeMachine Shop. Performance Objectives. Inter-

mediate Coarse. tareefEducatloa.Duval County School Board, Jacksonville, Fla.Pub DateJul 72Note-26p.; For a related document see CE 010

973EDRS Price MP-S0.83 RC-$2.06 Plus Postage.DescnplorsBehavioral Objectives, Criterion

Referenced Tests, Curriculum Guides, Hand' Tools, Job Skills, Maclune Tools, Machinists,,

Maintenance, Senior High Schools, Shop Cur-riculum, Skill Development, Trade and IndustrialEddcation, WeldingSeveral intermediate performince objectives and

corresponding criterion measures are listed for eachof eight terminal objectives fora high school inter-mediate machine shop course. The materials weredeveloped for a 36-week course (3 hours daily) de-signed to enable students to become familiar withthe operation of machine shop equipment, tobecome familiar with those basic skills and tradetechnology required by the machinist in doing ma-chinists work, and to diagnose and solve technicalproblems as expected of a competent journeymanmachinist. Titles of the eight performance objec-tives sections are Shaper, Horizontal Milling Ma-

, clune, Vertical Milling ,Machine, Maintenance,Forge, Heat Treating, Welding (oxracet., arc), andShop Management. (This manual and 54 otherswere developed for various secondary level voca-tional courses using the System Approach for Edu-cation (SAFE) guidelines.) (HD)

ED 139 954 CE 010 974Adams Sohn FSLaw Enforcement Careers. Performance Objec-

tives.. Intermediate Coarse.Duval County School Board, Jacksonville; Fla.Pub DateJul 75Note-48p.; Not available in hard copy due to mar-

ginal reproducibility of the original document. Fora relstpd document see CE 010 975

EDRS Price MP-S0.83 Plus Postage. HC NotAvailable from EDRS.

DescriptorsBehavioral Objectives, Crime,Criminal Law, Criterion Referenced Tests, Cur-riculum Guides, High School Curriculum, LawEnforcement Legal Education, Police, SeniorHigh Schools, Vocational Education

IdentifiersFloridaIntermediate performance objectives and corre-

sponding criterion measures are presented for eachof six terminal objectives for a twp-semester (3hours daily) course designed to provide high schooljuniors and seniors with basic law enforcement skillsand knowledge. Titles of the six terminal objectivesare Sta Criminal Code. Patrol Methods and Tech-niqu Information Gathering and Reporting, The

Scene, The Arrest, and Handling SpecificCalls. (This manual and 54 others were developedfor various secondary level vocauonakourses usingthe System Approach for Education (SAFE) guide-lines.) (HD)

CE 010,975EddElains139Joh955John55ESLaw Enforcement Careers. Performance Objec-

tives. Bask Coarse.Duval County School Board, Jacksonville,Fla.Pub DateJul 75 ,

Note-39p., For a related document see CE 010974

26 Document Resumes \

EDRS Price MF.S6.113 IIC-S2.06 Plus Postage.Descriptori 'Behavioral Objectives, Criterion

Referenced Tests, Curriculum Guides, Ethics,High School Curriculum, Justice, Law Enforce-ment. Legal Education, Police, Public Relations,Senior High Schools, Vocational Education

Identifiers--FkilidaIntermediate performance objectives and corre-

sponding criterion measures are presented for each sof nine terminal objectives for a two-semester (2hours daily) course designed to provide high schoolstudents with basic introductory law enforcementskills and knowledge. Tides of the nine terminalobjectives are Orientation, Law Enforcement Eth-ics. State Criminal Code, Nature of Law Enforce-ment, Development of Law Enforcement, PoliceFunctions, Problems of 14w Enforcement, Ad-ministration of Justice, and Public Relations. ginsmanual and 54 others were developed for varioussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 956 CE 010 977Munoz. RolandSleetmetaL Performance Objectives. Basic

Coarse.Duval County School Board, Jacksonville, Fla.Pub DateJul 73Note-16p., For a related document see CE 010

994EDRS Price trfF-S0.83 11C-S1.67 Plus Postage.Descriptors *Behavioral Objectives, 'Criterion

Referenced Tests, Curriculum Guides, Metals,Senior High'Schools, 'Sheet Metal Work, ShopCurriculum. Trade and Industrial EduCationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof six terminal objectives for a basic high schoolsheetmetal work course. The titles of the terminalobjectives are Orientation, Shop Machinery andMaterial, Soldering, Measurements and Layouts,Assigned Shop Projects, and Radial and Triangula-tion Layouts. (Thu manual and 54 others weredeveloped for venous secon level vocationalcourses using the System App h for Education(SAFE) guidelines.) (HD)

ED 139 957 CE 010 978Long Thomas .

Automotive Body Repair. Performance Objectives.Intermediate Coarse.

Duval County School Board, Jacksonville, Fla.Pub DateJul 75Note-33p4 For a related document see CE 010

968. Several pages may not reproduce well due tofaint type

EDRS Price MP40.83 Plas Postage. BC NotAvailable from EDRS.

DescnptorsAuto Body Repairmen, BehavioralObjectives, Cnterion Referenced Tests, Cur-riculum Guides, Job Skills, Mechanical Skills,4..fritor Vehicles, *flew, Secondary Education,SWOP Curriculum, Skill Development, Skilled &-,upations, Student Expenence, Trade and Indus-trial EducationSeveral intermedate performance objectives and

corresponding cntenon measures are listed for eachof 10 terminal objectives for an intermediate au-tomotive body repair and refinishing course. Thematerials were developed for a two-semester (3hours daily) course for specialized classrooms, shop,and practical experiences designed to enable thestudent to develop additional skills needed for autobody repair and refinishing and to attain proficiencyin basic skills. Instruction includes frame alignmentequipment and techniques, dolor matching, paintmixing, spot painting, glass and trim replacement,use of technical manuals and parts catalogs, CSUMit-mg, and use of forms. Practical work is emphasized.Students who complete course objectives are placedin the S I.E. program for on-the-job training. Thetides of the 10 terminal objectives sections are Hu-man Relations Ind Safety. Estimating. Fiber Gjsa.

ing, Replacing and Adjusting Auto BodyComponents, Electric Arc Welding, Glass Installa-tion, Body and Frame Alignment, Spray Painting,Inventory, and S.I.E. Program. (This manual and 54others were developed for various secondary levelvocational courses using the System Approach forEducation (SAFE) guidelines.) (HD)

ED 139 958 cg, 010 979Atkinson. FloydCoarnerdal and Advertising Art. Performance.

Objectives. Intermediate Coarse.Duval County School Board, Jacksonville, Fla.Pub' DateJul 75Note-41p., For a related document see CE

962 ; Not available in hard copy due to print qual-ity of original

EDRS Price MF40.83 Plas Postage. BC NotAvailable from EDRS.

DescriptorsArt Education, Art Materials, ArtProducts, Behavioral Objectives, *CommercialArt, 'Criterion Referenced Tests, CurriculumGuides, Graphic Arts, Senior High Schools, SkillDevelopment, Vocational Education

IdentifiersAdvertisingSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof eight terminal objectivei for an intermediatecommercial and advertising art course for highschool vocational students. The materials weredeveloped for a two-semester (3 hours daily) courseinvolving specialized classroom, shop, and practicalexperiences designed to enable the student to deve-lop proficiency in the skills introduced in the basiccourse and to develdp competencies in the moreadvanced phases of art. Content covered by thecourse includes poster, show card, and banner de-sign, illustrations, screen printing, making of pouncepatterns; sign painting; extensive experience in let-tering, air brush work, touch-up, inks, and colordynamics; and introductory instruction in packakeand product design. Students completing the courseobjectives are expectbd to be ready for placement inan on- the -job training program. The titles of theeight terminal performance .objecaes are Repro-duction Lettering, Reproduction of Art Work, SilkScreen Process Printing, Sign Development, ColorTheories, Use of Color in Illustration, Oil Painting,and Live Projects. (This ptanual and 54 others weredeveloped for vknous secondary level /vocationalcourses ufmg the'System Approach for Education(SAFE) guidelines.) (HD)

ED 139 959 . CE 010 980Muldrow; OliverMasonry. Basic Course. Career Education.Duval County School Board, Jacksonville, Fla.Pub DateJul 73No 7p.; For a rotated document see CE 010

963. eral pages may not reproduce well due toblurred type

EDRS Price MP-S0.83 HC-S3..50 Plus Postage.DescriptorsBehavioral Objectives, 'Bricklaying,

Construction (Process), *Cmenon ReferencedTests, Job Skills, Masonry, Secondary Educa-tion, Shop Curnc4lum, Skill Development,Skilled Occupations, Tiede and Industrie: Educe-lionSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 22 terminal objectives for a basic masonry course.The materials were developed for a 36-week course(2 hours daily). Organized subject matter and prac-tical experiences are designed to prepare studentsfor entry level skills in the masonry trade. Skill

- training is covered in the following areas Masonryoccupations, tools and equipment, classifications ofbnck and block, mortar mixing, Jaying bnck andblock, estimating, and bridling pilasters, steps, cor-ners, and arches. Titles of the 22 terminal objetuvessections are Onentation and Shop Procedures,Related Occupations, History of Bncklaying,Safety, Tools, and EqutpMent, V.I.C.A. (Vocational

Industrial Club of Amenca), Classifying Brick, Clas-sifying. Concrete Block, Mixing Mona, MasonryTerms, Spreading Mortar, Buttering BnCk andBlock, Cleaning Masonry Work, Laying to the Line,Estimating Bnck and Block, Pilasters, Door andWindow Openings, Step Construction, Bonds, Cor-ner Leads, Piers, and Arches. (This manual and 54others were developed for various secondary levelvocational courses using the System Approach forEducation (SAFE) guidelines.) (HD)

ED1399,10 CE 010 981

Mulle Engine Mechanics. Performance Objee-tires. Intermediate Cowrie.

Duval County School Board, Jacksonville, Fla.Pub DateJul 72 .Note-38N For a related document see CE 010982EDRS Price MF40.83 pc42.06 Plas Pottage.Descriptors Behaviond Objectives, Cntenon

Referenced Tests, 'Engines, 'Maintenance, 'Ma-rine Technicians, 'Mechanics (Process), Second-try Schools, Shop Curriculum, SkillDevelopment, Student Experience, Technical Oc-cupations, Trade and Industrial EducationSeveral intermediate performance objectives and

correlponding criterion measures are presented foreach of ten terminal objectives for a two-semestercourse (3 hours daily) This 540-hour intermediatecourse includes advanced troubleshooting tech-niques on outboard marine engines, inboard-out-board marine engines, inboard marine engines, boatngging, boat trailer wiring and ngging, and refinish-ing and repair. The coursework includes baste the-ory and practical expenence on actual engines andboats. Titles of the terminal peiformance objectivessections ar Onentanon, Engines, Electrical Sys-tem, !pun Carburenon, Cooling, Service Funda-mentals, P Inventory, Shop Management, and

wS.I.E. Program. (This manual and 54 others weredeveloped for various secondary level vocationalcourses using the System Approach for Education(SAFE) guidelines.) (HD)

ED 139 961 CE 010 982Jon= Marion, .` _ . ._ .

Marine Engine Mechanics. Pak:ram= Objec-tives. Basic Coarse.

Duval County School Board. Jacksonville, Fla.Pub DateJul 72 :

Note-56p.; For a related document Sec CE 010 ".......,,981 s

EDRS Price MF40.83 HC-S3..50 Plus Postage.DescnotorsBehavioral Objectives, Criterion

Referenced.Tests, Curriculum Guides, Engines,Maintenance, *Marine Technicians, *Meehan..ics (Process), Secondary Schools, -Skill Develop-ment, Technieal Occupations, Trade andIfidustrial EducationSeVeral intermediate performance objectives and

corresponding criterion measures are presented foreach of six terminal objectives for a two-semester..guru (2 hours duly) which provides training in theterminology, construction, and function of bothtwo- and four-cycle fuel-au mixture internal com-bustion engines with emphasis on outboard marineengines. This 360 hour basic course includes in-struction and practical experience to the followingSafety, are and use of hand tools and manuals,theory of internal combustion, itnition and electn-cal systems, cooling systems, fuel systems, driveunits, and engine control systems. The tides of theperformance objectives are Orientation. Tools, En-gine Construction, Ignition Systim, Fuel System.and Drive Unit (This manual and 54 others weredeveloped for various secondary level vocationalcourses using th, System Approach for Education(SAFE) guidelines). (HD)

34 .

ED 139 962 CE 010 983Amid,* C L Adcox, John W. Jr.Carpealrys Performasee Objectives. Basle Coarse.Duval County School Board, Jacksonville, Fla.Pub DateOct 74Note-3Ip.EDRS Price MY-$0.83 HC32.04 Piss Postage.Descriptors 'Behavioral ()Waives, Building

Trades, Career Exploration, 'Carpenters, 'Con-struction (Process), 'Criterion Referenced Tests,Curriculum Guides, Hand Tools, Machine Tools,Post Secondary Education. Secondary Education,'Shop Curriculum, `Skill Development, StudentEvaluation,. Trade and Industrial Education,WoodworkingSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 12 terminal objectives in this course guide in basiccarpentry. The guide is designed to prepare personsfor initial employment, or to upgrade or retrain per-sons already employed: or to provide the appren-ticeship related course work necessary to insuresuccessful employment in the carpentry trade. Theplan of instruction includes specialized classroomand shop experiences concerned with all phases ofconstruction carpentry. Included is training in lay-out, fabrication, assembly, installation, and repair orstructural units. Emphasis is placed mime and useof carpentry tools, equipment and materials, com-mon systems of frame construction and principlesinvolved, drafting, blueprint raging, applied math-ematics, materials estimating. and interpretation oflinldina codes. Tht titles of the terminal perform-ance objective ae4ions are Orientation, Safety,Basic Measurement, Hand Tools, Power Tools,Maintenance of Tools, Building Products, BuildingInsulation. Hardware (Rough and Finish), Adhe-sives, Building Nomenclature and Blueprint Read-ing, and Simulated House Construction. (Thumanual and 54 other were 'developed for varioussecondary level vocational courses using the System

. Approach for Education (SAFE) guidelines.) (HD)

ED 139 963 CB 010 984Tayior, ErnestBadding Moats:sac& Performance Objectifies.

Bade Coarse.Duval County School Board, Jacksonville, Fla.Pub DateMay 76 '.Note-47p.; For a-related document are CE 010,951

EDRS Price MF44.113 FIC42.06 Phan Postage.DeacriptoriBehavicial Objectives, Building Op

cation, 'Buildings, Cleaning. Construction(Process), Criterion Referenced Tests, Cur-riculum Guides, Grade 10, 'Maintenance, Paint.ine, Senior High Schools, Trade and IndustrialEducationSeveral intermediate performance objectives and

corresponding eriterion measures are listed for eachof the 13 terminal objectives for a basic high schoolbuilding maintenance course (the fast year of a 3-year program). The materials were developed for a36-week course (2 hours daily) designed to enable10th grade students to develop competent ics in the

skills required of a building maintenance mechanic.Instruction includes carpentry, painting, electricalmaintenance, plumbing and pipelining, concretework and repairs, glazing and caulking, floor care,custodial practices, lawn( and shrub care, blueprintreading and sketching, and occupational safety. Stu-dents ate given the opponunity to develop theirskills by practical application. Titles of the terminalobjectives are Orientation, Vocational-IndustrialStudent Organization. Occupational Information,Blueprint Reading, Occupational Safety, Carpentry,Painting, Electrical Maintenance, Plumbing andPipefitting. Concrete Work and Repairs, Glazingand Caulking. Custodial Practice, and Landscaping.(fhb manual and 54 others were developed for vari-ous secondary level vocational courses using theSystem Approach for Education (SAFE) guide-lines.) (HD)

a

ED 139 964 CE 010 98tSExploration of Child Care, Guidance and Seniee

Oecustioas. Performance Objectives. CriterionMeasures. Home Economics.

Duval County School Board, Jacksonville, Fla.Pub Date(75)Note-55p.; For related documents see CE 010 951

and CE.010 991.992EDRS Price MF30.83 HC33.50 Plu Postage.Descriptors 'Behavioral Objectives, 'Career Ex-

ploration. 'Child Care. 'Child dare Occupations,'Criterion Referenced Tests, Curriculum, Cur-riculum Guides, Guidance, Job S&L Junior HighSchools, Occupational Home Economics, ServiceOccupationsSeveral intermediate performance objectives and

corresponding criterion measures are presented foreach of flve terminal objectives fora 12- to 18-ieekcourse designed to provide students in grades eight

'or nine with opportunities for exploring a broadrange of child care, guidance, and service occupa-tions. Major concepts include characteristics of chil-dren of different ages, methods of communicatingwith children, awareness of the operation of childcart enterprises on a variety of situations; planningand izroviding services to children, including thosewith needs; selecting and using equipment,materials, and activities in relation to the develop-mental tasks of children; and child-related agenciesand legislation. Instruction mcludei, observationand hands-on laboratory experiences which arebasic to specialized proficiencies needed for em-ployment. Concepts of management, consumer edu-cation, and safety are included as they relate toinstruction. (This manual and 54 others were devel-oped for various secondary level vocational coursesusing the System Approach for Education (SAFE)guidelines.) (HD)

ED 139 965 CE 010 986Exploration of Food Management, Production and

. Services OccapatIons. Performance Objectives.Criterion Messina. Home Economics.

Duval County School Board. Jacksonville, Fla.Pub Date [75)Note-51p.EDRS Price MP -0.83 HC,43.50 Plus Postage.Descriptors 'Behavioral Objectives, 'Career Ex-

ploration, Criterion Referenced Tests, Cur-riculum Guides, Food Processing Occupations,Food Service,'Food Service Occupations, JuniorHigh Schools, Management, Occupational HomeEconomics, Occupational InformationSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof four terminal objectives for a course in explore-tion of food management, production, and serviceoccupations for 8th and 9th grade students. Thematerials were developed for a 12- to 18-weekcourse designed to include awareness of the opera-tion of food service enterprises, planning and prov-iding food service for individuals and groups,including those with special needs; and equipment,materials, agencies, and legislation related to foodservice. Concepts in management, consumer educa-tion, sanitation, and safety are taught as they relateto instruction A curriculum objective (diagnostic)test is also included. (phis manual and 54 otherswere developed for various secondary level voca-tional courses using Mt System Approach for Edu-cation (SAFE) guidelines.) (HD)

ED 139 966 , CE 010 987'Exploration of Instihtional Home Management

sad Supportive Services Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

Duval County School Board, Jacksonville, Fla.Pub Date{751Note-35p.

3 cj

Document Resumes 27

EDRS Price MF-S0.83 HC-52.06 Plus Postage. -DescriptorsAncillary Services, 'Behavioral Ob-

jectives, 'Career Exploration, 'Criterion Refe-renced Tests, Curriculum Guides, 'HomeManagement, Junior High Schools, OccupationalHome Economics, 'Service OccupationsSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof five terminal objectives for a 12- to 18-weekcourse in which junior high school students exploreinstitutional home management and supportive ser-vice occupations. Major concepts covered includeawareness of the operation of institutional and homemanagement and supportive services enterprises;planning and providing services for individuals andgrOups, including those with special Tads; equip-ment and materials; and agencies aed legislationrelated to institutional and home management adsupportive services. Concepts of managemeht, con-sumer education, and safety are included as theyrelate to instruction. A curriculum objective (dag-'ionic) test is also included. (This manual and 54others were developed for various secondary Levervocational courses using the System Approach forEducation (SAFE, guidelines.) (HD)

ED 139 967 CE 010 988Goldsbury Paul And Others

American Industries. Jnalor Hi. PreNocationaLPower and Transportation.

Duval County School Board, Jacksonyille, FlaPub DateJul 75Note-54p.EDRS Price MF-S0.83 EIC43.50 Plus Postage.Descriptorsglehavioral Objectives, 'Career Ex-

ploration, Criterion Referenced Tests, Cur-nculum Guides, Energy, EnvironmentalEducation, Fluid Ffiter Education, 'Industry,Junior High Schools, Occupational *information,Power Mechanics, Student Evaluation, Trade andIndustrial Education, *Transportation

IdentifiersUnited StatesSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof 10 terminal objectives in this juniOr.high schoolpower and transportation course guide:, Each objec-tive also includes learning steps and suggestions forsupplementary instructional aids. The overall focusis on the 'concepts of industrial enterprise inAmerica, with emphasis placed on the role of indus-try, materials, personnel, production (mass and cus-tom), processes, energy, management, dutribution,and occupational information, Subject matter andlearning experiences are organized to orient stu-dents to the industrial categories, manufacturing.graphics, construction and power, and transporta-tion. Titles of the 10 terminal objective sections areIntroduction to Power, History of Power, Safety,Work-Energy-Power, Machines, Internal Combis-min. External Combustion, Power Transmission,Occupstils, and Erivironmental Aspects. (Thumanual and 54 others Wire developed for varioussecondary level vocational courses tuinf the SystemApproach for Education (SAp) guidelines.) (HD)

ED 139 968 CE 010 989Goldsbury. Paul And OthersAmerican Industries. Performance Objectives.

Volume 2.Duval County School Board, Jaaksonvillk-Fla.Pub DateJul 75Note- 190p.; For a related document see CE 010

997EDRS Price MF-$0.113 HC410.03 Plus Postage.Descriptors 'Behavioral Objectives, 'Career Ex-

ploration, 'Criterion Referenced Tests, , Cur-riculum Gindes, Electncity, Graphic Arts,Industrial Education, 'Industry, Junior HighSchools, teaming Activities, Manufactunng,Power Mechanics, Semiskilled Occupations,Shop Curriculum, Student Evaluation, TechnicalEducation, Technical Occupations. Tiede and in-don-41 Education

APO

'28 Deument Reswees $

Y

I dentifiersUnited StatesSeveral intermediate performance objectives and

corresponding ntenon measures are fisted foi eachof the 'three tegones (Manufacturing. GraphicCorn on. and Power) included in tills sec

. and of a Iwottokime course guide on American industnes. The were developed for a 9 to:2 week course i seventh grade students to sequaint them with the eoncepts of mem Americanindiarnal enterprises. The manufacturing categoryincloriei ten terminal objective section. Classifies!ion of Metals, Layout, Cutting. Drilling. Forming,Finishing. Fastening, Quality Control, Mass Pro-diction, and Occupations. The graphic ..ormisunieslion section includes seven terminal objectivesections. Introduction, Occupations, Printing. Rub-ber Stamp, Special Printing Process, Offset Press,and Drawing. The power section includes four ter-nunal objective sections. Occupations, Electricity,Combustion Engines, and Simple Machines. (Thismanual and 54 others were developed for varioussecondary level vocational courses using the SystimApproach for Education (SAFE) guidelines.) (HD)

ED 139 969 - CE 010 990Family Living. *formula Objectires. Criterion

Measures. Home Economics.. Duval County Scho91_,Board, Jacksonville, Fla.

' Pub Date(75) A

Nbte-165p.. Page 49 may reproduce poorlyEDRS Price MP40.83 HC-S11.69 Phis Postage.Descriptors--Behavioral Objectives, Career Ex-

ploration. Cntenon Referenced Tests, FamilyLife, Family Life Education, Family Managern,ent, Family Relationship, Family Role. FamilyStructure. Home Economics Education, JobSkills, Marriage, Occupational Home Economics,Personality Development, Senior High SchoolsSeveral intermediate performance objectives and

corresponding entenon measures are listed for eachof eight ierrrunal objeeu yea fos a family living coursefor 10th, 11th, and 12th grade students. The maten-ale were developed for a semester of ; yeas coursedealsnexl to prepare students (4) to exhibit knowledge of the past, present, and future patterns andpurpose of the family. (2) to exhibit knowledge Ofpersonality development and demoustrate skills inapplying this knowledge to his her own personalitydevelopment, (3) demonstrate knowledge of thewide variety of careers available to the students, andto develop skills necessary in obtaining and keepinga job. (4) exhibit knowledge of the factors involvedin dating, mate selection. and =Map, (5) identifythe factors involved in crating a satisfactory manLai relationship. (61 recognize and exhibit skillsneeded to cope with family crises; (7) demonstrateknowledge and skills in money management; and(8) exhibit knowledge of the responsibilities of par.enthood. Objectives 3 and 7 would be omitted forthe I -seniester course. (This manual and 54 others.were developed for venous secondary level voce- ,tional courses using the System Approach for Edu-cation (SAFE) guidelines.) (HD) -

ED 139 970 CE OW 9'91Fasetamestah of Child Can Occupations. Perfor-

mance Objectives. Criterion Measures. HomeEconomics.

Duval County School Boyd. Jacksonville, Fla.,Pub Date-175jNote -4'7p , For related documents see CE 010 985

and CE 010 992EDRS Price 'MF-50.83 RC-54.67 Plat Postage.Descriptors Behavioral Objectives, Career Ex

ploration. Child Care. Child Care Occupations.'Child Development. Cntenon ReferencedTests, Carneulom. Curriculum Guides, JobSkills, Occupational Home Economies. Second,ary EducationSeveral intermediate performance objectives and

corresponding criterion measures are listed fin eachof foui terminal objectives fos a Atindamenials ofchild are occupations course. The matenals were

a

designed to prepare students for entry level employ-ment in jobs in:involving the care and ,Iticlarics ofchildren. Malta "conecms include growth, develop-ment, and behavior of children, forplamentals ofchild care, daily schedules and educations, pro,gramsful children in child care centers, techniquesfor working with individual and groups of children,information on employment in child are programs,development of skills in working with children, and of industry and contains eight terminal objectives,basil employ abdty skis. Speeialized activities in- and 0) Drafting ill es a sequentis, study of the areaschide limited observation of and participation vnth covered in Drafting AA foi the above average stu-elujdren and preparation of mitenals used in work- dent and contains seven =Ms= objectives. An in-ins wisumez:eta

silk screening, letterpress. and photography.ninth grade section is divided into fourone-terftestei eourses. (i) Graphics IA is a gcoil* and contains IS terrains, objectives, (2)Graphics.lB is an accelerated program for studentswho are capable dome more advanced work andcontains 15 termmai objectives, (3) Drafting IA isan introd wagon of mechanicai drafting as a language

children. Concepts of management, emseduesuori, and safety are included as they

in distria:don. The titles of the four terminalLives are Orientation and Exploration of Child

Care Ocetipations, Basic Employability Skills, ChildGrowth and Development, and Bane Skills of ChildCare Services. (This manual and 54 others weredeveloped for various secondary level vocationarTh&uses using wit System Approach for Education(SAFE) guidelices.) (HD)

ED 139 971 CE 010 992Child Can Services Handbook.Duval County School Board, Jacksonville, Fla.Pub DateAug 74Note-107p., For related documents eee CE 010

952. CE 010 985 and CE 010 991 Not availablein hard copy due to marginal legibility of original

EDRS Price Fc07-50.83 Plus Postage. HC, NotAvailable haul EDRS.

DescriptorsBlIthgraphies, 'Child Care, Cur-_nculum Guides, Occupational Home Econom-ics, Program Administration, Public Relations,

ecords (Forms). Recruitment, 'Resourcetenets, Secondary Education, Student

. A companion document to the cumculusn guide(us a secondary level child are services cumeto um,this handbook Inman a variety of administratatand program resources for the teacher. The,voca -.nonce; eumeolurn outline for child care services, acaleodai of suggested public relations activities,procedures for koilding ..hold care services enroll-ment, list of child care services student qualifica-tions, application foi home economics careerprogramtheluding personal eel, forms toconfidential repqn an students and itsreferences, pa of soodent a agr rackgrading forms, task anaiyscs ailingevaluation forint: lett= of appreeistion, d °bye*awn forms anet chock.hsts fox recording chi)behavioi, oythne of a fling system, to' child areservices, and a &;`,1thography listing books for chil-dren, books on- child care services, curriculum'guides, films and filmstrips, film supplies, organizeuons and agencies, pamphlets, penodycats, and localresource persons and agencies. (HD)

ED 139 972 CE 010 993Graphic C.ommuiileatIons. Industrial Arts. Perfor-

mmat,Objectivec. Janior High SchoolDuval Winty School Board, Jacksonvillp, Fla.Pub Date(73rNote-178p: `4

EDRS..Priee ME-50.83 HCSI0.03 Plus Postage.DescriptorsBehavioral Objectives, Communica-

tions, Criten6n Referenced Tests. CurriculumGuides, Drafting, Exceptional Students,Graphic Arts. Industnal ) ru, Juncos highSchools, Secondary Educatioli. Trade and Indus-trial EducationSevent intermediate performance objectives and

coirespundsng cntenun measures are listed foi agraphic communications course for seventh, eighth.and ninth grade students. The seventh grade sectionincludes eight sommal objectives foi a 9 -weekcourse and covers the basic fundamentals of phot4i-raphy, bookbinding, and silk screening. The eighthgrade section. ivh;ch is a continuation of the seventhgrade activities, includes nine terminal objectivesfot a 9 -week course and covers technicai sketching,

36

dustnal.ans equipment list is also included. (Thisl=ama, and 54 others were developed foi venoussecondary loves vocations, courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 973 CE 010 994Bunch. Edneod And Others.Metals. Isdastrial Arts. Performance Objectives,

Jager High' School.Dufal County School Board, Jacksonville, Fla.Pub DateJul 72NoteI57p.; For a related document see CE 010,

977EDRS Price M7-50.83 HC-58.69 Flu Postage.DescriptorsFiehavioral Objectives, Criterion

Referenced Tests, Curriculum Guides, IndustrialArts, Junior Higlt Schools, '81letals, Shop Cur-riculum, Trade and Industrial EducationSeveral intermediate performanCe objectives and

'corresponding criterion measures are listed for ametals course for seventh, eighth, and ninth gradestudents. The seventh grade section includes 13 ter-minal objectives rot a 9-week course and providesexploratory units in bench metals and sheet metals.Industrie, materials and processes receive maimemphasis. Basic activities covered are design, mea-suring, layout, cutting, forming, and fastening. Theeighth grade section, a review of the seventh gradeunits with addition, and advanced applications, m-oods 13 terminal objectives for a, 9-week course.The ninth grade sections divided into two separateone - semester courses. (1) Machine Shop IA is prov-illed to review, reinforix.'ind expand the basicknowledge previously learned and contains 15 ter-mina, objectives and t2) Machine Shop 113 containsA S terminal objectives thud under the same head-

4ngs. Safety, inuoducuon to Metals, Occupations,Lay -out and Measuring, Planning, Hand Tools,Abrasives, Drilling, Sheet Mews, Bench Metals,Welding, Forging, Lathe. an Finallina. (Thismanual and 54 others were developed for variousset.ontlary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 974 CE 010 995Exploration of Home Furnishings, Equipment and

Services Occupations. Performance Objectives.Criterion Measures. Home Economics.

Duval Monty School Board, Jacksonville. Fla.Pub Date--(75)Note -73p.EDRS Price l'alF-S0.133 HC-S3.50 Plus Postage.DescriptorsBehavioral Objectives, Career Ex-

ploration, Criterion Referenced Tests, Cur-neulum Guides, Home Economics Education.Home Furnishings, Home Management, JuniorHigh' Schools, Occupational Home Economics,Service Occupations, Vocational EducationSeveral intermediate performance objectives and

corresponding criterion measures,are listed for eachof three terminal objectives for an exploration ofhome furnishing, equipment, and services occupa-tions course Ito eighth and ninth grade students.The materials were developed foi a 12- to 18-weekcourse designed to provide expluration upportuni.ties in interim design, related textiles, reuphoinery,slip covering and drapery making, furniture, equip-ment and accessories, housing, Mimed agencies andlegislation, and uperauun ut hume furnishings.equipment and services enterprises A curriculumobjective tams atso included. (This manual and 54

others were developed for various secondary levelvocational courses using the-System Approach forEducation (SAFE) guidelines.) (HD)

ED 139 975 CE 010 996Orientation to Home Economics Occapations.

Performance Objectives. Criterion Meassres.Home Economics.

Dun) County School Board, Jacksonville, Fla.Pub Date(751Note-31Ip.EDRS Price MF-S0.83 HC416.73 Phis Postage.Descriptors 'Behavioral Objectives, *Career

Awareness, Meer Exploration, Clothing.*Crite-rion Referenced Tests, Curriculum. CurriculumGuides, Food Service Occupations, Home Fur-nishings. Housing. junior High Schools, Occupa-tional austirs. *Occupational Home Economics,Occupational Information. Service Occupations,Textiles InstructionSeveral intermediate performance objectives and

corresponding criterion measures arc listed fqr eachof seven terminal objectives for a 6- to 9, creek oriemtenon to house economics occupations course forseventh grade students. The titles of the seven termmal objectives are Overview, Human Care Clus-ter, Food and Nutrition, Home Service Cluster,Clothing and Textiles, Housing and Home Furmsh-ing. and Looking Abead. A curriculum objective(diagnostic) test is included in the front of themanual. The appendix contains keys to tests, ocicu-national pyramids, Future Homemakers of America(FHA) suggestions, and a bibliography. (Thismanual and 54 others were developed for varioussecondary level vocational courses using the SystemApproach for Education (SAFE) guidelines.) (HD)

ED 139 976 CE 010 997Golisbury. Paul And OthersAmerican bandies. Performance Objectives.

Volume I.Duval County School Board, Jacksonville, Fla.Pub DateJul 75Note175p.; For a related document see CE 010

989EDRS Price MF40.113 HC U.69 Pins Postage.DescriptorsAgncul tura! 'Education, *Agriculture,

Behavioral Objectives, 'Career Exploration,Construction Industry, 'Criterion ReferencedTests, Curriculum Guides, Industrial Education,*Industry. Junior High Schools, Shop Curriculum.Student Evaluation, Trade and Industrial Educa-tion

IdentifiersUnited StatesSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof the three categories (American Industries Orien-tation, Agriculture, and Construction) included inthis first of a two-volume course guide on Americanindustries. The materials were developed for a 9- to12-week course for seventh grade students to ac-quaint them with the concepts of major Americanindustrial enterprises. American Industries Orienta-tion includes five terminal objective sections:Safety, Criterion Measures, Elements of Industry,Planning, and Measurements Agriculture includesseven terminal objective sections Occupations,Tools, Turfgrass. Fertilizing. Vegetable Oardeningand Container ()rowing. Conservation, and Hor-ticulture Maintenance. Construction includes sixterminal objective sections: Occupations. Charac-teristics of WOOd Materials, Hand Tools, WoodJoining and Fastening. Finishing. andllau Produc-tion. Information for instructors is also included(This manual and 54 others were developed for vari-ous secondary level vocational courses using theSystem Approach (or Education (SAFE) guide-lines.) (HD)

ED 133 977 CE 010 998r --Atka Alreta And OthersPersonal Career Orientation. Performance Objec-

tives. Criterion Measures. Home Economies.Duval County School Board, Jacksonville, Fla.Pub Date-4751Note-227p.; Best copy availableEDRS prise MF40.83 HC-S 1 2.71. Phis Postage.Descriptors*Behavioral Objectives, Career

Awareness, *Career Choice, 'Career Planning.*Criterion Referenced Tests, Grade 7, HomeEconomics Education, Junior High Schools, Oc-cupational Home Economics, Occupational Infor-mation, Personal Grcritth, 'VocationalDevelopment, Work AttitudesSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof six terminal objectives (or a personal career orien-tation course for seventh grade students. This 6- toSkweek course is designed to acquaint the studentvnth'personal qualities and characteristics necessaryfor success in the world of work. Consideration isgiven to the need for a positive attitude toward thedignity, worth, and satisfaction of work, and thedignity and value of all legitimate occupational put-mats. Emphasis is placed on means of determiningone's interests and goals in life, evaluating these,and forming a plan to develop improved sett-con-cept, relations with others, management of re-

. sources, personal nutrition, groommg, dress, andconcern for becoming employable. Opportunitiesare given for critical thinking. problem-solving. anddecisionmaking. A 50-item curriculum test (diag-nostic) precedes the objectives. (This manual and 54others were developed for various secondary levelvocational courses using the System Approach forEducation (SAFE). guidelines.) (HD)

ED 139 978 CE 011 000Bunch. Educed And OthersWoods. Industrial Arts. Performance Objectives.

Jaalor High SelmaDuval County SchOol Board, Jacksonville, Fla.Pub DateJul 72NoteI62p.EDRS Pries MF40.83 HC48.69 .Postage.Descriptors 'Behavioral Objects "'Criterion

Referenced Tests; Curri des. *IndustrialArts, Junior High Schools, Shop Curriculum,Trade and InAtistrial Education, - 'WoodworkingSeveral intermediate performance objectives and

corresponding criterion measures are listed for awoodworking course for seventh, eighth, and ninthgrade students. The seventh grade section includesseven terminal objectives for a 9-week basic hand,woodworking course which includes planning andlayout, skill in the use of hand tools, constructionand identification of simple joints, and -the use offasteneis and finishing methods. The eighth grade

-section includes 11 terminal objectives iabasic bandwoodworking. The activities include planning andlayout, design and construction, using bill of materi-els, and finishing procedures. Some machine work isinvolved also. The ninth guile section is dividedinto two separate one-semester courses. (I) WoodsIA is a course designed to review, reinforce, andadvance knowledge of previous*, learned woods ex-perience. It incorporates an introduction to machinewoodworking and contains 16 terminal objectives.(2) Woods iB is a basic machine woodworkingcourse designedfor those students who wish to takean additional semester course in woodworking. Itincludes a review of machines and tools with moredepth in design and construction and criteria foe,making-a vocational choice. Twenty terminal objec-tives are included in this section. (This manual and54 others were developed for various secondarylevel vocational courses using the System Approachfor Education (SAFE) guidelines.f (HD)

c

Document tumes 29

ED 139 979 ' CE 011 001Consumer Education -Home Economics. Perfor-

mance Objectives. Criterion Measures. HomeEconomics.

Duval County Schodl Board Jacksonville, Fla- -Pub Date475jNote- 123p.; Best copy availableEDRS Price MF-S0.83 HC46.01 Piss Postage.DescriptorsA Behavioral Objectives, Consumer

Economies, 'Consumer Education, ConsumerScience, 'Criterion Referenced Tests, Family Re-

_ sources, 'Home Economics Educadod, HomeManagement, MonerManagement, Senior HighSchoolsSeveral intermediate performance objectives and

corresponding criterion measures are listed for eachof six terminal objectiVes for an I8-week consumereducation-home economics course for 10th, I Ith,and 12th grade students. Purposes listed for.thecourse are to develop an understanding of the Ain-erican market system, and how the individual af-

. and is affected by the American markets tem, to provide students with opportunities to

evelop basic skills, concepts, and undersiandmgnecessary to achieve optimum satisfaction from theutilization of resources, and to provide studentswith the opportunity to clarify values and identifygoals by using the decisionmaking process. Objettives include focus on knowledge and skills in ob-taining personal and family income, moneymanagement, and buyiqg goods and services. A list-ing of suggested types of resource speakers, a bibli-ography, and a listing of audiovisual materials areincluded. (This manual and 54 others were devel-oped for various secondary vocational courses usingthe Sfitem Approach for Education (SAFE) guide-lines.) (HD)

ED 139 983 CE 011 023PuerL Dafici J.Models for Individualizing Vocational-Tedusical

Instruction.Pub DateDec 74NoteI5p., Paper presented at the American Vo-

. cations' Association Convention (December-1974)EDRS Price MF40.83 AC-167 Pius Postage.DescriptorsEducational Methods, Educational

Strategies, *Individualized Instruction, *Instructional Design, Instructional Improvement,'Teaching Models, Technical Education, Tradeand Industrial Education, Vocational EducationEight major instructional models and the basiC

strategies which define each of them are presentedin this paper along with contrasts of the individual-ized instruction models with the "traditional"model of instruction (characterized by fixed-con-tent, fixed-time, variable proficiency). The authornotes that the models,could be useful to industrialeducators and other, educators in modifying their

_teaching activities so that they , can communicatewith each other about the differences in the strate-gies and instructional models tieey use. Prior to dis-cussion of the models, the author briefly discusses(I) the need for individualized instruction in voca-tional education and (2) three dimensions for dual-fres models: Content dimension, time dimension,and proficiency or competency level dimension.The description of the eight instructional modelsincludes a discussion of the possibility of organizingan instructional program using any of the instruc-tional models as cells of a matrix which would in-clude all possible combinations o(,the content, time,and proficiency levels. A figure of the matrix is ineluded. (SH)

ED 139 984' CE 011 026Cara Paul W.Some Factors Influencing Trknsfer of Simalator

Training,:Duman Resources Research Organization, Alex-

andria, Va.Report No.HumRRO-PP- 1.76

30 Document Resumes .

Pub DateArug 76Note-21p.; Paper presented at Third Flight Simu-

lation Symposium of the Royal Aeronautical So-ciety (London, England, April 1976)

EDRS Price MF-$0.113 E1C41.67 Flu Postage.Descriptors 'Effective Teaching, Flight Tridn-

ing Literature Reviews, Methods Research, Mili-tary Training, 'Performance Factors, ResearchMethodology, Research Needs, Simulation,*Simulators, Skill Development, Student Atti-tudes, Teacher Attitudes, Teaching Methods,'Transfer of TrainingStudies of transfer of training may be used to de-

termine whether simulator training improves pilotpeilormance in an aircraft. Some apprbaches to de-termining simulator training effectiveness, Such assurveys of pilot and instructor opinions, are not con-sidered particularly reliable. Several other appro-aches have also been suggested. One factqrinfluencing simulator training effectivenesssimulator design, including fidelity of simulationand design for training. Fidelity refers to the extentto-which features of the aircraft and its environmentduplicate their real world counterparts. Studies onthe influence of such features as visual fidelity, mo-tion fidelity, and handling characteristics are some- Awhat =conclusive. Design for training refers to theinclusion of features which facilitate training butwhich may bear no particular resemblance to fea-tures of the aircraft and environment being simu-lated. The sequencing of simulator and aircraft.training and training program content are also influ-ences. Past. experience, aptitudes, skills, attitudes,and expectations of trainees and instructors repre-sent potential influences art effectiveness of simula-tor training. Studies show that expectations forsimulator training are usually fulfilled. (LMS)

ED 139 985 CE 011 045Cohen. Wilbur J.Needed Federal Policy in Education forCeatarl

LIU Oecasional Paper No. 24.Ohio State Univ Columbus Center for Vocational

Education.Pub Date Jan 77NoteI6p ; Paper presented at a staff development

seminar at the Center for Vocational Education,Ohio State University (Columbus. Ohio)

RDAS Price M140.13 fie41.67 Phis Palter.Descriptors-6 Echicaticiaar 'Edu-

cational Change, Educational Legislation, °Edwcational Planning. 'Educational Policy,Educational Problems, Elementary SecondaryEducation, Federal Government, 'GovernmentRole, Post Secondary Education

identifiers-:,United StatesSeveral issues in education resulting from the

change.to the Carter administration, and how thesechanges will affect the remainder of the twentiethcentury, are discussed in this speech. The authorrust makes the assumption that there is the possibil-ity of a sharp break in the educational policy of thelast-10 years, noting that there has been much criti-cism directed at education and educational leadersthroughout the country, particularly education'shigh coats. Key issues discussed are as follows: (1)Concern for early childhood education, which couldIncome a vigorous component iii the struggle forFederal moneys(According to the author, if there is'.a struggle to put more money in early education andother areas, it might well be that vocational educadon's effort to get a larger part of the Federal sharehas reached a plateau), (2) the possible creation,under the new administration, of,a new departmentof education, which could intensify competition be

higher education and elementary secondaryeducation. between vocational and_early childhoodeducation, and between the research people and theprogram people, (3) the consolidation of Federalprograms, and (4) the authorization (under the Edu-cational Amendment; of 1976) of teacher centers,and emptuis on the problem of retraining peoplefor both different occuiations and skills and oppor

tunities during their entire lifetime. (SH)

ED 139 986 CE 011 053Walla Earl A,Smarmy of Research Findings on the Military

General Educational Development Program. PI-' 'nal Report.Journal CitBBB04304Air Force Human Resources Lab., Lackland AFB,

Tex.. Personnel Research Div.Spons AgencyAir Force Human Resources Lab.,

Brooks AFB, Texas.Report No.AFHRL-TR-76-55; OASD-MR-76-5Pub Date Pee 76Note-26p.EDRS Price MF40.113 HC-S2.06 Plus Postage.DescriptorsCollege Admission, Comparative

Analysis, Dropouts, Educational Certificates,Educational Interest, Educational Research,'Employee Attitudes, 'High School EquivalencyPrograms, °HigffSchool Graduates, Military Per-sonnel, 'Military Service, 'Participant Character-jades, 'Program Effectiveness, SecondaryEducation, Veterans

Identifiersaviliansthis report summarizes and integrates the finding

of research Studies dealing with the military GeneralEducational Development (GED) program. Themajor areas covered include (1) the field conduct ofthe GED program, (2) characteristics of GED pro-gram particinkits, (3) a comparison of the utility ofthe GED certificate with that of the high schooldiploma, both inservice and postservice, and (4) theimpact of attaining a GED certificate. Specific findings are presented in each of the major areas dis-cussed. Following are the overall findingspresented (1) GED program participants had loweraverage aptitude scores than high school diplomaholders, but higher ones than nonparticipant non-graduates. (2) A higher proportion of certificateholdirs planned service careers in comparison withtheir peers. They had higher pay grades at separa-tion than noncertificate holden, but lower ones than

. diploma holders. (3) The GED certificate was re-garded less highly than the high school diploma, butwas perceived of considerable value In both inser-vice and postservice environments. This was par-ticularly true for inservice where the cezti,ficate wasaccepted officially as meeting the requirements fora secondary education credential. (4) The impact ofreceiving a certificate was reported to be favorableby both certificate holders and noncertificate hold-ers. The major effects of receiving a certificate wereseen as increased confidence in personal :Olin), andincreased feelings of general well - being. (Author)

ED 139 987 CE O11 054Vocational Training. Information Bulletin. Supple.

meat. !Jolted KingdOm.Journal CitBBB11420Training Services Agency. London (England).Spons AgencyCommission des Communaute

Europeennes (Luxembourg).Pub Date-76Note -24p.EDRS Price MF.S0.83 HC.31.67 PlArio-stage...s.Descriptors*Administrative Agencies, Adult

Education, Agency Role, 'Educational Adminis-tration, Educational Finance. Educational His-tory, Educational Legislation, *EducationalPolicy. °Educational Programs, Elementary Sec-ondary Education, Foreign Countries, 'Govern-ment Role. Industry, InstrIctional Staff, JobTraining, National Programs, Post SecondaryEducation, Teacher Education, Trainers, °Voca-tional Education

Identifiers*United KingdomFollowing a discussion of the hntoncal back-

ground of the United Kingdom's education systemand a brief description of it; government depart.ment and agencies concerned with vocational edu-cation and training, this bulletin describes theUnited Kingdom's present vocational training

18

provisioni Content is presented in 11 sections un-der the following headings: General Structure of theEducational and Vocational Training Systems; Or-ganization and Contents of Educational and Voca-tional Training; Vocational. Academic, and OtherQualifications; Training of Trainers and Teachers;Adult Education (Including Permanent Educationand Paid Leave); Training for Certain Categories ofPerson; Training Programs for New Jobs; Finance;Training Technology;launcp(Reforms; and Spe-cial Measures. Tables and diagrams supplement thetext. (LAS)

El) 139 988 - CE 011 09WIN in 1976. The Work Incentive, Program.

