ED 237 644

AUTHORTITLE

INSTITUTION

SPONS AGENCY

PUB DATECONTRACTNOTPUB TYPE

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT .RESUME

Ridley, Dennis R.; And ahersGuide to VoCational Education Materials and

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Practices.Cornelll Univ., Ithaca, N.Y. Inst. for OccupationalEducation,Office of Vocational and AdOlt Education (ED),Washington, DC.83300-81-0419140p.Referenc Materials Directories/ Catalogs (132)

mF01/PCD6 Plus Postage.Agricultural Education; Allied Health Occupations'Education; Basic Skills; Business Education;Citations (References); Classroom Techniques;Competence; Computer Oriented Programs; CooperativeEducation; Curriculum Development; Curriculum Guides;Curriculum Research; Distributive Education;.,*Education-al Resources; Home Economics; industrialArts; Information Dissemination; InstructionalDevelopment; Instructional improvement;*Instruct'ional Materials; Learning Activ ties;Marketing; *Media SeleCtion; Office Occu =tions,

4 Education; program Improvement; Secondary Education;Teaching Methods; Units of Study; *VoCationalEducation 4

This guide was designed to help vocational educationsupervisors to link existing resources for program improvement withactual teacher practice. The guide has two general purposes. First,it provides information relating to the special resources availableend-the challenges faced by vocational education teachers. Second, ithelps in four prbblem areas that are of broad interest to teachersand adminiaprators: (1) how to iodate instructional products fittinga perceiv05 need; (2) how to. select,the best products available; (3)how tb choose among alternative ways thoge products Might be.disseminated to constituents; and (4) how to'help ensure that theproduCts are used most effeCtively. The guide is,organized in fourparts. Part 1.contains genekal information on how to use theiguide,how to find instructional producta, and how to disseminateinstructional products. Impart -,, general, resources are liated bymajor curriculum areas-and by state. 'The-third part of the guidecontains resources and references by the following program and topicareas: agriculture and agribusiness education, business and officeoccupations educ,kfion, health occupations education, home economicseducation, industrial arts education, marketing and distributive,education,' technical education, trade andLindustridl education, basicacademic skills, competency testing, computer applications, '

cooperative education, and instructional technology. The final partcontains sample 9rganizational abstracts providing information onorganizations-that .are national or of interest to many program areas.These-abstracts list the major functions, vocational areas,'description, Ira or prodets, And contact infipmat ion . 0(0

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

A

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) "

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U DEPARtMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC!

bra accurnant heo boon reproduced anraccrued from the porott or organizationoriginatin0 it

I Minor Oh3egot have boon mad,, to improveF1, rnPredtletiOn quality

FOints of now Or OpirtiOn5 staled in doe documen! do not noconedrily roprosont official ME[Manion or policy

A S

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Dennis FL RidleyJames A. DunnVernon-BetikeInformation in this Guide was acrate as of March, 1983.

Permission: to reprint is ranted ifappropriate credit is given regardingthe developing agencc, anb\s'Ourceof funding.

This work was developed underContract No. 300-8178419-With theOffics? of Vocational and-AdultEducation, United States Depart=rent of Education. However, thecontent does not necessarily reflectthe position dr policy of that agency;and no official endorsement of thesematerials should be inferred.

It is the policy of Cornell UniverSityto support equality of eduCationaland employment opportunity, Noperson shall be denied admission toany educational program or activityor be denied-employment on thebasis of any legally prohibiteddiscrimination involving, but notlimited to, such factors as race,color, creed, religion, national orethnic origin, sex, age or handicap.The University is committed to themaintenance of affirmative actionprograms which will assure thecontination of such ecTuality`ofopportunity.

9

PART

GENE Ft RMAIION

CONTENTS

=AL -INF4=DRIVIATIONTO. USE THIS. GUIDE

Purpose of This GuideProblems A=Addressed in This GuideHow Tii wide is Organized

HOW TO Flab INSTRUCTIONAL PRODUCTSWhat are tie Different Types of Products?'Where do f- -'roducts Come From?How to Search for ProdeictsHow to Sei-lect eroducts

HOW TO DISS_EMIRATE INSTRUCTIONAL PRODUCTSWhy Disser-ninate?Some Gen=ral GuidelinesDisseminat=77an StrategiesInformatior= Dissemination'Product DitributionImplement tionMaintenance

PART II - ORGANIZATIONAL. LISTING: GENERAL RESOURCESMAJOR CURRICULUM M RESOURCES FOR A1,1_ PROGRAM AREASVOCATIONAL CURRICULUM RESOURCES: BY STATE

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17'1820222729

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PART III - RESOURCES ,t_AND REFERENCES BY PROGRAM AND TOPIC AREAS

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102105109113116121

1 124127

AGRICULTURE AND AGRIBUSINESS WDUCATIONBUSINESS AN OFFICE OCCUPATIONS EDUCATIONHEALTH OCCLPATIONS EDUCATIONHOME ECONOMICS EDUCATIONINDUSTRIAL ARTS EDUCATIONMARKETING Al_rvp DISTRIBUTIVE EDUCATIONTECHNICAL E=UCATIOTRADE AND IIV-TDUSTRIAL :DUCATIONBASIC ACADE11-711IC SKILLSCOMPETENCY -TESTING a

COMPUTER AI.PLICATIONSCOOPERATIVE "*EDUCATIONINSTRUCTIONAL TECHNOLOGY

PART Iy SAMPLE ORGANIZATIONAL ABSTRACTS?/

r. PREFACE.. N

This project Was initiated'inresponse to a growing need forassistance in the location andprocurement of innovative vocationaleducation curriculum products andinrrile onal materials.

It became evident early on that anguide to all relevant

esources, public and private, wasnot Oractical. Furthermore we dis-covered that to be most useful theguide should not even to, to beexhaustive. Instead. ou4esearch_,suggested it best to focus on keyresources and how to search ourwhat w7s netted to make strategicdecisio s. It ispf little value,to fill aguidemi h quic kly outdated informa-

.

tion re arding price lists and thelike.

A project of this scope needs thecooperation of many individuals.This project was no exception. AsProject Manager for most 31 theproject, Dr. Dennis Ridley tookprimary responsibility for identifyingkey resources, making contacts, andwriting the narrative sections of theguide. Dr. Vernon Beuke served in a'similar position during the earlierdevelopment and conceptualizationstages. Kathleen Holmberg of the

Department- of Education,Office of Vocational and AdultEducation, served ably as ourProject Officer.

We were exceptiona nate toreceive guidance and inst3ght fromthe following individuals who servedon the project's AdvisoryCommittee:

Larry Case, Milsouri Departmentof Education

0 Melanie Devitt, Indiana Division'of Vocational Education

9. Charles Doty, Rutgers UniversityfD Rebecca Douglass, East Central

Network for Curriculum Coordina-tion

O Joel Magisos, The NationalCenter for-Research in VopationaEducation

O Ronald McCage, Vocational and

Other Cornell staff who assisted at Technical Edutation Consortium

various times were: Luann Hartman, of States0 Bernard Nye, Ohio State Depart-conducted library researchAnd

went of Educationcontributed to several portions fflf theguide; Lois Snyder, who was projectsecretary for the entire project;Elizabeth Martini, Institute fiscalofficer; and Amy Dubin, typist. Ourartist was Donna Curtin,

O Ruth-Ellen-Ostler, New York StateEducation Departmerit

Ilk Robert Patterson, Texas Educa-tion Agency

O Bob Patton, Oklahoma Curric-ulum and Instructional MaterialsCenter

1

O Robert Sorensen, WisconsinState Board for Vocational andTechnical Edtication

Additionally, the following personsalso served as content reviewers:

O Douglas Adamson, New York Z'State EducatiOn DepartmentJune Atkinson, North CarolinaState Education DepartmentRobert Bendotti, Arizona StateDepartment of- Education

a Barbara Gay_ lcirAlichigan StateDepartment of Education

O G. Earle Hay, New York StateEducation Department

O Don Healas, B_ Ise State Univer-sity

0 Carol Jabonaslt New York StateEducation Department

O William Jackson, High PlainsVocational ;School, OklahomaEd Kirkpatrick, Wentworth Tech-nical Institute

O Pat Lincliey,`Texas'Edutationgericy

dolPave McOuat, ride StateDepartment of Education

O Ralph Steeb, Florida StateDepartment of Education

O H. Dean Sutphin, CornellUniversity

o Lee Traver, New YOrk StateEducation Department

O Nona Verloo, California StateDepartment of Education

O Ctrl Whitman, New York StateEducation DepartmentDbe Wilder, Florida StateDepartment of Education

Space does'not permit us toacknowledge the many state super-visors, state liaison representatives,research coordinating unit directors,and other vocational educationpersonnel who helped us by veri-

,fying the information for theirrespective states, districts- Of, terri-tories. We relied heavily on theirjudgment to insure inclusiokof themost relevant resources. Anprob-lems with the guides, however,remain ours.

rln'a very real sense the user of theguide is the last link in the develop-ment Stlecess. As you dd new, or1

locally specific informa ion, youmake it even more comprehensiveand useful for your.location.

James A. Dunn

Director, Cornell Institutefor Occupational Education

You should remember that thedifferent types of instructionalproducts, referred to above, may befound in- different places andaccessed in different ways:Thisknowledge candid you in ttre effi;ciency and effectiveness-with whichydu search for specific types ofmaterials and services.

. -

In additidn, 'different types ofproducts require different strategiesand approaches for their effectivedisserninarionc This is another wayin. which this guide provides specificassistance.

Where Do ProductsCi From?

Vocational education instructionalproducts are available from literallyhundreds of -different -sources.

Dozens of federal and statesupportedthe country are re acnsible for

sqmaterial centers aroundjdeveloping ancitor disseminating- avariety of instructional products.

In addition, a variety of federalgovernment agencies, universitiesand multi-state consortia are alsoinvolved in curriculum developmentand disseminatiOn.

The key to a successful productsearch is to identity the agenciesmost likely to have produced ordisseminated the product.

Product development agenciesmay be divided conveniently intothree main types: .

1) those -with a national clientele;.2) those with a regionalfY(multi-

- - state). focus; and . ,. 4,3) those with a state or local focus.

To supplement this guide, youmay,wish to =Insult several otheruseful references for up to date list-ings of televant organizations. Hereare four suggestions: .

U.S. Goyernment Manual2) Directbry ofEducation Associa-

tions3) Directory of Vocational Educe-

lion Peiso'hnel4) Databases and Clearinghbuses:

information Resources forEducation

The first two are available throughthe U.S. Government Printing Officewhich is referenced in Part II of theguide- The last-two may be obtainedthrough ERIC and the National 'Center for Research in VocationalEducati9n (described befoliv). Therespective ERIC reference numbersare ED 208 157 and ED 225 602,

NATIONAL RESOURCESThere are.of course a large

number of agencies operating at tienational level, and many of these arelisted in the resource lists which arepart of this guide. Therdare severalagencies or groups of agencies,however, of which all vocationaleducation supervisors should beparticularly aware.

D NCRVEThe National Center forResearch ih Vocational-Education

O NNCCVTEThe NationalNetwork for Curriculum Coordi-nation in Vocational-TechnicalEducationERICEducationarResourceInformation CenterUSDEThe U.S. Department ofEducationNIEThe National- InstituteEducation

The following highlights the -tivi-ties and functions of eacii orgation:

NCRVE is funded under the U.S.Department of Education's Programsof National Significance to addressthe need foriprogram improvementin vocational education. It respondsby developing and distributing itsown, as well as state-initiated mate-rials for program improVement. Italso fosters awareness of dissemina-tion and utilization through confer-ences and publications. Occasionalpapers- put out by NCRVE are animportant resource for locating and

7

disseminating-insttuotional products,NCRVE is an exceptional source ofinfolmation On.predticts foi.voca-tional instruction= i&perliaps thesingle most ,importent national -

resource with which yo should befamiliar.

NNCCVTE is a network of sixregional curriculum centers ii voca-tional and technical education, Like.NCRVE, it is funded under the\Programs of National .Significance.Its major functions ale to provide\for ,

the coordination, dissemination anddiffusion of vocational-technicar'curricula, andijo identify currentneeds. for instructional inaterials.The NNCCVTE centers work closely

"with each State Educationi Agency.Each SEA has la vocational educe-ti01),staff rhernOer who serves asftaibri representath./6 with the,apprcipriate regional center.

ERIC_ is a nati nal informationsystem which o tains unpublishedand difficult-to 2f nd documents in allareas of education and makes themavailable to school administrators,teachers, researchers, informationspecialists( professional. organiza-tions-and students. The systemcontains ,a network of clearing7houses in charge 'of acquiring,selecting, annotating and indexingcurrent printed materials. The Clear-inghouse for Adult, Career, Voca-tional `and t Technical Education is.located at NCRVE.; You can obtainliterature-searches and either micro-fiche or hard paper.copies of reportsin ERIC either from ERIC directly orfrom iny one of literally hundreds ofCooperating centers. ,=

USDE, the U.S. department ofEducation, has the primary role ofgetting national priorities, fundingexemplary effortsrpi-oviding incen-tives and resources,;and providingtechnical assi6tance \and training:Their role in instructional materialsdevelopment and dissemination isprimarily in an advisory, referral orfacilitative capacity. The primarysponsor of educational research anddevelopment (R &Di work is thefederal government, and of; the..several agencies and departmentSfunding educational h-& D, USDE is

the most prominent. The eficins itfunds are responsivp to the autho-rizing legislation, and are directed toneeds which are national in scope,-rather than regional local.

NIE is a leading agency for educa-tional R & D within USDE.gstab-fished by federal legislation, itsbudget -and priorqies largely dependon legislative mandate. These guide-lines include.sponsoring R &which is responsive to needs ofeducational practitioners, andcarrying out dissemination activitiesto insure maximum benefit from theresults`of R & D. Part of NIE'scharge is to fund several regional R.& D laboratories and work with themto insure effectiveness of R & U onthe regional level.

There are also a good number ofadditional agencies and organiza-tions both within the governmentand private sectors Which havenational importance. In the federalgovernment, -for example, there arenumerous agencies which fundsome educational R& 0, within theDepartments of Health and HumanServices, Education, Defense, tabor,etc. In the private sector, there are avariety of, national nonprofit organi-zatiOns, devot6d either wholly or inlarge part to educational- R & D.Among these are the Ariferican Insti-tutes for Research (AIR),'the Educa-tional Testing Service (EIS), and theNational Occupational CompetencyTesting Institute (NOCTI),. Many ofthe products and services Whichcome out of these organizations areones that could help- you serve theneeds,of vocational instructors.

SOURCES ,DEFINED

The private sector is, of course, avast and diverse source of vocationaleducation instructional materials.However, this guide is limited to'those sources of materials whichare:

1)- government-supported andsponsored, -

2) private, nonprofit and of clearrelevance to vocational educe-tion, or

3) professional associations,

How This :G1 lide irsOrs ganized

This guide is organized for conve-nient access to the informationwhich is most relevant to yotl at themoment. You are best advised toconsult the guide with specific ques-tions and concerns in mind. You canthen locate the pertinent sectionsand find the resources you needmost. It is not intended that youread the guide straigtit through.

-TOPICAL ORGANIZATION

Finally, this guide is organized tocorrespond to the major problemsyou are likely to encounter. Theorganization of the narrative sectionsalso reflects the order in which yourconcerns are likely to come up asyou attempt to improve programs.That is: first of all you need to knowwhat products are available and howyou can get your hands on them.(Part II supplements this informationwith specific organizational listings,and Part IV gives detailed informa-tion on selected major organiza-tions.) Next, you will want to know

- how to select the best andmostappropriate materials for varrousclassroom uses. Then you will wantto help teachers become aware ofthe materials and motivated to usethem. Finally, you will want to besure they are used regularly andeffectively.

feNaturally, you will have dillerent

concerns at different times.Users ofthis guide will differ in theirneedsand concerns. Some of the moreprominent contemporary issues,such as basic skills, competencytesting, and computer applicationsare given separate treatrnen in PartIII. Other issues dealt with in theguide may arise only occasionally_ .

Consider this guide to be yourresource to be adapted to your ownpersonal needs.

PERSONALIZING YOUROWN GUIDE

Educational research and devel-opment products, and systems fortheir'dissemination, change al arapid rate. Thus, you are encour-

- aged to use marginal spaces forannotating and entering relevantnew information as it becomes avail-able.

You are also encouraged to usethe looseleaf feature of this guide toadd new product information,including seasonally changing itemssuch as brochures, directions lorordering, etc. Inserting locally perti-nent information can make the guidemore usable for your own localsituation. You can, in effect, createyour own localized guide..

HOW TO FIND INSTRUCTION

What are theDifferent Types dProducts'?

Designing, developing, producingand supplyingjostfuctional productsis flourishing in the United Statestoday, both in the public ajici private-sectors. The types of needs beingmet, and the populations being

s<served, are sb diver_ m our plural-istic society, that man_ -types ofinstructional products are produced.

Textbooks, teacher's manuals,curriculum guides, student work- -

shops another traditional printedproducts are only tie moat obvioustypes.of instructional-materials. Awide variety of supporting andsupplementary materials related todiagnosis, remediation andevalva-

n are also available. These includecompetency catalogs, criterion-referenced tests, basic academicskills tests, comprehensive curric-ulum and specific course, objectivesbanks, and a vast array of othersupplementary resource aids.

These products readily come tomind, but they are far from the onlyones. Non-print media have comeinto great prominence in recentdecades, eclipsing in many casesthe almost total reign which printmedia have enjoyed ever since thedays of McGuffey's readers.

Even a cursory examination ofinstructional resource catalogs'reveals the following types of non-print instructional materials, madeavailable in various combinations ortogether with accompanying printedmaterials:

PRODUCTS

O 16 mm or other motion picturematerials

O cassette, record, or other audio

)0materialsvideotape presentations

0 slide-tape and other multi -mediapackagbs

O interactive-environment workstations

Er compute assisted instructionalsoftware

O model and simulation hardware

Along with products of the abovetypes, many agencies also providecustomized inservice training,cdnsultation and evaluation assist-ance. While these are not strictly/instructional products, they need tobe considered increasingly asconcomitants of many kinds ofinstructional products. Examples ofthese services include:

O competency-based teachereducation materials (NCRVE)

O customized tedit deVelopment addtest scoring (McGraw-Hill)

O computerized guidance andcounseling (Educational TestingService)

O cooperative development/pub-lishing arrangements (LittonIndustries/IBM)

INSERVICE REQUIREMENTSMany curriculum materials, of

course, require little, if any, in-service training for them proper use.Other products, such ascompetency-based and computer-assisted instructional packages, asthey become available in morecontent areas, will require greateraccess to inservice training andexpert technical assigfance,

Pu oseGuide

Vocational education supervisorshave a unique cipportuhity to influ-ence vocational teachers in their useof high quality instructional mate--rials. As a supervisor, you are prob-ably already aware of a vast array ofMaterial' development agencies,clearinghOu'ses, curriculum cobrdi-nation centers, etc. All of these arededicated, in one way or another, toprogram improvement throughproviding quality materials.

But there is a problem.Theproblem is that the vocation's'education development system islarge_and constantly changing. It isdifficult, even under the bestcircumstances, to get the informa-tion you need when you need it,Here is where this guide can help

This guide was designed.to helpyou fulfill your role of linkingexisting resources for programimprovemnt with actual teacher -practice. This guide has two generalpurposes. First, the guide providesinformation relating to the specialresources available, and the uniquechallenges faced by vodationaleducation teachers. Second,'it helpsin four problem areas which are ofbroad interest to every teacher andadministrator; namely'

1:1 how to locate instructIonll,products fitting a puce_ ived need;

O how to select the:beseproductsavailable; -,

O how to choose among alternative

HO TO USE THIS GUIDE

fOP .disseminated to constituents;

O how to help-insure that theproducts are used most effectively.

oblems AddressedThis Guide

_Vocational students' needs for highquality instruction cannot wait. Nextsemester ornext year is too late,When teachers ask for help theywant it right aw.

Remember, in addition to all youroth -r concerns, as a supervisor youwill ce the four related problemslisted above as you attempt to helppeople who request assistance, Thescope of these problems is quitelarge, Each one may apply to' hostof different types of "products."

A pniduct, as, used throughout theguide, is'any m terial, device or ideaspeciallydesigned for program andinstructional improieement; Differentwords e.g,., product, materials,resources and innovationsare usedhere to mein basically the samething.

The following are questions youmight ask yourself. Each one isaddressed in the guide.

LOCAtING I STFIUdtIONALPRODUCT0What -are the various types of

instrOctiona-mdticts aVailable?O 1 W1lhb-pro'clutes them? Where-do -_

. they corne frOM? _ -,-0 He can I make contact'? What is

the appropriate scoUrce?O Who can help-me in my search?

ELECTING- (DUALITY-PRODUCTS0 What makes for,quality?0 What wriality assurance-does the.

Vd-thor/developer offer?cl What are the advantages/disad-

vantages of the new products, .

compared to those the teachersare already using?

DISSEMINATINGINSTRUCTIONALPRODUCTSO How can I- improve my dissemina-

tion goals?O How many different pes of

dissemination strategies arethere?

O What are some examples ofsuccessful strategies?

.0 What are the payoffs and the.liabilities of each, and whenShould .I choose one overanother?

MAINTENANCE OPPRODUCT. USEO How can I insure that products I

are not-only disseminated butadapted, and used?

0. How can I communicate what Iexpect in_teacher fmplementa-'hen?

0' How can I help teachers over-.

comp reservations about using aproduct?

O What are some -practical. guide--lines for, implementing and main--taming product

..-This emphasis is to avokltheraptil obsolescence of informationabout th large number of rapidly -.T.

changing private, profit-making -organizeticins and their products. Byrelying on these sobrces, you areassured of OA° date, comprehen-sive information.

Finally, there are =Many profes-.sional associations specific to yourspecialty which are crucially impor-tant. These -are excellent sources ofcurrent information regardingcurricula, instructional products,inservice oppOrtunities, conferpnces,workshops, and information bet-works directly related to each field.In addition, for all vocational educa-tors there is the American Voce:-bona! Association, with its annualmeetings, newsletters and otherspublications (e:g., V6cEd): andnumerous other services. Addresses,phone listings and other organize-tional information are listed in Part

MAVCC (Mid-America VocationalCurriculum Consortium) isnonprofit corpbration designed to

,develoP, disseminateand implerrienhig quality-Curriculum materialt:in

cational and technical education.There are dleven member states (asof 12/82).

V-TECS (Vocational-Technical 1,

Consortium of States) is a nonprofitorganization consisting of memberstates, currently twelve in number(as of 12/82). The Army, Navy_, andAir Force also hold associatemembership. It was designed todevelop and make available taskanalyses to guide instruction invocational and technical education.

REGIO AL/MULTI-StATERESOURCES .

A variety of laboratories, centers,and consortia serve regional as wellas national efforts. NNCCVTECenters include:O East Central Curriculum Coordi-

nation Center .

.0 Midwest Curriculum Coordination-Center _

O Northeast Curriculum Coordina-tion Center

O Nonhwestern Curriculum Coordi-nation Center =

O Southeast Curriculum Coordina-tion Center

O Western.Cui iculum Coordination.CeRter

These centers were developed byED for the purpose of widespreadsharing of vocational and technical- education products and materials.-Each CCC functions autonomouslyto serve its own region's needs.Through the State Liaisdh Represen-tatives (SLR's), the curriculuminformation most needed On thelocal level is made available to the _

schools_

R & 0 Labs are the focal point forfederal edudational R & D NIE wasmandated to support and wairkclosely with Aystem of reglonal

D labs across the country.These labs assist NIE in.it& two .

major objectives of:

1) disseminating important R -8t Doutcomes to-educational practi-tioners, and .

2) identifying-practitioner needs.In addqion to receiving basicfunding-from NIE- for theseobjectives, the labs serve avariety of otherregional R & Dneeds and functions, and havenumerous-contracts fromschool districts, industries,andprivate corporations, etc.

Several major regional labs are:

O Appalachia Educational Labora-toiy

-0 Research for, Better Schools .

O Northwest Regional EducationalLaboratory

0 Southwest Educational Develop-merit Laboratory

O Far West Regional Laboratory forEducatiOnal Research and Devel-opmentSouthwest Regional Laboratoryfor Educational Research andDevelopment

STAT-FIESLII3CESRC 's= At the state level are found

the various State Research Coordi-nating 13titS,(RCU's), locked ineach of the fifty-seven slates-andterritories. RGU's werevtablished...under Federal legislation in 196566.They are charged with coordinatingprogram improvement, to-includecurriculum development projects, as

as research and demonstrationWhile they are administere&b*.thestates, the U.S. Department ofEducation, Office of Vocational andAdult Education has some coordi-nating responsibility.

RCU's provide a local resourceaccessible to every vocationalinstructor in a state. They are, theo-retically a well as practically, the

.point of contact between local needsin instructional practice and themandated federal programsdesigned to meet these needs. Inevery-Vocational specialty, yoursincluded, there are officers in theRCU with the respon-Sibility ofmakingavailable resource's andresponding to area specific rawest&Addresses where each RCU Directorcan be contacted are included in'theResource Listings in this guide..

SLR's. State Liaison Representa-tives within each state ovide-acontact with the:regional andnational. networks for curriculumcoordihation (KINCCVTE),-makingavailable many more potentialresponses to a field-based requestfor assistance or information, StateLiaison Representives are also listedin Part II. They are often found inthe state education agency.

SCL's. Also on the state and locallevel are many state curriculumtaboratories and other centers for'providing vocational instructionalproducts..SCLa-rhay.be.a part of the

`state RCU organization. A qompre-hensive.listing of these Organiza-tions, with inforrnatiOn on how tocontact them, is included in Part II.

.The following.are cited merely toillustrate the variety of organizationsthat exist, in every region and virtu-ally every' state_

Many other resources are avail-able at the state anctlocal level.-Twopotentially important contacts areSex Equity Coordinators and CareerEducation Coordinators in the statedepartments of education. Acomprehensive _list of these offices is,.incl ded in Part II.

RESOURCES ARRANGEDACCORDING TO NEEDS

Another way to list organizationsis according to what is needed.Consult the following saMple list ofagencies. organized. by specializedneeds, to find the type of need-youwish addressed, and suggestions ofthe corresponding sources to inves-tigate. Then consult Part II to find,out-how to contact each one.

Competencysits in 9

C0146Pr 4i0t#160tIVi.rPl`10-1.

cloperAfir.9)-a 1,13)<PEA.

tiedtiOn(

tipa-kbIP-9P Re

MniEtinfar_rnaf,or etho'Va

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to Sea rcProducts

. .

KnciWing how,and_where to #fcate :instructional Materials is a matter of I

identifying clearly what types ofproducts are' being.toUglit and what

_is aVailable. Ft is also a:matter of_

tapping and applying the Collectiveexperience others have gained, andbeing prepared ,to use new andemerging technology for the rapidcomputer-based retrieval of mate-,rials and other relevant information.

"Ik

Teachers may have other needs aswell. Careful analysis of what isneeded will Offen leadlimmediately,to --the selection of the odrrect.,_ .....

_source. As ir.i iny 'Proll.lern7solvingactivity; the. definitiopof the problemfrequently gOe -a long. Way-towardSthe, s- ion. u may have,-to workca full , and -atiently, however, fnrthel ing echers, facuq.and staff _inthe explicit, objective definition of

_their rea 'problem

WHAT -PROBLEM S DO YOUHAVE"Z_

What soils of products do youneed? A new instructor just begin-ning to develop a course of instruc-tion should start by developing acle r, and behaviorally specific, setofuidelines and objectives for the

urse. This involves, in turn, acareful and detailed analysis of theperformance,required.

. 7

Most instructors are alreadyoriented toward analyzing thesubject they Mach into functionallydiscrete parts before selecting thestrategies and materials will'aid theirinstruction.

Fortunately, vocational teachersdo not have to "redesign the wheel,"since they may benefit from theresources of hundreds of vocationalteachers who have already contrib-uted to the pool of performanceobjectiVe lists and task analyses.Many such lqts are available (fromV-TECS, for example). Even expe-rienced teachers seeking to keep -

their courses current and up to datemay wish to take, this option.

Closely related is the need forcompetency measurement. If ateacher is interested in objectivemeasure of student competencies,there are sources to which-he or shecan turn. In addition to flOCTI,American Institutes for Research(AIR) and the Florida Department ofEducation are sources for vocationalcompetency tests for approkirhately:.fifty different occupations.

\

10

OTHERS-CAN HELP YOUIn addition to analyzing the

problem, other strategies foridocatinginstructional -products are available.One of theSe is called "networking."

Networking is essentially the strat--pgy of using colleagues and otherpersonal contacts as resource-'people to aid in lwating materials.State supervisors have a goodresource available in their staff's and

.colleagues' collective experiencewith similar problems. The multiply-ing effect-of beginning-with one'sown colleagues, and spreadingoutward frOm there, can lead toextremely effective results atminimal cost. One's always pail ofan extensive network of relation-ships; often surprisingly so. &Thosewho are already-exper1 can becomeeven more effective by tapping theirassociates.

Networking most often usesinformal and professional Contacts.It.takes advantage of the accessi-bility of colleagues of others whohappen to be closely associated. In,using networking, you also get"plugged into" the network for thedissemination of vocational instruc-

_tion I materials.

Good places to start on local-level are with:

1) your Curriculum LiaisonRepresentative (part of theNNCCVTE network7a currentlist of centers is found in Part IIof this guide);

2) the State Currieulum Labora-tory located nearest tcLyou(consult Section IV, "MajorResource Listings," under the

t,

i.lphabetical listings orby state); and

3) ydur RCU.9

Other daces-to start are the.developmentOrganizations most'appropriate for-your particula nee(Refer to the previous section,

_---

-,Where Co They Corne ProirtneCeseary. Or, look directly in PartII; There yOu will fihd a current

--. address and_ telephone listing.

system which was begun undercontact with NIE to supplement

IIIERIC and RIVt.with currentprogram practice astir educationalmaterial- information ,:Operatedpnvately -by Bibliographic Retrieval_Services-(BRS), the-on-line systemiSavailable on a pay7as-yriug0.basis. Extensive file data on schdolpractices in vocational education areavailable. `

Finally, con suit the following 'publication for information en data-

_bases in many vocational areas. It isavailable through ERIC and theNational Center for Research inVocational Education: .

Databases and Clearinghouses.-_-information Reiources for Eduction.-

sAFTER YOU TRY PEOPLE,TRy COMPUTERS

Assurne you want.to find outaboirt the status of research and

_ development on a given topic. suchas vocational education for thehandicapped, and you want as ,

broad a picture as possible. Theplace to look first is in ERIC, whichis-the major repository for researchand development documents-ineducation._Hand searches of ERICmay be carried out. But increasingly

_- on-line computer searches are theway to go. Be sure to consult the

`Thesaurus of ER/CbeicriptorsT inyour-local college library o cooper- ,ating ERIC, center, to help efineyour searCh.

RIVE. Resources in VocationalEducation (RIVEformerlyAIM/ARM) is the special databasewhich is, devoted to vocational ani5technical-education. A wide range of

mate-rises from I el school districts, state

topics is c red, drawing uponsources SLIc IS instructional mate-

departmentg of educ-ation, curric-ulUrn development laboratories, etc.This database also uses-the ERICThesaurus. Questions regardingRIVE may be direct& to theNational Center (NCRVE).

ow to ,CelecProduc

Careful evaimalion is the key to_searchi,kg_among the ever increasing

-- array of instructional products. =

Those who evaluate instructionalproducts need guidelines to aid in-the selection process. Supervisorsmay use these tips to help others in,

T the process.

The guidelines Which followrepresent the consensus of manywho develop, as well as use, itlstrud-tional products. Their distilledwisdom comes out of lifetimes ofexperience in-the evaluation, selec-tion and, ultimately, the use ofproducts.

In additidn td a more conventional"literature- search, an ERIC investi-gation might include a computerassisted inspection of articles as wellas a systematic investigation ofcatalogs from curriculum resourcecenters such as NNCCVTE, MAVCCor GPO.

SPIN/SPIF. The School PracticesInformation Network and File(SPIN /SPIT) is a computerized data

EVALUATION CRITERIARelevance. What is the relevance

of the product to the objectives of .

the course of stUdy?,Towhat.degree-does the product.clearly and directly,relate to the course objectives?

1

Organization. is the material wellorganized? A clear organizationshOuld be one of the 'midst obviousfeatures bl high quality instructionalproducts, This allows users easy .acceSs-tdyvhAt:tbe yroduct has to

,offer. The fO:rniat-fand organization e-_.must be consistent, fogical,sensible--andobvious. If there are severalprOdUcts in a-serieS,'how does each --

refateto the others -Their relation-%hip should be clear and' lobVious._

content Clarity.- IS-the materialclearly presented? 4s the expositioneasily understoodAre explanations

-and directions full and unambig-

Usability ;How usable ate thematerials by teachersl ch and other

,

implementors? This Criterion'specifi-cally.focuses on Ale 'school or Other.

.._- instrUctionaktetting.'Are the mate= .. ..

rials-adaptable 'withiii The-intended ,- ...

_tontexts?.tere the resourceso ikSe fhern-already present or -:

-ally ,accessible? Are the materialsastly-integroted with local teaching-

and testing practices? Is thereevidence that the materials havebeep tested for their usability in thevarious settings fOr which they claim

-apprcipriatenesi?The credibility ofsuch clairnedmay be tested byasking:;.Mhich individuals'(schooldistricts, etc.) have adopted thematerials?--How long haVe they -been '-using them? With what results?

. ,Effectiveness. How effective are .

the materials? Do they haVe thepotential to bring about the desiredchanges in their intended settings?What is reqnired for successful useof the materials? How do teachersperceivethe materials' eectiveness?

-Cost. How much will the productcost? What training is required forsuccessful use-of the materials?How Irmo will the materials last?How durable are they? What is Theirmaintenance cost? Are theantici-hated azi5tS of using end continuingto use the products reasonable forthe benefits anticipated ?.

.

. Generalizability. Finally, how-generalizable are the Materials? Arethe materials capable of being used ,

ir7nites, or with audiences, otherthan those primarily intended? Animportant feature here is the sex-

i flu-r----fairness, and culture fairness, i he

materials. These features wily.once the potential user's judgmentregarding the use of scarce fundsfay acquiring the materials. Thecompetition for Scarce resourcesMay rule out acquiring productswhich can be used in only a fewsettings, or with only a few groups.

uous?

Comprehenaiveness. How -comprehensively does the product

.addreas yourobjectives in camper-/ison with available options? Is

the appropriately cornpre-hensive, or does it make only. aslight contribution to your objecfives? -

Accura_ Cy.-Are the materials kccu--rate? Is the inlormation contained inthe materials' reliable and up todate? Several sources of evidenceshould be checked. The reputabilityand credibility of the source--7publishers and developers alike are=all relevant pieces of evidence whichare relatively easy to obtain. Howrecently and how frequently has thecontent aeon updated, field-tesledand verified? Evidence of expertreviewers or advisory boards is alsoof considerable help in building yourconfidence in the material.

Appropriateness. Are the materialsappropriate for the intendedaudience? Your analysis of appro-priateness must take into accountboth the short- and Jong-term"goalsof instruction, the needs of students,their interests and reading abilities,the possibilities for self-pacing andremediation, and the like. Technicalvocabulary shoulq be introduceonly as needed and required, andthen carefully identified and defined.Jargon should be scrupOlouslyavoided.

SELECTION TIPSin addition to the general criteria

.

above, teachers often need specialadvice for selecfingtpacific types ofproeucts.which they Use mostfrequentty such as textbooks;teachers manualSanti visual media- .

including _film aid video._

Often the most effective method ofdelivering specifically tailored adviceis to give axampleS of particularproducts-in the teachers field andpoint out their strengths andweaknesses. This amounts to a prac-tice session on how to apply theguidelines discuSsed above. In addi-tion, there are certain points towatch out for when selecting text--books, teacher's guides/manuals orvisual media. These_are brieflydi cussed.delow.

