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This article, reprinted from the May 1990 issue of the ‘Vocational education journal’, v. 65, no. 4, pp. 22-24, looks at the difficulties faced by beginning vocational teachers in schools in the United States. The authors conclude that most of the beginning teacher’s problems come from three sources: the school system itself, the students, and each teacher’s internal struggle. The article briefly outlines these problem areas, and makes suggestions for ways in which vocational administrators can make the life of a beginning vocational teacher easier. Show less

As a response to the needs in schools for career development programs for a growing and diverse student population, the National Centre for Research in Vocational Education (NCRVE) in 1996 conducted a search for exemplary programs. This document highlights the six exemplary career guidance and counselling programs identified. It is organisation in four chapters: background information about the search itself, the criteria used to determine the exemplary programs, a full description of each program including contact details, and practical suggestions from program coordinators for effective program design and implementation. References and abstracts from exemplars are appended. Show less

This article is reprinted from the Fall 1990 issue of the ‘Journal of studies in technical careers’, v. XII, no. 4, p. 341-351. Innovative leadership is often the driving force behind successful programs in vocational education. Through a several state-wide nomination and interview process, four case studies were developed which focus on administrators’ success in developing a competent workforce. New programs and institutional advances are described in the case analyses and successful leadership characteristics are identified. Show less

In response to demands for improved performance and efficiency, many secondary and postsecondary schools in the United States of America (USA) are undergoing significant change. This process of change affects the roles and responsibilities of the teachers staffing those schools. This publication presents the outcomes and recommendations of a research project which was funded by the National Center for Research in Vocational Education (NCRVE) as part of a two-part study on ‘Redesigning education of instructional staff for high schools and community colleges’ (the other study is indexed at TD/TNC 62.872). The researchers sought to develop a conceptual framework for the new roles and responsibilities for staff in support of educational change, to devise a list of competencies appropriate to the new roles, and to recommend preservice and inservice staff development programs designed to develop these competencies. Show less

This paper focuses on the relationship between academic and industry skill standards and provides an assessment of the current state of coordination between them. Four broad arguments are presented as a case for better coordination between academic and technical skill standards. The report ends with seven recommendations that could be used to guide further development of standards or as a framework for further research. Show less

This pilot study tested methods and procedures for exploring teacher-initiated integration efforts. It employed qualitative interview and observation methods which were designed to provide detailed descriptions of how integration in accomplished in classrooms. This study examines the infusion model of vocational and academic integration in detail. Show less

This article was published in the Summer 1991 issue of the ‘Journal of industrial teacher education’, v. 28, no. 4, pp. 7-21. It discusses an investigation which considered the question of effective leadership in vocational education administrators, in view of the need for good leaders in times of change such as the present unstable situation of vocational education in the United States. The study looked at: the criteria used by vocational instructors when judging the leadership effectiveness of their administrators; whether the gender of the instructor related to the criteria; and, whether the educational level at which the instructor practiced (secondary or postsecondary) related to the criteria. Show less

Educational reform in the United States of America (USA) during the 1980s and 1990s developed in response to concerns about productivity and economic performance. This reform agenda emerged from a specific economic context and was designed to address issues specific to that context. This report suggests that the current economic situation is dramatically different and questions whether an education reform agenda designed for a particular economic context is still appropriate when that context has altered. The first section of the report reviews the arguments circulated during the 1980s and early 1990s concerning the relationship between education and the economy, and the education reform agenda emerging from these arguments. The authors then review evidence about the economy and related education reforms advanced during the 1990s. Using this new evidence and experience, the current education reform agenda is reassessed and future policy and research directions are recommended. Show less

This report evaluates the career magnet high school programs of the New York City public school system. These schools represent an important new approach to secondary education, combining career preparation with traditional college preparatory programs. The project has made a serious commitment to equal opportunity, admitting one-half of the students to the program through random assignment. Thus the project provides an opportunity for an evaluation based on a rigorous randomised experimental design. Show less

The Commission undertook an evaluation of Mississippi's secondary and postsecondary vocational education system. The study found that although vocational education in Mississippi is a diverse enterprise, and not one of the findings applies to all programs or schools, nevertheless some generalisations can be made. These include: the basic conceptual structure for organising and delivering vocational education in Mississippi seems sound; stereotyping by gender and race pervades many of the vocational education offerings; there are both positive and negative outcomes for participants in vocational education; the quality of vocational education was quite mixed; efforts to articulate vocational education through 2+2 or tech prep programs are the exception rather than the rule; there was little evidence that state-generated labor market data significantly influenced program planning; systems of accountability need attention; the governance structure needs serious reconsideration. Show less