Seventh Animal Report to the Congress onEmployment and Training Under Mk IV of theSocial Security Act. July 1,1975 -Jane 30,1976.

Department of Health, Education, and Welfare.Washington, D.C.Department of Labor, Wash-

' ington, D.C.Pub Date-76Note -57p.EDRS Price MF40.113 HC-$3,30 Pins Postage.DescriptorsAge, Annual Reports, 'Employment

Programt, Federal Legislation. 'Federal Pro-grams, *lob Training, Occupations, 'ParticipantCharacteristics, Race, Sex (Characteristics),'Welfare Recipients

IdentifiersUnitetStates, 'Work Incentive Pro-gramThis 1976 annual report on the Work Incentive

Program (WIN), a federally funded programrated to assisting the transition of individuals fromwelfare to self-sufficiency and economic independ-ence, includes both discussion of the 1976,activinesand presentation of a broader perspective includingbackground, change, and future prospects of the.8-year-old program. The report begins with four briefsections: (I) An overview of program purpose, ad-ministration, population, services, and adjudication,(2) highlights of 1976 major events regarding jobs,wages, and services, (3) statistics on WIN character-istics of the WIN population (numbers who regis-tered in WIN, entered employment, andderepstered by ,sex, race, age, and education); and(4) comparison of 1975 and 1976 statistics on in-take, employment, and employment and trainingprograms. The rum section covers program resultsand includes tables on job entries by occupation andsex, entry wages by sex, race, and age; and types andnumbers of supportive services initiated during thefirst quarters of FY 1976 and FY 1975. A bnefsection on funding covers the program costs and thebasis for making State allocations. Finally, the lastsection, a perspective on WIN, traces the programbackground and chronology of WIN legislativedocuments and their program effects, revised WINregulations, prOjects initiated to evaluite WIN and

' test innovations; and focus for FY 1977. An appen-dix includes S tables regarding unemployment ratesand WIN job entries by State; WIN registrants andthose entering employment and deregistering;hourly wages by sex ancL$tate; and initiated socialand day care services by State (EM)

ED 140 001 CE 011 093Dissemination and Resources Group. Program

Plan FY 1978,National Inst. of Education (DHEW), Washington,

D.C. Dusemtnauon and Resources Group.Pub DateAug 76Note-43p., Parts may be marginally legible due to

pnnt quality of the anginal documentEDRS Prize MF40.113 HC-S2.06 Plus Postage.DescriptorsAdministrative Agencies. Educa-

tional Development, Educational. Research,'Educational Resources, 'Federal Programs, In-formation Centers, 'Information Dissemination,Information Utilization, National Programs,Program DesignThe program purpose of the Dissemination and

Resources Group of the National Institute of Edu-

4

cation is to improve dissemination and we ofknowledge for solving_ educational problems an tostudy, evaluate, and improve the capabilities of in-stitutions-and individuals to produce and use know!.edge in improving educationt The principalstrategies for the 1978 program are (I) increasingthe understanding of the R&D (research and deve-lopment) system especially the factors that shapepresent practices and the relationships between pro-duction and use of knowledge; (2) assuring full andeffective access to the knowledge resources availa-ble; (3) building the capacity in education systemsand institutions to disseminate and use knowledge;and (4) strenthening the Unitises between theR&D lied practice communities through dissemina-tion activities involving State, local, and intermedi-ate education agencies, R&D organizations,teaching institutions, and professional associations.,(Approximately half of this report is devoted to dis-cussion of the context of dissemination and utiliza-tion hi education-the nature of the educationalsystem and the nature of the knowledge resourcebase-and the role of the Federal government. Theother half describes the four 1978 program strate-gies listed above. A bibliography is included.) (LAS)

ED 140 010 CE 011 135PatiL Krishan K.WVst Happens After Tndaine A Review of Fol.

low-Up of Vocation' Granites.Nashville Urban Observatory, Tenn.Pub Date-30 Sep 76Note -35p.; Appendix A. "An Initial Follow-up

Survey of Former Vocational Students" (source:The Center fol. Vocational Education, Ohio StateUniversity, Columbus, Ohio), and appendix B,containing the "Employer Questionnaire" lad"Employee Performance Survey" (source: De-partment of Industrial Education, University ofMinnesota) were copyrighted and thereforeremoved ;They are not included in the pagination

EDRS Price MF40.83 11C-52.06 Plus Postage.DescriptorsComparative Analysis, Cost Effec-

tiveness, Data Collection, Educational Assess-went, Evaluation Criteria, *Followup Studies,Graduate Surveys, Manpower Development,'Program Evaluation, Research Methodology,Research Needs. Research Problems, ResearchReviews (Publications), 'Vocational Education,'Vocational FonowupA review of followup study research is reported

which focused on issue? and trends in the evaluation..of vocational education programs and their implica-tions for human resource development. The analysisof representative studies selected from a survey ofthe literature is divided into four sections, one foreach of four types of studies: (I) Administrativereports, (2) comparative studies, (3) cost-benefitanalysis studies, and (4) studies relating to the,deve-tomcat of technolny, instrumentation, data sys-tems, methodology, and guides and manuals. A briefsummary is presented on the usefulness of each typeof study, and general commen true added regardingfuture trends for followup research and criteria usedto evaluate vocational programs. The overall con-clusion stated is that followup studies continue tosuffer from some severe problems, some of whichare proceduild and others conceptual. These problems are listed, and recommendations are made re-girding (lithe need for increased research activitieson relationships between vocational education andeconolnic cycles and (2) the need to encourage andsponsor research efforts on a higher scale at theState. regional, and national levels. A bibliographylists 37 studies, (17)

ED 140 011 CE 011 140Haney. Geoiye ht. Ed And OthersCrossroads 76. Addresses and Proceedings of the

National ant lateraatioaal Mutual Conferenceof the American Arts Assonatlow (38th, 5th, DesWhin; Ion, April 19.23, 1976).

American Industrial AnsAssociation, Washington,

D.C.Pub Date-76Note-564p.; Best copy availableAvailable fromAmerican Industrial Arts Associa-

tion, 1201. 16th Street NW, Washington, D.C.20036 (58.00, cloth; 36.00 paperback; prepay-meat required)

'MRS Price MF41.00 HC-530.13 Plus Postage.DescriptorsCareer Education, Conference Re-

ports, Curriculum, 'Educational Research, Ele-mentary Secondary Education, Energy, FinancialSupport, Futures (of Society), Graphic Arts, *In-dustrial Arts, Industrial Arts Teschers, Interdis-ciplinary Approach, Metric System, Safety,Special Education, Speech* *Teacher Educe-%don, Teaching MethodsThis book is a compilation of 145 conference pa-

pers and presentations on industrial arts educationcovering content in caster education, classroomProjects, construction, curriculum, elementaryschool industrial arts, energy, funding programs,graphic communications, interdisciplinary studies.international perspective, pastpresent-future, met-rics, miscellaneous instruction, the professionalteacher, research, safety, special needs programs,teacher education, teaching methods, tools, andwomen. Representative Odes include the following:Industrial Arts and the Career Choice Patterns ofJunior High School Students, Contemporary Con-struction Education and Practice, Developidg aLeadership and Group Interaction Skills Cur-riculum, A Continuum of Objectives: The Way toMore Systematic Instruction, Industrial Arts Re-source Kits for K-6 Grades, The Urgency of EnergyEducation, Status of Funding in Idaho, An Over-view of New and Future Technology in the GraphicCommunications, Strategies for Unified Arts: AFramework for Analysis, A Rationale for Interna-tional Technological Education, Crossroads-TheAircraft Construction Route to Aerospace Educi-don, Toward the Year 2000-Futurism:a, IndustrialArts in the Industrial and Postindustrial Society,Freedom and Professionalism and Our NationalHeritage, Industrial Arts Research: Basic Consider-ations, Wood Surface Noise Control, Industrial Artsin Special Education, Minicourses in industrialEducation, A Competency-Based-Teacher Educa-tion Program: Graphic Arts, Computer-Assisted in-struction: A Student/Machine, Interactive System.and Numerical Controlled Equipment. Conferenceminutes and resolutions are also included. (EM)

ED 140 014 CE 011 178Budke. Wesley EMilitary Curriculum Materials Utilization in Vo-

cational Education. Final Report.Journal CitBBB09463Ohio State Univ., Columbus. Center for Vocational

Education.Spons AgencyBureau of Occupational and Adult

Education (DHEW/OE), Washington, D.C.Pub DateJun 76Contract-300-750-276Note-62p.; For related documents, see CE 011

586-590EDRS Price MF40.83 HC-13.50 Plus Postage.Descriptors .-information Dissemination, Informa-

tion Needs, 'Information Networks, InformationServices, Information Systems, InstructionalMaterials, Media Selection, Military Training.National Surveys, Needs Assesiment, Post Sec-ondary Education, School Surveys, SecondaryEducation, Systems Development, Vocational

'EducationIdentifiersAir Force, Army, Coast Guard, Marine

Corps, Navy, United StatesThis final report describes a project conducted todesign a comprehensive information system(termed SYSTEM) for identifying, selecting, anddisseminating relevant military curnculuill materi-als to civilian vocational and technical educationprograms. Chapter! discusses the need for a central-ized SYSTEM and gives project objectives ter

0Document Resumes 31

11 contains overviews of the project's five major,components: Review of existing information sys-tems and linkages, development of strategies andprocedures for selecting military materials, selec-tion and acquisition of relevant materials, survey ofcivilian secondary and postsecondiuy schools whichhave experience rising military curriculum materi-als, and the actual design of the SYSTEM whichwould include acquisition and selection, materialspreparation and referencing, duplication and distri-bution, and user services. (The five project compo-nents are presented in More detail in five separatelyabstracted appendixes which are available sepa-rate19-.) Chapter III discusses general project man:agement activities and concerns, and Chapter IVcontains recommendations for implementation ofthe SYSTEM. A brochure about the project and abibliography are included. (LMS)

ED 140 018 CE 011 2561976 Annual Index to AIM/ARM (Abstracts of

Instructional and Research Materials in Voce-tional and Technical Education). Volume 9,Numbers 1 through 6,

Journal Cit BBB09463Ohio State Univ., Columbus. Center for Vocational

Education.%Sons AgencyBureau of Occupational and Adult

Education (DHEW/OE), Washington, D.C.Pub Date-76Note-481p.EDRS Price MF41.00 HC-526.11 Plus Postage.Descriptors Bibliographies, Educational Re-

search, *Indexes (Locaters), instructional Materi-als, *Technical Ed uca don. *Vocational EducationThis volume cumulates the indexesthat appeared

in the six 1976 bimonthly issues of "Abstracts ofInstructional and Research Materials in Vocationaland Technical Education" (AIM/ARM). Thecumulation is intended to be a companion volume tothe indiVidual issujf AIM/ARM, which containthe complete resumes of documents. Both subjectand author indexes are provided. Each entry in thesubject and author indexes shows the title of the,document, the VT number, and page of AIM/ARMon'*hich the 'abstract stiwears. instructions for or-dering copies of Individual documents are included.(LAS)

ED 140.019 CE 011 257Abstracts of Instructional and Research Materials

in Vocational and Technical Education. Volume .9, Number 6. VT 103 401. 103 600. ,

Journal CitBBB09463Ohio State Univ., Columbus. Center for Vocational '

Education.Spons AgencyBureau of Occupational and Adult

Education (DHEW /OE), Washington, D.0Pub Date-76Note-231p.EDRS Price MF-50.83 HC412.71 Phu Postage.Descriptors "Abstracts. *Annotated Bibliogra-

phies, Educational Research, InstructionalMaterials, Program Descriptions, Research Pro-jects, *Vocational EducationThis volume has four major sections. (1) Abstracts

of instructional and research mamma, which pre-sent information about authors, titles, availability,and content of documents; (2) subject index, (3)author index, which helps locate relevant docti-merits by author /institution names;and (4) projectsin progress, which announces in-progress researchand curriculum development projects fun dedby theVocational Education Amendments of 1968, partsC, D, and I. This section also includes a title -by-Sate index and directories (two) of curriculum cen.ten and of State research coordinating units. (LAS)

32 Document Resumesc,

ED 140 022 CE 011 264Levine, Herbert.1.Paid Ednational Leave. NIE Papers In EdacatIon

sad We NuaberJournal CitBBB10536Rutgers. The State Univ., New Brunswick, NJ. La-

bor Education Center.Spoils AgencyNational Inst. of Education

(DHEW), Washington, D.C. Education andWork Group.

Pub DateMar 77ContractNIE-P-764)159

, Note-55p.Available fromU.S. Department of Health, Edu:

cation and Welfare, National Institute of Educa-tion, Education and Work Group, Washington,

o D.C. 20208EDRS Price MF-S0.83 HC.33.30 Isla Postage.Descriptors 'Adult Education, Adult Programs,

COmparative Education, 'Continuous Learning,*Educational -Opportuniti Educational Policy,Educational Practice rational Programs, Ern-player Employee Relationship, Financial Sup-Port. Government Role, Inservice Education,Inservice Frogritms, International Studies, LaborEducation, Labor Unions, *Leave of Absence,National Programs, National Surveys, Off the JobTraining, On the Job Training, *Released Time,School Industry Relationship

identifiersEurope, International Labor Organize-don, Organisation for Economic Cooperation De-velopment, United StatesThis report is ir-digest of a larger work, "Develop-

mints in Paid Leave of Absence," a report includingcase studies and analysis of the collective experi-ence of nine European countries and the UnitedStates with paid educational leave. Seculn I definespaid eduiational leave as "leave given to an em-ployee for educational purposes for a specifiedperiod during working hours, with adequate finan-cial entitlements." Section II -diacusses develop-

' ments within the International Labor Organizationand that body's recent acceptance of a conventionon paid educational leave. The history of the sup-port of the concept by the Center for EducationalResearch and Innovation of the Organization forEconomic Cooperation and Development is also re-counted. Section ill summarizes a study of the paideducational -leave -programs in 10 countries (Bel-

. glum, Denmark. France, Germany, Italy, the Neth-erlands. Sweden, the United States, the UnitedKingdom, and Yugoslavia). Section IV reviews theinterest shown, the perspective, the potential bene-fits. and the roles played by labor, management,govern'ment, and education with regard.to paid edu-cational leave as it developed in larious countries.The final section highlights the potential signifi-cance of paid educational leave, recrurrent educe.tion. and continuing education and offers somesuggestions for adjustments in American educl-tional policy and practice. A biographical note onthe author is included. (LMS)

ED 140 024 CE 011 281,Pautler, Albert T.. Jr.Local (keopstIonal Program Evaluation.Pub Date [751 .Nate -106p.EDRS Price MF30.83 LiC.S6.01 Plea Postage.DescriptorsCase Studies, Educational Assess-

ment, Educational Objectives, EducationalPhilosophy, 'Evaluation Methods, Followup Stu-dies, 'Graduate Surveys, 'Program Evaluation,Questionnaires, School District( Secondary Education, Technical Education, *Vocational Educe.tion

identifiers -- 'Local Occupational Program Evalua-tion, New YorkTo evaluates secondary level occupational educe

tion program in New York State,1he author used asystem termed LOPE (Local Occupational ProgramEvaluation), which began with the development ofa statement of philosophy and measurable objec-

tives based on teacher and administrator input. Aquestionnaire based on the objectives was adminis-tered to graduating students and to the same stu-dents six months after graduation to evaluate theperformance of the school and its staff in meetingthe established objectives. One of the objectiveswas: Upon completion of an occupational program,65% of the students will raw-t.0 experience satisfy-ing. Students responded to thENtatement. My ex,periences in the specialization which I pinnedwhile in the occupational education program were:(Reiponses ranged from "very satisfying" to "not atall satisfying.") Data obtained cluting the two -phaseadministration of the instrument indicated that fiveof the seven stated objectives were met. It was con-chided that the LOPE system, which measures the"products" (graduates) of a program, can be usefulfor accountability because it uses measurable ob-jectives. Resource .materials, including a positionpaper by the author, data collection forms, andtransparency masters on LOPE, are appended tothe report. (LMS)

ED 140 026 .t , CE 011 295Franchak. Stephen J. Ed.Research & Information on Emeloymeat A Train-

ing. Proceedings of a Symposia's' (Hershey Con-,Cntei, Hershey, PVIIIVITIE11, October'

14-15, 1976),Pennsylvania State Dept. of Education, Harrisburg.Pub DateOct 76Nate- 164p.; For a related doCument see ED 121

987EDRS Price MP-S0.83 HC.48.69 Plus Postage.DescriptorsCollege Graduates, 'Economic Re-

search, Educational Benefits, 'Educational De,mend 'Educational Research, *EducationalSuppler, Employment Services, Employment Sta-tistics, 'Labor Economics, Labor Market, Man-power Needs, Occupational Surveys, VocationalEducation

A compilation of 21 presentations given at a sym-posium held to improve communications betweenindividuals and agencies (education, governmentand private industry) which produce or use occupa-tional research and information for program plan-ning and decisionmaking contains the followingtitles Some Thoughts on Econ6mic Illiteracy, WeCan Suaive: An Optimisticand Realistic View ofthe Future, And Now-A Word from the PrivateSector; Comprehensive Employment Training Act,Expectations and Realities, Pennsylvania Occupa-tional Statistics Program, Underemployment. Con-ceptual Issues, Work-Not School -Coins First,Cost-Effectiveness of Work Experience in Secohd-ary Schools; A Perspective on "Assessing Voca-tional Edueation Research and Development:::Future Labor Supply for Lower Level Occupatiorft,The Role of Supply' and Demand Forces in theChanging Market for College Graduates, Projec-tioni of Science and Engineering Ph.D. Supply andUse A Comparison on NSF and BLS Publications,How Useful in Employment Is College Education?;Strategies and Procedures for Using Occupationalinformation at a Career Development and Place-ment Center, Pennsylvania Postsecondary Degree

.Programs: Need, Availability, Supply, oversupply;industry Looks at Manpower Needs; A BottomlineViewpoint Industry Looks at Education; Labor'sChallenge to Education and Industry; Job Informa-tion Service and Automatic Matching: New Con-cept for Public Employment Service; AnalyzingJobs as a Solution to Occupational Problems, andThe Impact of Equal Opportunity. A tut of partici-pants is appended. (EM)

ED 140 027 -

Atteberm Jim W. And OthersImproving Vocational Education Pianist; More

Myth Than Reality? Find Report.Journal CitRMQ66000Missouri Univ., Columbia. Dept. of Practical Arts

and "Vocational - Technical Education.

CE011 297

40

, -4

7

Spons AgencyOffice of 'Educatiorr, (DREW),Washington, D.C.

Pub DateMar 77Contract-6007500317NZte-319p.EDRS Price MF-S0.83 HC,S16.73 Pia Postage.. -DescriptorsT-Administrative Problems, Building

Systems, Data Analysts, Data Collection, Deci-sion Making, Educational Improvement, Educa-tional Planning, Edticational, 'Problems,Management Information Systems, Master Plans,Models, Needs Assessment, Program Improve-ment, Programing Problems, *Program Planning,Research Tools,. 'Statewide Planning, SystemsApproach, *Systems Building, !Vocational Edu-cation

Identifitti'MissouriThis final report of a project conducted to design,

develop, and test a comprehensive managementplan for vocational education in Musoun is dividedinto three factions. Section 1,4escribes the rationaleand components of a model based on the generalsystems approach to planning. An analysis of theplanning process introduces several planning toolsthat were developed. Section II presnts detailedexamples of the application of one component of theplanning model, The Decision Making Support Sys-tem, the essence of which lies in the application ofquantitative tools to the analysis of vocational edu-cation planning, problems. The applications ex-plained include linear prdiramittg, goal programing,

,multivariate statistics, and heuristic methods. Re-source allocation plannini problems are dealt withas well as the problems of needs assessment and ofprojecting employment for planning purposes. Sec-tion III addresses a variety of issues that relate. toimproving vocational education planning. The ques-tion, "Is improving vocational education planningmore myththan reality?, is dealt with. Barriers to

, improving planning are discussed as well as theef-feet of-the lack of administrative respinksibility as itrelates to-vocational education planning. The reportconcludes by considering the possible future of.vo-canna! education planning. Appended are a discus-sion of data gathering and analysts and a copy of theoperations! master plan for vocational education inMissouri through the year 1990 that evolved in partas a:result of dui study: (Author/LMS)

ED 140 030 CE 011 311Nelson. Fronk W.Distributive Education II, Course of Study,Oklahoma State Dept. of Vocational and Technical

Education, Stillwater. Curikulum and Instructtional Materials Center.

Pub Dite-76Note-826p.Available fromOklahoma State Department of

Vocational-Technical Education, Curriculum andInstructional Materials Center, 1515 West 6thAvenue, Stillwater, Oklahoma 74074 ($15.00)

EDRS Price MF3I,S0 Plus Postage. HC NotAvailable from EDRS.

Descriptorre7Distributive Education, Economics,Exhibits, HighSchoolCuniculum, Human Relit-

. tions, Job Skills, Learning Activities, Merchandis-ing, Publicize, Salesmanship, Senior HighSchools, Skill Development, State, CurriculumGuides, Units of Study

IdentifiersOklahoma -This curriculum guide for teacher-coordinators is

designed, to provide course of study in distributiveeducation (Distributive Education II) in Oklahoma.Content is in nine sections with each section tonsisting of one or more instructional units: (1) Orien-tation (Introduction to Distributive Occupations,DECA), (2) Survival Skills (lob ApplicatioaandInterview, Handling Mandy, Cash Register, Sho-plifting Prevention, and Communications), (3) Hu-man Relations, (4), Selling (Pre - ApproachApproach, and Determining Needs; Presentation;Overdbming Objections, Close, Suggestionand Reassurance), (5) Duplay, (6) Advertising (Ad

,Advertisuig Layout), (7) Merchan-dising, re Organization, and (9) Economics(Economi of Free Enterprise, Government andthe American Market). Each instructional unit con-tains lesson plans for several days and includes someor altof the following color-coded components: per.

nu*@J... .11.

general outcome by completion of the unit and spe-cific objectives delineating steps to reach the unitobjective), suggested activities for teachers and students, information sheets (cognitive content), visualaides (transparency masters), assignment sheets andanswers (individual and/or group learning activitiesproviding direction to study), job sheets (proceduresfor skill development), tests, and test answer& 'Stilldent materials are available and contain everythingbut test answers, answers to assignment sheets, andsuggested activities. (EM)

ED 140 032 CE 011 3t6Bhaennan, Robert D.Career EdacatiOn and Basic Academic Ael:leve-'

rent. A DescriptiveAnalysis of the Reseitrch.Office of Career Education (DHEW/OE), Wash-

ington, D.C.Pub DateMay.77Note-229p., Charts may be marginally legible due

to small print of the original documentAvailable fromSuperintendent of DocuMents,

U.S. Government Printing Office, Washington,D C. 20402 (Stock Number 017-080-01720-2)No price quoted

EDRS Price MF-$0.83 HC-S11:71 Pins Po;tage.DescriptorsAcademic Achievement, Blit

Skills, Career Education, "'Educational Assess.ment, Elementary Secondary Education, Language Skills, Mathematic& ProgramEffectiveness, Program Evaluation, ReadingSkills, Research Methodology, Research Reviews(Publications)A descriptive analysis of 38 studies from the early

to mid-1970'szvaluating the effectiveness of careereducation (CE) programs focused on student (K-12

-grade levels) achievement of competence in thebasic academic skills (primarily mathematics, read-ing, and language arts). The studies reviewed wereconducted nationwide using a variety of researchdesigns, instruments, sample sizes, and statisticalanalysts approaches. The findings were ( I ) generallysupportive of CE in 19 studies where reading and I orrnatileraaucs were impacted at various levels of sig-nificance and in one study reporting that the treat-ment students maintained, growth in the basic skills(2) moderatelysupportive of CE in 16 studies show-ing reading andisa mathematics grade equivalentscore improvement arid achievement gains, and (3)unsupporuve of CE in 3 studies revealing eithernegligible or muss ct..Although few general.izations caul mad , was noted jhat (1) a fewmore citations of positive r ults were itemized forreading than for mathematics or total language, (2)most of the successful studies collected data over

'one academic year, (3) the more intensive CE dein-meats led to more positive results, and (4) with fewexceptions, CE had few adverse effects. Data charts,are appended summarizing information from the 38studies in several areas. Subject, location, researchdesign, instruments, sample size, grade level, statis-tfcal analysis, delimitationsCE tralment, type ofStudy, findings, conclusions, researcher, and institu-,dons! source of the report. /EMI .

ED 140 033 CE 011 326Down°, Elaine L ,Food Preparation and Service.) An Introductory

Course for Food Services Careers. -Journal CitQAT59I78 ,

Rutgers, The State Univ., New Brunswick, NJ.Curriculum Lab.

Spons AgencyNew Jersey State Dept, af Educe-. tion, Trenton. Div. of Vocational Education.Report No.CE-378Pub` Date Jun 77

le 4

Note-243p., Charts may be hard to read becauseof print quality

Available from-New Jersey location TechnicalCurricalum Laboratory, Building 4103, KilmerCampus, Rutgers University, New Brunswick,New Jersey ($3.50 plus postage)

DescriptorsBehaviOral Objectives, Career Edu-cation, Cooking Instruction, Food Service Indus-

' try, Food Service Occupations, FoodsInstruction, High School Curriculum, Job Skills,'Laboratory Procedures, Occupational Home Eco.nomics, Senior High Schools, Skill Develop-ment, State Curriculum Guides, VoCationalEducation

IdentifiersNew JerseyIntended for use in a comprehensive senior high

school, ibis` curriculum guide for an introductorylaboratory course -focuses on the development ofabilities, attitudes, and personal qualities whichwould lead to job success at the entry level in thefood service industry, including in the areas of cook-ing, waitressing, supermarkets, and similar occupa-tions. It is designed for minimum time of 360 classperiods. Each of the 27 instructional units ingodes---objectives and lesson activities. Units are titled (1)Introduction to Food Services, (2) Introducticin toFood Preparation, (3) Following Recipes -Meat Ex.tenders, (4) Terminology-Culinary Terms, (5) Mea-sunng-Enghsh System.,(6) Introduction to MetricMeasuring, (7). Calculating Costs of Products-English System, (8) Quick Bvpads, (9) Cereal Cook-ery, (10) Eggs, Egg Cookery, (I I) Principles of MilkCookery-White Sauce, (12) Uniformity of Product-Cookies, (13) Employment Opportunities, (14) Effi-ciency, (15) Fact or Opinion, (16) Basic Nutrition,(17) Menu Planning, (18) Carbohydrates, (19) Fatsand Oils, Pastry and Deep Fat Frying, (20) Pro-teins-Meat Cookery, (21) Minerals-Fish Cookery,(22) Vitamins, (23) Vegetables, (24) Nutrition Sum-mary-Salads, (25) introduction to Food Service,(26) Introduction to Food Sales-Sandwiches, and(27)Terminology- Gourmet Foods. (HI?)

ED 140 037 CE 0141 328Stern, vidWages d Other ReWlirds, What People Want or

Get Theis..lobs, and How Education Makesa Difference (or Does It). Three Pipers.

National Inst. of Education (DHEW), Washington,D.C. Education And Work Group.

Pub Date-77Contract-t-Ng-G-00-3.0213Note-101p., Best copy availableEDRS Price MF.S0.83 110.56.01 Plus Postage:.Descriptors- 'Academic Achievement, Age, Col

leitive Bargaining, Educational Background, Em'Ployee Attitudes, Employer EmployeeRelationship, Job Enrichment, Job Satisfaction,Labor Demands, Labor Unions, OccupationalSurveys, Wages, Work Attitudes, Work Experi-encePaper I. Using information from the national 1073

Quality of Employment Survey, thb following asser-tions are examined relative to white employees. (1)Employees with more years ofechooling and experience can, obtain more agreeable and better-payingjobs and (2) among workers with equal schdolingand experience, those with more agreeable jobsmust accept less pay It was concluded that school

, and work experience both payoff immare dignifiedand meaningful work and that finding evidence'ofwage differentia; which coMpensate for nonpecuniary benefits is very difficult. Taper II: A survey ofunionized municipal workers was done to determinewhether the new generation of educated Walkerswould make new kinds of job demands. A questionnacre was-mailed to 164 accountants,"1214office assistantsorid 427 social service supervisorsand administered to 90 nurse's aides through inter-views. It was found that the desire for changes in thejob stems related to patterns of satisfaction and dis-satisfaction with particular job aspects rather than to

4 I

Docunient ResUmes 33

age or education. Paper III. Utilizing informationfrom the same survey upper 11, an analysis ofresponses suggests that union leaders do not innate ,

demands for job enrichment because they correctlyperceive their members relative unwillingness toforego pay increases in order to get more appor-

y JO invo vernent.-

ED 140 039 CE 011 331Thompson. John A. Chock Mona K.O.Comprehensive Staff Development Model for

Delivery of Career Development System for thePublic Schools of tiawall Phase IV. Final Re-Pat-

Journal Cit BBB01855HawatikittM)ept. of Education, lonolulu.Hawaii

Univ., Honolulu. Coll. of,Education.Spons AgencyBureau of Adult, Vocational, and

Technical Education (DHEW JOE), Washington,D.C. .

Pub DateSep 76Coniract-600750051Note-43p.; For related documents see CE 011

331:345 ; Parts may be hard to readVicause offaint print

115

EDRS Price M14.50.83 HC-S2.015 Plus Postage.DescriptorsAdministrator Education, Career

Education, Counselor Training, Educational Ob-jectives, Elementary Secondary Education, Inservice Teacher Education, InstructionalMaterials, Lealming Modules, Material Develop-ment, Models, Participant Shusfaction, Post Sec-ondary Education, Program Design, ProgramDevelopment, Program Evaluation, School Dis-tricts, Staff Role, State Programs, Teaching Tech-niques, Training Techniques, Workshops

IdentifiersHewaiiA training component for admiristrators and

. counselors was developed in hue IV of a five-phase career education project for the State of Ha-wan, Three goals were specified for Phase IV: (I) Todevelop a model for training school administratorsand counselors in their role in career education, (2)to develop and test a set of materials f9r use byschool district personnel to traingroups of adminis.

trators and counselors based on the model, and (3)'to revise materials and develop new approaches

used for training teachers and teacher educators,Project strategies and procedures included the de-velopment of a model based on change theory.concepts. A set of materials defined as a module wasdeveloped for each part of the descriptive model.The major focus of the materials (eight modulesontamed in 14 separate documents) was to we

cadrC trainers sufficient background to proWyserve as instructors and to provide materials whichthe trainer might use in 30.hour workshops forsid-minfltrators and counselors. A set ctimues anda bibliography were also included. ther project ac-tivities were teacher evaluation communically`produced career education materials and compila-tion of a school- bycschool description of exemplarycareer education programs in Hawaii. (TA),

ED 140 040 CE 011 332thompson. John A. Chock, Mona K.O.

Career Ethicatien, Administrators and CounselorsImIlementation, Model. Module I: Career Edu-cation InformaHon.

Journal CitBBB01855Hawaii State Dept. of Education, Honolulu Office

of Instructional Services. Hawaii Univ , Honolulu.-Coll. of Education.

Spons AgencyBureau of Adult, Vocational, andTechnical Education (DREW /OE), Washington,D.C.

Pub DateSep 76ContractG00750051Rote-204p., For related documents see CE 011

331.345 , Some parts may reproduce poorly

34 Document Resuntes

EDR$ Price MP-SO.113 H6-511.37 Plus Postage.DescnptorsAdministrator Education, Career

Education, 'Concept Formation, CounselorTraining, Educational Objectives, *EducationalPhilosophy, Educational Practice, ElementarySecondary Education, lnservice Programs, Leam-idg Post Secondary EdUcation, Profes-sional Training, Resource Materials, SchoolDistricts, School Industry Relationship, Work-shops

IdentifiersHawaiiPart of a 13-volurqe series designed to be used as

a group inservice or a self-learning system to trainschool administrators and counselors for their rolein career education, this module focuses on the fac-tors which have led to the growth of the careereducation concepts. The module is one of six foradministrators and four for cOtuiselors develogd inPhase IV of a five-phase career education project inHawaii. (A minimum of 20 to 30 workshop hours issuggesled for the total program.) MOdule 1 containsa list of eight goals for the module, a suggestedformat and time frame (8 hours total) Air activities(readings, 'exercises, etc.) related to each goal, andreadings for participants on the following topics:Educational problems of youth, frustrations ofyouth who do not fit traditional patterns of educa-tional expectations, concerns of various publics andbusiness organizationi toward the educational train-ing of students, trends in career possibilities in Ha.wail, cultural and social implications of careers, theevolutionary course of Weer educaupn involvingschools in the solution of theVroblems, compo-nents which make up the phil phy of career edu-cation, what other school districts have done inimplementing this concept, and the Hawaii modelfor career education A bibliography is included.(TA)

O

rjED 140 041 CE 011 333Career`Edocation. Administrators and Counselors

Implementatibn Model. Module U. Orientation'Module.

Journal CitBBBOI 855Hawau State Dept. of Education, Honolulu Office

of Instructional Services.Hawaii Univ., Honolulu.Coll. of Education.

Spans AgencyBureau of Mutt, Vocational, andTechnical Education (DHEW/OE).D.C.

Pub Date--SepContractGOO ii51Note-103p.; For related documents see CE,011

331.345 ; Some parts may reproduce poorlyEDRS Price MP-S0.83 HC-56.01 Plus Postage.DescriptorsAdministrator Education'? Career

Education. Concept Formation, Counselor Train.mg. Educational Objectives, Elementary Second.ary Education. Inservice Programs. LearningActivities, Learning Modules, Models, Post Sec:ondary Education, Professional Training, *Pro-gram Design, Resource Materials. Staff Role,*State Programs; Wor=kshops

Identifiers*HawaiiPart of a 13-volume series designed to be used as

a group inservice or a selflearning system to trainschool administrators and counselors for their rolein career-education, this module follows Module 1and contains a more detailed examination of thevarious career education models from selectedStates with particular attention given to the HawaiiCareer Development Continuum The module isone of six for administrators and four for counselorsdeveloped in Phase IV of a five-phase career educa-tion project in Hawaii. (The first two modules arecommon while the balance are specific to eithercounselors or administrators. A minimum of 10 to30 workshop hours is suggested for the total pro-gram ) Module 2 contains activities and readings fordeveloping attitudes of administrators and counse-lors about career education. Suggestions are madeto administrators for formulating a basic orientationto career education in Hawaii, and opportunities are

%,

' 0

pro'vided to gent 'experience in handling criticismsand in expanding their own thoughts on 'the con-cept. A list of goals for the module, a suggestedformat and time (fame Or activities, readings andexercises, and a short self.evaluation form and briefbibliography are included. (TA)

ED 140 042 CE 611 334Thompson. John A. Chock. Mona K.O.

Career Education. Administrators and CounselorsImplementation Model. Module III-Teacher In-formation and Orientation for Administrators.(3.1) Identffy Change Strategy.

Journal CitBBB01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Se awaii Univ., Honolulu.Coll. of Educatio

Spons AgencyBur dult, Vocational, andTechnical Education W/OE), Washington,D.C. - ,

-

Pub DateSep 76 . ,

Contract-000750051Note-68p.; For related documents see CE 011

331.345 ; Some parts may reproduce poorlyEDRS Price MP-50.83 BC-53.50 Phu Postage.DescnptorsAdministrator Education, 'Adminis-

trator Role, *Career Education, 'Change Strate-gies, Educational Change, EducationalObjectives, Educational Strategies, ElementarySecondary Education, Inservice Education, *In-service Teacher Education, Learning Modules,Post Secondary Education, *Principals, Probes.sional Training, Resource Materials, School Dis-tricts, Workshops

Identifiers,;-HawaiiPart of a 13-volume series designed to be used as

h group inservice or a Self- learning system to train.school administrators and counselors for their rolein career educhtion, this section of module 3 is de-signid to identify change strategies to help the prin-cipal motivate teachers to accept the concept ofcareer education. (Module 3 is one of six modulesfor administrators and four for counselors deve-loped in Phase IV of a five-phase career educationproject in Hawaii.) Module .3 contains three sec-tions. The first section is a repeat of the informationmodule, (module 1) and the second a repeat of the/orientation module (module 2); the principal nowwork; with the teachers using the same format andreadingi by which he developed an understandingof career education and specifically of career educetion in Hawaii. The third section (this volume) is alesson in the concept of change theory as related to .

teaching It illustrates the techniques necessary forcreating a clin?ate for successful intervention. Majorcontents are introductory readings on change the-orr, readings on administrator awareness of change,and readings on change for staff development. Abibliography on change strategy is included. (TA)

ED 140 043 CE 011 335Thompson. John A. Chock. Mona K.O.Career Ednafton. Administrators and Counselors

Implementation Model. Module IV-Planning.(4.1) Develop Planafor Curriculum Preparationand Infusion.

Journal CitBBB01855Hawaii State Dept. of Education, Honolulu. Office `

of instructional Services.Hawaii Univ., Honolulu.Coll. of Education.

Spons AgencyBureau of 4duli, Vocational, andTechfiical Education (DHEW/OE), Washington,D.C.

Pub DateSep 76Contract-000750051Note-63p., For related documents see Ce 011

331.345 , Some parts may reproduce poorlyEDRS Price MF-$0.8311C-S3.50 Plus Postage.DescriptorsAdministrator Education, 'Career

Education, Change Strategies. Curriculum De-velopment, Curriculum Planning, ElementarySecondary Education, 'Fused Curriculum, Inset.vice Programs, Learning Activities, Learning

Modules, Post Secondary Education, ProfessionalTraining, Resource Materials, Sex Discrimina-tion,"Sex Stereotype;, Staff Role, Teacher Atti-tudes, Teacher Role, Values

identifiersHawaiiPart of a 13-volume series designed to be used as

a group inservice or a self-learning system ,to trainschool administrators and counselors for their rolein career education, this first section (.4.1) of module4 (Planning) is designed to assist principals andother school administrators to develop plans for cur-riculum preparation and infusion of career educa-tion. (The other three sections of module 4 dealwithplanning for rpouice allocation, for scheduling, andfor community involment. Module 4 is one of sixmodules for adrninisTrators and fog for counselorsdeVeloped in Phase IV of a five-ph &e career educa-tion project in Hawaii. The first two are commonwhile the balance are specific to either counselors oradministrators.) Module 4.1 contains three lessonswith activities and readings. Lesson 1 is concernedwith the scope and sequence of the curriculum plan-ning and how administrators can utilize it; a portion

its devoted to assisting teachers to participate in theschool level planning of career education activities.In Lesson 2 five examples are preSented to illustratethe infusion concept and process. Issues addressedin Lesson 3 inclUde sex role stereotypes, valuesdetermination, sex stereotypes in the classroom, sexdiscrimination in schools, teacher attitudes and val-ues, and the role of Clues in career educati n. Abibliography of periodical literature on valu n ca-reer education is included. (TA)

CED 140 044 E 011 336Thompson. John A. Choek. Mona K.O.Career Education. Administrators and Counselors

Implementation Model. Module IV-Planning.(4.2) Plans (or Resource Allocation.

Journal CitBBB01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Services.Hawan Univ., Honolulu.Coll. of Education.

Spons Agency ,Bureau of Adult, Vocational, andTechnical Education (DHEW /OE), Washington,D.C.

Pub DateSep 76Contraet-600750051Note-32p.; For related documents see'CE 011 ,

331-345 ; Some parts may reproduce poorly,EDRS price MF-S0.83 HC-52.06 Plus Postage.DescriptorsAdministrative Personnel, Adminis-

trator Education, Administrator Role, 'CareerEducation, Change Strategies, Cost Effective-ness, Elementary Secondary Education, Inservice'Programs, Learning Activities, LearningModules, Post Secondary Education, ProfessionalTraining, Program Administration, 'ProgramBudgeting, "Resource Allocations,. ResourceMiteriatt Staff Role, Workshops ,

Ian of a 13-volume series designed to be used asa group inservice or a self-learning system to trainschool administrators and counselors for their rolein career education, this second section (4.2) ofmodule 4 (Planning) focuses on the involvement ofthe faculty and staff in financial program planningfor shifting resources to coincide with the im-plementation of career education. (The other threesections of module 4 deal with planning for cur-riculum infusibn, scheduling, and community in-voIvement. ,Module 4 is one of six m4ules foradministrators and for f9r'counselors developed inPhase IV of a five-phase career edtcation project inHawaii. The first two are common while the balaficeare specific to either counselors or administrators.,Module 4.2 contains two lessons .ai)i includes areading section on the purpose of cost analysis. Les-son -1 haitwo sub-parts, a planning component anda resource shifting component. The planning com.ponent relates to the process of identifying re-sources, determining pnonties and makingdecisions. The shifting component involves the

42 ,

4

,

budget and expenditure plan which arc used toAchieve priorities and to serve as a fiscal controlmechanism Lesson 2 is structured to help adminis-

trator recognize the socio-political ramifications ofshifting resources. A bibliography is included. (TA)

ED 140 045 CE-011 337Thompson. John A. Chock. Mona KO.Career Education. Administrators and Counselors

Implementation Model. Modaler1V-Planeng.(4.3) Plans for &heckling.

Journal CirBBi01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Services. Hawaii Univ., HonolulmColl. of Education.

Spons AgencyBureau of Adult, Vocational, andTechnical Education (DHEW/OE), Washington,D.C. '

Pub DateSep 76Contract-000750051 . reNote-40p.; For related documents see CE 01,1

331.345 ; Some, parts may reproduce poorlyEDRS Price MILS083 BC-S2.06 Plus Postage.DescriptorsAdministrative Personnels Adminis-

trator Education, Administrator Role, *CareerEducation, Change Strategies, *Educational Plan-ning, Elementary Secondary Education, FlexibleScheduling, Inservice Programs, Learning Activi-ties, Learning Modules, Open Education, Profes-sional Training, Resource Materials 'Scheduling,'School Sdhedules, Workshops

IdentifiersHawaiiPart of a I3-volume series designed to be used as

a group insemce or a seff.learrung system to trainschool administrators and counselors for their rolein career education, this third section (4 3) ofModule 4 (Planning) explores some possibilities in .developing schedules which will enhance the poten-tial of career education. (The other three decuons ofmodule 4 deal with planning for curnculdm infu-sion, resource allocation, and community invIve-

-ment Module 4 is one of six modules foradministrators and four for counselors developed inPhase IV of a five-phase career education project idHawaii. The first two are common while the balancearq specific to either counselors or administrators.)'Module 4.3 contains two lessons. The content ofLesson I is directed toward elementary school ad-ministrators. It contains various scheduling consid-erations for the infusion, the use of communitypersonnel at the schools, and schedules which canaccommodate off-campus activities. The content ofLesson 2 is directed toward the intermediate andsecondary school administrators with the goal of

'achieving awareness of possible scheduling prob-lems in secondary schools which may affect c veereducation activities and of recognizing possibllutions. The reading selection for this modulecusses the opening ofthe self-contained classroom.Eleven examples of schedules and a brief bibliogra-phy on scheduling are included. (TA)

ED 140 046 CE 011 338771;mpson. 'ohm A. Chock. Mona K.O.

Cared Education- Administrators and CounselorsImplementation Model. Mcidale IV- Planning.(4A) Plans for Coiimualty Involvement. -

Journal t BB B01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Services. Hawaii Univ., HonoluluColl. of Education. -

Spons Agency -Bureau of Adult, Vocational, andTechnical Education (DHEW 'OE), Washington,D.C.

Pub Date--Sep 76Contract - 000750051Note 36p., For related documents see g oil

33I 345 , Some parts may reproduce poorlyEDRS Price MP-S0'.83 HC.S2.06 Plus Postage.pescriptorsAdministrator Education, !Adminis.

trator Role, Advisory Committees, Career Edu-cation, Change Strategies, 'CommunityInvolvement, Community Resources, Elementary

.4

Secoidary Education, Inservice Programs, Learn-ing Activities, Learning Modules, Post SecondaryEducation, Professional Training, ResourceMaterials, School Community Relationship,'Staff Role, Workshops

identifiers Hawaii'Part of a 13-volume-serierdoesigned-to-bc-useclasii

a group inservice or a self.learning system to trainschool administrators and counselors for their rolein career education, this fourth section (4.4) ofmodiste 4 (Planning) consists of a series of suggestedreadings and activities to aid the administrator andstaff in developing a supportive environment intheir community for career education. (The otherthree sections of module 4 deal with planning forcurriculum infusion, resource allocation, and sche-duling. Module 4 is one of six modules for admuus-trators and four for counselors developed in PhaseIV of a five-phase career education project in Ha-waii. The first two are common while the balanceare specific to either counselors or administrators.)Module 4.4 contains readings which deal with thefollowing topics: Communicating the career educa%don concept; advisory committee on career educe-tion, involving the community and its resources,and goals and strategies. Five activities deal withschool community relations. A brief community re-lations bibliograAy is included. (TA)

ED 140 047 CE 011 339Thompson, John A. Chock. Mona KO.

1 Career Education. Administrators and CounselorsImplementation Model. Module V-Implementa-tion. (5.1) Supervision of Teaching.

Journal CirBBB01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Semces.Hawan Univ., Honolulu.Coll. of Education.

Spons AgencyBureau of Adult, Vocational, andTechnical Education (DHEW/ OE), Wishington,

. D.C.Pub DateSep 76Contract G00750051Note-39p.; For related documents see CE 011

331.345 ; Some parts may reproduce poorlyEDRS Price MF-S0.83 HC-S2.06 Plus Postage.DescriptoriAdnunistrative Personnel, Adminis-

trator Education,.*Administrator Responsibility,Administrator Role, *Career Education, ChangeStrategies, Elementary Secondary Education, In-service Programs, Learning Activities, LearningModules, Observation, Post Secondary Educe-

tion, Professional Training, Staff Role, Supervi.wry Activities, 'Supervisory Methods,Supervisory Training, Teacher AdministratorRelationship, Teacher Evaluation, Teacher Im.provement, *Teacher Supervision, Workshops

/".

Document Resumes / 35

ED 140 048 CE 011 340Thompson. John A. CKock. Mona KO.Career Education. Adminhtrators and Counselors

Implementation Model ModaleV-Implementa-don. (5.2) Curriculum Evaluation.

Journal CitBBB01855awairSta-MDepL of gducauai, Honolulu. (Awe*

IdentifiersHawaiiPart of a 13 volume series designed to be used as

a group inservice or a self learning system to trainschool administrators and counselors for their rolein career education, this first sestiob (5.1) of module5 (implementation-for administrators) containsreadings and activities on the major components ina systempLobservation and instructional improve-ment di-rough the supervision of teaching. (Theother section of module 5 deals with curriculumevaluation. Module 5 is one of six modules for ad-ministrators and four for counselors developed inPhise IV of a five-phrase career education project inHawaii.) Module 5.1 contains a lesson which pre-sents in outline form the responsibilities of theschool administrator as the basis for supervision ineluding proceduies for Supervision of teaching,classroom observation, and formal conferences.Readings arc concerned with the following issues.Assessing the status of teacher evaluation programsin cared education, nondirect,ve supervisory con-ferences, and role conflict and self-concept in deal-ing with teachers. Three activities are included aswell as a summary of the responses of one group ofparticipants. A supervision bibliography is included.(TA) 4°

of Instructional Services.Hawaii Univ., HonolUlu.Coll. of Education.