I s always a good idea toremdrnber that teener aids such asthese are seldom seleMa in isola-.tion.from one another. Textbooksandteachers guides (as well asstudent Workbooks) quite oftencome in companion sets. They are

-aiso-freqt.ientIY-coordinated with

electirig Teacher's Guidestk-SInce--,;aleaeher'S guide-or.ma,nualrnost7frequently accompanies a textbook,-the cleciston to use a, particular-gpide cannot beteparated, in most=cases, from-the decision' td use theJext aA useful guide` the.,textbopk more effective and_ usable..-It shoPld clartfY, in the-teachersmind, how to getthe maxirntirn_gains in:student learning.from.thetext-plus various' supplements andother learningdevicek It shouldprovide practical suggestions, forexaMple,_ for appropriate StudentprojeOts, disdussion topics, andvisuerrnedia coordinated with eachunit. Another highly desirablefeature is the inctusidn of-test-items,or other evaluation instruments,_tomeasure What students learn. Ifthese are-present, they shouldmeasure the' stated objectives of thematerials.

Other questions to be considered _=-are the following':

Does.the-guide indicate what,any; suppOrt system is needed for

_

_effeetive_usept the text or other-product?

0,Does the guide review what quali-fications oteadhers are requiredfor them to use the product effec-tively?

0 Does it clarify whatihe studentmust know or be able to do priorto the product's use?

0 Does it suggest any steps forrernediation or repetition oflearning cycles, if necessary?

0 Does it-make allowances fordifferent learning styles and self-pacing, including acceleratidn?

Selecting Visual Media. Althoughthe general criteria discussed aboveapply to visual me k as .mucb as toother instructional products, it isworth stressing careful evaluation onthese criteria.

The evaluator needs to be espe-cially analytical to avoid using visualmedia -only because of their enter-tainmentvalue. The following ques-tions/should oe considered:

various available visual media. Thus,'it is important to consider the totalpachtage available and how itmeasures up against other options_

. textbook Selection. Whenevaluating and selecting textbooks,in addition to considering ,_thegeneral criteria above: you shouldalso consider several other desirablequalities. The following is a checklistof questions the teacher might dowell to consider:

O Does the text represent a broad -spectrum of viewpoints on agiven topic?

O Does it contain bibliographiesreflecting :multi-media materials?

O Is it appropriate to various stylesof learning? --

D Does it reflect the pluralisticcharacter and culture of theAmerican people?.

=eel fret to add your own questions:to this list.

O Do the propped "visual media.-fnake a unique ciantributiOn to the...objectives?'

O Do they have strengths. notpossesied by other teehniquesT

theysupPlement-the-effectiva-.

ness of instruction?O poi the techniques used improve

ubon materials or techniquesalready in'Use?

0 -Do they present information,talent or teaching _methcid? that:are not available in a conven-tional classroom?

Visual Media do have a uniquepotential for'contributing to intended.student outcome. They canincrease effectiveness of irittruction,both qualitatively and quantitatively.They tan make available txpert`ortspecifi& topics. They can multiply:instructional impact beyond the

-limits imposed by the traditionalclassroom exposure.

Another potential that visual mediahave-is for demonstrating complexperformances, where- a-lifeLlikesequence of steps can be modeled,an,d observed.. These_demonstrationsmust of Course' be supplemented .

with the opportunity for practice andfeedback_

SAMPLE::REFERENCESKomoski, P.KWhat Curriculum

Leaders_Kiee6 to Know AboutSelepting InSfructiopal Materials_EFlitDocuirneht-No. 184 146,

1980.--KrenTai96t,401:4,---_Gtildelines7fOr the .Evaluation and

8eleCt-ioh of lnstrbOtional Mate-.ERIC Document No.. 20p1981.

=

ilke, J.L. Guidelines for EvaluatingInStrUctionalIVIedia (Film and TV).-ERIC Docurnent No. 202 771,1981.,.

The evaluator, then, should con-sider whether the real potential ofvisual media are beingtapped.

In addition,. several 'other ques-tions need to be asked concerningvisual media.

O Are the materials of acceptabletechnical (visual or audio)quality?

-0 Is there anything about the: conte t or styles of presentationthat ,uggests the material is_out-,Of-d te?

O Do t e materials encourage and: allow the.possibilify of viewer

involvement, if desired?Are the materials accompaniedwith high quality teacher, guideswhich enhance their effective-ness?

AIL EYSIRUCTIONAL PRODUCT'S

Educators must work withinbudgets. But economic constraintsdo not necessarily mean doingwithout high quality instructionalprEducts. MORE is not always.BETTER. In vocational programimprovervent resource sharing is 9

beginning-to replace local develop:went. We can no longer afford tci-,evelop all our own products. Betfar

\Ants can often be obtained byshag, Ig high quality, tested instruc-z

tional products and materials.

"DISSEMINATION"'HASMANY MEANINGS

Dissemination has a variety ofmeanings. They range from merelydistributing information on a giveninstructional product or practice, toinfluencing teachers or schooldistricts to adopt and use a product-on a trial basis, to long termcontinual commitment to new prac-tices.

There fs a progression Of user,involvement, and commitment, toproducts. Yet all of this involvementcomes under the umbrella of

ry

dissemination.

The type or complexity of theproduct being disseminated maymaterially influence the approachone takes to dis'Seminators. Never-theless, the objective is alwaysprogram improvement throughimproved instruction and/or loweredcost.

INFORMATION?OR PAOCEDURES?OR PRACTICES?

You may have many purposes fordisseminating information aboutnew products, or= distributing theactual products themselves. Yourreasons range from a simple desireto keep local administrators aware ofnew materials to promoting a new.practice mandated by your statelegislature. But whatever your

.motive, and whatever product isdisseminated, product and costeffectiveness should be your priority.

Even if your purpose is the distri- -

bution of information about aproduct, your concern should bethat teachers,have informationreadily available, at low cost, whenthey need it. -

This concern translates into'careful attention to effective, attrac-tive and scannable communication.No one wants to waste money onefforts that will be ignoied or thrownaway.

if yod wish to disseminate aproduct, there is more involved thansimply making information aboutthese products available..Thereneeds to be-careful attention to suchfa-dtors as: how do the characteris-tics of the product affect the poten-tial user's interest, what is theperceived utility of the product,' howadoptable does it appear to be fordifferent individuals and groups, andthe like.

2- 17

I -.-

LASTING =COMMITMENT:THE GOAL

.

==,if yoUr goal is thbliMplementation

and continued utiliz tion'of newprOducts, th-e following aro.ques-_,tions to consider: which dissemirlation techniques are-mbst effective toachieve the desired type- of impre--mentation; how-much -human"_resource is needed; etc.

Many materials require little, ifany, additional support. Othersrequire.a great deal of expert help toimplement them.correctly. Knowingwhen expert assistance is-neededand where it.cah be found is thus akey element in the arsenal of anyVocatibnal- eaddatibii Supervisor.,

SomeGuidelinesTodisseminate any educationalinnovation takes more than simply _-making people aware of good ideas.This is the "build a better mouse-trap" fallacy. If one builds a bettermousetrapor teaching innovationcontrary to the old saying, the world"will not necessarily beat a path toone's door.

Your efforts must be accompaniedby careful attention to the dissemi-nation process.

O Clearcut advaptiges over otheralternative products and methods; .

O Moderate expense in Money, time. ,and effiart. I

GENERAL RULESThe following general rules have

been found to be of assistance inhelping disseminate ideas andproducts.

Perceived Utility. The innovationmust be not only of good quality,but must be perceived as useful.There are several characteristics ofproducts and other innovationswhich are generally perceived asuseful. They are:

0 Compatibility with an organiza-tion's goals and traditions;

Adoptability. Products, must alsoe adoptable. The following characr-:

teriitics of-an innovation. enhance_ - :.the chances few its-adbption:

0 Readily observable;..0 Flexible enough to-be adjusted to

local conditionS;;TSimple-enough to be easilyunderstoodAccompanred by self7explanatory;supporting materials; j

O Congruent with the user'sperceived needs;

O Advocated by credible indiViduelsor organizationS.

Compatibility with Local Condi-tions. Additionally, careful attentionmust be given to the social conteAin which the innovation is to beused. This is partfcularly t 'e whenlasting changes are desired. Thereshould be:

1;1 Adequate planning, with the:cooperation of the targetaudience;

O Adequate local financial_resources;

O Adequate local,human resources;O In-service training for'practical

applications; .. -

O Open two-way communications.O Administrative support.

Choosing a dissemination Strategyshould .dependdn aicareful analysisOf the problem and /application ofthe abovd suggegtiOns. It is impor-tant to examine ca efully how othershave been.succes nil, and whatstrategies they ha e used. _

CRITERIA FOR SELECTINGA STRATEG

Dissemipatio strategies are morethan a hodge-p dge of activities.More dissemin tion activity is notalways better tivity. Judiciousselection of di semipation activities

depends on Many factors, two ofw ich are:

he funs allocted-for youriVities:rland

2 the past experience of you andyour target audience withtimila;:rdissemination _efforts.

COST-EFFECTIVENESSGenerally speaking, the ser

your activities_ move towardl ple-I mentation, thelcostlier your-activities

will be. This is because there is aprogressive dennd for face-to-faceinteraction, staff development, sitevisits, etc 'Given limited reurces,costs might seem excessive. Whatcan youirio?

First, avoid backing up to a lowerlevel of dissemination simply to cutcosts. Activities which are bestsuited for creating awareness(newsletters, brochures, etc.) are noSubstitute fof those which fosterundeiatanding. Activities thaffeistersimplIkunderstanding are not suffi-cient for good decision making; andso forth.

If your analysis indicates that the-time is ripe for implementationefforts, money spent for creatingonly awareness would be simplywastes!. (The reverse is also true:without first laying the groundworkof awareness arfd'understanding;funds invested in activitiesdemanding face-to-face interactionwill also be badly spent.)

Second, make use of multiplestages of interaction. For example,arrange to interact with a fewopinion leaders in a schoordistrict,before attempting to work with allteachers.

Similarirmake use of alreadyexisting communicatibn networks tomultiply your efforts. By gettingindividuals who are already apart ofa communication network involved,your influence can be extended atlittle additional cost.

Third, work for the collaborationáf all the relevant groups of people

who are to be involved. This -includes not Only' members of thetarget-audience, but otheror-organizations who have a -stake inthe outcome and can influence thedissemination .process Cooperationand the sheMng of neededresources,fideas, ete., is essential togetting the job done.

PAST HISTORYAnother factor you should con-

sider in selecting a disseminatrohstrategy is the past experience youand the target audience have hadwith similar materials and relatedpractices. If teachers have had-nega-tive experiences with previousimplenieptation Worts they will tendto be cynical about new ones thatcome along. If you have workedsuccessfully with them in earliereffortt, they will be more willing totry out new ideas later. Sometimes,if you have a very difficult or ambi-tious project in mind, it is wise tostart out with something-siMpler-that__is relatively sure of giving them asense of success before attestingmore,complicated efforts_

Another ploy is to send- up a trialballoon with a few experiencedcontacts first. Get their reactionsbefore committing a large amount ofmoney and time_ This precautioncan be worth a lot in the long run_

Another way to avoid prematurenegative teacher reaction is bydeveloping a cadre of experiencedadvocates of the materials/practicesyou are trying to disseminate beforeyou try for wider adoption. Teachersare m t likely to be influenced byre -cted colleagues who already

e the materials.

Finally, any communicationsregarding the product should indi-cate the relative advantages ofadopting the new materials/practicesvery clearly. If you truly believe yourproducts have clearcut advantagesand deserve a fair trial. potentialadopters should have these reasonsset forth early and convincingly.

DisseminationStrategiesDissemination strategies vary alonga continuum.fromthe irrIpersonal to

:the highly personal; These strategiesmay be categorized.. however;'according to the purpose you hope ,

a, accomplish. These include:

O disseminating informationO distributing productsO initiating implementationO institutionalizing (maintaining) the

'change,

Selecting a dis-mmination strategystarts first with the selection t:if

_which level of assistance (awareT.nesS, underltanding, decision orimplementaffon) is desired.

All four4levels-of disS'em'activities will be relevant fal a tirhe

- or another_ .

Ultimat y, of c_surse, the goal -ofimplement tion, use, presupposes allof the prece ing steris (awareness,understandi g and decision)_ Youmay find y urself working at anyoneof t ese levels.

DISSEMINATION HAS4 LEVELS

The National Institute of Educa-tion defines dissemination as aseries of activities which help thoswho comprise a target audience

1) become aware of the intendedoutcome (product utilizationand its benefits);

2) understand how the materials---can-be=used;---3) decidewhether or not to use

. the materials; and4) implement or continue to use

the materials.

dissemination,This definition ofapplied to.educational roducts andtheir use, shows a grog ession ofactivities from awareness to imple-mentation. Effective dissemination_activities must go through theseprogressive steps to reach, sooneror later, ongoing use of educationalproducts for program improvement.

It is assumed, of course, that thegeneral rules outlined in thepreceding pages are followed: Thatis: the products have both perceivedutility (they are. quality products)and adoptabilftyl(they are practicaland serviceable from the user's pointof view): and there is a good fitbetWeen the products and thesetting for adoption, as determinedby careful analysis of audience andcontext.

SAMPLE DISSEMINATIONACTIVITIES

The following discussion givesconcrete examples of each level ofdissemination adapted from a publi-

\ cation of the Illinois State Board ofEducation. This will serve to clarifythe meaning of each level. It willalso serve to remind you of thevarious alternative techntues youmight wish to employ depending onthe parpose of the activity_

AWARENESS'Awareness can be fostered in

- many ways. A few .of the morecommonly used examples are

.,,brochures, press releases. newg-letters. and advertisements.

Here the intent is to "get the wordout." At the very least, targetaudiences will learn that a product,or line-of products, is available. Inaddition, they can ascertain why youregard the product as of highquality. Finally, your audienceshould learn the basic factsregarding hob to find out moreabout the product in question.

Diffdrent techniques reachdifferent audiences. Articles in.professional journals provide a goodmethod of making researchers. and

'administrators aware of the- mate- _

ha's. Articles may escape t e noticeof many, however, and there bea publication lag of six months oreven more.

ERIC provides an outlet -forunpublished or "fugitive.- docu-ments : The wideSpread accessibility.ofthe ERIC System is_one-advantageof this technique_ Inform tic_ about

_high quality prOducts, th, canbe lostamong all of the information

ERIC.-it takese certain,amount of persistence to locatematerials with this technique:

NNyCVTE, and the regionalCCC's, is set up to increase aware-ness of new products with !goodpromise for meeting needs. SLR'sare the poi contact within eachstate.

. Otcasi nally, T.V. and radio _announce -nts might he appro-priateThis is ely to befruitful if the announce ents are k

aired during the times -nmanbers of the target audience are-most likely to be tuned in, and onstations your audience typicallylistens to..

UNDERSTANDINGUnderstanding is fostered when

people are given first-hand expe-rience with what the product is like.There are ways to iccomplishthis. Materials can be made availablefor review by loaning them throughvarious library systems: Materialsmay also be purchased directly frompublishers, or made available topcitential customers as examinationor complimentary copies. Somedisseminators are set up to providematerials, on a cost recovery basis,Some even supply limited quantitiesfree. Conferences provide an excel-lent setting for giving demonstra-tions of materials and their uses,

One of the most effective sourcesof promoting understanding is one'scolleagqes. You can make use ofinformal networks of the people youreally want to reach_ User lestimo-nials".in printed materials, or liveuser panel discusSions at confer-ences or conventions are methodsof getting the attention of otherpotential users_ Many centers(SCL's, CCC's) maintain files ofproduct evaluations_

DECISIONDecisioninaking does not happenat once. When you help somene_

decide whethertq use aABroduct.you are doing at leasf_.ffib-distifictly',different things. Fjrst,,you are---making the cape': for using the

- product: giving- reasons: lining up,'7facts; comparing the-Dr4ucf with-atternatives.alreactiin0ecisicinmaking'depends on morethan jtisil-easons, It is .a matter:ofthe ,'heart,- as 1;Vell,as the "head':.So the second type of-thing you dois remove obstacles to,action -Thisinvdlves overCo7ng,inertia, often ,by

.

guiding a proap tive user step-by-step toward a better appreciation ofwhat using the pro cr actuallyWould be like.

This phaie requtres face-to-faceinteraction:- The analogy of :'selling"the product, as in direct Sales,comes readily to mind_ edrsonalprofit does- not enter the picture, butlike a salesman,you may find your-self pressing for a- d?cision- to usewhat you consider to be a-superiorproduct. There is nothing wrongwith that That's gobd leaderthip.

Some techniques which meet onlythe inforrrlOonal requirements-for atdecision are: a comparative catalogof alternatiVes, and information onvaribus.resou-rcekwhich meet thesame need. Ottles,Aechririques whichgo beyond information are: on-sitedemonstrations, field testing andworkshops.4The personal face-to-face oharacter rif, these techniquesmakeslhem Well-suited fordecisionmaking.

IMPLEMENTATIONImplementation focuses on

encouraging users; in continuedproduct use. One users have madean initial commitnient to use theproduct, they need the continuedsupport to increase their commit-_ment and involvement. You'do thisv./hriever you give the teacher asense that what he or she is doing isimportant, Teachers, like everyone,want to do a good job. But theyoften require special training, and

ongoing support to use newproducts effectively.

Some examples of implementationtechniques are: giving specialrecognition or rewards (certificates.status changes, salary increments);providing on-site technical assis-tande establishing training programsfor new participants; giving imple-mentation workshops; setting up ateleptIone hot-line to deal with prob-lems as they arise; instituting a"troubleshooter" specialist to copewith specific difficulties; etc_

There is no substitute for carefulplanning, though. All the progressyou.-have made might be lost ifteachers experienCe excessivedelays in the-delivery of neededmaterials Or other resources. Theymust have physical as well aspsychological support.

In addition, the problems of main-tenance arise when you attempt toinstitutionalize product use; to makeit part of a teacher's standard reper-toire.

InformationDissemina oDissemination of information may beaccomplished in a variety of ways.This section gives a broad overviewof the kinds of options which areavailable and their uses :. Then threeof the most useful forms Of printedinformation disseminationnewsletters, brochures, and pressreleasesare diScussed in greaterdetail.

' In evaluatingthe Various alterna-tives, of course, both objective", andcost 1!ve to be carefully weighed.The circulation of printed material isthe most frequently used techniqueof information dissemination.because it 's cheap and efficient.Newsletters, brochures, bulletins andpress release are especially eco-nomicalwhen ompared to tech-niques in which a high degree ofperson-to-person involvement isrequired, e.g:, inservice training, orexpert assistance.

Cost-effectiveness isle-differentz_rnetter. Abundant research sconfirms

that merely circulating information ina printed form, even in thousands ofcopies, is an ineffective device forachieving product-implementation.

_ One problem isAhat it. is almostimpossible to explain a complex,,instructional-procedure in a,

wsletter or brochure. Thus,complex products may require adifferent strategy which will, increasethe chance for acceptance andeffective use of the target material.

SURVEY OF THE OPTIONSAVAILABLE

Among the many ways to dissem-inate information, the following(listed alphabetically, not necessarilyin order of importance) should beconsidered;

ERIC. ERIC was instituted toprovide documentation for, andwidespread accessibility to, themany unpublished or "fugitive"documents that exist. Thetlargenumber, of cooperating centers,including goversment agencies,universities, libraries, etc_, insurethat practically everyone who wishesto use the system can. On-lineretrieval capability makes ERIC-moreusable for more people now than inthe past.

A drawback of this method is thatthe thousands of subrriissions to

-ERIC annually make it difficult forquality'products to be noticed.

High Technology. Many hreak-throughs in information dissemina-tion are now-occurring due to rapidtechnological advances. Forexample, "electronic mail," a methodOf sending Messages through acomputer, is spreading rapidly. Thetelecommunications field isproducing many more innovationswith revolutionary implications forinformation exchange. These devel-

, opments are extremely-volatile; theywill affect us All.

Resource Libraries. A curriculumor instructional-resourcelibrary-

. 'can have good results. If funds areavailable, a-central repository can beestablished where instructors cancome =to inspect, browse and corn-pare_ While travel can be a problem,the advantages of multiple compari-sons can,be substantial. If a"librarian" or expert is available forconsultation, there is one morereason tomake the effort and usethe library.

Journal Publication. Articles inprofessional journals can makeresearchers, administrators, and.

7tsome others, aware of the materials.But, as stated before, there are somedrawbacks. The readership of thejournals may include few of thosewhom you wbuld like to inform. Thisform of dissemination is also slow,with the-publication lag longer thanyou might wish. Finally, the stylerequirements may preclude makingthe message as effective, as well asinformative, as you want it to be.

Mass Mailings. Mailing largenumbers of brochures, newslettersor other printed materials is an effec-tive way of "getting the Ord out"rapidly and cheaply. In addition toprinted material,.A.V. Kits, calledPIP' s (product information packets)are now routinely sent out usingother Media in addition to print.:

The danger, of course, is that'Much of this material will be placed--in the "junk mail" category by therecipient, The cautions on cost-effectiveness are particularly impor-,-tent. For this reason, specialattention must be pdid to presentingthe message in a clear, concise andappealing manner. Careful c9nsider-ation of the characteristics of theaudience, and mailings targeted toheir needs, is also important.

Product Catalogs. The circulationof product catalogs provides a defi-nite assist to users in makingcomparisons among alternatives, Bymaking these available to Your clien-tele you will appeal to their "smartshopper" instincts_

Product Fairs. Anotheroption isthe "product fair- concept. This canbe organized to present only thosematerials- which are mist directlyrelated to spaialized needs. Voca-tional instructors can be invitedselectivelyi.e., those who are mostlikely to have these needs. Or,ehibits such as those set up bypublishers or vendors can be set upat conferences and conventions. Inthis way the potential user and-theappropriate materials will come-toggther in favorable combinationsand circumstances: The pte4enc9 ofothers with the same or similarneeds can also create a dynamicsituation_ Users will interact with oneanother, compare notes, share ideas.The time is then ripe for publicdemonstrations to generate enthu-siasm and engender confidence inthe products to be shared.

Speaker Bureaus. Professional-associations or other institutions-freqbently develop a pool ofresource people who can be tappedfor speaking engagements forvarious meetings of their members.This can provide an excellent dopor-

. tunity for informative descriptions, ordemonstrations, of instructional

r, resource options.4.

. Teacher Ex angel. Anothermethod of sharing product informa-tion is through teacher exchanges.These are collaboratiVe networks ofteachers, usually from more thanone district within a state or region,who meet to draw upon oneanother's ideas and contributions.This provides a particularly suitableopportunity'for introducing newconcepts, ideas and techniques.,

Workshops. While workshops areoften the best vehicle for trainingand preparing instructors for imple-menting products, they are alsoexcellent opportunities to makethem aware of new alternatives. Ahytime potential product users are ,assembled and ready to "talk shop"is a good opportunity fotinforma-tion dissemination.

THREE TECHNIQUES:NEWSLETTER, BROCHUREAND PRESS RELEASE

Three of the most useful forms ofprinted information disseminationare newsletters, brochures-and pressreleases. You will find sufficientdetail here to help others know' whatto consider in using them.

NEWSLETTERSNewsletters.are often used to give

members of an- organization thefeeling of being united around theirgoals. They keep members up todate on current events and topics ofspecial interest. They also publicizethe organization, its purposes, activi-ties, and current projects_

The task_ of. preparing a newslettercan be aided by paying attention tothe following guidelines for content,

esign and distribution/

Content. Members of the organi-zation may be encouraged to con-tribute articles on different topicssuch as instructional products theyare using and their advantages overother alternatives. By making suchexchanges of ideas a regular featureof the newsletter, you shouldsucceed in alerting more teachers towatch for the product informationbeing shared.

Your newsletter's primary jobis toinform and educate. However,communicati"Nsed not be just oneway. Reader feedback can be usedto evaluate, the effectiveneris of aproduct or find out how most usersrespond to it. By publishing theresults of the poll, two -waycommunication is fostered.

Careful layout will determine thesize and number of pages,-columnwidth, and the use of graphics.When laying out your neWsletter, besure to reserve a place for the name,address and phone number of yourorganization as well as a specialsection to identify the editor andcontributors.

An ec rru nice! way to producean attractive newsletter, with aminimum of . artwork is to have themasthead printed on enough paperto produce a year's supply of-newsletters. An office copier orduplicator can print the manuscriptcopy' on plain paper to yield anattractive publication.

If fou pages are needed, printingon a sh et 17" wide by 11- high.

y be_the-rnost-economicalThiswill make the newsletter standard

by 11" size viihemfolded.

For mailing the newsletter, youmay wish tRsfold-it into thirds topermit either mailing in a standard-size envelope or stapling it clr a asa self-mailer and sending it bulkrate.

_-Design. The layout and glesign of

your newsletter is important Itshould be attractive in appearance.An eye-catching masthead with, thename, date, and a-logo is advisable.Graphics and artwork, howeversimple, throughout the newsletter,are also desirable. Large, easy-to-read type will enhance readerappeal. Articles should includefrequent subheads and a generousamount of white space.

Distribution. A newsletter that canbe folded and mailed without anenvelope will be easier.to handleand cheaper to send. Print theorganization's return address on anoutside flap and rise mailing labelsto record the names and addressesof recipients. Group them t3y zipcode for easier sorting and bundlingat the post, office.

Maintain an Lip-to-date mailinglist. An annual questionnaire is agood device for obtaining name andaddress corrections as well ascomments and criticisms.

Publicize the fact that you have anewsletter. Invite requests for addi-tional free copies, and place infor-mation about the newsletter in otherprinted materials. This is an excel-lent way to inform others of the-work of the organization and toencourage involvement and partici-

,pation.

RAMBLE REFERENCESFates, J.F. Putting out a great

newsletter, VocEd, Nov. /Dec.,1982.

Wales, L.H. A Practical Guide toNewsletter Editing & Design.Ames, IA:-The Iowa State Univer-sity Press, 1976

HOW T PRODUCE ABROCHURE

Brochures are an excellentmethod of getting out informationagarding promising instructionalMaterials. Td prevent worlhy.products from being lost in theshuffle, follow these simple guide-ines:

1) Print the flier on high qualitydurable stock.

2) Convey the essential messageas clearly and concisely asPossible.

3) Use both sides of the paper,but do not make the copy toocrowded. Leave a generousamount of white space.

4) Spend an adequate amount oftime amteffort on the designand layo-4t. The final productshould make an immediateartistically pleasing impression.

5) The content' should include allthe information a recipient willneed to make appropriatecontact for further information,or to acquire the referencedmaterial.

HOW-TO PREPARE A PRESSRELEASp, .

Appropriate uses for a pressrelease are:annOuncing anupcoming event, issuing a state-ment, taking a stand on a newsdevelopment or issue, providingbackground information orsupple-menting late - breaking news. i

The newsworthiness of yoursubject should be carefully weighed.Of-course this depends on the targetaudience. The first question is,Whom will it interest?pther ques-tions to determine newsworthinessare: Will i ffer new information ?Will it aft t a large numbe

o

people in a significant way? Then,once you have determined that it is

_newsworthy,-you-must-decide-which--communication channel will reach :the people whom you wish,to reach

Again,,you will be most effective ifyou pay.attention to a few guidelinesregarding content, format and style.

Content. The traditional "fiveW's""who, what, where, when andwhy" (and if possible; a sixth,"howl)should guide the writing ofthe first paragraph. It is importantthat the essential information in your

_release be in the "lead," or very firstpart, of your story, Here is whereyou need to capture-the attention ofthe readerS and make them want 'to .

know more.

Later paragraphs of your releasemay be devoted to additional factsand details, in order of decreasingsignificance. Journalists call thiswriting technique the "invertedpyramid." The story is written sothat the editor may end it at anyparagraph without losing essentialinformation. In this way stories canbe used to fit available newspaperspace, or available air time if it isused in a broadcast.

Format. There ar some. basicformat guidelines; or conventions,that are generally accepted andfollowed by both print and broadcastmedia. Of course, local requirementsmay deviate from these and youshould find this out from local presscontacts.

All releases should betyped onstandard-size white typing paper.Double- or triple-space the release

_on one side of thepaper -only, Thisprovides space for editorial changesand Makes typesetting easier,. Forthe Salm reasons ample margins.arepreferred.

The name, addresS and-phonenumber of the organization Shouldappear in'the upper left-hand cornerof the first page The address and=phone number of the person to becontacted for further informationshould appear there also.

If letterhead is used. be sure toadd contact information.

Release date instructions shouldappear' at the upper right7handCorner of the page. FOR IMME-

- DIATE RELEASE or FOR RELEASEUPON-RE PEIFT means the editor orbroadcaster can Use the release atonce. If the story relates to a futureevent or activity, you should type(for example) FOR RELEASEWEDNESDAY, JUNE 16. If it isparticUlarly crucial that informationnot reach the public until after acertain time, this should be in therelease instructions, such as: HOLDFOR RELEASE AFTER 5:00 P.M.,-WEDNESDAY, JUNE 16: The yeardoes- not appear in the release dateinstructions, but it should be indi-cated, for future reference, it theleft-hand bottom of the last page.

The headline appears about one-third_ of the way down the first page,centered and capitalized. This willserve as a label or brief descriptionof the story. It will not necessarily bethe headline the editor uses in theprinted copy,

If the release exceeds one page,write MORE at the, bottom of thepage. At the top of the second andsubsequent pages, identify therelease with a -slug--some keywords condensed from theheadliraand the page numb& inthe upper right-hand corner. A fewcross-hatches, or number symbolsfound above the on the standardtypewriter (# # it), should appearunderneath the_final paragraph tosignal the end'of the release.

St/lei Many newspapers provide 6,style sheet for people wishing tosubmit material for publication. If5z:one is available, you will find ftuseful. especially in regard to bapi-talization,.abbreviation, punctuation\and use of tires, Brevity is particu-larly important. Avoid unnecessarywords. The whole releaseehould be

easy to read and take a minimum ofspace. If you' wish assistanceElements of Style by Strunk & Whiteis a classic source. .-

,Mostreleases can be written inone or two, pages. This will fill about_12 inches of newspaper column.spade, Do not 'exceed two pages.That is more than-most editors willallow the average story.

Distribution. How you duplicateyour news release for distributionwill depend upon the number andlocation of the media you aresending it to. If it is a single news-paper or broadcast st 'on, send, anoriginal typewritten re e. If morechannels are involved, ave it dupli-cated or copied clearly. Never usecarbons; they smear when editorswork with them.

I

When an editor receives a dupli-_cated story, he knows others a'realso getting it. When. it is an originaltypewritten copy, he may think fit, isan exclusive. It ks important that hehalie this information to allow him torewrite it for individuality or to playup an angle. When individuallytyped identical stories are sent tomore than one outlet, be sure to listat the top of the release those-newspapers and stations to which .

they are being sent. Be sure to keepat least one copy of each releasesent out for your records.

Your story should arrive in thehands of the media at least-a daybefore the release date; earlier if youthink some follow-up or expansionmay. be desired. Sunday storiesrequire at least a week's lead time.

Three advantages of this methodare:_

1) loW cost2) reasonable quality control and

quality assurance; and3) services can be rendered over a

wide geographical area.

This-type of services generallyprovided by the various R & D labs;and networks around the country_.

Contact with NNCCVTE, or any onepfthet regional centers, maybe

-made through your local SLR. Your-state RCU is also an excellentsource_for learning how to.getspecific questions answeredregarding these facilities.

. University- based, Cost-recovery.Universities often operate as "acentral point for the_distribution ofselected instructional materials; Thematerials are assembled from avariety of sources. Frequently, theoperation services one particularbranch of vocational education, andare affiliated with a vocationalteacher trainiing department Somemake materials available outsidetheir own state; some do not.Generally, the same advantages anddisadvantages of non-university-based, cost-recovery facilities applyhere.

Miulti-state Consortia. V-TECS andMAVCC are two outstanding exam-ples of multi-state consortia for thedissemination of vocational educa-tion instructional materials. Memberstates are entitled to receive mate-rials contributed by,.all other states,which include competency-basedinstructional materials, such as listsof-competencies, task analyses, andthe like. Both organizations also selltheir materials outside their memberstates.

There are several different methodswhich may; be followed in Product'distribution. Like the various kinds ofinformation dissemination, each hasits own advantages and disadvan-

_tages.

If products are going to be effec-tively distributed to those-who needthem most appropriate information-most accOmpany the products.-Moreover, if the product is complex(i.e. its use requires new skills;comprehension or attitudes) youshould select your method accord-ingly. In some cases. the productshould be accompanied or closelyfollowed by appropriate training.

From the various options avail-able, select those that are mostpractical.and cost-effective. If youalready havewell-developed product

. distri6Otion procedures and theyhave been working well for you,continue to use them.

DIFFERENT METHODSFOR DIFFERENTCIRCUMSTANCES

The following will highlightstrengths and weaknesses. ofdifferent methods. You may wish todiversify, expand or supplementyour existing system to care forspecial circumstances that mayarise. In addition, you might use thislist of options to create awareness innew staff concerning the various-alternatives which are available tothem.

Non-profit, Cost-recovery. Onemethod is a non-profit, costarecovery operation, such as thoseprovided by NNCCVTE, NCRVE,and the regional labs. A catalog ofcurrent materials is sent to prospec-tive users. Anyone may purchasematerials. The cost to the user iS,presumably, minimal; being the costof producing and distribilling mate-rials, plus miscellaneous operatingcosts: Service, rather than profit, isthe motive. No salesmen areinvolved. But little advertising isinvolved. Products often fade quicklyfrom sight.

The major advantages are wide-geographic distribution, and cover-age of virtually every major area ofvocational education, In addition,definite standards for acceptance of-materials are employed. All productsare validated against current prac-tices in business and industry.

27

commercial Publishers. Throughthe-use of commercial publishers,one gains a widespread,potentialaudience with all advantages of

- sophisticated promotion and market-ing.- 9n the otherhand4rOm auser's viewpoint these promotionaltechhiques can make the job ofevaluating the products' usefulnessmore complicated. Consurhers ofproducts from commercial publish-

,. era should take precautions toinsure the products are tested.

i The major advantages of commer-cial publishers is that they gibpromote their products. This is animportant factoriff you need to fosterawareness. They often providehighly specialized-inservice: Andtheir materials will continue to beavailable for some time.

One problem can-arise in the re-.use of previously published mate-rials. This is conflict over copyrightrestrictions. It is wise to exploreways teachers can use and re-usematerials without these worries, e.g.,by granting a special license to localpeople to reprint materials:

State Curriculum Labs. Anothermeans_of distributing products isthrough state curriculum laborato-ries. In virtually every state, centersare found situated either with stateeducation department facilities or inother settings such as universitiesand colleges (described above).State curriculum laboratories arefrequently part of larger, multi-stateconsortium arrangements such asMAVCC and V-TECS. They may beinvolved in product development andsupport services, or they may belimited to,distribution of products ona cost:recovery basis.

Other Options. Additionally, anumber of other product distributionstrategies are in current use aroundthe country. The following strate-gies, for example, have been usedby various state education depart-ments:

0 award funds to local schooldistricts or coordinators topurchase materials as they have-need;

. 0 extend-contracts to an-externalagency to run the diaseminationservice; 1

0 assemble highly credible teams ofproduct reviewers to evaluate .

products and recommend whichones should be.placed in a fieldtest mode.

To date,-one major attempt toanalyze state level differences indissemination policies and strategies,has been published (Paisley and

-- Butler, 1983).

0 allocate funds-for producingmaterials in quantity and makingthem available gratis as long assupplies last;

CHOOSING THE RIGHTMETHODS

While all of these meters, andmany more, have been tried, yourstrategy should depend, of course,on your plan for program improve-ment. Product distribution should bejust one component. For example, ifinstructors are consulted to identifypriority areas and assist in productdevelopment, whatever productdistribution strategies are chosenshould probably reflect instructors'input as well. Simply choosing froma menu of possibilities withoutregard for these circumstanceswould be inad*able.

Howew, within these necessaryconstraints, it is a good idea toexamine what is being tried else-where. How effective are the variousapproaches? How similar are thebackground circumstances to your,own? Are they well-suited for yourvocational area? Do you have theresources to implement them?Again, what you already have inplace need not be swept aside orchanged radically But you areprobably well-advised to rethinkyour options occasionally in the lightof your existing plan and resources.

plementatioizIf-you-are simply distributing infor.matron where little implementation is-

. expected,_then.the "human element"may be minimized. The more actionyou expect by a local administratordi- instructor, however, the greaterthe degree of human involvementrequired to produce it. Here aresome practical suggestions-for

_increasing the likelihood of actualadoption and use.

