Assessing Vocational Education Research and Development (1976) / Chapter Skim
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Appendix A: Review of R&D in Major Priority Areas
Appendix A: Review of R&D in Major Priority Areas
Pages 83-111
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From page 83... ...
The Ohio State monograph series, which is intended to review and synthesize the literature in several categories within vocational education, is necessarily selective in the findings reported and the topics reviewed. Further, the less recent monographs of 83
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From page 84... ...
CAREER DEVELOPMENT AND GUIDANCE One line of research in career development dates back to Super's longitudinal Career Pattern Study of the late 1950s, which became the foundation for the self-concept approach to career decision making (Herr 1975~. Super's self-concept theory suggests that people choose careers in which they can implement their self-concepts.
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From page 85... ...
Counseling skills identified by researchers at Michigan State and Stanford Universities are related to contact, postural position, reflection of feeling, and summarization of feeling (Herr 1975~. The trend toward creating behavioral objectives for those receiving vocational guidance has accelerated since the career education movement began in 1971.
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From page 86... ...
Also, recent legal and social pressures have prompted R&D to study women in vocational education. Women An Ohio State research synthesis monograph on women in the world of work describes studies that have assessed the training needs of women, patterns of expected growth in job openings for women, and influences on the vocational choices of women.
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From page 87... ...
The Ohio State monograph synthesizing research on the urban disadvantaged acknowledges that research has lacked extensiveness and quality. Topics needing more attention include public school vocational education programs, national surveys, teacher preparation, student follow-up studies, and structured evaluation (Lockette and Davenport 1971~.
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From page 88... ...
funding was devoted to ethnic minority needs, and about five percent each year of Part C funding was concerned with the problems of minority students. A few studies focusing on the needs of ethnic minorities have received much attention.
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From page 89... ...
rat that vocational students resemble the general student population, most studies indicate that vocational students have lower socioeconomic status and less academic ability than other students. The USOE report, although fairly recent and involving 29,000 secondary school students, contains data inconsistencies noted by Lecht, and its conclusions are therefore questionable.
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From page 90... ...
140-141~. TEACHER EDUCATION The goal of teacher education, as described by Evans and Terry (1971)
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From page 91... ...
Fourth, not enough is known about vocational teacher programs, for example, who conducts them, how the programs compare with one another, and how good their graduating teachers are. Despite limitations in knowledge available on teacher education, some progress has been made by R&D in finding more effective ways to alter teacher behavior.
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From page 92... ...
Moss (1971) reviewed research designed to test some of the assumptions underlying pre-service programs and found that the best predictor of teacher electiveness appears to be academic achievement in teacher education programs.
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From page 93... ...
INSTRUCTIONAL TECHNIQUES Although a recent, comprehensive summary or synthesis of research on instructional methods in vocational education is not available, several instructional techniques are reported in the Ohio State review and synthesis monographs on vocational education content, industrial arts, community colleges, adult education, education of the rural disadvantaged, and individualized instruction. Many instructional methods described in the reviews attempt to give vocational instruction or guidance with substantially reduced interaction between student and teacher or counselor.
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From page 94... ...
Included in this category are cooperative education methods, clinical practice, on-thejob training, vocational exploration, and a variety of special-purpose techniques such as those devised to assist the rural disadvantaged: family-centered educational planning, pre-school preparation, vocational exploration and mobile training facilities. Much of the research on these extra-classroom instructional methods has been descriptive, developmental, or comparative.
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From page 95... ...
A third group of instructional methods in vocational education, used in enrichment programs in schools for occupational learning, include the simulations of occupational experience, team teaching, and individualized instruction. The job simulation methods offer the means of acquiring and practicing job skills in a controlled situation having instructional intervention, pacing for effective learning, minimum real penalties for error, and substantially reduced training costs compared with on-thejob learning.
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From page 96... ...