Spots AgencyBureau of Adult, Vocational, andTechnical Education (DREW /OE), Washington,

Pub DateSep 76ContractG00750051Note-198p.; For related documents see CE 011

331,345 ; Some parts may reproduce poorlyEDRS Price MILS0.83 HC-S10.03 Plus Postage.DescriptorsAdministrator Education, 'Adminis-

trator Role, 'Career Education, Change Strate-gies, 'Community Involvenfent, CurriculumDevelopment, *Curriculiim Evaluation, Elemen-tary Secondary Education, 'Evaluation Criteria,'Fused Curriculum, Inservice Programs, LearningActivities, Learning Modules, Principals, Profes-sional Training, Resource Materials, School In-dustry Relationship, Workshops

Identifiers HawaiiPart of a I3- volume series designed to be used as

a group' inservice or a self-learning syitem to trainschool administratbrs and counselors (ot their rolein career education, this second section (5.2) ofmodule 5 (implementation-for administrators) cen-ten on aiding in the implementation of a careereducation curriculum. Module 5 is one of sixmodules for administrators and four for Counselorsdeveloped in Phase IV of a five-phase career educa-tion project in Hawaii. Module 5.2 contains threelessons. Lesson 1 focuses on the community as asource for the_development of curriculum materialsand includes materials on using community re-sources as part of the curriculum, using the com-munity as curriculum, onsite visitations, a samplrefonsite visitation form.% and a resource inventory.Lesson 2 cohnsu of criteria for evaluating careereducation materials,. an evaluation form, and amaterials section which contain 46 I-page evalua-tions of specific commercially prepared career edu-cation materials. Lesson 3 is designed todemonstrate to principals one action plan for infus-ing career education into an elementary school cur-riculum. Appendixes contain a directory of resourcepersonnel for vocational-technical programs in Ha-waii, and an example of a business informationpacket prepared for educators. (TA)

ED 140 049 CE 011 341Thompson. John A. Chock. Mona K.O.

Career Education. Adminishitors and CounselorsImplementation Model. Module VI-Evaluationof Career Education (Administrator).

Journal CitBBB01855Hawaii State Dept. of Education, Honolulu. Office

of Instructional Services.Hawan Univ., Honolulu.Coll. of Education.

Spons AgencyBureau of Adult, Vocational, andTechnical Education (DHEW /0E), Washington,D.C.

Pub DateSep 76Cont ractG0075005 INote-50p., For related documents see CE 011

331.345 ; Some parts may reproduce poorlyEDRS Price MP-SO.83 HC-S2.06 els Postage.DescnpiorsAdministrator Education, *Cheer

Education, Change Strategics, 'Educational As-sessmtht. Educational Improvement, ElementarySecondary Education, 'Formative Eyalotion, In-service Programs, Learning Activities, LearningModules, Professional Training, 'Questionnaires,'Student Evaluation, Iocational Development,Workshops

Identifiers 'HawaiiPart of a 13-volume series designed to be used as

a group inservice or a self-lekrning system to train

ED 140 061Cubit-Swoyer. DonnaWorkshop la Providlig Equal Career Opporteat-

ties.Journal CitQAT59178.Rutgers, The State Univ., New Brunswick, NJ.

I

CE 011 426 viewed, and the future directions of policy onwomen are explored. The rust chapter Wetly sum-marizes two schools of thouglit (dualist and humanresources) explaining the inferior position of womenworkers while data pertaining to the size of themale-female earnings gap and a review of studies

,Document, Resumes 37

EDRS Price MF-S0.83 HC-$I0.03 Plus Postage.DescriptorsBibliop,raphies, Directories, Educa-

tional Resources, Government Publications, In-formation Sources, Occupational dusters,Occupational inforniation, Private Agencies,Professional Associations, Resource Guides,

.c

%.1.11TICLUUDI

Spons AgencyNew Jersey State Dept. of Es luta-tion, Trenton. Div. of Vocational Education.

Report No.CE-375Pub Date--Jun 77

N..Note- 133p., Some pages "may reproduce poorly

because of small printAvailable fromNew Jersey Vocational-Technical

Curriculum Laboratory, Building 4103, Kilmer' Campus, Rutgers University, New Brunswick,

New Jersey 08903 ($1.50 plus postage) -EDRS Price MF-S0.83 HC47.35 Piss Postage.DescriptorsAdministrator Guides, Attitude

Tests, Bibliographies, Career Education, CareerOpportumues, Counselor Trauung, CurriculumEvaluation, Educational Legislation, Equal Edu.canon, Evaluation Cntena, Guidelines, InsemcePrograms, lnservice Teacher Education, Instruc-,clonal Materials, Occupational Information, Pro -gam Development, Resource Guides, SexDiscrimination, Sex Stereotypes, Workshops

IdentifiersNew JerseyOne in a series of curriculum documents in career

education, this manual provides plans, resources,and materials for training counselors and teachers toprovide sex fair career counseling and programs.Objectives for a workshop are presented, and direc-tions, including a flow chart, are given for its prepa-ration. These are followed by detailed workshopplans for conducting eight hours of training (in ei-ther one, two, or four sessions) on the followingtopics: Legislation; sex fair tests, texts, and occupa-tional information; and techniques and resources forprograms. Media resources and extensive materialsresouroes are listed with company or organizationnames, addresses, and publication titles (plus cost, ifany). Also listed are names and addresses of inser-..vice trainers or organizations and persons able toassist in securing qualified trainers. These are givenby rtgion and individual States, with a special pagedevoted to trainers located in New Jersey. Attitudeexploration activities are presented, tong withguidelines for assessing sex bias in career interestinventones and in educational materials. New Jer-sey equal education legislation is appended as wellas excerpts from the 1974 Federal Register outlin-ing Federal rules and regulations on educationalprograms and sex nondiscrimination. Suggtstedquestions for evaluating a ,workshop conclude themanual. (BL) t

EP 140 062Sexton. Patricia CapWomen and Work. R & D MoEmployment and Training Admi

Washington, D.C.Pub Date-77ContractDOL-21- I I-75-15Note-75p.Available fromSuperintendent of Documents,

U.5. Government Printing Office, Washington,.D.C. 20402

1111.RS Price MF-50.83 HC-S3.50 Plus Postage.en'ptorsEmployment Opportunities, gm-

ment Patterns, Employment Practices, Em-ploy ent Problems. *Employment Programs,Employment Trends, Equal Opportunities(Jobs), Federal Prognuns,`Females, GovernmentRole, Minority Groups, Policy Formation, PublicPolicy, Research, Research Reviews (Publics-

I/ 1.

CE 011 428

h 46.nation (DOL),

tions), Sex Discrimination, Working Women, Identifiers*Unjted States

- Information regarding women and work learnedmainly, but not exclusively, through research anddevelopment (RAD) projects sponsored by the Em-ployment and Training Administration's Office ofResearch and Development (ETA-ORD) is re-

1 1 It 1.111. 1 Inc . con-tained in chapter 2. Chapters 3 and 4 cover labormarket studies, including the National LongitudinalSurvey, and chapter 5 reviews projects exploringbarriers faced by women seeking employment.Chapter 6 discusses several experimental projectsundertaken by ETA to imProve the work opportuni-ties of women, including Minority Women's Em-ployment Program (MWEP). 'Other governmentactivities that affect women at work are discussed inchapters 7 to 9. (I) Manpower programs, includingthe Work Incentive Program (WIN); and-(2) thepolicies and actions of the U.S. Employment Ser-vice, the Equal Employment Opportunity Commis-skin, and occupational licensing authorities Thefinal chapter makes recommendations for future directions In R&D projects, child care, educationtraining. outreach employment programs, and

'organizing efforts. (EM)

ED 140 064 CE 011 442Kessman. William A.Food Services. Riading and Language Activitiet.Journal Cit QAT39178Rutgers, The State Univ., New Brunswick, NJ.

Curriculum Lab.Spons AgencyNew Jersey State Dept. of Educa-

tion, Trenton. Div. of Vocational Education.Pub' DateApr 77Note-99p.Available fromNew Jersey Vocational-Technical

Curriculum Laboratory, Building 4103, KilmerCampus, Rutgers University, New Brunswick,New Jersey 08903 (52.00 plus postage)

EDRS Price MF.S0.83 HC-S4.67 Rites Postage.Descriptors"Career Exploration, Food Service,

Instructional Materials, Language Development,Language Skills, Learning Activities, ReadingDevelopment, Reading Materials, ReadingSkills, Secondary Education, Special Education,Vocabulary Development, Vocational EducationWritten primarily for special needs students in the

exploratory phase of a vocational program in foodservices, this activity book employs basic contentNicene! oLthe food service trade to serve as a vehi-cle for developing reading and language skills. Eachlesson follows a similar format The lesson is intro-duced by an illustration and a list of key wordsfound in the reading selection which follows, Eachreading selection is followed by short answer ques-tions (getting the main idea, getting the meaningfrom the context), true-false que/Uons, sentences tocomplete, vocabulary - spelling exercises, and a wordpuzzle. The titles of the lessons are A New School;A New Shop; What-to Wear; Clean Hands, Please;Setting the Table: What to Use; Dishes and Glass-ware: How to Hold; What Is Flatware?; Hoy> a TableIs Set; Kitchen Work; Kinds of Foods; LargeKitchen Equipment; and Small Kitchen Equipment.(The last two lessons include a number of illustra-tions.) (LMS)

ED 140 065 CE 011 448Slick. James M.. Comp:- 1Career Bibliitgraphy. A Guide to Free and Inexpen-

sive Occupational Information.Journal CitBBBI2921Pennsylvania State Univ , University Park. Career

Development and Placement Center.Spons AgencyPennsylvania State Dept. of Edu-

cation, Harrisburg Bureau of Vocational Educetion.

Pub DateFeb 77Note-176p.

45

Designed for use by cooperative education in-structors, counselors, librarians, students, andteachers, this career bibliography identifies morethan 2,000 sources of occupational information(e.g., government agencies, professional associa-tions, private businesses) which offer over 5,000 freeor inexpensive job-related publications. Five hun-dred and twenty-two occupations are listed al-phabetically, and sources of information (withmailing addresses and publication titles) are al-phabetized under each occupational title-Each 'ing is also numbered with a "Dictionary ofOccupational Titles" (DOT) code. The code num- N,bers are indexed in the back of the book and areclustered according to jobs having the same basicoccupational or worker characteristics and similareducational requirements. Thus occupations relatedto an occupation of primary interest can be identi-fied. In addition, a study guide and checklist is ap-pended to aid in conducting a personal explorationof specific occupations and alternatives. Purposes ofthe guide and direction; for its use are presented onthe opening pages. (B(.)

ED 140 066 CE 011 454Home Economics. Sample Test Items. Levels I and

II-New York State Education Dept., Albany Bureau

of 'Elementary and Secondary Educational Test-ing.

Pub DateMay 76NoteI18p.EDRS Price MF-S0.83 HC.S6,01 Plus Postage.DescriptorsBehavioral Objectives, Criterion

Referenced Tests, Home Economics Education,Learning Modules, Secondary Education,Teaching Guides, Test ConstructionA sample of behavioral objectives and related test

items that could be develope4 for content modulesin Home Economics levels I and II, this book isintended to enable teachers to construct more validand reliable test materials. Forty-eight one-pagemodules are presented, and opposite each moduleare listed two to seven specific behavioral objectivesand the related sample test items. Half of themodules are for level l and half for level 11, those foreach level falling ander one of four subject headings.(1) Human Development, (2) Housing, Furnishing,and Equipment, (3) Food and Nutrition, and (4)Clothing and Textiles. Each module consists ofidentification of the content emphasis, time allot-ment, two to four broad behavioral outcomes, sev-eral suggested learning experiences, suggestions onmeasurement of student progress, and a list ofrelated modules. The following are representative ofthe module titles: Career Chatter, I Am Me; Ex-tending Family Resources; Fire Safety; Party Per-

. feet Foods; Sparkling China, Gleaming Crystal, anti.Shining Pots, Perk Up a Breakfast, Tools for HomeSewing, Making and Wrappiqg Gifts; Pride isFamily Traditions and Customs; Jobs that Deal withPeople; Operating Household Cleaning Equipment;A Safe Trip Through the Home; Analyzing FoodLabels, Creative Cdokles, Special Diets, How FoodsWork for You; Cooking Outdoors, Instant Sewingfor Self, Measuring for Correct Pattern Size, Mak-ing Your Clothing More Personal, and Face Facts.(EM)

ED 140 067 CE 011 456Basle Economic _Concepts in Business Eduction.

Bulletin No. 206.New York Stale Education Dept., Albany. Bureau

Of Business Education.Pub DateSep 76Note-39p.

f

.l

ED 140 061 CE 011 426Cubit-Swoyer. DonnaWorkakop is Providing Equal Career Opportuni-

ties.Journal CitQAT5917111.Rutgers, The State Untv New Brunswick, N.J.

0

viewed, and the future ditections of policy onwomen are explored. The rust chapter briefly sum-marizes two schools of thought (dualist and humanresources) explaining the inferior position of womenworkers while data pertaining to the size of themale-female earnings gap and a review of studies

,Document, Resumes 37

EDRS Price M.S$0.83 HC-S10.03 Plus Postage.Descriptors--Bibliographies, Directories, Educa-

tional Resources, Government Publications, *In-formation Sources, Occupational dusters,'Occupational Inforniation, Private Agencies,Professional Associations, Resource Guides,

urncuieuzi°Spons AgencyNew Jersey State Dept. of Esluca-

, tion, Trenton. Div. of Vocational Education.Report No.CE-375Pub DateJun 77

"nay`Note-133p., Some pages may` reproduce poorlybecame of small print

Available fromNew Jersey Vocational-TechnicalCurriculum Laboratory, Building 4103, Kilmer

' Campus, Rutgers University, New Brunswick,New Jersey 08903 (SI.50 plus postage)

EDRS Price MF-S0.83 HC-$7.35 Plus Postage.DescriptorsAdministrator Guides, Attitude

Tests, Bibliographies, Career Education, CareerOpportunities, Counselor Training, CurriculumEvaluation, Educational Legislation, Equal Edu-ction, Evaluation Cntena, Guidelines, InservicePrograms, Inservice Teacher Education, Instruc.trona! Matenals, Occupational Information, Pro-pam Development, Resource Guides, 'SexDiscrimination, Sex Stereotypes, Workshops

IdentifiersNew Jersey ,One in a series of curriculum documents in career

education, this manual provides plans, resourcesand materials for training counselors and teachers toprovide sex fair career counseling and programs.Objectives for a workshop are presented, and direc-tions, including a flow chart, are given for its prepa-ration. These are followed by detailed workshopplans for conducting eight hours of training (in ei-ther one, two, or four sessions) on the followingtopics: Legislation, sex fair tests, texts, and occupa-tional information; and techniques and resources forprograms. Media resources and extensive materialsresources are listed with company or organizationnames, addresses, and publication titles (plus cost, ifany). Also listed are names and addresses of inser-....

vice trainers or organizations and persons able toassist in securing qualified trainers. These are givenby rhion and individual States, with a special pagedevoted to trainers located in New Jersey. Attitudeexploration activities are presented, along withguidelines for assessing sex bias in career interestinventones and in educational materials. New Jer-sey equal education legislation is appended as wellas excerpts from the 1974 Federal Register outlin-ing Federal rules and regulations on educationalprograms and sex nondiscrimination. Suggtstedquestions for evaluating a

sworkshop conclude the

manual. (BL)

ED 140 06-2Sexton. Patricia CatoWomen and Work. R A D fvfoEmployment and Training Admi

Washington, D.C.Pub Date-77ContractDOL-21.11-75-15Note-75p.Available fromSuperintendent of Documents,

U.B. Government Printing Office, Washingtori,.D.C. 20402

-WRS Price MF.S0.83 HC-S34.0 Plus Postage.iptors Employment Opportunities, gm-ment Patterns, Employment Practices, Em-

ploy ent Problems, 'Employment Programs,Emplo meat Trends, 'Equal Opportunities(Jobs), Federal Programs,Females, GovernmentRole. Minority Groupe, Policy Formation, Public

, Policy, Research, Research Reviews (Publica-tions), Sex Discrimination, Working Women

IdentifiersUnjted StatesInformation regarding women and work learned

mainly, but not exclusively, through research anddevelopment (R&D) projects sponsored by the Em-ployment and Training Administration's Office ofResearch and Development (ETAORD) is re-

CE 011 428

h 46.tration (DOL),

I. I l 1. / a I 'J. I'

tamed in chapter 2. Chapters 3 and 4 cover labormarket studies, including the islational LongitudinalSurvey, and chapter 5 reviews projects exploringbarriers limed by women seeking employment.Chapter 6 discusses several experimental projectsundertaken by ETA to improve the work opportuni-ties of women, including Minority Women's Em-ployment Program (MWEP). Other governmentactivities that affect women at work are discussed inchapters 7 to 9 (1) Manpower programs, includingthe Work Incentive Program (WIN); and-(2) thepolicies and actions of the U.S . Employment Ser-vice, the Equal Employment Opportunity Commis-agn, and occupational licensing authorities. Thefinal chapter makes recommendations for future di-rections in R&D projects, child care, education'training, Outreach employment programs, and'organizing efforts. (EM)

ED 140 064 CE 011 442Kessntan. Wham A.Food Services. Reading and Language Activider.Journal CitQAT59178Rutgers, The State Univ., New -Brunswick, NJ.

Curriculum Lab.Spons AgencyNew Jersey State Dept. of Educa-

tion, Trenton. Div. of Vocational Education.Pub' DateApr 77Note-99p.Available fromNew Jersey Vocational-Technical

Curriculum Laboratory, Building 4103, KilmerCampus, Rutgers University, New Brunswick,New Jersey 08903 (52.00 plus postage)

EDRS Price MF.S0.83 11064.67 elus Postage.Descnptors*Career Exploration, Food Service,

Instructional Materials, Language Development,Language Skills, Learning Activities, ReadingDevelopment, Reading Materials, ReadingSkills. Secondary Education, Special Education.Vocabulary Development, Vocational EducationWritten primarily for special needs students in the

exploratory phase of a vocational program in foodservices, this activity book employs basic Contentnigterial otthe food service trade to serve as a vehicle for developing reading and language skills. Eachlesson follows a similar format. The lesson is intro-duced by an illustration and a list of key wordsfound in the reading selection which follows. Eachreading selection is followed by short answer ques-tions (getting the main idea, getting the meaningfrom the context), true-false quiz/bons, sentences tocomplete, vocabulary-spelling exercises, and a wordpuzzle. The titles of the lessons are A New School;A New Shop; What-to Wean Clean Hands, Please;Setting the Table: What to Use; Dishes and Glass-ware: How to Hold; What Is Flatware?; Hold a TableIs Set; Kitchen Work; Kinds of Foods; LargeKitchen Equipment; and Small Kitchen Equipment.(The last two lessons include a number of illustra-lions.) (LMS)

ED 140 065 , CE 01.1 448.

Slick James M. Comg.- '4

Career Biblingraphy, A Guide to Free and Inexpen-sive Occupational Information.

Journal Cit BBB12921Pennsylvania State Univ , University Park. Career

Development and Placement CenterSpons AgencyPennsylvania State Dept. of Edu-

cation, Harrisburg Bureau of Vocational Education.

Pub DateFeb 77Note-176p.

45

Designed for use by cooperative education in-structors, counselors, librarians, students, andteachers, this career bibliography identifies morethan 2,000 sources of occupational information(e.g., government agenciei, professional associa-tions, private businesses) whichoffer over 5,000 freeor inexpensive job-related publications. Five hun-dred and twenty-two occupations are listed al-phabetically, and sources of information (withmailing addresses and publication titles) are al-phabetized under each occupational title-Each (st-ing is also numbered with a "Dictionary ofOccupational Titles" (DOT) code. The code num- Itbers are indexed in the back of the book and areclustered according to jobs having the same basicoccupational or worker characteristics and similareducational requirements. Thus occupations relatedto an occupation of primary interest can be identi-fied. In addition, a study guide and checklist is ap-pended to aid in conducting a personal explorationof specific occupations and alternatives. Purposes ofthe guide and direetionl for its use are presented onthe opening pages. (10

ED 140 066 CE 011 454Home Economics. Sample Test Items. LevkIs I and

II.New York State Education Dept., Albany Bureau

of 'Elementary and Secondary Educational Test-ing.

Pub DateMay 76Note-1 I 8p.EDRS Price MPSO.83 HC-S6,01 Plus Postage.DescriptorsBehavioral Objectives, Criterion

Referenced Tests, Home Economics Education,Learning Modules, Secondary Education,'Teaching Guides, 'Test Construction ,

A sample of behavioral objectives and related testitems that could be developed for content modulesin Home Economics levels I and II, this book isintended to enable teachers to construct more validand reliable test materials. Forty-eight one-pagemodules are presented, and opposite each moduleare listed two to seven specific behavioral objectivesand the related sample test itemi. Hag of theModules are for level land half for level U, those foreach level falling ander one of four subject headings.(1) Human Development, (2) Housing, Furnishing,and Equipment, (3) Food and Nutrition, and (4)Clothing and Textiles. Each module consists ofidentification of the content emphasis, time allot-ment, two to four broad behavioral outcomes, sev-eral suggested learning experiences, suggestions onmeasurement of student progress, and a list ofrelated modules. The following are representative ofthe module titles: Career Chatter. I Am Me; Ex-tending Family Resources; Fire Safety; Party Per-

. feet Foods; Sparkling China, Gleaming Crystal, anal.Shining Pots, Perk Up a Breakfast, Tools for HomeSewing, Making and Wrapping Gifts; Pride inFamily Traditions and Customs; Jobs that Deal withPeople; Operating Household Cleaning Equipment;A Safe Trip Through the Home; Analyzing FoodLabels, Creative Cookies, Special Diets, How FoodsWork for You; Cooking Outdoors, Instant Sewingfor Self, Measuring for Correct Pattern Size; Mak-ing Your Clothing More Personal, and Face RCM(EM)

El) 140 067. CE 011 456Basic F,conomIc Concepts In Business Edna/thin.

Bulletin No. 206.New York State Education Dept., Albany. Bureau

Of Business Education.Pub DateSep 76Note-39p.

4

Document Resumes

EDRS Price MP30.113 HC32.06 Plus Postage.DescriptorsBusiness Education, Business Sub-

jects;*Concept Formation'Xurriculum Develop-ment, Econbmic Education, 'Economics,Mathematical Concepts, Post Secondary Educe-

.' tion. Secondary Education. Teaching Guidesintended as an instructional aid for, teachers of

general business and other secondary school busi-ness courses, this annual bulletin discunseir the fol-lowing four general economic concepts:Opportunity coats, supply and demand, industrialorganization. and marginal analysis. For each con-cept, principles are developed which can 'often beapplied in-business decisionmaking, examples andapplications are given, and selected teaching suSges-dorm and references arc provided (HD)

ED 140 068 1 CE 011 457Gould E Noah. EdMackin Account*. An Guide.New York State Educano y. Bureau

of Occupational and culum Develop-- ment.Pub Date-76Note-70p.EDRS Price Mls-50.83 HC-53.50 Pin Postage.Descriptors 'Accounting, *Bookkeeping, Busi-

ness Education, Business Subjects, CurriculumGuides, Learning Modules, 'Office Machines,*Office Occupations Education, Post SecondaryEducstion, Secondary EducationDesigned to prepare students to ol5erate the types

of accounting machines used in many medium-sizedbusinesses. this instructor's guide presents a full-year high school course in machine accounting cov-ering 120 hours of instruction. An introduction forthe instructor suggests how to adapt the guide topresent a 60-hour module which would be suitablefor a one-semester high school eourse or for an ad-vanced adult course, a 30hour module, or a 10- to15-hour module. The introduction also includesstatements about objectives for the sections,prerequisites for the course, course credit, and ma-jor sequences into which the course would fit. Theguide consists of six sections: Orientation to ma-chine accounting, payroll, accounts payable, ac-counts' receivable, tilling, and age analysis.Objectives are given at the beginning of each sec-tion. Within each section, the content outline ap- 4bpearsenlie left-hand side of the page, and contentdetails and teaching suggestions are giv on theright-hand side. Forms and other i lustrativematerial appear throughout 'the guide. MS)

ED 140 069 CE 011 458Hose Emend= Education. Capital= Planning

Guidelines: Levels III -IV -V.New York State Education Dept., Albany. Bureau

of Occupational and Career Curriculum Develop-Mein.

Pub Date-76Note-82p.EMS Price MF.S0.83 HC-$4.67 Phis Postage.Descriptor} 'Behavioral Objectives, 'Curriculum

Design. *Curriculum Development, EducationalNeeds, Family Life, 'High School Curriculum,Home Economics Education. LearningModules, State Curriculum Guides

Identifieri Future Homemakers of America, NewYork - -

This curriculum guide forlevels III, IV; and Vhome economics teachers in New York State de-

, scribes a process for planning and developing homeeconomics courses. Emphasis is placed on the deter -min ion of student needs and the enrichnient ofleanings through participation in the Future Home-makers of America (FHA). The guide begins with adiscussion of the following major components com-prising this curriculuni framewoik: A design whichreorganizes homemaking-family living curriculuminto four basicibbject areas (Human Development;Housing, Furnishings and Equipment; Food andNutrition; and Clothing and Textiles) with six con-

s

'74:-s-

tent emphases (Management, Buymenship, Leisure,Careers, .Health and Safety, and Relationships);scope of 4eaininp charts comprised of behaviorallearning outcomes; and modules (guides suggestingexperiences that promote behavioral learning out-tveuez). Ne.xt, ;here are two sections briefly descnb-ing how to determine student needs and interestsand how FHA related to the curriculum. These arefollowed by scope (gleanings charts that list learn-ing outcomes (of the six content emphases withineach subject area for levels I through V with thelatter three presented in extensive detail. Finally,the,guide describes the development of a course,ineluditig examples of both subject area and contentemphases course outlines, and presents New YorkStates home econlinits sequence requirements to-ward high school graduation. An appendix includesforms for compiling student needs data, guides fordeveloping a module and writing behavioral objec-tives, and information explaining FHA. (EM)

ED 140 070 CE 011 466Appel:ate lliam K Weaver, Manta A.The Region liConferente on Competency Based

Teacher Editcation (Midland Hotel, Ching*,Illinois, Math 11.13, 1975). Flail Report.

Journal CitBBB14414.11M34640Southern Illinois Univ., Carbondale. Coll. of Educa-

tion.Spons AgencyIllinois Professional and Cur-

riculum Development Unit for Vocational andTechnical Education, Springfield.; Office of Edu-cation (DREW), Chicago, Ill. Regional Office 5.

Pub Dater-May 75Nbte-110p.EDRS Price MF-50. 81 HC-56.01 Plus Postage.DescriptorsConference Reports, Educational

Planning; "Inervice Teacher Education, *Per-formance Based Teacher Education, PreserviceEducation, *State Programs, Teaching Methods,Vocational Apiculture Teachers, VocationalEducation, ,*./. tional Education Teachers

identifiersIllinois:Indiana, Michigan-. Ulinnesota,Ohio, WisconsinThis report of a regional conference on Compe-

tency-Based Teacher Education (CBTE) held to al-low the six States in Region V (Illinois, Indiana,Michigan. Minnesota, Ohio, and Wisconsin) toshare information about vocational personnel devel-opment activities and programs, consists primarilyof 12 conference papers: (1) Personnel Develop-ment in Occupational Education in (2) OneState's Approach to Competency Based TeacherEducation; (3) Planning for Personnel Developmentwithin a State; (4) Vocational Educators andCompetence Based Education; (5) Preservice Occu-pational Progrark(POP); (6) Competency Based In-dustrial TeaclAiss. Education at University ofWisconsin-Stout; (7) Competencies for Profes-sional Education in Home Economics; (8) Two-Year Inservice Teacher Preparation program toProvide the Essential Professional competenciesNecessary 1°0:Teachers-of Agriculture; (9) A

cgompetency-Based Program for Preparing Voca-tional Teachers; (10) Performance/CompetencyBased Teaching Methods, Minnesota Style; (I I)Administration by Competency (ABC); and (12) ACautionary Appraisal of CBTE. Concluding this re:port are, the summary reports of each States task'force 'Sessions in which conference participantsdeveloped suggestions and recommendations to

,questions relative to CBTE; and a summary of aparticipant survey designed to assess attitudes to-ward varied aspects of CBI-b. Copies of the pro-gram and participant survey form and a list of theconference participants. presenters. and staff are ap-pended. (EM)

C

ED 140 071 Cl; 011 479Kobk Ronald LPennsylvania Competency-Based Teacher Educa-

tion. Competencies: hada:Mal Arts Edscation.Industrial Arts Association of Pennsylvania.Penn -

sylvania state Dept. of Education, Harrisburg-.Permsylvania State Univ., University' Park.

Pub Date-77Note-19p. 'EDRS Price MF-50.83 BC-51.67 Phu Postage.Descriptors 'Beginning Teachers, Elementary

School Teachers, Elementary Secondary Educa-tion, Industrial Arts, !Industrial Arts Teachers,Industry, Nonverbal Communication, 'Perfor-mance Based Teacher Education, Power Mechan-ics, Secondary School Teachers, 'Task Analysis, ,*Teaching §kills

IdentifiersIndustrial Materials, PennsylvaniaA competency-based educational project was

doneto develop an inventory of the competenciesthat beginning teachers of industrial arts education(K-12) in Pennsylvania must dembastrate to meetstandards for satisfactory performance. Three re-gional workshops wen held where the participants,selected by a steering committee using specific crit-eria, generated competency statements in four areas(industrial materials, power technology, visual com-munications, and industrial arts-professional) basedon Pennsylvania's Generic 22 (a compilation of 22statements delineating the general competenciesneeded by all teachers, regardless of grade level orsubject area). Following these workshops, the steer-ing committee synthesized and edited these compe-tencies into a single set of statemfnts. One hundredand twenty-five industrial arts teacher educators,supervisors, classtoom teachers, and lay people at-tending an annual conference provided verbenawritten feedback about the statements to the steer-ing committee before the final editing was done.This booklet concludes with a complete list of thecompetency statements in the four areas and anappendix which includes Generic 22; an overview ofproject events, procedures, and dates; a list of theworkshop participants and staff; and the criteriaused for identifying competencies during the work -shops.'(EM)

1

46

Subject Index fThis index lists titles of documents under the major subject terms that have been assigned tocharacterize their contents. The, subjects, which conform to those presented in the Thesaurus

. of ERICDescriptors, are in alphabetical order.

As shown in the example below, the accession number iedisplayed below and to the right of thetitle. Additional information about the report can be found under that number in the ResumeSection.

The symbol N appkaring after an accession number identifies a document that is notavailablefrom the ERIC Docament Reproduction Service and that is not in the ERIC. Microfiche Collec-tion.

Subject Term

Title of Document

Educational AmentLearning a Liv g across the Nation. VolumeV. Project Baseline. Fifth National Report.BAeline rig: 1974-75 (Fiscal Year 1975).Part 1: NagAvelreport.

ED 137 505

AbstractsAbstracts of Instructional and Research Matenals

in Vocational and Technical Education. Volume9, Number 6. VT 103 401-103 600.

ED 140 019Current Projects in Vocational EducationFY1976. Abstracts of Projects Supported in Fuca)Year 1976 and the Transition Quartet under theVocational Education Amendments of 1968(Parts C, D. 1 and 1);

ED 138 782

Academic AchievementCareer Education and Basic Academieve-mem. A DescriptivelValysis of tire Research.

- ED 140 032Determining the Effectiveness of Teaching Home

Economics.

ED 138 739The Relationship of Characteristics of Vocational

Food Service Thchers to Their Teaching Effec-tiveness. Final Report.

ED 138 733A Study Competing Typewnting Achievement of

Students Attending Class Three and Five Days a

Week in Beginning Typewriting at the Com-munity College Level. Final Report.

ED 138 755

Wages and Other Rewards, What People Want or

Get from,Their Jobs, and How Educatiint Makesa Difference (or Does It). Three Papers.

ED,140 037

AccountingMachine Accounting. An Instructor's Guide.

ED 140 068

Administrative AgenciesVocational Training. Information Bulletin. Sup-plement. United Kingdom.

ED 139 987

Administrative OrganizationStrengthening Local Administration of Voca-tional Education through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. Final-Report. Volume One.

ED 138 768

Administrative Personnel,Career Education. Administia tors and Counse-lors Implementation -Model Module VIII-I mplemen taiio n. (8.3) Integration ofCoordination of School and Community Ile-Sources.

ED 140 053National Confirence for State Vocational Educa-tion Planning Staffs. Final Report.

ED 138 713

Administrative PolicyKentucky Jailers. Management and OperationsManual.

ED 138 761Metrication of the United States Lumber Industryand Its Effects on Wood Consuming IndustnalEducation Courses.

ED 138 740The National Apprenticeship Program.

ED 138 730

- 47

Accession Number

39,

Adminisfiative PrinciplesKentucky Jailers. Management and OperationsManual.

ED 138 761

Administrator AttitudesSystemic Issues in School to Work Transitions.

ED 138 715

Administrator EducationComprehensive Staff Development Model forDelivery of Career Development System for the'Public Schools of Hawaii. Phase IV. Final Report.

ED 140 039

Administrator ResponsibilityCareer Education. Adniinistrators and Counse-lors Implementation Model. Module V-Implementation. (5.1) Supervision of Teaching.

. ED 140 O47Kentucky Jailers. Management and OperationsManual.

ED 0'8 761

Administrator RoleCareer Education Consulting Package. Pack V.Administrators.

ED 67.626Career Education. Administrators and Counse-lor Implementation Model. Module Iii-TeacherInformation and Orientation for Administnstoti.(3.1) I dentifyShange Strategy. -

BD 140 042Career Education. Administrators and Counse,lots Implementation Model. Module IV-Plan-ning. (4.4) Plans for Community Involvement.

ED 140 046Career Education. Administrators and Counse-lors Implementation Model. Module V-Implementation. (5.2) Curriculum Evaluation.

.

40 Subject Index

ED 140 048Adoption (Ideas)

The Influence 61 Selected Orianizational and Ad-ministrative Variables on Continued and Ex-tended Use of Exemplary Projects in VocationalEducation. Research and Development SeriesNo. 116

lb 138 814Adult Education

Paid Edi leatiopal Leave. NIE Papers in Educationand Work: Number Six,

ED 140 022Adult Educators

A Teacher's Guide to Metrics. A Series of In-Service Booklets Designed for Adult Educators.

ED 139 904Adult Vocational Edia9.1dion

Barriers to Enrollment in Post Secondiry Voca-tional, Technical and Adult Education Programsin Wisconsin. Final Report.

ED 1'38 758

Advisory ConuaitteesOverview 1974 Reports State Advisory Councils,on Vocational Education.

ED 138 722Agency Role

National Apprenticeship and Training Standardsfor Plastering.

ED 138 726Agricalbtral Laborers

Career Development for Farm Employment. Fi-nal Report

Eli 138 787Agricultural Occupations

A Study of Job De-minds and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater ManagemenrSys-tent Final Report. Volume III. Student Terminal'Performance Objectives and InstructionalModules.

ED 137 629A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report Volume II. Task Analysis Re-sults.

ED 137 628Agriculture

American Industries. Performance Objectives.Volume 1.

ED 139 976Air Conditioning

Air Conditioning. PerformancE.Objectives. Inter-mediate Course.

ED 139 937Annotated Bibliographies

Abstracts of Instructional and Research Materialsin Vocational and Technical Education: Volume9, Number 6. VT 103 401.103 600.

ED 140 019Key Resources in Career Education: An An-notated Guide.

ED 138 752Annual Reports

Overview 1974 Reports: State Advisory Councilson Vocational Education.

ED 138 722Appliance Repairing

Appliance Services. Basic Course. Career Educa-tion.

ED 139 952Appliance Services. Intermediate Course. CareerEducation.

ED 139 951

ApprenticeshipsNational Apprenticeship and Training Standardsfor Glaziers and Glassworkers. Revised.

ED )34 920National Apprenticeship and Training Standardsfor Plastering.

ED 138 726National Apprenticeship and Training Standardsfor Sign, Display, and Allied Workers Industry.Revised.

ED 137 620The National Apprenticeship Program.

ED 138 730

Art EducationCommercial and Advertisin(Art. PerformanceObjectives. Basic Course.

ED 139 944Commercial and Advertising An. PerformanceObjectives. Intermediate Course.

ED 139 955

AttendantsService Station Attendant. Performance Objec-tives. Basic Course.

ED 134949Auto Body Repairmen

Automotive Body Repair,. Performance Objec-tives. Basic Course.

ED 139 950Automotive Body Repair. Performance Objec-tifies. Intermediate Course.

ED 139 957

Auto MechanicsAuto Mechanics. Performance Objectives. BasicCourse.

ED 139 948Diesel Mechanics. Performance Objectives. flaskCourse.

ED 139 941Diesel Mechanics. Performance Objectives. Inter-mediate Course.

ED 139 942Gasoline Engine Mechanics. Performance Objectives. Basic Course. ,

ED 139 929Gasoline Engine Mechanics. Performance Objec.tives. Intermediate Course.

ED 139 928

Auto Mechanics (Occupatidn)Service Station Attendant. Performance Objec-dyes. Basic Course.

Basic SkillsCareer Education and Basic Academic Achieve-ment. A Descriptive Analysis of the Research.

ED 140 032Competency Based Curriculum. Pr4VocationalBusiness & Office Cluster. One.

ED 138 773Competency Based Curriculum. Pre-VocationalBusiness & Office Cluster. Two.

ED 139 949

ED 138 774

Beginning TeachersPennsylvtnia Competency -Baud Teacher Ed uclion. Competericiesfidustrial Arts Educati

ED 140 071

BehaviorTransferability of Vocational Skills:, Review ofLiteratuie and Research. Information Series No.103.

ED 138 834

48

Behavioral ObjectivesAir Conditioning. Performance Objectives. Infer -.mediate Course.

N'tED 139 937

America; Industries Junior Hi. Pre-Vocational.Power and Transportation.

ED 139 967American Industries. Performance Objectives.Volume 1.

ED 139 976American Industries. Performance Objectives.Volume 2.

ED 139 968Appliance Services. Basic Course. Career Educa-tion.

ED 139 952Appliance Services. Intermediate Course. Career

'.'Education.ED 139 951

Auto Mechanics. Performance Objectives. BasicCourse.

ED 139 948Automotive Body Repair. Performance Objec-tives. Basic Course.

ED 139 950

F

Automotive Body Repair. Performance Objec-tives. Intermediate Course.

ED 139 957Building Maintenance.gerformance Objectives.Basic Course.

ED 139 963Business Machine Miiinterance. PerformanceObjectives. Basic Course.

ED 139 931Bu siness Machine Maintenance. PerformanceObjectives. Intermediate Course.

ED 139 930Cabinetmaking. Performance Objectives. BasicCourse.

ED 139 932Carpentry. Perikmance Objectives. BasicCourse.

ED 139 962Child Care Services Guide. Performance Objec-tives. Criterion Measures. Horne Economics.

ED 139 934Commercial and. Advertising Art. PerformanceObjectives. Basic Course.

ED 139 944Consumer Educition-Home Economics. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

,ED 139 979Custodial Services and Building %Lint Perfor-mance Objectives.

ED 139 933Diesel M.:chants. Performance Objectives. BasicCourse.

ED 139 941Diesel Mechanics. Performance Objectives.- Inter-mediate Course.

ED 139 942Drafting. Performance Objectives. Basic Course.

ED 139 940Electronics Technology: Performance Objectives.Basic Course.

s ED 134 938Exploration of Child Care, Guidance and ServiceOccupations.*Performance Objectives. Criterion

Home Economics.ED 139 964

Exploration f Food Management, Productionand Services upations. Performance Objec-

ves. Criterio mums. Home Economics.Ell 139 965

Exploration of Home Furnishings, Equipmentand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics.

, ED 139 974

Exploration of Institutional Home Managementand Supportive Services Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 966Family Living. Performance" Objectives. CriterionMeasures. Home Economics.

ED 139 969Food Preparation and Service. An IntroductoryCourse/ix Food Services Careers.

ED 140 035Food Production and Services. Performance Ob-jectives. Criterion Measures. Home Economics.

ED 139 935Fundamentals of Child Care Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 970Gasoline Engine Mechanics. Performance Objec-tives. Basic Course.

ED 139 929Gasoline Engine Mechanics. Performance Objec-tives. Intermediate Course.

ED 139 928Graphic Communications. Industrial Arts. Per-formance Objectives. Junior High School.

ED 139 972Home Economics Education. Curriculum Plan-ning Guidelines. Levels III-IV-V.

ED 140 069Home Economics. Exploration of Clothing Man-agement. Production and Service Occupations.Performance Objectives. Criterion Measures,,

ED 138 775Home Economics. Sample Test Items. Levels Iand II.

ED 140 066Industrial Electronics. Performance Objectives.Basic Course.

ED 138 777Law Enforcement Careers. Performance Objec-tives. Basic Course.

ED 139 955LaW Enforcement Careers. Performance Objec-tives. Intermediate Course.

. ED 139 954, Machine Shop. Performance Objectives. Basic

Course.. ED 138 776

Machine Shop. Performance Objectives. Inter-mediate Course. Career Education.

ED 139 953Marine Engine Mechanics. Performance Objec-tives. Basic Course.

ED 139 961Marine Engine Mechanici. Performance Objec-tives. Intermediate Course.

ED 139 960. Masonry. Basic Course. Career Education:

ED 139 959Masonry. Performance Objectives. IntermediateCourse.

ED 139 945Metals. Industrial Arts. Performance Objectives,Junior High SchooL

ED 139 973Onentation to Home Economics Occupations.Performance Objectives. Criterion Meaiures.Home Economics.

ED 139 975Personal Career Orientation. Performance Objec-tives.,--tives. Criterion Measures. Home Economics.

ED 139 977Printing. Performance Objectives. Basic Course.

ED 139 943Printing. Performance Objectives. IntermediateCourse.

ED 139 939Radio and Television Servicing. Intermediate

ED 139 936Service Station Attendant. Performance Objectives. Basic Course.

ED 139 949SheetmetaL Performance Objectives. BaskCourse.

ED 139 956A Study of Job Demands and Curriculum Devel-opment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem'. Final Report. Volume HI. Student TerminalPerforMance Objectives and Instructional/Modules.

ED 137 629Welding. Performance Objectives. Basle Course.

ED 139 947Welding. Performance Objectives. IntermediateCourse.

ED 139 946Woods. Industrial Arts. Performance Objectives.Junior High School.

ED 139 978'

BibliographiesCareer Biblingraphy, A Guide to Free tAd Inex-pensive Occupational Information.

BlacksCareer Options for Black Women.

ED 140 065

'

ED 138 812The Impact of Legal and Administrative Reme-dies to Overcome Discrimination in Employ-ment. Final Report.

ED 139 919Pride Against Prejudice Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED 137 619

BookkeepingMachine Accounting. An Instructor's Guide.''

ED 140 068

BricklayingMasonry. Buie Course. Career Education.

ED 139 959Masonry. Performance Objectives. IntermediateCourse.

ED 139 9.45

BuildingsBuilding Maintenance. Performance Objectives.Basic Course.

. ED 139 963Custodial Services and Building Maim: Perfor-mance Objectives.

ED 139 933

BusinessAn Assessment of WIN and Welfare Tax Credits:-Final Report No. 1001.

ED 138 753

Business Skills.Competency Based Curriculum. PretYocationalBusiness & Office Cluster. One.

ED 1311 773Competency Based Curriculum. Pre-VocationalBusiness & Office Cluster. Two.

ED ICE -774

CabinetzesithigCabinetmaking. Performance Objectives. BasicCoUrse.

ED 139 932

Cake Decorating '-Basic Cake Decorating Workbook

ED 138 744'

4 9

Subject Index 141

Career AwarenessOrientation to Home Economics Oicupations.Performance Objectives. Criterion Measures.Home Economics.

ED 139 975

Career ChangeThe Influence of Job Characteristics and theFamily on the Propensity to Change Careers: AnExpectancy Theory - Approach. Research ReportNo. 12.

ED 138 725Occupational Mobility and Career Planning:What Is Needed?

ED 138 830

Career ChoicePersonal Career Orientation. Performance Objec-tives. Criterion Measures. Home Ecorlontics.

ED' I39 977A Study of the Familial and Career Attitudes ofCollege Women Enrolled in Typical and AtypicalPrograms.

ED 138 736

Career EducationCareer and Vocational Education in the 1980aToward a Process Approach. Final Report.

ED 138 819Career Education and Basic Academic Achieve-ment. A Descriptive Analysis of the Research.

ED 140 032Career Education Consulting Package. Pack I.Counselors.

Eb 13Career Education Consulting Package. Pack

62k112.

Primary K-3.ED 137 623

Education Consulting Package. Pick III.Junior/Senior High.

ED 137 624-Career Education Consulting Package. Pick IV.

Intermediate.ED 137 625

Career Education Consulting Package. Pack V.Administrators.

ED 137 %26Career Education Consulting Package. Pack VI.Handouts and Transparencies.

ED 137 627Career Education: Administrators and Counse-lors Implementation `ModeL Module 41: CareerEducation Information.

ED 140.040Career Education. Administrators and Counse-lors Implementation Model. Module II. Orienta-tion Module.

ED 140 041Career Education. Administrators and Counse-lors Implementation Model. Module III-TeacherInformation and Orientation for Administrators.(3.1) Identify Change Strategy.

ED 140 042Career Education. Administritors and Counse-lors IMplementation Model. Module 1V-Plan-ning. (4.1) Develop Plans for CurriculumPreparation and Infusion.

ED 140 043Career Education. Administrators and Counse-lors Implementation Model. Module 1V-Plan-ning. (4.2) Plans for Resource Allocation.

pp 140 044Career Education. Administratori td Counse-lors Implementation ModeL Wale 1V-Plan-ning. 4.3) Plans for Scheduling.

ED 140 045Career Education. Administrators and Counse-lors Implementation Model. Module 1V-Plan-ning. (4.4) Plans for Community Involvement.

ED 140 046Career Education. Adminiitrators and Counse-lors Implementation Model. Module V.-

42 Subject Index.

Implementation. (5.1) eupervision of Teaching.ED 140 047

Career Education. Administrators and Cour:sa-lon Implementation Model. Module V-Implementation. (5.2) Ctirriculum Evaluation.

ED 140 048Career Education. Administrators and Counse-lors Implementation Model. Module V1-Evalua-tion of Career Education (Administrator).

. ED 140 049Career Education. Administrators and Counse-lors Implementation Model Module VII-Develop and Implement Needs Assessment.

ED 140 050Career Educaikan. Administrators and Counse.fors Implementation Model. Module VIII-Implementation. (8.1) Preparation andEvaluation of Counselor Material.

ED 140 051Career Education. Administrators Mart Counse-lors Implementation Model. Module VIII-Implementation. (8.2) Consultation to SchoolPersonnel.

ED 140 052Career Education. Administrators And Counse-lors Implementation Model. Module VIII-Implementation. (8.3) Intevadon oftoordination of School and CommtMity Re-sources.

ED 140 053CKAVTS Career Development Project. ResourceHindbook. K-12.