First, you need to be clear about -Tthe amount and.type of changedesired. How much change are youwilling to call -implementation".

--REPORTED USE IS NOT-. ACTUAL USE

it is not encligh for users to sayyes when asked, -Have you imple-mented X?" There is often a differ-ence between what people say andwhat they do. Your job is to be clearabout what the innovation is andwhat you expect in implementing_it.

OVERCOMING INERTIAOnce the desired innovation is

described accurately, therb are manypractical steps to take. There is acertain inertia' to be overcome.Teachers. and administrators'haveseen rawly innovations come andgo. Your task is to show how youridea is better than all the other ideasthey have been asked to adopt inthe past

Put yourself in the potential user'splace. Would you be interested inthis new idea if you were seeing itfor the first time?

GUIDELINES FORIMPLEMENTATIONThe following are some suggestionsfor successful implementation. Withany-of these factors missing, yourinnovation could fail_

FOSTERING OWNERSHIPThe first factor has to do with the

potential user's sense of ownershipor co-investment in the product Ifusers are involved in setting thegoals for the innovation and_indeveloping the materials associatedwith it, then they are more likely touse them. Unfortunately, users areoften presented with finishedproducts. However.-some products_are engineered to allow-considerablelocal involvement in the modificationand adapfation of the version theywill implement.

RECOMMENDED STEPSeyonf Brig a direct rote in

shaping the innovation, otherrecommended steps are thefollowing:

O Face-to-face interaction. Face-to-face interaction-gives the oppor-tunity for two-way communica-tion that fosters rapport and ;-builds trust between teachers andadministrators: Teachers will feelyou are behind what they areattempting to do if you make adefinite point of finding out whattheir concerns and difficulties are.Face-to-face interaction withpeers is also important, especially ,

if they have had experience withthe product.

O Administrative support. It iscrucial to have administrativesupport for any innovation. Butbeyond the fact that the innova-tion must have high priority withdecisionmakers,, it is also impor-tant that teachers see that whatthey are doing is important Thesupport of administrators helpsprovide this.

Special status and recognition.Special inducements to participa-tion are helpful. But more impor-tant than salary increments, orother external rewards is thesense of being involved, in asignificant way, in somethingworthWhile.

29

MAKING THE INNOVATIONPRACTICAL

Users-alto must believe the inno-vation is actually do-able. Thisprocess of acceptance is illustratedby the DIU (dissemination-implementation-utilization) modeldevploped by Dunn et al.' The

'middle term, implementation, actu-ally consists of two distinct steps.

INFLUENCING THEDECISION TO ADOP

First, potential users mentallyassess the value_of the innovationfor their particular situation. It is atthis point that they make the deci-sion-whethericrimplementiron-6---trail basis, or to drop it from consid-eration.

Successful trainsition to a trialstage of implementation depends onho vy useful or valuable the innova-tiorT appears to be to the potentialuser. A poSitive appraisal is influ-enced by the clarity of informationabout ttfe innovation. This-mustinclude specific details about goals,rationale, financial costs, and proce-dures for implementation, The morespecific the information is, the easierit will be for a potential user to eval-uate its usefulness to his situation.

Some factors that are likely toinfluence the decision to try out aew product are:

the ease of adopting the programto local Conditionsthe relevance of the program toachieving local objectivesthe availability of external fundsthe assessed quality, particularlythe practical usefulness, of thematerials

hers' advance knowledge ofexactly what will be expected ofthem; i.e., changes in role orestablished practices, if any

MAKING THE FIELD TEST ASUCCESSFUL EXPERIENCE

The next step in implementation isthe experimental field test. In thisstep, high priority should be given tostaff training, for both teachers andadministrators. Administrators'

support and Understanding of theimplementation is important.Adequateetaff training is crucial in

-building the confidence and skillnecessary for a successful field testThis staff training should involvesome actual demonstrations withopportunities for "hands on expe-rience with the product.

The success of implementationalso relies orithe.continuing collab-oration and exchange of informatiorbetween teachers, -administrators,and external resources. Lines ofcommunication should be kept asopen as possible. Again, frequentinteraction, with a collaborative spirion all sidee,,is_the key_ to_success.__Workshops and inservice training, -

in addition to the initial training_ ,

should be available as needed to-clear up arty-confusion and unex-,pected problems, and to makenecessary revisions in the proddct. Iis also helpful at this time to desig-nate individuals with the specialresponsibility of "trouble-shooting-any difficulties that may arise.

It is extremely important-to assurethat allthe necessary materials and,resources are available on a timelybasis. Delay in the.delivery of mate-rials should be avoided. Unlesssupport materials are made availablepromptly_ , teachers will quickly loseinterest in the innovation.

It is also important to avoid exces-sive overload on teachers during theexperimental trial stage. Supplemen-tary help and support may beneeded to get teachers "over thehump" during the initial period oflearning how to use the product,particularly if it is complex and -

unfamiliar.

Finally the use of teachers whoparticipated in the first trial as _

consultants and workshop leaders,tor other teachers is a good methodof preparing for a full-scale imple-mentation. This will increase theeffectiveness of sincethese teachers will be able todiscuss the practiOal considerationsOf classroom use of the product.Also, teachers will probably piacrp-_,more trust and credibility in their

peers than in external resourcepersonnel. These teachers will make--up a cadre of experienced advo-cates, who have already integratedthe new practices into theirteaching_ This can be an extremelypersuasive way-to remove doubtsand reservations of newcomers.

Followihe suggestions'discussed' go a long way .towards securing the results forimplementation and maintenance

- that you desire. They can also be-used-for diagnostic and correctivepurposes. Let us suppose that your

-efforts so far appear-to be stymied.The implementation process appearsto be iin th_e_dalctrunis,What to do?If you analyze the problem in termsof the abovescheme, and yoa findone of thesesuggettions applies,you will have some guidance forcorrective action.

Continued utilization, or maintenance of product use, is anothermatter. This depends on the evalua-tion of the product's effectiveness,efficiency, and Usefulness. Thefactors which influence maintenance'will be dealt with later. Among'thetechniques of fostering implementa-tion, however, providing workshopsand technical assistance are two ofthe moat useful and practical. Thefollowing discussion gives morespecifics on how to have asuccessful experience.' either tyof adtivi

WORKSHOPSWorkshop as used here refers to

an assembled group of people undersupervision, who meet together toimprove their proficiency in the useof instructional materials, increasetheir knowledge of the materials, orsolve problems with the use of thematerials.

Workshops provide the oppor-tunity for concentrated periods ofsupervised practice, with focuseddemonstrations, a minimum ofdistractions, and the opportunity fora high degree of individual participa-tion. The individual has an oppor-tunity not only to become moreknowledgeable, but also to practice

p- --using materials at his or her own ._.

pace. On the negative side, work-shops require the commitment ofblocks of time from participantssupervisors and special facilities andmaterials. Asuccessful workshoprequires careful attention' in theplanning, and in motivating particNpants.

The following suggestions areadapted, with permission,_ from 17"Teaching Tools for Adult; Educators,by Pines, Bail and Cushman. Theseprocedures have reference to devekoping skills in the use of materialswith which many teachers are unfa-miliar, such as competency tests,competency -based -instrUctionarmaterials, or other innovations':

Suggestions for Preparation:

O Prepare theworkshop with all the-necessary material. Make surethat all participants have enoughspace to work comfortably.

O Prepare the workshop to enableeffective supervision by a -

minimum staff.O If-a demonstration is to be given,

preparation for this is necessary.

Suggestion's for the Presentation:

O Prepare the participants. Put themat ease and -dxplain the relevanceand the necessity of the practiceor the workshop..

O The introduction should be usedto stimulate interest and toprovide motivation.

O Allow participants to practice.Constant supervision must bemaintained although .it may beimpossible to supervise eachstudent individually.

O Guide initial thals. If the partici-pants uselhe correct method toaccomplish, the skill the first time,it is likely that they will continue,to do it c -orrectly. If they proceedincorrectly on the first attempt, itmay be difficult to correct theerrorespecially if it is repeatedand becomes a habit of doing itincorrectly.

O Make sure that participants useany necessary materials such as-charts, pictures, models, etc. asinstructed.

31

0 Allow f r uestions during and_ after the practice session.

Suggestions to Insure Success:

o If there is not a suffiderit amountof material or spaced the classshould be broken into smallergroups.

ID Use as many supervisors asnecessary Peer supervisors maybe appropriate.

p After the participant has masteredthe basic skill, it is desirable toget the student involved in a real--istic prole& in order to stimulatemotivation.

"0 Individual projects provide incen-tiveto_attain_prairficienr4Lthatmeets professional standards.These individual projects can begeared to individual abilities.

o The practice should follow ademonstration immediately. Thisis when the participants will havethe clearest picture of how toperform the skill. The longer theyhave to wait to practice the skillthe less likely they are tore mber the procedure.

O It is portant that the participantshout be relaxed. It is very diffi-cult t practice complicated skillsunder stressful situation.

O Provid encouragement (espe-cially hen someone is havingdiffic ties). If many participantsmake the same mistakes, it isadvisable to stop the practice andgive an explanation or anotherdemonstration, stressing thecorrect procedure.

Suggestions for Follow-Up:

o Each participant should be testedat the end of the practice session.The student should be able toperform the task efficiently:

O The final evaluation shouldprovide feedback to the instructorso that he or she can- estimate ifadditional practice or instructionis needed.

O If the skill being practiced is aprerequisite to more complexskills, then it is necessary toensure that the student havemastered the skill.

The res _It of a carefully plannedworkshop or workshop series,shbUld b_ participant-who has beenadequate preparedin the skillsrequiied o begin to use new '.prbigicta and actices. In addition,an optim I perience will motivateparticip s to try the new materialsfor an extended period of time.1-16wever, long term involvement-anduse ban.be considerably increased

,by_further interaction such as tech-nical askistance and extended staffdevelopment- activities-can-foster.

tECHNICAL ASSISTANCETechnical assistance is one way ta

ensure the use of an innovation. It isfostered through providing assist-ance with problem solving, trainingin the use of `i aterials, etc. It alsohelps in develo 'ng longer termcommitment to an innovation.

5 Steps Toward Greater Commit-ment. A 5-step process can be used:

Orientation. In this step, .atechnical resource personprovides the information andpractice that will be requiredfor new users. A convincingrationale for using the new

. materials can also be given atthis time. .

2) Recruitment, This step involvesinviting participariterto make alonger term comnment to useof the materials, at east for atrial period. In effect, aninformal contract is struckbetween the instructor and thetechnical resource person. Thelatter explains exactly what willbe required of the teacher, andwhat sort of assistance thetechnical assistant will providein return. Teachers shouldunderstand what is expected o_ fthem. They then agree to trythe materials before decidingthe extent of their future involve-ment.

3) Confirmation. Shortly afterrecruitment, the technicalresource person should meetwith the instructor to determinewhether they have had anyunusual problems. They thenseek to confirm the commit-

client, this time for a loperiod.-Implementation. This stepinvolves setting up a plin forfuture use. It involves assessinghow to adapt the materials tothe needs and interests of theteacher-and the requirementsof the site. -.-

Integration. This phased themost extensive and demanding:It invcilves working with theinstructor on a regular basis, tofind and eliminate the "bugs" inthe system. This process maytake weeks or even_months,,the

. length of time, depending on--the-complexity_of the innova-

tion.

Te.wchnical assistance is an alter a-tive tom= more traditional inservice-apprs=aches. 'However; for technicalassis ranee 6 work, there must be arriutir7-1:al understanding or agreementbet !on the technical assistant andttle,cient. First, there -must be anexplicit agreement.in regard to theneed and the activities to beengap=jed in_Second, there should beagrement -on the underlyingprernElses of the activity. Accordingto thr-i-0 authors of the Technical.4511sance Development System,Trohnis and Jackson, these are:

fv1=tual planning throughout thetehnical assistance. process;Ca rnmitment to the process as atvv-way street demanding_thetia-t=se and effort of both partieg1-

O Co itinuoys, responsive, andc0(--/rdinated communication--berviteen agent and client;

O A t==ustirig relationship;Del=loythent of solid instructionalidwls and practices through a mixof t_ -he, best resources available--corsultants,materials, and the

CI A focus on integrating expe-rier=oes for the client that blendresearch, knowledge, skill, and

isian making;Allc=wing opportunities both forreri-edyingclient weaknesses and

. for enhancing existing skills.

Sample "Contracts". SampleTecnniMoal Assistance Agreementsare:

1) A TA (technical assistant) iswyking with a teacher, who haagreed o -adopt competency-based/7. based aching materials, e.g.,student objectives stated.in

_performance terms, criterion-referenced tests (CRT's) ofstudents' progress, self-pacedinstructional packets, etc. Theteacher has agreed to try outthe materials for one month .

-and begin recording students'attainments as measured by theCRT's. The teacher-has alsoagreed to provide feedbackregarding any. deficiencies Vthe materials:The-TA', on rhis-Part, has` agreed_ to help chartstudents' progress and facilitatethe new fecordkeeping systemduring the initial phase.

2) A TA is working with severalteachers on the problem ofadapting their curricUlum to theneeds of handicapped students.The teachers have initiallyagreed to spend time observingmodel programs for-the handi-capped within their district. TheTA has agreed to facilitate visit_ sto these model programs, andhp i also arranged for meetingsbetween the teachers andinstructors in the modelprogram to share,ideas anddetermine their in-serviceneeds. They-bave all agreedthat the outcome will shapesubseqUent activities andagreements.

3) A vocational school has begun-to, integrate basic skills instruc-tion into its regular curriculum.A TA has begun to work withseveral teachers who expressedthe need for assistance inimplementing this prbgrarn.

. The teachers have agreed topicio3ut promising strategiesfrom a list other teachers havefound useful, provided by theTA. The teachers have alsoagreed to visit shops of otherteachers and make note of anytee-, 'if:Ries they can use. TheTA agree: lelp them refinea it impie Th- at these ideas.

Intsum, technical assiStancalsrota one-shot offer of help Or 4dylca.Where neW instructional rnataialsand.their effective use arOrl-volved,technical ossiStance needs tobaacontinuous process designedlaleedthe product user by careful stepstoward greater proficiency. andconsistency in the use of theproduct.

Maintenance-Maintenance of product rise Mrs to

the continued use of a prodliclalterexternal support of the irnpl4ritala-tion period has ended. Mail,- loqova,tions have been implementedexperimentally. and apriateritlysuccessfully; and then drOphedlalerwhen support ended.

EVALUATING EFFC1-The continued use oMiti ih m

tion depends,on its effectiveruss,efficiency. and uset4hass. atleclive,riess refers to the sucessful _

achievement of program OoalsElli-ciency is the extent to Whichgoals are met In an ecpnOrnicalmanner. The usefulness of theprogram is determined V :thepersistence of the needs vvi-iihlhoproduct was intendel4o rhaStIllheneeds or priorities chhheeefficient and effective inndvaticasmay still be dropped for latcK clrele--vance. Favorable evaluatiPncontinued usage.

Initially, the likelihood ofcontinued use by a school districlisbased largely on their field testexperience. Therefore, exPectalionsof the program should be clearly,stated in objective terms Oefordofield test. Also, teachers shouldhsinformed before the trial aboUlaayrecords or observations they arabmake for purposes of evalliefica.

The continued utilization of anyinnovation in the classroorh ihvoliestwo different types of evalwation,The teachers' behaviors are evalu-ated by their administrator to dalei-mine their use of the prograM._ IIfavorable, the principal might

provide encouragement andapproval, and the teacher wouldpresumably continue_ to use the --program.

But teachers also evaluate theeffettiveness of the program asimplemented in the shop or class-rOom. If they feel it is successful,they are likely to continue-usage,particularly if given some incentiveto do to: If they have an unfavorableattitude toward the program, theymight consult with other teachers foradvice, ak their principal forsuggestions, or obtain further in-sentice_trainingirLthe_use of_the_program.

MAINTAINING INTERESTOften the innovationis not

continued - because -of a lack dfinterest. Administrators are primarilyinterested in achieving their educa-tional goals efficiently. As long asthey are convinced a programenables them to do this, they arelikely to continue using it. A recur-ring program of evaluation is neededto allow administrators to,continueto judge the effectivehess of theprogram and to improve it.

Perhaps a more difficult problemis the frequently observed decreaseof interest on the part of teachersonce the glamor of a new programfades. iAfter the excitement of thefirst year of implementation,teachers often lose their enthusiasmfor the innovation and gradually stopusing it, or use its materials in tradi-tional or unintended ways.

Continuing evalUation and revisionof the program will tend to keepteachers interested in the-program,but it is likely that they will use it .

more effectively if additional incen-tives-are provided. When teacherenthusiasm wanes incentives can beused to keep their interest up.

Possible methods include:

it A newsletter which can be usedto provide stories abdut variousteachers' methods in using theinnovation. ThisallOws anexchange of ideas that will inspire

teachers to be creative; it givesrecognition to the teachersfeatured so theyjeel their effortsare important.

0- Another means,of giving teachersrecognition and prestige is fortheir administeators to invite themto-explain theirAechniqUes totheir peers in an in-service work-shop or demonstration class-. Thiswould notonly encourage andsupport them but would serve tointerest other teachers in contin-uing to use the innovation.

Another form of recognitioninvolves-t he- use of tangible.

,rewards. Monetary benefits may-seem to be the most obvious

-'reward, but some evidence showsthat money,alone is not the best

.incentive..Teachers respond. post-tively to relpased time to allowthem to attend additional coursesor visit demonstration schools.Certificated of accomplishment orletters of recognition are alsouseful. This is particularlyrewarding if it is placed in theteacher's personal file on whichfuture proMotions and wag_ eincreases are based.

Teachers can be trained toevaluate new instructional

uotS as they come along.elp teachers apply the prin-

ci les of selecting productswhich fit their needs andcircumstances. Regular work-shops, or other forms of inser-vice education, may beappropriate vehicles foraccomplishing this objective.

2. Provide training in evaldatingthe impact of instructionalmaterials on teaching andstudent learning.Even ideally suited productsand practices eventuallybecome dated. Teachers alsoneed to evaluate their instruc-tional materials. regularly. In sodoing, they should see thesematerials as only one elementaffecting their total peffor-

-mance andthe most impor-tent outcomethe learning oftheir students. The whole fieldof evaluation research is adynamic and changing one. Tobe more effective, the teacher

ftneeds to be up-to-date on rele-vant evaluation techniques. Theclassroom or shop is then the

labol-atory for the teacher tokeep checking student progressand what contribution thematerials being used maketoward that progress. (Onehelpful source: Handbook onTeacher Evacuation, JasonMillman, editor),

3. Provide regular refreshercourses on the variety of

.instructional ,products availablein the field.The variety of instructionalproducts, as well as technology, is constantly changing.The teacher who wants to stay

STAFF DEVELOPMENTProduct utilization is only a small

part of a larger goal, namely, educa-tional program improvement. Inreminding ourselves-of this fact, wealso remember that optimal productutilization is a matter for long-termstaff support. The continuous needfor staff support activities does notreflect badly on instructors. The factis simply that as conditionsconstantly change, old competen-cies are- no longer adequate to meetthe new challenges. So our concernwith product utilization does notstop when we consider instructorshave gotten "up to speed" and arefully trained and comj3etent. Effortsmust continue.

The TIloWind are some sugges-tions fo staff development exercisesrelated to product utilization,

1. Provide training In selectingquality instructional products.

abreast of these developmentsneeds regular refresher courseswhich fait Out the-alternativet,newer materials and tech-niques, etc.

The above suggestions arecnihimum steps toward improvingproduct utilization thrbugh thepPOfessional development oftea&ers. You can play a vital role,

not-merely ih distributing qualityproducts, but in.-helping teachersmake their own product selectionsas they have need: But watch out:You may be working yourself out ofa job!

1

SAMPLE REFERENCES:Dunn, J.A. et al., .Instructional

Systems Options and Guidelinesfor the Dissemination and imple-mentation of Career Education.Palo Alto, CA: American Institutesfor Research, 1974.

Frank, R.M. ISSOE ManagingStuclint Progress: Field Test.Ithaca, NY :-Cornell InstitutalorOccupational Education, 1980.

Millman, J. (Ed.) Handbook ofTeacher EyalUation. Beverly Hills,CA: Sage Publications, 1981.

Paisley, W.J. 8, Butler, M. (Eds.)KnoWledge Utilization Systems inEducation:Dissemination, Tech-

dnical Assistance, Networking;Beverly Hills, CA: Sage Publica-tions, 1983.

Pines; -Bail, J.P. and Cushman,-H.R. 17 Teaching Tools forAdultEducators. Adult EducationSeries. Ithaca, NY: Depahment ofEducation, Cornell University,1975.

Trohanis, P_ and Jackson, E. TheTechnical Assistance Approach toInservice. Educational Leadership,1980, 37,-386-389.

II

ORGANIZATIONALGENE AL_ RESOURCES

4 2

MA OR CURRICULUM RESO

Aerospace Education FoundationDC

American Association for VocationalInstructional Materials (AAVIM)GA

'American Vocational Association(AVA)VA

(See also topical listings for otherprofessional organizations)

Associated Builders and Contractors,Inc,DC

Association for Supervision and Curric-ulum Development (ASCD)VA

Center for Social Organization ofSchools (CSOS)MD

Center for Educational Policy andManagementOR

Center for Studies in VocationalEducationFL

Cornell Institute for Occupational Educa-., tion (CIOE) NY

Consumer Education ResourceNetwork (CERN)VA

Council for Educational Developmentand Research (CEDaR)pC

Curriculum Publications Clearinghouse(CPC)IL

Educational Resources InformationCenter (ERIC) DC

ERIC Clearin ouse on Adult Careerand Vocational EducationOH.ERIC Clearinghouse on Reading andCommunication SkillsILERIC Clearinghouse on Rural Educa-tion and Small SchoolsNMERIC Clearinghouse on. Teacher

------Education=DO"ERIC Clearinghouse on UrbanEducationNYERIC DoCument ReproductionService (EDRS)MD

Interstate Distributive Education.Curric-ulurn Consortium (IDECC)OH

Instructional Objectives Exchange(IOX) CA

CES FOR ALL PROGRAM ARMS

Mid-America Vocational CurriculumConsortium (MAVCC)OK

Mid-Continent Regional EducationalLaboratory -(McREL)MO

National Advisory Council for VocationalEducation (NACVE)DC

National Center for Research in Voca-tional Education (NCRVE)OH

National Education Association (NEA).DC

National Information Center for Educa-tional Media (NICEM)--7CA

National Institute of Education (NIE)DC

(See also RegiOnal.Labs)-

National Marketing and Distributive.Education Service CenterVA

National Referral CenterDC

National Network for Curriculum Coor-.dination in-Vocational7TechnicalEducation

East Central Network for CurriculumCoordinationILMidwest Curriculum CoordinationCenterOKNortheast Curriculum CoordinationCenterNJNorthwestern Curriculum Coordina-tion CenterWASoutheast Curriculum CoordinationCenterMSWestern Curriculum,CoordinationCenterHI

National Research Coordinating UnitAssociation4NRCUA)CO

Peace CorpsDC

Regional Labs

Appalachia Educational Laboratory(AEL)WVFar West Laboratory for EducationalResearch and Development (FWL)CA

Northwest Regional Education Labora-tory (NWREL)OR

Research for Better Schools (FIBS)PA

Southwest Educational DevelopmentLaboratory (SEDL)TXSouthwest Regional Laboratory forEducational Research and Develop-

'ment (SWRL.)Ch. .

Research Coordinating Units (RCU's)See various states

South Central Curriculum Network(SCCN) NC

State Advisory Councils for.VocationalEducation (SACVE's)See variousstates

State Education Age cies (SEA's)various states-

U.S. Cooperative Extension ServiceDC

U.S. Department of Education (USDE)DC-

U.S. Department of Labor, Bureau ofLabor StatisticsDC

U.S. Department of Labor. Employmentand Training Administration (ETA)DC

U.S. General Sen./ices Administration,Federal Information CenterDC

U.S. General Services Administration,National AudioVisual Center,--DC

U.S. Government Printing Office(GPO)DC

Vocational-Technical Consortium ofStates-(V-TECS)OA

:or address/phone numbers, see listings by state.

ation agencies, the following types of resources can be four chief state school officers,ordinators, state directors of vocational eduction, and others ee the state listings for

44

CURRICUL UR CES: BY STATE

Agricultural Experiment StationAuburn UniversityAuburn, AL 36849(205)'826 -4840

Center for Vocational and AdultEducation

203 Petrie HallAlibum, AL 38849(205) 826-4271

Chief State School OfficerState Superintendent of EducationState Department of Education'483 State OffiCe BuildingMontgomery, AL 36104(205) 832-3316

Cooperative Extension Se iceAuburn UniversityAuburn, AL 36849 -

(205) 826-4444

State Career Education ContactCareer Education CoordinatorState Department Of Education111 Coliseum BoulevardMontgomery, AL 36130(205) 832-5065

State urriculum Liaison RepresentativeOfficeOffice Building

Room 802Montgomery, AL 36130(205) 832-3473

State Director of Vocational EducationState Department of Education.'State Office BuildingRoom 887Montgomery, AL 36130(205) 832-3364

Instructional Materials,Agribusiness Education101 Petrie HallAuburn, AL 36849(205) 826-4000

Instructional Materials,Trade & Industrial Education202-B Skyland BoulevardTuscaloosa, AL 35405(205) 759 - 5448'-

Research Coordinating UnitState Office BuildingRoom 847Montgomery, AL 36130(205) 832-3476

Sex Equity CoordinatorState_Office_ Building_Vocational DivisionRoom 848Montgomery, AL 36130(205) 832-5776

State Advisory CouncilExecutive Director, SACAuburn UniversityP.O. Box 27Auburn, AL 36830(205) 826-5097

Vocational Curriculum DevelopmentUnit

State Department of EducationState Office BuildingRoom 802Montgomery, AL 36130(205) 832-3473

Agricultural Experiment StationUniversity of AlaskaFairbanks; AK 99701(907) 479-7305

Chief State School OfficerCommission&State bepadment of Education

-Alaska State Office Building.Pouch FJuneau, AK 99801

4907)=465-2800

Cooperative Extension ServiceUniversity of AlaskaFairbanks, AK 99701(9Q7) 479-7246

Northern Institute650 West InternationalAirport RoadAnchorage, AK 99503(907) 274-3691

v

41

Research Coordinating UnitState Department of EducationAlaska Office BuildingPouch FJuneau, AK 99811(907) 465-2980

Sex Equity CoordinatorState Department of. Education

- Alaska Office BuildingPouch FJuneau, AK 99811(907) 465-2985

Southeast Regional Resource Center538 WilloughbyJuneau. AK 99801(907) 586-6806 -

State Advisory CouncilExecutive Director, SAC205 North Franklin Street, #2Juneau, AK 99801(907) 586-1736

State Career Education ContactCareer EducationState Department of EducationAlaska Office BuildingPouch FJuneau, AK 99811(907) 465-2980

State Curriculum Liaison RepresentativeState Department of EducationAlaska Office BuildingPo Och FJuneau, AK 99811(907) 465-2980

State Director of Vocational EducationState Deparlmsnt of EducationAlaska Office guildingPouch FJuneau, AK 99811(907) 465-2980

Agricultural Experiment StationThe University of Arizona-Tucson, AZ 85721(602) 626-2711

Arizona Center for Vocational EducationP.0. Box 15905Northern Arizona UniversityFlagstaff, AZ 86011(602) 523-5442

Chief State School OfficerState Superintendent of Public

InstructionState Department of Education1535 West Jefferson StreetPhoenix, AZ 85007(602) 271-4361

4

Cooperative Extension ServiceThe,University of ArizonaTucson, AZ 85721(602) 626-4829

Research Coordinating UnitState Department of EducationVocational Education Division1535 West Jefferson StreetPhoenix. AZ 85007(602) 255-5351

Sex Equity CoordinatorState Department of Educat;JnVocational Education Division1535 West Jefferson StreetPhoenix, AZ 85007(602) 255-5357

State Advisory CouncilExecutive Director, SAC4725 North 19th Avenue, 2Phoenix, AZ 85015(602) 255-5040

State Curriculum Liaison RepresentativeState Department of EducationVocational Education/Research

Coordinating-Unit1535 West Jefferson StreetPhoenix, AZ 85007(602) 255-5351

State Director of Vocational EducationState Department of EducationVocational Education Division1535 West Jefferson StreetPhoenix, AZ 85007(602) 255-5343

Agricultural Experiment StationUniversity of ArkansasFayetteville, AR 72701(501) 575-4448

Arkansas Curriculum DisseminationCenter

University of ArkansasGraduate Education BuildingRoom 115Fayetteville, AR 72701(501) 575-4758

Chief State School fficer, DirectorState Department ° EducationState Education BuildingLittle Rock_r_ 72201(501) 371 -1464

Cooperative Extension iceUniversity of Arkanse*----P.O. Box 391Little Rock, AR 72203(501) 376-6301

Media Implementation Center77011/2 Scott Hamilton DriveLittle Rock, AR 72209(501) 371-1153/1154

Research Coordinating UnitArkansas Department of EducationVocational and Technical Education

DivisionEducation Building WestRoom 305DLittle Rock. AR 72201(501) 371-1855

Sex Equity CoordinatorState Department of EducationVocational and Technical Education

Division.Education Building WestRoom 409DLittle Rock, AR 72202(501) 371-2974

State Advisory CouncilExecutive Director: SACContinental Building #511Little Rock , AR 72201(501) 371-1550

___---.State Career Education Coritabt':Community Education/Career

Education.

Arkansas Department of EducationArch Ford Education BuildingCapitol MallLittle Rock , AR 72201(501) 371-1894

State Curriculum LiaisonRepresentative

Vocational and Technical EducationDivision

Arkansas Department of EducationEducation Building WestRoom 305DLittle Rock , AR 72201(501) 371-5630

State Director of Vocational EducationState Department of EducationVocational and Technical Education

DivisionEducation Building WestRoom 406DLittle Rock , AR 72201(501) 371-2165

-

Agricultural Experiment StationSystemwide OfficeDivision of Agricultural Sciences,317 University HallBerkeley, CA 94720(415) 642-9300

47

Berkeley Branch, AES.101 Giannini HallUniversity of California at BerkeleyBerkeley, CA 94720(415) 642-7171

Davis Branch, AES228 Mrak Hall

University of California at DavisDavis, CA 95616(916) 752-1605

Riverside Brandh, AESUniversity of California at RiversideRiverside, CA 92521(714) 787-3101

Cooperative Extension ServiceSystemwide OfficeDivision of Agricultural Sciences349 University HallBerkeley, CA 94720(415) 642-9300

Berkeley Branch, CESUniversity of California at BerkeleyBerkeley, CA 94720(415) 642-9300

San Joaquin Valley AgriculturalResearch and Extension SerVice

Parlier, CA 93648(209) 646-2794

Chief State School OfficerSuperintendent of Public InstructionState Department of Education721 Capitol MallSacramento, CA 95814(916) 445-4338

Far West Laboratory for EducationalResearch and Development (FWL)

1855 Folsom StreetSan Francisco, CA 94103(415) 585-3000

Inatructional Objectives Exchange(10X)

Box 24095 Department 2ALos Angeles, CA 90024

National Information Center forEducational Media (NICEM)

University of Southern CaliforniaUniversity ParkLos. Angeles, CA 90007(213) 743-5408(800) 421-8711

Flesehrch Coordinating UnitEducation Support ServicesState Department of. Education721 Capitol MallSacramento, CA 95814(916) 3233481

Sex Equity Coordinator721 Capitol MallFourth FloorSacramento, CA 95814(916) 445-6726

4

Southwest Regional Laboratory forEducational Research andDevelopment (SWRL)

4665 Lampson AvenueLos Atamitos, CA 90720(213) 598-7661

State Advisory CouncilExecutive Director, SAC1900 5 StreetSacramento, CA 95814

'(916)445 -0698

State Career Education ContactPersonal and Career Development

Services UnitState Department of Education721 Capitol MallThird FloorSacramento, CA 95814.(916) 323-0588

State Curriculum LiaisonRepresentative

State Department of Education, VOICE721 Capitol MallFourth FloorSacramento, CA 95814(916) -445-0404

State Director of Voce anal Education721 Capitol MallFourth FloorSacramento, CA 95814(916) 445-3314

U.S. Department of Education RegionalOffice

Region 950 United Nations PlazaSan Frandisco, CA 94102(415) 556-4920

Vocational and OccupationalInforRation Center for Educators(VOICE)

State Department of Education721 Capitol MallSacramento, CA 95814(916) 445-0404

Vocational Education Productions .

California Polytechnic State UniversitySan Luis Obispo, CA 93407(800) 546-2295(800) 235-4146

COLORADO

Agricultural Experiment StationColorado State University .

Fort Collins. CO 80523(303) 491-5371

4

Chief State School OfficExecutive Director1313 Sherman StreetDenver, CO 80203(303) 866-3162

Civil Rights CoordinatorState Board for Community Colleges.Division of 01 ational Education1313 Sherman StreeDenver, CO 80203(303) 866-4381

Colorado Vocationa EducationCurriculum Materials Service

Vocational Education BuildingColorado State UniversityFort Collins, CO 80523(303) 491 - 5273/7577

Cooperative. Extension ServiceColorado State UniversityFort Collins, CO 80523(303) 491-6281

Support Services DivisionState_Board for Community Colleges

and Occupational EducationCentenn'al BuildingSec boor1313 Sherman Street

:Denver. CO 80203(303) 866-3

Sex Equity Coo dinatorState Board for Community CollegesDivision of Occupational Education1313 Sherman StreetDenver;_QO 80203

.(303) 8664381

State Advisory CouncilExecutive Director, SAC3645 West 112th AvenueWestminster, CO 80030(303) 466-8811

State Career Education ContactCommunity Based Education ServicesState Departrilent of EduCation2323 West BakerEnglewood, CO 80110.(303) 922-6164

State Curriculum LiaisonRepresentative

Commissioner of Education201 East ColfaxDenver: CO 80203(303) 866-2213

State Director of Vocational EducatippState Board for Community C

1313 Sherman StreetDenver, CO 80203(308) 866-3071

U.S. Department of Education RegiengOffice

Region 8U.S: Customs House1961 Stout StreetDenver, CO 80294.(303) 837-3544

U.S. General Services Administration,Consumer Information CenterPueblo, CO 81009

-(303) 948-3334

CONNECTICUT

Agricultural Experiment StationThe University of ConnecticutStorrs,'CT 06268(203) 486-2917

Chief State School OfficdrCommissioner of EducationState Department of Education ,.P_0. Box 2219Hartford, CT 06145(203) 566-5061

Civil Rights CoordinatorSpecial Assistant for Compliance

ReviewDivision of Vocational and Adult

EducationState Departnient of EducationP.O. Box 2219Hartford, CV 06145(203) 566-7546

Cooperative Extension ServiceThe University of ConnecticutStorrs, CT 06268(203) 486-412 5

-Research Coordinating UnitBureau o Vocational Program

Plannin and DevelopmentDivision of Vocational and Adult

Education .

P.O. Box 2219Hartford, CT 06145-(203) 566-3430

Sex Equity CoordinatorState Department of EducationBureau of Vocational Program-

Planning and Development'Division of Vocationaal EducationRoom 336, P.O. Sox 2219165 Capitol AvenueHartford, CT 06145(203)-566z3430

State Advisory CouncilExecutive Officer, SAC.61 Woodland StreetHartford, CT 06105(203) 566-4035

State Career Education.ContactDivision of Elementary and Secondary

Education .

State Department of EducationP.O. Box 2219Hartford, CT 06115(203) 566'5808

State Curriculum LiaisonRepresentative.

Division of-VocationalTechnicalSchools

State Departmant of EducationP.O. Box 2219165 Capitol AvenueHartford. CT 06145(203) 566-3664

State Director of Vocational EducationAsSociate Commissioner/DirectorDiviSion of Vocational and Adult

Education.State Department of EducationState Office BuildingP.O. Box 2219 -

Haft-ford. CT 06145(203) 566-3664-

Agricultural Experiment StationThe University of DelawareNewark, DE 19711(302) 738-2501

Chief State School OfficerState Superintendent of Public

InstructionJ.G. Townsend BuildingP.O. Box 1402Dover, DE 19901(302) 678-4601-

Civil Rights Coordinator .