CURRICULUM DEVELOPMENT Curriculum development, demonstration, and research have been listed frequently among federal priorities for vocational education R&D since the passage of the Vocational Education Act of 1963. The federal resources made available for curriculum work, augmented by substantial investments by state and local agencies, have resulted in a large number of highly diverse curriculum projects.
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From page 97... ...
Curriculum Content Several studies of vocational students and graduates in the 1 960s indicate little relationship between the pattern of program enrollments and the distribution of job opportunities in the community and found that relatively small proportions of vocational graduates obtained jobs directly related to their training. However, since those studies were completed, some progress has been made toward improving both the methods for selecting curriculum content and the relevance of curricula for real job opportunities.
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From page 98... ...
1972) was designed to develop and keep current a new secondary school curriculum in business and office occupations.
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From page 99... ...
, reporting a trend toward paying more attention to students' characteristics and needs, cites among other curricula a source book developed to assist in devising programs for inmates of correctional institutions, career education materials for Spanish-speaking children, and business management curricula for minorities and disadvantaged learners. Stutz and Merrell (1967)
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From page 100... ...
reports the development of curricula in each of the 15 occupational clusters identified by USOE. A clustering system having curriculum implications for the comprehensive career education model is reported by Taylor et al.
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From page 101... ...
Office of Education. The goal was to develop a secondary school curriculum from which graduates could choose to enter a four-year college, a junior or community college, advanced vocational programs, or gainful employment.
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From page 102... ...
The Industrial Arts Curriculum Project, also described by Householder (1972) , included components of field testing and in-service teacher education as well as curriculum development.
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From page 103... ...
Two techniques of labor market supply analysis-multitrack and single-track research-have been discussed by Young et al.
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From page 104... ...
In addition, Kaufman and Brown note that it is almost impossible to predict future supply or demand because of the many external influences on the labor market; many projections have proven to be inaccurate (Price and Hopkins 1970~. The Ohio State monograph ~-~s ~-ev~ew~ng o`;cupa~ona~ research reports labor market research in nearly every area of vocational training.
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From page 105... ...
Several states have developed and instituted management information systems containing labor market supply and demand data for use in planning vocational education programs. ADMINISTRATION OF VOCATIONAL EDUCATION Studies of the administration of vocational education have been reviewed by Ralph C
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From page 106... ...
.~ . Appendix A ample, Hendr~x designed a data collection instrument to determine the labor market needs of the community, the goals of the people, space and equipment ava~iab~ty, and special instructional needs (Wenrich 1970)
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From page 107... ...
The specific criterion variables studied are vocational graduates' knowledge about occupations, their job readiness, job satisfaction, and earn~ngs. Occupational Information The amount of occupational information possessed by people entering the labor force may be an important determinant of future success.
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From page 108... ...
Although career education emphasizes knowledge about occupations, some vocational educators doubt that it is a valid measure of program success, since it may not be directly related to the quality or aporonriateness of curricula. Job Readiness of Vocational Graduates ~A ~A Some researchers expect that a vocational graduate will be ready for the responsibilities of a particular job without further training, so that a program can be considered successful if its graduates infrequently desire immediate further training.
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From page 109... ...
Grasso found that both black and white academic graduates and white commercial graduates hold more favorable career positions than do others, and that vocational graduates do not differ from general curriculum graduates. White academic and commercial graduates are found to have higher overall job satisfaction than graduates of the general curriculum, while the latter group is not significantly different from vocational graduates.
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From page 110... ...
For black males, he found no significant curricular differences; even work experience and post-secondary school training did not help to explain differing wage rates among blacks. For white males, curricular differences were not found to be related to the starting wage rates, but white male vocational graduates apparently benefited more from additional training than did graduates from other curricula.
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From page 111... ...
Fifty percent had enrolled in advanced training, and 49 percent had had additional training on the job. When respondents were asked about what changes they would recommend in the program, 71 percent of the respondents recommended more applied practice; 66 percent, more job-related information, and 67 percent, better help in job placement.
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