ED 138 829Comprehensive -Staff Development Model forDelivery of Career Development System for thePublic Schools of Hawaii Phase IV. Final Report.

ED 140 039Conceptual Framework for Curriculum Decisionsin Education for Marketing and Distribution Ca-reers.

ED 138 816Experiential Education and Community Involve-ment Practices at the Postsecondary LeveL 1m-plications_for Career Education.

ED 138 771Getting Started: A Guide to Writing Your OwnCurriculum The Pennsylvania Guide for Instruc-tional Improvement through career Education.Organizational Volurac.

ED 139 927lnduStry-Education Collaborative Efforts inYouth Employment

ED 139 918An Integrated Curriculum and Its Implementa-tion for Chronic-Disruptive Youth. InformationSeries No. 12.

ED 138 717Key ,Resources in Career Education. An An-notated Guide.

ED 138 752Masters cf-Reality: Certificate or Performance?Toward Policy and Practice for PostsecondaryEducation and Work Provarns Based on Out-comes for Students. 0

ED 138 810Profiles of Career Education Projects. SecondYear's Program. Fiscal Year 1976 Funding.

ED 138 786Project PE OPLE (Personal Enhancement of Oc.cupational Preparation through Life CenteredEducation).

ED 140 060The Reform of Vocational Education: The Rela-tionship between Jobs and Schooling;

ED 138$33Research and Development Project in CareerEducation. Final Report.

ED 132 906Rite of Passage The Crisis of Youth's Transitionfrom School to Work.

ED 138 709//Sage. September

ED 139 903Three-Site Evaluation for Career DevelopmentProjects. `

ED 139 908Workshop in Providing _Equal Career Opportuni-ties. c.

ED 140 061career Exploration

American Industries. Junior HL ProVocationaLPower and Tiansportation.

ED 139 967American Industries. Performance Objectives.Volume 1.

ED 139 976American Industries. Performance Objectives.Volume 2.

9 ED 139'968Business Machine Maintenance. PerformanceObjectives. Basic Course.

ED 139 931Child Care Services Guide. Performance Objec-tives. Criterido Measures. Home Economics.

ED 139 934Competency Based Curriculum. Pre-VocationalBusiness & Office Cluster. One.

ED 138 773competency }Used Curriculum. Pre-VocationalBusiness & Office'Cluster. Two.

c ED 138 774Exploration of Child Cate, Guidance and ServiceOccupations. Performance Objectives. Criterion'Measures. Hotne Economies.

ED 139 964Exploration of Food Management, Productionand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 965Exploration of Home Furnishings, Equipmentand Services Occupations. Performance -Objec-tives. Criterion Measures. Home Economics.

ED 139 974Exploration of Institutional Heinle Managementand Supportive Services Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 966Food Services. Reading and Language Activities.

ED 140 064Fundarneritais 9f Child Care Occupations. Per-formance Objectives. 'Criterion Measures. HomeEconomics.

- ED 139 970Home Economics. Exploration of Clothing Man-agement, Production and Service Occupatidns.Performance Objectives. Cntenon Measures.

ED 138 775Career Ladders

ca'reer ovelopment for Farm Employment Fi-nal Report.

Career OppOThinitiesCueer.Options for Black Women.

ED 138 787

ED 138 812Career Planning

CKAVTS Caree0Development Project. ResourceHandbook. K-17J

ED 138 829OcCupational Mobility and Carat PlanningWhat Is Needed?

ED 138 $30Personal Career Orientation. Performance Objec-tives, Criterion Measures ome Ec

ED 139 977Project PEOPLEtk &soul Enhancement of 06cupational Preparation through Life CenteredEducation). .

50

ED 140 06ffCarpenters

Carpentry. Performance Objectives. BasicCourse.

ED 139 962

CentralizationCentralized Instructor Training for Naval Techni-cal Training. TAEG Report No. 38.

ED 138 754

Change'StrategiesCareer Edueation. Administrators and Counse-lors Implementation Model. Module Ill - TeacherInformation and Orientation for Administrators.(3.1) Identify Change Strategy.

ED 140 042

Child CareChild Care and the Working Woman. A Report ofthe 'Secretary's Advisory Committee on. TheRights and Responsibilities of Women.

ED 138 779Child Care Services Guide. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 934Child Care Services Handbook:"

ED 139 971Exploration of Child Care, Guidance and ServiceOccupations. Pdformance Objectives. CriterionMeasures. Home Economics.

ED 139 964

Child Care CentersChild Care and the Working Woman. A Report of.the Secretary's Advisory Committee on TheRights and Responsibilities of Women.

ED 138 779Child Girt Occupations

Exploration of Child Care. Guidance and ServiceOccUpations. Performance Objectives. CriterionMeasures. Home Economics.

ED 139 964Fundamentals of Child Care Occupations. Perfor-mance Objectives. Cntenon Measyes. HomeEconomic.

ED 139 970

Child DevelopmentFundamentals of Child Care Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 970Clothing

Home Economics Exploration of Clothing Man-agement, Production and Service Occupations.Performance .objectives. Criterion Measures.

ED 138 775

College PreparationModel for Calculating Cost,per Pupil for Second-ary Vocational. General and Transfer Curricula inComprehensive High Schools. Shared Time Voca-tional Schools and Full Time Vocational Schools.Final Report.

ED 139 914

College RoleSystemic Issues in School to Work Transitions.

ED 138 715Commercial Art

r...ommerciat and Advertising Art. PerformanceObjectives. Basic Course.

ED 139 944Commercial and Advertising Art. PerformanteObjectives. Intermediate Course.

ED 139 958

a.

Comnnualty CollegesStrengthening Local Administration of Voca-tional Education through Design, Implementa-tion and Evaluation of Alternative Delivery. ID. -

ConsultantsCareer Education Consulting Package. Pack I.Counselors.

Repot Volume Two.,

ED 138 769' Strengthening Local pAdministration of Voca-

tional Education through Design, 'Implementa-tion and Evaluation of Alternative Delivery

Systemslor Use by Coordinating Councils. FinalReport. Volitme One.

ED 138 7"68

Community DevelopmentAnalysis of 4-H Community Development Pro-grams in the Cooperative Extension Service. Sum-mary of Research Series.

ED 138 783

Community InvolvementCareer Educatitla. Administrator% and Counse-lots Implementation Model. Module IV-Plan-ning. (4.4) Plans for Community Involvement.

ED 140 046Career Education. Administrators and Counse-lors Implementation Model. Module 1...-

Implementation. (5.2) Curriculum Evaluation.ED 140 048

Experiential Education and Community Involve-ment Practices at the Postsecondary Level: Im-plications kr Career Education.

ED 138 771

Comprehensive Employment and TrainingAct

Conditions and Possibilities. Proceedings of Con-ferences on the Comprehensive EmploymentTraining Act (Washington, D.C. January 30-31,1975, San Francisco, California February 20-21,1975).

ED 138 723Employment and Training Report of the Nest-dent.

ED 138 718The Implementation of CETA in Ohio. Rat)Monograph 44 Final Report.

ED 138 808

Concept FormationBasic Economic C.:Incepts in Business Education.Bulletin No. 206.

' ED 140 067Career Education. Administrators and Counse-lors Implementation Model. Module I: CareerEducation Information.

ED 140 040

Conceptual SchemesConceptual Framework for Curriculum Decisionsin Education for Marketing and Distribution Ca-reers.

Construction (Process)Carpentry. PerformanceCourse.

ED 138 816

Objectives. Basic

ED 139 962

Construction IndustryAmerican Industries. Performance Objectives.Volume I.

ED 139 976Employment and Training Report of the Presi-dent.

ED 138 718The Impact of Legal and Administrative Reme-dies to Overcome Discrimination 'in Employ-ment Final Report.

ED 139 919

Primary, K-3.

. ,

(Subject Index 43

Corrective InstitutionsKentucky Jailers. Management and OperationsManual.

ED 137 622ga.-Rack-14.--Costnet0legr

ED 137 623Career Education Consulting Package. Pack 114Junior/Senior High.

ED 137 624Career Education Consulting Package. Pack IV.Intermediate.

Et) 137 625Career Education Consulting Package. Pack V.Administrators.

ED 137 626Career Education Consulting Package. Pack VI.Handouts and Transparencies.

ED. 137 627

Consumer EducationConsumer Education -Horne Economics. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 979

Continuous Learning -

Paid Educatiorial Leave. NIE Papers in Educafionand Work: Number Six.

ED 140 022

Contracts, Current Projects in Vocational Education-FY

1974, , Abstracts of Projects Supported in FiscalYear 1976 and the Transition Quarter under theVocational Education Amendments of 1968(Parts C. D, I and J).

ED 138 782

Cooperative EducationProceedings' 24 the Annual National Clinic onTechnical Education. (13th; Monroe CommunityCollege, Rochester, New York, March 24.26,1976).

ED 138 741

Cooperative Extension Service ,

Analysis of 4-H Community Development Pro-grams in the aoperative Extension Service. Sum-mary of Research Series.

ED 138 783

Cooperative ProgramsAnalysis of 4-H Community Development Pro-grams in the Cooperative ExtensiorrService. Sum-mary of Research Series.

ED 138 783

I. ED 138 761

Haircutting Guide te Cosmetology Students.-ED 138 745

Coordinating CouncilsStrengthening Local Administration of Voca-tional Education through Design, Implementation and 'Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume Two.

ED4138 769Strengthening Local Administration of Voce-tiona-Sducation through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume One.

ED 138 768

,Correctional EducationThe Maryland Model. A Project to Develop anEducational Plan for the Maryland Division ofCorrection. Final Report.

ED 138 743National Survey of Education Pro-grams for Incarcerated Offenders.

5 1ED 138 751

Cost EffectivenessCttAssasment of WIN and Welfare Tax Credits.

Final eport No. 1001.ED 138 753

Career Education. Administrators and Counse-lors Implementation Model. Module IV-Plan-'ning. (4.2) Plans for Resource Allocation.

ED 140 044

Counselor RoleCareer Education Consulting Package. Pack I.Counselors.

ED 137 622Career Education. Adminiatrators and Counse-

'Jews Implementation Mkdel. Module VIII-,Implementation. (8.1) Preparation andEvaluation of Counselor Material.

ED 140 051Career Education. Administrators and Counse-lors Implementation Model. Module VIII-Implementation. (8.2) Consultation to SchoolPersonnel.

ED 140 052Career Education. Administrators and Counse-lors Implementation. Model. Module VIII-Implementation. (8.3) Integration ofCoordination of School and Community- Re-sources.

ED 140 053

Counselor TrainingCareer Education. Adminittrators and Counse-lors Implementation Model. Module VII-.Develop and Implement Needs Assessilient.

ED 140 050Comprehensive Staff ,Development Model forDelivery of Career Development System for thePublic Schools of Hawaii. Phase IV. Final Report.

ED 140 039

Court LitigationThe Impact of Legal and Administrative Reme-dies to Overcome ,Discrimination in Employ-ment. Final Report.

ED 139 919

Creative DevelopmentTeaching Methods for i the Development ofCreativity in Medical Illustration.

ED 139 926

Credit (Finance)An Assessment of WIN and Welfare Tax Credits.Final Report No. 1001.f v ED 138 753

Criterion Referenced TestsAir Conditioning. Performance Objectives. Inter-mediate Coarse.

ED 139 937American Industries. Junior Hi. Pre-Vocational.Power and Transportation.

ED 139 967American Industries. Pefforrnanee Objectives.Volumt I.

ED 139 976American Industries. Performance Objectives.Volume 2.

ED 139 968Appliance Services. BUi Course. Career Educa-tion.

ED 139 952Appliance Services. In ermediate Course. CareerEducation.

E.13 139 951Auto Mechanics. Perf ante Objectives. Basi6'

44 Subject Index

Course.

ED 139 941)Automotive Body Repair. Performance Objec-tives. Basic Course.

Gasoline engine Mechanics. Performance Objec-tives. Intermediate Course.

ED 139 928Graphic Communications. Industrial Arts. Per-

ED 1311 837

Curriculum DesignHome Economics Education. Curriculum -Plan-

utomodve Body Repair. Performance Objec-'rives. Intermediate Course.

ED 139 957Building Mainternince. Performance Objectives,Basic Course.

ED 139 963Business Machine Maintenance. PerformanceObjectives. Basic Course.

ED 139 931Business Machine Maintenance. Performance -Objectives. Intermediate Course.

ED 139 930.9- -Cabinetmaking. Performances Objectives. BasicCourse.

ED 139 932Carpentry. Performance Objectives. BasicCourse.

ED 139 962Child Care Guide. Performance Objec-rives. Criteri easures. Home Economics.

ED 139 934Commercialand Advertising Art. PerformanceObjectives. Basic Cobrse.

ED 139 944mercial and Advertising Art.' Performance

011jectiva. Intermediate Course.

ED 139 958umer Ectucation-Home Economics. Perfor-

ce. Objectives. Criterion Measures. Homeomics.

ED 139 979todial Services and Building Maint Perfor-ce Objectives.

ED 1.39 933esel.Mechanics. Performance'Objectives. Basic

Couise.

ED 139 941Diesel Mechanics Performance Objectives. Inter-mediate Course.

ED 139 942Drafting. Performance Objectives. Basic Course.

ED 139 940Electronic? Technology. Performance Objectives..Basic Course.

ED 139 938Exploration of Child Care, Guidance and ServiceOccupations. Performance Objectives. CriterionMeasures. Home Economics.

ED 139 964Exploration of Food Management, Productionand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 965Exploration of Home Furnishings, Equipmentand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics.

ED' 139 974pxplotation of Institutional Home Managementand Supportive Services Occupations. Perfor-mance Objectives. Criterion Measures. HdmeEconomics.

ED 139 966Family Living. Performance Objectives. CriterionMeasures. Home Er:onomica

ED 139 969Food Production and Services. Performance Ob-jectives. Criterion Measures. Home EConomics.

ED 139 935Fundamentals of Child Cue Occupations. Per-formance Objectives. Criterion Measures. HomeEconomics.

ED 139 970Gasoline Engine Mechanics. Performance Objec-tives. Basictourse.

ED 139 929

ED 139 972Home Econonaid. Exploration of Clothing Man-agement, Production and Service Occupations.Performance Objectives. Criterion Measures.

ED 138 775gam pie Test Items. Levels IHome Economics.

and 11.

Industrial Electronics.Basic Course.

ED 140 066Performance Objectives.

ED 138 777Law Enfoicement Camera. Performance Objec-rives. Basic Course.

ED 139 955Law Enforcement Careers. Performance Objec-tives. Intermediate Course.

ED 139 954Machine Shop. Performance Objectives. BasicCourse.

ED 138 776Machine Shop. Performance Objectives. Inter-mediate Course. Career Education.

ED 139 953Marine Engine Mechanics. Performance Objec-tives. Basic Course.

ED 139 961Marine Engine Mechanics. Performance Objec-rives. Intermediate Course.

ED 139 960Mauituy. Basic Course. Career Education.

ED 139 959Maary. Performance Objectives. IntermediateCourse.

ED 139 945Metals. Industrial Arts. Performance Objectives,Junior High School.

ED 139 973Orientation to Home Economics Occupations.Performance Objectives. Criterion Measures.Home Economics.

ED 139 975Personal Career Orientation. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 977Prhiting, Performance Objectives. Basic Course.

ED 139 943Printing. Performance Objectives. IntermediateCourse.

ED 139 939Radio and Television Servicing. IntermediateCourse.

ED 139 936Service Station Attendant. Performance Objec-tives. Basic Course.

ED 139 949Sheetmetal. Performance Objectives. BasicCourse.

ED 139 956Welding. Performance Objectives. Basic Course.

ED 139 947Welding. Performance Objectives. IntermediateCourse.

ED 139 946Woods. Industrial Arts. Performance Objectives.Junior High School.

ED 139 978Curriculum

Crossroads '76. Addresses and Proceedings of theNational and International Annual Conference ofthe American Arts Association (38M, 5th, DesMoines, Iowa, April 19-23, 1976),

EP 140 011Nursing III. A Course of Study. Health Occupa-tions Education.

-52

ED 140 069A Study Comparing Typewriting Achievement ofStudents Attending Class Three and Five Days aWeek in Beginning Typewriting at the Com-munity College Level. Final Report.

ED 138 755

Curriculum DevelopmentCareer Eduatioit Consulting Package. Pack 1.Counselors.

ED 137 622Career Education Consultini Package. Pack 11.Primary K-3.

ED 137 623Career Education Consulting Package. Pack Ill.Junior/Senior High.

ED 137 624Career Education Consulting Package. Pack IV.Intermediate.

ED 137 65Career Education Consulting Package. Pack V.Administrators.

ED 137 626Career Education Consulting Package. Pack VI.Handouts and Transparencies.

ED 137 627Career Education. Administrators and Counse-lors Implementation Model. Module IV-Plan-ning. (4.1) Develop Plans for 'CurriculumPreparation and Infusion. .-

ED 140 043Conceptual Framework for Curriculum Decisionsinducation fo( Marketing an4 Distribution Ca-reers

ED 138 816Getting,Started: A Guidito Writing Your OwnCurriculum. The Pennsylvania Guide for Instruc-tional Improvement through Career Education.Organizational Volume.

ED 139 927e Economia Education. Curriculum Plan-Guidelines. Levels 111-IV-V.

ED 140 Q69An tegrated Curriculum and Its Implementa-tion or Chronic-Disruptive Youth. InformationSeries No. 12. /

ED 138 717Project PEOPLE (Personal Enhancement of Oc-cupational" Preparation through Life CenteredEducation).

ED 140 660

Curricaluin EvaluationCareer Education. Administrators and Counse-lors Implementation Moiler. Module V-Implementation. (5.2) Cumculum Evaluation.

ED 140 048

Currind Planning .

Career Education. Administrators and Counse-lors Implementation Model. Module 1V-Plan-ning. (4.1) Develop Plans for CurriculumPreparation and Infusion.

Getting Started: ACurriculum. The PenIlona! Improvement tfiOrganizational Volume.

ED 140 043ide to Writing Your Own

Ivania Guide for Instruc-Career Education.

BD 139 927

Custodian TrainingCustodial Services and Building aint: Perfor-mance Objectives.

ED 139 9334

Data AnalysisOccupational Mobility and Career Planning.What Is Needed?

ED 138 830

Data CollectionStudenelnformation System. Student Follow-Up..Management Information System.

s ED 138772

Delivery SystemsStrengthening Local Administration of Voca-tional Education through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport Volume Two.

ED 138 769Strengthening Local Administration of Voca-tional Education through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume One.

ED 138 768

Demonstration jestsTie Influence of Selected Organizational and Ad-

' mMistrative Variables on Continu- and Ex-tended Use of Exemplary Projects in VwcationalEducation. Research and Development SeriesNo. 116.

ED 138 814Organizing and Conducting Demonstration Pro-jects in Vocational Education. Research andDevelopment Series No. 117.

.ED 138 813

Diesel EnginesDiesel Mechanics. Performance Objectives. BasicCourse.

ED 139 941Diesel Mechanics. Performance Objectives. Inter-mediate Course.

ED 139 942

DiffusionOrganizing and Conducting Demonstration Pro-jests in Vocational Education. Research andDevelopment Series No. 117.

ED 138 813

Discriminatory Attitudes (Social)The Impact of Legal and Administrative Reme-dies to Overcome Distrimintion in Employ-ment. Final Reportie,

ED 139 919

Diseases .Nursing III. A Course of Study. Health Occupa-tions Education.

ED 138 837

Distributive EducationConceptual ework for Curriculum Decisions

' in Educa on for Marketing and Distribution Ca-

ED 138 816Dis utive Education II. Course of Study.

- ED 140 030

MM.

Drafting. Performance Objectives. Basic. Course.ED 139 940

Graphic Communications. Industrial Arts. Per-formance Objectives. Junior High School.

ED 139 972

Economic DevelopmentEducational Planning in the Labor Market: Link-ing Occupational Eduoation to Regional Ec&nomic Development. Volume One.

ED 138 728

Economic ResearchResearch & Information on Employment & Train-ing. Proceedings of a Symposium (Hershey Con-vention Center, Hershey, Pennsylvania, October14-I S, 19/61

ED 140 026

EconomicsBasic Economic Concepts in Business Education.Bulletin No. 206.

ED 140 067 ,

Education Amendments 1974Profiles of Career Education Projects. SecondYear's Program. Fiscal Year 1976 Funding.

ED 138 786

Education VouchersVouchered Skill Training in WIN: ProgramGuidelines and Selected Empirical Findings.

ED 139 915

Educational AdministrationNeeded Federal Policy in Education for CenturyIII. Occasional Paper No. 24!

ED 139 985Strengthening Local Administration of Voca-tional Education through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume Two.

ED 138 769Vocational Training. Information -Bulletin. Sup-plement. United Kingdom.

ED 139 987

Educational AssessmentCareer Education and Basic Academic Achieve-ment. A Descriptive Analysis of the Research.

' ED 140 032Career Education. Administratorsand Counse-lors Implementation Model. Module'VI-Evalua-tion of Career Education (Administrator).

ED 140 049

Educational ChangeNeeded Federal Policy Education for CenturyIII. Occasional Paper No, 24.

ED 139 985' Me Reform of Vocational Education: The Rela-

tionship between Jobs and Schooling.ED 138 833

Educational CoordinationCareer Education. Administrators and Counse-lors Implementation Model_ Module VIII-aplementation. (8.3) Integration ofCoordination of School and Community Re-sources.

ED 140 053Strengthening Local Administration of Voca-tion:1,1 Education through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils, FinalReport. Volume Two.

ED 138 769Strengthening Local Administration of Voca-tional Educition through Design, Implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume One.

ED 131 768

EducationapemandReseirch & Information on Employment & Train-ing. Proceedings of a Symposium (Hershey Con-vention Center, Hershey, Pennsylvania, October14-15, 1976).

ED 140 02653

Subject Index 45

Educational DevelopmentThe Future of Vocational Education. A Report onthe National bicentennial' Conference on Voca-tional Education (Minneipolis, Minnesota, Octo-ber 10-13; 1976).,

ED 138 815Managing Programmalic Research and Develop-ment in Education.

ED 138 749

Fiducational HistoryThe Reform of Vocational Education: The Rela-donship,betoveen Jobs and Schooling.

ED 138 833

Educational NeedsThe Future of Vocational Education. A Report onthe National Bicentennial Conference on Voca-tional Education (Minne.splis, Minnesota, Octo-ber 104 3: 1976).

ED 138 815Systemic Issues in School to Work Transitions.

ED r38 715Vocational Education Program Need in UrgeCities.

ED 139 924

Educational ObjectivesResearch and Development Project in CareerEducation. Final Report.

ED 139 906

Educational OpportunitiesPaid Educational Leave. NIE Papers in Educationand Work: Number Six.

ED 140 022Selected Alternat iv es for Serving More HighSchool-Aged Students in the Vocational-Techni-cal Schools. Final Report.

ED 139 907

Educational PhilosophyCareer and Voc tional Education in the 1980s:Tolvard a Pr Approach Final Report

ED 138 819 -

Career Education. Administrators and Counse- 'lors Implementation Model. Module J: CareerEducation Information.

ED 140 040'

Educational PlanningCareer Education. Administrators and Counse-lors Implementation Model.,,Module 1V-Plan-ning. (4.3) Plans for Scheduling.

ED 140045Conceptual Framework for Curriculum Decisionsin Education for Marketing and Distribution Ca-(CC

ED 138 816Educational Planning in the Labor Market: Link-ing Occupational Education td' Regional Eco-nomic Development. Volume One.

ED 138 728Needed Federal Policy in Education for CenturyIII. Occasional Paper No. 24.

4ED 139 985 ,

Educational Policy -The Future of Vocational Education. A Report onthe National Bicentennial Conference on Voca-tional Education (Minneapolis, Minnesota, Octo-ber 10-13, 197*.

ED 138 815Needed Federal Polt!.y in Ecluoinion for CenturyIII. Occasional Paper No. 24.

ED 139 985Proprietary Education in Georgia, 1974-1975

ED 138 746Vocational Training. Information Bulletin. Sup-plement, United Kingdom.

ED 139 987Youth Unemployment. The Need for a Compre-hensive Approach.

ED 139 912

46 Subj9ct Index

Educational PracticeProprietary Education in Georgia, 1974.1975.

ED 138 746

Educational ProgramsVocational Training. Information Bulletin. Sup.plement. United Kingdom.

ED 139 981

Educational ResearchCrbssroads '76. Addresses and Proceedings of theNational and International Annual Conference ofthe. American Arts Association (38th, 5th, DesMoines, Iowa, April 19.23, 1976).

ED 140 011Research'& Information on Emplrnent & Train-ing. Proceedings of a Symposium (Hershey Con-vention Center, Hershey, Pennsylvania, October14-15, 1976).

ED 140 026A Research Agenda for the National Institute ofEducation.

ED 138 714

Educational Resources .Dissemination and Resources Group. ProgramPlan FY 1978.

ED 140 001. .Educational Strategies

Career Education. Administrators and Counse-lors Implementation ModeL Module VIII-Implementation. (8.1) Preparation . andEvaluation of Counselor Material.

ED 140 051

Educational SupplyResearch & Information on Employment & Train-ing. Proceedings of a Symposium (Hershey Con-vention Center, Hershey, Pennsylvania, October14-IS, 1976).

ED 140 026

Educational TrendsCareer and Vocational Education in the 1980s:Toward a Process Approach. Final Report.

ED 138 819New Perspectives in Vocational Education.Volume 1 Number 1, 1976-77.

ED 139 921

Effective TeachingThe Relationship of Charactensucs of VocationalFood Service Teachers to Their Teaching Effec-tiveness. Final Report.

ED 138 733Some Factors Influencing Transfer of SimulatorTraining.

ED 139 984

Electrical Appliance ServicemenAppliance Services. Basic Course. Career Educa-tion.

ED 139 952Appliance Services. Intermediate Course. CareerEducation

ED 139'951

ElectronicsElectronics Technology. Performance Objectives.Basic Course.

ED 139 938Industrial Electronics. Performance Objectives.Basic Course.

ED 138 777

Elementary Secondary EducationGetting Started: A Guide to Writing Your OwnCurriculum. The Pennsylvania Guide for instructional Improvement through Career EducationOrganizational Volume.

ED 1391)27Profiles of Career Education Projects, SecondYear's Program. Fiscal Year 1576 Nnding.

ED 138 780

(

Employee Attitudes "Summary of Research Findings on the MilitaryGeneral Educational Development Program. Fi-nal Report.

ED 1119 986

EmploymentEmploytnent and Training Report of the Presi-dent.

ED 138 718

Employment Experience .

Career Thresholds: Longitudinal Sttidies of theEducational and Labor Market Experiences ofYoung Men. Volume Six.

ED 138 831

Employment OpportunitiesThe Comparative Labor Market Role of Newspa-per Help Wanted Ads and Public EmploymentService Job Listings. Final Report.

ED 138 735

Employment PatternsJob Selection Patterns: Linkage between Voca-tional Education Programs and the Labor Market.

ED 138 809Pride Against Prejudice: Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED 437 619 .Women and Work. R & D Monograph 46.

ED 140 062

Employment PracticesFrom School to Work. Improving the Transition.

ED 138 724The Impact of Legal and Administrative Reme-dies to Overcome Discrimination in Employ-ment. FinarReport.,

ED 139 919

Employment ProblemsDirections for a National Manpower Policy: AReport on the Proceedings of Three RegionalConferences. Special Report No 13.

ED 138 763From School to Work. Improving the Transition.

ED 138 724

Employment ProgramsAnalysis and Synthesis of DOL. Experience inYouth Transition to Work Programs. Final Re-port.

ED 138 721The Minority Women Employment Program: ANational Demonstration Project to Facilitate En-try of Minority-Women into Managerial, Profes-sional, and Technical Occupations. Volume 1.Final Report.

ED 138 737Relearch and Development Projects.

ED 138 731WIN in 1976. The Work Incentive Program. Sev-enth Annual aeport to the Congress on Employ-ment and Training Under Title IV of,the SocialSecurity Act. July 1, 1975-June 31), 1976,

ED 139 988,Women and Wdrk. R tc.D Monograph 46.,

ED 140 062Youth Uneinployment: The Need for a Comprehensive Approach.

ED 139 912

Employment Services- The Comparative Labor Market Role of Newspa-

per Help Wanted Ads and Public EmploymentService Job Listings. Final Report. '

ED 138 735,The Implementation of CETA in Ohio. R&DMonograph 44. Final Report.

ED 138 808The Minonty Women Employment Program. ANational Demonstration Project to Facilitate Env.try of Minority Women into Managerial, Profes -.

sional, and Technical Occupations. Volume I.° Final Report.

ED 138 737

Employment Trends v

Industry-Education Collaborative Efforts inYouth Employment.

"ED 139 918New Perspectives in Vocational Education.Volume 1, Number 1, 1976-77.

ED 139 921

EnergyAmerican Industries. Junior Hi. Pre-Vocational.PoWer and Transportation.

ED 139 967

EnginesGasoline Enginc.Mechanics. Performance Objec-tives. Basic Course.

* ED 139 929Gasoline Engine Mechanics. Performance Objec-tives. Intermediate Course.

ED 139 928Marine Engine Mechanics..,1/3 itormance Objec-tives. Basic Course.

ED 139 961Marine Engine Mechanics. Performance Objec-tives. Intermediate Course.

ED 139 940

Enrollment .

Barriers to Enrollment in Post Secondary Voce-tional, Technicil and Adult Education Programsin Wisconsin. Final Report.

ED 138 758

Enrollment InfluencesBarriers to Enrollment in Post Secondary Voca-tional, Technical and Adult Education P ogramsin Wisconsin. Final Repo

Equal EducationWorkshop in Providingties.

ED 138 758

Career Opportuni-

ED 140 061

Equal Opportunities (Jobs) ' "The Minority Women Employment Program. ANational Demonstration Project to Facilitate En-try of Minority Women into Managerial, Profes-sional, and TechAical Occupations. Volume I.Final Report.

ED 1913 737Women and Work. R & D Monograph 46.

ED,140 062

Evaluation Criteria -Career Education. Administrators acrd Counse-lors implemelitation Model. Module V-Implementation. (5.2) Curriculum Evaluation.

ED 140 048Career Education. Administrators and Counse-lors Implementation Model. Module VIII-Implementation. (8.1) Preparation andEvaluation of Counselor Material.'

ED 140 051

Evaluation MethodsDetermining the Effectiveness of Teaching HomeEconomics

ED 138 739Local Occupational Program Evaluation

ED 140 024

Expenditure Per StudentModel for Calculating Cost per Pupil for Second-ary Vocational, General and Transfer Curricula inComprehensive High Schools, Shared Time Voca-tional Schools and Full'Time Vocational Schools.Final Report.

54

Extension EducationAnalysis of 4-H Community Development Pro-

. \ grams in the Cooperative Extension Service. Sum-mary of Reseiarsh Series.

ED

acuity Utilization Researchlected Alternatives for Serving Mo

School-Aged Students in the Vocatiocal Schools. Final Report

ED 1

38 783

Family AttitadesA Study of the Familial add-Career Attitudes ofCollege Women Enrolled lypical and AtypicalPrograms.

. EDJ38 736e

nce Objectives. Criteriononomica.

Family Life'Family LivinMeasures. H

42 ED 139 969.4

Family Life Education ;Family Living. Performance Objectives, CriteddittMeastab HoMe Economics.

,-ED 139 969-Farm Occupations

A Study of Job Demands and Curriculuth Development in Agricultural Training 'Related to theMuskegon County Wastewater Management Sys.'tern. Final Report. Volume IV. Career AwarenessInformation.

,ED 137 630

Federal AidCurrent Projects in Vodational Education-FY1976. Abstracts- of Projects Supported in FiscalYear 1976 and the Transition Quarter under theVocational 'Education Amendments of 1968(Parts C. D, l and 3).

0 ED 138 782Profiles of .Career Education Projects. SecondYear's Program. Fiscal Year,1976 Funding.

ED 138 786

Federal ProgramsAnalysis and Synthesis of DOL Experience inYouth Transition to Work ProgramS. Final Re-port.

ED 138 721Career Options for Black Women.

ED 138 812Conditions and Possibilities. Proceedings of Con-ferences on the Comprehensive ElnploymeiltTraining Act (Washington, D.C. January 30-31,1975; Sah Francisco. California Pebnlaryt 20-21,1975).

ED 138 723Dissemination and Resources irsoiup. ProgramPlan FY 1978.

ED 140 001Employment and Training Report of the Presi-dent.

ED 138 718

41%The Implementation of OVA in Ohio. R&DMonograph 44. Final

ED 133 808Vouchered Skill Training in WIN: ProgramGuidelines and Setected Empirical Findings.

4 ED 139 915WIN in 1976. The Work Incentive Program, Sev-enth Annual Report to the Congress on Employment and Training Under Title IV of the SocialSecurity Act. July 1. 1975June 30, 1976.

ED 139 988

Federal State Relation'ship'

The Implementation or CETA in Ohio. R&DMonograph 44. Final Report.

ED 138 808

I

'FemalesCareer Options for Black Women.

EP 138 812Length of Working 'Life, for Mn e and Womerf,1970. Special Labor,Force Report 187. Reviled.

ED 137 621The Minority Wdmen Employment Program. ANational Demonstration Project to Facilitate En-try4of Minority Women, into Managerial, Profes-sional, and Technical Occupations. Volume I.Ftnal Report. '

ED 138 737., ,

A Study of the Familial 'and Career Attitudes ofCollege Women Eiirolled in Typical and AtypicalPrograms.

ED 138 736The Theory of Human Capital and the Earningsof Women: A Re-examination of the Evidence.Revised. -41

- ED 138 806Women and WorkER & D Monograph 46.

ED 140 062

Flight TrainingSome.Factors Influencifig Transfer of SimulatorTraining.

ED 139 984

FloridaStrengthening LoCal Administration of Voca:tional Education through Design, Implements-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume One.

iD 138 768Followup Studies

Student Information System. Student followUi(r,, Management Information System.

4 ED 138 772"- *hat Happens' After Training: A Review of Foi-

lowUp of Vocational Graduates.ED 140 010

Food ServiceBasic Cake Decorating Workbook.

* 1. ED 138,744FoOd Production and Services. Performance Ob-jectives. Criterion Measures. Home Economics.

ED 139 935Fgiid Services. Reading and Language Activities.

ED 140 064The Relationship of Characteristics of VocationalFood Service Teachers to Their Teaching Effectiveness. Final Report.

ED 138 733

Food Service OccupationsExploration of Food Management, Productirinand Services Occupationi Performance Objec..lives. Cntenon Measures. Home Economics.

ED 139 965Food Preparation and Service. An IntroductoryCourse for Food Services Careers..

ED 140 035Food Production ancL.Zervices. PerformanceOb-jectives. Criterion Measures. Home Economics.

ED 139 935

Foods InstructioltFood Production and Services. Performance Ob-jectives. Criterion Mcksures. Home Economics.

'ED 139 935

Formlitive EvaluationCareer Education. Administrators and CounseIon implementation Model. 'Module VI-Evalua-tion of Career Education (Administrator).

' ED 140 049

5

Subject Index . 47

Fused CurriculumCareer Education. Administrator; and Course-Ion Implementation Model.. Module IV-Plan-ning. 44.1) Develop Plans for CurriculumPreparation and Infusion.

ED 140 043Career Education. Adnumitrators and counse-lors Implementation Model. Module V-Implementation. (5.2) Curriculum Evaluation.

4 ED 140 048

Futures (Of Society).The Future of Vocational Ed Ucation. A Rep6rt onthe National Bicentennial Conference on Voca-'tiorial Education (Minneapolis, Minnesota, Octo-ber 10-13, 1976).

ED 138 815..New Perspectives Vlocational Education.Volume 1, Number I, 1976-77.

General EducationModel for Calculating Cost pe pi1 for Second-ary Vocational, General and Tra r.Curricula inComprehensive High Schools, Shared Time Vic,-tional Schools and Full Time Vocational Schools.'Finn, Report. 9

ED I39 914

ED 139 921

GeorgiaProprietary Education in Georgia, 1974-1975.

1.4 . ED 138 746

GlassworkersNationarApprenticeship and Training StandardsforGlaziers and Glassworkers. Revised.

ED 139 920

PlaziersNational Apprenticeship and Training Standardsfor Glaziets and Glassworkers. Revised.

ED .139 920

Government RoleThe ,Nationil Apprenticeship Program.

ED 138 730Needed Federal Policy id Education for CenturyIII. Occasional Paper No. 24.

ED 139 985Rite of passage: The Crisis of Youth's Transitionfrom School to Work.

ED 138 709//Vocational Training. Information Bulletin.plement. United Kingdom.

ED 139 987

Graduate SurveysLocal Occupational Program Evaluation.

A ED 140 014

Grltduates

ti

Job Selection Patterns. Linkage between-Voca-tional Education Programs and the Labor Market.

.ED 138 809

GrantsCurrent Projects in Vocational EducationFY

* 1976. Abstracts pf Projects Supported in Fisc41Year 1976 and the Transition Quarter under theVocational Education Amendments of 1968(Parts C, D. I and 1).

ED 138 7)2"Graphic Arts

American Industries. performance Objectives.Volume 2.

ED 139 968Graphs munteations. Industrial Arts. Per-form Objectives. Junior High School.

ED 139 972

'MP

4

48 Subject Index

Group ActivitiesAnalysis of 4-H Community Development Pro-grams in the Cooperative Ex tensioaService. SuMr,mazy ors Research Series.

ED 1381783

'HaircuttingHaircuttinsg Guide for Cosmetology Students.

ED 138 745

Handicapped StudentsProceedings of the Annual National Clinic onTechnical Education (13th, Monroe CommunityCollege, Rochester, New York, March 24-26,1976).

ED 138 741

HawaiiCareer Education. Administrators and Course-tors Implementation Model. Module II. Orienta-tion Module.

ED 140 041Career Education. Arj{niniftrators and, Counse-Ion Implementation Model. Module VI-Evalua-tion of Career Education (Administrator).

ED 140 049Comprehensive Staff Development Model forDelivery of Career Development System for thePublic Schools of Hawaii. Phase IV. Final Report.

ED 140 039

Help Wanted Ads -

The Comparative Labor Market Role of Newspa-per Help Wanted Public EmploymentService Job,Lise gs. Final Ra.poit.

ED 138 735

High SchgOl CurricilumChild Care Services Guide. Performance Objec-rives., Criterion Measures. Home Economics.

ED 139 934Distributive Education II. Course of Study.

ED 140 030Home Economics Education. Curriculum, Plan-ning Guidelines. Levels III-IV-V. .

ED 140 069Housing and Home Furnishings, In-Depth Cur-nculdr ocaUonal 'Home Economics Education.

r ZD 138 838*High School Equivalency Programs

Summary of Research Findings on the MilitaryGeneral Educational Development Program. Fi-

t.nal Report.

High School Graduates 'Summary of Research Findings on the MilitaryGeneral Educational Development Program.'Fi-anal Report.

ED 139 986

ED 139 986

Home Economics EducationConsumer Education-Home Economics. Perfor-mance Objectives. Criterion Measeres. HomeEconomics.,..

° ED 139 979Determining the Effectiveness of Teaching HomeEconomics.

ED 138 739Hbme Economics Education. Curriculum Plan-ning,Guidelines. Levels III-IV-V

ED 140 069Home Economics. Sample Test, Items. Levels Iand II.

ED .140.066Housing and Home Furnishings. In4Depth Cur-riculum. Vocational Home Economic& Education.

El) 138 838

...

Hof= FurnishingsAxploratio'n of Horne Furnishings, Equipmentand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics. -

ED 139 074Housing and Home Furnishings. In-Depth Cur-riculum. Vocational Home Economics Education.

Ell 138 838Home Management

Exploration of Home Furnishings, Equipmentand Services Occupations. PerfOrmance Objec-lives. Criterion Measures. Home Economics.

ED 139 974Exploration of Institutional Home eanagementand SupporliveBervices OccupatioW Perform-,ante Objectives. Criterion Measures. Home Eco-nomics.

ED 139 066

HousingHousing {end Home Furnishings. In-Depth Cur-riculteh. ocational Home Economics Education,

4,ED 138 838

Human CapitalThe-Theory of Human Caput an he 'Earningsof Women: A Re-examination of the Evidence.Revised.

ED 138 806

Humanistic EducationCareer and Vocational Education in tae 1980s:Toward a Proceis Approach Final Report.

ED 138 819Illinois

Educational Planning in the Labor Market: Link-ing Occupational Education to Regional Eco-nomic Development. Volume One.

ED 138 728

IncomeThe The,ory of Human Capital and the Earningsof Womenir Re- examination of the Evidence.Revised. .

V.,PD 138 806

Indexes (Locaters)1976 Annual Index to AIM/ARM (Abstracts ofInstructional and Research Materials in Voca-tional and Technical Education). Volume 9, Num-bers I through 6.

Individualized InstructionModels for Individualizing Vocational-TechnicalInstruction.

ED 1401)18

ED 139 983

Industrial ArtsCrossroads '76. Addresses and Proceedings cif theNational and International Annual Conferenct ofthe American ArtsAssomation (38th, 5th, DZ'sMoines. Iowa, April 19.23, 1976).

ED 140 011Metals. Industrial Arts Performance Objectives,Junior High School. 4,

ED 139 973Woods. Industrial Arts. Permarice Objectives.,Junior High Schooe

ED 139 978

Industrial Arts TeachersCrossroads '76. Addresses and Proceedings of theNational and Internatiohal Annual Okinference ofthe American Arts Association (38th. 5th, DesMoines, Iowa, April 19-23.,1976).

ED 140 011Pen-nsylvanirCompetency-Based Teraher Educa-tion. Competencitis: Industrial Arts Education.

ED 140 071

IndustryAmerican Industries. Junin{ Hi. Pre-Vocational.Powki and Transportation.

ED'I39 967American Industries. Performance Objectives.Volume I.

ED 139 976American Industries. _Performance Objectives.Volume 2. ,

ED 139 968

Information DisseminationDissemination and Resources Group. ProgramPlan FY 1978.

Information NeedsOccupational MobilityWhat Is Needed?

EDI40 00j

and Career Planning:.

ED 138 830Recommended Requirements for a Comprehen-sive Management Information System for Occu-utional Education. Final Report.1, ED 138 756

Information NetworksMilitary Curriculum Materials Utilization in Vo-oational Education. Final Report.

EDI...104014

Information SoupsCareer Bibliography. A Guide to Free and Inc'-pensive Occupational Information. -

ED 140 Op0Key Resources in Career Education: An An-notated Guide.

ED 138 752

Information SystemsMilitary Curriculum Materials Utilization in Vo-cational Education. Final Report.

ED 140 014

Information UtilizationDissemination and Resources ,Group. ProgramPlan FY 1978. ° -

ED 140 001

Inseice Teacher Education,Career Ethication., Administrators and Counse-lors Implementation Model Module Ill- TeacherInformation and Orientation for Administrators,(3.1) IdentifChange Strategy.

+ED 140 042Comprehensive Staff Development Model -forDelivery of Cah'er Development System for thePublic Schools of /114aii. Phase IV. Final Report.

ED 140 039A Teacher's Guide ,t9, Metrics. A Series of In-Service Booklets Designed for Adult Educators.

ED 10 904Workshop in Providing Equal Career Opportuni-ties.

ED 140 061

Instructional Design,Models for Individualizing Vocational-TehrticalInstruction. ,

ED 139 983

Instructional Materials,Military Curriculum Maienals Utilization in Vo-cational Education. Final Report

ED 140 014

Integrated Activities(1.CKAVTS Career Develgpment Project. Resource

Handbook. K-I2.ED 138 829

Integrated CurriculumAn Integrated CUrriculum and Its Implements.tine for ChronicDisruptwe Youth. InformationSeries No. 12..

ED 138 717

56 -,

4e

i.

Interagency CooperationAn Assessment of the Impact of the WisconsinVocational Research Coordination Unit. Final

rt.

ED 138 719

In ncy CoordinationIn ovenunental Linkage and Cooperation:M h for Strengthening State and Local Man-

eat of Manpower Pr 6grams.

ob Development. Research and Development Projects.

ED 138 731

ED 138 729

Job EnrichmentWages and Other Rewards, What People Want orGet from Their Jobs, and How EducatiOn Makesa Difference (or Does It). Three Papers.

gn 140 037Job Placement

Career Counseling and Placemimt. Columbia CitySchool System, Columbia, Mississippi. Final Re-port-.

ED 139 922The dmparative Labor Market Role of Newspa-per Help Wanted Ads and Priblic EmploymentService Job Listings. Final Report.

"ED 138 735Industry-Education CollabOrative Efforts inYouth Employment.

ED 139 918

Job SatisfactionThe Influence of Job Characteristics and theFamily on the Propensitrto Change Careers: AnExpectancy Theory Approach. Research ReportNoP12.

ED 13$ 725Wages and Other Rewards, What People Want orGet from Their Jobs, and How Education Makesa Difference (or Does It). Three Papers.

ED 140 037

Job Sesirch MethodsThe Comparative Labor Market Role of Newspa-per Help Wanted Ads and Public EmploymentService Job Listings. Fusel RelSOrt.

ED 138 735

,Job SkillsFundamentals of Child Care Occupations. Perfor-mance Objectives. Criterion Measures: HomeEconomics.

ED 139 970A Study of Job Demands and Curriculum Devell.opment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Fin'al Report. Volume II. Task Analyiis Re-

' sults.

ED 137 6213

Job TrainingAnalysis and Synthesis of DOLi Experience inYouth Transition tp Work Programs. Final Re-Port.

-ED 138 721Career Development for Farm Emiloygnent.

ReportED 138 787

Employment and Training Report of the Presi-dent.

ED 138 718National Apprenticeship-and Training Standardsfor 'Plastering.

ED 138 726The Wadi:Mal Apprenticeship Program.

ED 138 730Vouchered Skill Training in WIN: ProgramGuidelines and Selected Empirical Findings":

ED 139 915WINAn 1976. The Work Incentive Protium Sty-cnth Annual Report to the Congress on Employ-

4

went and Training Under Title IV of the SocialSecurity Act. July I, 1975-June 30, 1976.

- ED 139 988

KentuckyKentucky Jailers. Management' and OperationsManual. -

ED 138 761

-Labor DemandsC of

Wages and Other kwards, What.People Want orGet from Their Jobs, and How Education Makesa Difference (or Does410. Three Papers.

, ED 140 037

'Labor EconomicsRestiuch & Information on Employment & Train-ing. Proteedings of a Symposium (Hershey Con-vention Centel; Hershey, Permsylvanitactober14.15, 1976

ED 140026

Labor -Marke tCareer Thresholds: Longitudinal Studies of theEducational, and La' bor Market Experiences ofYoung Men. Voluble Six.

ED 138 831The Comparative Labor Market Role of Newspa-per Help Wahted Ads andhblic EmploymentService Job Listings. Final Report.

ED 138 735Educational, Planning in the Labor Market: Link-ing Occupational Education to Regional Eco-nomic Development. Volume One.

ED 138 728Rite of Passage: The Crisis of Youth's Transition

Jrom School to Work.

ED 138 70911.Labor Standards

,National Apprenticeship and Training Standardsfor Glaziers and Glassworkers. Revised.