State Department of Public InstructionJ.G. Townsend BuildingP.O. Box 1402Dover, DE 19901(302) 735-4681

Cooperative Extension ServiceThe University of DelawareNewark, DE 19711(302) 738-2501

Research Coordinating UnitCurriculum and ResearchState Department of Public InstructionJ.G. Townsend BuildingP.O. Box 1402Dover, DE 19901(302) 736-4681=

.Sex Equity CoordinatorState Department of Public InstructionJ.G. Townsend BuildingP.O. Box 1402Dover, DE 19901'(302) 736-4681

State Advisory CouncilExecutive Secretary, SACP.O. Box 897Dover, DE 19901(302) 736-4738

4 45

State Career Education ContactState Depanment of Public InstructionJ.G. Townsend BuildingP.O. Box 1402-Dover, DE 19901(302) 678-4645

State Curriculum LiaisonRepresentative

Division of VocationalTechnicalEducation

State Department of Public InstructionJ.G. Townsend BuildingP.O. Boot 1402Dover. DE 19901(302) 736-4881

State Director of Vocational Educationptate Department of Public InstructionJ.G. Townsend Building

-P.O. Box 1402Dover, DE 19901(302) 736-4638

DISTRICT OF COLUMBIA

Aerospace Education Foundation1750 Pennsylvania Avenue, N.W.Washington, DC 20006(202) 637-3300

Agriculture Extension ServiceU.S. Department of AgricultureScience and Education AdministrationWashington; DC 20250

Associated Builders and Contractors,Inc.

Suite 409444 North Capitol Street, N.W_Washington, DC 20006(202) 637-8800

Chief State School OfficerSuperintendent of SchoolsPresidential Building415 Twelfth Street, N.W.-Washington, DC 20004(202) 724-4222

Council for Educational Developmentand Research (CEDaR)

1518 K Street, N.W.Suite 206Washington, DC 20005(202) 638-3193

Educational Resources Information,Center (ERIC)

National Institute of Education1220 19th Street, N.W.Washington, DC 20208(202) 254-5555

ERIC Clearinghouseghouse on Teacher .

EducationAmerican Association of Colleges for

Teacher EducatiohOne Dupont Circle, N.W.Suite 810Washington, DC 20036(202) 293-2450 -Federal Information-CenterU.S. General Services. AdministrationOffice of Public AffairsWashington, DC 20405

National Advisory CouncilVocational Education

425 13th Street, N.W.Washington, D.C. 20004(202) 376-8873

National Aeronautics and SpaceAdministration

400 Maryland Avenue, S.W.Washington, DC 20546

National AudioVisual CenterU.S. General Services AdministrationWashington, DC 20409(301) 763-1896

National Bureau of StandardsOffice of Technical PublicationsWashington, DC 20234

National Education Associati4(NEA1201 10th Street, N.W.Washington: DC 20036(202) 833-4000

National Highway Traffic SafetyAdministration

400 7th Street, N.W.Washington, DC 20590(202) 428-1828

National Institute of Education (ME)U.S, Department of EducationNIE120a 19th= Street, N.W.Washington, DC 20208(202) 254-5800

-National Referral Center-7-Library of CongressNational Referral CenterWashington, DC 20540

Peace CorpsInformation Collection and ExchangeOffice of Programming and Training

Coordination806 Connecticut Avenue, N.W.Washington, DC 205051(800) 424-8580

Professional and CurriculumDevelopment Library and Unit, DCpublic schools

Division of Career DevelopmentPrograms

Browne Junior High School24th Street and Benning Road, N.E.Washington, DC 20002(202) 7244690

Research Coordinating UnitDC Public SchoolsPresidential Building415 12th Street, N.W.Room 904Washington, DC 20004(202) 724-4180

Sex Equity CoordinatorDC Public SchoolsDivision of Career. Development

ProgramsPresidential BuildingRoom 1010415 12th Street. N.W.Washington, DC 20004(202) 724-4218

State Advisory CouncilExecutive Director, SACJefferson Junior High School801 7th Street, S.W.Washington, DC 20024(2021 488-7407

State Career Education ContactState CoordinatorEllington School of the Arts35th and R Streets. N.W.Washington, DC 20007(202) 282-0186

State Curriculum LiaisonRepresentative

Supervising DirectorProfessional and Curriculum

Development UnitDivision of Career Development

ProgramsBrowne Junior High School24th Street and Denning Road, N.E.Washington, DC 20002(202) 724- 90

State-Director of Vocational EducationDivision of Career Development

ProgramsState Department of EducationPresidential BuildingRoom 904

415_12th-Street_NrW-Washington. DC 20004(202) 724-4184

U.S. Cooperative Extension ServiceU.S. Department of AgricultureWashington, DC(202) 447-3377

U.S. Department of AgricultureOffice of Governmental and Public

AffairsPublications DivisionWashington, DC 20250

U.S. Department of.CommerceOffice-of CommunicationsWashington, DC 20230(202) 377-2000

U.S. Department of EducationOffice-of Vocational andAdult

Education (OVAE)7th and D Streets, S.W.Washington, DC 20202(202) 245-2653

U.S. Department of Health and HumanServices

Office of Human Develop_ ment ServicesWashington, DC 20201

U.S. Department of LaborBureau ofLabor Statistics

441 G Street, N.WWashington, DC 20212(202) 655-40

U.S. Department of Labor,Employment and TrainingAdministration

Bureau of Apprenticeship and TrainingEmployment and Training

AdministrationU.S. Department of Labor601 D Street, N.W.Washington, DC 20211(202) 376-6270

U.S. Environmental Protection AgencyPublic Information Center401 M StreetWashington, DC 20460(202) 655-4000

U.S. Federal Tradb CommissionOffice of Public InformationPennsylvania Avenue at 6th Street,

N.W.Washington, DC 20580

U.S. Gov rnment Printing Office(GPO)

Superint ndent of DocumentsWashin on, DC 20402(202) 7 3-3218

U.S. Small Business AdministrationOffice of Public Information1441 L Street, N.W.

v__Nashington,-DC-20446

S.

Agricultural Experiment StationUniversity of FloridaGainesville, FL 32611(904) 392-1971

Center for Studies in VocationalEducation

2003 Apalachee ParkwayTallahassee, FL 32301(904) 644-5892

Chief State OfficerCommission EducationFlorida Department of EducationKnott BuildingTallahassee, FL 32301

. (904) 487-1-785

Cooperative Extension SerViceUniversity of Flt- idaGainesville, FL 611(904) 392-197.1

Florida Vocational JournalEditorCenter for Studies in Vocational

Education2003 Apalachee ParkwayTallahassee, FL 32301(904) 644-5892

Research and Development SectionFlorida Department of EducationKnott BuildingTallahassee, FL 32301(904) 488-1831

Research Coordinating UnitBureau of Research, Dissemination,

and EvaluationFlorida Department of EducationKnott Building'Tallahassee, FL 32301(904) 488-3995

. Sex Equity Coordinator .

Florida Department of Education715 East BillintreetSuite 306, an American Bank BuildingTampa, FL 32604(813) 933 -3495

State Advisory CouncilExecutive Director, SACW. V. Knott BuildingTallahassee, FL 32301(904) 488-5308/8824

State Career Education ContactCoordinator,. EducationVocational Research and EvaluationFlorida Department of EducationKnott BuildingTallahassee, FL 32301(904) 488-3860

State Curriculum Liaisone presentative

CoordinatorDivision of Vocational Technical

EducationCenter for Studies in-Vocational

Education;2003 Apalachee ParkwayTallahassee, FL' 32301(904) 488 3995

State Director of Vocational EducationFlorida Department of EducationKnott BuildingTallahassee, FL 32301(904) 488-8961

GEORGIA

Agricultural' Experiment StationUniversity of GeorgiaAthens, GA 30602(404) 542-2151

U.S. Department of Education RegionOffice

.Region 4101 Marietta TowerAtlanta, GA 30323.(404) 221-2352

American Association for VocationalInstructional Materials (AAVIM)

120 Driftnier Engineering CenterUniversity of GeorgiaAthens, GA 30602(404) 542-2586

Chief State School OfficerExecutive SecretaryState Board of EducationState Superintendent of Schools'242 State Office BuildingAtlanta, GA 30334(404) 656-2800

Cooperative Extension Servicel"University of GeorgiaAthens, GA 30602(404) 5423824

Research Coordinating UnitDivision of Vocational Program

Development and Support Services17th FloorTwin Towers EastAtlanta, GA 30334(404) 656-2547

Spx Equity Coordinator17th FloorTwin Towers EastAtlanta; GA 30334(404) 656-2547

State Advisory CouncilExecutive Director, SAC'18 Executive Park Drive, N.E.Atlanta, GA 30329(404) 894-2385

State Career- Education ContactCareer Education CoordinatorState Department of EducationSecondary Vocational Programs

Division17th FloorTwin Towers EastAtlanta, GA 30334(404) 656-2516

State Curriculum LiaisonRepresentative

----Division of Vocational ProgramDevelopment and Support Services

17th Floor --Twin Towers EastAtlanta, GA- 30334(404) 656-2547

State Director of Vocational EducationOffice

17th FloorTwin-Towers East205 Butler StreetAtlanta, GA 30334(404) 656-6711

Vocational Curriculum CenterDivision of Program Development_3417 Oakcliff DriveAtlanta, GA 30340(404) 451-6158

State Curriculum LiaisonRepresentative

Office of State Director for VocationalEducation

University -of Hawaii2327 DoldStreetHonolulu, HI 96822(808) 948-7461

State Advisory Council

Vocational-Technical Consortium ofStates (V-TECS)

Commission on OccupationalEducation

Southern Association of Colleges andSchools

795 Peachtree Street, N.E.Atlanta, GA 30365(404) 897-6158

Agricultural Experiment StationHawaii Institute of Tropical Agriculture

and Human ResourcesUniverSity of HawaiiHonolulu, HI 96822(808) 948-8139

Career Information. Center-University of Hawaii2327 Dole StreetHonolulu, HI 96822(808) 948-6579

Chief State School OfficerAdministrative Officer for the State

BoardUniversity of Hawaii2444 Dole StreetBachman Hall 207Honolulu, HI 96822 *(808) 948-8207

_Research Coordinating Unit-Res-daidh-arid-DWIlettipmentOffice of the State Director for

Vocational EducationUniversity of "HaWaii2327 Dole StreetHonolulu, HI 96822(808) 948-7461

Sex Equity CoordinatorOffice State Director for Vocational

EducationUniversity of Hawaii2327 Dole StreetHonolulu, HI 96822(808) 948-7461

Executive. Secretary, SACState ComrnissSion on Manpower and

Full Employment335. Merchant Street, #354Honolulu, HI 96813(808) 548-2630

State Career Education ContactStudent Personnel SectionDepartment of Education1270 Queen Emma Street, Room 902Honolulu, HI 96813(808) 548-7819

State Director of Vocational Education;Office of State Director for Vocational '1.

EducationUniversity of Hawaii2327 Dole StreetHonolulu, HI 96822(808) 948-7461

Western Curriculum CoordinationCenter

University of Hawaii1776 University Avenue. 216 Wist.Honolulu, HI 96822(808) 948-7834

AgricultiAl ExperimentationUniversity of IdahoMoscow, ID 83843(208) 885-6682

Cooperative Extension ServiceUniversity of IdahoMoscow,Id_ 93_843(208) 885-6639

Idaho Curriculum DisseminationCenter

Division of Vocatibnal Educhtion216 College of EducationUniversity of IdahoMoscow, ID 83843(208) 885-6556

Research Coordinating UnitProgram ImprovementDivision of Vocational Education650 West State StreetBoise, ID 83720(208) 334-2932

Sex Equity CobrdinatorDivision of Vocational EduCation650 West State StreetRoom 325Boise-ID 83720-(208) 384-3271

State Advisory CouncilExecutive Director, SAC409 West Jefferson, #1

Boise, 1D-83720(208) 334-3206(208) 375-5167

State Career Education ContactConsb Rant, Special ProjectsState Department of EducatiOn650 West State StreetBoise, ID 83720(208) 334-2281

State Curriculum LiaisonRepresentative

Program ImprovementDivision of Vocational Education650 West State StreetBoise, ID 83720(208) 334-2932

State Director of Vocational EducationDivision of Vocational Education

0 West State Streetoise, ID 83720208) 334-3216

Adult Education Service CentersAdult EducationIllinois State Board' f Education100 North First StreetSpringfield, IL 62777(217) 782-3370

Agricultural Experiment StationUniverelty of IllinoisUrbana, IL 61801(217) 333:0240

Bilingual Educatidri Service Center500 South Dwyer AvenueArlington Heights, IL 60005(312) 870-4100

Career Education. Service CentersSpecial Programs SectionIllinois State Board of Education100 North First StreetSpringfield, IL 62777(217) 782-5098

Career Guidance CentersSpecial Programs SectionIllinois State Board of Education100 North First StreetSpringfield, IL 62777(217) 782-5641

Chief State School OfficerState Superintendent of EducationIllinois State Board of EducationMail Code: S404100 North First StreetSpringfield, IL 62777(217)782-2221

Cooperative Extension ServiceUniversity of Illinois

rbana, I L-6160-17°(217) 333-2660

Curriculum Publicationi ClearinghouseWestern Illinois University46 Horrabin HallMacomb, IL' 61455(309) 298-1917

East Central Network for CurriculumCoordination

Sangamon State UniversityE-22Springfield, IL 62708(217) 782 -6375

ERIC Clearinghouse on Reading andCommunication Skills

National Council of Teactiers ofEnglish

1111 Kenyon RoadUrbana, IL 61801(217) 328-3670

Illinois State Advisory Council onAdult, Vocatibnal and TechnicalEducation

Illinois State Board of Education100 North First StreetSpringfield, IL 62777(217) 782 2892

Illinois Vocational Curriculum CenterEast Central Network for Curriculum

CoordinationSangamon State UniversityE-22Springfield; IL .6-2708(217) 786-6375(800) 252A3533 (III. only)

National Diffusion NetworkRegional Office of EducationIllinois Statewide Diffusion Network

Facilitator Center1105 East Fifth StreetMetropolis, IL 62960(618) 524-2664

s

Research Coordinating UnitManager -

Research and Development SectionIllinois Department of Adult, Vocational,

and Technical Education-Illinois State Board of Education100 North First StreetSpringfield, IL 62777(21 -7) 782-4062

Sex Equity CoordinatorIllinois State Board of EducationDepartment of Adult. Vocational, and

Technical Education100 North First StreetSpringfield, IL 62777(217) 782-5098

State Advisory CouncilExecutive Director, SAC100 Alzina Building.100 North. First StreetSpringfield, IL 62777(217) 782-2892

State Career Education ContactManager, Special Programs.Illinois State Board of Education100 North First StreetSpringfield, IL 62777(217) 782-0711.State Curriculum Liaison RepreeentativeIllinois State Board of EducatiOrf.Department of Adult. Vocaticinal, and

-9. Technical Education100 North First- Street

IL 62777V(217) 782-4620

,State Director of Vocational Education -Department of Adult. Vocational, and

Technical Education _

t00 North First StreetSpringfield, IL 62777

U.S. Department of,EdUcation RegionalOffice

:Region 5-300 South Wacker DriveChicago, IL 60606(312) 886-537.2(312) 353-5215

U.S. Department of Labor Region V,Employment and TrainingAdministration (ETA)

ETA Resource Center230 South Dearborn.Sixth Floor ..,Chicago,11.._60604(312) 353 5061`

Civil Rights CoordinatorState Board of Vorationa

Technical Education401 Illinois Building17 West Market StreetIndianapolis:IN 46204(317) _232-1828

Research Coordinating UnitSupportiye Services and Program

ImprovementState Board for Vocational and

Technical Education401 Illinois Building17 West Market StreetIndianapojis, IN 46204(317) 232-1829

Sex. Equity Coordinator-State Board of Vocational and

Technical Education401 Illinois Building17 West Market StreetIndianapolis, IN 46204(317),232 =1828

Agricultural Experiment Station.Purdue UniversiWest Lafaette, IN 47907(317) 494-8360

State Advisory CoundilExecutive Officer, SAC524 Illinois Building17 West Market StreetIndianapolis, IN 46204(317) 232-3980

State Career Education C-ntactCareer Education Co dinatorDepartment of Publi Instruction229 State HouseIndianapolis. IN 204(317) 927-0242

State Curriculum LiaisonRepresentative

State Board of Vocational andTechnical Education

401 Illinois Building17 West Market_StreetIndianapolis, IN 46204(317) 232-1829

State Director of Vocational EducationExecutive DirectorState Board of Vocational and

Technical Education401 Illinois Building17 West Market StreetIndianapolis, IN 46204(317) 232-1812

Vocational Education SerVices840 State Road 46 Bypass

Indiana UniversityBloomington,-IN 47405(812) 335-6711/6712

Chief State School OfficerStatoSuperintendent____ - --Department of Public InstructionRoom 227, State HouseIndianapolis, IN 46204(317) 232-6612

Agrictiltural Experiment StationIowa State University of Science and

TechnologyAmes. IA 50011(515) 294-4576

State Curriculum Liaison Repre-enta ivCareer Education Division.State Department of Public Instruct'Grimes State Office BuildingDes Moines, IA 50319(515) 281-47184

State Director of-Vocational EducationState Department of Public InstructionGrimes State Office BuildingDes Moines, IA 50319(515) 281-4700

Chief State School OfficerState Superintendent of Public

InstrUctionGrimes State Office BuildingDepartment of Public InstructionDes Moines, IA 50319(515) 281-5294

Cooperative Extension ServiceIowa State University of Science and

TechnologyAmes, IA 50011(515) 294-8397

Iowa Association for VocationalInstructional Materials

208 Davidson HallIowa State UniversityAmes, IA 50011-(515) 294-6673

Iowa Curriculum Dissemination CenDepartment of Industrial EducatiOnCollege of EducationIowa State UniversityAmes, IA 50011-(515) 294-8919/2082

Iowa Vocational Curriculum101anagement System

College of EducationN008 QuadIowa State UniversityAmes, IA 50011(515) 294-8919

Agricultural Experiment StationKansas State UniversityManhattan, KS 66506(913) 532-58204

Chief State School OfficerCommissioner of EducationState Department of-Education120 East 10th StreetTopeka, KS 66612(913).296 -3201

Cooperative Extension Servicearises State Universityanhattan, KS 66506

(913) 532-5820

Research Coordinating UnitDirectorCareer Education.DivisionState Department of Public instruction.Grimes State Office BuildingDes Moines, IA 50319(515) 281-4700

Sex. Equity CoordinatorState Department of Public InstructionGrimes State Office BuildingDes Moines, IA 50319(515) 281-3786

State AdvisExecutive Director, SAC1209 East Court #306Des Moines, IA 50319(515) 281-3722/7033

State Career Education ContactDirector of Career Education DivisionState Department of Public InstructionGrimes State Office BuildingDes Moines, IA 50319(515) 281-4700

K_ ansas Vocational CurriculumDissemination Center

Pittsburg State UniversityPittsburg, KS 66762(316) 231-7000 Ext. 417

Research Coordinating UnitState Department of Education120 East 10th StreetTopeka, KS 66612(913) 296-3954

Sex. Equity CoordinatorState Department of Education120 East 10th StreetTopeka, KS 66612(913) 296-2091

State Advisory CouncilExecutive Director, SACState Department of Education120 East 10th StreetTopeka, KS 66612.

State Career Education ContactCareer Education SpecialistState Department of Education120 East 10th StreetTopeka, KS 66612(913) 296-3954

State Curriculum LiaisonRepresentative

State Department of Education120 East 10th Street .

Topeka, KS 66612(913) 296-3954

State Director of. Vocational EducaState Department of Education120 East 10th StreetTopeka, KS 66612(913) 296-3954

Agricultural Experiment Station:- University of Kentucky

Lexington. KY 40506(606) 257-4772

Chief State School OfficerSuperintendent of Public InstructionState. Department of Education._capitol Plaza TowerFrankfort, KY 40601(502) 564-4770

Cooperative Extension ServiceUniversity of KentuckyLexington. KY 40506(606) 257-4772

Kentucky Curriculum Materials CenterDivision of Materials and CurriculumCapitol Plaza Tower19th FloorFrankfort, KY 40601(502) 564-2000

Postsecondary Program DirectorDivision for Postsecondary Program

ManagementCapitol Plaza Tower21st FloorFrankfort, KY 40601(502) 564-2326

Research Coordinating UnitSupporting Services DivisionState Department of Education

; Capitol Plaza Tower20th FloorFrankfort, KY 40601(502) 564-2890

Sex Equity CoordinatorState Department of EducationVocational EducationCapitol Plaza Tower, Rm 2031

-Frankfort- K-Y-40601(502) 564-6916

State Advisory CouncilExecutive Director; SAC119 West BroadwayDepot PlaceFrankfort. KY 40601(502) 5164-5559

State Career Education ContactGuidance SeivicesState Department of. EducationCapitol Plaza Tower20th Floor _

Frankfort, KY 40601(502) 564-3678

State Curriculum LiaisonRepresentative

Secondary Program ManagementCapitol,Plaza Tower20th Floor

-. Frankfort,. KY 40601(502) 564-3775

State Director of Vocational EducationState Department of EducationVocational EducationCapitol. Plaza Tower20th FloorFrankfort, KY 40601(502) 564-4286

Agricultural Experiment StationLouisiana State UniversityBaton Rouge, LA 70893(504) 388-4181

Chief State School OfficerExecutive DirectorState Board of EducationP.O. Box 41064Baton Rouge, LA 70804(504) 342-5840

Cooperative Extension ServiceLouisiana State UniversityBaton Rouge, LA 70893(504) 388-4141

Research Coordinating UnitState. Department of EducationP.O. Box 44064Baton Rouge, LA 70804(504) 342-3525

Sex Equity CoordinatorDivision of Vocational ProgramState Department of Education.P.O. Box 44064Baton

4 342 -3536

State Advisory CounExecutive Director, SA201_Lafayette_Street ---Baton Rouge, LA 70802 _(504) 342-3542/3540

State Career Education ContactCareer EducationState Department of EducationP.O. Box 44064, Capitol StationBaton Rouge, LA 70804(504) 342-3473

State Curriculum Liaison_Representative

Vocational Curriculum Developmentand Research Center

210 Hwy 3110 So. BypassP.O. Box 1159Natchitoches, LA 71457(318) 352-5348

State Director of Vocational.EducationState Department of EducationP.Q. Box 44064Baton Rouge, LA 70804(504) 342-3524

Vocational Curriculum Development andResearch Center

r -210 Hwy 3110 So. Bypassr P.O. Box 1159Natchitoches, LA 71457(318) 352-5348

Agricultural Experiment StationUniversity of MaineOrono. ME 04473(207) 581-7161

Chief State School OfficerCommissionerMaine State Department of Educational

and Cultural ServicesEducation BuildingAugusta, ME 04333(207) 28972321

Civil Rights CoordinatorState Affirmative Action CoordinatorMaine State Department of Educational

and Cultural ServicesEducation BuildingAugusta, ME 04333(207) 289-2796

Cooperative Extension ServiceUniversity of MaineOrono, ME 04473(207) 581-2211

Research Coordinating Unit,Bureau of Vocational EducationStafe.Department of Education

(207) 289-2621

Sex Equity CoordinatorMaine State Department of Educational

-----and-CultUraiServidesEducation BuildingAugusta, ME 04333(207) 289-2796

State Advisory CouncilExecutive Director. SACCasco Bank Building, Box 7-Memorial CircleAugusta, ME 04330(207) 622-4709

State Career Education ContactCareer Education ConsultantMaine State Department of Educational

and Cultural ServicesBureau of InstructionEducation Building -Augusta, ME 04333(207) 289-2541

State Curriculum LiaisonRepresentative

Bureau of Vocational EducationMaine State Department of Educational

and Cultural ServicesEducation BuildingAugusta, ME 04333(207) 289-3565.

State Director of Vocational EducationAssociate Commissioner _

Bureau of Vocational EducationState Department of EducationAugusta, ME 04330(207) 286-2621

MARYLAND

Agricultural Experiment StationUniversity of MarylandCollege Park, MD 20742(301) 454-3707

Center for Social Organization ofSchools (CSOS)

Johns Hopkins University3505 North Charles StreetBaltimore, MD 21218(301) 338-7625

Chief.State School Officer C.1-State Superintendent of SchoolsState Department of Education200 West Baltimore StreetBaltimore, MD 21201(301) 659-2100

ratve-University of MarylandCollege Park, MD 20742(301) 4543742

EFile-DocurnenrRe-OrticKdtli5r1S6iiiiaeP.O. Drawer 0Bethesda, MD 20014(301) 588-6180

Maryland State Advisory Council onVocational-Technical Education(SACVE)

The Jeffery Building3rd Floor16 Francis StreetAnnapolis, MD 21401(301) 269-2885

Maryland Vocational CurriculumManagement System

State Department of EducationDivision of Vocational-Technical

Education200 West Baltimore StreetBaltimore, MD 21201(301) 659-2570

Maryland Vocational CurriculumRsearch and Development Center

Department of Industrial EducationJ.M. Patterson BuildingUniversity of MarylandCollege Park, MD 20742(301) 454-2260

Regional Education Service Agency of_

Appalachian Maryland153 Baltimore StreetCumberland, MD 21502(301) 777-3525

Research Coordinating UnitState Department of Education200 West Baltimore StreetBaltimore. MD 21201(301) 659-2566

Sex Equity CoordinatorMaryland State Department of

EducationP.O. Box 8717BWI-AirportBaltimore, MD 21240(301) 796-8300

State Advisory CouncilExecutive Director, SAC16 Francis StreetAnnapolis, MD 21401(301) 269-2885(301) 721-2428

State Career Education contactCareer Education UnitState Department of Education200 WBaltimore, MD 21201(301) 659-2316

State Curriculum LiaisonRepresentative

State Department of EducationDivision of Vocational-Technical

Education200 West Baltimore StreetBaltimore, MD 21201(301) 659-2576

State Director of V_ ocational EducationState Department of EducationDivision of Vocational-Technical

Education200 West Baltimore Street

_ Baltimore, MD 21201(301) 659-2570.

U.S. Department of Agriculture,National Agricultural Library

The Food and Nutrition Informationand Education Resources Center

National Agricultural LibraryRoom 304Beltsville, MD 20705

.(301) 344-3719

U.S. Department of Health and HumanServices

Health Resources AdministrationOffice of Communications3700 East-West HighwayHyattsville, MD.20782(301) 443-2086

Agricultural Experiment StationUniversity of MassachusettsAmherst, MA 01003(413) 545-2766

Chief StateSrCommissioner of EducationState Department of Education1385 Hancock StreetQuincy, MA 02169(617) 770-7300

Cooperative Extension ServiceUniversity of MassachusettsAmherst, MA 01003(413) 545-2766

Massachusetts Vocational CurriculumResource Center

Minuteman Regional Vocational-Technical School

758 Marrett RoadLexington, MA 01080(617) 863--1863

errimac Education Center.101 Mill RoadChelmsford, MA 01863(617) -256 -3935

Research Coordinating UnitBureau of Research, Planning, and

EvaluationState Department of EducationDivision of Occupational Education1385 Hancock StreetQuincy, MA 02169(617) 770-7204

Sex Equity CoordinatorState Department of Education_Division of Occupational Education1385 Hancock StreetQuincy, MA 02169(617) 770-7356

State Advisory CouncilExecutive Director, SAC249 Washington Street #304Boston, MA 02106(617) 727-4316

State Career Education ContactState Coordinator for Career EducationState Department of EducationDivision of Occupational Education1385 Hancock StreetQuincy, MA 02169

_(617) 770-7359

State Curriculum LiaisonRepresentative

State1Department of EducationDivision of Occupational Education1385 Hancock StreetQuincy, MA 02169(617) 770-7362

State Director of Vocational EducationAssociate Commissioner for

Occupational EducationDivision of Occupational Education1385 Hancock StreetQuincy, MA 02169(617) 770-7350

Technical Education Research Center44 Brattle StreetCambridge, MA 02138(617) 547-0430.

The Network, Inc.290 South Main StreetAndover, MA 01810(617) 470-1080

U.S. Department of Education 'RegionalOffice

Region 1JFK Federal BuildingBoston, MA 02203(617) 223-7500

Agricultural Experiment StationMichigan State UniversityEast Lansing, MI 48824(517) 355-0123

Chief State School OfficerSuperintendent of Public InstructionP.O. Box 30008Lansing, Ml 48909(517) 373-3354

Competency Based EducationArticulation Project

Education InstituteWills House_College of Agriculture and Natural

ResourcesMichigan State UniversityEast Lansing, Ml 48824(517) 353-0661

Cooperative Extension ServiceMichigan State UniversityEast Lansing, Ml 48824(517) 355-2308

Curriculum Resource Team100 Wills HouseMichigan State UniversityEast Lansing, MI 48824(517) 353-0661

Michigan Career Education andVocational Education ResourceCenter

133 Erickson HallMichigan State UniversityEast Lansing,=MI 48824(517) 353-4397

Research Coordinating UnitResearch, Evaluation and Assessment

ServicesMichigan Department of EducationP.O. Box 30009Lansing, MI 48909(517) 373-8374

Sex Equity CoordinatorMichigan Department of EducationP.O. Box 30009Lansing,. MI 48909(517) 373-3370

State Advisory CouncilExecutiveDirector; SAC -

601 Davenport Bldg., P.O. Box 30008Lansing, Ml 48909(517) 373-6407

State Career Education ContactDirector of Program CoordinationMichigan Department of EducationP.O. Box 30036Lansing, MI 48909(517) 373-8298

-State-CurriculuarLiaisonRepresentative

Vocational-Technical EducationService

Michigan Department of EducationP;0,-Box- 30009-Lansing, MI 48909(517) 373-3373'

State Director of Vocational EducationMichigan Department of EducationP.O. Box 30009Lansing, MI 48909(517) 373-3373

Assistant CommisSioner for VocationalEducation

State Department Of EducationDivision of Vocational and Technical

Education _

Capitol Square BuildingSt. Paul, MN 55101(612) 296-2626

Agricultural Experiment StationUniversity of MinnesotaSt. Paul, MN 55106-(612073-9734 _

Chief- State School OfficerCommitaioner of Education7th FloorCapitol Square BuildingSt. Paul, MN 55101(612) 296-2358

Civil Rights CoordinatorState Department of EducationCapitol Square Building, Sixth FloorSt. Paul, MN 55101-(612) 296-5020

Cooperative Extension ServiceUniversity of MinnesotaSt. Paul, MN 55106(612) 3731223

Minnesota Curriculum Services Center3554 White Bear AvenueWhite Sear Lake, MN 55110(612) 770-3943(800) 652-9024 (Minn. only)-

Minnesota Research and DevelopmentCenter for Vocational Educatiorotgi

Vocational and Technical Building,Room 460

1924 BufordSt. Paul, MN 55108(612) 373-3838

Research Coordinating UnitState Department of4EdugationDivision of Vocational and Technical

Education, Fifth FloorCapitol Square BuildingSt.- Paul, MN 55101

-(612)-296-2421=----

Sex Equity CoordirtatorState Department of EducationDivision of Vocational and Technical

--EducationCapitol Square Building, Fifth FloorSt. Paul, MN 55101(612) 296-1866

State Advisory CouncilExecutive Secretary, SAC700 Wayzata BoulevardThe Warren BuildingMinneapolis, MN 55403(612) 377 -6100

State Career Education ContactCareer Education CoordinatorPupil Personnel Services.State Department of EducationCapitol Square BuildingSt. Paul, MN 5510_(612) 296-4080

State Curriculum LiaisonRepresentative

State Department of EducationDivision of Vocational and Technical.

EducationCapitol Square BuildingSt. Paul, MN 55101(612) 296-2626

-State Director of Vocational EducationState Department of EducationChpitol Square BuildingSt. Paul, MN 55101(612) 296-3994

Agricultural Experiment StationMississippi State UniversityMississippi State, MS 39762(601-) 325-8990

Chief State School OfficerState Superintendent of EducationState Deparlment of EducationP.O. Box 771Jackson, MS 39205(601) 354-6933

Cooperative Extenston ServiceMississippi State UniversityMississippi State, MS 39762(601) 325-2995

Research and Curriculum, Unit,Southeast Curriculum CoordinationCenter

Research and Curriculum Unit forVocational-Technical Education

P.O. Drawer DXCollege of EducationMississippi State UniversityktiWSF6terVIS-3976(601) 325-2510

Sex Equity CoordinatorVocational EducationP.O. Box 771Jackson, MS 39205(601) 354-6805

State Advisory CouncilExecUtive Director, SACP.O. Box 771Jackson, MS 39205(601) 354-6813

State Career Education ContactCareer Education CoordinatorState Department of EducationP.O. Box 771Jackson, MS 39205(601) 354-7635

State Curriculum LiaisonRepresentative

P.O. Drawer DXCollege of EducationMississippi State UniversityMississipbi State, MS 39762(601) 325-2510

State Director of Vocational EducationState Department of EducationP.O. Box 771Jackson, MS 39205(601) 354-6980

MISSOURI

Agricultural Experiment StationUniversity of MissouriColumbia, MO 65211(314) 882-3846

Chief State School OfficerCommissiciner of EducationState Department of Elementary and

Secondary EducationR.O. Box 480Jefferson City, MO 65102(314) 751-4446

uCooperative Extension ServiceUniversity of MissouriColumbia,- MO 65211(314)'882-2376

. State Advisory CouncilExecutive Director, SAC630 West MainP.O. Box 545Jefferson City, MO 65102(314) 75f-4384

State Career Education Conbiat'State Department of Elementary and:=-Secondary EducationP.O, Box 480 -

Jefferson City, MO 65102:(314) 751-3545

State Curriculum LiaisonRepresentative

Instructional Materials Laboratory10 Industrial Education BuildingUniversity of MissouriColumbia, MO 65211(314) 882-2883

DirectorState Director of Vocational _ducationState Department of Ele- Mary and

Secondary EducationP.O. Box 480Jefferson City, MO 65102(314) 751-2660

US. Department of Education RegionalOffice

Region 7Eleven-Oak BuildingKansas City, MO 64106(816) 374-2276

Instructional Materials Laboratory10 Industrial Education BuildingUniversity of MissouriColumbia, MO 65211(314) 882-2883

Mid-Continent Regional EducationalLaboratory (McREL)

4709 Belleview AvenueKansas City, MO 64112(816) 756-2401

Research Coordinating UnitState Department of EducationP.O. Box 480Jefferson City, MO 65102(314) 751-2661

Sex Equity CoordinatorSpecial Vocational ServicesDepartment of Elementary and

Secondary EducationP.O. Box 480Jefferson City, MO 65102(314) 751-3872

Agricultural and Industrial EducationMontana State UniversityBozeman, MT 59717(406) 994-3201

Agricultural Experiment StationMontana State UniversityBozeman, MT 59717(406) 994-3681

Chief State School OfficerSuperintendent of Public, InstructionOffice of Public InstructionCapitol BuildingHelena. MT 59601(406) 449-3654

Cooperative Extension ServiceMontana State University-Bozeman, MT 59717(406) 994-3402

Research Coordinating UnitOffice of Public Instruction106 State CapitolHelena. MT 59620(406) 449-2410

Sex Equity CoordinatorOffice of Public Instruction106 State CapitolHelena, MT 59620(406) 449-2410

State Advisory CouncilExecutive Director, SACExecutive Management Offices Building1228 11th AvenueHelena, MT 59601(406) 449-2964/5-

State Career EducationContactCareer Education CoordinatorOffice of Public InstructionState CapitolHelena, MT 59620(406),449-3802

State Curriculum Liaison RepresenState Department of Education106 State CapitolHelena, MT 59620(406) 449-2410

ivo

State Director of Vocational EducationAssistant Superintendent for Vocational

EducationOffice of Public Instruction106 State CapitolHelena, MT 59620(406) 449-2410

4gricultural Experiment StationJniversity of Nebraska_incoln, NE 68583;402) 472-2045

kssistant Commissioner for VocationalEducation

3tato Department of Education2..0. Box 94987_incoln, NE 68509402)

hief State School OfficerExecutive Officera e =oar* of ucation

Rate Department of Education'.0. Box 94987incoln, NE 68509402) 471-2465

:ivil Rights Coordinatorqual Educational Opportunitytate Department of Educationocational Divisionox 4087incoln, NE 68509102) 471-2432/2452

ooperative Extension Serviceniversity of NebraskaIncoln, NE 68583102) 472-2966

Nebraska Vocational CurriculumResource Center

Kearney State CollegeWest CampusKearney, NE 68847(308) 236-4351

Research Coordinating UnitVocational Education511 East Nebraska HallUniversity of NebraskaLincoln, NE 68588(102) 472-3337

Sex Equity Coordinator .

