Journal of Vocational and Technical Education
ABSTRACTS OF ARTICLES
THE JOURNAL OF VOCATIONAL AND TECHNICAL EDUCATION
VOLUME 12, NUMBER 1
A REFEREED JOURNAL
PUBLISHED BY OMICRON TAU THETA
THE NATIONAL PROFESSIONAL HONORARY SOCIETY
FOR VOCATIONAL AND TECHNICAL EDUCATION
ENCOURAGING EMPLOYER INVOLVEMENT IN YOUTH APPRENTICESHIP
AND OTHER WORK-BASED LEARNING EXPERIENCES FOR
HIGH SCHOOL STUDENTS
Christine D. Bremer
University of Minnesota
Young people planning to enter the workforce may derive considerable benefit from school-supervised work-based learning programs such as youth apprenticeship. While many educators recognize the value of such experience, few employers have seemed enthusiastic about becoming involved in such programs. It is proposed that employer involvement in school-to-work transition could be enhanced by innovations in both governmental and non-governmental policies and programs. It is suggested that several dimensions be kept in mind when designing incentives: type of workplace, policy level, government versus non-government, size of participating employers, motivations of business participants, and rewarding existing programs versus building paths to partnership. Policy recommendations are made regarding tax credits, federal funding through JTPA, use of labor market projections, general student assessment, involvement of national business organizations, development of school and small business coalitions, and curriculum design.
SELF-DIRECTEDNESS IN ADULT VOCATIONAL EDUCATION STUDENTS:
ITS ROLE IN LEARNING AND IMPLICATIONS FOR INSTRUCTION
Thomas D. Fisher
Kent State University
This report is intended to enlighten the educator of adults about some of the essential elements of self-directedness, and more clearly define its relevance to adult learning and instruction. It endeavors to stimulate thought and dialogue regarding how the adult educator can utilize the potential of self-directedness in the classroom. By developing qualities built around adult oriented methodologies, teachers can help to enhance adult students' cognitive and affective processes. An expected student response should be the perpetuation of intellectual curiosity and development exhibited by further demonstrations of self-directedness regarding learning. Further, this report points out a potential ethical problem which could arise and identifies six issues that instructors and institutions should address if the needs of adult students are to be met. Lastly, it suggests how "Structured Flexibility" can create a mutually conducive learning environment that provides for student growth as well as instructor proficiency and professionalism.
SWOT ANALYSIS: A MANAGEMENT TOOL
FOR INITIATING NEW PROGRAMS
IN VOCATIONAL SCHOOLS
John C. Dugger
Iowa State University
The SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis has been a useful tool for industry. This article proposes the application of the SWOT tool for use as a decision-making aid as new vocational programs are planned. The process of utilizing the SWOT approach requires an internal survey of strengths and weaknesses of the program and an external survey of threats and opportunities. Structured internal and external examinations are unique in the world of curriculum planning and development. Educational examples using the SWOT analysis are provided by the authors. It is a useful way of examining current environmnetal conditions around program offerings. An insight into the wide range of the potential applications of SWOT is also an intended outcome of this paper.
PERSPECTIVES ON WORK FROM RURAL PARENTS WITH
DIFFERENT LEVELS OF EDUCATION
Jane D. Reagor
Marsha L. Rehm
Tennessee Technological University
The purpose of this exploratory study was to determine: (1) work perspectives from parents with three levels of education and located in an economically and geographically disadvantaged Appalachian county and (2) how they see their role in the vocational guidance of their children. In-depth interviews were conducted with 34 respondents with varying educational attainments. These were content analyzed to see if differences existed. Respondents with high school educations or less held unfavorable views about work, considering it hard and tiring. Parents with some college or vocational training voiced more positive views, considering work rewarding and self-fulfilling. However, all parents were concerned about their children's careers and most expressed concern that they could not guide their youth into appropriate vocations without help from schools.
TEACHER PREPARATION FOR DIVERSITY: A NATIONAL
STUDY OF CERTIFICATION REQUIREMENTS
Karen H. Jones
Rhonda S. Black
The University of Georgia
This study examines state certification requirements for regular and vocational teachers regarding students with disabilities, disadvantages, and multicultural backgrounds. Certification offices of the Department of Education of every state and the District of Columbia responded. In addition, the perceptions of State Vocational Special Needs Supervisors toward these certification requirements, and their states' methods of support for vocational teachers are reported. Discussion and conclusions are presented.