ED 139 920'National Apprenticpship and Tri g Standardsfor Sign, Display, and'Allied rkers Industry.Revised,

Language SkillsFood Services. R mg and

Law EnforcementLaw Enforcement Careers.tives. Basic Course. 1

Law Enforcement Careers.tives.Intermediate Course.

ED 137620

Language Activities.ED 140.064

Performance Objec-

ED* 955Performance (Nee-

D 139 954

Learning ActivitiesBasic Cake Decorating Workhook.

ED 138 744CKAVTS Career Development Project. ResourceHandbook. K-12.

ED 138 829Competency Based Curriculum. PreVocationalBusiness & Office Cluster. One.

ED 138 773Comwteney Based Curriculum. PreVocItionalBush & Office Cluster. Two.

ED 138 774Food Services. Reading'and Linguage Activities.

' ED 140 064Machine Shop Opezations-2, Milling Machine,Heat Treatmehtpf Metals, and Grinders.

ED 137 618"teacher's Guide to Metrics. A Series 6f )n-

"tervice Booklets Designed for Adult Educators.

5 7ED 139 904

Subject Index 49

Learning Modules -.Comprehensive Staff Revelopment Model forDelivery of Career Development System for thePublic Schools of Hawaii. Phase IV. Final Report.

F.D 140 039'Home Economics. Sample Test Items. Levels Iand II.

ED 140066A Study of Job Demands and Curriculum Deverlopment in Agricultural Training Related to theMuskegon aunty Wastewater Management Sr-tem. Final Report, Volume 111. Student TerminalPerformance Objectives and, InstructionalModules.

ED 137 629

Leave of AbsencePaidPaid Educational Leave. NI E Papers in Education.and Work: Number Six.

ED 140 022

Loci! Government:GPIntergovernmental Linkage and Cooperation:

Models for Strengthening State and Local Man-agement of Manpower Programs.

ED 138 729

Local Occupational Program EvaluationLocal Occupational Program Evaluation.,

ED 140 024

Lumber IndustryMetrication igthe United States Lumber Industryand Its Effedts on Wood Consuming IndustrialEducation Courses.. 4*

ED 138 740

Machine Tool OperatorsMachine Shop Operations-2. Milling Machine,Heat Treatment of Metals, and Grinders.

ED 137 618

Machine ToolsMachine Shop Operations-2. Milling Machine,Heat Treatment of Metals, and Grinders.

ED 137 618Machine'Shop. Performahce Objective& BasicCourse.

EIS 138 776Machine Shop.- Performance Objectives. Inter-

, mediate Course. Career Education.,

ED 139 95-3

MaehilliStSMachine Shop. Performance Objectives. Inter-mediate Course. Career Education.

ED 139.953,

MaintenanceAppliance Services. Intermediate Course, CareerEducation.

ED 135 951Building Maintenance. Performance Objectives.Basic Course.

'ED 139 963Bpsiness Machine Maintenince. PerformanceObjectives. Basic Course.

, .

Business Machine Maintenance,Objecdveseintermediate Course.

ED 139 930Custodial Services and Building Maint: Perform.ance Objectives.

ED 139 933Marine Engine Mechanics. Performance Objec-tives. Basic Course

ED 139 961Marine Engine Mechanics. Performance Objec-tives. Intermediate course. .

ED 139 931Performance

ED'I391360

lop

,

9

Subject Iridex

MalesCaner I'llupsholds: Longitudinal Stud of theEducatitinal and Labor Market Expeances ofYoung Men. Volume Six.

ED 138 831Length :If Working Life for Men and Women,1970. Spec Labor Force Report 1137: Revised.

ID 137 621

Management EducationNational Conference for State Vocational Educalion Planning Staffs. Final Report _

. ED 138 713

Management Infoimation SystemsAn\Information Netwoand Simidatiod Modelfor Vocational Educatioff.71nal Report. RhodeIsland Model H. Volume 1.

ED 138 820Managing Programmatic Research and ,Develop-

ED 138 749

.

Marketing.Conceptual:Framework for Curriculum Decisionsin Education for Marketing and Distribution Ca-reen..

ED 138 816Maryland

The Maryland Model. A Project to Develop anEducational Plan for the Maryland Division ofCorrection. Final Report.

ED 138 743Masonry,

Masonry.Basic Course. Career Education.ED 139 959

Masonry. Performance Objectives. intermediate°Muse.

.ED 139 945

National Appr 6..iaceship$nd Training Standardsfor Plastering.

. 'E)? 138 726Mithematical concepts - .

Recommended Requirements ftif a ConitaeheP Basic Economic Coicepts in Badness Education.live Management Infoxion System for Occu Bulletin No. 206.patiorLal Education. F''' Report! ED 140 067

ED 138 756 , Measurement TechniquesStudent Information S),te. Studellt.Rollgt-Up. Length of Working Life for Men and Women,Man.gement Informatiob System. 1970. Special Labor Force Report 187. Revised:

E1438 7720, , ED 137 621

ti ; Mechahics (Process,Managing Programmatic Research and Develop- -Marine Engine Mechanics. Performance (Ma-rna/A in Education. . < tives: Basic Course.'

Marine Engine Mechanics. Performance Objec-tives. Intermediate Course.

Management Sisterni

£D 138 749 ED 139 961Manpower DIelopment

Conditions and ossibilities. Proceedings of Con-ferences on the Comprehensive EmploymentTraining Act (Washington, D.C. January 30-31,1975; San Francisco, California Febrility 20-21, ,

., 1975). . .. 4 E 138 723Directions for a Nitiohal Manpow Policy: A ...Report on the Proceedings of Thr Regional,Conferences. Special Report No. 13.

ED lilt 763. Employment and Training Report of the Eresi-

dent. .. .EIA138 718

intergovernmental Linkage and Cooperation:Models for Strengthening State and Local Man.agement of Manpower Programs.

ED 138 729'.. Research and Development. Projects.

./. ED 138 731 'Manpower Needs .

From School to Work. Improving the Transition.ED 138 724

Job,:kelection Patterns: Linkage, hereeen Voce.tional Education Programs and the Labor Market.

ED 138 809

Manpower UtilizationCareer Development for Farm Employment. Fi-nal Report.

ED 138 787 -Man*,

Supervised Student Teaching.ED 139 910

ManufacturingAmerican Industries. Performance Objectives.Voltaic 2.

Marine TechniciansMarine Engine Mechanics.fives. Basic Cause.

Marine Engine Mechanics.Lives. Intermediate Course.

ED 139 968

Perfotmanct Objeo-4

ED 139 461'Performance Objee-

ED 139 960

, ti ED 139 960Medicine

Teaching Methods for the Development ofCreativitrin Medical Illustration.

ED 139 926Menial Illness

Nursing Ill. A Coursetins. Education.

MetalsMetals. Industrial ArtsJunior High School.

Sheetmetal.Course.

of Sitfdy: HealthOccupa-.6

ED 138 837

. Performance Objectives,

'Pep'ormanceED 139 973

Objectives. Basic

EDI139 956Metric System .

Metrication of the United States Lumber I nd4tryand Its Effects on Wood COnsuming,Industrial -Education Courses.

ED 138 740A Teacher's Guide to Metrics. A Series of in-Service Booklets Designed for Adult Educators.

ED 139 904

3

Migrant WICProjoctsCareer Development for Farm Employment. Ft-,ital.Report,

ED 138 787

Military SchoolsCentralized Instructor Training for Naval Techni,cal Training. TAEG Report No. 38.

ED 1313754

, Military ServiceSummary of Research Findings on ,the MilitaryGeneral Educational Development program. Fi-nal Report.

ED 139 986

Military TrainingCentralized Instructor Training oval Techni-cal Training. TAEG o. 38.

ED 138 744Military Curriculum Materials Utiliziitittn in Vo-cational Education-Final Report.

ED 140 014.

ty GroupsThe inority Women Employment Program: ANational Demonstration Project to Facilitate En-try of Minority Women into Managerial, Profes-sional, and Technical Occupations. Volume I.Final Report.

ED 138 737

MipplCareer Counseling and Placement. Columbia CitySchool System; Golumbii, Mississippi. Final Re-

. port.ED 139 922

MissouriImproving Vocational Education Planning: MoreMyth Than Reality? Final Report.

ED 140 027

ModelsImprOving Vocational Education Planning: More

'Myth Than Reality? Final Report. 1 'ED '40 027

An Information Network and Simulation Modelfor Vocational Educition. Final Report. RhodeWing Model II. Volume_ I.

ED 138 820Intergovernmental Linkage and Cooperation:Models for Strengthening State and Localagetnent a Manpower Programi.

ED 138 722Key Resources in Career Education: Al Annotated Guide. .

ED bs 752 fThe Maryland Model. A Project to Develop an'Educational Plan for the Maryland Division ofCorrection. Final Report.

D 138'743Model for Calculating Cost per Pupil for Second-ary Vocational, General Curricula inComprehensive High Schools, Shared Time Voca-tional Schools and Fyll Time Vocational SchoolFinal Report.

ED 139 914Strengthening Local Admirustration of Voui-done Education through pesign,,Implementa-don and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volligie Two.

ED 138 769The Theory of Hupun Capital and the Earningsof Women. A Re-examination of the Evidence.

MichiganA Study of Job Demands and Curriculumlopntent in Agricultural Training Related to eMuskegon County Wastewater Management Sys-tem. Finallteport. Volume IV. Cateer'AwarenessInformation.

ED 137 630A StUdy-of Job Demands and Curriculum Deve-lopment in Agricultusal Training Relay:tts:1 theMuskegon County Wastewater Management Sys- .

tern. pine, Report. Volume H. Task Analysis Re-sults.

ED 137 628A,Study of Alb Demands and Curriculum Deire-lopment in Agricultural Training Related to 'theMuskegon County Wastewater Management Sys-tem. Final Report. Volume iII. Student TerminalPerformance Objectives and Instructional

La Modules.

ED 137 ED 138 806

4Motivation

Transferability Vocational Shillso-Review pf-Literature and Research. Information Series No.103. "r

ED 138 834

Motor VehiclesAut&notive Body Repair.tivea. Basic Course.

Automotive Body I=tives. Intermediate

Performance Objec.

ED-139 950performance Objec-.

rED 139 957

National Institute of EducationCareer Options for Blick Womeni,

ED 138 812

National Programs'Child Care and the Working Woman. A,Report ofthe Secretary's Advisory Committee on TheRights and Responsibilities of Women.

ED138 779Natural Resources

A Career Approach to Natural Resource Manage-meat in Wildbie and Recreation. Final Report.

ED 139411Needs Asap:ant

Caner -Education. Administrators and CoIon Implementation /Model. Module !-Develop and Implement Needs Assessment.

ED 140 050

Occupational AsRirittionCareer Thresholds: Longitudinal Studies of theEducational and Labor Market Experieacps ofYoung Men. Volume Six.

ED 138 831The Influence of Job Chrtiristics and theFamily on the Propensity toe Careers: AnExpectancy Theory Approach. Research ReportNo. 12.

ED 138 725

Occupational ChoiceTice Influence of Job Charimenstics and theFamily on the Propensity to Change Cartel's: An

vagz Expbetancy Theory Approach. Rescubh ReportNo. 12.

P ED-138 725Job Selejon Patterns: Linkage between Veva-dohs! Education Programs and the Labor Market.

ED 138.809Occupational Mobility and Career Planning:What Is Needed?

ED 138 830

Occumitional*ChtstersCarter Bibliography A Guide lerree and Inex-pensive Occupational Information.

ED 140 065

Occupational Home EconomicsChild Care Services Guide. Performance Objec-tives. Critenon Measures, Home Economics.

ED 139 934Child Care Services Handbook.

ED 139 971Hole Economics. Exploration of Clothing Min-&gement, Productir and Service Occupations....Performance Gbjectives, Criterion Measures.

ED 138 ns.OrientatiOn to Home Economics- Occupations.

4 Performance Objectives. Criterion Measures.Home Economics.

ED 139 975

Occupational MobilityOccupational Mobility and Career Planning:What Is Needed?

ED 138 830

Off Farm Agricultural Occupations ..A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to, zhe

o Muskegon County Wastewater Management Sys-tem. Final Report. Volume IV. Career AwarenessInformation.

Office MachinaBusiness Machine Maintenance. PerformanceObjectives. Basic Course.

ED 139 931Business Machine Maintenance. PerformanceObjectives. Intermediate Course.

ED 137 630

ED 139 930Machine Accounting. An Instructor's Guide.

ED 140.068

Office Occupagons EducationMachine Accounting. An Instructor's Gode.

ED 14 068office Practice

Competency Basqd Curriculum. Pre-VocationalBusiness & Office Cluster. One.

ED 138 773Competency Based Curriculum. Pre-VocationalBusiness & Office Clustei. Two,

ED 138 774

OhioThe' Implementation of CETA in Ohio. R&D

1Monograph 44. Final Report.ED 138 gill

'Three-Site Evaluation for Career DevelopmentProjefts.

ED 139 908

Organization ' ,

The Influence of SelerterlOrganizational and Ad-ministrative Variables on Continued and Ex=tended Use of Exemplary Projects in VocationalEducation. Research and Development SeriesNo. 116.

. 4 ED 138 814'.Organizational Con)mtinicatiOn

The Influence of Selected Organizational and Ad-ministrative 'Variables on Continued and Ex.'tended Use of Exemplary Projects in VocationalEducation, Research and Development Series,No. 116.

ED 138 814-

cipant CharacteristicsSummary of Research endings on the MilitaryGeneral Educational-Development Program. Fi-nal Report.

ED 139 986WIN in 1976. The Work Incentive Program. Sev-enth Annual Report to the Congress on Employ.ment and Training Under Title IV of the SocialSecurity Act. July 1, 1975-June 30, 1976.

ED 139 988

PennsylvaniaGetting Started: A Guidtn Writing Your,OinCurriculum. The Pennsylvania Guide for Instrise-dont! Improvement throughetCareer Education.Organizational Volume.

ED 139 927

Performance Based Teacher EducationPennsylvania Competency-Based Teacher Educa-tion. Competencies: Industrial Arts Education.

ED 140 071The Region V.Conference on Competency EasedTeacher Education (Midland Hotel, Chicago, 11linois, March 11-13, 1975). Final Report'

"4., Ed 140 070

Occupational Infonitationcareer Bibliography. A Guide to Free and Inex-pensive Occupational Information.

ED 140 065The 'National Apprenticeship Program.

ED 138 730

16.immore

Subject Index 514

Performance FactorsSome, Factors Influencing Transfer of SimulatorTraining.

ED 139 984Transferability of Vocational Skills: Review ofLiterature and Research. Information Series No.103.

ED 138 834

Personnel PolicyThe Impact of Legal and Administrative Reme-dies to Overcome Discrimination in Employ-ment Final Report.

ED 139 919National Apprenticeship and Training Standardsfor Plastering.

ED 138 726The National Apprenticeship Frogmen.

D138 730

Personnel Selection --An Assessment of WIN and Welfare Tax Credits.Final Report o. 1001.

ED 138 753

PlasterersNational Apprenticeship and Training Standardsfor Plastering.

ED 138 726

Policy FormationDirections for a National Manpoiver Policy: AReport on the Proceedings of Three RegionalConferences. Special ReportNo. 13.

ED 138 763From School to Work. Improving the Transition.

'ED 138 724Masters of Reality: Certificate or Performance?Toward Policy and Practice for PostsecondaryEducation and Work Programs ased on Out-comes for Students. -

ED 138 810A Research Agenda for the National Institute ofEducation.

ED 138 714

Post SeCondary EducationMastefs of Reality: Certificate or Performance?Toward Policy4and Practice for PostsecondaryEducation and Work Programs Based on Out-comes for Students. -

ED 138,810National Survey of Pot ry Education Pro-grams for Incarcerated Offenders.

ED 138 751Proprietary E,ducauon Cr; Georgia, 1974-1975.

ED 138, 746

Postsecondary EducationExperiential Education and Community Involve.ment Practices at the Postsecondary Level Im-plications for.C.areer Education.

ED 138 771

Pactical NursingNursing Ill. A Course of Study. Health Occupal ions Education.

,, 6 ED 138.83.7

Predictive Ability (T tins)Job Selection Patterns: Linkage between Voca-tional Education Programs and the Labor Market`

ED 138 809

PrincipalsCareer Education. Administrators and Counse-lors, Implementation Model. Module III-TeacherInformation and Orientation for Adrdinisiiators.(3.1) identify Change Strategy.

,ED 140 042

c

52 Subject Index

/0.

1idngPrinting. Performance Objectives. Basic Course.

El) 139 943Performance Objectives. Intermediate

COU .

ED 139 939

Problem ChildrenAn Integrated Curriculum and Its Imiilerfienta-tion for Chronic-Disruptive Youth. InformationSeries No. 12.

ED 138 717

Problem SolvingThe Development of an Innovative Strategy forCoping with the Transition from School to Work:Implications for High-School Students.

ED 138 799

Procey2ducationCareer ,tind Vocational Education in the 1980s:Toward a Process Approach. Final Report.

ED 138 819

ProductivityProceedings of the. Annual National .ClizSic onTechnical Education (13th, Monroe CommunityCollege, Rochester, New York, March 24-26,1976). r-

. , ED 138 741

Program AdministrationAnalysis and Synthesis of POL Experience inYouth Transition to Work Programs. Final Re-

. portED 138 721

An Assessment of the Impactrofothe WiiconsinKocational Research Coordination Unit. Final

ED 138 719Implementation of CETA in Ohio. IUD

Monograph 44. Final Report.ED 138,808

- The Influence of Selected Organizational and Ad-ministrative Variables on Continued and-Ex-tended Use of Exemplaiy Projects in V?cationalEducation..Research and Development SeriesNo. 116.

ED 138 814The Maryland Model.-A Project to Develop anEducational Plan for the Maryland Division ofCorrecti Final Report.

ED,138 743Research and Development Project in CareerEducation. Final Report.

ED 139 906Vouchered Skill Training in WIN: ProgramGuidelines and Selected-Empirical Findings.

- ED 139 915

Program BudgetingCareer Education. Administrators and Counse

' lots Impleinentation Model. Modulening. (4.2) Plans for Resource Allocation.

ED 140 044'Program Costs

Model for Calbulating Cost per Pupil for Second'sty Notational, General and Transfer Curricula inCom yeheriskve High Schools, Shared Time Voca-tional Schools and Full Time Vocational Schools.Final Report.

ED 139 914

Program DescriptionsAbstracts of Instructional and Research Materialsyg Vocational and VolumeS Number 6 rr 103 401. 103 600.

. . ED 110919Key Resources in "Career Education: A1111 An-notated Guide.

ED 138 752Profiles of Career Education Projects.. SecondYear's Program. Fiscal Year 1976 Funding.

El5 138 786

V

Program DesignAnalysis pf 4-treommunity. Development Pro-grams in the Cooperative Extension Service. Sum-mary of Research Series.

ED 138 783Career Education. Administrators and Counse-lors Implementation Model. Module II. Orienta-tion Module. 4

ED 140 041Dissemination and Resources Group. ProgramPlan FY 1978.

ED 140 001Getting Started: A Guide to Writing Your OwnCurriculum. The Pennsylvania Guide for Instruc.tional Improvemtnt through Career Education.Organizational Volume.

ED 139 927The Maryland Model. A Project to Deiclop anEducational Plan for the Maryland Division ofCorrection. Final Report.r ED 138 743

Program Development= Career Counseling and Placement. Columbia City

School Sysftm, Coliunb* Mississippi. Final Re-port.

ED 139 922Child Care and the Working Woman. A Report ofthe Secretary's Advisory Committee 'on TheRights and Responsibilities of Women.

ED 138 779Comprehensive Staff Divelopmint Model forDelivery of Career Development Syitem for thePublic Schools of HawIii. Phase IV Final Report.

ED 140 039Getting Started: A Gilfae to Writing Your OwnCurriculum. The Perlik.sylvania Guide for Instruc-tional Improvement through Career Education.

-Organizational Volume. 'ED 139 927

Managing Programmatic Research and Develop-ment in Education.

ED 13"8 749Masters of.Reality: Certificate or Performance?Toward Policy and Practice for PostsecondaryEducation and Work Programs Based on Out-

tomes for Students.ED 138 810

Organizing and Conducting Demonstration Pro-ice's in Vocational Education. Research and

E,Developm

Research and

rice No. 117-ED f38 813

evelopment Projects.-ED 138 731

Program EffectivenessAn Assessment of the Impact of the WisconsinVocational Research Coordination Unit. FinalReport.

ED 138 719CareertOunseling and Placement. Columbia CitySchool System, Columbia, Mississippi. Final Re-port.

'ED 139 922Career Education and Basic Academic Achieve.ment. A Descriptive Analysis of the Research.

ED 140 032Career Options for Black Women.

ED 138 812The Development of an Innovative Strategy forCoping with the Transition from School to Work.Implications for High School Siudants. -

ED 138 799Experiential Education and Community Involve-ment at the Postsecondary Level. Im-plications r Career - Education.

ED 138 771'ch and Developme*nt Project in Career'

Education. Final Report.L ED 139 906Summary of Research Findings on the

General Educational Development Program. Fi-nal Report.

ED 139 986Three-Site Evaluation for Career beylopmentProjects.

. ED 139 908Vouchered Skill Training in WIN: ProgramGuidelines and Selected Empirical Findings.

:El) 139 915

Program EvaluationLocal Occupational Program Evaluation.

ED 140 024The Maryland Model. A Project to Develop anEducational Plan for the Maryland Division ofCorrection. Final Report.

ED 138 743Research and Development Project in Career

-Education. Fuel Report.ED 139 906

What Happens Aftg,Training: A Review-4(oiof Vocational Graduates. ,

ED 140 010

Program ImprovementConditions and Possibilities. Proceedings of Con-ferences on the Comprehensive EmploymentTraining Act (Washington, D.C. Janiiary 30-31,1975; Sari Francisco, California February 20-21,1975).

ED 138 723Intergovernmental Linkage and Cooperation:-Models for Strengthening State and Local Man-agement of Manpower Programs.

ED 138 729Profiles of Career Education Projects. SecondYear's Program. Fiscal Year 1976 Funding.

ED 138 786

Prtgram PlanningAnalysis and Synthesis of DOL Experience inYjuth Transition to Work Programs. Final Re-Fort

ED 138 721Career Education Consulting .Package. Pack I.Counselors.

ED I37 622Career Education Consulting Package. Pack II.Primary K-3.

ED 137 623Career Education Consulting Package. Pack Ill.Junior/Senior High.

El) 137 624Career Education Consulting Package. Pack IV.'

Intermediate.' ED 1.37 625

Career Education Consulting Package. psck V.Administrators.

ED 137 626Career Education Consulting Package. Pack VI.Handouts and Transparently.

'ED 137 627Directions for a National Manpower Policy: AReport, on the Proceedings of Three RegionalContemned. Special Report No. 13. .

ED 138 1.63Improving Vocational Education Planning. MoreMyth Than Reality? Final Report,

ED 140 027.Organizing and Conducting Demonstration Pro-jects in Vocational Educatfe Research andDevelopment Series No. 117.

ED' 138 813

Proprietary School?;`Proprietary Education in Georgia. 1974-1975.

4ED 138 746

. ,

.4.

.

. 4

Public PolicyRite of Passage: The Crisis-of Youth's Transitionfrom School to Work.

ED 138 709!!Youth Unemployment: The Need for a Compre-hensive Approach.

ED 139 912

Public Service OccupftionsThe Implementation ot. CETA in Ohio. R&DMonograph 44. Final RePort. ,

ED 138 808

Puerto RicansPride Against Prejudice: Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED 137 619

QuestionnairesCarter Education. Administrators and quay.:Ion Implementation Model. Module VI-Evalua:tion of Career Education (Administrator).

ED 140 049. Student Informationlylen. Student Follow-Up.

Management Information System.

ED 138.772

Radio TechnologyRadio and Television Servicing. IntermediateCourse,

ED 139 936

RO4ding SkillsFood Services. Reading and Language Activities.

ED 140 064

RecreationA Career Approach to Natural Resource Manage-ment in Wildlife and Recreation. Fins/ Report.

ED 139 911

RefrigerationAir Conditioning. Performance Objectives. Inter-mediate Course.

ED 199 937

Regional CooperationEducational Planning in the Labor Market: Link-ing Occupational Education to Regional Eco-nomic Development. Volume One.

ED 138 728

Released TimePaid Educational Leave. NIE Papers in Education

, and Work: Number Six.

RepairAppliance Service. Intermediate Course. CareerEducation. ,

ED 140 022.

ED 139 951Auto MecluniCs..Perforntance Objectives. BasicCourse. .

ED 139 948Automotive Body Repair. Performance Objec-tives. Basic Course.

ED 139 950Automotive. Body Repair. Performance Objec:

4 tives. Intermediate Course.ED 139 957

Business Kachine Maintenance. PerformanceObjectives. Basic Course.

ED 139 931Business Machine Maintenance. PerformanceObjectives. Intermediate Course.-

QED 139 930' Custodial Services and Building Mains Perfor-

mance Objectives.

ED 139 933Gasoline Engine Mechanics. Performance Objecfives. Intermediate Course.

ED 139 928

0

ResearchWomen and Work. R & D Monograph 46.

pD 140 062

Research Coordinating Unit'sAn Assessment of the Impact of the WisconsinVocational Research Coordination Unit. FinalReport.

ED 138 719

Research DesignManaging Programmatic Research and Develop-ment in Education.

ED 138 749

Research. NeedsCareer Options for Black Women.

ED 138 812A Research Agenda for the National Institute ofEducation.

ED 138 714,

Research ProblemsWhat Happens After Training A ReviFw of Fol.foiv:Cip of Vocational Ofaduatel

ED 140 010

Research ProjectsCurrent Projects in Vocational Education-FY1976. Abstracts of Projects Supported in FiscalYeas' 1976 and the Transition Quarter under theVocational Education Amendments of 1968(Parts C',b, l'and 3).

ED 138 782Research and Development Projects.

, ED 138 731Residential Programs

An Integrated Curriculum and Its Implementa-tion for Chronic - Disruptive Youth. Information.Series No. 12.

ED 138 717

Resource AllocationsCareer Education. Administrators an4 Counse-lors Implementation Model. Module 1V-Plan-ning. (4.2) Plans for'Resource Allocation.

ED 140 044

Resource GuidesKey Resources in Career Education: An An.notated Guide.

ED 138 152

Resodce MaterialsChild Cire Services Handbook.

ED 139 971

Rhode Island Model IIAn Information Network and Simulation Modelfor Vocational Educati n. Final Report. RhodeIsland Model II. Vol

SchedulingCareer Education.lots Implementationning. (4.3) Plans for

ED 138 820

ministrators and Counse-ode. Module 1V-Plan-

heduling.

ED 140045

School CocamunitY RelationshipCareer Counseling and Placement. Columbia CitySchool System, Columbia, Mississippi. Final. Re-

Pori.

ED 139 N2Career Education Administrators and Counse-Ion Implementation Model. Module IV -Plan.ning. (4.4) Plans for Community Involvement.

ED 140 046

School Industry RelationshipIndustry-Education Cpllaborauve Efforts rnYouth Employment.

..1

ED 139 918

el

Subject Index 53

School Schedules 6

Career Education. Administrators and Counse-Ion Implementation Model. Module IV-Plan-ning. (4.3) Plans for Scheduling.

ED 140 045

ScriptsA Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. VolUme IV. Career Awareness'-Information.

ED 137 630

Service OccupationsExploration of Home Furnishings, Equipmentand Services Occupations. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139-974Exploration of Institutional Home Managementand Supportive Services Oocupations. Perfor-Mance Objectives. Criterion Measures. Home

,Economics.

ED 139 966

Service Station,AService Station, Attives. Basic Course.

Performance Objec-

ED 139 949

Sex DiscriminationThe Theory of .Human Capital and the Earnings'of Women: A Be-examination of the Evidence,Revised. .

ED 138 808Workshop in Providing Equal Career Oppoluni-ties.

ED 140 061

Sex RoleA Study of the Familial and Career Attitudes ofCollege Women Enrolled in Typical and AtypicalPrograms.

ED 138 736

Sheet Metal Work ---Sheetmetal. Performance Objectives. BasicCourse.

ED 139 956

Shipbuilding Industry -The Impact of Legal and Administrative Reme-dies to Overcome Discrimination 'in Employ-ment. Final Report.

ED 139 919

Shop CurriculumCarpentry. Performance Objectives. BasicCourse.

ED 139 962Diesel Mechanics. Performance Objectives. Basic

-ED 139 941

,Drafting. Performance Objectives. Basic Course.

ED 139 940Machine Shop. Performance ,Objectives. BasicCourse.

ED 138 776

'SIgn.PaintersNational Apprenticeship and Triining.Standardifbr Sign, Displaf, and Allied Workers Industry.Revised.

ED 137 620

SimulationAn Information Network and Simulation Modelfor Vocational Education. Final Report. Rhode 'Island Model II. Volume 1.

ED, 138 820'

.

54 Subject Index

SimulatorsSome Factors influencing Transfer of SimulatorTraining.

ED 139 984,Skill Development

A Career Approach to Natural Resource Manage-ment in Wildlife and Recreation. Final Report.

ED 130 911Carpentry. Performance Objectives. BasicCourse.

,BD 139 %2

The Development of an Innovative Strategy forCoping with the Transition from School to Work:Implications for High School Students.

ED 138 799Food Preparation and Service. An IntroductoryCourse for Food Services- Careers.

ED 140 035Gasoline Engine Meehanics. Performance Objec-tives. Basic Course.

ED 139 929Gasoline Engine Mechanics. Performance Objec

*two. Intermediate Course.ED 139 928

Machine Shop Operations-2. Milling Machine,Heat Treatment of Metals, and Grinder.

ED 137 618A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to the

..Meskegon County Wastewater Management Sys-tern: Final Report. Volume III. Student TerminalPerformance Objectives and InstructionalModules.

ED 137 629

Social DiscrimhgationPride Against Prejudice: Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED l37 6l9Social Integration

Pride Against Prejudice: Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED l37 619Social Values

Systemic Issues in School to Work Transitions.ED 138 715

ISodoeconorale InfluencesCareer Thresholds: Longitudinal Studies of the

Aducational and Labor Market Experiences ofYoung Men. Volume Six.

4ED 138 831

Staff RoleProject PEOPLE (Personal Enhancement of Occupational Preparation through Life Centered

kducation).

ED-140 060

StandardsNational Apprenticeship and Training Standardsfor Glaziers and Glassworkers. Revised.

ED 139 920National Apprenticeship and Training Standardsfor Plastering.

, ED 138726,National Apprenticeship and Training Standardsfor Sign, Display, and Allied Workers Indistry.Revised.

ED 137 620

State AgenciesItiergovernmental Linkage and Cooperation:Models for Strengthening State and Local Man-agement of Manpower Progtarris.

ED 138 729National Conference for State Vocational Educe-tion Planning Staffs. Final Report.

ED 138 713

State ProgramsCareer Education. Adnunisfrators and Counse-lors Implementation Model. Module II. Orienta-tion Module.

ED l40 041The Region V Conference on Competency Sued.Teacher Education (Midland Hotkl, Chicago, Il-linois, March 11-13, 1975).

ED 140 070Site Evaluation for Career Development

ED 139 908

State StandardsKentucky Jailers. Management and OperationsManual.

ED l38 76lStatewide Planning

improving Vocational Education Planning: MoreMyth Than Reality/ Final Report.

ED 140 027An Information Network and Simulation Modelfor Vocational Education. Final RepOrt. RhodeIsland Model II. Volume L

ED 138 820National Conference for State Vocational Educa-tion Planning Staffs. Final Report.

ED 138 7J3Overview 1974 Reports: State Advisory Councilson Vocational &Minion.

ED 138 722Recommended Requirements for a Comprehen-sive Management Information System for Occu-pational Education. Final Report.

ED138 756

Student CharacteristicsA Study Comparing Typewriting Achievement ofStudents Attending Class Three and Five Days aWeek in Beginning Typewriting at the Corn-

punity College LeveL Final Report.ED l38 755

Student DevelopmentThe Development of an Innovative Strategy forCoping with the Transition from School to Work:Implications for High School Students.

ED 138 799

Student EvaluationCareer Education. Administrators and Counse-lors Implementation Model. Module VI-Evalnadon of Career Education (Administrator).

ED 140 049Determining the Effectiveness of Teaching Home

$ Edonomics.

ED 138 739Research and Development Project in CareerEducation..Final Report

. ED 139 906iThree-Site Evaluation fo'r Career -DevelopmentProjects.

ED 139 908

Student ExperienceA Careit Approach to Natural Resource Manage-mein in Wildlife and Recreation. Final Report.

ED 139 911

Student ImprovemntTeaching Methods for the Development ofCreativity in Medical Illustration.

ED l39 926

Student Information SystemStudent Information System. Student Follow-Up.

, Management Information System.ED 138 772

P.

Student Teacher RelationshipThe Relationship of Characteristics of VocationalFood Service Teachers to Their Teaching Effec-tiveness. Final Report.

ED l38 733Student Teaching

Supervised Student Teaching.ED 139 910

Success FactorsTransferability of Vocational Skills: Review ofLiterature and Research. Information Series No,103. .

4 ED 138 834

Supervisory MethodsCareer Education. Administrators and Counse-lors Implementation ModeL Module V-Implementation. (5.1) Supervision of Teaching..

ED 140 047

Systems BuildingImproving Vocational Education hauling: More

,Myth Than Reality? Final Report.° <

Systems DevelopmentMilitary Curriculum Materials-Utilization in Vo-cational Education. Final Report.

ED 140Recommended Requirements for a Comprehen-sive Management Information System for,Occu-pational Education. Final Report.

ED 138 564

ED 140 027

Task Analysis'Pennsylvania Competency-Based Teacher Educa'Lion. Competencies: Industrial Arts Education.

ED 140 071A Study of Job Demandf and Curriculum Devel-opment in Agricultural Training ,Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume IL Task Analysis Re-sults.

ED l37 628

Task PerformanceTransferability of Vocational Skills: Review ofLiterature and Research. Information Series No103.

ED, i38 834

Tax AllocationAn Assessment of W.1N and Welfare Tax CrediFinal Report No. 1001.

ED 8 753

Teacher Administrator Relations pCareer Education. Administrators and Counse-lors Implementation Model. Module V-Implementation. (5.l) Superviiion of Teaching.

ED 140 047

Teacher CharacteristicsThetRelationship of Characteristics of VocationalFood Service Teachers to Their Teaching Effec-tiveness. Final Report.

ED 138 733

Teacher Ed onCentralized! tructor Training for Naval Techni.cal Training TAEG Report No. 38

ED 138 754Crossroads '76. Addresses and Proceedings of theNational and IntemationalAnnual Conference ofthe American Arts Association (38th, 5th, DesMoines, Iowa, April 19-23, 1976).

ED 140 011

Teacher RoleTeaching Methods for the Developmeht ofCreativity in Medical Illustration.

ED 139 926

Teacher SupervisionCareer Education. Administrators and Counse-lors Implementation Model Module `VImplementation. (5.1) Supervision of Teaching.

ED 140 047

Teacher WorkshopsCareer Education Consulting Package. PackPrimary K3.

ED 137 623Career.Edtmation Consulting Package. Pack IV.Interiediatet

ED 137 625Teaching (tides

Home Economics. Sample Test Items. Levels Iand IL .

ED 140 066

Teaching ModelsModels for Individualizing Vocational-TechnicalInstruction.

ED 139 983

Tzs=king Skills .

Pennsylvania Competency-Based Teacher Educa.Lion. Competencies: Industrial Arts Education. I'

ED 140 071

Teaching TechniquesTeaching Methods for the Development ofCreativity in Medical Illustration.

ED 139 926Teas/Ica Education

Barriers to Enrollmeot in Post SeCondary Voci-dons!, Technical and Adult Education Programsin Wisconsin. Final Report.

ED 138'758Cen 'zed Instructor Training for Naval Techni-cal T g. TAEG RepOrt No. 38.

ED 138 754Proceedings of the Annual National Clipic onTechnical Education (13th, Monroe CommunityCollege, Rochester, New Yorlk March 24-26,1976).

ED 138 74,1_1976 Annual Ihdex to AIM /ARM (Abstracts ofInstructional and Research 'Materials in Voca-tional and Technical Education). Volume 9, Num-

apers I through 6.ED 140 014

Technical IllustrationTeaching Methods for the Development ofCreativity in Medical Illustration.

ED 139 926

'Television RepairmenRadio and Television Servicing. IntermediateCourse.

ED 139 936Test Colistruction

Home-F-tonornids. Sample Test Items. Levels Iand II,

ED 140 066Texas

Recommended Requirements for a COmprehen-sive Management Information System for Occu-pational Education. Final Report.

ED 138 756Time Factors (Learning)

A Study Conlparing Typewriting Achievement of,Students Attending Class Three and Five days aWeek in Beginning Typewriting at the Com-munity College Level Final Report. ,

. -ED 138 755

'Trade and Industtial EducationIndisstrial Electronics. Performance Objectives.BasiOCOurse.

ED 138 777Metrication of the United States Lumber Industryand Its EiTec2 on Wood Consuming Industrial.Education Courses;

, ED 138 740Transfer of Training

Some Factors Influencing Transfer of SimulatorTraining. f

ED 139 984Transferability of Vocational Skills: Review or,Literature and Research. Information Series No.103.

ED 138 834,

TransportationAmerican Industries. Junior Hi. Pre-Vocational.( Power and Transportation.

ED 139 967

Trend AnalysisLength of Working Life for Men and Women,1970. Special Labor Force Report 187. Revised,

ED 137 621Metrication of the United States Lumber Industryand Its Effects on Wood Consuming Industrial

, Educatisn-Courses.

ED 138 740 'Typewriting

A StudyComparing Typewriting Achievement ofStudents Attending Class Three and Five Days aWeek' in Beginning Typewriting at the Corn.munity College Level Fun) Report.

ED 138 755

UnemploymentYouth Unemployment: The Need for a Compre-hensive Approach.

ED 139 912

Unemployment Insurance 9Employment and Training Report of the Presi-dent.

ED 138 718

United KingdomVocational Training. Information Bulletin:Sup-plement United Kingdom.

ED 139 987

United States Employment ServiceThe Comparative Labor Market Role of Newspa-per Help-Wanted Ads and Public EmploymentService Job Listings. Final Report.

ED 138 735

Units of StudyA Teacher's Guide to Metrics. A Series of In-Service Booklets Designed for Adult Educators..

ED 139 904Urban Areas

Vocational EducationCities.

Progran;

Urban EducationVocational Education ProgramGtibs.

Vocational' AdjustmentThe Development of an Innovative Strategy forCoping with the Trantition from School to Work.Implications for High Schdol Students.

,

Need in Large

ED 139 924

Need in Large

EL) l39 924

ED 138 799Directions for a National Manpower -Policy: AReport on the Proceedings of Three RegionalConferences. Special 'Report No. 13.

- ED 138 763From School to Woik. Improving the Transition.

ED 138 j24Rite of Passage: The Crisis of Youth's Transitionfrom Schoeil to Work.

ED 138 709//Systemic Issues in School to Work Transitions.

ED 138.715

63

p

Subject Index' 55

Vocational AgricultureA Career 'Approach to Natural Resource Manage- ,emit in Wildlife and Recreation. Final Re ors.

ED 139 911-

Vocational Cou.1.nselingp Career Counseling and Placement. Colutibia City

SchoorSystem,Columbia, Misstssippl. Final Re-port-

de-ED 139 972

Vocational DevelopmentCareer toutiseling and Placement.,Columbia CitySchool System, Columbia, Mississippi. Final Re-Port

4 ED 139 922Career Development (or warm Employment. Fi-nal Report.

ED 138 787CKAVTS Career Development Project. ResourceHandbook. K-l2.

ED 138 829Personal Career Orientation. Performance Objec-tives. Criterion Measures. Home Economies.

ED 139 977A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to OrbMuskegon County, Wastewater Minagement Sys.tem.Final Report. Volume IV. Career AwarenessInformation.

ED 137 630Systemic Issues in School to Work Transitions.

ED 138 715.Three-Site Evaluation for Career DevelopmentProjects.

Vocational EducationAbstracts of Instructional and Research Materialsin Vocational ind Technical EducatiOn. Volume9, Number 6. VT 103 401-103 600.

ED 140 019An Assessment of the Impact of the WisconsinVocational Research Coordination Unit. FinalReport. .11

ED 138 719Barriers to Enrollment in Post Secondary Voca-tional, Technical. and Adult Education Programsin Wiiconsin. Final Report. .

ED 138 758,Basic Cake Decorating Workbook.

ED 138 744Career and Vocational Education in the 1980s.Toward a lirocess Approach. Final Report.

ED 138 819Conditions and Posabilides. Proceedings of Con-ferences on the Comprehensive Employment;1FebTraining Act (Washington,. D.C. riJan

20-21,30-31.

975; San Francisco, California1975).

ED 138 723Current Projects in Vocational Education -FY1976. Abstracts of Projects Supported id FiscalYear 1976 and the Transition Quarter under theVocational Education Amendnients of 1968(Parts C, D, I and .1).

. ED 138 782Educational Planning in the Libor Market: Link-ing Occupational Education to Regional Eco-nomic Development. Volume One.

ED 138 728The Future of Vocational Education. A Report onthe Nati'dnal Bicentennial Conference on Voca-tional Education (Minneapolis, Minnesota, Octo-ber 10-13,1976).

ED 138 815Haircutting Guide for Cosmetology Students.

ED 138 745Improving Vocational Education Planning: MoreMyth Than Reality? Final Report:

ED 140 027The Influence of Selected Organizational and Ad;

..0F4D 139 908

'0

56 Subject Index

ministrative Variables on Continued Ad Ex-tended,Use of Exempla& Projects in VocationalEducation. Research and Development SeriesNo 116.

ED 138 814An Information Network and Simulation Modelfor Vocational Education. Final Report RhodeIsland Model IL Volume I.

ED 138 820Job Selection Patterns: Linkage, between Voca-tional Education Programs and thelabor Market.

ED 138 809Local Occupational Program Evaluation.

ED 140 024Military Curriculum Materials Utilization in Vo-cational Education. Final Report

ED 140 014Model for Calculating Cost per Pupil for Second-ary Vocational, General and Transfer Curricula inComprehentive High Schools, Shared Time Voca-tional Schools and Full Time Vocational Schools.Final Report

, ED 139 914Models for Individualizing Vocational-TechnicalInitruction.

ED 139 983National Conference for State Vocational Ethics-dog Planning Staffs. Final Report.

ED 138 713New Perspectives in Vocational Education.Volume I, Number I, 1976-77.

ED 139 921Organizing and Conducting Demonstration Pro-jects in Vocational Education. Research andDevelopment Series No. 117.

ED 138 813Overview 1974 Reports: State Advisory Councilson Vocational Education.

ED 138 727Proprietary Education in Georgia, 1974.1975.

ED 138 746Recommended Requirements for a Comprehen.swe Management Information System for Occu-pational Education. Final Report.

ED 138 756The Reform of Vocational Education: The Rela-tionship between Jobs and Schooling.

ED 138 833'A Research Agenda for the National Institute ofEducation.

Sage. September '72.ED 138 714

ED 139 901Selected Alternati es for Serving More HighSchool-Aged St ts in the VocationalTectthi-cal Schools. Fizial Report.

ED 139 907Strengthening Local Administration of Voca-tional Education through Design, Implement*.tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume Two.

Eft 138 769Strengthening Local Administration of Vacs.tionsl Education through Design, ImpletilentaLion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. FinalReport. Volume One.

ED 138 768Vocational Education Program Need in LargeCities.

ED 139 924Vocational Training. Information Bulletin. Sup.plement,United Kingdom.

ED 119 987What Happens After Training: A Review of Fol-lowUp of Vocational Graduates.

ED 140010.1976 Annual Index to AIM /ARM (Abstiacts ofInstructi&al and Research Materials in Voca.

tional and Technical Education). Volume 9, Num-bets I through 6,

ED 140 018

Vocational Education Amendments 19611Current Projects in Vocational 'Educ.ition-FY

,'1976. Abstracts of Supported in FiscalYear 1976 and the T 'don Quarter under theVocational Education Amendments of 1968(Parts C, D, 1 and J). '

ED 138 782

Vocational Education TeachersThe Region V Conference on Competency BasedTeacher Education (Midland Hotel, Chicago, Il-linois, March 11-13, 1975). Final Report

ED 140 OTO4 The Relationship of Characteristics of Vocational

Food Service Teaches* to Their Teaching Effec-tiveness. Final Report

ED 138 733

Vocational Pollowup.'Student Information System. Student Follow-Up.Management Information System.

ED 138 772What Happens After Training: A Review of Fol-.low-Up of Vocational Graduates.

ED 140 010

Vocational High SchoolsSelected Alternatives for Seriing More HighSchool-4qt Students in the Vocational-Techni-cal Schools. Final Report

. -

ED 139 907Wages

Wages and Other Rewards, What People Want orGet from Their Jobs, and How Education Makes

, a Difference (or Does-10. Three Papers.__ ED 140 037

Waste Disposal.A Study of Job Demands art Curriculum Deve-lopment in Agncuftuall Training Related to theMuskego2 County Wastewater Management Sys-tem. Final Report. Volume IV. Career AwarenessInformation.

ED 137 630A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume III. Student TerminalPerformance Objectives and. InstructionalModules.

ED 137'629A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys:tern. me Report. Volume II. Task Analysis Re-tults.

ED 137 628

Water ,Polhation ControlA Studs of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume II. Task Analysis Re-sults.

ED 137 628A Study of Job Demands and Currieulum'Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Repoft. Volume IV. Career AwairessInformation.

- ED 137 630A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon county Wastewater Management Sys-tem. Final Report Volume 111. Student TerminalPerformance Objectives *and InstructionalModules.

ED 137 629

64

WeldingWelding. Performance Objectives. Basic COurse.

ED 139 947Welding: Performance Objectives. IntermediateCourse.

Welfare RecipientsAn Assessment of WIN and Welfare Tax Credits.Final Report No. 1001.

ED 138 753 4WIN in 1976. The Work Incentive Program. Sev-enth Annual Report to the Congress on Aroploy-meat and Training Under Titld IV of the Social

.Security Act. July 1, 1975-June 30, 1976. -ED 139 988

ManagementA Career Approach to Natural Resource Manage-bent in Wildlife and Recreadia. Final Report.

ED 139 911

ED 139 946. .

WisconsinAn Assessment of the !meat of the WisconsinVocational Research Coordination Unit. FinalReport.

ED 138 719

Wisconsin Department of PublicInstruction

An Assessment of the Impact of the WisconsinVocational Research Coordination Unit. FinalReport.

ED IA 719

WoodworkingWoods. Industrial Arts. Performance Objectives.Junior High School.

ED 139 978

Work AttitudeiPride Against Prejudice Work in the Lives ofOlder Black and Young Puerto Rican Workers.Final Report.

ED 137 619A. Study of the Familial and Career Attitudes ofCollege Women Enrolled in Typical and AtypicalPrograms.

ED 138 736

'Work Experience/The Theory of Human Capital and the Earningsof Women: A Re-examination of the Evidence.Revised.