Equal Educational OpportunityState Department of EducationVocational DivisionBox 4087.Lincoln, NE 68509(402) 471-2432/2452

State Advisory CouncilExecutive Director, SAC532 East Nebraska HallUniversity of NebraskaLincoln, NE 68588(402) 472-3339

State Career Education ContactState Department of EducationP.O. Box 94987Lincoln, NE 68509(402) 471-2446

State Curriculum Liaison Representat veState Department of Education301 Centennial Mall SouthP.O. Box 94987Lincoln, n68509(402) 4714441

State Director of Vocational EducationState Department pf Education301 Centennial Mall SouthBox 94987Lincoln, NE 68509(402) 471-2446

Agricultural Experiment StationUniversity of NevadaReno, NV 89557(702) 784-6611

Chief State School OfficerState superintendent of Public

InstructionState Department of Education400 West King StreetCarson City, NV 89710(702) 885-3100

Cooperative. Extension ServiceUniversity of NevadaReno. NV.89557 -(702) 784-6611

Research Coordinating UnitUniversity of Nevada. Las Vegas4505 Maryland Parkway=Las Vegas. NV 89154(702) 739-3188

Sex Equity CoordinatorState Department of EducationCapitol Complex

-400 West King StreetCarson City, NV 89710(702) 885-3144

State Advisory CouncilExecutive Director, SAC300 Hot Springs Road #19Carson City. NV 89701(702) 885-4499

State Career Education ContactCareer Education CoordinatorState Department of EducationCarson. City, NV 89710(702) 885-5700

State Curriculum Liaison RepresentativeState Department of Education400 West King StreetCarson City, NV 89710(702) 885-3144

State Director of Vocational EducationState Department of Education400 West King StreetCarson City, NV 89710(702) 885-5700

NEW HAMPSHIRE

Agricultural Experi- ent StationUniversity of New H- pshireDurham, NH 03824(603) 862-1450

Chief State School OfficeCommissioner of EducatState Department of Educ ionState House AnnexConcord, NH 03301(603) 271-3144

Cooperative Extension ServiceUniversity of New HampshireDurham, NH 03824(603) 862-1520

Learriing Resource CenterKeen State CollegeKeene. NH 03431(603)1352-1909 Ext. 236

Research Coordinating UnitState Department of EducationVocational-Technical Division105 Loudon RoadBuilding 3Concord, NH 03301(603) 271-3186 -

Sex Equity CoordinatorState Department of EducationVocational-Technical Division105 Loudon RoadBuilding 3Concord, NH 03301(603) 271-3186

State Advisory CouncilExecutive Director,,SAC163 Loudon RoadConcord, NH03301(603) 225-4629

State Career Education ContactSecorifichool Services64orth lIttain StreetConcord, NH 03301(603) 271-3250

State Curriculum Liaison Representativestate Department of EducationVocational-Technical Division105 Loudon RoadWuilding 3Concord, NH 03301(603) 271-3186

State Director of Vocational Education.State Department of Education10 oudon RoadCon rd, NH 03301(603) 271-2721

Vocational Research Curricultim OfficeKeene State CollegeKeene, NH 03431(603) 352-1909 Ext. 291

NEW JERSEY

Agricultural Experiment StationCook CollegeRutgers, The State University of

New JerseyNew Brunswick, NJ 08903(201) 932-9447

Bureau of Occupational and-Career_ Research DevelopmentDivision of Vocational Education225 West State StreetTrenton, NJ '08625

. (609) 292-5850

Chief State School OfficerCommissioner of EducationState Department of Education225 West State StreetTrenton, NJ 08625(609) 292-4450

Civil Rights CoordinatorDivision of Vocational Education and

Career PreparationState Department of Education225 West State StreetTrenton, NJ 08625(609) 292-2212

Cooperative Extension ServiceCook CollegeRutbers, The State University of

New JerseyNew Brunswick, NJ 08903(201) 932-9306

ERIC Clearinghouse on Tests,Measurement, and Evaluation

Educational Testing ServiceRosedale RoadPrinceton, NJ 08540(609).921-9000

New Jersey Vocational-TechnicalCurriculum Laboratory

Rutgers,-,The State University ofNew Jersey%

Building 4193, Kilmer CanipusNew Brunswick, NJ 08903(201) 932-3845

Northeast Curriculum CoordinationCenter .

Bureau of Occupational and CareerResearch Development -

Division of Vocational Education_225 West State StreetTrenton, NJ 08625(609) 292-5850(609) 932-3845

Occupational and Consumer ResourceCenter

Building 871New Jersey Job Corps CenterPlainfield AvenueEdison, NJ 08817(201) 985-7769

Research Coordinating UnitBureau of Occupational and Career

Research DevelopmentState Department of Education225 West State StreetTrenton, NJ 08625(609) 292-5850

Sex EDivisi

CareState D225 WeTrenton

i _oordinatorof Vocational Education andr Preparationpartment of Educationt State StreetNJ 08625

(609) 292-2212

State Advisory-CouncilExecutive Director, SAC28 West State StreetTrenton Trust Building #905Trenton, NJ 08608(609) 292-7970/1

State Career Education ContactCareer DevelopmentDivision of Vocational Education an_ d

Curriculum PrtbarationNew Jersey Department of EducationP.O. Box 2019Trenton, NJ 08625(609)- 292-6340=

State Curriculum Liaison RepresentativeDivision of, Vocatidnal EducationState Department of Education225 West State StreetTrenton, NJ 08625(609) 292-5850

State Director of Vocational EducationState:Department of Education225 West State StreetTrenton, NJ 08625(609) 292-6340

NEW MEXICO

Agricultural Experiment StationNew Mexico State UniversityLas Cruces, NM 88003(505) 646-3125

Chief State School OfficerStet? Superintendent of Public

InstructionEducation BuildingSanta Fe, NM 87503(505) 827-6635

Cooperative Extension ServiceNew Mexico State UniversityLas Cruces, NM 88003(505) 646 -3015

ERIC Clearinghouse on Rural Education- and Small Schools

New Mexico State UniversityBox AP tiLas Cruces, NM 88003(505) 646-2623

61

Research Coordinating UnitState Department of EducationEducation BuildingSanta Fe, NM 87503(505) 827-6646

Sex Equity CoordinatorVocational EducationState Department of EducationEducation BuildingSanta Fe, NM 87503(505) 827-6646

Sex Equity Dissemination Centeruniversity of New Mexico3010 Mesa VistaAlbuquerque, NM 87131(505) 277-5409

State Advisory CouncilExecutive Director. SACPlaza Del Sot600 Second. NW, Suite 810Albuquerque. NM 87102(505) 842-8746

State Career Education ContacState Department of EducationEducOon BuildingSanta Fe, NM 87503(505) 827-6555

State Curriculum Liaison RepresentativeVocational Education DivisionState Department of EducationEducation BuildingSanta Fe, NM 87503(505) 827-6646

State Director of Vocational EducationVocational Education DivisionState Department of EducationEducation BuildingCapitol ComplexSanta Fe, NM 87501-2768(505) 827-6646

Vocational-Curriculum MaterialSDissemination Center

EaStern New Mexico UniversityFortale6.NM 88130(505) 562-2288

Vocational Education Equity CenterDepartment of Secondary and Adult

Teacher EducationCollege of EducationUniversity of New-MexicoAlbuquerque, NM 87131(505) 277-2411

Agricultural Experiment StationCornell UniversityIthaca, NY 14853(607) 256-4422

Agricultural Experiment Stationat Geneva

_Geneva, NY 14456(315) 787-2011

Chief State School OfficerCommissioner of EducationState Education DepartmentAlbany, NY 12234(518) 474-5844

Civil Rights CoordinatorOccupational Education Civil Rights

Compliance UnitNew York State Education Department1600 Twin Towers99 Washington AvenueAlbany; NY 12230(518) 474-0585

Cooperative Extension ServiceCornell UniversityIthaca, NY 14853(607) 256-2117

Cornell Institute for OccupationalEducation (CIOE)

104 Stone HallCornell UniversityIthaca. New York 14853(607) 256-6515

ERIC Clearinghouse on UrbanEducation

Columbia University, Teachers CollegeP.O. Box 40525 West 120th StreetNew York, NY 10027(212) 678-3437

Institute for Research and Developmentin Occupational Education (IRDOE)

Graduate School and University CenterCity University of N_ ark33 West 42nd Stre 1430New York, NY 10036(212) 221-3895/6

Instructional Materials Service3 Stone HallCornell UniversityIthaca, NY 14853

New York State Advisory Council forVocational Education -

State Department of Education1610 Twin Towers99 Washington AvenueAlbany_ , NY 12230(518) 474-8648

Research-Coordinating UnitDivision of Occupational Education,

Planning & Information, Research andEvaluation

State Education Department1624 Twin Towers99 Washington AvenueAlbany, NY 12230(518) 474-4178

Sex Equity CoordinatorState Department of Education1624 Twin TowersAlbany, NY 12230(519) 474-0097

State Advisory CouhcilExecutive DirectorNew York State Ad Council

Vocational Educatiorfrt.Cultural Education CenterRoom 1104Albany, NY 12230(518) 474-0982

State Career Education ContactChief, Bureau of GuidanceNew York State Education DepartmentEducation Building, Room 467=Albany, NY 12234(518) 474-6943

State Curriculum Liaison Rep_ resentativeState Education Depdrtment1615 Twin TowersAlbany, NY 12230(518) 474-4802

State Director of Vocational EducationAssistant Commissioner for

Occupational and ContinuingEdUcation

New York State Education Depart99 Washington AvenueAlbany, NY 12234(518) 474-3981

U_S. Department of Education RegionalOffice

Region 226 Federal PlazaNew York, NY 10278(212) 264-4045

Agricultural Experiment StationAgricultural Research Service

North-Garefirra-StoRaleigh, NC 27650(919) 737-2883

Chief State School OfficerState Superintendent of Public

InstructionState Department of Public InstructionThird FloorEducation- BuildingRaleigh, NC 27611(919) 733-3813

Cooperative Extension ServiceNorth Carolina State UniversityRaleigh, NC 27650(919) 737-2811

Occupational Education ResearchServices

North Carolina Department ofCommunity CollegeS

Education BuildingRaleigh; NC 27611(919) 733-3995

North Carolina Regional EducationCenters:

Region 1

P.O. Box 1028Williamston; NC 27892(919) 792-5166

Region '2612 College Street, Room 200Jacksonville, NC 28540(919) 455-8100

Region 3P.O. EIOx 549Knightdale, NC 27545(919) 266'- 9282

Region 4P.O. Box 786Carthage, Na28327(919) 947-5871

Region 5P.O. Box 21889Greensboro, NC 27420(919) 379-5764

Region 6P.O. Box 1397Gastonia, NC 28052(704) 864-9971

Region 7303 East StreetNorth Wilkesboro. NC 28659(704) 648-6960

Region 8102 Clyde RoadCanton, NC 28716(704) 648-6960

Research Coordinating UnitP-rograrn-l-rnprovernent-UrtDivision of Vocational EducationState Department of Public InstructionRaleigh, NC 27611(919) 733-7094

Sex Equity Coordinator.State Department of Public InstructionEducation Building-Raleigh, NC 27611(919) 733-3551

South Central Curriculum NetworkDivision of Vocational EducationState Department of Public InstructionRaleigh, NC 27611(919) 733-7893

63.

State Advisory CouncilExecutive Director, SAC530 Wilmington Street, NorthRaleigh, NC 27604(919) -733-2064

State Career Education Contact-Career Education. CoordinatorMiddle GradeS nd Junior High SchoolState Departmof Public InstructionEducation Builcli _

Raleigh, NC 2761(919) 733-4381

State Curriculum Liaison RepresentativeCurriculum Design UnitState Department Of Public Instruction550 = Education Building tRaleigh, NC 27611(919) 733-7094

1

State Director of Vocational EducationState Department of Public InstructionEducation BuildingRaleigh, NC 27611(919) 733-7362

NORTH DAKOTA

Agricultural Expehment.Station-North Dakota State University! of

Agriculture and Applied ScienceState University StationFargo, ND 58105(701) 237-7654

Cooperative Extension ServiceNorth Dakota State University of

Agriculture and Applied ScienceState UniZtersity StationFargo, ND 58105(701) 237-8944

ERIC Center, North DakotaChester Fritz LibraryUniversity of North DakotaGrand Forks, ND 58202(701) 777-2617

North Dakota. State VocationalCurriculum Center

Bismarck Junior CollegeBismarck, ND 58501(701) 224-5487

Research Coordinating Unit -

State Board for Vocational -EducationState Office BuildingCapitol TowerBismarck, ND 58505(701) 224-3195

Sex EquIty CoordinatorState Board for Vocational EducationState Office BuildingCapitol TowerBismarck, ND 58505(701) 224-26,7

State Advisory CouncilExecutive Director, SACState University StationBox 5405Fargo, ND 58105(701) 237-8935

State Career Education Contact-State Coordinator. Career EducationState Department of Public InstructioState CapitolBismarck, ND 58505(701) 224-2393

State Curriculum Liaison RepresentativeState Office BuildingCapitol TowerBismarck, ND 58505(701)-224-3195

State Director of Vocational gibucation-Executive Director for Vocational- EducationState Office BuildingCapitol TowerBismarck, ND 58505(701) 224-2259

Agricultural Experiment StationOhio Agricultural Research and

Development CenterWooster, OH 44691(216) 264-1021

Chief State School OfficerState Superintendent of Public

Instruction808 Ohio Departments Building65-South --ront-StreeColumbus, OH 43215(614) 466-3304

Cooperative Extension ServiceThe Ohio State University .

Columbus, OH 43210(614) 422-6891

Distributive Education ServiceDivision of Vocational EducationDepartment-of EducationThe Ohio State University119 Townshend Hall1885 Neil AvenueColumbus, OH -4.3210(614) 422-4277/5001

Educational Resources InformationCenter (ERIC), ERIC Clearinghouse ,

on Adult Career and VocationalEducation

The Ohio State University1980 Kenny RoadColumbus, OH 43210(614) 486-0655

Jnterstate Distrib ve. Education curric-ulum Como m (IDECC)

The. Ohio State University1_166 Chesapeake AvenueColumbus. OH 43212(614) 486-6708

National Center for Research inVocational Education (NCRVE)

he Ohio State University.960 Kenny poad-

Colurribkis -OH 43210(614y-414855

ie4Agricultural Education Curriculum---materfais Service2120-Fyffe RoadRoom 254The Ohio State Univers' yColumbus, OH 43210(614)"4a224848

State Curriculum Liaison RepresentativiInstructional Materials Laboratory-1885 Neil AvenueRoom 112 =

The Ohio State UniversityColumbus, OH 43210(614) 422-5001

State Director of Vocational EducationState Department of EducationOhio Departments Building65 South Front StreetColumbus, OH 43215(614) 466-3430

-Vocational Instructional MaterialsLaboratory

-1885 Neil AvenueRoom 112-The Ohio State UniversityColumbus, OH 43210(614) 422-5001

-tate Advisory Codncil on Adult,

Vocational arrc17echnical Education5900 Shardn Woods Blvd.Columbus, OH 43229(614) 891 -47164

Research Coordinating Unit'Division of Vocational EducationState Department of education

= 904 Ohio Dbpartments Building65 South Front StreetColumbus, OH 432.15(614) 466-2095

Sex Equity Coordinator1015 Ohio Departments auilding65 South Front StreetColumbus, OH 43215(614) 462 -6248

State Advisory CouncilExecutive pirector, SAC750 Brooksedge'BoulevardSuite 105Westerville, OH 43081(614) 891-4764

State. Career Educatioa.ContactAssistant DirectorCareer Development Service901 Ohio Departments ildingstatesiepartment65 South Front-StColumbus, OH 4(614) 466-5718

Agricultural Experiment StationOklahoma State UniversityStillwiater, OK 74078(405) 624-5398

Cooperative Extension ServiceOklahoma State UniversityStillwater, OK 74078(405) 624-5098

Mid-America Vocational urricalumConsortium (MAVCC)

1500 West Seventh AvenueStillwater, OK 74074!(405) 377 2000.,

Midwest CurriEdlum CoordinationCenter

Curriculum and Instructional`I MaterialsCenter

-Oklahoma State Department ofVocational and Technical Education

1500 West SeventhAvenueStillwater, OK27407e1(405) 377-2000

Research COOrdiState Apartme

Technical Edit1500 West SeveStillwater, OK 740(405) 377-2000

Sex Equity Coordinatoi.-State Department of Vocational and

Technical Education .

1500 West Seventh AvenueStillwater, OK 74074(405) 377-2000

State Advisory CouncilExecutive Director, SAC4010 North Lincoln Boulevard.Oklahoma City, OK 73105(405) 521-3986

State Career Education ConcoordinatorCareer Education Guidance SectionState Department of Education2500 North LincolnOklahoma City, OK 73105(405) 521-2426

State Curriculum Liaison RepresentativeCurriculum and Instructional' Materials

Center1500 West Seventh AvenueStillwater, OK 74074(405) 377:2000

State. Director of Vocational andTechnical Education

Executive Officer of, the State Beard forVocational Education

1500 West Seventh AvenueStillwater, OK 74074(405) 377-2000

OREGON

Agricultural Experiment StationOregon State UniversityCorvallis, OR 97331(503) 754-4251

Center for Educational POlicy andManagement

College of EducationUniversity of Oregontsgene, OR 97403(503) 686-5173

Chief State School OfficerSuperintendent of

.State Department o ducation =

700 Pringle Parkway_ , S.E.Salern(QR 97310(503) .378-3573

Cooperative Extension ServiceOregon State UniversityCorvallis, OR 97331(503) 754-2713

Northwest Regional EducationalLaboratory (NWREL)

300 S_W.,Sixth AvenuePortland. OR 97204(503) 248-6802

Research Coordinating UnitAppliedReSearch and Eigmplary

ProgramsState Department of Education700 Pringle Parkway_ , S.E.Salem, OR 97310(503) 378.72717. :

Resource CenterVocational Education DivisionState Department of .Education700 Pringle Parkway, S.E.Salem, OR 97310(503) 378-2713

S quay CoordinatorSU Department of Education700 Pringle Parkway, S.E.Salem, OR 97310(503) 378-218

Stdte Advisory CouncilExecutive Director, SAC715 Summer Street, N.E.Salem, OR 97310(503) 378 -5932

State Career Education ContactState Coordinator for Career EducationState Department of Education700 Pringle Parkway, S.E.Salem, OR 97310(503) 378-4777

State Curriculum Liaison RepresentativeProgram Improvement UnitState Department of Education700 Pringle Parkway, S.E. -

Salem, OR 97310(503) 378-2713

State Director of Vocational Education.State Department of Education700 Pringle Parkway, S.E.Salem, OR 97310(503) 378 -3584

`Agricultural Experiment StationThe Pennsylvania State University'University Park, PA 15802(814) 865 -2541

Chief State School OfficerSecretary' of EducationState Department of EducationBox 911333 Market StreetHarrisburg, PA 17108(717) 787-5820

Cooperative Extension ServiceThe Pennsylvania State UniversityUniversity Park, PA 16802(814) 865-2541

Inatructional Materials Ser Vice., forAgriculture

Department of Agriculturitl EducatibnThe Pennsylvania State University13 Armsby BuildingUniversity Park, PA 16802

/, (814) 863-0443

Research Coordinating UnitState Department of Education333 Market Street, Box 911Harrisburg, PA 17108(717) 787-6675

Research for Better Scho.,,,i. :RBS)444 North Third Street`Philadelphia, PA 19123(215) 574-9300

Sex Equity CoordinatorState Department of Education333 Market Street, Box 911Harrisburg, PA 17108(717) 783-8506

State Advisory CouncilExecutive Director, SACRoom 410, City Towers301 Chestnut StreetHarrisburg, PA 17101(717) 232-7653

State Career Educati6n ContactCareer Education Advisor--State Department of Education333 Market StreetHarrisburg, PA 17108(717) 783-6745

State Curriculum Liaison Represen ativeState Department of Education333 Market Street, Box 911Harrisburg, PA 17108(717) 787-6675

State Director of Vocational EducationState Department of Education333 Market Street, Box 911Harrisburg, PA 17108(717) 787-5530

U.S. Department of Education RegionalOffice

Region 33535 Market StreetPhiladelphia, PA 19104(215) 596-1018

Vocational EduCation InformationNetwork

State Department of EducationSLMERS DivisionEleventh Floor333 Market Street, Box 911Harrisburg, PA 1-7108(717) 787-6704(717) 783-9192

-Agricultural Experiment StationUniversity of Rhode Island.Kingston, RI 02881(401) 792-2475

Center for Economic DevelopmentRhode Island CollegeProvidence. RI 02908(401) 456-8037

Chief State School Officer.Commissioner of EducationState Department of Elemeitary and

Secondary Education22 Hayes Street

,Providence, RI 02908(401) 277-2031

Cooperative Extension ServiceUniversity of Rhode IslandKingston. RI 02881(401) 792-2476

Curriculum Resource CenterRhode Island CollegeDepartment of Industrial TechnologyProvidence, RI 02908(401).456 -8009

Home Economics Education Resourcenterhafee Hall

Unive "ty.of Rhode IslandKingsto(401) 792-

Research Coordinating UnitState Department of Elementary and

Secondary EducationBureau of Vocational and Adult

Education22 Hayes Street, Room 222BProvidence, RI 02908(401) 277-2691

Sex Equity CoordinatorState Department of Elementary and

Secondary EducationBureau of Vocational and Adult

Education22 Hayes Street, Room B-11Providence, RI 02908(401) 277-2705

State Advisory CouncilExecutive DirectorRhode Island State Advisory_ Council for

Vocational EducationRegency West. Two Jackson WalkwayProvidence, RI 02903(401) 331-3766

State Career Education ContactCareer Education CoordinatorState Department of EducationRoger Williams Building22 Hayes Street, Room 222BProvidence, RI 02908(401) 277-2691

State Curku lum Liaison RepresentativeState Department of Elementary and

Secondary EducationBureau of Vocational and Adult

Education22 Hayes Street. Room B-11Providence, RI 02908(401) 277-2705

State Director of Vocational EducationBureau of Vocational and Adult

Education22 Hayes StreetProvidence, RI 02908(401) 277-2691

SOUTH CAROLINA

AgriculturalExperiMent StationClemson UniversityClemson, SC 29631 ,

(803) 656-3140

Chief. State School OfficerState Superintendent of EducationState Department of Education1006 Rutledge Building1429 Senate StreetColumbia, .SC 29201(803) 758-3291

Civil Right CoordinatorSupervisor for Methods of

AdministrationState Department of Education906 Rutledge. Building1429 Senate StreetColumbia, SC 29201(803) 758-5375

Cooperative Extension ServiceClemson UniversityClemson, SC 29631(803) 656-3382

Research Coordinating UnitState Department of Education916 Rutledge Building1429 Senate StreetColumbia, SC 29201-(803) 758-2358

Sex Equity Coordinator912C Rutledge Building1429 Senate StreetColumbia, SC 29201(803) 758-3156

South Carolina State Office ofVocational Education

State Department of Education9th Floor, Rutledge Building1429 Senate StreetColumbia, SC 29201(803) 758-5372

4.

State Advisory CouncilExecutive Director, SAC2221 Devine Street, #420Columbia, SC 29205(803) 758-3038

State Career Education Contact-,State ConsultantCareer Education912E Rutledge Building1A29 Senate StreetColumbia. SC 29201(803) 758:3156

State Curriculum Lioiran RepresentatinVocational Curriculum Development

Section9th Floor, Rutledge Building1429 Senate StreetColumbia, SC 29201(803) 758-5971

State Director of Vocational EducationState Office of Vocational Education908 Rutledge Building1429 Senate StreetColumbia, SC 29201(803) 758-5372

Vocational. Curriculum DevelopmentSection

Office of Vocational Education9th Floor, Rutledge Building1429 Senate StreetColumbia, SC 29201(803) 758-5971

a

Agricultural Experiment StationSouth Dakota State UniversityBrookings, SD 57007(605) 688-4149

Cooperative Extension ServiceSouth Dakota State UniversityBrookings, SD 57007(605) 688 -4147

Research Coordinating UnitDivision of Vocational and Technical

EducationState Department of EducationRichard F. Kneip BuildingPierre, SD 57501(605) 773-3423

Sex Equity CoordinatorDivision of Vocational and Technical

EducationState Department of EducationRichard F. Kneip BuildingPierre, SD 57501(605) 773-3423

State Advisory CouncilExecutive Director, SAC3905 S. Western AvendeSioux Falls. SD 57105(605) 336-7703

State Career Education ContactDirector of Special Programs.Division of Elementary and Secondary

Education .

State Department of EducationRichard F. Kneip BuildingPierre, SD 57501(605) 773-4866

State Curriculum Liaison RepresentativeDivision of Vocational and Technical

EducationState Department of EducationRichard F. Kneip BuildingPierre, SD 57501(605) 733-4721

State Director of Vocational EducationExecutive Officer of the BoardDivision of Vocational and Technical

EducationRichard F. Kneip BuildingPierre, SD57501(605) 773-3423

Agricultu Experiment StationUniversit of TennesseeKnoxville, TN 37901(615) 974-7121

Chief State School OfficerCommissioner of EducationStRio Department of Education100 Cordell Hull BuildingNaShville, TN 37219(615) 741-2731

Civil Rights CoordinatorState Department of Education142 Cordell Hull BuildingNashville, TN 37219(615) 741-3248

Cooperative Extension ServiceUniversity of TennesseeKnoxville, TN 37901(615) 974-7114

Research Coordinating UnitDivision of Vocational EducationState Department of Education200 Cordell Hull BuildingNashville, TN 37219(615) 741-1819

Sex Equity CoordinatorState Department of EducationDivision of Vocational-Technical

Education200 Cordell Hull BuildingNashville, TN 37219(615) 741-2860

State Advisory CouncilExecutive Director, SAC206 Cordell Hull Building

-Nashville, TN 37219(615) 741-2197

State. Career Education ContacCareer Education SpecialistState Department of Fduc.ation111 Cordell Hull Wild :rigNashville, TN 37219(615) 741-2851

State Curriculum Liaison RepresentativeState Deparlme of EducationDivision of Vocati nal-Technical

Education205 Cordell Hull BuildingNashville, Te3721(615) 741- 1-46

State Director of Vocational EducationAssistant Commissioner of Vocational

EducationState Department of Education200 Cordell Hull BuildingNashville, TN 37219(615) 741-1716

Tennessee State Department ofEducation

Division of Vocational-TechnicalEducation

205 Cordell Hull BuildingNashville, TN 37219(615) 741-1716

U.S. Department of EnergyTechnicalInformation Center

P.O. Box 62Oak Ridge, TN 37630(615) 574-1000

Center for Occupational Research andDevelopment

601 Lake Air DriveWaco, TX 76710(817) 772-8756

Chief State School OfficerCommissioner of EducationTexas Education Agency201.East Eleventh StreetAustin, TX 78701(512) 475-3271

9

-ooperative Extension ServiceTexas Agricultural Extension ServiceTexas A & M UniversityCollege Station, TX 77843(713) 845-7500

Home Economic Instructional MaterialsCenter

Box 4067Texas Tech UniversityLubbock TX 79409

-.(806) 742-3022

Occupational Curriculum Laboratory.East Texas State UniversityCommerce, TX 75428(214) 886-5623

Research Coordinating UnitTexas Education Agency201 East Eleventh StreetAustin, TX 78701(512) 834-4165

Sex Equity CoordinatorTexas Education Agency201 East Eleventh StreetAustin, TX 75701(512) 834-4207

Southwest Educatitanal DevelopmentLaboratory (SELL)

211 East Seventh StreetAustin, TX 78701(512) 476-6861

State Advisory CouncilExecutive Director, SACP.O. Box 1886Austin, TX 78767.(512) 475-2046

State Career Education ContactDirector, Career EducationTexas Education Agency201 East Eleventh StreetAustin, TX 78701(512) 475-6838

State Curriculum Liaison RepresentativeVocational Curriculum DevelopmentTexas Education Agency201 East Eleventh StreetAustin, TX 78701(512) 834-4165

State Director of Vocational EducationAssociate Commissioner for

Occupational Education andTechnology

Texas Education Agency201 East Eleventh StreetAustin, TX 78701(512) 834-4298

Texas Engineering Extension ServiceF.E. Drawer KCollege Station, TX 77843(713) 845-3447

Vocational Special Needs ProgramCollege of EducationTexas A & MUniversityCollege Station, TX 77843(713) 845-2444

U.S. Department of Education RegionalOffice

Region 6Main Tower BuildingDallas, TX 75202(214) 787-3826

Vocational Instructional ServicesP.O. Box 182Texas A & M UniversityCollege Station, TX 77843(713) 845-6601(713) 779-3880

UTAH

Agricultural Experiment StationUtah State University of Agriculture and

Applied ScienceLogan, UT 84322(801) 750-2215 .

Associate Superintendent for VocationalEducation

250 East Fifth. SouthSalt Lake City, UT 84111_(801) 533-5371

Chief State School OfficerState Superintendent of Public

Instruction250 East Fifth, SouthSalt Lake City, UT 84111(801) 533-5431

Civil Rights CoordinatorSpecialist, Office of Civil Rights250 East Fifth, SouthSalt Lake City, UT 84111(801) 533-5371

Cooperative Extension ServiceUtah State University of Agriculture and

Applied ScienceLogan, UT 84322(801) 750-2200

Research Coordinating UnitUtah State Board of Education250 East Fifth, SouthSalt Lake City, UT 84111(801) 533-5371

Sex Equity CoordinatorUtah_State board of Education250 East Fifth. SouthSalt Lake City, UT 84111(801) 533-5371

State AdVisory CouncilExecutive-Director: SAC624 East Wilmington AvenueSalt Lake City, UT 84106(801)'487 -8619

State Career Education ContactCoordinatorCareer Education ProgramUtah State Board of Education250 East Fifth, SouthSalt Lake City, UT 84111(801) 533 -6091

State Curriculum Liaison RepresentativePlanning and CurriculumUtah State Board of Education250 East Fifth, SouthSalt Lake -City, UT 84111(801) 533-5371/2

State Director of Vocational EducationUtah State Board of ,Education250 East Fifth, SouthSalt Lake City, UT 84111(801) 533-5371

Agricultural Experiment StationUniversity of VermontBurlington, VT 05405(802) 656 -3131

Chief State School OfficerCommissioner of EducationState Department of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3135

Civil Rights CoordinatorState Depanment of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3101

Cooperative Extension ServiceUniversity of VermontBurlington, VT 05405(802) 656 -2990

ERIC Resource CenterState Department of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3124

Research Coordinating UnitState Department of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3101

Sex Equity CoordinatorVocational-Technical Education DivisioState Department of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3101

State Advisory. CouncilExecutive DirectorState Advisory Council for Vocational

EducationP.O. Box 1088Montpelier, VT 05602(802) 223-2550

State Curriculum Liaison RepresentativeVocational-Technical Education DivisiorState Depanment of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3101

State Director of Vocational EducationDirector of Adult aflid Vocational

EducationState Department of EducationState Office Building120 State StreetMontpelier, VT 05602(802) 828-3101

-VIRGINIA

-Administrative Migtorfor VocationalEducation

State Department of EducationP.O. Box 60Richmond, VA 23216

Agricultural Experiment StationVirginia Polytechriic.Institute and State

UniversityBlacksburg, VA 24061(703) 961 -6337

American Vocational Association2020 North Fourteenth Street

VA 22201(7 ) 522-8121 $

-Association for Supervision andCurriculum Development (ASCD)

225 North Washington StreetAlexandria, VA 22314(703) 549-9110

Chief State School OfficerSuperintendent of Public Instruction

State Department of EducationP.O. Box 60Richmond, VA 23216'(804) 786 -2612

Civil Rights CoordinatorState Department of EducationP.O, Box 60Richmond, VA 23216(804) 225-2030,_

Consumer Education Resource Network1500 Wilson BoulevardSuite 800Rosslyn,,VA 22209

Cooperative Extension ServiceVirginia Polytechnic Institute and State

UniversityBlacksburg, VA 24061(703) 961-6705

Curriculum Materials CommitteeAgricultural Education DivisionAmerican Vocational Association2020 North Fourteenth StreetArlington, VA 22201(703) 522-6121

National Marketing and DistributiveEducation Service Center

1908 Association DriveReston, VA 22091(703) 47674299

National Technical Information Service(NTIS)

5285 Part Royal RoadSpringfield, VA 22161(703) 557-4785

Research Coordinating-UnitState Department of EducationP.O. Box 6QRichmond, VA 23216(804) 225-2100

Sex Equity CoordinatorState Department of EducationP.O. Box 60Richmond, VA 23216(804) 786-2848

State Advisory CouncilExecutive Director, SAC217-C Draper Road; N:W.P.O. Box U

_ Blacksburg, VA 24060(703) 961-6945

State Career Education ContactAdministrative DirectorState Department of EducationP.O. Box 6C)Richmond, VA 23216(804) 225-2094

State Curriculum Liaison RepresentativeVocational Curriculum DevelopmentState Department of EducationP.O. Box 60Richmond, VA 23216(804) 2252074

State Director of Vocational EducatiorP.O. Box 6Q -

Richmond, VA 23216(804), 225-2073

Vocational Education Curriculum Cen2204 Montain Road -Glen Allen, VA 23060(804) 262-7439/7516

Agricultural Experiment StationAgricultural Research CenterWashington State UniversityPullman, WA 99164(509) 335-4563

Chief State School OfficerState Superintendent of Public

instructionOld Capitol Building, FG-11Olympia, WA 98504(206) 753-6773

Cboperativc Extension ServiceWashington State UniversityRullman, WA 99164 .

(509) 3352511

NOrthwestern Curriculum CoordinatiorCenter I

.State of Washington .

Commission for Vocational EducationMail Stop LS-100110mpia, WA 98504(206) 753-0879

Research Coordinating UnitState of WashingtonCommission for Vocational EducationMail Stop LS-10Olympia, WA 98504(206) 753-5672

Sex Equity Coordinator-State of WashingtonCommission for Vocational EducationMail Stop LS-10Olympia, WA 98504(206) 753-5651

State Advisory CouncilExecutive Director, SAC120 East Union #207Mail Stop EK-21Olympia, WA 98504(206) 753-3715

State Career Eduction ContactDirector of Career EducationOffice of Superintendent of Public

Instruction75100 Armstrong Street, S.W.Mail Stop FG-11Olympia, WA 98504(206) 753-6763

1

State Curriculum Liaison RepresentativeWalla Walla Community College500 Tausic WayWalla Walla, WA 99362(509) 527-4215

State Director of Vocational EdUcationExecutive DirectorState of WashingtonCommission for Vocational EducationMail Stop LS-10Olympia, WA 98504(206) 753-5660

U.S. Department of Education RegionalOffice

Region 10Arcade Plaza BuildingSeattle, WA 98101(206) 442-0460

Agricultural Experiment StationWest Virginia-University-Morgantown, WV 26506(304) 293-2395

. Appalachia Educational Laboratory(AEL)

P.O. Box 1348Charleston, WV 25325(304) 344-8371/5

Assistant Superintendent for VocationalEducation

Capitol ComplexCharleston, WV 25305(304) 348-2340

State AdvisOry'CouncilExecutive Director. SACL & S Building #303812 Quarrier StreetCharleston, WV 25301(304) 348-3784/3826

State Career Education ContactCoordinator, Career EducationState Department of Education1900 Washington Street, East,

Room 3243Charleston, WV 25305(304) 348-2194

State Curriculum Liaison RepresentativeVocational Curriculum LaboratoryCedar Lakes Conference CenterRipley. WV 25271(304) 372-8673

State Director of Vocational EducationState Department of Education1900 Washington Street, EastCharleston, WV 25305(304) 348-2346

Vocational Curriculum LaboratoryCedar Lakes Conference CenterRipley, WV 25271(304) 372-3688/8673(800) 642-2670 (W.V. only)

Chief State School OffiberState Superintendent of SchoolsCapitol ComplexCharleston, WV 25305(304) 348-2681

Civil Rights CoordinatorJor VocationalEducation

Capitol ComplexCharleston-, WV 25305(304) 3486320

Cooperative Extension Service_West Virginia UniversityMorgantown-, WV 26506-(304) 293-5691

Research Coordinating UnitState Department of EducationMarshall UniversityHuntington, WV 25701

:(304) 696-3180

Sex Equity CoordinatorState Department of EducationB252 Capitol Complex1900 Washington Street, EastCharleston, WV 25305(304)348- &315

Agricultural Experiment StationUniversity of WisconsinMadison, WI 53706(608) 262-1234

CETA Resource ClearinghouseWisconsin Vocational Studies Center .