ED 138 806

Work Experience ProgramsExperiential Education and Community Involve-meilt Practices at the Postsecondary Leve1:Im.plications for Career Education. ,

ED 138 771Masters of Reality: Certificate or Perforrnanek?Toward Policy and Praitice for PostsecondaryEducation and Work Programs Based 'on Out-comes for Students.

ED 138 810

Work Incentive ProgramAn Assessment of WIN and Welfare Tax Credits.Final Report No. 1001.

ED 138 753Vouchered Skill Training in WIN: ProgramGuidelines and Selected Enfpirical Findings.

ED 139 915WIN in 1976. The Work Incentive Program Sev-enth Annual Report to the Congress on Employ-ment and Training Under Title IV of the SocialSecurity Act. July 1,4975-June 30, 1976. k

ED 139 988 It

Work Life Expectancy . *-

Length of Working Life for Men sad Women,1970. Special Labor Force Report 187. Revised.

ED 137 621Working Women

Child Care and the Working Woman. A Report ofthe Secretary's Advisory Committee on TheRights and Respoosibtlities of Women.

ED 138 779Women and Work. R k D Monograph 46.

ED 140 062Worksheets

Supervised Student Teaching.ED 139 910

WorkekopeCareer Education Consulting Package. Pack 1.Counsel=

ED 137 622Career Education Consulting Package. Pack Ill.lunior/Senior High.

ED 137 624Career Education Consulting Package. Pack V.Administrators.

ED 137 626Career Education Consulting Package. Pack VI.Handouts and Transparencies.

ED 137 627Young Adults -

Career Thresholds: Longitudinal Studies of theEducational and Labor Market Experiences ofYoung Men. Volume Six.

ED 138 831Yank Employ:eat

Analysis and Synthesis of DOL Experience inYouth Transition to Work Programs. Final Re-port

ED 138 721Directions for a National Manpower Policy: AReport on the Proceedings of Three RegionalConferences. Special Report No. 13.

ED 138 763Frbm School to Work. Improving the Transition.

ED 138 724Industry-Education Collaborative Efforts inYouth 'Employment.

ED 139 918Rite of Possum The Crisis of Youth's Transitionfrom School to Work.

ED 138 709//Youth Unemployment The Need for a Compre-hensive Approach.

ED 139 9124 H albs

Analysis of 41i Community Development Pro-- grams in the Cooperative Extension Service. Sum-mary of Research Series.

t

ED 138 783

e4.

1

O

a

Subject Index. 37

a

AUTHOR INDEXThis Index lists documents under the name(s)- of their author(s). The Index is arranged inalphabetical order by the author's last name.

As shown in the example below, the Accession Number is displayed below and to the right of thetitle_ Additional information about the doCument can be found under that number in the ResumeSection.

The syrpol II appearing after an accession number identities a document tht is At availablefrom the ERIC Document Reproduction Service and that is not in the ERIC Microfiche Collec-tion.

Personal Author

Lee, Arthur M.Learning a Living across the Nation. Volume,,

Document Title V: Project paseline, fifth National Report.Baseline Ye& 1974-7 (Fiscal Year 1975)..Part 1: Narrative Report.--,\

ED 137 505

Adams, John FS.Law Enforcement Careers. Performance Objec-tives. Basic Course.

'ED 139 955Law Enforcement Careers. Performance Objec-tivp.. Intermediate Course.

Adams, Kay A.Vocational EducationCities.

Adeox, John W., Jr.Carpentry, PerformanceCourse.

ED 139 954

Program Need in Large

ED 139 924

Objectives. Basic

ED 139 962

. Alcorn, John D.Career Counseling and Placement. Columbia CitySchool System. Columbia. Mississippi Final Re-port.

ED 139 922

'Allen, AlvetaPersonal Career Orientation. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 977

Allen, CharlesDrafting. Performance Objectives. Basic Course.

ED 139 940

Altman, Jinnes W.Transferability of Vocational Skills: Review ofLiterature and Research. Information Series No.103.

ED 138 834

'tt

.

Anderson, Phyllis Joan AntrimTeaching Methods for, the Development ofCreativity in Medical Illustration.

ED 139 926

Appelgate, William K, 7, -Ttie Regio V Conference on Competency BasedTeacher Education (kidland Hotel, Chicago. Il-linois, March 11-13. 19 Final Report-

ED 140 070'

Atkinson, FloydCommercial and Advertising Art. PerformanceObjectives. Basic Course.

ED 139 944Commercial and Advertising Art. PerformanceObjectives. Intermediate Course.

ED 139 958 .

Attebenl; Jim W.Improving Vocational Education Planning: MoreMyth Than Reale Final Report.

ED 140 027

Bailey, Larry J.Career and Vocational Education in the 1980s:Toward a Process Approach. Final Report.

ED 138.819

Baker,. J. E.Kentucky Jailers. Management and OperationsManual.

ED 138 761

Baker, Linda M.Haircuttingnuide for Cosmetology Students.

ED 13$ 745

66

Accession Number 1:

59

Barrett, Leverne A.A Career ApOr6ach to Natural Resource Manage.ment in Wildlife and Recreation. Final Report.

ED 139 911'

Basualdo, 'Eugenio A.Supervised Student Teaching.

ED 139 910

Beaulieu, Reo A.An Information Network and Simulation Modelfor Vocational Education. Final Report. RhodeIsland Model II. Volume 1.

ED 138 820

Bennett, Donald G.Career Development for Farm Employment. Fi-nal Report.

.Bhaerman, Robert D.

Career Education and Basic Academic Achieve-ment. A Descriptive Analysis of die Research.

ED 14,0 032

Bina, James V.The Influence of Selected Organizational and Ad-ministrative Variabls on Continued and Ex.tended Use of Exemplary Projects in VocationalEducation. Research and Development SeriesNo 116.

ED 138 787

ED 138 814 ,Organizing and Conducting Demonstration Pro-jects in Vocational Education. Research andDevelopment Series No. 117.

ED 138 843

Bpgdany, 141Basic Cake Decorating Workbook.

gD 138 744

or

60 Manor Index

Brickell, Henry M.Three-Site Evaluation for Career DevelopmentProjects.

, ED 139 908

Bryant, Eu Dell. H.Food Production and Services Performance Ob-jectives. Criterion Measures. Home Economics.

ED 139 935

Budke, Wi ley E.Military C 'culum Materials Utilization in Vocational Education. Final Report.

ED 140 014

Budke, Wesley EM Coral).Current Projects in Vocational Education-F1'1976. Abstracts of Projects Supported in FiscalYear 1976 and the Transition Quarter under theVocational Education Amendments of 1968(Parts C. D. I and J).

ED 138 782

Bunch, EdwoodMetals. Industrial Arts Performance Objectives,Junior High School.

ED 139 973Woods. lndustnal Arts. Performance Objectives.Junior High School.

ED 139 978

Byrne, James J.Length of Working Life for Men and Women.1970 Special Labor Force Report 187. Revisid.

ED 137 621

Campbell, GuyElectronics Technology. Performance Objectives.Basic Course.

ED 139 938Radio and Television Servicing IntermediateCourse.

---Ep 139 936

Caro, Paul W.Some Factors Influencing Transfer of SimulatorTraining.

ED 139 984

Carter, Thomas G., Sr.Auto Mechanics. Performance Objectives BasicCourse.

ED 139 948

Cassell, Frank H.Intergovernmental' Linkage and CooperatiOn:Models for Strengthening, State and Local Man-agement of Manpower Programs,

ED 138 729

Chadderdon, HesterDetermining the Effectiveness of Teaching HomeEconomics.

ED 138 739

Chock, Mona K.O.Career Education. Administrators and Counte-tors Implementation Model. Module I: CareerEducation Information.

ED 140 040Career Edpcation Administrators and Counse-lors Implementation Model. Module 111-TeacherInformation and Orientation for Administrators.(3 I) Identify Change Strategy.

ED 140 042Career Education. Administrators and Counae-tors Implementation Model. Module IV-Plan-ning. (4.1) Develop Plans for CumculumPreparation and Infusion.

ED 140 043Career Education. Administrators andtCounse-Ices Implementation Model. Module IV-Plan-ning. (4.2) Plans for Resource Allocation.

ED 140 044Career Education. Administrators and Counse-lors ,Implementation Model. Module IV -Plan-

ning.(4.3) Plans for Scheduling.ED 140 045

Career Education. Administrators and Counse-lors Implemeipation Model. Module IV-Plan-ning. (4.4) Plans for Community Involvement.

ED 140 046Career Education. Administrators and Counse-lors Implementation Model. Module V-Implementation. (5.1) Supervision of Teaching.

ED 140047Career Education. AdminOtrators and Counse-lors Implementation M'odel. Module V-Implementation. (5.2) Curriculum Evaluation:

ED 140 048Career Education. Administrators and Counse-lors Implementation Model. Module VI-Evalua-tion of Career Education (Administrator).

ED 140 049Comprehensive Staff Development Model forDelivery of Career Development System for thePublic Schools of Hawaii. Phase IV. Final Report.

ED 140 039

Clark, Donald M.Industry-Education Collaborative Efforts inYouth Employment.

ED 139 918

Clemmons, Jesse S.Managing Programmatic Research and Develop-ment in Education

ED 138 749

Cohen, Wilbur J.Needed Federal Policy in Education for CenturyIII Occasional Paper No. 24.

ED 139 985

Conner, James E.Conditions and Possibilities P.foceedings of Con-ferences on the Comprehensive EmploymentTraining Act (Washington, D.C. January 30.31,1975; San Francisco, California February 20-21.1975).

ED 138 723

Copa, George H.Job Selection Patterns: Linkage between Voca-tional Education Programs andihe Labor Market.

ED '13(1 809"National Conference for State Vocational Educa-tion Planning Staffs. Final Report.

ED 138 713

Connally, RobertGetting Started: A Guide to Writing Your OwnCurriculum. The Pennsylvania Guide for instruc-tional Improvement through Career EducationOrganizational Volume.

ED 139 927Craemer, Peter J.

Metricition of the United States Lumber Industry'and Its Effects on Wood Consuming IndustrialEducation Courses.

ED 138 740Cubit-Swoyer, Donna

Workshop in Providing Equal Career Opportuni-ties.

ED 140 061

Cunningham, Clarence J.Analysis of 4-H Community Development Pro-grams in the Cooperative Extensidn Service. Sum-mary of Research Series.

ED 138 783Currao, Joseph

Machine Shop Operations-2. Milling Machine,Heat Treatment of Metals, and Grinders.

ED 137 618

Curtis, Carroll A.Research and Development Project in CareerEducation. Final Report.

ED 139 906

'Davis, JohnService Station Attendant. Performance Objec-tives. Basic Course.

ED 139 949

Doty, Charles R.Model for Calculating Cost per Pupil for Second-ary Vocational, General and Transfer Curncula inComprehensive High Schools, Shared Time Voca-tional Schools and Full Time Vocational Schools.Final Report.

ED 139 914

Douma, Elaine LFood Preparation and Service. An IntroductoryCourse for Food Services Careers.

ED 140 035

Downing, C. L.Carpentay. Performance Objectives. BasicCourse.

ED 139 962

Downing, CharlesCustodial Services and Building Maint. Perfor-mance Objectives.

ED 139 933

Edson, C. H.The Reform of Vocational Education: The Rela-

ship between Jobs and Schooling.ED 138 833

Erickson, Stanley A.An Information Network and Simulation Modelfor Vocational Education. Final Report. RhodeIsland Model II. Volume 1.

ED 13f 820Farling, Max

Barriers to Enrollment in Post Secondary Voca-tional. Technical and Adult Education Programsin Wisconsin. Final Report.

ED 138 758

Fisher, Harold S.A Study of Job Demands and Curriculum Deve-lopment in Agricultbral Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume IV. Career AwarenessInformation.

ED 137 630A Study of lob Demands and Curnculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume 11 Task Analysis Re-sults.

ED 137 628A Study of Job Demands and Curriculum Deve-lopment in Agncultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume III. Student TerminalPerformance Objectives and InstructionalModules.

ED 137 629

Franchak, Stephen J., Ed.ReSeirch &Information on Employment &Train-ing, Proceedings of a Symposium (Hershey Con-vention Centei,':Hershey, Pennsylvania. Octoberrtr-I-A,, 1976).

ED 140 026. ,

Fridrick, David LCareer Counseling and Placement. Columbia CitySchool System, Columbia, Mississippi. Final Re-port.

ED 139 922

Fullerton, Howard N., Jr.Length of Working LA for Men and WoMen,1970. Special Labor Force Report 187. Revised.

ED 137 621

Geigle, Erwin K.National Conference for State Vocational Educa-tion Planning Staffs. Final Report.

ED 138 713

67

a \Glover, Robert W.

The Minority Women Employment Program: ANational Demonstration Project to Facilitate En-try of Minority Women into Managerial, Profes-sional, and Technical Occupations. Volume I.

:Final Report. ,ED 138 737

Gold, Jane- Child Care and the Working Woman. A Report of

the Secretary's Advisory Committee on TheIghts and Responsibilities of Women.

ED 138 779Goldsbary, Paul,

American Industries. Junior HI. Pre-Vocational.Power andlransportation.

ED 139 967American Industries. Performance Objectives.Volume 1.

ED 139 976American Industries. Performance ObjectiVes.

- ED 139 968Volume 2.

Gordon, Alice K.Conceptual Framework for Curriculum Decisionsin Education for Marketing and Distribution Ca-reers.

ED 138 816Gordon, Ruth, Comp...current Projects in Vocauonal ,EducaUon-FY

t976. Abstracts of Projects Supported in FiscalYear 1976 and the TransitiOn Quarter under theVocational Education Amendments of 1968(Parts C, D. I and J).

ED 138 782Gould, E Noah, Ed.

Machine Accotinting. An Instructors Guide.ED 140 068

Greenfield, Paula S.The MinoVty Women Employment Program: ANational Demonstration Project to Facilitate En-try of Minority Women into Managerial, Profes-sional; and Technical Occupations. Volume I.Final Report.

ED 138 737

Haney, George M., Ed.Crossroads '76. Addresses and Proceedings of theNational and International Annual Conference ofthe American Arts Association (38th, 5th, DesMoines, Iowa, April 19-23. 1976).

, ED 140 011Harvey, Bill

Cabinetmaking', Performance Objectives. BasicCourse.

ED 139 932Herron, Rex H.

National Survey of Postsecondary Education Pro-grams for Incarcerated Offenders.

ED 138 751Milton, Arthur

Machine Shop. Performance Objectives. BasicCourse.

ED 138 776Machine Shop, Performance Objectives. Inter-mediate Course. Career Education.

ED 139 953illodgkinson, Harold L

A Research Agenda for the National Institute ofEducation.

ED 138 714L

The Influence of Selected Organizational and Ad-miniitrative Variables on Continued and Ex-tended Use of Exemplary Projects in VocationalEducation. Research and Development SeriesNo. 116.

ED 138 814Organizing and Conducting Demonstration Pro-jests in Vocational Education. Research 'and

DevelopMent Series No. 117.

Jackson, JacQuelyne JohnsonCareer Optio or Black Women.

ED 138 813

ED 138 812Johnson, Miriam

The Compere Labor Market Role of Newspa-per Help WEted Ads and Public EmploymentService Job Listings. Fuel Report.

ED 138 735Jones, Marion

Gasoline Engine Mechanicti. Performance Objec-tives. Basic Course.

' ED 139 929Gasoline Engine Mecksnics. Performance Objec-tives. Intermediate Cdutse

.ED (39 928

Marine Engine Mechanics. Performance Objec-tives. Basic Course.

ED 139 961Marine Engine Mechanics. Performance Objec-tives. Intermediate Course.

ED 139 960Kessmstn, William A.

Food Services. Reading and Language Activities.ED 140 064

Killough, JosephAppliance Services. Basic Course. Career Educa-tion.

ED 139 952Appliance Services. Intermediate Course. CareerEducation.

ED 139 951Eleven, Bruce A.,. -

Job Selection Patterns. Linkage between Voca-tional Education Programs and the Labor Market.

. ED 138 809Koble, Ronald D.

Pennsylvania Competency-Based Teacher Educa-tion. Competencies. Industrial Arts Education.

.ED 140 071

Kohen, Andrew LCareer Thresholds: Longitudinal Studies of theEducational and Labor Market Experiences ofYoung Men. Volume Six.

ED 138 831Kosler, Mary W. - -

CRAM Career Development Project. RtsotikeHandbook. K-12.

ED 138 829,Lambert, George -

Machine Shop. Performance Objectives. BasicCourse.

ED 138 776.Machine Shop. Performance Objectives. Inter-mediate Course. Career Education.

ED 139 953Lang, Thomas

Automotive Body Repair.tives. Basic Course.

Performance Objec-

ED 134'550Automotive Bbdy Repair. Performance Objec-

ED 139 9571tives. Intermediate Course.

Levine, Herbert A.Paid Educational Leave. )VIE Papers in Educationand Work: Number Six.

ED 140 022Long, William

Air Conditioning. Performance Objectives. Inter-. mediate Course.

ED 139'937Lovell, Malcolm

Youth Unemployment. The Need for a Compre-hensive Approach.

ED 139 912

Author Index 61

Mack, Rodney P.A Career Approach to Natural Resource Manage-ment in Wildlife and Recreation. Final Report.

ED 139 911

Marshall, RayThe Impact of Legal and Administrative Reme-dies to Overcome Discrimination in Employ-ment. Final Report.

ED 139 919

McCaslin, N. L.An Assessment of the Impact of the WisconsinVoCational Research Coordination Unit. FinalReport.

'1 ED

PerformanceMcMinn,. Robert

Business Machine Maintenance.Objectives. Basic Course.

138 71

ED,139 931Business Machine Maintenance. PerformanceObjectives. Intermediate Course.

ED 139 930

Michel, JohnCareer Educition. Administrators and Counse-lors Implementation- Model. Module VII-Develop and 4mplement Needs Assessment.

EA 140 050Career Education. Administrators and CounselIon Implementation Model. Module yin=Implementation. (8.1) Preparation, andEvaluation of Counselor Material.

ED 140 051Career Education. Ayministrators and Cowie-los Implementation Model. Module VIII-Implementation. (8.2) Consultation to SchoolPersonnel.

4 ED 140 052Career Education. Administrators and Counse-lors Implementation Model. Module V111-Implemen tation. (8.3) Integration ofCoordination of School and, Community Re-sources.

ED 140 053

Mills, Joe D.. Strengthening Lital Administration of Voca.

tional Education through Design. implementa-tion and Evaluation of Alternative DeliverySystems for Use by Coordinating Councils. Final

.Report. Volume One.,ED 138 768

Strengthening Local Administration of Voca--- tional 'Education through Design..Implernenta--

non and Evaluation of Alternative DeliverySystems for Use by Coordinating (!ouncils. FinalReport. Volume Two.

ED 138 769

Morse, DeanPride Against Prejudice; Work in the Lives ofOlder Blackiaild Young Puerto Rican Workers.Final Report.

ED 137 619

Muldrow, OliverMasonry. Basic Course.. Career Education.

ED 139 959

Murwin, RolandSheetmetal. Performance

lrCourse.

Nelson, Frank W.Distributive Education II. Course of Stddy.

ED 140 030

Objectives Basic

ED 139 956

Papetti, Clarence J.Centralized Instructor Training for Naval Technical Training. TAEG Report No. 38.4 ED 138 754

'I

62 Author Index

Parr, C-) -_a .Recommended Requirlments for a Comprehen-

, sive Management Info 144.06 System for Occu-pational Educshipn. FinalReport.

ED 138 756

Paul, Krishan K.What Happens After Training: A Review of Fol-low-Up of Vocational Graduates.

ED 140 010

Pantler, Albert J., Jr.Local Occupational Program Evaluation.

ED 14a0240--Inner, Albert J., b., Ed.

The Future of Vocational Education. A Report on,the National Bicentennial Conference on Voca-tional Education (Mbsneabo4 Minnesota, Octo-ber 10-13, 1976).

ED 138 815.Purtl, David J.

Models for Individualizing Vocational-TechnicalInstruction.

O ED 139 983

Silberman, furry F.Systeshic Issues inSchool to Work Transitions.

_ED 138 715 .Ab*.Simpson, Margaret Sean 4

The Relationship of Characteristics of Vocational .Food Service Teachers to Their Teaching Effect,tiveness. Final RepIsrt.

EI3 138 733

Slick, Jamrs M., Cip. .Career ,Bibliogiaphy. A Guide to Freelnd Inca-pensive Occupational Information.

ED '140 065

Sloan, Charles A.An Integraled Curricidum and Its Implementa.0tion for Chronic-Disruptive Youth. InformationSeries No. 12.

A.Snyder, Robert A. .

The Influence of- Jolytharacteristi and theFamily* on the Propensity to Change Caleers: AnExnectanchTheog Approach. Research ReportNo. 12.

ED 138 725.

ED 138 717'

0

Implementation. (5.1) Supervision oftED I

career Education. Administrators and Colors lffiplementation Model. Module V-Implementition. (5.2) Curriculum Evaluation.

ED 140,048Career Educition. Administrators and Counse-lors Implementation Model. Module V1-Evalua-tion of Giver Education (Administrator).

ED 140 049Comprehensive Staff Development .Model forDelivery of Career Development System for the .Public Schalk of Hawaii. Phase IV. Final Report.

ED 140 039

om7rson, Mous .my. Performance Objectives. Intermediate

urseED 139 945

st,

Diesel Mechanics. Performance Objectives. BasicCourse.

ED 139 941Diesel Mechanics. Performance Objectives. Inter-sneditthCourie.

-7-

Ransom, Robert M..The Developmentof an Innovative Strategy forCoping with the Transition from School to Work.Implications for High School Students.

- ED 138 799

Richardson, AnnVouchered Skill Training a WIN. ProgramGuidelines and Selected Empirical Findings.

ED 139 915

Stern; baildWages and Other Rewards, What People Want orGet iron! Their Jobs, and How Edudation, Makesa Difference (or Does It), Three Papers.

ED 140 037a.Str4ck, Johir W.

Research and Development Project in 'CareerEducation. Fmk! Report.

' ED 139 906

Stdmp, Robert W.1RipleyeRandall B.The Implementation of CETA m Ohio. R Occupational Mobility and Career Planning:

,Monograph 44. Final Report. I

Is Needed?

ED 138 8

Roger?, Helen V.Nursing III. A CouriC of Study. Health Occupa-tions Education.

ED 138 837. ,

Rosen, David Paul ,..

Masters of Reality: Certificate or Performance?Toward PolicLand Practice for PostsecondaryEducation anY Work Programs Based on Out-comeefor Students.

ED 138 810

Sandell, Steven H.The Theory of Human Capital and the Earningsof Women: A Re-exagii4tion of the Evidence.Revised.

ED 138 806

Sawatzky, JoyceHousing and Home Furnishings. In -Depth Cur-riculum. Vocation* HomeEconomics Education.

ED 138 838

Selvert, ChesterPrinting. Performance Objectives. Basic Course.

ED 139 943Printing. Performance Objectives. linermette.Cu

. ED 39 939Sexton, Patricia cayo '

Woinon and Work. R & D Monograph 46.ED 140 062

Sexton, RobertExperiential Education and .Community I n'volve-ment Practices at the Postsecondary Level:plicationsj for Carter Education.

ED 138 771

Shapiro, DaTidlbe Theory of H man Capital and the EaminoT Women: ation of the. EvidenRevised.

ED'

ED 138 830

Sugarman, ManedThe Comparative Laboi Market Role of Newspa-per Help Wanted Ads and Public EmploymentService Job Otings. Final RepOrt.

ED 138 735

Taylor, ErirestBuilding Maintenance. Rerformance Objectives.Basic Course.

ED 139 963

Thompson, DavidAn Assessment of WIN and Welfare Tax Credits.Final Report No. 1001. -

ED 138 753

Thompson, John A. .1Career Education. ,Administrators and Counse-lors Implementation Model. Module I: CareerEducation Information.

ED 140 040Career Education. Administratori and Counse-lors Implementation Model. Module 111-,TescherInformation and Orientation for Administrators.(3.1) Identify Change Strategy.

ED 140 042"dicer Education. Administrators and Counse-lors Implementation Model.

Torning, (4.1) Develop Plans or CurriculumPreparation and Infusion.

ED 140'043Career Education Administrators, and Counie-

,12/11 Implementation Model: Module IV-Plantning.*(4.3) Plans for Resource Allocation.

`ED 140 044Career Education. Administrators and c4iinse-lors Implementation Model. Module IV-Plan-fling. (4.3) Plans for Scheduling.

ED 140 045Career Education. Administrators and Comm-lois Implementation Model, Module IV-Pla`n%ning. 4.4) Fslans for Community Involvement.

ED 140 046Career Education. Administrators and, Counse-lors- Implementation Model. Modt

1.0

Tidweill,'Joseph

. ED 139 942

Tiedeman, David V.Key Resources in Cireer Education: An Ars.notated Guide. '

ED 138 752

Tiffany, EallIndustrial Electronics. Performance Objectives.Basic Course.

ED 138 777r A.Usarzevricz, Louis

Machine Shop Operauoits-2. Milhng.Machine,-Heat Treatment of Metals, and Grinders,

ED 137 618

"Vincent, KennetfiWelding. Performance Objectivs. Basic Course.

ED 139 947Welding. Perforinance Objec tives: IntermediateCourses

ED 139 946'

Waddy, Pauli., Jr.Analysis of 4-H Community Developmel-FrIPgrams in the Cooperative Extension.Servi . Sum-mary of Research Series.

ED,138 783

Waller, Earl A.Summary of Research Findings on the MilitaryGeneral Educational Development Program. Fi-nal Report.

ED 139 986

Walther, Regis H.Analysis.and Synthesis of DOL Experience inYouth Transition to Work Programs. Final Re-port.

ED 138 7;1

Wal onn iohnment of the Impact of the 'Wisconsin

Research Coordination Unit. Finalt '

ED 138.719

Weaver, 1Viarita A.The Region V Conference on Competency BasedTeacher Education (Midland Hotel, Chicago, Il-linois, March 11-13, 1975). Final Report.

ED 140 070

Wendel, Robert, Ed.A Teacher's Guide to Wetrics. A Series of In-Scrvice.Booklets Designed for Adult Educators:

ED 139 904

Whitson, Charles M. -The Maryland Model. A Project to Develop anEducational Plan for the Maryland Division ofCorrection. Final Report.

ED 138 743,

Wilson, Marian I..A Study of the Familial and Career Attitudes ofCollege Women Enrolled rh Typical and Atypical.

Author Indeic

Programs. . .ED 138 736

Wynn, George A.The Development of an innovative Strategy for ,Coping wilh the Transition from Schoolgo Work:.Implicttions for High School Students,

ED 138 7Q9

Ziemer, Adele W.A Study Comparing Typewriting Achievement oStudents Attending Class Three and Five.Days aWeek in Beginning Typewriting at the Com-munity College Level. Final Report.

ED 138 755

tit

ti

'0

0,04

N r.s

. L.

St

,S

9

ot,

INSTITUTION,INDEX.This Index lists the titles of documents under the institution' casponsibla for thl. TO Index is .arranged in alphabetical sequence by the name of the university, agency, association, etc. Asshown in the,example below, the Accession Isilober is displayed below ,and to.the right of thetitle. Additionpl information about the document can be found under that number in the ResumeSection.

sThe symbol ,f I appearing after an accession number identifiesidentifies document that is not availablefrom the ERIC Document Reproduction Service and that is not in the ERIC Microfiche Collec-tion. , -

,

4

...tnstitutIon......4.

.

Northern Arizona Univ., Flagstaff. PrskjectBaseline.

Learning a Living across theNation. VolumeV. Project Baseline. Fif,th ttalionAl Report..

. Baseline, Year 1974-75 (FisCal Year 1925).....Part I: Narrative Report.

. , Eti 137 50

Document Title

Air Force Human Rs Lab.,Lackland AFB, Tex. Personnel ResearchDiv..

Summary of Research Findifigs on the Military,General Ediicational-Development Ptogram. Figal Report.

4V Eq 139 916

American andustrial Arts Association,Washington, D.C.

Crossroads '76. Addresses and 'Proceedings of the

National and internationalAnntial Conference ofthe Amerjcan Arts Assoatation (38th. 5th, DesMoines,Vowe. April 19.23. 1976).

ED 140 011

American Technical Education Association,DtImai, N.Y.

proceedings of the Annual National Clinic onTechnical EducauCin (13th, Monroe CommunityCollege, Rochester. New York. March 24.26,1976)

ED 138 741

Bowlhtg Green Board of Educations, Ky.'Prorect PEO1 Elf (Personal Enhancement ofbccup.vional PreParation through Life CenteredEducation)

ED 140 060

Bureau of Labor Statistics (DOL5,Washington, D.C.

Length of Working Life for Metlaand Women.1970. Special Labor Force Report 187_ Revised

« ED 137 621

*

Accession Number

Bureau of Occupational and AdultEducation (DHEW/Ot), Washington, . .D.C. Div. of _Vocational and TechnicalEducation.

Proceedings of the Annual National Clinic onTechnical Education (13th, Monroe Community

4, College. Rochester. New Yozj, March 24-26r1976).

ED 138 741

Bureau of Social Science Research, lice.,Washington, D.C.

Vouchered- Skill Training in WIN- ProgramGuidelines and Selected Empirical Findings.

ED 139 915

California-Univ., Los Angeles. Graduate.*School of Education

New Perspectives in Vocational Education.Volume 1, Number I. 1976-77..

ED 119 921Sage. September '72.

ED 139 903

*Central Kansas Area Vocatanal TechhicalSchool, Newton. Administrative Center.

CKAVTS Career Dcycliipment Project. ResourceHandboolC. K12. .

ED'138 829

Central-Susqueh`stnna Intermediate Unit46, Lewisburg, Pa.

Getting Started: A Guide to Writing Your Own4 Curriculum The Pcnnsyltania Guide for Instruc-

tional Improvement through CareFr Education.Organizational 'Volume

ED 139 9N

d . .

65

Columbia Univ., New York, PM.Conservation of HumaiResources Project.

Pride Against Prejudice: Work in the Lives-ofOlder Black and Young Puerto Rican Workers.Final Report;

ED 137 619

Conrad Weser Area School.DIAliit; ,Robesonia, Pa.

A Career Approach to NaturatResource Manage.ment in Wildlife and Recreation. Final Report.

ED 139'911.

Contract Research Corp., Belmont, Miss.Conceptual'Framework for Curriculum Decisionsin Education for Marketing and Distnbution Ca-reers.

. ED 13$816 ,4 9

Department of Health, Education, and ..

Welfare, Washington; D.C. , ".

Child Care and this-Working Woman A Report ofthe Secrctary's*Advisory Committee on TheRights and Retpoptibilities of Women.

or. . ED 138 779Employment and Training Report of the Presi..

dent.ED 138.718

WIN in 1976 The Work Incentive Program Sev-enth Annual Report to the Congress on Employ-mcnt and Training Under Title IV o( the SocialSecurity Act. July I. 197-June 30.1976.

, ED 139 9811

Deparbpent of Labor, Wathington; D.C.WIN in1976.ThO Work Incentive program. v-erith Annual Report to the Congress on Emp oment and Training Under Title IV of the SocialSecurity Act. July I. 1975.1pne 30..1976

t , ED 139 988

*AA-. --".. .

66 - . Institution Index

Duke Unix., Durham, N.C.Career Options for Black Women.

ED-138 812

Dutal County School Board, Jacksonville,Fla.

Air Conditioning. Performance Objectifies. Inter-mediate Course.

ED 139 937American Industries. Junior Ht. Pre-VocationaLPower and Transportation.

ED 139 967American Industries. Performance Objectives.Volume 1.

139 976American Industries. Performanee Objectives.Volume 2.

ED -139 968.61 Appliance Services. Basic Course. Career Educa-

tion. .

ED 139 952\ Appliance Services. Intemildiste Course. CareerEducation.

ED 139 951Auto Mechanics. Performance Objectives. BasicCourse.

ED 139 948Automotive Body Repair Performance Objec-tives. Basic Course.

ED 139 950Automotive Body Repair. Performance Objec-tived Intermediate Course.

ED 1439 957Building Maintenance. Performance Objectives.Basic Course.

ED 139 063Business Machine 'Maintenance. PerformanceObjectives. Basic Course.

ED 139 931Business Machine Maintenance. PerformanceObjectives. Intermediate Course.

ED 139 930C.abinetmakint Performance Objectives. BasicCourse.

ED 139 932C,arporry. ' Performance Objectives., BasicCourse.

. ED 139 964ExploratioO of Food Managethent, Productionand Services Occupations. Performince Objec-tives. Criterion Measures. Home Economics.

ED 139 965Explorafion of Home Furnishings, Equipmentand Services Occupations. Performance Objec.tives. Criterion Measures. Itcme Economics.

. ED 139 974Exploration of Institutional Home Managementand Supportive Services Occupations. Perform-ance Objectives. Criterion Measures. Home Eco-nomics.

1 ED 139 966Family Living. Performancebbjertivds. CriterionMeasures. Home Economics.

ED 139 969inod Production and Services. Perfoimance Ob-jtctives. Criterion Measures. Home Economics.

ED 139 935Fundamentals of Chad Care Occupations. Perfor-mance Objectives. Criterion Measures. HomeEconomics.

ED 139 970Gasoline Engine Mechanics., Performance Objec-tives. Basic Course.

ED 139 929Gasoline Engine Mechanics. Perfo ce Objec-tives. Intermediate Course.

eget

ED 139 928Graphic Communications. Industrial Arts. Per-formance Objectives. Junior High School.

ED 139 972Home Economics. Exploration of Clothing Man,&gement, Production and Service Occupations.Performance Objectives. Criterion Measures.

ED 138'775lddditrial Electronics. Performance Objectives.Basic Course. -.

ED 138 777Law Enforcement Careers'. Performance Objec-tives. Basic Course.

ED 139 955Law Enforcement Careers. Performance Objec-tives. Intermediate. Course.

ED 1399.34

ED 139.962Child Card Services Guide. Perftirmance

; dyes. Criterion Measures. Home Ecohbmics.ED 139 934

Child Care Services Handbook.ED 139 97

Commercial and Advertising Art. PerformanceObjectives. Basic Course.

ED 139 944-Commercial and Advertising Art. PefformaneeObjectives. Intermediate Course.

ED 139 958Consumer Education-Honle Economics. 'Perfor-mance. Objectives. Criterion Measlues. Home'Economics.

- Al 139 979;Custodial %Aces and Building Main': Perfor-,mance Objectives. .

ED 139 933Diesel Mechanics. Perfinnance Objectives. BasicCourse.

. ED 139 94NDiesel Mechanics. Performance Objectives. Inter-mediate Course.

. . ED 139 9424 Diafting. PerformancliPhoectirs. Basic CoUrse.

ak ED 139 940Electronics Technology. Performance Objectives.Basic Course,

ED 139 938Exploratibn of Child Care, Guidance and ServiceOccupations. Performance Objectifies CriterionMeasures. Home Economies. *.

Machine Shop. Performance Objectives. agicCourse.

ED 138 776Machine hop. Performance Objectives. Inter-mediate Course. Career Education.

ED 139 953Marine Engine Mechanics. Performance.Objec-dyes. Basic Course.

i ED 139 961Marine Engine Mechanics. Perfortnance Objec.tives. Intermediate Course.

ED 139 960,Masohry. Balic'Course. Career Education.

ED 139 959Masonry, Performance Objectives.rIntermediateCoursd.

ED 139 945etals. Industrial Arts. Performance Objectives,

**Junior High School.

, ED 139 973 -Orientation to Homo EeonlimicLpecupatIons.Performance Objectives. Criteria! Measures.HoMe Economics. ,.-

ED 139 975Personal Career Orientation. Performance Objec-tives. Criterion Measures. Home Economics.

ED 139 977Printing. Performance Objets-Tilts. Basic Course.

ED 139 943Printing. Performance Objectives. IntermediateCourse.

ED 139 9394, Radio 'and Television Servicing. Intermediate

, Course.

ED 139 936Service Station Attendant. Performance Objec-tives. Basta Course.

ED 139 949SheetmetaL Performance Objectives; BasicCourse.

ED 139 9*Welding. Performance Objectives, Basic Course.

ED 139 947Welding. Performance Objektives. IntermediateCourse. '

ED 139 946Woods. industrial Arts/ Performance Objectives.Junior High Schtiol. .

ED 139 978

'Employment and Training Administration(DOL), Washington, D.C.

Employment and Training Report of the Presi-dent.

ED 138 718Intergovernmental Linkage apd Cooperation:Models for Strengthening State and .Local Man-agement of Manpower. Programs.

ED 138 729The National Apprenticeship Program.

ED 138 730Research and Development Projects.

B0138.731Women ancg.Work. R & D Monograph 46.

ED 140 062' Florida State Dept. of Education,

Tallahassee. Div. of Vocational Education.'Strengthening ,Local Administration of Voca-tional Education through 1?esign, Implementa-tion and Evaluation pi Alterdative DeliverySystems for Use by Coordinating Councils. 1

Report. Volume One.ED 138 768

Strengthening Local Administration of Voca-dodo! Education through Design, Implements.lion and Evalualien of Alternative DeliverySystems for Use by coordinating Councils. FinalReport. ,Volinne Two. '

- ED 138 769,Getrgla etite.Postsecondaky'Education

-CommIssiOn, Atlanta.Proprietary Education in Georgia, 1974-1975.

3, ED 138 746

. HawaU State Dept: of Education,Honolulu.

Comprehensive Staff Development Model , for.Delivery of Career Development System for thePublic SUhoots of Hawsu, Phase IV. Final Report.

ED 140 039HawaU State Dept...of Education,Honolulu. OM:* of Instructional Services.

Career Education. Administrators and Counse-(Ors 'Implementation Model. Module It CareerEducation Information.

'ED 140 040Career Education. Achliiita&tors and Counselots Impfemeniation Model. Module II. Orients.tion Module.,

'ED 140.041Career Education. -Administrators and Counse.lorsImplementation Model. Module HI-TeacherInformation and Orientation for Administrators.(3.1) Identifx change Strategy,

ED 140 042Career Education. Administrator's 'anti Counse-

s -tors Impleinentation; Model. Module IV-Plan-ning. (4.1) Develop Plans for CurriculumPreparation and Irifusion.

ED 112-043Career Edution. Administrators and Co x;,Ion, Implementation Model. Module IV-Plan-

75

lung (4.2) Plans for Resource Allocation., ED 140 0444

a

Career Education. Administrators and Counse-lors Implementation Model. Module IV-PI/ai-ding. (4.3) Plans for Scheduling.

ED'140 045Career Education. Administrators and Counse-lor Implementation Model. odule IV-Plan-nip. (4.4) Plans for Community volvement.

ED 140 046Career Education. Administrators and Counse-lors Implementation Model. Module V-Implementation. (5.1) Supervision of Teaching.

ED 140 047Career. EdUcation. Administrators and Counse-lors Implementatioh ModeL Module V-ImpleidEntation. (5.2) Curriculum Evaluation.

ED 140 048Career Education. Administrators and Counse-

' lors Implementation ModeL Module VI-Evalua-tion of Career Edtkation (Administrator).

ED 140 049Career Education. Administrators and Counse-iteo Implementation Model. Module VII-

- Develop and Implement Needs Assessment.; ED 140 050

Career Education. Administrators and Counset.-- lors -Implementation Model. Module VIII

' Implementation. (8.1) Preparation andEvaluation of Counselor Material

ED 140 051Career Education. Adniinistisiois and Connie-lors Itiiplementation Model. M6dule VIII-Implementation. J8.2) Consultation to SchoolPersonnel

ED 140 052Career education. Administrators and Counse-

1 lors Implementation Model. Module VIII-Implementation. e(8.3) Integration- ofCoordination of School and Community Re-sources.

ED 140 053

'Hawaii Univ., Honolulu. Coil, ofEducatioar

Career ^F.-di:cation. Administrators and Counse-lors Ithplementation Model. Module I: CareerEducation Information. ,

ED 140 040Career Education. Administrators and Courrse-lors Implementation Model. Module II. Orienta-tion Module.

ED 140 041Career, Education. Administrators and Counsc-

Jors Implementation Model. Module Ill- TeacherInformation and Orientation for Administrators.(3.1) Identify Change Strategy. a

ED 140 042Career Education. Administrators and CoUnse-lors Implementation Model. Module' IV-Plan-ning. (4.1) Develop Plans for COriculumPreparation and Infihion. -

ED 140 043Career Education. Alministrators and Counse-lors Implementation Model. Mod IV-Plan-ning. (4.2) pans for Resource Allocation.

ED 140 044Career Education. Administrators Ind Counse-lors Implementation Model. Module IV-Plan-ning. (4 3) Plans for Scheduling.

ED 140 045Career Education. Administrators 'and Counse-lors Implementation Model Module IV4lanning. (4A) Awls for Community Involvement

ED 140 046Career EduCation. Administratorvand Counse-lors Implementation Model. Module V-Implementation. (5.1) SupCrvision of Teaching.

ED 140 047Career Education. Adman tors and Counseeeeon Implementation Mode Module V-

. Implementation. (5-.2) CurricUlum EvkluationED 140 048

Career Education. Admuustrators and CounsTors Implementation ModeL Mbdule VI-Evalta-

tion of Career Education (Administrator).ED 140 049

Career Education. Administrators and Counse-lors Implementation Model. Module VII-Develop and Implement Needs Assessment.

ED 140 050Carper Education. Administrators and Counse-

,lors Implementation ModeL Module VIII-Implementation. (8:1) Pieparation and

-Evaluation of Counselor Material.ED 140 051

Career gducation. Administrators and Counse-lors Implementation Model. Module VIII-Implementation. (,8.2) Consultation to SchoolPersonnel.

ED 1'40 052Career Education. Administritors and Counse-lors Implementation' Model. Module VIII-Implementation. (8.3) Integration ofCoordination of School and C'omnjinity Re:sources.

ED 140 053Comprehensive Staff Develop t 'Model forPelivery of Career Develop' 4 ystem for thePublic Schools of Hawaii. P al Report.

D 140 039

Home Economics Education Association,Washington, D.C.

Determining the Effectiveness of Teaching HomeEconomics.

ED 138 739

Humsul Resources Research Organization,Alexandria, Va.

Some Factors Influencing Transfer of SimulatorTraining.

Industrial Arts Association ofPennsylvania.

Pennsylvania Competency Based Teachei Educa-tion. Competarties: InWal Arts Education

. ED 140 071

Institut; for Manpower Program Analysis,donsultation and Training,Minneapolis, Minn.

An Assessment of,WIN and Welfare Tax Credits.Final Report No. 1001.

ED 138 753 ,

6E15-139 984

Insdtption Index 67

`Manpower Research Projects, Inc.,Alexandria, Va.

Analysis ind Synthesis of DOL.-Experience inyouth Transition to Work Programs. Final-Re-Post.

ED 138 721

Marshall Univ., Huntington, W. Va.Career, Education Consulting Package. Pick I.Counselors.

ED 137 622Career Edbcattn Consulting Package. ck II.Primary K-3, .

ED 137 623Career Education Consulting Package. Pack III.Junior/Senior High.

ED 137 624Career Education Consulting Package. Pack IV.Intermediate.

ED 137 6(5Career Education Consulting Pszkage. Pack V.Administrators.

ED 137 626Carper Education Consulthig Package] Pa4. VI.Handouti and Transparencies

ED 137 627

Maryland Univ., College Park. Dept.% ofPsychology.

The Influence of Job Chataeteristid and theFamily on the Propinlity to Change Careers. AnExpectancy Theory Approach. Research ReportNo. 1-2.

ED 138 725

Mid-State Vocational, Technical, andAdult Education District,WisconsinRapids, Wis.

Barriers to Enrollment in PostSecondary Voca-tional, Technical and Adult Education Program;in Wisconsin. final.Report. ,

ED 138 758 '5

'Minnesota Rearch,,Coordinating Unit forVocational Education, Minneapolis.

Job Selection gaiterns. Linkage between Voca-tional Education Programsand the Labor Market.

ED 138 809National Conference for State Vocational Utica.don Planning Staffs. Final Report.

Kentucky State Dept. of Justice,Frankfort.,

Kentucky Jailers. Management and Operations AManual.

. ED i38 761

Lehigh County Community Coll.,Schnecksrille, Pa.'A Study Comparing Typewriting Achievement of

Students Attending Class Three and Five Day i'Week in Beginning Typewriting it themunityCollege Level. Final Report.

ED 138 755

Manpower. Administration (DOL),Washington, D.C. Bureau of --Apprenticeship and Trailing.

National Apprenticeship and Training Standardsfor Glaziers 'and Glassworkers, Revised.

ED 139 920National Apprenticeship and Training Standardsfor Plastering.

ED 138 726National Apprenticeship and Training Standardsfor Sin. Display. and Allied Workers Industry

4Revised??1:)137 620

417138 713, .

Minnesota Univ., Minneapolis. -Dept. ofVocational and Technical Education.

National Conference for State Vocational Educa-tion Planning Staffs- Final Report.

ED 138 713

Missouri' Univ., Columbia. Dept. ofPractical Arts and Vocational-TechnicalEdication.' Inwaving VOcatioical Education Planning: More

Myth Than Reality? Final Report.ED 140 0?7

Muskegon Area Intermediate SchoolDistrict, Mich.

A Study of Job Demands and Curriculum Devel-opment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report&Volume.IV. Career AwarenessInformation.

ED 137 630A Study of Job Demands and Curriculum Deve-lopment in Agricultural Training Related to theMuskegon County Wastewater Management Sys-tem. Final Report. Volume III Student TerminalPerformance' Objectives and InstructionalModules

ED 137 629A Study of Job Demands and Cumculum Devel-opment in Agncultural Training Related to theMuskegon County Wastewater Management Sys-tem Final Report. Volume II Task Analysts Re-

4

I.

.

-68 Institution Index

suits: 441-

ED 137 628

Nashville Urban Observatqry; Tenn. ,What Happens After Training: A Review of Fol.low-Up of Vocational Gradients.

ED 140 010

National Advisory Council on VocationalEducation, Washingto .C. -

Conditions and Possibilities, of Con-ferences on the Comprehensive EmploymentTraining Act (Washington. D.C. January 30-31,1275; San FranCisco, California February 20-21,

1975).

ED 138 723The Future of Vocational Education. A Report onthe National ,Bicentennial Conference on Voca-tional Education (Minneapolis, Minnesota, Octo-ber 10-13, 1976).

ED 138 815Overlay.> 1974 Reports: State Advisory Councilson Vocational Education.

' ED 138 722Youth UnemploymenulaNeed for a Compre-hensive Approach.

ED 139 912

National Association for IndustryEducation Cooperation, Buffalo, N.Y.

Conditions and Possibilities. Proceedings of Cob-(creams on the Comprehensive EfnplorgiotTraining X& (Washington, D.C. January 3011,1975; Sri Francisco, California February 20-21,1975).

ED .138 723r (Mid Lilt Committee, New

York:, N.Y.Rite of Passage: The Crisis of Youth's Transitionfrom School to *wk.

ED 138 709//National COmmission for Manpo4er '

Policy, Washington D.C.Directions 'for a National Manpower Policy. A

- Reporro infs o ree egional-Conferences. Special Report NO. it

ED 138 763From School to Work. Improving the Transition.

ED 138 724

National Connell on Crime and itbelfnclency,- Hagkensack, N.J. New ateResource Center.

Natiohal Survey dfPosueerondary Education Pro-grams for Incarcerated Offenders.

ED 138 754

National Inst. of Education (DHEW),Washington; D.C. Dissemination andResources Group.

Dissemination and Resources Group. ProgramPlan FY 1978:

-ED 140 001

National Inst. of Education (DHEW),Washington, MC: Education and WorkGioup.

Wages and Other Rewards, What People Want orGet from Their Jobs, and How Education Makesa Difference (or Dotal* Three Papers.

ED 140 037

National League of Cities, .Washington,D.C.

Conditions and Fouiinlities. Proceedings of Con-ferences on the Comprehensive , EmploymentTraining Act (Washington, D.C. January 30.31,1975; San Francisco, California February 20.21,1915).

ED 138 723

v.

National Student Educational Fund,Washington, D.C.

Masters of Reality: Certificate or Performance?Toward Policy and Practice for Postsecondary

o Education and Work Programs Based on Out -'comes for Students.

k ED 138 810

Naval Training Equipment Center,Orlando, Flu., Training Analysis andEvaluation Grouip.

Centralized Instructor Training for Naval liechnical Training. TAEG Report No. 38.

ED 138 754

Nebraska State Dept of EconomicDevelopment, Lincoln:

An Integrated Curriculum and Its Implementa-tion for Chronit-Disruptive Y.oulh. InformationSeries No. 12.

ED 138 717

New York State Education Dept., Albany.Bureau of Business Education.

Basic Economic Concepts in Business Education.Bulletin No. 206.

ED 140 067

New York State Education Dept., Albany.Bureau of Elementary asI Seconda7 A;Educational Testing.

and II.Economics. Sample Test Items. Levels I

ED 140 066

New York State Edueation Dept,. Albany.Bureau of Occupational and CareerCurriculum Development.

Home Economics Educatibn. Curriculum Plan-ning Guidelines. Levels 11111AV. -

ED 149 069Machine Accoimtia An:Instructor's Guide.

'ED 140 068N.. . a . . blieInstruction, ifaltdih. OccupaddnsdResearch Unit.

Managing Programmatic Research and Deviflop-ment in Education.

ED 138 749

Northern Illinois Univ., De Kalb. ERICClearinghouse tn..,Career Education.

Key Resources in Career Education: An An-notated Guide.

ED 138 752

Northwestern Univ., Evanston, Ill. Dept.of Education. ,

Educational Planning in the Labor Market: Link-ing Occupational Education to Rgional Eco-nomic Development. Volume One. r

ED 138 728Northwestern Univ., Evanston,Graduate School of branagemont

Educational Planning in the Labor Market: Link-ing Occupational Education to Regional .co-nomic Development. Volume One.

ED 138 728Office of Career Education (DHEW/bE),Washington, D.C.

ef

OhALState Dept of Education, Columbus.DaAf Federal Assistance.

A Teacher's Guide to Metrics. A Series of In'Service Booklets Designail for Adult.Educatort.

ED 139 904

Ohio State iJniv.,Columbas. Center forHuman Resonice Research.

Career Thresholds: Longitudinal Studies of theEducational and Labor Market Experience, s ofYoung Men. Voliune Six.

- Eb 13e 831The Theory of Human Capital and the Earnings.orWomen: A Re-examination of the Evidence.

'$" Revised.

ED 138 806

Ohio State Univ., Columbus. Center forVocational,Educationb

Abstracts of Instructional and Research Materialsin Vocational and Technical Education. Volume9, Number 6. VT 103 401-103 600.

ED 140 019An Assessment of the Impact of the WisconsinVocational Research Coordination Unit. Fmal,

Report.ED 138 719

Current Projects in Vocational Education -FY1976. Abstracts of Projects SuppOrted in Fisch

w Year 1976 and the Transition Quarter under theVocational Education Amendments of 1968(Parts C, D, I add I).

ED 138 782The Development of an Innovative Strategy forCoping with the Transition,from School to Work:Implications for High School Students.

ED 138 799The Influence of Selected Organizational and Ad.ministrative Variables on Continued and Ea-tended Use of Exemplary' Projects in VocationalEducation Research and Development SeriesNo. 116.

ED 138 814The Marihnd Model. A Project to Develop an

- Educational Plan for, the 'Maryland Division ofCorrectiOn. Final Report,

ED 138 743Military 'Curriculum Materials Utilization in Vo-cational Education. Final Report.

rq ED 140 014Needed Federal Policy in Education for CentOryIII. Occasional Paper Ni,. 24.

ED 139 985,pccupational Mobility and Cater Planning:What Is Needed?

ED 138 830Qfganizing and Conducting Demonstration, Pio-jects in Voationa1 Education. Research andDevelopment Series No. 117,

ED 138 813A. Research Agenda for the National Institute ofEducation.

ED 138 714Systemic Issues in School to Work Transitions.

ED 138 715Transferability of Vocational Skills. Review ofLiterature and Research. Information Series No.103.

ED 138 8344Jocational *Education Program Need in Large

Career Education and Basic Academic Achieves 1.- ' Cities.ment. A Pescriptive Analysis of the Research. / ED 139 924

ED 140 032 19'76 Annual Index to AIM /ARM (Abstracts ofExperiential Education and Community Involve- Instructional and Research Materials in Vocament Practices at the Postseconcary Levej: lm. tionaland Technical Education). Volume 9, Num-plicationsjor Career Education. . , , .7 ben I through 6.

ED 138 771 41 ED 140 018

Ohio State Univ., Columbus. Dept. ofAgricultural Education.

Analysts of 4-H Community Development Pro-. grams in the Cooperative Extension Service. Sum-"friary of Research Series.

ED 138 783

Ohio State Univ., Coltimbus. MershonCenter.silt Implementation of CETA in Ohio. R&DMonograph 44. Final Report.

ED 138 808

Oklahoma State Dept. of Vocational andTechnical Educatibn, Stillwater.Curriculum and Instructional MaterialsCenter.

Distributive Education II. Course of Study.ED 140 030

Housing and Home Furnishings. In-Depth cactiriculum. Vocational Home Economics Education.

ED 138 838Nursing III A Course of Study. Health Occupa-.

git.44;*, ' ED 138 837

yMpti.s Research Centers, San Francisco,

Calif...The ComparatiVe Labor Market Role of Newspa-per Help Wanted Ads and Public EmploymentService Job Listings. Final capon.

ED 138 135

Olympus Research Corp., Salt Lake City,Utah.

The Comparative Labor Market Role of Newspa-per Help Wanted Ads and Public EmploymentService Job Listings. -final Report

ED 138 735

Pacific Consultants, Washinton, D.C.Profiles of Career Education Projects. Seconc'Year'sProgram. Fiscal Year 1976 Funding.

, ED 138 786

Peat, Marwick, Mitchell, and Co.,Hartford. Cow.

Selected Alternatives for Serving Mord HighSchool-Aged Students in the Vocational-Techni-catSchools. Final Report.

go 139 907

'4 Pennsylvania Research Coordinating Unitfor Vocational Education, Harrisburg.

The Relationship of Characteristics of VocationalFood Service Teacher, to Their Teaching Effertivoness. Final Report

ED 138 733. Research and Development Project in Career

Education Final ReportED 139 906

Pennsylvania State Dept. of Education,Harrisarg. .

Pennsylvania Competency-Rased Teacher Educa-tion Competencies. Industrial Arts Education

ED 140 071Research & Infaration on Employment &Train-ing Proceedings of a Symposium (Hershey Con-vention Center. Hershey. Pennsylvania, October14.15, 19)6).

FD 140 028

Pennsylvania State Univ., U. versiklPark.

Pennsylvania Competency-B Teacher Educa-tion. Competences Industrial rts Education

ED 140 071

0Pennsylvania State Univ., versityPark. Careets\Developtient d PlacementCenter.

Career BabliogiaPhy, A Guide o Free and Inez-pennyeccupational Informat on.

ED 140 065

0

Policy Studies in Education, New York,N.Y.

Three-Site Evaluation for Career DevelopmentProjects.

4. ED 139 908

Regional Education Service Agency,Region 5, PsOkersburg, W. Va.

Career Education Consulting Package. Pack 1Counselors.

ED 137 622Career Education Consulting Package. Pack II.PrimaryK-3.

ED 137 623Career Education Consulting Package. Pack III.Junior/Senior High.

ED 137 624Career Education Consulting Package. Pack IV.Intermediate.

ED 137 625Career Education ConSultirig Package. Pack V.Administrators.

ED 137 626Career Education Consulting Package. Pack VI.Handouts' a nd Transparencies.

,ED 13f 610

Rhode Island State Dept. of Education,Providence.

An Information Network and Simulation Modelfor Vocational Ejucation. Final Report RhodeIsland Model II. Volume 1.

Rural Economics Inst., Davis,Career DeVelopment fog Farm Emplnal Report. '

D 138 820

ent. Fi-f.

E 13 87

Rutgers, The State Univ., New Brunswll,N.J. Curriculum b.'

Basic Cake Decorating Workbook.ED 138 744

Food Preparation and Service. An IntroductoryCourseer Foos! Services Careers.

ED 140 035Food Services. Reading and Language Activities.

ED 140 064Haircutting Guide for Cosmetology Students

ED 138 745Machine Shop Operations-2. Milling Machine,Heat Treatment of Metals, aid Gnnders.

, ED 137 618Work)hop in Pteviding Equal Career Opportuni-ties.

ED 140 061

Rutgers, Theittate Univ., New Brupswick,N.J. Dept. of Vocational-TechnicalEducation.

Model for Calculliting Cost per Pupil for Second.ary Vocational, General and Transfer Cumcula inComprehensive High Schools. Shared-Time Voca-tional Schools and Full Time Vocational SchoolsFinal Report.

,

Institution Index 69

Southerj2 Illinois Univ., Carbondale. Dept.of Occupational Education.

Career and Vocational Education in the 1980sToward a Process Approach. Final Report.

ED 138 8191Y

Southwest Wisconsin Vocational,Technical, and Adult Education District, 3,Fennimore

Benito to Enrollment in Post Secondary Voca-tional, Technical and Adult Education Programsin Wisconsin. Final Report

ED 138 758

State Univ. of New YorZ Coll. atUtica/Home-Dept ofVocationalTechnIcal Education.

Supervised Student Teaching. VtED 139 910

Texas Education Agency, Austin. Dept;ofOccupational Education and Technology.,

Recommended Requirements for a amprebeiksive Management Information System for OWpational Education. Final Report.

ED 138 756

Texas Education Agency, Austin. Div. ofOccupational Research and Development.

Student Information System. Student Follow-Up.Managegient Information System.

ED 138 772

Texas Univ., Austin. Center for the Studyof Human Resourfes.

The Impact of Legal and Administrative Reme-dies to Overcome Discrimination in .Employ-ment. Final Report

ED 139 919The Minority Women Employment Program: ANational Demonstration Project to Facilitate En-try of Minority Women into Managerial, Profes-sional. and Technical; Occupations Volume I.

. ,Final Report.

'613.139 914

Rutgers, The State Univ., New Brunswick,N.J. Labor Education Center.

Paid Educational Leave. NIE Papers in Educationand Work: Number Six ,

ED 140 OAZSouther; Illinois Univ., Carbondale. Coll,of Education.'

The Region V Conference on-Competency Based' Teacher Education (Midland Hotel, Chicagri, 11-

linots. March 11-13. 1975) Final ReportED 140 070

.75

/Au

ED 138 737

Training SerNices Agency, London(England).

Vocational Training. Information Bulletin. Sup-plement. United Kingdom.

"ID 139 987

University of South Florida, Tampa.Strengthening Local Administration of Voca-tional Education through Design, Implements-tiop and Evaluation of Alteinative DeliverySystems for Use by Coordinating Councils. FinalReport Volume Two.

ED 138 769Strengtherpng Local Administration of Voca-tional Education through Design, Implementa-tion and Eyaluation of Alternative DeliverySystems for Lse by CoordinatineCouncals. Final .

Report. Volume One.ED 138 768

University of Southern Mississippi,Hattiesburg. Bureau of Educational-Research.

Career Counseling and Placement. Columbia CitySchool System, Columbia, Mississippi Final Re-port.

ED 139 922'

West Virginia. State Dept. of Education-4,CharJeston.Bureau of Vocational,

Technical, and Adult Education.'Career Education Consulting Package. Pack I-Counselors

'ED 137 622Career cation Consulting Package Pack 11Pram

ED 137 623 _Career Education Consulting Package PactJunior/Senior Higti .

70 Institution Index

,ED 137 624

Career Education Consulting Package. Pack IV.Intermediate.

ED 137_625Career Education Coniulting Package. Pick V.AdMinistrators.

ED 137 626Career Education Corfulung Package. Pack VI.Handouts and Transpifeimies.

ED 137 627West Virginia State VOcational CurriculumLab., Cedar Lakes.

Competency Based Curriculum. Pre-Vocational' Business & Office Cluster. One.

Q

ED 138 773Competency Based CurriculuM Pre VocationalBusiness & Office Cluster. Two.

D 138 774Wisconsin Univ., Madison. Center for Ire%

Studies in Vocational and Technicalgclucation.

Bamers it Enrollment in Post Secondary Voca-tionah-Twehrlical-and-Adult-BducatiorrProgramrin Wisconsin. Final Report.

ED 138-758

3 .

ti

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c

.4

fi

""

4

Sample Project Resume

Accession Number

.Principal. , Investigator

Title

4

StariEnd DateS VTP4933 .

Title: Curriculum Management in Vocational-Technical EducationPrincipal Inveitigator: Bob Drake; Maynard Iverson .Recipient. Institution:',Aubum University. Auburn, Alabama 36830.

Contract or State StartEnd Dates: July 1. 1977 to September 30, 1978Control Number . . . S u p p o r t I n g A g e n c r . . , A l a . b a: m a S t a i k D e p aliment of Education,. Oivisionof Re

search and vaivation, 858 State Office Building, Montgomery, Alabama 36130 ----.. .

Contract and/or Control No.: RCLJ -029

RecipientInstitution(including address)"

Supporting Agency'

Abstract - S of Project: The purpose of die, project is to determine priorities forTirriculum development and curriculum management functions in vocational-technical education in Alabama and to develop a curriculum developmentSpecific objectives are to (1) identify the state's critical needs areas for curricUlinformation and materials in occupational subjects at all levels; (2) identify 45states critical needs areas for curriculum development and curriculum tnanaggqmmeentfu sin vocational - technical education; (3) identify and/or develop an, periPtional forclassifying, sequencing, and systematizing curricular infoljnation 44bsand materials in vocational-technical education: and (4) develop operational proce-dures for collecting, classifying, and evaluating the content of curricular informa-tion and materials, including materials needed for special group learfeis, forteac g occupational subjects at all levels. Procedures will include: (1) utilizing as g committee; (2) conducting invitational tonference,of state educators toassess states curriculum development efforts; (3) establishing curriculum develop-ment priorities and available curriculum development and managementresources: and-(4) devqloping a curriculum development and management plan.

9

t!

I

pF

(

71

4

/ PROJECTS IN PROGRESS, The

/resumes in this section announce ongoing research and curriculum development projects

fuyided b1 the Vocational Education Amendments of 1976 (PL -94 -482).

The projects are arranged alphabetically, first by state and then by title within each state.

Complete names and addresses are provided for both the individuals or orgahyptions conduct-ing the research and for the funding agencies.

73

V1P-2988 . IAcqiisitka of Teaching Ads. 'Principal Investigitton Lathrop, RobertFledpient but:Intim Florida State University, Tallahaske, Florida 32306StmtFad Ditem Start Date I Jul 77; End Date 30 Jun 78Sipporting Agency: Florida State Department of Education, Tallahassee,

Florida 32304-Costroct tad/or Control No.: 7-1011SaamarY of Project The objectives of this project are to (i) completc the

validation: development, and production of selected teaching aids for automotive mechanics; (2) complete the production of teaching aids in hor-ticulture (nursery operations); (3) complete production of teaching aids forcompetency. bid individualiicd teaching; and (4) conduct appropriate in-service activities relating to I, 2, and 3. ProCedures will be to (I) completethe development. field testing, and revision of materials listed above; 0)deVelop, organize, and conduct inservice training necessary for the installa-tion of the above products; and (3) pAnt all materials listed above for distri-bution by the Division of Vocational Education.

VTP-2989Development of Competency Based Teaching Alds Is Vocational Agrlealture.PrIadpal Investigator: Beeman, CarlRedpient lastitatiole University of Florida. Gainesville, Florida 32611Start date= Start Date 1 Jul 77; End Date 30 Jun 78 .

Ss Agency: Florida State Department of Education. Tallahassee,Florida 304

Costroct nad/or Control No.: '7-1E11 .

Summary of Project The objectives of Chu project are to (i) assist in establish-ing specific needs tot teaching aids at vocational agnculture, (2) assist to

.iestablishing pnonues for teaching aids, i.lj develop specula requirements, and(4) adopt, adapt. or develop appropriate teaching aids for identified needs in

, vocations/ agriculture. procedures will be to (I) establish prionues based on`vineeds; (2) conduct a nation-wide search for materials meeting requirements

for individualized. competency-based instruction; (3) acquire, screen, andreview materials for appropriatenes%; (4) develop inservice program for usersof products; and (5) diffuse materials using existing diffusion system.

VTP-2990 .Mainteasnee of Florida's Edpeatonlblrination Service.Priadpal Investigator; Lathrop, RobertRedpieat last:Ratio= Florida State University, Tallahassee, Florida32306StmtEad Date= Start Date 1 Jul 77; End Date 30 Jun 78Supporting Agency:. Florida State Department' of Education. Tallahassee4 Florida 32304Contract sad/or Control No.: 7-1E13Salutary of Project The goal of this project is to manta onda Educators

Information Service which provides access fqg vocation educators to re-search cprnculum information storage and ERIC, LOCK EDDIALOG,and other data bases available. Procedures include; (1) n request byvocaucgol educators. 'deli* amiable materials in specific interest areasand (21,support curnculum development acuvittes in local diuncts, universvtits, and junior colkges by conducting nation-wide searches tor.availabie

"materials.

VTP-2991Production ofVITECS Catalogs.Principal Investigator: Lathrop, RobertRecipient Institution Flonda State University. Tallahassee. honda 32306Start .End Dates: Start Date 1 Jul 77; End Date 30 Jun 78Supporting Agency: Flonda State Department of Education. Tallahassee,

Florida 32304Contract and/or Control NO4 7-011Summary of Project: This project proposes to conunue producuon, dn.

serninsuon. and diffusion of V-TECS Catalogs and awaren materials asassigned by the Vocational Division. Procedures will be to (1) receive, se-quence, edit, Layout, and reproduce analogs and (2) develop, produce, andprint brodhures for each V-TECS catalog produced.

VTP-2992(

,

A Pioject Designed to Develop Individualized Instructional Aids (Continua-tion).

Principal Investigator: Downing, ChitRecipient Institation: Duval County Sc rd, Jacksonville, FloridaStartEnd Date= Start Date I Jul 77; d Date 30 Jun 78Supporting Agency. Flonda State Depaiiment of Education, Tallahassee,

Florida 32304Contract and/or Contro o.: 7.1 El ISummary of Project The rpose of this project is to develop individualized,

performance-based multi edia instruction in tett vocational areas for disad-vantaged students. Procedures include. (1) developmg units or modules fromcatalogs of performance objectives, (2) selecting anpropnste method, mediafor units, (3) deveioping film. tape audio visual sequences appropriate fotachieving objectives, (4ornanaging performance based instruction. and (5)testing and revising in clubroom settings.

VTP-2993ValidAtion and Revision of Curriculum Materials at the Sarasota County

Student Center.Principal Investigator: Holmbraker, HartyRecipient Institution: Sarasota County Public Schools, Sarasota. Forida

33577StartEnd Date= Start Date 1 Oct 77,"End Date 30 Jun 78Supporting Agency: Florida State Department of Education. Tallahassee

Florida 32304 'Contract and/orGontrol No.: 7.1042Sams* of Project This project intends to systematically validate, by field

tests,'170 modules developed to bridge gaps between the academic andvocational areas for handicapped students and to revise teaching aids bidedin formative evaluatibn and expert review The teaching a/di developed bypersonnel in Saruota County will be field tested in the northwest region ofFlorida. Teachers will receive inservice training in the use of the materialsprior m ase,Standard procedures for validating materials using an Instroctional System design will ik followed.

c

74 - Project Resumes

VTP-29941

Vocational-Technical Eaucation Consortium of States (V-TECS) (Continua-tion).

Principal Investigator: Mohr, Paul, Jr.Recipient Lastitution: Florida, A&M University, Tallahassee, Flonda 32307$tartEnd Date= Start Date 1 Jul 77; End Date 30 Jun 78Supporting Agar!: Florida State Department of Education, Tallahassee,

Florida 32304 4 .Contract and/or Control Now 7-1E12Summary of Project The objectives of this project are to (1) furnish technical

assistance to persont developing catalogs of objeaces in selected occupa-tional Sias, (2) producefive V -TECS catalogs in occupational areas 'tied as prionties by the Vocational Division; and (3) supervise activities ofall persons developing catalogs. Procedures will be to (1) develop state-of-the-art reports, (2) develop task lists; (3) survey incumbent workers to verifytasks; (4) write objectives for identified tasks; and (5) develop catalogs ofobjectives ft:flowing specifications supplied by V-TECS

VTP-2995Voeational-Te;dmical Education Consortium of States (V-TECS) (Continua-

tion).PriLipal Investigator. Perkins, L H.Recipient Institation: University of West Florida, Tallahassee. FloridaStartEnd Dates: Start Date I Oct 77; End Date 30 Jun 78Supporting Agency: Florida State Department of Education, .Tallahassee,

Florida 32304Contract and/or Control No.: 7-1E12Summary of Project The project proposes to develop a catalog Of-performarece

objectives,.cntenon referenced measures, performance guides, and tool andequipment lists for the occupation of farm equipment mechanic. Procedureswill be to (1) conduct a state-of-the-art study; (2) develop a task list, (3)select, manage, and train writing team; and (4) develop a catalog of objec-tives, using validation procedures followed by V.TECS.

VIP-2996Word Processing-Curriculum Model and Teacher's Guide Workshop.Principal Investigator. Anderson, Marcia A.Recipient Institution: Southern IllinoisUniversity.Carbor7. Carbondale,

Illinois 62901

StartEnd Dates: Start Date 15 Dec 77, End Date 30 Jun 78Supporting Agency: Illinois State Office of the Superintendent of Public In.

struction, Springfield, Illinois 62706Contract and/or Control No.: RD538.569Summary of Project The objectives of this project are to ill plan and promote

four workshops at various locations within the state for the purpose ofdisseminating the Word Processing Curriculum Guide developed during1976-77 and (2) conduct al) the necessary details entailed with the work.shops. i_e recruitment, collecting materials, selecting sites, scheduling Nall.ties, and conducting and cyaluating workshop activities. Procedures will be

i to (1) design and print information flyer; (2j-snail flyer describing wojkshopsites and activities; (3) plan workshop activities; (4) prepare, collect, andaslemble workshop materials; (5) conduct walc.shops; (6) evaluate workshopresults; and (7) prepare final report of project activities.

VTP2997Career Preparation-. Progranis for Potential Agribusfnessnien, Agricultural

Agency Employees, and Agricultural Instructors (Continuation-).Principal Investigator. Oren, John W., Jr..Recipient Institution: Mississippi State Cniversity.itartment of Agricul

tural and Extension Education. Mississippi State, Mississippi 39762StartEnd Dates: Start Date 1 Jul 77, End Date 30 Jun 78Supporting Agency: Mississippi. State Department of Education. Jackson,Mis-

c sissippi 39205Contract and/or Control No.: RCU-EX-78.01Summary of Project The objectives of the project are to (I) continue in the

establishm t of specialized career preparation programs in agnculture. 12)continue 'entation of teachers in the conduLt of the specialized programs,(3) ist teachers in obtaining and using needed instructional materials, and(4) provide assimance to teachers in the establishment and conduct of adultprograms. The procedures involve a'continuation of the project previouslyinitiated in the public schools. Individual, smallgroup, and workshop instructiOnal sessions will be used. Instructional materials will be obtained and usedas needed in the programs. All activities in the project will be jointly carriedout or tamed out in close consultation with Supervisory personnel in tomcattuft with the State Department of Education

4

VTP-2998Carw Seminars in Business, Industry, Government, and Service Oomma-045.-

'1'd:is:foal Investigator Elbert, Denim J.; Staff, BruceRecipient Institution: Penn Valley Community College, Kansas City, Mis-

souri 64111StartEnd Dates: Start Date 1 Jan 78, End Date 30 Jun 78Supporting Agency: Misspini State Department of Education, JefferSon City,

Missoun 65101Contract and/or Control No.: 2272Stusuntry of Project The goal of this project is to provide an interactive skill

oriented learning environment for students to learn career search skills,career opportunities, and vocational offerings located in community juniorcolleges. This pilot program will be organized into four career seminars. oneeach for businest industry, government, and service occupations. Each semi-nar will include a segment on career search skills presented by a professional;a segment on opportunities in various industries presented by representativesof the industry; and an opportunity for the students to visit with representa-tives of specific companies.

VTP-2999Cafeers in Criminal Justice Slide Presentation.Principal Investigator. Cotter, Norman C.Recipient Institution: St. Louis Community College at Meramec,5t Louis.

Missouri 63122StartEnd Date= Start Date 9 Jan 78, End Date 17 Feb 78Supporting Agency: Missouri State Tfepartment of Education, Jefferson City,

Missouri 65101 .

Contract and/or Control/No.: 2275Summary of Project The Careers in Criminal Justice slide presentation will

introduce and inform students of the various careers available to them,residents of the Greater St. Louis Area, in the Criminal Justice field on local,state, and federal levels. The audio-visual, color slide presentation analyzingthe venous careers available to students in the criminal Justice field will bephotographed, developed, edited, and produced. Approximately 35 agencid,

.institutions, and careers will be included in the presentation representingvocational opportubities on local, state, and federal levels.

VTP-3000Community Occupational Survey.Principal Investigator. Burns. E. Dean'Recipient Institution: Northwest R-I School District. House Springs, Missoun

Start End-

End Datex Start Date 2 Jan 78; End Date 30 Jun 78Supporting Agency: Missouri State Department of Educationtlefferson City,

Missouri 65101Contract and/or Control No.: 2271Summary of 'Project: The goal of this project is to develop a model survey

instrumeni'to be used in determining the feasibility of initiating a cooperativevocational education. A survey instrument appropriate for small businesswill be developed and disseminated. The data received will be abalyzed usingfrequencies and percentages.

VTP-3001Comparison of Reading Readiness of Vocational-Technical Students and the

Success,Attalned in These Courses.Principal Investigator. Sherrel),,Eugene G.Recipient Institution: Southwest Missouri State University. Springfield, Mis

souri 65802StartEnd DSupporting Ag

Missouri 651Contract and/orSummary of Proj

enrolled in vocational classes with the material assigned in these classes tothe successful completion/of their occupational course of study. Procedureswill include.(1) contact and give a standardized reading skill test to all -students currently enrolled in the courses of the area vocanonaltechnical.schools located in West Plains, Springfield, and Nevada, (2) identify thematerials used to supplement the reading assignments by the venous teach.era <lithe courses offered in the area vocational - technical schools located inWest Plains, Springfield, and Nevada. (3) compare the student reading levelwith the reading level of the material assigned, (4) compare the studentreading level with success in completing the courst of study. (5) interviewguidance counselors of selected sending schools to identify methods thataffect student selection for vocational education. (6) develop an evaluationscale the vocational teacher of any subject may use to evaluate the materialthey assign the students to read, and (7) prepare and send a report of thefindings, including the reading evaluation device, to all yocational teachersand guidance counselors.

s 73.

ter: Staft Date 1 Nov 77, End Dge 30 Jun 78cy: Miisoun State Department clf Education. Jefferson City,

ontrol Noy 1363The project will compare t)le reading level of students

ti

VTP3002Datetniaatioa of 'Missouri Home F,conorales Teachers' Training Needs

Related to Instruction.Principal Investigator: Martin, Betty B.Recipient Institution: University of Missouri-Columbia, 309 Gwynn Hall,-

Columbia, Missouri 65201StartEnd Dates: Start Date 30 Jan 78, End Date 5 Jun 78Supporting Atelier Missouri State Department of Education,lefterson City,

Missouri 65101Contract sad/or Control No.: 2277Summary of Project The objectives of this project are to (1) determine the

typei and numbers of handicapped students presently enrolled at consumerand occupational home economics, (2) estimate the possible increase in typesand numbers of handicapped that may be enrolled in home economics pro-grams in the next three years, (3) assess the need for inservice credit andnon credit workshops to provide training for home economics teachers inworking with the handicapped; (4) determine the number of homereconom-ics teachers interested in participating in a summer on -campus worksBop topromide training for working with the handicapped; (5) determine the extentto which teaching aides are being prpvided to assist with the teaching ofhandicapped in home economics; (6) determine the extent to which homeeconomics teachers will be responsible for training the teaching aides; and(7) assess the heed for resources to assist the home economics teacher withteaching the handicapped, A questionnaire will be developed, refined, andsent to occupational and consumer home economics teachers in Missouri.The data wilj be analyzed by computer to-determine frequencies, percent-hes, and significant differences as to location of types of handicapped stu.dents and the home economics programs in which they are enrolled.

-VTP-3003To Develop a Comprehensive Program of Job Seeking Skills for Students

Enrolled in the Occupational Division of a Community College.Principal Investigator: Adams, Victor G. 'Recipient Institution; Three Rivers Mmmunity ,College, Poplar Bluff. Mis-

souri 63901Start End Date= Start Date 1 Jan 78;, End Date 31 May 78Supporting Agate,: Missouri State Department otEducation, Jefferson City,

Missouri 65101Contract and/or Control No.: 2276Summary of Project The plan of this project is to develop a systematic job

seeking skills program for students enrolled in occupational programs. The.

.

Project,Resunies 75

VTP-3006.Development of Career Program Directory.

Principal Investigator. Carlock, Philip,D.Recipient lastitutiom st Louis-Community College at ForestPark, St. Louis,

Missouri 63110StartEnd Dates: Start Date 1 Dec 77; End Data 31 May 78Supporting Agency: Missouri State Depirtment of Education, Jefferson City,

Missouri 65101.Contract and/or Control No.: 2274Summary of Project This project will providetht \tin eclared votech student

with information which will allow him, her to select a major and make anoccupational choice. Procedure, will include. (1) in cooperation with theCounseling Resource Committee. collect information of interest to the unde-clared student, (2) distribute information to the undeclared student and high*school counselors in the St. Louis area, and 0) evaluate materials by survey-ing 100 students and reduce the number of undeclared students by fivepercent.

VTP-3007Development of Off-Farm Supervised Occupational Experience Program.Materialsifor Vocational Agriculture S:tudents,

StartEnd Minx Start Date 1 Nov 77; End Date 30 Jun 78Supporting Agency: Missouri State Department of Education, Jefferson City,

Missouri 65101Contract add/or Control No.: 1373 .Summary of Project The objectives of this project are to (1) develop a record

book for use by off-farm agriculture students; (2) develop procedures andmaterials for agriculture teachers- to tine with employers and students inpreparing training agreements and training plans; and (3) develop teachingunits on planning and conducting off-farm supervised.occupatiOnal experi-ence programs. Procedures include. (1) review of literature, (2) form andorganize advisory group for consulting purposes, (3) prepare materials, (4)review arfd revise materials based upon recommendations of the advisorygroup, and (5) pnni and distribute materials to Missouri agriculture teachers,yuptrvisors, and teacher trainees.

VTP.3008' Effects of Noise on Reading Comprehension and Task Completion Time.

Principal Investigator. Jewell. Larry R.Recipient Institution: University of Missouri-Columbia, 111 Agricultural En-

,occupational faculty will act as an advisory committee in developing the gineering Building Columbia, Missouri 65201Deteci Nov 77; End Date 30 Jun 78pre-employment job seeking skills program. Review of literature, assessment StartEnd Dates Start

n-fitaSupporting Agency: Missotite Department of Education, Jefferson City,of existing equipment and mediated materiels, and the fotmulanon of anevaluation-instrument-wilt all be tasks U6beTerfattled1rrdeVeibi1nrair----MM"V-45-1111

Contract and/orf.mitrol No.: 2279Summary of Project The -objectives of this project are to (1) identify and

review materials which relate to the evaluation of the effects on noise on thelearning process; (2) analyze the extent -that reading comprehension is af-fected by increasing sound intensity, (3) determine to what extent the timerequired for the completion of a task is affected by increasingsound intbnsi-ties, and (4) recommend appropnate considerations for the control of noisepollution in vocational shops and laboratones. This study will be conductedas a post-test-only controigroup experiment utilizing a 2 7, 2 facionil design.The design requires randomization of the groups, and therefore, provides,maximum control of the relevant extraneous internal variables.

program.'

VTP-3004Develop a File Guide for Job Development `Job Placement Pingrants,Principal Investigator. Runiburg, W. S.Recipient lastintion. Mineral Area College, Flat River, Missoun 63601StartEnd Dates: Start Date 1 Nov 77, End Date 30 Jun 78 ,

Supporting Agency. Missouri State Department of Education. Jefferson City,, Missouri 65101

Confect and/or Control No.: 2270 I

Seminary of Project The objective of the project is to develop a set of guide-Imes usable for job placement filing sytems. A survey of the placementpersonnel in Missouri's community colleges and area vocational schools todetermine need and present status of filing systems for job placement anddevelopment will be conducted. A filing system under the direction of place-ment personnel and other appropriate persons will be developed. The guide-lines sill be distributed -to all community colleges and area vocationalschools..

VTP300SDevelopment of a Model for Distributive Education Programs In Area

Vocational-Techalcal Bducation Schools.Principal Investigator. Elias, JohnRecipient Institution. University of Missoun Columbia. Academic Support

Center, Columbia, Missouri 65201Start End Date= Start Date 1 Dec 77, End Date 30 fun 78Supporting Agency. Missoun State Department of Education, Jefferson City,

Missouri 65101contract and/or Control No.: 1371Summary of Project This project proposes to develop a model rot the develop-

ment of Programs of Distributive Education in the area vocational-technicalschools of Missouri A task force of vocational directors, Distributive EducaLion teacher coordinators, Missoun business leaders, State Departmentstaff, and int.ersity of Missouri-Columbia staff will review,data regardingprograms in other states, visit the most promising programs personally, syn-thesize this information, and develop a model for Missouri programs.

VTP-3009Effects of Vocational Education Programs and AWC7--Assessment Feedback

on Student Achievement of Affective Work Competencies.Principal Iiivestigator: Kaunas, H. C.Recipient Institution: University of MissounColumbia, 103 Industrial Engi-

neering Building, Columbia, Missouri 65201StartEnd Dates: Start Date 1 Dec 77; End Date 30 Jun 78Supporting Agency: Missouri State Departmenrof Education, Jefferson City.

Missouri 65101Contract and/or ControlNo.: 1368Summary of Project The objectives of this project are to (1) identify the

affective competency ,requisites (criterion levels, for selected occupationsand, ot occupational clusters represented in Minuurs, (2) determine theextent to which Missouri's vocational education programs assist students'acquisition of desirable affective work competencies (characteristics), and(3) ascertain the effect of A% CI-feedback on the cievelopmeiit of affectivework Competencies by vocational education students in Missoun. Data willbe collected from four groups of individuals utiliring true Affective WorkCompetencies Inventory, the foul groups will include. (1) representativesamples of employed (model) workers within each occupational-classifica.ton cluster, (2) representative sample of senior academic students, (3) re-presentative sample of serum vocational students, aroTt4) representativesample of senior vocational students receiving comprehensive AW Cl-assess-ment feedback. The vocational and non-vocational students will be com-pared in Ant of then achievement on affective work competencies and the

A;

76 Project Resumes

vocational students in the experimeMalgroup will be compared with thecontrol group in terms of the effect of AWCI- assessment feedback.

,

An Investigation of Consumer Coarse Content and Methodology and RelatedNeeds of Oiluamer Education Teachers in Missou ri.

Principal Investigator: Martin, Betty B.Recipient Insdnition: University of Missoun- Columbia, 309 Gwynn Hail,

Columbta, Missouri 65201StartEnd Dates: Start Date 3 Jan 78; End Date 30 Jun 7gSupporting Agenej: Missouri State Departmedt of Education, Jefferson City,

Missouri 63101Contract and/or Control No» 2278Summary of Project: The objectives of this project are to (1) identify the

specific types of classes in which consumer education is taught( (2) detaminethe extent to which venous ctinsuMer education concepts are taught byconsumer educators, (3) indicate consumer education concepts on whichteachers feel a need for additional information, (4) determine the extent towhich various consumer education methods and materials are being utilizedby consumer educators: (5) indicate consumer. education methods andmaterials for which teachers feel a need for additiOnal information. (6) iden.tify. the types df structures hi inservice courses which would be most usefulto consumer educators, and (7i determine whether responses to any steinsdiffer significantly between teachers in venous subject areas. The vocationaland consumer home economics teachers will tie surveyed vi; a questioapaire.developed by an advisory committee. The data will be analyzed by computerto determine frequencies, percentages, and whether different responses werereceived from teachers in, various subject areas

VTP-3011A Mid - Management Model College Retail Store.Principal Investigator: Schillie, CharleneRecipient lastitutiom Moberly Junior College, Moberly, Missouri 65270StartEnd Dates: Start Date 1 Dec 77; End Date 30 Jun 78Supporting Agency: Missoun State Department of Education, Jefferson City,

Mtssoun 65101Contract and/or Control No.: 2273 ,

Summary of Project: The purpose of this project is to develop a model traininglaboratory to give COE students hands-on expenence in merchandising,managerpent, and marketing A,,committee consisting of the COE staff andstudents will plan for and initiate the procedures and operation of the store.Evaluattm of the operation will be made through surveys of the ctinsumers,operation staffcaccoutitingy_spopr.

e-

' VTP-3012 .1

Missouri Vocational Home Economics Teachers Perceived-Use of Instruc-tional Materials.

Principal Investigator: Martin, Betty B.Recipient Institution: University of Missouri- Columbia, 309 Gwynn Hall,

Columbia, Missouri 65201 -.;:.,

StartEnd Dates: Start Date 16 Jan 78; End Date 30 Jun 78Supporting Agency: Missoun_ttate Department of Education, Jefferson City,

Missouri 65101 v a

Contract and/or Control No 1372 *.,,

Summary of Project The objectives of this projectare to (1) assess the currentstatus of curnculum development strategics; (2) develop,an assessment for-mat to determine states and use of curriculum materials by Missouri voca-

.-- tional home economics teachers; (3) deterrifine the demographiccharacteristics of vocational home economics teachers in Missouri, (4) assessthe need for resource materiali by home economics teachers, (5) assess thedegree of involvement of teachers in curriculum development; (6) assess therespondents' awareness of cumculum development strategies as currently

lby the Department of Elementary and Secondary Education and theiversity of Missouri Columbia, and (7) develop recommendations for

reservice and inservice educational efforts to be Gamed out by the Depart-ment of Elementary and Secondary Education and the University of Ma-soon Columbia A survey instrument will be deyeloped and disseminated toMissouri's vocational home economics teachers. Information will be gath-ered to determine use of home economies curriculum matenals disseminatedthrough the Instructional Materials Laboratory located et the University ofMissouti-Colymbra. .

YTP-3013Personality Characteristics, Interpersonal Values, and ladership Attitudes

Mid.Level Managers,Principal Investigator, Staff. Bruce. S.Recipient Institution: Penn Valley Community Collegd, 3201 Southwest Traf.-ficway. Kansas City. Missouri 64 I 1 1StartEnd Dates: Start Date Jan 78: End Date 30 Jun 78

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Supporting Agency: Missouri State Department of Eduiation, Jefferson Lity,Missouri 65101

Contract andtor_Control .No.:1361Summary of Project: This project plans to ascertain whether or not there is

a distinctive set of personality traits, leadekship attitudes, and interpersonalvalues, for mid-level managers. Mid-level managers in three occupationalcategories will mark queStionnaires dealing with their personality character-istics, interpersonal values, and leadership attitudes. An analysis of variance'statistical procedure will be used to determine if there is a significant differ-ence between the groups.

VTP-3014Curriculum Dtssemimation Project for Selected Industrial Education Teach-

ers.Principal Investigator: Nelson. Beverly J.Recipient Institution: Nebraska 'vocational Cumculum Resource Center.

West Campus, Kearney State College,Kearney, Nebraska 68847StartEnd Dates: Start Date .20 Oct 77, End Date 31 Dec 77 .

Supporting Agency, Nebraska State Department of Education, Lincoln. Ne-braska 68509

Contract and/or Control No.: VE 133.78-1Snmmury of Project The purpose of this project is to disseminate matenals

developed- by the MithAnici Ica Vacant's,' Curriculum Consortium to Ne-braska teachers that teach small-engine repair and to provide inset-vice on theuse of curriculutri material isseminated -by- the-Nc-braskabraska Vocational Cumculum resource Center Ron Tuttle will provide in-service instruction on the cumculum format Jerry Kohl will provideinservice on,the content of the materials

VTP-3015Agricultural Products (Continuation of 20-6807).Principal Investigator: Rohm, Curtis LRecipient Institution: Sotanco School Distnct, R.D. 2, Box 40, Quarryville,

Pennsylvania 17566 . 'StartEnd Dates: Start Date 10 Oct 77, End Date 30 Jun 78Supporting Agency: Pennsylvania State Department of Education, Harrisburg.

Pennsylvania 17126,Contract and/gr Control No.: 207834`Sudimary of Project: The objectives of the project.are to (1) develop and

implement agricultural food processing courses in such areas as. meat proc-essing, poultry processing,, dairy processing, produce and cereal food procusing. (1) field test the developed courses p1 study and lesw plans dunngthe school year 1977.78, using pre- and post-cognitive tesfng in order todetermine thetriffectiveness; and (3) develop a course outline that can bedistributed to other schopls in the Commonwealth of Pennsylvania. Theprocedure to be followed will be to codperate with the Agricultural Educa-tion Department of the Penn State University-and receive all applicableagncultural processing materials-The Agricultural Education Department ofPenn State will be involved in pre- and posttesting the students as a meansof determining the effectiveness of the units. At .the conclusion of the thirdyear of mieration, we should have a protttype of a course of study developedfor Agriculture Products I and II.

0rf .ifTP-3016Continnition and Expansion of VEDA - Vocational Exploration: 44:Develop-

ment Approach for Junior High School (Continuation of 2048114.Principal Investigator: Wycalljg GeorgeRecipient Institution: Dallas School District, Conyngham Avenue. Dallas.

Pennsylvania 18612StartEnd Datess'Start Date I Oct 77, End ate 30 Jun 78Supporting Agency: Pennsylvania State Depart nt of Education. Harnsburg,

Pennsylvania 17126,Contract and/or Control No» 84.8001Summary qf Project The objectives of this project are to (I) develop and

implement a three-phan model for a junior high school career explorationand career planning program, (2) involve teachers in integrating career infor-mation and activities in their regularly taught classes, (1) inform and involve

`parents in the career exploration program activities. (4) inform and involvecommunity`, businesses, industries, governmental, business and service organ-izations, and resource individuals in the program, and (5) plan and cai ry outan onioing public relations program.,that will help to insure the success ofthe program through the understanding and support of parents. teachers, andcommunity Trained staff members will work ad a team with -other staffmembers and par nts to continuesiie development of the program model byplanning-activie s, gathenng materials. and evaluating the results of theresearch and to hniques Sc(venth graders.will explore attitudes about selfand others, eig th graders Will explore careers. and ninth graders will learndecision -maki g skills Assessmeht instruments will be used at all gradelevels Selecte parents will participate in structured group activities Ongo-mievaitiatiotractivities will assess progress and provide data for necessaryrevisions. 4

VTP-3017Curriculum Materials Review and Student Resource Center.

-Principal investfgatorrHowelh-David-L.Recipient Institution: The Pennsylvania State University, 102 Armsby

ing, University Park. Pennsylvania 16802 .StartEnd Dates: Start Date 1 Jan 78; End Date 30 Jun 78Sapporting Agency. Pennsylvania State Depanment of Education. Hamsburg,

Pennsylvania 17126C.ostruct and/or Control No.: 20.7835Sunman of Project This project proposes to .1) review cumculum materials

available throughout the United States to assess their usefulness to vo-agprograms in Pennsylvania, (:.),stock a curriculum resOurcecenter with h&cselected vo-ag cumculum materials to be used by teacher education under-graduates in Ag. Ed and for inservice education. (3) recommencrivaliabtecurriculum materials to vo-ag teachers for their use, and (4) through thereview and selection process, needs in curriculum resources will be idenu-fied Materials Judged useful ...Ube recommended to Pennsylvania teachers.This project will expand the services of Ag. Ed. instructional materialslaboratory by offering out of state materials from une tocauun. Materials willbe previewed by an advisory committee composed of vo-ag teachers who willdetermine_the appropriateness of such matenai for use in Pennsylvania. Bymaking a greater vanety of cumculum materials available for teachers, pro-grams can-be-improved to the benefit of the students.

VW-3018Developing Curriculum Resource Materials'(Modules) for Teaching Health

Occupations.Principal Investigator: Miller. DoloresRecipient Institution: Temple University, College of Education, Philadelphia,

Pennsylvania 19122 -StartEnd Dates: Start Date 1 Nov 77i End Date-30 Jun 78Supporting Agency: Pennsylvania State Department of Education, Harrisburg,

Pennsylvania 17126,Contract and/or Control No.: 93.8001Summary of Project The goal of the project is to write eight technical content

modules in health occupations in the following categories. 'communications,ethics, structure and function, and health careers The state staff and statefield representative will identify selected modules needing development. Aselected staff member, using guidelines and a standard format mutualfyagreed upon by the participating universities and BVD/PDE, will develop

1 the modules to the point of readiness for field testing.

VIP-3019Farm Management Analysts Education Institute (Continuation of 20-6808).Prineipa/ Investigator Layman. Ralph M.Recipient Institution: Lancaster 'County AVTS-Willow Street, 1730 Hans

Herr Dnve, Willow Street, Pennsylvania 17584StartEnd Dates: Start Date 1 Oct 77; end Date 30 Jun 78Supporting Agency: Pennsylvania State Department of Education, Hamsburg,

Pennsylvania 17126Contract and/or Control No4,83.8007Summary of Project The goal of this project is to provide a farm management.analysis education program for teachers of vocational agnculture who in-struct young-adult farmers enrolled in their classes A proven Comprehensivefarm management analysis education program has been deieloped in Minnesota.mThe director of the Minnesota program and members of MI staff willbe brought to Pennsylvania to train 40 of our best adult Vo-Ag teachers to.-implementtge Minnesota program. In succeeding years, these 40 teacherswill be utilized at no cost to continue training under Pennsylvania Vo-Agteachers in implementing the Minnesota system.