University of Wisconsin964 Educational Sciences Building1025 West Johnson StreetMadison, WI 53706(608) 263-3696

Cooperative Extension Serv(ceUniversity of WisconsinMadison, WI 53706(608) 263-2775

Post Secondary Research ConsultantWisconsin Board of Vocational,

Technical and Adult Education7th Floor

-4802 Sheboygan AvenueMadison, WI 53702' (608) 266-3705

Post Secondary Research CoordinatingUnit

Wisconsin Board of Vocational,Technical and Adult Education

7th Floor4802 Sheboygan AvenueMadison, WI 53702(608) 266-3393

7

Post. Secondary Sex Equity CoordinatorWisconsin Board of Vocational.

Technical and Adult Education7th Floor4802 Sheboygan AvenueMadison, WI 53702(608) 266-1724

Post Secondary State. Director ofVocational Education

Executive Officer and State DirectorWisconsin Board of Vocational,

Technical and Adult Education7th Floor4802 Sheboygan Avenue,----Madison. WI 53702(608) 266-1770

Secondary Research ConsultantState Department of Public Instruction125 South Webster, P.O. Box 7841Madison, WI 53707

Secondary Research Coordinating UnitState Department of Public Instruction125 South Webster, P.O. Box 7841Madison, WI 53707

Secondary Sex Equity-CoordinatorState Department of Public Instruction_125 South Webster, P.O. Box 7841Madison, WI 53707

Secondary State Director ofVocational Education

aperintendent of PublicInstruction

Department of Public Instruction125 South Webster, P.O. Box 7841Madison, WI 53707

State Advisory CqpncilExecutive Director, SAC1051/2 West Main StreetMadison, WI 53703(608) 266-7813

State Career Education ContactCareer Education SupervisorState Department of Public Instruction125 South WebsterMadison, WI 53707(608) 267 9226

State. Curriculum Liaison RepresentativeWisconsin Board of Vocational,

Technical and Adult Education7th Floor4802 Sheboygan AvenueMadison, WI 53702.(608) 266-2222

Wisconsin Foundation for Vocational-Technical and Adult Education

5402 Mineral Point RoadMadison, WI 53705(608) 266-1770

Wisconsin Vocational Studies CenterWisconsin VocationalTeacher Aids Center

964 Education Sciences Building1025 West Johnson StreetMadison, WI 53706(608) 263-3696

Wisconsin VTAE Curriculum LoanLibrary

7th Floor4802 She ygan AvenueMadison, l53702(608) 266-3705

Agricultural Experiment.StationUniversity of WyomingLaramie, WY 82071(307) 766-4133

Chief-State School OfficerState Superintendent of Public

InstructionState Department of EducationHathaway BuildingCheyenne, WY 82002(307) 777-7673

Civil Rights CoordinatorState Department of Education249 Hathaway BuildingCheyenne, WY 82002(307) 777-6244 .

Cooperative Extension ServiceUniversity of WyomingLaramie, WY 83071(307) 766-4133

Research Coordinating UnitOCcupational EducationState Department of Education252 Hathaway BuildingCheyenne, WY 82002(307).777 -7415

Sex Equity CoordinatorState Department of Education250 athaway BuildingCh nne, WY 82002(307) 777-7411

State Advisory CouncilExecutive Director, SAC311 Banner BuildingLaramie, WY 82070(307) 742-5416

State Career Education ContactState Director, Career EducationState Department of EducationHathaway BuildingCheyenne, WY 82002(307) 777-7415

ate Curriculum Liaison RepresentativeState Department of Education251 Hathaway BuildingCheyenne. WY 82002(307) 777-6235

State Director of Vocational EducationState Department of Education252 Hathaway BuildingCheyenne, WY 82002(307) 777-7415

Chief School OfficerDirector of EducationDepartment of EducationPago Page,. AM Samoa 96799633-2503,

Research Coordinating UnitDivision of Vocational EducationDepartment of EducationPago Fag() AM Samoa 96799633-5237

State Curriculum Liaison RepresentativeState DirectorDivision of Vocational EducationDepartment of EducationPage Pago. AM Samoa 96799633-5238

Agricultural Experiment tationUniversity of GuamMangilao UOG StationGuam 96913(671) 734-3113

Cooperative Extension ServiceUniversity of GuamMangilao UOG StationGuam 96913(671) 734-2575

GuarrN Community College LibraryP.O. Box 23069Guam Main FacilityAgana, GU 96921(671) 734-4311

Research Coordinating UnitEducation DepartmentP.O. Box 23069Guam Main FacilityAgana, GU 96921(671) 734.-2405

S

State Advisory CouncilExecutive Director. SACP.O. Box CKAgana, GU 96910(671) 477-7661

State Career Education ContacSuperintendent _

Career EducationGuam Community CollegeP.O. Box 23069Agana, GU 96921(671) J34 -4311

State Curriculum Liaison RepresentativeGuam Community CollegeP.O. Box 23069Guam Main FacilityAgana. GU 96921(671) 734-4311,

Agricultural Experiment StationUniversity of Puerto RicoMayaguez, PR 00708(809) 832-4040

Chief School OfficerSecretary of EducationDepartment of EducationAve. Teniente Cesar GonzalezEsquina Calle CalafUrbanizacion IndustrialTres MonjitasHato Rey, PR 00919(809) 754-1435

Cooperative Extension ServiceUniversity of Puerto RicoMayaguez, PR 00708(809) 832-4040

Research Coordinating UnitCommonwealth Department of

EducationP.O. Box 759Hato Rey, PR 00919(809) 754-1045(809) 753-7275

State Curriculum Liaison RepresentativeCurriculum and Educational TechnologyDepartment of EducationP.O. Box 759Hato Rey, PR 00919(809) 754-1015

- a

I

Career. Education ContactDirector of Vocational EducationBureau of Education HOSaipan CM 96950

Contact for Belau (Palau)Vocational Education SupervisorDepartment of EducationRepublic of BelauKoror. Palau 95940

Contact for. Marshall IslandsVocational Education SupervisorDepartment of EducationMajuro, Republic of the Marshall Islands

96960

Contact for MicronesiaVocational Education SupervisorState Department of EducationKolonia, Ponape, CM 96941

Executive Officer, CMExecutive Officer f --Board for Vocational EducationOffice of EducationCommonwealth of Northern Marianas

IslandsP.O. Box 9Saipan, CM 96950

Research Coordinating UnitVocational Education SupervisorDepartment of EducationKolonia, Ponape, CM 96941

State Curriculum Liaison RepresentativeBureau nf ucationDover nt of Northern Mariana

Islan /Trust Territory of the PacificIslands

Saipan. CM 96950

State Director of Vocational EducationTrust Territory Coordinator for

Vocational and Adult EducationHeadquarters of the Trust TerritorySaipan, CM 96950

Chief School OfficerCommissioner of EducationDepartment of EducationP.O. Box 630Charlotte AmalieSt. Thomas, VI 00801(809) 774 -2810

Curriculum Development and ResourceCenter

MultiPurpose BuildingFirst Avenue, Estate Thomas'St. Thomas, VI 00801(809) -774-0100

Research Coordinating UnitVocational Education.Department of EducationP.O. Box 630

harlotte Amaliet. .Thomas, VI 00801809) 774-2810

State Advisory CouncilExecutive DirectorHamilton House, 2nd FloorChristianstedSt. Croix, VI 00820(809) 77a-200

State Career Education ContactCoordinator, Career EducationDepartment of EducationP.O. Box 1, ChristianstedSt. Croix, VI 00820(809) 773-1095

State Curriculum LiaiSon RepresentativeState DirectorDepartment of EducationP.O. Box 630Charlotte AmalieSt. Thorna VI 00801(809) 774-3046

PART -III.

RESOURCES AND -:REFERENCESBY PROGRAM AND TOPIC `AREA

Part ill includes more specifically relevant resources and information for each major program and topic area.Organizations listed herein were selected from among those in the current publication Encyclopedia of Associations(Detroit, MI- Gale Research Co., 17th Ed., 1983) as most relevant to the various programs. The AmericanVocational Asscrciation was not listed repeatedly, but should be regarded as a key resource for all areas.

AGRIC

CONTEMPORARY ISSUES

A series of "National AgriculturalEducation Seminars," sponsoredjointly by the U.S. Department ofEducation and the AgriculturalEducation-Division of the AmericanVocational Assocation, has beenorganized in recent years. In July,1980 -in Kan,sas City, Missouri, -theNational Seminar identified severalcontemporary issues in agriculturaleducation. The following wereamong the majorissues identified byconference speakers'and otherparticipants.

The overriding concern of agri-cultural educators is to insure thatagric _ral education keeps pacewith rapid changes in modernagri use and agribusiness. To setthe stage, consider the changes inthe agricultura) situation in recentyears. Instead of concerns regardingoverprbduction, large surpluses,support prices, allotments and thelike, the problems now center on thehigh costs of production andmarketing, the high dOst-gf labor,and of energy. New challenges have

arisen in relation to management ofresources, particularly preservingnon-renewable resources and _

assessing possible damage to theenvironment.

The mission of agricultural educa-tion his changed greatly since theSmith-Hughes Act of 1917. Theobjective then was "to prepare youthand adults for employment infarming." This situation has changeddue to a growing and expandingagricultural industrv. increase in thesize of farms and reduction of theirnumber, and less opportunity forwork on farms in comparison withother sectors. Less than 3% of ciurlabor force is now engaged infarming andzthat is projected to dropto 11/2 percent by 1990.

TURE AND AGRMUSEsTESS

There has also been an explosionof technical knowledge affectingagriculture, These pressures havebrought about confficting aemandsfor agricultural education:On theone hand, those-engaged in Produc7Lion agriculture need a far wider andbrOader knowledge than was true ageneration ago; on the other, theyneed far greater specialization toprepare for the new and emergingspecialities in agricultural occupa--tions..Analyzing the needs of agri7

----culture and agribusiness has alsobecome much more complicated.

The successful commercial farmertoday is a true businessman, anentrepreneur, an executive. It hasbecome much more complex tooperate a successful farming, farm.support, or ranching enterprise. Theneed for business management

-training, accounting, computerusage, marketing and long rang_eplanning is enore and moreapparent. Bankers demand moreevidence of these abilities and prac-

--floes before they will eXtend credit.Also there is need to recognize, andhelp both commercial farmers andpart-time farmers deal with, a widerange of social and economic prob-ferns in rural America.

Agricultural education faces ghatchallenges in public educationduring the1980's. Declirritg enr011-ments and financial realitia havemade cost-effectiveness of programsa real concern, .There isalso_the .

challenge of preparing for new andemerging technologies and theirgreater skill requirements.- As is trueof the economy in general, agricul-ture has become more Service=oriented. The demands for Computersophistication and basic academicskill's is growing. Finally, the need todevelop entrepreneurship and stimu-late worker productivity is widelyrecognized.

79

PECIALIZED MATERIALSSUPPLIERSAgricultural Experiment Stations_

Expert consultant-and up to date=information on such diverse matters asanimal breeding and fertility_ , orchardmanagement, conservation of naturalresources, chemical waste disposal,alternati'vesources of. energy, environ-mental protection, water resourcernfnagement, aiid many more.- (Seestate listings.)

American Association for VocationalInstructional.Materials CAA VIM)Provides resource material including

manuals, teacher guides, student work-books. audioyisual.aids, transparencymasters, and slide sets. Consult Georgiastate listing.

Commercial/Educational SourcesA variety Of sources of educational

materials are found in the private sector,farm machinery manufacturers,

dairy concerns. cooperatives, fertilizermanufacturers, etc,-Tvlaterials and expertassistance are available.

Cooperative ExtensionProvides education_ al programs and

support networks to deal with problemsin agriculture, agribusiness. e.g..applying available technology, businessmanagement, production and marketingof farm products, energy conservation;

. Educational materials and expert assist-ance provided. (See state listings.)

Instructional Materials LaboratoriesCurriculum labs such 'as those in

Alabama, Ohio,` New York, Pennsylvania,and Texas (see state listings) provide avariety of -materials and services. e.g.,

. performarice-based teacher manuals andstudent sthdy guides, slide series, trans- ,parency masters. sample test items, in-'service activities, etc.

ATAAlpha Tau AlphaSee NPEIAEF.

FFAFuture Farmers of Arnerica.Students of agriculture/agribusiness in

secondary schools; to supplementtraining opportunities for studentspreparing for careers in farming andagribusiness.

National FFA CenterBox 15160Alexandria, VA 22309(703) 360-3600

NACTANational Association of Colleges and

Teachers of-AgricultureColleges and universities teaching agri-culture..

608 West VermontUrb4na, IL 61801(2177 333- 3690

k.

NASAENational Association ofSupervisors of

Agriculture EducationState and national supervisors of agricul-tural education;-to provide abetter -understanding of vocational education inagricultUre.

Vocational Agricultural EducationService

Office of Public InstructionOld Capitol Building.Olympia, WA 98504

`(206) 753-6717 and 753-6738

NCA4 -

National Council of AgriculturalEmployers

Serves as a clearinghouse for exchange_of information on labor supply, length ofemployment, and other conditions ofagricultural employment.

4351Southern Building15th & H Streets, N.W.Washington, DC 20005(202) 528-8650

_PROFESSIONAL AN_.''SPECIAL INTERESTOfIGANIZATIONS

AATEAAmerican Association of Teacher Educa-

.tors in AgriculturePersons engaged in;eacher education inagriculture. Division of Arnerican 1,/oca-tion.al Association.

102 Morrill-HallNorth Dakota UniversityFargo, ND 58105(7o.) 237-7436_

NDCNational Dairy CouncilMembers from all parts of dairy industry;nutrition ucation aria research.

6300 h River koadRose ont, IL 60018312y 6-1020

NFFAANational-PFA Alumni

. Same address as FFA.%

NPASONational Poalsacondary Agricultural

Student OrganizationStudents associated with agriculture/-agribusiness and natural resources offer-ings in public postsecondary institutions.

Executive Director and TreasurerBox 34CObleskill, NY 12043(518) 234-7309

Supervised Farm PracticeTechnical EducationTechnical OccupationsYoung Farmer EducationVooational AgricultureVocational Agriculture TeachersVocational Education

NPHAEFNational Professional Honorary Agricul-

tura Education FraternityHonorary fraternity for agriculturleducators. Also: Alpha Tau Alpha.

813,Nonhcrest placeMorgantown,WV 26505(304) 598-0359

NVATANational Vocational Agricultural

Teachers' AssociationSecondary, postsecondary, and adeducation teachers of vocational ncul-ture, state supervisory and teacheducation personnel.

- P.O. Box _15051Alexandria, VA 22309(703) 780-1862

SELECTED REFERENCES

REARural Education AssociationRural educators, leaders of farm organi-zations, and others concerned withimproving the quality of education inrural and small schools.

Office for Rural EducationColorado Stateliniversity.Ft. Collins, CO-M3

ERIC DESCRIPTORS

--Adult Farmer EducationAgribuoinessAgricultural CollegesAgricyltural Education

. Agricultural EngineeringAgricultural EllensionAgricultural LaborersAgriOultural PulachineryAgricultural Machinery OccupationsAgricultural PersonnelAgricultural ProdUctionAgricultural SafetyAgridultural SkillsAgricultural SuppliesAgricultural Supply OccupationsAgricultural TechniciansAgricultural TrendsAgricultureAgronomyExtension. AgentsFarm ManagennenLand Grant-Universities.Natural ResourcesRura) Extension

Agricultural Education Curriculum, 1983Elea -Update. Series No. BB 62.Dolumbus, OH: National Center forResearch in Vocational Education, TheOhio State University, 1983.

Agricultural.Education: Review and Syn-thesis of the Research. The ERICclearinghouse On Adult, Career, andVodational Education. The NationalCenter for-Research in VocationalEducation. Columbus, OH: The OhioState University, 1978-. ED 164 979

Agricultural Education: Shaping theFuture. Proceedings, National Agricul-tural Education Seminar. Kansas City_ ,

MO, July -15-17, 1980. ED 208'62

Coping with Technology in the Agriq-tural Industry. The Agriculture Educa-

-, tion Magazine 53 (1980): 3.

Directory of State Officials with Respon-.sibilities for Programs of VocationalEducation in Agriculture. U.S.Department of Education, Office ofVocational and Adult Education,(unpublished).

Farmer TraininOld Skills, New Technology. Agriculture Education Magazine 53 (1980): 11-14.

Handbook on Agricultural Echicationthe Public Schools. Interstate Printersand Publishers, Inc_, 1980. .

National Ag Occupations CompetencyStudy. National Study for Identifyingand Validating Essential Agri6ulturalCompetencies Needed for Entry andAdvancement in Major Agriculture andAgribusiness Occupations. U.S.Department of Health, Education, andWelfare, Office of Education. U.S.Government Printing Office,Washington, DC 20402

Review and Synthe0 of Research inAgricultural Eduction. Columbus,OH:The Center for Research andLeadership Development in Vocationaland Technical Education, The OhioState University. 1966.

Priorities for Research in AgriculturalEducation. ED 210 656

Project 2000, Basic Principles for. Agri-culture and Agribusiness Education,Department of Agricultural Education,Iowa State University, Ames, IA, 1976:

Summaries of Research and Develop-ment Activities in Agricultural Edugtion,_1974-1975, United States of

_America. 'ED- 114 635

Summaries of Research -end Develop-ment Activities in Agricultural Educa-tion, 1975-1976, United States OfAmerica. ED 134 707.

Summaries of Research and Develop-ment Activities in Agricultural Educa-tion, 1976-1977, United States ofAmerica. ED 151 532

Summaries of Research and Develop-ment Activities in Agricultural Educa-tion, 1977-1978 q United States ofAmerica. ED 167 781

Summaries-of Research and Develop-.

ment Activities in Agricultural Educe-tion, 1978-1979, United States of

America. ED 187 894

Summaries of. Research and Develop-ment Activities in Agricultdral Educa-.tion, 1979-1980, United States ofAmerica. ED 205 706

Technology in Agricultural_Mechaniza-tion: Agriculture Education Magazine53 (1980): 8-9.

Technology in the Agricultural Industry.Agriculture Education Magazine 53(1980): 4-5.

The Potential for Producing Energy fromAgriculture. Farm m-ManagementReports, Volume 79. No. 4,- JuneT979_

Topic Analysis for Vocational TeadherEducation. Agriculture Education,Columbus, OH: Ohio Department ofEducation, Division of VocationalEducation, 1978.

Vocational Materials for Agriculture andAgribusiness Education. Availablefrom federal agencies. Washington,DC: Human Resources Mangement,Inc., 1980.

ERIC References (other thanabove):ED 151 526ED 208 190ED 209 39-ED 209 541ED 210 442ED 210 520ED 212 860ED 212 908ED 218 284

OFFICE OCCUPATIONS EDUCATION

CONTEMPORARY ISSUES

The major current issues in businessand office occupations education fallinto the following areas: a) theimpact of technology on jobs andcareers; b) the unmet needs ofindustry: c) developing up-to-datecurricula; d) identifying. ffectiveteaching and learning rategies: e)overcoming sex stereo s, nd f)meeting basic skill requirements ofjobs.. . _ :

The impact of microprocessortechnology is strongly evident in theinformation processing practices inbusiness offices. The total social andworking environment is in manycases undergoing revolutionarychange. Whereas basic bookkeep-ing/accounting, communications,business math, shcirtharx1/tran-scription, and typewriting use manyskills which have remained relativelystable, businefs data processing,word process1ng, and all aspects ofinformation management havechanged radically. The demands aregreat upon educators, curriculumspecialists, and guidance personnelto stay abreast of these volatilecontent areas. While business andoffice educational practices reflectthese developments, the challengeremains unprecedented in the faceof changes which cannot be whollypredicted.

A positive and challenging aspectof the field is the emergence of awhole new set of growth-orientedcareer paths. Entry level office posi-tions, formerly considerecta deadbnd in terms of career develop-ments, present far more opportuni-ties as a direct !result oftechnological changes. Acquiringdata entry skills, for example, canlead to developing programming and

data managing skills-and entry intoone of the most ra _idly expandingfields. Word proc ssing and recordsmanagement experience offerspossibilities in administrative supporand management-related positions.Finally, the advent of electrbnic mailteleconferencing and other relatedtechnologies gives experience whi&can open Out into the field of tele-communications. These possibilitiesunderscore how important theguidance function has become inbusiness education. The "automatedoffice- need not be Considered a .

threat for the adequately informedtcareer,entrant.

In spite of these promisingaspects, there exists a critical short-age of-clerical workers. In addition,data processing personnel areurgently needed in industry at large.Overcoming these-deficits dependson adequate information aboutcareers, and curricula and educa-tional programs which are respon-sive to the needs of industry.

Current resedfch and deveiopmentin business education reveal Severalkey concerns in the areas of curric-ulum and instruction. Particularly inareas of volatile content mentionedbefore, technological changes havemade the issue of identifying thecontent of paramount importance.Skills and knowledge required fortoday's office technology needs tobe better understood. Rapid devel-opments demand identification ofthe most transferable skills. Largecapital investments needed toacquire modern equipment forinstruction also suggests the need tobetter understand these processesso that the optimal combinations ofequipment may be.deVrWd upon.

Technological innovations arebeginning to have a large impact on

the teachingllearning process itself.Programmed instruction, individual-ized and computer-assisted instruc-tion, and audio-visual tutorialinstruction are several methodsbeing more widely used. Improvedefficiency and flexibility in teaching/-learning time are part of the ration-ale. Additionally, the computer isbeing more widely, used particularlyin accounting instructionalprograms. On-line access to accountPa lances, credit information, etc.affords a realistic counterpart to

. many financial and rnadagementworkplaces today.

The problem of sex stereotypingof occupations is acute in buginessoffices where approximately 1% ofthe secretarial/clerical workforce ismade up of males. Even many,

_ females are now seeking jobs else-where on the assumption that suchjobs are career dead ends. Theinfluence of the feminist movementhas thus contributed to loweredenrollments in business and officeqccupatiOns programs-.

Basic skills is another area ofgreat interest. Basic English andcommunications have remained highdin the list of job qualificationsr allfields and levels of businessemployment..Business math isstressed to varying degrees, butskills in use of electronic calculatorsare becoming increasingly impor-tant. Joining these skills, finally, arethose related to the use7of comp_ uter-hardware and software:. Ascomputer-based technologiesbecome more standard features ofbusiness environments, these skillswill become increasingly in demand.

SPECIALIZED MATERIALSSUPPLIERS

Commercial/Educational SourcesMany commercial concerns (IBM,

Smith-Corona, eta.) and other businessmachine and office supply companies,plus training institutions, offer materials,demonstrations, technical assistance,etc.

Professional As ciationsThe National Business Education

Association, Administrative ManagementSociety, Word Processing ManagementAssociation, and others are likelysources of information and materials:(See listings in this section.)

Thstruetional Objectives Exchange(lox;

Provides objectives, criterion-referenced test

instructionalbasic skill tests,

_accompanying nstructional support andsupplementary resource aids. qee Cali-fornia listing.

PROFESSIONAL ANDSPECIAL INTERESTORGANIZATIONS

AMSAdministrative Management SocietyAdministrators and others involved withbusiness management. Assists educationinstitutions in developing training

.programs,and courses of study.Maryland RoadWillow Grove, PA 19090(215) 659-4300

BERGBusiness Education Research Founda-tionOperated by NABTE (see below) topromote business teacher education.

1914 Association Drive-Reston, VA 22091(703) 860-8300

DPEDelta Pi UpsilonProfessional fraternity of men andwomen in business education.

Gustavus Adolphtis CollegeSt. Peter, MN 56082(507) 931-4184

DPM .

Data Processing Management Associa-tionDirectors, managers-and supervisors ofdata processing installations; educatorsand others interested-in data processing.Sponsors student organizations inter-ested in data processing.

505 Busse Highway-LPark Ridge. IL 60068(312) 825-8124 --

,-.FBLA-PBLFuture Business Leaders of America

Beta Lambda -7--For high school students preparing for

business and office careers, and for; college men and women enrolled in

business. office or teacher education`programs.

P.O. Box 17417-DullesWashington, DC 20041-(703) 860-3334

ISBEInternational Society for BusinessEducation, U.S. ChapterTeachers of bOsiness subjects in high-schools and colleges. A division ofNational Business Education Associa-tion.

1914 Association DriveReston, VA 22091(703) 860-8300

NBEA.National Business Eduation AssociationTeachers and administrators in secon-dary and postsecondary schools whoare. concerned with business education.

1914: Association DriveReston, VA 22091(703)- 860-8300

DEAOffice Education AssociationHigh school and postsecondary voca-tional office education students-Affilia-tions through state student .. -

organizations.1120 Morse Road, Room 225Columbus, OH 43229(614) 888-5776

JAJunior AchievementProvides high school students practicalbusiness experiences by running smallscale businesses.

550 Summer StreetStamford, CT 06901(203) 359-2970

NABTENational Association for BusinessTeacher-EducationColleges and universities with businessteacher education programs; to improvebusiness teacher education. A division ofNational Business Education Associa-tion.

1914 Association DriveReston, VA 22091(703) 86 -8300

NASBENational Association of'Supervisors ofBusiness EducationSupervisors of business and officeeducation programs in public andprivate schools_ f'

Evansville-Vanc4eburgh SchoolCorporation

One S. E. Ninth StreetEvansville, IN 47798(812) 426-5036

ERIC DESCRIPTORS

AccountingBankingBookkeepingBusinessBusiness Administration EducationBusiness CommunicationBusiness CorrespondenceBusiness EducationBusiness Education FacilitiesBusiness Education TeachersBusiness EnglishBusiness Skills-Clerical OccupationsCommercial EducationData ProcessingData Processing OccupationsDistributive EducationEconomic's EducationFilingMarketingOffice MachinesOffice OccupationsOffice Occupations EducationOffice PracticeRecOrdkeepingShorthandTypewritingVocational Educe 'on

SELECTED REFERENCES,

Business and Office Education: Reviewand Synthesis of the Research, ThirdEdition. National Center for Researchin Vocational Education, Columbus,OH: The Ohio State Universitye1981.

Business Education for the Future.International Labour Review 119(1980): 115-127.

BusinesS Education Index. St. Peter,MN: Delta Pi Upsilon, 1968 through1980.

Business Education: Its Status, ItsPotential. and Its Needs in the 1980s.Business Education Forurm35 (1980):3-11.

index to Research in Business andOffice Education. New York: Greggand Community College Division,

Graw-Hill. 1974.

New Office Technology andEmployment. International LabourReview 119 (1980): 689-704,

Review and Synthesis of Research inBusiness and Office OccupationsEducation. The Center for Vocationand Technical Education, Columbus,OH: The Ohio State University, 1966.

The Automated Office. VocEd 54 (1979):40-43_

The Office of the Future. New York:North Holland Publishing Company,1979.

Topic Analysis for Vocational TeacherEducation; Business and_OfficeOccupations. Columbus. OH: D4isionof Vocational Education, OhioDepartment of Education, 1978.

Vocational Instructional Materials forBusiness and Office EducationAvailable from Federal Agencies.Washington, DC Human ResourcesMana per lent. 1980.

ERIC Re erences other thanabove):ED 185 340ED 208 538ED 209 462ED 211 848ED 212 861ED 212 869ED 217 135

HEALTH OCCUPA IONS

CONTEMPORARY ISSUES

Health occupations education faces.a variety of challenges in pre Raringstudents for a rapidly clfanginfield.The major issues center around:technological advances and theirimpact on instruction;-changes inthe makeu p of the health caredelivery tem; effective recruitmentand placement of students; consum-erism and new health concerns; andcost-effectiveness.

These issues will be discussedwith particular emphasis-on nursingand related occupations -in thehealth care delivery field. While thiswill mhke the scope of discussionmore marygeablfthe health occu-pations field is of course Muchbroader, and constantly expanding,including: automatic dataprocessing, clinical laboratoryservjbes, dietetic and nutritionalservices, environmental sanitation,and many more.

The technological revolution hasaffected health occupations educa-tion in many-ways. Breakthroughs_inlife-sustaining-technologytheportable kidney, the artificial heart.emergency cardiac careare onlyone side of the change. Computer

.technology is also rapidly alteringjob definitions in many health carefacilities. he computer is intro-dUcin novatiops in such areas as:

1) patient record keeping2) staffing and: bed assignments3) routine diagnostic tests4) generating patient Care plans5) diagnosing:and monitoring

patients' conditions6) diet plans and medication

records=

Thus, computer skills are becomingmore and more a mandatory part ofthe health. occupations curriculum.

U TION

Along with technology-inducedinnovations, there is greater aware-ness of social and psychologicalfactors in health. The one seeking-care is recognized as a total persohfunctioning in a complex socialsetting. Preparation of health carepersonnel needs to balance thisemphasis with continual upgradingof techholigical skills.

While hospitals continue toprovide the dominant mode ofhealth care delivery and-the majorityof jobs, the sites for employment arebecoming more numerous andvaried. These include nursinghomes, private offices, ambOlatoryhealth care centers, patients homes,schools, hospital sutrply companies,and More. Therefore, the range ofskills required in the health Occupa-tions curriculum vast. Settingstandards for graduates of educa-tional programs across educationalinstitutions is very difficult, butprogress is being made.

The meeting of manpower need_ s:in the health care industry is a.-related challenge. New and existingprograms need to be articulated withnational and local health manpowerneeds. Traitling in highly transfer-ableskills is a relevant concern. Thepersonnel requirements of newtechnologies have to be scrutinizedcarefully as these technologies areintroduced Also geographic distri-bution of health care personnel is a

. concern. Recruiting students for thepositions of Oeatest -need, such asacute and long term care facilities,shou'd be a priority. Changes inemployment opportunities forwomen have had a significantim ct on recruitment, and thisproblem needs-to- be addressed.

Heightened awareness on' the partof health care consumers has

resulted in greater frequency ofhome and self care. There is moreemphasis on liferenhaneing, in addi-tionto life-sustaining, aspects ofhealth care. Preventive medicine,health promotion, exercise, nutrition,and avoidance of environmental andstress-related hazards, are elementsof public concern. Others are aging,drug abuse, child abuse, biomedi-cine, environmental diseases, andthe like.

Finally, lower government supportfor health occupations educationcombined with inflation present newchallenges. Computer technology ishelping to make student instructionmore cost-effective. However,increased costs to students isreducing the potential pool of appli-cants. Computer asisted instructionis used for tutorial, dialogue andsimulation, as well as studentevaluation. Additionally, thecomputer can be used for on-lineaccess to a staggeringamount ofinformation on medicines, toxicsubstances, poisons, and otherhealth care topics.-

SPECIALIZED MATERIALS 4.SUPPLIERS

Colleges of Nursing and AlliedH_ ealth

Materials produced and disseminatedfrom colleges such as at the University _

of Texas at El Paso. They haveproduced a compendium of simulation.aids for nursing practice with transpar-ency masters.

Commercial/Educational SourcesSources in the private sector include:

pharmaceutical suppliers, biomedicalequipment manufacturers, medicalpublishers, hospitals, etc. Educationalprograms for staff development andcontinuing education are available.

Federal AgenciesInformation and materials may be

. obtained from: Health Resources andServices Administration (U.S. Depart-ment of Health and Human Services,Maryland listing); an Environ-mental Protection ency (District ofCblumbia).

Professional AssociationsNational League for Nursing; Amer-n Nurses' Association, and others areurcea of materiels. (See list in thisction.)

Voluntary Community HealthOrganizations

Health organizations such as theAmerican Cancer Association, AmericanHeart Association, American Red Cross;March of Dimes, United Way, as well asmental health organizations, providematerials. For example, emergencymedical procedures information (e.g.,CPR) is available from the American RedCross.

PROFESSIONAL ANDSPECIAL INTERESTORGANIZATIONS

AANAmerican Academy of NursingNursing professionals; devoteddevelopment of the nursing pro

2420 Pershing RoadKansas City, MO 64108(816) 474-5720

Ion.

AACNAmerican Association of Colleges ofNursingPostsecondary schools with nursingprograms; de oted to advancingprofessional t ining.

11 Dupont ircle, N.W., Suite 430Washington, DC 20036(202) 332-1917

AAMCHAmerican Association for Maternal andChild Healthi inc.Professionals and lay persons.Information clearinghouse on pregnancyand child health.

P.O. Box 965Los Altos, CA 94022

AAOHNAmerican Association of OccupationalHealth NursesProfessional nurses employed inbusiness and industry and others

--interested in occupational health,575 Lexington AvenueNew York, NY 10022

ADDSAmerican Digestive Disease SocietyProvides public information regardinghealth maintenance. _

420 Lexington Avenue, Suite 1644New York, NY 10017(2119 687-3088

AHAAmerican Heart AssociationSupports research, education andcommunity service to reduce death anddisability due to heart disease.

7320 Greenville AvenueDallas, TX 75231(214) 750-5300

AHAAmerican Hospital AssociationDedicated to promoting better healthservices. Furnishes multi-mediaeducational materials.

840 North Lake Shore DriveChicago, IL 60611(312) 280-6000

ALFAmerican Liv6r FoundationDisseminates public informati n relatedto liver diseases.'

30 Sunrise TerraceCedar Grove, NJ 07009(201) 857-2626

ALAAmerican Lung AssociationDevoted to prevention and control cl-lung diseast.

1740 BroadwayNew York, NY 10019(212) 245-8000

AMAAAmerican Medical Association AuxiliarySupports an information clearinghouseon community projects related to healthissues. Promotes health education andhealth careers.

535 N'oh Dearborn StreetChicago, IL 60610(312) 751-6166

ANAAmerican Nurses' AssociationProfessional organization of registerednurses,

2420 Pershing RoadKansas City, MO 64108(816) 474-5720

APFRIAmerican Physical Fitness ResearchInstituteClearinghouse for educationalinformation in health and fitness.Publishes guides to free instructionalmaterials.

824 Moraga DriveBel Air, CA 90049(213) 476-6241

APHAAmerican Public Health AssociationProfessional organization for individualinterested or involved in public health:promotes personal and environmentalhealth.

1015 15th Street, N.W.Washington, DC 20005(202) 789-5600

ASHAAmerican School Health AssociationScientific and professional information .

for-school nurses" health educators, andother health personnel. Health problemsof school-age children.

P.O. Box 7081521 South Water StreetKent. OH 44240(216) 678-1601

ASAHPAmerican Society of Allied HealthProfessionsAllied health professionals, educatorsand-practitioners; provides communica-tion among allied health schools andorganizations; promotes new programs.

National Center for Higher EducationOne DuPont Circle, N.W., Suite 300Washington, DC 20036(202) 293-3422

ASHMEDAmerican Society for Health ManpowerEducationPerSonnel from allied health care institu-tions and allied health educators; topromote education of health carepersonnel; to provide information aridevaluation of educational resources.

840 North Lake Shore Drive.Chicago,IIL 60611

AFArthritis FdtthdatiDisseminates information on arthritis tolay public.

3400 Reedit Me-Road, N.E.Atlanta, GA 30326(404) 266-0795

AAHEAssociation r the Advancement ofHealthHealth educators of all levels; promoteshealth education.