VIP-3020Focus on Careers (Continuation of 20-6804).Principal Investigator: Drubak. Cathy LeeRecipient Institution: Hopewell Area School District, 1215 Longvue Avenue,

Aliquippa, Pennsylvania 15001StartEnd Date= Start Date 1 Jan 78; End Date 30 Jun 78SapportingAgency: Pennsylvania State Department of Education, Hdrnsburg,

Pennsylvania 17126Contract and/or Control No.: 81.8005Sammary of Project: The main goal of this year's project is to refine all

procedures and, using a standard format, t3 develop a complete operationsmanual for the course The second objective this year is to make the manualavailable for dissemination to the other school districts of) our intermediateunit and also to any school district or intermediate unit interested in sucha program To develop such a manual, the following procedures will be used(1) meeting with consultants, (2) collatia and refinement of existing materi-als. (3) actual writing of manual, (4) evaluation by advisory committeeand(5) revision of draftcopy and comriletioit and duplication..o manual.

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VTP-3021Improved Teaching Via Curriculum Changes.Principal Investig,atort Lamping. Robert G. -

Recipient Institution: School Districtof Pittsburgh, OVT Education, 341 S.Benefield Avenue, Pittsburgh, Pennsylvania 15213

StartEnd Dates: -Start Date 1 Oct 77; End Date 30 Jun 78Supporting Agencp Penrisylv anal State Department of Education, Harrisburg,

Pennsylvania 17126Contract and/or Control No.: 93.8007 .

Summary of Project The major objectives are to complete curticolum revisionwork for the TMIUs, EMR's, and disadvantaged via the change model onthree programs (child care, wood, construction, and manufacturing) alreadybegun and extend the change model to two additional programs-visual com-munication and power and transportat.on. The procedure for developing theprogram will follow four phases. Phase 1 deals with the philosophy andobjectives. During Phase 11, thc.teachers develop learning activities andmaterials designed to-. teach the competencies of the ,program. Phase Illexplain's different instructional strategies. Phase V consists of internottentmeetings to discuss ideas, problems, and progress and to updateshe program. 4Each program will proceed through the four phases of cumcdrm develop-ment until a comprehensive cumculum package with related instructionalmaterials is developed, field tested, and finally revised.

Project Resumes.

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VTP-3022Mainstreaming Vocational Education (Continuation of 19-681.6).Principal Investigator: Clark, William H., Jr.Recipient Institution: Venango County AVTS, One VocationalTechnical

Drive, Oil City, Pennsylvania 16301StartEnd Dates: Start Date 1 Oct 77; End Date 30 Jun 78Supporting Agency: Pennsylvania State Department of Education, Hamsburg,

,1 0 Pennsylvania 17126Contract and/or Control No.: 83.8004 -4kmmary of Project: The objective of this project is to clevelcp4a procedure

manual detailing a systems approach to mainstreaming special needs stu-dents into regular vocational classrooms. The manual will be designed so thatit can be used by vocational schools thVoughout the State.of Pennsylvania.The development of the procedure book will result fronthistoncal and-de-scnpuve survey research techniques which will document the process ofdesigning, installing, implementing, and evaluating a mainstreaming pro-gram

VTP.3023Metrics Instruction. ,

e Vrincipal Investigator: Wronoski.. Walter J.Red plentInstitution: Bucks County AVTS, Wistar Road, Fairless Hills, Penn-

sylvania 19030StartEnd pates: Start Dare 1 Nov 77, End Date 30 Jun 78N,Supporting Agency: Pennsylvania State Department of Education, Harrisburg,

Pennsylvania 17126Contrpct and/ok Control No.: 20.7829Summary of Projelle The objectives of the project are to'(1) provide a two-day,

metric measurement inserviee workshop for vocational teachers to orientthem tolPrier. acquainrthem with Ohio State metric materials, and pro--vide train ikon using metrics in the classroom; (2) develop metric instruc-tional packages for each ;ocational progjam, and (3) provide 10 hOurs ofclassroom instruction to assist students in obtaining akacceptable levelperformance in metric measurement. To facilitate the implementation andto assist with the inserviice workshop. irstaff person(s) has been identified..to provide leadershrip at the local level This person(s) will (1) be made

available for training, (2) plan the local workshop, (3) prOVide assistance toleachers during implementation, and (4) collectdata for reporting impact of

'The project.

VTP-3024Physical Accessibility of Public Supported Vocational Schools for Hand-

icapped Students.Principal Investigator: Smith. Curvin CRecipient Institution: Associated Educational Consultants, Inc.. 9800

McKnight Road, Pittsburgh, Pennsylvania 15237StartEnd Dates: Start Date I Nov 77. End Date 30 Jun 78Supporting Agency: Pennsylvania State Department of Education, Harrisburg,

Pennsylvania 17126contract and/or Control No.: 88002 fSummary of Project The objectives of this project are to (I) apprise area

vocational-technical schools, community colleges, and a sampling of com-prehensive high schools of accessibility requirements for handicapped stu-dents, (2) determine the amount of structural modifications which will beneeded, to accommodate handicapped students, and (3) develop methods orprocedures to collect the data and information and present a report in a clear.readable format. Procedures will include. (I) revrew pertinent literature with

82 the assistance of VEIN, ERIC, and Center for Vocatirplal Education, 12)

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78 Prqiect Reines

r-interview persons enrolled in or who have an inieres t in vocationalprogramsoffered in AVIS'S, comprehensive high schools, or community colleges, (3)identify aspects of physical -accessibility which might apply to specific shops-lab area; (4) etarnine VEMIS reports and the Legal Curriculum File main-tained for each AVTS to determine what shops, labs, or programs areconducted in eacfi attendance area; and (5) develop an instrument for idenn.

.fying noncompliance features to accessibility requirements,. . I

VIP-3025Predicting Satisfaction in Postsecondary Study-from High School Students

and Programmatic Cliaracteristies.Principal Investigator Yung, KirbyRecipient Institution: The Pennsylvania State University, Occupational and

Vocational Studies, 119 Rackley Building; University Park. Pennsylvania16802

%tirtEad Dates: Start Date 1 Oct 77, End Date 31 May 78. Supporting Atelier Pennsylvania State Department of Education, Hirmsburg,

Pennsylvania 17136 AContract and/or Control No.: 83.8008Summary of Project The purpose of thihstudy is to answer, the following

questions. (1) HOw satisfied are postsecondary students with their respective.high school curricula-vocational, acadentc, or other programs? (2) Is post-.secondary student satisfaction to the type of postsecondary insiltu-no mn attended'-(3) Does the 'ere tion effect of high school cumculutn andtype of postsecondary institutIoniatternded affect student satisfaction? (4)What characteristics of high school students and high school program arepredictive of postsecondary student sitisfactiot5) What are the besttheoretical models to UM in predicting,postsecond student satisfaction for,vocational high school students, academic high school students, and students,in Other high schooliprograrris? This stiidy is prit dart ongoing VocationalDeveloptrient Study which plans to cover a 10-year span and include thecontinuous study ortirree separate samples or 9th grade students to/ a 10:

pear period, eliding seven years after 'each sample leaves high school. Thegeneral design for this study is longitudinal and developmental, encompass--

over time along va0ous paths. Student charac-acteristics which habb.been measured andstomdmpled students were in 1p school as well as

tonal satisfactioq will be measured by a newlyer data is collected, venous statistics( tech.

newer the research question.,

Az, ing the moyeinteristics and pron computerstfident's.postsecondarydeveloped quStionpaire.niques will be applied to

4TP-30261

Preps:Atka 0 Bulletin 280, Business Law (Continuation). ,Principal Investigator: Nicholh7Natalie P. ,

Recipient Institu Pennridge School District, North Fifth Street, Perkasie,Pennsylvaiii%

StartEnd Date= rh Date 1 Oet 77, End Date 30 Jun 78Supporting Aggpcy: Pennsylvania State Department of Education, Harrisburg;

Pennsylvania 17146 itContract and/or Control NO.: 93.8003 a

, Summary of Project The objectlye of this project is to continue vith thePreParition of a course of study entitled, Bulletin #280, Business Caw,that will offer teachers a number of alternative teaching strategies and offerteachers solutions to the problems which-may arise in and Ire peculiar to the

ping of business law. Procedures include: (1) continue to review currentrofessional lijeraltiie, textbooks, workbooks, articles relativeto pertinent

court casesf.4., relatinreto business lack (2) revise material that was previ..misty written; (3) prertare chapters in areas such as evaluatein, general con-tracts, spousal contracts, and court organization; (4) have matenal reviewedby at'least one practicing attorney; (5) submit material Cs it is,prepared tothe Business Education Secrign, Department of pucaticin, for review andc-ible revision. .

VTP -3027 a ..,Preparation of VTECS.Catalog-deavy Equipnient Mechanic.Priacipalbirestigator: Smith, Ourvin C. . .Ietlpient AristItution: Associated Educitional Consultants, Inc.. 9800

. 14r0Cliglit.Febark T:itretglyPennsylvania 15237 ' .aml Start --,End Dates: Start Date ? Ian 78; and Date 30 Jun 78\ Supporting Agency: Pennsylvanitetase Department of Education, Harrisburg, -' Pcnnsylvania 17126 - 1 r ' ,, Ai

ContracS avid /or Control No.: 93.8006sauna." of Ptor The objective of insstudy will be to develop a V-TECSn' Catalogaern rrnarice objectives d criteriqn.referencect ,meaiures for

Heavy Cirt-Mechi ic 'Thee project director will submit to the StateTechnical Coordinator res Its of studies inctanalyses of data, Catalogs ofperformanCe objeCtives.,ant criterion referen.ed meajfkei and will adhere(p the .detailed. instructions prbvided by the Consdnikn staff.4ecifically,$

AEC will implement the following procedures. (1) personnel develcitnent-intensive training to effectively utilize the data from the task analysis ,s'ystem,

,-,(2) thedomaid study for catalog development-encompasses the nroad,in.

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ructional area; (3) computer analysts of ineumbein worker survey; (4) .preparation of field review version of catalog) and (5) preparatibn of finalcatalog. -

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o VTP-3028Preparation of V-TECS Catalog-Solar Heating Mechanic.Principal Investigator. Smith, Curvin C. :Ricipient Institution: Associated Educational Consultants, Inc., 9800

MCKtright Road, Pittsburgh, Pennsylvania 15237StartEnd Dates: Start Date 2 Jan 78; End Date 10 Jun 78Supporting-Agency: Pennsylvania State Department f Education, Harrisburg,

Pennsylvania 17126Contract and/orC.ontrol No.: 93.8005Summary of Project The objective of this study will be to develotra V -TECS

Catalog of performanctObjectives and crItenon-referenced measures for- Solardieating Mechanic The project director will submit to the State T,ech-

,, nicalCoordinato results of studies and analyses of data, catalogs of perfor-mane objectives, and criterion-referenced measures and wiltadhere to thedetailed instructions provided by the Consortium staff. Specifically, AEC;will implement the following procedures. (1) personnel development-inten-sive training to effectively utilize the data from the task analysis system, (2)the domain study for catalog development-en ampasses the liquid instruc-tional area, (31 computer analysis ordicumbent warier survey, (4) prepara-tion Of field revie(v version of catalog, and (5) prepargon offinal catalog.

VTP-3029d Pre-Vocational Career and Skill Developitent.Principal Issrogigator,Taylor, Ray L.Recipient Inaltutioni Schuylkill County AV TS;.420 North Centre Street,

- Pottsville, Pennsylvania 17901StartEnd Dates: Start Date 1 Oct 77, End Date 30 Jun 781SupportinsgAgency: Pennsylvania State Department of Education, Harrisburg,

Pennsyhinia 17126Contract and/or Control No 93.8008Swam Project The objectives of this project are to (1) assist individuals

in rn g meaningful chomps, (2) prepare individuals for enrollMent ined or highly skilled vocational-technical education programs, (3)

dive or systimatic way of field testing materials developed to solve theabove listed problem; (4) develop curriculum material to assist students tomake meaningful chokes in all six vocational fields of education; an (5).assist, boys and girls to make meaningful choices in other than traditiorial

- male and, ePareers. Materials developed last year will be field testedand resvri year New curriculum materials will be developed for thebalance of tional offerings available to students of grades 10, 11, and12 throughdut Schuylkill County With the1development of this new

tr. material, students should be able to make meaningful, choices in all voca.tibnal course offerings availabletto them.-The procedures will include meet-ings with vocationlil teac,heis and home school from 9th grade to determine

1."---7-basic skills to include as well as information needed for career, awarenessFollowing this 'meeting, home school personnel will start to develop theneeded curriculum.

VTP3030Project foritenning a Curriculum Guideln Modem Warehousing-Principal ITvestigator: Sassaman, William F.Recipient Instihttion:-Temple. University. Department of Vocational Educe...

Lion. 295 Ritter Addition, Philadelphia, Pennsylvaniell191220 Jun 78

ofTsducation, Harrisburg;StartEnd Dates: Stara Date 1 Nov 77; End'DateSupporting Agency: Pennsylvania State DePartmen

Pennsylvania 17126-,- ' Contract and/or Control No.: 20-7830 '

Summary of Project The goal of this project is t condnue the development -

ors curriculum guide in Modem Warehousing that will be useful in providingvocatibnally-oriented instruction throUgh learning activities designed To?"entry-level occupations in warehousing. Based on feedback from users id vestablished Pennsylvania Secondary School programs, portions of the guidewill be refined and rewritten tekenhandrits usefulness as a1teaching tool andvto conform to IDEcC purposes. Refinement activities will begin in Nouem.ber 1.977 TtiefeEdback and fact-) ding*Otocess will be ongoing throughout'the current schookidear and serTaasithe basis for rewritingocitions of thecurriculum guide by. line 1978.

4

S-VEP-3031' ..Revision of Bulletin 273, Accounting for Business Education Departments in

Pennsylvania's Schools.Principal Investigatot,Brower, Edward 0Recipient Institution. Temple.Lniveisity, Department ot,VocationalndlIca:

non; 203 Ritter Addition, Philadelphia. Pennsylvania 19122

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-StartEnd Dates: Start Date-tOct 77, End late 30 Jun 78 -.

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Supporting Agency% ennsylv anal State Department of Education, Hatrubuig,Pennsylvania 17 6

Contract and/or trol No.: 93.8004 ,Summary of Proj e objective or this project is to ign a revised course

of Study that will hel accotinting.teschers improve ins tioriby presentingsignificant research o nib 'ons and recommended s ategies. This publica-tion wille written the is of a review of currentII ratureiancFresearchand recommendatio condary school accounting teachers. The draftmanuscript will be revised and edited by the btisiness education section ofthe Pennsylvania Department of Education. Upon completion, the publiCa-tion Will be, distributed to alt secondiry schools in Pennsylvania.

VTP:3032 ,

Teacher Expectancy as Related to Student Perforthance in VocationalEducation. ,

Principtl.lnyestigator: Eurils, Samuel M. .ffecipient .Insfitution. the Pennsylvania State University, Department of

Agriculture Education. 102 Armsby Building, University Park,Pennsyivania16802 . r '

StartEnd Dates: Start Date 1 Oct 77, End Date 31 Mar 78Supporting Agency. Penny!. aina,State Department of Education, Harrisburg,'"

Pennsylvania 17126.

Contract and/or Control No.: 83.8003 !:Summary of Project: The 'ectives of the project art to (1) determine the

effects of teacher expects bnstudent academic performance; (2):deter-mine Whether or not the ex non works in the same way in classes whichrequire cognitive and psychomotor skills, (3) determine how the students

feel about teacher expectation; and (4) determine the difference between- twotypes of teacher expectation- positive expectation and constructive. expecta-tion. Poor teachers from different schools will be selected Twil,teac hers willteach Milk Production and two teachers will teach Small Gasoline Engines.In Milk Production and Small Engines, emphasis will be given on cognitiveand psychomotor skills, respecuvely.Jn all classes, seven to eight writtenassignments will be given during the experiment at designated times. In orderto see how students respond to the expectation. the students will not beinformed that they are part of the experiment. I n a sich-school, a pretest andteacher's evaluation form will be given to the class before the experiment.After one month. the posttest will be given, change in student performancewill be measured,*and effects of the teacher expectation will be evaluated

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Project' Resumes

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(1,) be made availablfor training, (2) plan the local workshop, (3) provideassistance to teachers during implementation, and (4) Collect data fot report-ing Impact of the project., ' .

VTP3035Teacher In -Seca Workshop for Metrics.PrinciP4 Iitveielgatoq Eve/en E.Recipient Institution: Somerset County AVTS, R.1 5, Vocational Technical

Road. Somerset, Pennsylvania 15501SiertEnd Dates: Start Date 1 Jan 78, End Date 30 Jun 78Supporting Agency Pennsylvania State Department of Education, Harrisbtug,

PennsOvanitt.17126Contract and/or Control pia: 20-7833 .Summary otProject The objectives of this project are to (1) riovide a two-day

metric measultment inservice workshop for vocational teachers to orient_them to metrics, acquaint them with the Ohio State metricigaterials, andproMele training on using metrics in the classroom, (2) deveiCip metric in-structional packages for each vocational program, and (3) proinde classr9ominstruction to assist student ih obtaining an acceptable level of performancein methcme.astnement. To facilitate the implementation and to assist withclp insert. ice workshop, a staff person(s) has been identified to provideleadership at the local 'level. This person(s) will (1) be made available fortraining, (2) plan the local workshop, (3) provide assistance to teachersduring implementation:4nd (4) collect data ?or reporting impact of theproject.

VTP-3033TesicherAn-Service 11fettic Measurement Workshop.Principal Investigator. Taylor, Ray"L ,

Recip tit Institution. Schuylkill County AVTS, 420 North Centre Street.Po ville. Pennsylvania 17401 "

S .-End, Dates: Start Date 1 Oct 77; Encl.Dat& 30 Jun 78S porting Agency, Pennsylvania Stkte Department of Education, Harrisburg,

Pennsylvania 17126 - .Contrict and/or Control No.i 20-7.1132Summary of Project: The objectives othis project are to (I) provide a two-day

Metric measurement inservice workshop for vocational teachers to orientthem to metrics. acquaint them with the Ohio State metnOnatenais, andprovide' training on using metrics in the classroom; (2) 'develop metric InstiTtional packages for each vocational program, and (3) provide 10 hoursof assroom instruction to assist students in obtaining an acceptable level ofperformance in metric measurement. To facilitate the implementation andto assist with the inservice workshop;a staff persoa(s) has been 'lentil-led toprovide leadership,a) the local level This person(3) will (Ube macicavailablefof!training. (2) plan the local works provide assistance to teachersduring implementation, and (4) colt t data for- reporting inBact pf the,project. - , v .

.. VTP034*TeachelniService for Metric Workshop.Principal Invests or. Muzzi, Robert D , ..Recipient Institutlifn. Lackawanna County ATS, 3201 Rockville Avehile,

Scranton. Pennsylvania 18508 .- V. c

* Start-:-End Dates: Start Date 140ct 77, End *ate 30 Jua 78.Supporting Agency. Pennsylvania State Deparonani.of Educauon ,Harrisburg,

c Pennsylvania .17126i ,t 7126 '

-T%-,.Contract and /ok Control No.: 20-7831

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Summary of Project This project will provide a one day inservice workahibpfor, vocational teachers to orient them to meirics, acquaint them with-the

.10hio State metric materials. and provide training on using metrics in the '.. classroom. Teichers will facilitate student instruction through the use of

e : developed instructionalipackages peculiar to their program area Studentswill be able to obtain an acceptable ieVel of performance in the use of.metricmeasuring devices, and conversion methods. To facilitate the im-plementation and to assist with the insery ice workshop, a staff person(s) hasbeen identified,to provide leadership the local level. This personis) will.

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VTP(3036Typewriting for Business Edueation Pepartments in Pensisylvanla's Public

Schools.Principil Investigator. Leffingwell, Elsie L.Recipliht Institution. Robert Mo olljge, ansiness Teaches Ediication

Department, Narrows Ruri Road, °oohs, Pennsylvania 15'108StartEnd mates: Start Date 1 Oct 7 , End Date 30 Jun 78Supporting Agency-. Pynnsylvania State Department of-Education, Harrisburg,

Pennsylvania 17126Contract and/Or Crintrol No.: 93.8002 -Summary of Projects The objective °Edits project is to design a revised course

of study that will help typewriting teachers improve instruction by presentingsignificant research contributions and recommended teaching strategies,This publication will be written on the basis of a review of current literaturean research and recommendations of secondary school typewriting teach-e e draft manuscript will be revised and edited by the bunnies; educations ction of the Pennsylvania Department of Education. Upon completion, thepublication will be distributed to all secondaryeaChools in Pennsylvania.

\VTP-3Q37

,Vocational Education Information Netwo-VEIN (Continuation of 14-

6811);Principal Investitgpigrreyes, Erma DRecipient Institu El N. Millersvi*State College, Millersville, Pennsyl-

vania, 17551v StartEnd Dates: Startipate I Oct 77, End Date 30 Jun 78

Supporting Agency. Penns, 1.anieState Department of Education, Hamsburg,Pennsylvania 17126 ,

Contract and/or Control No.: 19.78174Sumenary'of Project. The objectives-of this project include. (1) operating the

resource dissemination system within the approved budget to eZect the

delivery of products and ser. !c.a.'s) vocational educators in Pennvania,(2) disseminating 'results of research, pfogrammatic developments. Ind cur -S.riculum products towocational educators in Pennsylvania to facilitate theiruse; (3) implementing thesystematic diffusion and development of integralcomponents oPtlie VTECS curriculum prograth in Pennsylvania, and 14)implementing staff daeleprrrent progranis for vocational educators in Penn-sylvania VE1Ns se ces are available to individuals, agencies, and gismo.'Lions involved with the delivery of instruction to vocational educationstudents and practitioners in Pennsylvania. Some services are designed forSpecific audiences while others me intended for the broad based populationof vocational educators. All dissemination. curriculum, and staff develop-ment activities will be designed in coopZration with personnel tronyho RCU,6VE, and, where appropriate. with the local program staff membefs. Mater]els disseminated are .retneved (nib the ERIC. AIM) ARM, PA and VF(Vocational Facilities) collections for duplication as microfiche or pnntedcopy '

VTP-3038 Nf P

Vocational Task Analysis and Skill Training for the Trainable Mentally8 ,Retarded (Continuation of 17.7006).4 .

.5

80 tProject Resumes

Principal laresdgatot dlark, Daniel A.RecIplpat Iasdtudon: Altoona AVTS. 1500 Fourth Avenue, Altoona, Penn-

sYlvitia 16603StartradDater Start.bitte.1 Oct 77; En'd Date 30 Jun 78Sopportiag acy: Pennsylvania State Department of Educatioti, Harrisburg,

Pennsyl ma 17126Contract /or Control No.: 83-8006Siunmary Project The objectives of the project ale to (1) determine, whether or n TMR students can learn entry-level skills neededlo become

employable; (2) determine,what.types of vocational training can best belearned by TMR students that will eventually lead to employment; (3) iden-tify target behaviors and characteristics in TMR sludesits that might causethem to succeed or fail in the world of work; and (4) plaCe students ih

, competitive industry where. as a direct result or th5jr vocational training,they are most likely to succeed. Procedures include: (1) establish, identify,and test selection cnte'ria; (2) vocational task analysis and skill assessment;(3) vocational, development (basic Motor as well as behavioral); (4) workadjustment and job placement; and (5) evaluation.

OcstinatlTechnical Education Consortium of States (VTECS) Member.t,.+P.303§ e

ship.Principal Investigator. Hir st, Ben A. ,

Recipient Insiitudon: Southern Associatuin of College and ' Schools, 7 95Peachtree Street. N E.. Atlanta, Georgia 30308

, StartEadDatet Start Date I, Jul 17; End Date 30 3pn 78--'Sapportbig Ageacy: Pirmuylvania State eDepartinent of Education, Hamsburg.

Pennsylvania 17126Contract and/or Control No.: 19-7806Summary of Project The objectives of this project are to (1) enroll for one year

AS a member of VTECS; (2) develop agreed upon catalogs for V-TECS; (3)". hire a technical coordinator for VJECS activities; and (4) provide one

representative to serve as a member of the 'Board of Directors of V-TECS.The technical coordinator, under the direction of the RCU 'director, willmanage the diffusion activities of V-TICS. Specific activities will be thedevelopment of a preservice and inscrvice teacher education program con-meming the proper utilization of V-TECS maarials and to develo' a state-wide disserrimatinn plan for the finished products. The RCU will gag and-coordinate the development of agreed upon catalogs for yi.TECS and moni-tor the develcipment of the catalogs and approve the inejor steps for eachspecifietaiLIThe RCU willNalso be responsible for activities assigned by theV-TECS Board of Directors.

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Project. Title List by state)

...fa

. ., ...Y, ..

. ,.

.,

Florida Acqukition of 'Teaching Aids: i .. 1 VTP -2988

Development of Competency Basted Teaching ;kids in Vocational Agriculture. VTP -2989,.

Mainten'ance of Florida's Educators' Informer Service.- VTP-,2990Production of V:TECS Catalogs. 0

. i. VTP -2991

Projec Designed to Develop Individualize nstructional Aida4Continuation), VTP-2992ions. Valida land Revision of Curriculum Materials at the Sarasota County fr .Stu ant Center..

-VTP-2993

..., VocationalTechnidal.Education'Consortium of States (VTECS) li' '1 (ContinUation). . .

. 'VTP-2994

.VocationakTechnicaltducation Consortium of tates.(V-TECS) -,

Wontinuatic7n). - eVTP2995

7' tIllinois , Word'ProcessiniCU rriculum Model and Teacher's Guide N kthop VTP-2996..-..

Mississippi Cafeer Preparation Programs for rotential AgriliUsinessm n,;AgriculturalAgency Employees, and Agricultural Instructorr(Continuation). t'' VTP-2997/

, .

Missouri, Career Seminars in Business, Industry, Governrrient, and Servite Occupations. VTP-2998. ,

Careers in Criminal Justice Slide Prelgtation:.

, VTP-2999Community Occupttional Survey. IP VTP-3000'Comparison d Reading Riadipess of Vocational-Techn`a ical Students end the

Success Attained in These" Courses. VTP3001Determination of MissoUri Home Economics Teachirs' Training Needs Related .

-

to Instruction. .1 ..'''+.trF(3002., :,Develop a Comprehensive ?rogram'of Job Seeking Skills for Students En oiled ''' :

in thi Occupatignal Division of a Community College. *. VTP-3003 `Develop -a File Guide for Job. Development/Job Placement Programs. 101'P-3004

Development of aModerfor Distributnie Ecijication Programs in Area

- Development of Career Program Directory. :(VTP-3006

Vocational-Technical Education Schools. VTP-3005..

Development of Off-Farm Skip ervisedOccupational Experience ProgramMaterials for Vocational Agriculture'Students. VTP-3007 d-

,Effects'of Noise on !leading ComprehensiOn and Task Completion Time VTP-3008

. , Effects of Vocational Education Programs andAWCI Assessment Feedbackon Student Achievement of,'Affective Work Competencies. VTP31309. ,

Investigation of Consumer Course Content and Methodology'and Related ,Needs of onvmer Education Teachers in Missouri. , VTP-3010

MiiiManag nt Model College Retail Store. VTP-3011,.,Midouri Vocational Home Economics Teachers Perceived Use of ,

Instructional Materials.

, Personality CharacteristicsNierpersonal Values, and Leadership Attitudes of. 'Mki-Level Manageri. VTP-3013r. )

Nebraska 7"--Irriculu, Dissemination Project for Selected Industrial Education Teachers. VTP-3014.

'Pennsylvania.' P.t.grrcultural Products (Continuation of VI-6807). VTP-301544,,,

=, , Ocitinuation and Expansion of VEDA Vocational Exploration:. A Development Approach for Junior High School. ,'

.....

47 . (Continuation of 206811). . ....- +4 .' VTR30'16Curriculum Materials Review and Student ResoUrce Center. , VTP-3017* ., . ^

,....,p ljp , ei

.

--.

VTP-3012 '1

*

.1,

If

*N

.1-

Developing Curriculum Resource Materials (Modules) for Teaching HealthOccupations.

*°'Farm Management Analysis Education 'Institute (Continuation of 20-6808).

Focus on Careers (Continuation of 20-6804)-

Improved Teachin is Curriculum Changes.

Mainstreaming V 6°0 Education (Continuation of 19-6816).. Metrics Anstructi

Physical Adcessibility of Public Supporkd Vocational Schools for"Handicapped Students.

Predicting etisfaction in Pohsecpndary Study from High School Students and. Progr atic Characteriitics.

° .PreOaratio of Bulletin 280, Business Law (Continuatirpn).

Preparation f -V-TECS Catalog Heavy Equipment Mechanic.

Preparation of VTECS Catalog Solar Heating Mechanic.

Pre-Voqational Career and Skill Development.

project for Refining a Curriculum-Guide in Modern Warehousing.

Revision of Bulletirf273, Accounting for Busir4ess Eduta'tion Departments inPennsylvania's Schools.

Teacher Elipectancy as Related to Student Performance in VocationalEducation.

Teacher InService Metric MeasureMent Workshop.

Teacher In-Service for Metric Workshop.

Teacher In-Service'Workshorf for Metrics.

Typewriting for Business Education Departments in Pensylvania's PublicSchools.

Vocational Education Information Network VEIN(Continuation of 14-6811).

Vocational Task Analysis and Skill Training for the Trainable MentallyRetarded iContinuation of 17.47,008h

Vocational-Teel-mice Education Consortium of Stales (V-TECS) Membership.

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I

VTP-3018

VTP-3019

VTP-3020

VIP-3021,VTP-3022

VIP-8023

VTP-3024

4VTp-3025

VTP-3026

VTP-3027

VTP-3028

VIP-3029

VIP-3030

VIP-3031'4k

VTP3032

VTP-3033

VTP-3034

VTP-3035

VTP-3036

_ VTP-3037

VTP-3038

VTP-3039

.

4

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Organizational Resources4

Curriculum Coordination Cen4,ece

EASTERN CENTRAL CURRICULUMMANAGEMENrCENTER

DELAWARE, DISTRICT OF COLUMBIA,ILLINOIS, INDIANA, MARYLAND,MICHIGAN-, MINNESOTA, OHIO,PENNSYLVANIA, VIRGINIA, WEST,VIRGINIA, WISCONSIN

Rebecca Douglass, DirectorProfesSional and Curriculum Development UnitDivision of Vocational-Technical Education100 N. First StreetSpringfield, Illinois 62777

4217) 782-0759 , .

NORTHEAST CURRICULUMCOORDINATION CENTER

CONNECTICUT, MAINE, MASSACHUSETTS,NEW HAMPSHIRE, NEW JERSEY, NEW

'YORK, PUERTO RICO, RHODE ISLAND,VERMONT, VIRGIN ISLANDS

Joseph Kelly, DireCtovsBureau of Ogcupational and Career Research

DevelopmentDivision of Vocational Education225 W. State StreetTrenton, New Jersey 08625(609) 292-6562

. 'MIDWEST CURRICULUM C00,411AT ION NORTHWESTERN CURRICULUMCENTER Ail COORDINATION CENTERARKANSAS, IOWA. KA

MISSOURI, NEBFIAS.' OKLAHOMA, TEXA

Al)I Patton, Directortate Departrhent of Vocational and

Education1515 W. Sixth AvenueStillwater, Oklahoma 74074(405) 377-2000 ext. 252

AS, LOUA, NEW

V

ALABAMA

Douglas Patterson, SUpervisorResearch and Evaluation

State Ofjice Buildingntgomery, Alabama 36130

05) 832-3476 -

GStDePoucAlaskaJuneau:(907) 46

ASKA' ,

nn EricksoneDirector of Vocational Educationrtment of EduCationF

ffice Buildinglaska 998112830

SIANA,EXICO,

echnical

ARIZONA

Dick R uf 'rectorResearch - ordinating Unit,,State Depattment of Education1535 West ;JeffersonPhoenix, Ariztina 85007(602) 271-5392

.iliRKANSAS

Jad D. Nichols, OireciorResearch Coordinating"UnitArkansas Department of EducationArch Ford EducationC.enterLittle Rock, Arkansas 72261(50 P1.1855

1

4.

ALASKA, COLORADO, IDAHO, MONTANA,NORTH DAKOTA, OREGON, SOUTH

-DAKOTA, UTAH, WASHINGTON, WYOMING

Bill Daniels, Direct&CommissTon for Vocational EducationBuilding 17Airdustrial ParkOlympia, Washington 98504(206) 753-0879-

Research Coprdihating Units

CALIFORNIA ;

.Richard S. Nelson, AdMinistrator ;

Vocational & Career Education Sekvicestate Department of.EducatioA

1 Capitol Mallcramento, CaLkinia 9581461445 -8768

9OD,

iilli J. Barnes, DirectorRese chtobrdinating UnitState oard Community Colleges and

Occupa ional Education ill.207 State Services BuildingDenver, Colorado 80302

c (303) 892.3111

CONNECTICUT

Richard C.Wilson; DirectorResearch and Planning UnitDivision of Vocational4EducationState Department of EducationP.O. Box 2219Hartford, Connetticut k115(203)566.3450

DELAWARE

Rachael Schweitzer, SuperiiisorCUrriculum and ResearchDepartment of Public tionJohn G. Townsend BuildDover, Delaware 19901.(302) 67811681

cif

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SOUTHEASTERN CURRICULUMCOORDINATION CENTER

ALABAMA, FLORIDA, GEORplA, KENTUCKY,MISSISSIPPI, NORTH CAROLINA, SOUTH-CAROLINA, TENNESSEE

Ja F. Shill,.pirfctorStatesOniversity

Research and Curriculum UnitDrawer OXMississippi State, Mississippi. 39762(601) 325-2510

WESTERN CURRICULUM COORDINATIONCENTER

AMERICAN SAMOA, ARIZONA, CALIFORNIA,.GUAM, HAWAII, NEVADA, TRUSTTERRITORIES OF THE PACIFIC ISLANDS

.

Lawrence Zane, Dirac-tor1.iniv2rsity of Hawaii2444 Dole Street gaHonolulu, Hawaii 96822,

1(808)948.7834

$

.4!

DISTRICT OF COLUMBIA

. Jeannie tarterAssistant SuperintendentQ.C.Public SchobiS415 T.wellth Street, N.W.Washington, D.C. 20004(202) 7244178.FEDRIDA

Patsy Agee, ChiefBureau of Research, Dissemination, and

Evaluation $

Division pf Vocational EducationKnott BuildingTallahassee, Florida 32304(904) 488-3995

GEORG!'t 4,

-JohkLloyd, Director ,

Occupational Research Ocrordinating.Unit,State Department of Education250 Stare Office BuildingAtlanta, Georgia 3033414114) 656-2550

HAWAII- .

' Sybil r, CoordinatorResearch and DevelopmentOffice of the State Dirktor for Vocational

EducationBachman Hall, Room 1012444 Dole 'StreetHonolulu, Hawaii, 96822(808) 948-7461

84

IDAHO

Larry Lannigan, Research SupervisorDivision of Vocational- Education650 W. State,StreetBoise, lidaho 83720

-it z (2081 384.3210

ILLINOISRonald D. Mc Cage, Direct)R&D SectionAVTE DivisionIllinois Office of Educati n100 North First StreetSpringfield, Illinois 62777(217) 782-0735

INDIANA

Edgar Hornback, Coordinator-Research Coordinating UnitState Board of Vooetional-and

Technical Education401 Illinois Building

, 17 West Market StOetIndianapolis, Indiana 46204(317) 633-7673 /

IOWA

Kenneth M. Wold, ChiefSupport ServicesCareer Education Division

i') Department of Public Instruction`State Of fDes Moines,Towa 50319(515) 281-5663

KANSAS11.

Dean M. ProchaskaState Department of Education

. 120 East Tenth StreetTopeka, Kansas 66612(913) 2963951

KENTUCKY

Robert E. Spillman, DirectorProgram Supporting 'Services DivisignState Department of EcRicationCaPitol Plaza TowerFrankfort, Kentucky 40601(502) 564-3096

I ,

. LOUISIANAr

Florent Hardy., DirectorResearch Coordinating UnitState Department of EducationP.O. Box 44064.Baton Rouge, Louisiana 70804(504) 389-294/ g

MAINE

John Moran, Director,.Research Coordinatigg UnitBureau of Vocational EducationDepartment of Educatiohal and '

Cultural ServicesStatb Department of EducationAugusta, Maine

164333 .:\1

(207) 289-262

V

MARYLAND

Gary Green, DirectorVocational Technical EducationState Deparsinent of'EducationP.O. Box 8717Friendship AirportBaltimore, Maryland 21240(301) 796-8300 exu 323

MASSACHUSETTS

David Crnin,'Associate pornmissionerState,Department of EducationDivision of Occupational Educatic31 St. James 'Avenue*Boston, Massachusetts 02203(617) 727-5740

MICHIGAN ",

Stanley Rumbaugh, DirectorResearcff Coordinating Unit,State Department of EducationP.O. Box 30008Lansing, Michigan 48909(517) 373-1830

INNESOT-A -yin E. Johnson, Director

Research Coordinating Unit -State Department of EducationDivisiOn of Vocational and

Technical EdpcationCapitokiSquard BuildingSt. Paul, Mirrnesota 55101(51;2) 296.2421

Brandon B. Smith, DirectorResearch, and Development CenterUniversity of Minnesota1d9 Peik HallStftneapoliss Knnesota 55445'47;1612) 373-3838 '

MISSISSIPPI

James Shill, Director.

Research Cooidinating UnitVocational-Technical EducationpraweeDXMississippi State UniversityMississippi State, Mississippi 39762(6,01) 325-2510

# MI9SOORI

Frank Drake, Coo'rdinator .Vocatiospel Education"State Department of EducationP.O. Box 480J ferlonCity, Missouri 65191

1 51-3500

MONTANA .-...-i

Alberti:1. Wright,iDirector 'RPDE ,,,, .

Office orlhe Supkintendent ofPublic Instruction

Helena, Montana, 59601.(W6) 449-3693 '

NEBRASKA ,

Elton B. Mendenhall, DirectorResearch and Planning Unit for Vocational

EducationState Department of EducationUniversity of NebraskaBox 33, Henzlik HallLincoln, Nebraska 68588(402) 472-3337

NEVADA

Len L. Trout, DirectorResearch & Educational Planning Center

1 College of Education, 201Univevity of NevadaReno,Nevada 1395P7

(702) 784-4921-

s:

NEW HAMPSHIRE

Lila Murphy, DirectorResearch Coordinating UnitState Department of Edueetion105 Loudon Road

.

Concord, New Hampshire 03301(603) 271.3276

NEW JERSEY

Joseph Kelly, DirectorBureau of Occupational and Career

Research DevelopmentState Department of Education225 West State StreetTrenton, Ntw Jersey 08625( ) 292-5572

MEXICO -Program Dbvelop nt

.:"C Roger A.

State Department of Education. State Capitpl '

Santa Fe, New Mexico 87503(505) 827.2297

NEW YORK

Alak.G. Robertson, Chief%neat' of Occudational Education ResearchState Department of EducatioRoom 468 EBAAlbany, New York 12224(518) 474.6386 tNORTHCAROLINA*

a

Charles H. Rogers DirectorOccupational Research Unit

StateDepagment of,Public InstructionRaleigh, North earolina 27607 .(919) 733-2092

NORTH DAKOTA

Don Eshelby, Research.C6ordinatorState Board for Vocational EducationState Office Building

'900 East BoulevardBismarck, North Dakota 58504(701) 224-3195

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OHIO

R. D. Balthasar. Assistant Director IRSEEPDivfsion of Vocational Education65 South Front Street, 904Columbus, Ohio 43215(614) 466.2095

. .

OKLAHOMA

William D. Frazier, DirectorReseiirch,pordinating UnitState Department of Vocational Technical

- Education1515 West Sixth AvenStillwater, Oklahoma 7074(405) 377-200 ext, 280

OREGON

Eugene VinarIlti.CoorqinatofApplied ResearchCareer Educatik,DivisionState Board of Education942 Lancaiter Drive, N.E,Salem, Oregon 973101503) 378-3597

-

PENNSYLV'AglA

Carroll A. Curtis, Oirectorfiesearctt Coordinating UnitState Department of EducatikP.O. Box 911Harrisburg, Pennsylvania 17111

4- (717) 787-4865

RHODE ISLAND

Fran taro .

State Oilliector of VocationakEducationRoger Williams BuildingProvidence, Rhode Island .p2908(401) 277.2691

SOUTH CAROLINA

Gregory Morrison, State SupervisorResearch Coordinating Unit

.Office of Vocationil educationState Department of Education916 Rutledge Iluilding1429 Senate StreetColumbia. South Oarolina ;29201(803) 7i8-2358

SOUTH DAKOTA

David.S. Banda qDivision-of -Vcscat iprit Technical EducationState Department of duration222 West Pleasant DrivePierre, South Daibta 5750t

- (64)224-3423

TENNESSEE

DeeResearch CooState DepartmentDivision of Research Pia

.132-E Cordell Hull BuildingNashville, Tennessee 37219(615) 7414816

T S

William I-LiFitts, Administrative DirectorResearch Coordinating UnitTexas Education Agency201 East Elevedth StreetAustin, Texas 78701(512) 475-4641

UTAH

der, Directorrdinating Unit

of Educationnning and Evaluation

Walter E. Ulrich .State Director of Vocational EducationState Boardof Education250 East Fifth,Straet, SouthSalt Lake City, Utah 84111.(801) 533-5371

"'VERMONTBatbara Gutheil, Director

- Research Cooiclinati,ngUnit, JVocational Te nical'Education Division .State Depanr ntof Education.Montpelier, Ve ont 05602(802) 828-3101

e

VIRGINIAL M. Jewell, Jr., CoordinatorVERSIState Dopartment of Eduction1312 East Grace StreetRichmond, Virginia 23216(804) 770-2066

WASHINGTON

GeneW. Bigger. DirectorResearch Coordinatipg UnitState Department of Education sAirdustrial Park, Building 17Olympia, Washington 98504(206) 753-5672 .

WEST VIFIGINIA

Roy W. Thomas, pirectorResearch Coordinating UnitDepartment of EdutationMarshall UniversityHuntington, West Virginia 25701

=1304) 696-180 ,

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85

WISCONSIN

Roland J. KrogstadResearch ConsultantBoard of Vocational, Technical, and Adult

Education4802 SheboygadAvenueMadison, Wisconsin 53702(608) 266-3705

WYOMING

RichOccupatioState DepartmenHathaWay BuildingCheyenne, yarning 8200?(307) 777' 16

taVIEFIICAN SAMOA

ParBeniohi, Coordinator \Vocational-Technical EducationQmmunity College of Aineriean Samoa

go Pago, Arfterican Samoa P1

... GUAM

Peter-NelsonQirector of Vocational EducatioriDeparAment of EducationAgana, Guam pi 96910

PUEBTO RICO

Ilkane R. Agustin, OirectorRev.earch Coordinating Unit

rtment of Echicationx759

Hato Rey, Puerto FliCo 00919(809) 765-5850 .

TRUST TERRITORIES OF THEPACIFIC ISLANDS

Loren Paterson--,Director of Vocational EducationDepartment of Education

0 P.O. Box 2609SaiPao, 81 96950

VIRGI1414ANDSAlbert Ragster, Sr., Assistant DirectorYocationalTechnidta EducationDepartment of EducatibnP.Q. Box 630Smt.09111,orma4-s54. V8I190801

a

rd Rowles, Directoral Education

t off.ducation

1

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a

-7.

86

INV

4

s '

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Summer 1968 ED 020442, 33.81 Summer 1968 ED 01.9 526 45.50Fall 1968 ED 022 971 24.49 c Fall 1968 IQ 022 065 3.48

-Winier 1968 ED 0201305 26.39 Winter 1968 ED 027.441 21.80Spring 1969 ED 030 770 35.87 Spring .1969 "ED 030 001 15.80Summer 1969 ED 032 434 54.19 Summer 1969 ED 0315.7 16.91Feu 1969 'ED 034 074 44.56 Fall 1969 ED '033 237 5.37

o Winter 1969 ED 037 585 36.51 Winter 1969 ' ED 036 657 20:07r` Spring 1970., ED 041 177 30.18 . Spring, 1970 ED 039 370 22.12Summer 1970 ED.042 931 33.18 -Summer 1970* ED 042 MO *20.22Fall 1970" ED 045 856 30.02 Falf 1970 ED 045 860 48.03 -Winter 19701 ED 049 382 24.96 Winter 1970 ED 049 385 26.07Spring 1971 . Eb 052 390 38.24 Spring 1971 ,ED 051 432 24.65Surhmer 1971 ED 053 339 35,71 Summer 1971 ED-054 390 12.01Fall 1971 ED 056 238 51.03 Fall 1971 ED ov 254 1E15.80Vo1.5, No. 1 ED 059 407 49.45 Vol. 5; Mo. Y ED 060 223 - 49.93

No. 2 .1-- ED 062 563 41.71 Vol. 5, No 2 ED 062 579 9.80Vo1.5., No. 3 . ED 062502 41.71 Vol. 5, No. 3 ED 063 517 21.01Vol,S, No. 4 ED,0157-490 ; 43.29 Vol. 5, No. 4 ED 068 732, 17.06'Vol.6, No. 1 ED 069 919 34.13 Vpl. 6, No. 1 ED,070 816 14.85Vol.6, No. 2 ED 076 668 9.48 Vol. 6, No. 2 ED 076 749 '5.21.Vol.6, No. 3 ED 075 685 . .47 'Vol. 6, No. 3 ED 076 774 4.27Vol.6, No. 4 ED 063 481. 43.29 Vol. 6, No. 4 ED leIn 482 6.05

o

AIM/ARM Microfiche Sets

ED Number Pricerice

Vol. 7, No. 1 (VT 100001-100 2001' ED 094 269 $28.44Vol,. 7, No. 2 (VT 100 204-100 400) ED 094 270 25.75Vol. 7, N o.. 3 (VT 100 401-100 600) ED 094 271 25.44

.V01.-7, No. 4 (VT 100 601.100 800) ED 094 272 29.86Vol. 7, No. 5111T 100 801-101 000) ED 095 434 38.39Vol. 7, No. 6 OAT 101 001.101 200) ED Oft 554 37.13yol. 8, No, 1 (VT 101 201-101 400) ED 101 219 40.13VW. 8, N 0. 2 (VT 101 401-101 600f ED 103724 40.13Vol. 8, No. 3 (VT 101 601-101 800) ED 108 003 35.08Val. 8, No. 4 (VT 101 801-101 950) ED 109 512 29.07Vol. 8, No. 5 OR 101 951-102 200) ED 114 719 12.32Vol. 8,No. 6 (VT 102 201-102 40()) ED 119 023 6.00Vol, 9, No. 1 (VT 102 401. 102 600) Et 120 588 5.3,7Vol. 9, No. 2 (VT. 102601-102 800) ,ED 123 498 '12.g6Vol. 9, No. 3 (VT 102 801-103 000) ED 127.481 4.42Vol. 9, No. 44VT 103 001.103 2450)' ED 130 084 18.49Vol. 9, No. 6. (VT 103201-103 400) ED 131 342 16.59.Vol. 9, N'o.6 (VT 103 401.103 600) ° ED

r .133 612 6.69

4

AIM/i,kRM VT-ERIC Microfiche Sets are availablei, . ,.

1) In any complete collectioh of ER IC microfiche le /2) From the ER IC Document Repro4uction'Serviee (ED RS) , I .3) From state research coordinatijig nits which have the AIM /ARM VT-ERIC Microfiche Collections

4:4

*U.S. GOVERNMENT PRINTING OFFICE: 1978-760-046

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