1900 Association DriveReston, VA 22091(703) 476-3440

ASTONAssociation-of State and TerritorialDirectors of NursingServes as a channel for slial--ing

-methods, techniques and iriorrnationregarding Rublic health nursing.

State Director of NursingMinnesota Department of Health717 Delaware Street,Minneapolis, MN 55440(612) 623-5000

CCHConsumer Coalition for Hea_JthProvides public education pr Ograms toinform and create interest in health caredelivery_

P.O. Box 50.08Washington, DC 20004.(202) 638-5328

CHECoalition for Health and the Environ-mentIndividuals in all fields conc rned withhealth and the environment; to promotedisease prevention and environrnentalhealth; conducts educationaZ3 programsand acts as an information tearing-house_

806 15th Street, N.W., Sui-t-te 450Washington. DC 20005(202) 737-5043

CMCHICenter for Medical Consurnr= rs andHealth Care infortnationProvides public information ceggrdinghealth maintenance_

237 Thompson StreetNew York, NY 10012(212) 674-7105 .

CSTOPHE'Conference of State and TerritorialDirectors of Public Health Ea=lucationDirectors of public health ed ;7-ocation instate departments of health; to improvethe level of public health edt_=ciation.-.

South Carolina Departrnert t of Healthand Environmental Cont rol

2600 Bull StreetColumbia, SC 29201(803) 758-5555

EFAEpilepsy Foundation of ArneicaMakes available audio-visual and othereducational materials on epili.psy.

4351 Garden City DriveLandover, MD 20781(301) 459-3700

FNHPFederation of Nurses and HealthProfessionalsA division of the American Federation ofTeachers. Advocacy for nurses andhealth professionals_

11 DuPont Circle, N.W.Washington, DC 20036(202) 797-4491

FIEFHealth Education FoundationHelps peOple make informed health-related decisions:Operates informationbank.

500 New Hampshire Avenue. N W.Suite 452Washington, DC 20037(202) 338-3501

HMAe.Health Education Media AssociationDisseminates information regarding newdevelopments in use of media in healtheducation.

P.O. Box 771Riverdale, GA 30274(404) 997-0449

HOSAHealth Occupations Students of AmericaStudehts preparing for careers in theallied health fields.

1750 Pennsylvania AvenueSuite 306Washington, DC 20006(202) 393-6757/6758

HSCHealth Sciences ConsortiumRublishing cooperative of healthinstitutions; publishes effective.

i instructional materials at low cost.200 Eastowne Drive, Suite 213Chapel Hill, NC 27514(919) 912-8731

HDRFHeart Disease Research FoundationSupplies available educationalinformation on cardiovascular diseases.

50 Court StreetBrooklyn, NY 11201(212) 649-9003

MHMCMetal Health Materials CenterProfessional workers in mental healthand health education. Promotes effectiveuse of selected educational materials.Evaluates materials and publishes guide.

30 East 29th StreetNew York, NY 10016(2-12) 889-5760

NACHCNational Association of CommunityHealth CentersAdvocacy agency for health centersnationwide providing, educationalresearch and technical assistance:

1625 -Eye Street,N.W.Washington, DC_.20006(202) 833-9280

NAHCS -National Association of Health CarSchoolsVocational, Technical and juniorcolleges training allied healthprofessionals; to promote healtheducation and maintain its standards.

10118 Empyrean Way, No. 103Century City, CA 90067(213) 553-8626.

NLNNational League for NursingIndividuals and leaders in nursing andother health professions plus agencies'ancl- institutions. Many services related tonursing educatiOn:

Two Columbus CircleNew York, NY -10019(212) .582,-1022

r

NAPNESNational Association for Practical NursEdudation and ServiceConsults with schoolS desiring tdevelop a practical vocational nursingprogram.

254 West 31st StreetNew York, NY 10001(212) 736-4540

NFLPNational Federation of Licensed

Practical NursesFederation of state associations oflicensed practical and vocational nurses.Acts as a clearinghouse of informationon practical nursing.

P.0_.Box 110382'14 South Driver StreetDurham, NC 27703(919) 596-9609

NHC-National Health Council

'Voluntarly and professional societies,federal government agencies, otherorganizations and business groups_Distributes printed material on healthand related subjects_

70 West 40th StreetNew York, NY 10018(212) 869-8100

NKFNational Kidney FoundationSupports public education relkidney disorders,

Two Park AvenueNew York, NY 10016(212) 49-2210

led to

NLPNEFNational Licensed Practical NursesEducational FoundationDevoted to upgrading education andpractice of licensed practical nursing,

P.O. Box 11038-Durham, NC-27703(919) 596-9609

NSNANational Student Nurses' AssociationStudents preparing to be registerednurses. Contributes to careerdevelopment of nursing students.

Ten Columbus CircleNeW York, NY 10019(212) 581-2211

NEANutrition Education AssociationHealth professionals and other interestedpersons;, promotes nutrition educationfor better health.

P.O. Box 203013647 Glen HavenHouston, TX 77025(713) 665-2946

SOPHESociety fc7r Public Health. EducationProfessietAil workers in public health;devoted to improving public healtheduce*

703 rket, Suite 535San francisco, CA 94103f415) 546-7511

SSDHPERSociety of State Directors of Health,Physical Education and llecieationState directors, supervisors andcoordinators of health, physical ,

education, and recreation in statedepartments.of education- To promotesound school programs in these areas.

9805'Hillridge DriveKensington, MD 20895(301) 949-2226

ERIC DESCRIPTORS,

Allied Health Occupations,Allied Health Occupations EducationAllied Health PersonnelAllied Health ProfessionsAllied Medical OccupationsAttendantsClinical ExperienceEducationHealthHealth EducationHealth FacilitiesHealth OccupationsHealth Occupations Education

(Vocational)Health PersonnelHealth Related ProfessionsHealth ServicesMedical AssociationsMedical. EducationMedicineOptometryParaprofessional PersonnelPhysical Therapy .

Professio-nal EducatiOnProfessional Occupations=Teaching Hospitals'Technical EducationTechnical OccupationsTherapyVocational Education

Curriculums for Allied Health General-ists. Huntsville, AL: University ofAlabama, GFaduate School, 1977.ED 101 362

Health Care Delivery in the UnitedStates; New York: Springer, 1977.

Health Careers Information Systems.-Journal of Allied Health, 1975,31-32.

Health Manpower: An Annotated Bibliog-raphy. Chicago, IL: American Hospital.Association, 1971. ED 079 534

alth Occupations Education: AReview of the Literature: Informationcries No. 216, ERIC Clearinghouse

on Adult, Career, and Vocationalducation. Columbus, OH: The Ohio

University, National Center forarch in Vocational Education,

ED 193 536

h Occupations Curriculum Covet- ,op nt: In Search of a More PowerfulCurriculum. Greeley_0: RockyMountain Educational Lab., Inc., 1969.ED 034 877

SELECTED REFERENCES

An. Annotated Bibliography for HealthOccupations. A Guide for Teachersand Students. Springfield, IL: Profes-sional and Curriculum DevelopmentUnit forVocational and TechnicalEducation, 1975_ ED 113 509

Computer Assisted Nursing Care.American Journal of Nursing. July,1982, 1076-1079.

'Continuing Education in the HealthProfessions, A Flpt lewof the Lifer&hoe: 1960719707739' -racuse, NY: Syra7cuse University, ERIC Clearinghouseon Adult EdUcation, 1973. .

% ED 095 340

turriculurn Materials for Health Occupa---tions Education. Annotated Listing of

Materials Available from Public Educe -ti it Agencies. Washington, DC: -

U.S.O.E1, 1971. ED 057 271

Health Occupati6ns Education Curric-ulum. 1983 ERIC Update. Report No.BB63. Columbus, OH: The NationalCenter for Research in VocationalEducatjan, 1983.

Health Occupations EducationInstructional Materials. Columbus, OH:The Ohio State UniverSity, TheNational Center for Research in Voca-tional Education, 1972. ED 062 575

Health Occupations Students ofAmerica: A elan of Action. Portland,OR: State Department of Education,1979.

Health Occupations Teacher EducationPlanning. Summary of Funding,Conclusions, and Recommendations.IVIadisdn, WI: University of Wisconbin,Center, for Studies in Vocational andTechnical Education, 1975ED 141 599

Identification and Analysis of theCurrent Issues in Health OccupationsEducation. Ph.D. dissertation,Columbus, OH: The Ohio StateUniversity, 1973. .

urses Today A Statistical Portrait.-American Journa4of Nursing. March,1982, 448-451.

Review and Analysis of Curricula forOccupations in Health. Columbus,OH: The Ohio State University, TheNational Center for Research in Voca-tional Education, 1970. ED 044 507.

Revi3w and Synthesis of Research inealth Occupations Education.

Columbus, OH: The Ohio StateUniversity, The National Center forResearch in Vocational Education.1969. ED 029 982 i

The Allied Health Professions: TheProblems and Potentials of Maturity.Journal of Allied Health. 1977, 6,25-33.

The Computer and "Futuring" in"HealthOccupations Education. Occupationaland Continuing Education N stetter,1982, 3, 24-25.

The Development of Job-RelatedCurricula Using Task Analysis. AlliedHealth Professions Project. Pittsburgh,PA: Educational Projects, 1973ED 093 887

The Health Care Dilemma. SecondEdition. Boston, MA: Holbrock Press,1976.

The Impact of Technology. on Patients,Providers, and Care Patterns_ NursingOutlook. 1980. 28, 666-672.

The World of Health Occupations: ATwo-Year Cooperative Program. NewBrunswick, NJ: RutgeA, the StateUniversity, Curriculum Lab, 1975.ED 112 215

Vocational Instructional Materials forAllied Health Education. Availablefrom Federal Agencids.-Washington,DC: Human Resources Management,

1980.-

Vocational Instructional Materials forHealth Occupations Education. Avail-able from Federal Agencies. Portland,OR, 1971. ED 058 445

ERIC Reference other thanabove .

ED 137 220ED 149 184 .

ED 179 900.ED 181 232ED 185 904ED 189 911ED 189 913ED 206 694ED 206 103ED 208 236ED 208.237ED 209 464ED 209 522-ED 211 714ED 212 835ED 412 862ED 216 100ED 216 727ED 217 133ED 219 156ED 21-9 577

HOSE ECONOMICS EDUCATION19

CONTEMPORARY ISSUES

In 1975, the American HomeEconomics Association's statementof priorities for the professionincluded points on "futuritticthinking and planning," and crea-tive adaptation to uncertainty, andchange.- This statement is evenMore applicable- today. It reflectsconcern over the social, political arideconomic changes bombardingfamily life today, It also shows theconfidence of the profssion asuniquely positioned to deal withthese concerns

Home economic is an interdisci-plinary field with an integrativemission: to-apply kpecialized subjectareas toward solutions of the prob-lems of home and family. The newchallenges facing, home economicsare essentially due to changes in thescope and complexity of problemsconfronting families today. Thesechanges have altered the proles:,sion's sense of its mission by broad-ening the concept of what theproblems of families are.

Some of the new challenges are:care and services for the young,elderly, and handicapped; singleparent thomes; working mothers andchildcare; promotion of familyresearch, and other public policyissues; upgrading the decisicinmaking skills of horriemakersiconsumer 'protectio-n; homemakers'reentry into the work force; changesin sax-roles and overcoming genderbias; energy conservation; the ethicof consumption versus the ethic ofproduction and conservation; andmany others.

This diversity, combined with theexplosion of- technical knowledge,has aroused several interrelatedconcerns regarding home

economics curricula and programs:1) the definition of the profession; 2)the fit between 'students' career

rTh----goats and the curricula ; and 3) thediscrepancy between'th professionand its public image.

These three concerns are closelyrelated. Home economic~ s ;ducitioncontinues to stres4 core conceptSofresource management, improvementof home life, development of identityin the family, etc. At the same time,it must be responsive to new andemerging occupationS For example,many students are interested pri-marily in specialised programs inclothing, textiles and merchandisingas contrasted with traditional familyeconomics/home management. Theissue is whether newer programs,only distantly tied to traditionalhome economics, should be calledby the same name. Here is wherethe professional identity concernrelates to the emergence of newoccupations. A related factor is thesheer amount of relevant technicalknowledge which makes it moredifficult for home economists tocarry out their integrative mission.

Finally, home economists have todeal with a public stereotype of theirfield that is confined primarily to theskills of food preparatiOn andclothing construction. According 03this image, home economics is forwomen almost exclusively. Thus,overcoming sex bias and-attractingmale home economics students-is ofconcern to many.

Withirtthe profession, the discus-sion of these issues is carried onvigorously. Many points of view areexpreSsed. Common to all is anawareness of ,great potential andopportunity.

Social change has made homeeconomics an even moil strategic

discipline than in the past. Forexample, homemaking functions arebeing recognized as increasinglycognitive and complex. In ourcomplex technological society,- theseskills can no longer be passed downfrom one generation to the next. Anew priority, therefore, may be toimprove household decision makers'skills to cope with unprecedenteddemands upon them_

SPECIALIZED MATERIALSSUPPLIERS

Conmiercial/Educational SourcesA variety of sources of educational

materials are found-in the private sector.Many large department stores, food andtextile concerns, various manufacturers.and utilities companies have educationaldivisions. They make available manytypes of instructional materials, demon-atrations of equipment, and consultationon matters such as energy conservation.planning kitchen units, etc.

Cooperative ExtensionProvides educational programs and

support networks to deal with problemsin the home economics field, e.g.,'consumer education, interior design,textiles, nutrition and health, and manyother concerns. Educational materialsand expert assistance are available. (Seestate listings.)

Federal AgenciesInformation and materials may be

obtained from: The Food and. NutritionInformation and Education ResourcesCenter (see National AgriulturalLibrary, Maryland listing); and the Officeof Human Development Services (U. S.Department of Health and HumanServic s-, DC).

HorrteEconomics InstructionalMaterials CenterThis center, located in Texas (see

state listing), provides instructionalmaterials including instructor's guides.student materials,, and courses of studyin consumer and homemaking educatibnand occupational h9rne economics.Available'out of state.

- PROFESSIONAL ANDSPECIAL INTERESTORGANIZATIONS

.AHEAAmerican Home Economics AssociationProfessional organization of homeeconomists; to improve quality ofindividual and family life.

2010 Massachusetts Avenue, N.W.Washington, DC 20036(202) 862-8300

FHA -rFuture Homemakers of AmericaFor,students of home economicsthrough 12th.grade. Focus onhomemaking, family life and consumereducation, coupled with careerpreparation.

2010 Massachusetts Avenue, N.Washington, DC' 20036(202) 833-1925

'HEEA'Home Economics Education AssociationTeachers and supervisors of homeeconomics education; to promote

. effedtive home economics education.1201 16th Street. N.W.Washington. DC 20036(202) 833-4138

HEWHome Economics in BusinessA section of. RHEA . which providesinformation reFatedlo consumerinterests and marketing'-

301 Maple Avenue, W.Vienna, VA 22180(703) 938-3666

4 HEROHome Economics Related OccupationsA chapter of FHA, stressing jia-b andcareer preparation.

2010 Massachusetts Avenue, N.W.Washington, DC 20036(202) 833-1925

NAEHENational Association of Extension HomeEconomistsConducts out-of-school educationalprogramd; helps individuals and familieswith problems of family life.

Box 169Miller, SC- 57362

95

NASSVHENational Association of StateSupervisors of Vocatiorfal 1-romeEconomicsSupervisors of home economics in eachstate; to strengthen and improve homeeconomics education.

State Department of EducationState Office Building1900 Washington Street, E.Charleston, WV 25305

NAVHETNational Association of Vocational HorneEconomics TeachersProfessional society of home economicsteachers who are members of theAmerican Vocational Association.

Bbx 36Park City, KY 42160(502) 749-3.131

NEHCNati One/ Extension Uomemakers CouncilEducational organization assisting insolving family and community problems.

Route 2, Box 3070Vale, pR 97918(503) 473-2619

NEANutrition Education AssociationHealth professionals and other interestedpersons: promotes nutrition educationfor better health.

P.O. Box 203013647 Glen HavenHouston, TX 77025(713) 665-2946

ONOmicron. NuHonor society tor men and women inhome economics.

1257 Has lett RoadHas lett, MI 48824-(517) 339-3324

PUOPhi Upsilon OmicronHonor society for men and women ihome econaQics.

403 Bevis Hay)1080 Carmack RoadColumbtis, OH 43210(614) 421-7860

SNESociety for Nutrition EducationNutrition educators from homeeconomics and other fields'. Distributesinformational materials and films.

1736 Franklin Street, 9th FloorO'akland, CA 94612(415) 444-7133

ERIC- DESCRIPTORSChild Care Occupations'Clothing InslructionConsumer Econo-rnicsConsumer EducationConsumer ScienCeCooking InstructionDaily Living SkillsDay CareDietitiansDisplaced HomemakersExtension AgentsFamily EnvironmentFamily LifeFamily Life EducationFamily (Sociological Unit)Family StructureFood Service OccupationsFoods InstructionHome EconomicsHome Economics EducationHome Economics SkillsHome Economics TeachersHomemakersHomemaking EducationHomemaking SkillsHome ManagementHousehold WorkersHousekeepers

LH'ousingHousing Management AidesLaundry Drycleaning OccupationsMoney ManagementNeedle TradesNutrition InstructionOccupational Home EconomicsPractical ArtsSewing InstructionSox StereotypesTextiles instructionVisiting Homemakers

SELECTED REFERENCES

A conceptual Scheme and DecisionRoles for the Selection and Organiza-tion of Home Economics CurriculumContent. Madison, WI: Department ofPublic .Instruction (in press), p. 75 ofmanuscript.

Competencies for Home Economics ,Teachers_,Ames, IA: The Iowa State-,

University Press, 1978.

Competency-Based Professional Edution in Home Economics: SelectedCompetencies and Criteria. , -

Washington, DC: American HomeEconbmits Association, 1974,(ED ',109 480)

Concepts-and Generalizations: TheirPlace in High. School Home Ece-.nOmics Curriculum Development.1967. peveloped from e series ofconferences sponsored by the UnitedStates Department of Education andpublishbd by the American HomeEconomics AsSociation.

Curriculum Development in Occupa-tional Home Economics: An AHEA/OEPiaject. Journal of Home Economics.70 (March. 1978): 39741.(al 150.'843)

Future `Homemakers of-America Plan-'fling Paper for Consumer and HOMO-making Education. Washington, DC:Future Homemakers of America, 1977.

Ho e Econothics: A Definition. Amer-n Home EConomics Association, .

Washington, DC, 1979.

Home Economics as a Profession.Second Ed., New York: McGra0-Hill,1973.

7Home Economics Education:. A Review

and Synthesis of the Research. Infor-mation Analysis Series No, 185, The -National Center for Research in Voca-tional Education, Columbus, OH: TheOhio State University. 1979. ,

Home Economics Instruction in theSecondary Schools. Washington, DC:Center for Applied Research in Educe-

. hon. 1964.

Home Economics: New Directions. AStatement of 'Philosophy and Obiec-tives. Washington, DC: AmericanHome Econbmics Association, 1959.

Home Economics: New Directions II,Washington, DC: American HomeEconomics Association, 1974.

Home Economics: Past, Present andFuture. Boston, MA: Allyn and Bacon,Inc., 1980,

Inservice Needs of Ho Economics -

Teachers. Journal o oc ions,Education Research. Limner,1977): 49-57.

Instruments of AssessingSelec dProfessional Competencies for HomeEconomics Teachers by HomeEconomics Teacher Educators. Ames,IA: The Iowa State University Press,1978,

Professional Identity of 'HomeEconomics: A Socialization Piocess.Ph.D. dissertation, University Park,PA: The Pennsylvania State University.1976.

'.Review anc&SYrithesisof Research inHome EcohomicS Education.ColuMbus: The Celi ter for Researchand Leadership Debelopment in Voca..,.tional and Technial Education. TheOhio State University. 1966.

Review and Synthess.of Resparch'onConsumer and Homemaking Educa.lion: information Series No. .33.Columbus: ERIC Clearinghouse ©n,,Vocational and TechhicalEducatiOn,The Center for Vocational and Tech.nical EdUcation, The Ohio State'-University, 1971. (ED 048 '482)

Review and SyntheSis Of ResearsHome Economics EducatiOn.Columbus: Research Series NO. 57.ERIC Clearinghouse on V,pcationaland Technical Education, The OhioState University, 1970. (ED 038 519)'

Vocational Home Economics Educatipn:A Statemdnt:by the Voctional Educa.,.,.tion Coalition, Journal of HomeEconomics, Winter 1979. 12-16.

.100

Vocational Instructional Materials for' Vocational Home Economics Educe.

lion. Human ReSources Mariagemenl,Inc., Washington. DC. 1980_

EPIC References r(oih& thinabove):ED 159 372ED 159 373ED 190 911ED 205 750ED 205 752ED 205 753ED 205 754ED 205 755ED 205 756ED 205 809ED 211 724ED 212ED 216

863.240

ED 216 241

97

INDUIS

CONTEMPORARY ISSUES

Current overviews of industrial artseducation show evidence denactive evolutionary change. There ismore evidence than ever -before ofself-appraisal of it fundamental

beliefs and practic

The ongoing concerns of indus-trial arts educators regarding theirprofession and its affairs maybegrouped as follows:

1) impact of industrial ahuman resources;

2) evaluation of programs),3) curriculum developmentand

implementation;4) teaching/learning processes.

The role of industrial artseduca-tion in the human resource deliverysystem, is a longstanding interest,The philosophical viewpoint of manyleaders in the field includes thenotion that the industrial and otherpractical arts play a vital role intechnological literacy and Industrialunderstanding. Thus, industrial artsaugments and upgrades the nation'sskilled manpower pool and contrib-utes to leisure and avocational inter-ests, citizenship, attitudes affectingemployment, consumer skills, careereducation, and basic skills acquisi-tions..HowevQr, ttier.e is a lack ofdocumentation of impact inmost ofthese outcome areas. Additionally,there is the simple need for morefollow-up information ongraduateshow, where, and withwhat success they enter thhurnanresource delivery system. The rela-tionship between program ouiptitand industry's demands is not wellunderstood.

Closely related is the need forore sensitive, and -omprehensive

EDUCATION'

evaluations of Indusiridl artsprograms. The trends towardprogram accountability and,improved program evaluationmethodology have addressed thisissue. However, a nationwide reliiewof the research reveals that the crit-ical mass of evaluations needed isstill lacking. Thus, a comprehensivesynthesis cannotbe made ofoutcomes reliably associated withindustrial arts programs. As men-tioned above, professionals areparticularly interested in the impacton the nation's bank of humanresource capital. But, for manycrucial outcomes, the necessaryinstrumentation still 'awaits develop-ment, Other needs are for: morelongitudinal follow-up evaluations,more docurnentatioh of impacts onlearning processes, and building upa national -data base of programinformation, Yearbooks of the Ame-idan Council& Industrial ArtsTeacher Educators have -helpeddocument the profession's view ofits current status.

in terms of curriculum develop-ment, there has been a great deal ofwork in developing competency-based/packages, units and systems.A systematic curriculum process, uti-lizing teachers in development, isespecially noteworthy in the Indus-tal Arts Curriculum. Project.However, two concerns which Sendout are these:

1) despite the amount of activity,gaps as well as some duplica-tion of effort exists;more attention weds to be paidto the implementation process.In the latter case, buildingPublic support as an integralpart of curriculum developmentseems indicated.

. Learning p. __arts represslargely urWhat aphtnsivovarialotsYSter-

iopicspsyc!i

fac'lli :t

Stan-theno t .LE

neenolceitpar .

uses

PROFESSIONAL ANDSPECIAL INTER EV-ORGANJZATIONS\

re-!ifyL ey

ulfro a

isut keyns,

4-3Fart,-;r

-te, , andeani, u, li.ider-

*act ofnl`Ifly en tech-,Keenly felt

_ructions' tech-inn esrning ner

.0 study,

tutorial methocW-for e- u tensive subjects.

Industrial arts educators' desire todocument the-unique contributionsof their profession is related to theirsense of professional identity. Morevocational research anddevelop-ment, it is. widely felt, is needed tor-

distinguigh the effects of industrialarts education from vocationaleducation, particularly More occu-pational selections are made.

SPECIALIZED MATERIALSSUPPLIERS

American Asocielicri for VocationalInstructional Materials(AAVIM)

Provides resource roateialincludingmanuals, teacher guides, student work'rbooks, audiovisual Bids, transparencymasters. and slide sets. See Georgialisting.

instructional Objectives Exchange(lOX)

PrOvkles objectives, criterion-referenced test sets, basic skill tests,accompanying irtStructionalsupport andsupplementary resource aids. See Cali-fornia listing.

Professional Associations

American Industrial Arts Association,American Council on Industrial ArtsTeacKer Education, National Associationof Industrial and Technical TeacherEducators, and others arellkely sourcesof information and materials. Pee list-ings in this section.)

AIAAAmender, Industrial Arts As-sboiallonIndustrial arts teachers araft sOrzierlikirsin. elementary, secondary andsecondary schools.

1914 Association D. riveIFlesion,' VA .22091(703) 860-2100.

AIASAAmerican Industrial Arts dBtionElementary and secondary stri AnIspfindpstrial arts; to prOrnot careerand-educational advancement.

'1201 16th Street. N.W.Washington, DO 20038(202) 833-4216

ACIASAOAtherican Council of Ind ...4fisStare

Association OfficersIndustrial arts educators ,:i.iyhor%piesantstate issociations. Clearinghouselegathering of ideas and info-flat jot.

University of WisconsinMenomonie, WI 54751(715) 232-1384

ALIASAmerican Council of Industrial ..4ifsSupervisorsIndustrial arts supervisors frorriDepartment of Education. state Out-',lents of-education, and local semis;provides guidance for preoaricq educa-tional programs for secondary friduslrialarts.

Industrial Arts EducationP. 0. Box 60Richmond, VA 23216(804) 225-2089

ACIATEAm ericanCounCil on Ind rial _AdsTeacher EducationCollege teachers and others erl,41ged in

,industrial artS:teacher educationsDivision of technology

I-Arizona State, UniversityTempe, A,:.135281(602) 965:3234

99

NCLANational Council of Local Administratorsof Vocational Education and PracticalArtsAdministrators and supervi-Sors of prac-tical arts; members of American Voca-tional Association.

Trade and Technical EducationBoard of Education

t City of New York6d Rugby RoadBrooklyn, NY 11226(212) 282-3269

NAITTENational Association of Industriaran.dTechnical Teacher EducatorsProfessional society of teacher educa-tors in industrial arts and other fieldt.

Department of Praoticat\Arts andVocational Technical 4ducation

University of MiSsouri-ColumbiaColumbia, MO 65211(314) 882-3082

ERIC DESCRIPTORSAuto MechanicsBuflding TradesCabinetmakingCeramicsConstruction (Process)DraftingElectronics

.,FoundriesGlassGraphic ArtsIndustrial Arts TeachersIndustrial EducationIndustryLaboratory Technology

..1.-sratkerManufacturingMetal WorkingPaintingPlasticsPower TechnologyPractical ArtsPrintingSchool 'ShopsShop CurriculumTrade and Industrial EducationVocational Education

oodworking

0 SELECTED AEFERENCES'.. .

A purdia to the tinning of IndustrialArts Facilities. Washington, DC:ACIATE/AIAA, 1 975.

#1 Historical Perspective of In ry:Washington. DC: ACIATE/AIAA,1968:

A Natiorral Assessment of the Problems,and Information Nevi:trot CurriculumDevelopers in Industrial Education.Ph.D. dissertation. Columbus, OH:The Ohio Sta`te University, 1974.

4

1

A Rationale Jor.Industrial Arts TeacherEducation in Power and Energy Tech-nology. Man/Society/Technology. 38(January. 1979): 9-12.

Building a Partwship. Proceedings ofMan/SocietytTechnology is ForumSeries. Washington, DC: AIAA., 1972.

Come Monday Morning. Nashingtgn,DC: AIAA, 1978.

.compopents of Teacher Education.WaShi9gton, ACIATE/AIAA,19714 -

Conferenbe Proceedings. (Compiled andissued annually under separate titles.)Washington, DC: AIAA_, annually.

F6' ding LA. Programs: at the Statevel. Man/Society/Technology, 35arch. 1976): 171-172. EJ 135 600

re Alternatives for Industrial Arts.Ohington, DC: ACIATE/AIAA,76.

dance ip Industrial Arts for the 70's.Washindton, DC; American IndustrialArts Association, 1971.

'defines for Industrial Education.rograrns in Elementary an4 Secon-

dary Schools, Regional OdcupationalCenters, and Regional OccupationalPrograms. Revised. ED 206 826

How the Decline in Productiyity Effects(sic) Industrial Arts. Man/Society/-Technology. 37 (1978): 6-8

How Well Are Wp Doing Our Job?Industrial Education, 66 (October,1977): 10. EJ 169 191

Industrial Arts for Disadvantaged Youth.Washington, DC: ACIATE/AIAA,1970.

Industrial Arts for the, Early Adolescent..W hington, DC: ACIATE/AIAA,19

* .

Ihdu Arts 'in Senior Higt? SaltWashington, DC: ACIATE/AIAA,1973.

Industrial Arts in the OpOn AccessCurriculum. Bloomington; IL:McKnight Publishing Company, 1978_

Model of a Theoretical Base for Indus-trial Arts Educatiori. Washington, DC:American Industrial Arts Association,1977.

Research in industrial EdupatieWRetrieval of DatS fromnformationSystems. Washington, DC, 1976.

Review and Synthesis of Research in-. Industrial Arts Education. Columbus,OH: Center for Research and'Leader-ship.Development in Vocational Tech-nical Education, 1966. ED 01 564

Review and Synthesis of Research inIndystrial Arts Education. ResearchSeries. No. 42. Columbus: The ChipState University, The National Centerfor-Research in Vocational Education,1969. 'ED 034 8V

State Association Leadership, Presenta-tion at the-AIAA Annual Conference,Atlanta, GA,11978,

)Summaries ot,Studies n Industrial Arts.Tcgde and Mdustri- r-and TechnicalEducation:- Pisrertation Abstracts..-Greeley, CO: University of NorthernColorado, annually.

. .Summaries of Studies in Industrial Arts,

Trade and Industrial. and TechnicalEducation. Journal of IndustrialTeacher Education. 11 (Fall, 1973):92-95.

The Future of Industrial ArtsAWidened Horizon.. Man /Society /-Technology. 39. (1978): 22-23,

The Year 2000 . and Industrial Arts.Man/Society/Technology. 39 (1980):18-19.

What to Do about Technology: TheIndustrial Arts Educator's Responsi-bility, The-Journal of Epsilon Pi Tau.5 (1979): 29-32.

ERIC References {other thanabove

ED k8 138ED 210 434ED 210 477.ED 212 864ED 215 095

ilL4RICETEVG

CONTEMPORARY ISSUES

The issues in marketing and distrib-, utive education centeraround such

areas as: the changing nature of jobplacement, productivity, and alterna-tive models for instruction andcurriculum development.

There is nq_question that oureconomy has shifted toward service-,oriented occupations, and awayfrom rnufacturing and tieavyindustry. This trend is event in the

types of jobs having greatest placement potential for graduates ofdistributive education programs.Many new jobs involve ,meetingindustries' needs for finan6al andcredit services, management,equipment procurement a 0 leasing.A.parlial listing of these jbsincludes. commodity/loan agent,claim examiner, foreign exchangeclerk, management trainee,

ventory/control clerk, travel agent,ervice department manage-r, etc.

These new and emergingeoccupa-Hens clash to some degree withtraditional marketing and distributiveeducation job trainee placements.Traditionally, placements have fallenwithin the areas of apparel andaccessories, food.distribution, andgeneral merchandising. Whetherthese placements hate been dictatedin the past by convenience isunclear. However, large scalec anges in our economy apparently

Om u st challerVe current practices toinsure the most vocationally compe-lent graduates,

Concerns regarding our nation'sproductivity have affected marketingand distributive education. The pres-sures of inflation. government regu-lation, taxes, and energy costs, have

D S 1T E EDUCATION

contributed to a decline in Americanbusiness productivity. However,there is also an it dercurrent offeeling that some of the responsi-bility relates to leadershiP andentrepreneurship, in both businessand marketing. Managerial philoso-phy which stresses short run profitis being challenged by a newemphasis on innovation, investment,and leadership. Creating valuewhere none existed before iC a newpriority, according to some; not justdetached market analysis.

Sprveys of leaders in marketingand distributive education haveshown remarkable consistency andstability in their educational philoso-phies. While the goal continues tobe vocationally competent students.the specifics of instruction andcurriculum development bring outareas of considerable discussion..

Some of the (epics in currentresearch on 'marketing and distritlu-five education instruction suggestseveral dominant interests, There isconsiderable continuing interest invarious aspects of the IDECC (Inter-state Distributive Education Curric-ulum Consortium) system,.particularly:the IDECC LAPS(Learning Activity Packets) and theconditions in which they are mosteffective. The cooperative method ofinstruction continues to be stressed,with emphasis kie identifyingcomponents which appear mostimportant, such- as: the use oftraining plans, relating on-the-jobtraining arid classroom instruction,the need for identifying students'occupational interests, etc. Finally_ ,the national, student organizationDECA (Distributive Education Clubsof America) has received much

attention as an integral part ofmarketing and distributive education

--prqgran-is.

in view of rapid changes inmarketing and distributive occuea7tions, the task of comprehensivecurriculum research and develop-ment is a priority. There is evidenceof a consistent conceptualtasisunderlying these efforts. However,there is also need to avoid duplication of effort.and concentration ofactivity in _selected Occupationalareas.

Finally, new techndlogy is alreadyhaving its imact on the types ofskills needed in the workplace. Afew of -the common featuresshowing high technology include:sales transaction recording, point-of-sale credit checks and terminalinformation bands, lite pens, etc.Future clerical and retail positions,and other support services, are likelyto require a working knowledge ofcom9uter software, at least at anelementary level. These develop-ments will also profoundly affectinstruction and curriculum develop7ment.

SPECIALIZED MATERIALSSUPPLIERSQprnmercial/Education Sources

A variety of educational materials areavailable in the private sector, e.g., realestate, advertising services, departmentstores, apparel and fashion merchan-disc-s, etc. Materials and expert assis-tance are provided.

Interstate Distributive EducationCurriculum ConsortiOm (IDECC)IIDEGG is a non-profit corporation

which provides a competency-basedlearning system for its 'nember states.Learning Activity Packages (LAPS) andLearning Manager Guides are availablefor over 100 occupations in distributiveeducation. Consult Ohio listing.

106

Vocational Instructional -MaterialsLaboratoryThis curriculum lab provides task lists,

task analyses, a subscription service indistributive educatrdn, and otherservices. Consult Ohio listing.

PROFESSIONAL ANDSPECIAL INTERESTORGANIZATIONS

CDTECouncil for Distributive TeacherEducationSee MDEA.

DECADistributive Education Clubs of America

'High school and junior college studentsinterested in marketing and distribution.

1908 Association Drive 1

Reston, VA 22091(703) 860-5000

MDEA .Marketing and Distributive EducationAssociation /A professional association for instruc-tors, teacher-coordinators, local andstate supervisors, teacher ducators, andother personnel responSibl for maip-taining, improving, and sup oilingmarketing and-distributive educationprograms_ Former organizations COTE,NADET, NASSDE, and NADELScombined to form ft:1DEA.

1908 Association DriveReston, VA 22091(703) 476-4299

NADELSNational Association of DistributiveEducation Local SupervisorsSee MDEA.

NADETNational Association of, DistributiveEducation TeachersSee MDEA.

NASSDENational Association of StateSupervisors of Distributive EducationSee MDEA.

ERIC DESCRIPTORSAgribusinessBusiness EducationCornmunicationsCooperative Education

Distributive Education.Distributive Education TeachersEmployment OpportunitiedFood Service OccupationsHuman ResourcesInsurance ObcupationsMarketingMerchandisingReal Estate Occupations

Sales nshipSales ccupationsTransportationUtilitiesWholesaling

SELECTED REFERENCESA Philosophy of Distributive Education.

Blacksburg, VA: Virginia PolytechnicInstitute and Sttite University.ED 019 412

DeveloPmeni of a Data Base for Curric-ulum Development in Distribution andgarketing, Richardson, TX: EPOConsortium D., 1976_

Distributive Education Curriculum,Methods, and Materials Project.Whitewater, WI: University ofWisconsin, 1979.

Evaluative Criteria and StandardsDistributive Education on the Secon--dary Level. DeKalb,- IL: Northern Illi-nois University, 1978.

Implementation of Vocational Educationin Distribution. Report of a USOEClinic. Minneapolis: University ofMinnesota, School of Education, 1978.

Marketing and Distributive EducationCurriculum. 1.983 ERIC Update. Series

. BB 61. Columars, OH: TheNational Center for Research in Voca-tional Education, 1983.

Marketing and Distributive Education:Review and Synthesis of the Research,1969-1978, 3rd Edition. InformationSeries No. 213. ERIC Clearinghouseon Adult, Career, and VocationalEducation. Columbus, OH. The OhioState University, 1980.

NASSDE 1978 SUrvey of State Super-vision Structure for Distributive Educa-tion. Indianapolis, IN: NatidnalAssociation of State Supensors ofDistributive Education, 1978,-

Review and Synthesis of Research inDistributive Education. Ti-ie Center forResearch and.Leadership Develop-ment in Vocational and TechnicalEducation, Columbus, OH: The Ohio

. State University, 1966,

Review and Synthesis of Research.onDistributive Education econd edition,ERIC ClearinghouseThAdult, Career,and Vocational Education. Columbus,OH: The Ohio State University, 1970.

The Distributive EducationProgram.Washington, DC: U. S. Office ofEducation, 1978. ED 160', 827

Topic Analysis for Vocational TeacherEducation. Distributive Education and,Occupaticinal Work Adjustment.Columbus, OH: Division of VocationalEducation, Ohio Department ofEducation, 1978_

Vocational instructional Materials ferMarketing and Distributive Education.,Available from federal agencies.Washington, DC: Human ResourcesManagement; Inc, 1980_

ERIC References (other_thl,

above):ED 205 693ED 208 235ED 209 463ED'212 812ED 212 865ED 218 481ED 218 482

CONTEMPORARY ISSUES.

Technical educators' concerns aresubstantially due to the rate of tech-nglogical change and-the need toprepare for high technology_ Evenentry level jobs areaffected as _

educators seek to prepare youngpeople for new and emerging occu-pations.

Among the major concerns are:

1): providing adequate supplies oftrained workers;

2) curriculum planning:3) techniques of instruction;4) basic skills and computer-

literacy; 6

5) public understanding. of scienceand technology.

There exists,a critical need for- technicians, not only in engineering

and electronics, but in health, busilness; agriculture and so' forth. The

seed for technicians to repair,operate and maintain biomedical

' equipment is one example. Energy-related occupational technolpgieslaser-optics, solar geothermalconservationare examples of areasof need. R6cruiting and retrainingqualified instructors is a related-areaof need.

The worker demand problem isconnected with several relatedissues: maintaining adequate'support for programs, keepingprograms and equipment up to date,

Attracting students with prerequisiteskills, removincareer harriers for 'women and minorities, providVigincentives for graduates: jobmobility, and reduoirg pi:bgram attri-tion.

-However, the ke`s,,_ y problern. appears

to be forecasting new'job require-ments and planning curricula to

I

EDUCATION

1 0

meet them. coordinaffon-Of jobinformation banks,:operated-byAheLabor Department T is of cdursecarried out by the.National Occdpa--tional Information Coordinating.committee (NOICC) and the State.Occupational Information Coordi-nating Butcurrent labor markeinformation

provides only a limited basis forforecasting job need,s tied toemerging technologies. There-isaneed for cooperation in planningamong training institutions, industryand other agencies, both public andprivate. There is increasing evidenceof communication and idea sharingthrough key journals, yearbooks,national conference reports, news-letters, etc.

Curriculum planning and changehave been affected by the knowl-edge explosion and the rise octech-nology primarily. Systems analysisand the concept of accountabilityare two btherdeas Which havechanged the face of curriculumdevelopment in technical education.Task analysis is a tested and usefultool in identifying components oftechnical education curricula. Devel-oping and supplying task inventoriesof technical occupations throughlarge data banks of research agen-cies end other organizations is agrowing industry. These may beused for many curriculum develop-ment activities. The state-of-the-artin curriculum development offerslittle forecasting power, however.

Technical education instruction.faces challenges _paralleling thosediscussed above. High ebrollment_programs may be particularly bardpressed to maintain adequatefunding and purchase standardindustrial equipment. One.solution

maybe using-simulation techniqueswith less than industrial7level equipmint. Cest-effective wlys {toqroduCe skills, which are iransfer-

%able to industry, should' be explored.,.Individualized,and comrfutei--assistedinstruction also offer proMis&'Moreneeds to be done to develop thesealternatives.

the back-to-the-basics movementWill continue-t° influerice technical,education. Entry level electronics-jobs, fqr example, require basic,mathematical 'concepts es:Well.asbasic ptiysics principles: Careeradvancement depends-on buildingon a solid. base of fundamentalskills: In additiqn,since _Marry join_are service-oribnted, skills incommunication arid human relationsmay pot be neglected.

Public understanding of scienceand technology is not keeping pacewith the demand for technologicalliteracy-in society.at large. Technical'educators haye'a pragmatic stake inpublic understanding: to recruitsupport for their programs. In addi-tion, the impact of technolo6y ondaily life will demand more techno-,logical sophistication of largesegments of the population.

National Technical InformationServiceYNTIS) ,-

.NTIS is the primary source for thepUblic sale of Government-sponsored.researchrdevelopment and enginderingreports. Thus it is.a good sourceAfinformation for technical subject.CUmr5utei search services provideabstracts on a costrecovery basis. SeeVirginia listing.

SPECIALIZED MATERIALSSUPPLIERS

Commercial/Educational SourcesMajor electronics tirms, data process- _

ing and electronic testing equipmentmanufacturers, and others are likelysources of materials and services.

Federal AgenciesThe following federal-agencies supply

technicainformation and materials:U. S. Department of Commerce (seeDistrict of Columbia), U. S. Departmentof Energy (see-Tennessee), and theNational Aeronautics and Space Admin-istration (see District of Columbia).

1 05

Professional AssociationsThe American Technical Education

Association, American Vocational Asso-ciation, National Association of Tradeand Technical Schools, and others arelikely sources of information and mate-rials. (See; listings in this section.)

_Technical-, ucation ResearchCenterPrivate, not-for-profit organization

which develops and supplies curriculumrpaterials and technical assistancerelated to high technology instrubtion,special needs populations, -etc. (Saelisting in this section).-_

PROFESSIONAL ANDSPECIAL-INTERESTORGANIZATIONS

ATEA

American Technical EducatiOnAssociation7'Educators, teachers and industrialleaders concerned- with technical educa-tion:---North Dakota'State School.of Science

Wahpeton, ND 58705_(701) 611-2240

CORD.Center for Occupational- eseamh and .Development --

Formerly TERC-SW. See description for_TERC.

601 Lake Air Drive: Weco,TX 76710

(817) 772-8756

NAITTE,r;National Association of Industrial and -Technical Teacher Educators '

Professional society of teacher educa-tors in trade and industrial educationand other fields.

'Department of Practical Arts andVocational Technical Education,

University of Missouri ColumbiaColumbia, MO 65211(314) 882-3082

NATTSNational Association of Trade and Tech:nical SchoolsPrivate schools providing occupationaltraining; federally recognizpd aecrediting'agency,4''2021 K Street,-N.W.

Washington. DC 20016.(202) 296-8892

WERCTechnicariEducalion Research CenterPrivate, not-for-profit organization whichdevelops and supplies curriculum mate-rials and technical, assistance related tohigh technology instruction, special tineedspopulations, etc.

44 Prattle StreetCambridge, MA 02138(617) 547-0430

SELECTED REFERENCES= -

_A Review and Synthesis of TechbicalEducation Research -in Oklahorifal6tillweter: Oklahoma Vocational /'Resbarch -Coordinating Unit, 1970.ED 039 328

Criteria for Technician Education: A-Suggested Ouide. Washington, DC :.Superintendent of- Documents , U.S. .

Government Printing office, 1988. fED 027 417

Curriculum Development Needs forVocational Education: New andChanging Occupations. Columbus:National Center for Research inVocational Education, The Ohio State_University, 1980.

ERIC DESCRIPTORSAerospade Education-Agricultural EducationAllied Health OccupationsAllied Health Occupations EducdtionArchitectural EducationAviation Technology

. Computer oience Education-_Drafting

Electrome anical Tec ologyEngineering EducatioEngineering TechnologyFire Science EducationHealth OccupationsHorologyIndustrial EducationOperating Engineering -

Paraprofessional personnelPretechnology ProgramsPrevocational. EducationSchool Shops

, Science EducationSemiskilled OccupationsSkilled OccupationsTedhnical InstitutesTechnical InstructionTechnical MathematicsTechnical OccupationsTechnologyTrade and Industrial Education.Two Year CollegesVocational EducationVocational Education Teachers

Employment_ Projections for PlanningVocational-Technical EducationCurricula: Mission Impossible?Columbia: University of Missouri,College of Education, Department ofPractical Arts Vocational-TechnicalEducation, Office of VocationalEducation Research, 1976.ED 136014,

Energy, and Jobs for the Future.VocEd 55 (1980): 46-49.

Energy-Related Technology Programs inCommunity and Junior Colleges: AnAnalysis of Existing and PlannedPrograms. Oak Ridge. Tennessee: OakRidge Associated Universities'Manpower Development Division,1976. ED 125 703

Review and Synthesis of Research inTechnical Education, The Center forVocational and Technical Education._The Ohio State University,-1966.

Review-and _SynthesiS of Research andDevelopment in Technical Education.informatian Series NCR 206. ERICClearinghouse on Adult, Career andVocational Education, Columbus, OH:The Ohio State University. National-Center for Research in-VocationalEducation, 1980.

Review and Synthesis of ResearchCOncerning Adult Vocational andTechnical Education. Columbus, OH:The Nati/pal Center for Research inVocational Education, 1972.ED 064 469

Sumrnaries.of Studies- in Industrial Arts,.Trade and Industrial and TechnicalEducation: Dissertation Abstracts.Greeley, CO: University of NorthernColorado, annually.

107

Summaries of Studies in Industrial Arts,Trade and Industrial, and TechnicalEducation. Journal of Ind,ustrialTeacher Education 11 (Fall. 1973):-92-95.

Technical Education Yearbooks.Annually, 1963:

Technician EducationWho ChoosesIt? New York, New York: ConferenceBoard. Inc.. 1972. ED 080 744.

,Technicians: Where Do We Stand?VocEd 54 (1979): 31-34.

Technology Change and Its ManpowerImplications. A Comparative Study ofthe Chemical'and Allied ProductsIndustry in the U.K., U.S., and Japan.Middlesex, England: Chemical andAllied Products Industry TrainingBoard, 1980.

Technology, Change, and Society.Worcester, MA: Davis Publications,1978..

The Technical Institute. New York: TheCenter for Applied Research in Educa-tion, Inc., 1964.

The Technibal Manpower Shoitage: HowAcute? Oak Brook, IL: National Indus-

-trial=Conference Board. Inc., 1969

U.S. Department of Labor, Bureau ofLabor Statistics. Industrial TechnologyOutlook Reports. Washrnton, DC:U.S. Government Printing Office.(Annual).

Vocational Education for HighTechnology. 1983 ERIC Update Series,NO. BB68. The National Center forResearch in Vocational Education.Columbus, OH: The-Ohio StateUniversity, 1983..

Vocational Instructional Materials forTechnical Education. Washington,DC. Available from federal agencies.1980.

ERIC References (other thanabove):ED 213 441 $ED 216 168'ED 216 205ED 216 721

LADES EDU Ti ON

CONTEMPORARY ISSUES

The major issues of trade and indus-trial education are all related to theimpact of economic and technolog-ical changes on the demands forskilled workers in industry. Theissues may be divided into thefollowing areas:

1) impact of technology on menu°facturing,- construction, -andother occupations;

2) curriculum planning anddesign;

3) employability and retraining;_4) basic skills.

From its earliest days T & I Educa-tion has stressed the orderly devel-opment of relevant. occupationalskills,'techhical- knowledge, and atti-tudes for entry level employmentand future job advancement inindustry. The need to insure thatskills and knowledge are transferablefrom one situation to another hasalways been present. What haschanged recently, of coursejs therate of occupational change itself.The deployment of industrial robotsin assembly line manufacturingprocesses, the'rnodularization ofproduct_coMponents, and othereffects of adVanCedctechnology,have forced SOme a pas of T & Itoward reformdlation of theirprograms and priorities. Aseve oveinto a society tivf'prnphasizesinformation th involvement of

technicians in some -areas isreduced, while egreater level oftechnological sophistication isrequired in others.

These trends have several obviousimpacts on curriculum planning anddesign. One problem is thedifficultyof forecasting new job requirements

a

and planning curricula to meetthdm. Coordination of job informa-tion banksi through the NationalOccup tional Information Coordina-

-ti C mittee (NOICC) doesprovi e current labor market infor-mation.-But this informationprovides only a limited basis forforecasting new job needs tied toemerging technology. Furthermore,the state-of-the-art in curriculumdevelopment provides an adequatemeans to respond to known jobs,but has little forecasting power itself.wore cooperation 'is needed amongtraining institutions, industry, tradeand other associations, both public'and private, to Provide this type ofinformation.

Another need in curriculum designis for a strtetural approach to iden-tify meaningful- job clusters andcompetencies which cut acrossdifferent occupational domains-.While this idea is not new, traditionalcurriculum organization persistswithout much regard fOr conceptsand skills shdr. across areas. Thisneed is particularly acute given theemphasis on training for skills whichare transferable from one situationto another and to avoid training forthose which are likelyto pecomeobtOlete.

Employability, and the willingnessand capacity to be retrained,continue to be highly regardedattributes in T & I education andindustry. alike. Clearly this concept

'relates more t generic job findingand job survival skills than to partic-ular skills required by a specific job.Employers frequently state that theyare less concerned with the partic-ular skills, and more with the jobentrant's adaptability and proficiency

.

109

in learning aftbeing hired. Ofcourse:.this applleS equally whetherthe job is the wOrkerWirst, or a newone requiring retraining. Employ-ability also concerns job-related atti-tudesthe work ethic, lbOlty,entrepreneurship, etc. -While virtuallyeverybody concedes that such char-acteristics are desirable; relativelylittle is knownconderning hem/ theyare fostered, and the possible role ofeducational programs; and ofstudent organizations such as VICA(Vocational Industrial Clubs ofAmerica), in promoting' them.

Finally, basic academic skills havebeen stressed as an increasinglyvital part of T & I education. Theseskills are of course part of employ-ability. The growing academic thrustof vocational edudation reflects theincreased necessity for basiclanguage, mathematical, andcommunication skills in theemerging "information society."

National Atidio Visual CenterThis cleartrighousb makes available all

federally-developed audiovisual materialsfor purchase-pr rental. In vocationaleducation, most materials are inihefollowing T&! areas auto mechanics,carpentry. construotion,-drafting,;electricity_ /electronics,- photography,heating, air condition14g, refrigeration,

. metal workings, welding, machineshops, benchwork. plumbing, pipe,fitting, and safety,. Consult DC listing,

SPECIALIZED MATERIALSSUPPLIERS

American Association for Vocational.Instructional Materials (AAVIM)Provides resource'material including

manuals, teacher guides, student work-books, audiovisual aids, transparency

- masters, and-slide set..s Consult,Georgiastate listing.

CornmerciallEducational Sourcesvariety of educational materials are

available in the private sector, e.g.,automobile manufacturers, buildingmaterials companies, cosmetics manuafacturers, electrical and elecfronicsmanufacturers and suppliers, tool anddie makers, and many more. Materialsand expert assistance are provided.

Instructional Materials LaporatoriesCurriculum labs such as those in

Alabama, Connecticut, and Texas (seestate listingS) provides a variety ofcurriculum materials and services, e.g.,performance-based instruction teachermanuals and student study guides, andaudiovisual materials.

PROFESSIONAL ANDSPECIA L INTERESTORGANIZATIONS

ASCAssociated Schools of ConstructionColleges and universities offering a'program in-construction; to promoteconstruction education.

1140 N.W. 63rd Street :Oklahoma City. OK 73116(405) 843-5531

NAI ENational Association of Industrial.andTechnical Teacher Educators

- Professional society of teacher educa-tors in industrial arts and other fields.

,Department of Vocational-TechnicalEducation

417 Claxtion AdditionUniversity of TennesseeKnoxville, TN 37996

NAITNational Association of Industrial Tech-nblogyIndustrial organizatibns, educators, andothers who are concerned with industrialtechnology edudation; promotesresearch related to the curricula ofindustrial technology.

P.O. Box 17074Jacksonville, FL 32216(904) 646-2653

NASSTIENational Association td` State Super-

_ViSors of Trade and Industrial EducationSupervisors and assistant supervisors oftrade and - industrial education; topromote trade and industrial education.

Industrial Education SpecialistKSDE 120 East TenthTopeka, KS 66612

NATIENational Association for Trade incl,Irislustrial EducationEducators in trade and industrial educa-1tion; promotes trade and industrial,=education:

P.O. Box-1665Leesburg. VA 22075(703) 777-1740_

EValuating Occupational Education andTraining Programs. Eoston: AllynAnd:Eacon, 1980.A. '

eviewend Synthesis and ResearckinTrade and Industrial Education.Columbus, OH: Center for Vocational

_ and` echnical Education,.1966:ED 011 560 y

Review' and Synthesiiof\Research and -\ Development in Tedmical Educeticin.

COlurnbus.,OH:-National Center for:Research in Vocational Education.

VICAiVocational Industrial Clubs.of AmericaFederation of state associations and:local clubs- of young secondary:studentsin trade. industrial and health occupa-tions programs.

P.O. Box 3000Leesburg, VA 22075(703) 777-8810

1980. 63\193.526

Review and SYnthesis of Research in, \'Technical-Edudation. Columbus, OK --Center for VoOitional and Technical

= Education; '1965. ED 001 159 =

-Review and Synthesis in TechnicalEducation\(ReSearch Series No. 47).Columbus. q1-1: Center for Research_and Leadership Development in Vtional and, Technical Education,October 1969.

ERIC DESCRIPTORSAdult Vocational EducationApprenticeshipsBlue-Collar OccupationsBuilding TradesData PrOcessing OccupationsElectrical OccupationsIndustrial ArtsIndustrial EducationIndustrial PersonnelIndustrial TrainingMechanital SkillsOn The Job TrainingSchool Shops

--Semiskilled OccupationaSemiskilled WorkersService Occupations .-

-Service WorkersSkilled OccupationsSkilled WoikersTechnical EducationTechnical OccupationsTechnologyTrade and In stria! Teachers..Vocational Ed cationVocational I ustrial Education

Review and Synthesis of Research in\Trade and Industrial Education(Research Series No. 43). Columbus,

H. foi,Research-And Leader-shipj3evelePraent in Vocations! andTachrlical,Education,.Septernber,1959;, ED till 660

Reviewi0 Onthesis'Of Research-inVodatiehatEdrication (informationSeries No. 101). Columbus, OH: 7

Center'for Vocational and Technibal,,Edudation, 1973.: ED 087,898

tr;Review and Synthesis of Research on.Individualizing Instruction in Voca-

..tional and Technical Education.ColurnbUs, OH: Center for Vocationaland Technical Education, 1971.ED 058 389 --

SELECTED REFERENCES

Annual Review of lies march in Voca-tional EdUcation (Vol. 2). Urbana--.Champaign, IL: University of Illinois,1981.

Competency-based Vocational Educa-tion: A Review. Columbus, OH:National-Center for Research in Voca--tional Education. 1977. ED 149 184

Curriculum Development in Vocationaland Technical Education. Boston:Allyn and Bacon, 1979.

Summaries of Studies in Industrial Arts,Trade and Industrial, and TechnicalEducation: Dissertation Abstracts.Greeley: University of Northern Colo-rado, annually._

Summaries of Studies in Industrial Arts,Trade and Industrial. and TechnicalEducation. Journal of IndustrialTeacher Education. 11 (Fall, 1973):92-95.

Trade and Industrial Education. InEncyclopedia of EducationalResearch, Fifth Edition. 1983,1937-1947.

Trade and Industrial Education Philoso-phy and Standards of Excellence. FallsChurch, VA:_National Association forTrade and Industrial Education. 1975.

Trade and dustrial Education Researchi,, In.-in-__Teacher--Educationand GerlificationSince 1963;- In Trade and IndUatrielreacher Educatio mand\CertificatiOn.Coebus ptl.:CeAtsik-4 r Vocationalandr-Xechrifeal EduaaVIPM 1968..ED 644 ,--'_ l

Training Research and Education.York: Wiley, 1962: X'

liodational Instructional Materials forTrade and Industrial-Education. Avvil-,able from Federal Agencies.Washington, DC: Human Resources,tvlanagement, ino.., 1980. ,

__-

ERIC References (other thanabove):- =

-- ED 665ED 112 067ED 174 809En 186 717ED 212 867

115

BASIC A

CONTEMPORARY ISSUES

One issue is:that increasingnurnberS ofStudents are stayihg inschool longer and longer, thus themean level of skilliat any particular-grade is dilpted. There is a-gradualupward shift -of academic content.What used to be mastered, in\thelower grades_ now also must betaught in higher grades. The voca-tional education emphasis onacademic skills is an'outgrowth of _

this gTradual development. Vocationaleducators find themselves needing

- to teach academic skills prerequisiteto their respective service area

There is also. more- for basicacademic skills due to technologicalchange. Many of the skills nowrequired, or soon to be needed innew and emerging occupations; aremore deinanding in terms of basicskills. \The need for basic mathconcepts-in electronics relatedprofessions is one example. Basiclanguage skills are also more indemand for reading and under-standing technical, Manuals andinstructions. Communication skillsare necessary for the numerousservice-oriented occupations nowemerging. It is not clear however,what specific skills are required forwhat fields, or conversely,- whatbasic academic skills learning mayhappen -as one outcome of voca-tional education programs.

Another problem area is a lack ofinstrumentation to measure thebasic skills that are impOrtant tovocational education. We have alimited ability to assess the skillrequirements of different occupa-tional clusters.

116

Another problem area is thelirvited understanding of thelearningfteadiing process foracquirig adult academic skills,especially reading: Most of theunderstanding we do have applies _

almost excluspiely to children. Even-there, the (*timel sequencing ofinstruction is not well understood.pur understanding of,how to teachmath concepts is better since the ---

structure of mathematical kribwledgeis better upderstood. However, eventhere there is much that is notunderstood..

The understanding 'of adultreading and _language skills willbecome more acute as lifelonglearningjob retraining, and adult Feentry into educational programszbecome more frequeut-trends.--The-_-problerFilof-upgrading adults skillsin this area (as well as math) isiematter of overcoming prior mis-learning; and:ecademic anxiety,more than in the case of children.The trend toward individualizedinstruction may help considerably inthis re-gard.

ERIC DESCRIPTORSAdult Basic Education_Alphabetizing SkillsAudiolingual SkillsBasal- ReadingBasic SkillsBasic VocabularyBeginneadingCornifibnication Skillspevel6pmental Studies PrograFunctional LiteracyHandwriting SkillsLanguage SkillsLiteracy

Literacy Education-.,Mathematics -MinimumrComPatencies

'Minimum Competency resting'-Redding ComprehensionReading ReadinessReading SkillsSight Vocabulafy

SkillsStudy SkillsVerbal AbilityVocabulary SkillsWriting Skills

SELECTED REFERENCES

Applied Business athemati Cincin-nati, 01-1: Southwe bstern -Pu. Co.,1980,

-ample Lesson -s for Basic SkillInstruction in Selected VocationalProgramS.:;Teabbing Basicthrough Vocational. Educetion. TechAnidal\Report Pdtilefl Institute forOccOationa1,Edueatioh. Ithaca, NY:State--LinivertftY of Naw-Nork, 1982.ED -217 -161.:

Seleceed. Instructional Materials fordTeacliing, Basic Skills in VocatiofEduCapion...TeaChing Basic Skillsthrocigh Vocational gducation. Tech-

Report,Comell Inibtitute forOccUpational 'Education. Ithaca, NY:

.State,University. of New York, 1982:ED 217 159

Selected Standardized Tests andAssessment Instrument s for M_ easuringOccUpational Competencies. TeachingBasic Skills through .Vocational Educe -` --tion. Technical Report. Cornell Igsf-tute for Occupational Edycation-Ithaca, NY: State University of New-York, 1980./ ED 217 165

Shoptalk: Vgcational R_ iiading Skills=AgricUltutai, Boston, Mk Allyn andBacon, 106.-

BasictEnglish for Business Communica-tion. Belmont, CA: Fearon PitmanPub.:1978.

Literature Search. Teai Thing Bic Skills.

through Vocati,onAl ducation. Tech-nic& Bacon. Cornell nstitute for .

Occupational EdOcati n. Ithaca, NY::State University of.,Ne York, 1982.- ,--7ED 217 160

Mathematics for Carpenters. Albany: NY,,Delmar Publishers, 1975.

Mathematics for Health Careers. Albany,NY: Delmar Publishers, 1980.

Mathematics for Machine Technology.Albany, NY: Delmar Publishers, 1974.

Mathematics for Plumbers and Pipelit-tars. Albany. NY: Delmar Publishers,1973. 9.

Mathematics of the Shop. Albany, NY:elmar Publishers, 1978.

Math Principles for Food Service Occu-pations.,Albany, NY: DelmarPublishers, 1979.

Marketing Math. Cincinnati. OH:Southwestern Pub: Co., 1979.

Readability Analyses of Selected Voca-tional Texts. Teaching Basic Skillsthrough Vocational Education: Tech-

: nical Report. Cornell Institute forOccupational Education. Ithaca, NY:State University of New York, 1982:ED 217 164

Shoptalk: tional Reading SkillstheAutomobile.- Boston. MA: Allyn andOpcon, 1978._

Shoptalk: Vocational Reading SkillsElectronics. Boston, MA: Allyn and

_Bacon. 1978.

ERIC heferencesaboveGeneral:ED 206 665ED 208 858ED 209 262ED 210 259..ED 211,178ED 211 686ED 213 460ED216 449ED 218 648ED 218 649

Multi-Occupational:ED 001 428ED 029 951ED 065 665=ED 088%052ED 096 708

7ED-1-05-227ED 112 156ED 113 740ED 147 633ED 197 753

Selected Occupations:ED 130 370 (Distributive Educat(on)ED 170 459ED 140 064 (Home Economics)ED 164 882 _

ED 160 441ED 022 685 (Business Education)022ED 084 511ED 096 470ED 143 809ED 146 321ED 096 465 (Technical Education)ED 110 717ED 127 625ED 110 717 (T & I Education)ED 117 457ED 120 683ED 145 189

CONTEMPORARY ISSUES

With the current-emphaSisoncompetency-based vocationeducation and,its evaluatiO5`:come a ?renewed. interest in:'thEobjective measurement of oCCUpa-tional competencies. There iscurrently a great deal of ferment in`this area related to two broad areas:

1) the technical issues beingdiscussed, and

2) practical considerations(implementation, politicalacceptance, legal complica-tions, etc.).

Among the major technical issues=are such matters as:

1) Broadening the basis fdrevaluation; t

2) identifying competencies;3) standard-setting;4) work samples- versus simula-

tions;5)-individualized testing and

mastery learning.

The mandate to assess the effec-tiveness of vocational education hasbeen hampered by a narrowapproach to evaluation which reliedexcessively on employment statis-tics. However, difficult labor marketconditions make it evident that thistype of data fluctuates so much withthe economy that it does not providea fair or complete evaluation of howwell vocational programs are tpreparing students for the world ofwork. While vocational educationtraditionally has had a competency-based orientation, only fairlyrecently has the basis for evaluationbroadened to include objectivemeasurement of student competen-cies.

The state-of-the-art of4ocationalcompetency testing rs committed tothe identification of actual work -

samples, i e., to actual work related_perforrnance..Actoti work sample'sgenerally are recognized as the best -frindicators of how well students willperform on the job,or jobs for whichthey were trained: The opinions ofpanels of teachers as experts are not_accepted as substitutes Validation-isa matter of empirical evidence,- notpersonal opinion."There is,oftenenough ambiguity in identifying the`relevant competencies to test,however, to warrantseme-participa-

, tion of "stakeholders- in theprocess.

The complexity of work-relatedcompetencies_is evident in thevarious "taxonomies" of objectives-which have been used. For example,it is recognized that successfulemployees have more than technical.skills and knowledge. Relevantwork-related attitudes, and othernon-technical-characteristfcs, arealso important, and so are-includedin a fulNorped evaluation of studentoutcomes.

Standard-setting is one of themost troublesome technical issues.It is generally recognized that thesetting of a criterion for acceptableperformance on so e task (e.g.,-typewriting at 65 wo ds-per-minute)is, almost by definition, arbitrary andjudgmental. There is .no clearcutconnection between the criterionand acceptable job perforrnance.Therefore, standards-setting isstrenuously opposd by sortietesting specialists. More frequently,standards-setting is accepted asnecessary based on the intendeduse of tests in decision-making. In

recognition of the uncertainty"surrounding the uk,r and interp eta-ti = of standards, the involvement of_rel ant public audiences is recom-'.me ded to referee the standards.setting -recess: This problem thusquickly. becomes- a practical_ andpolitical one i.e., obtaining politicalconsensus in the adoption of stan-dards._

Most of the emphasis in testdevelopment is On taking representa-tive samples of work-related perfor-mance from whichtodesignobjective paper-and-pencil tests andwork samples or on-the-job check-lists. However, there is also a greatdeal of activity in the construction ofsimulations. In contrast to-work .

sample% which have a" high fidelityto real-life tasks, simulations requirethe examinees to pretend they areengaged in some reatjask. Includedamong simulations are such variedtechniques as role-playing, in-baskettests,' management games, andleaderless group discussions. Thelow rink to examinees and_evquip-ment is a strong argument for usingsimulations, particularly as voca-tional education graduates'becomeinvolved with progressively morecomplicated and expensive equip-ment.

Individualized or-tailored testinginvolves matching the difficulty oftest items administered to the profi-ciency level of the examinee tested.This technique is particularly usefulin combination with a mystery

-approach in which the goal is tohave all, or nearly all, studentsachieve some prescribed level of

.proficiency. The requirements forimplementing the approach,including individualized learningexperiences aswell as inidividual-ized testing, are justified by successin achieVing the goal. The strategyof tailored testing also reduces theamount of testing required for validmeasurement, yielding a potentialutility (dollar. benefits adjusted forcost) far eAceeding the conventional

'test battery. Despite technical prob-lems in implementing this technique,

120

the promise for improving the effi-ciency of occupatidnal Competencytesting appears great.

Among the major_practicalconsiderations involved in compe-tency testing are the followingissues:

1) certification decisions;2) incorporating legal concerns in

=test development;) rapid obsolescepce of tests.

Along With the uncertainty ofstandards-setting are.the inevitableerrors that follow upon decisionsbased on the tests. Certain decisionswhich are unfavorable to an indi-,vidual may men nothing morecostly than th*ieed to receiveremediatidn: However,-other debi=sions such as those concerningcertification, canitiave long termimplications for the individual'sfuture. Testing is generally moreuseful for decisions regardinggroups of persons than VI' specificindividuals.

The dilemma involved in certifica-tion decisions can be reduced totrade-offs resulting from the variouspossible decisions. On the onehand, rejecting an examinee basedon low scores can be justified on theargument that we need to protectsociety from incompetence. Thecost to society of a "false negative"(i.e., rejection of a qualified person).On the other hand, bureaucratictendenCies to make certification abarrier, i.e., a tool for limiting accessto career, is'an obvious. source ofinequity. Creating undue careerbarriers for persons can be avoidedby careful attention to:

1) broad participation.of variousaudiences in selecting certifica-tion standards, and

2) preventing irrelevant criteriafrom i2truding into the process.

As soon a performance testingbecomes institutionalized; teachersand administrators need to be sensi-tive to a variety of legal concerns.Some of these have to do withprivacy and confidentiality. It is

pricularly important that test .

scores not be divulged to prospec-tiveemployers, or anyone else,without consent. More fundamen-tally, legal concerns should playrole in the development of perfor--mance testing. The testing programshould be designed anci.imple-mehted in a careful manner, e.g., bydocumenting the occupational rele-vance of the standards adopted, bypuilding in remediation for studentswho failed to demonstrate profi-ciency, etc This approach will fore-stall legal challenges whileimproving the quality of theprogram.

The rapid obsolescence of tests- poses a serious challenge to the

competency testing movement. Boththe changes over time and the diver-sity found from one place toanother, in jobs which are nominallyidentical, suggest that the presentscale of effort is inadequatel. Thisraises the practical matters ofexpanding the competency testingeffort, and of streamlining the devel-opment and diaseminatioa process.

In Summary; the state-of-the-art incompet4ncy tasting reveals manyissues of both \a technical and\ prac-

. tical nature. T a overriding reality,however, is th t corppetepcy testswill come into ncreasing-use Asthis happens, e may expect themto become incr asirigly useful toeducators and mpl _yers alike:

1

ERIC DESCR ORS

Accotintability-AchievementBehavioral Objecti eCompetenceCOmpetency Base Education'Competency Based Teacher EducationCriterion-Referenced EducationCriterion Referenced Tests IErnploymentOualificationsEmployment Te4ts 'Job Analysis 1

Job PerformanceJob SkillsMinimum CompetenciesMinimum Competency Testing

121

Occupy 'one! TestsOutpu Oriented EducationPer ance .

Performahce Based EducationPerformance Tests .

Personnel Evalu4on-Personnel T...stsProficiency eased EducationSkill AnalysisSkillsStuder4 CertificationStudent EvaluationTask AnalysisTest ConstructiornVocational AptitudeVocational TestsWork Sample Tests

SELECTED REFERENCE6

A compendium of assessment tech-niqUes. Princeton, NJ: CooperativeAssessment of Experiential Learning,Educational Testing Service, January1975.

A state-of-the-art review of techniquesand procedures for the measurementof complex human performance.Consulting report. Alexandria; VA: .

,Human Resources Research Organize-lion, April 1974. ED 150 187

Affective work cdmpetench for voca-tional education. Information SeriesNo. 138. Columbus, OH: ERIC Clear-inghouse on Adult, Career, and Voca-tional Education, 1978. ED 166420

'Affective wog/ competencies, Phase II.Final repo Columbia, MO: University,of Missouri. College of Education,1976. ED 167 727

Alternative&conceptions of cOmpetenceassessment: Proceedings of the 1979Annual CAPT Conference. Portland,OR: Northwest Regional EducatinnalLaboratory, November 1979.

Alternative systems of evaluation. Paperpresented ot the sixth annual seminarof New Ydrk State Directors of Occu-pational Education, 1978.

Assessing occupational competenciesA CAEL handbook. Princeton, N.J.:

, Educational Testing Service, 1977.

Criterion-referenced testing andmeasurement: A review of technicalissues and developments. Review of'Educational Research, 1978, 48(1),1 -47.

Defining and measuring competence..San Francisco: Jossey-Bass Inc.,1979.

Evaluating occupational education andtraining programs. Boston. MA: Allynand Bacon, 1975.

Evaluating vocational educatln policiesand plans for the 1970s New York;Praeger, 1974.

Evaluation models for-vocational educators. Olympia, WA: WashipgtoStateCommission for Vocational Education,1978:k

Performancqco ent for iop training: ..

Statint-th& task f the job (Vol. 2):_ColOrnbus, OH: Ohio State University_,

1977.

Performance content for job training:Vol e 1: introduction. Research andDevT-lopment Series-No. 121.Cols bus, OH: Ohio State University,Ceder for Vocational Education, -March 1977. (ED .146 369)

Performance testing: issues facing voca-tional educ tion.:ResearCh and Devel-opment.Se -3 No. 190. Columbus;OH: The Ohio State. University,National C rater for Research -in Voca-tional-Education. -

. .Proficiency nieasuremenf.Assessing --

human perforrnance:.In_FL'Gagne(Ed.), Psychological principleSinsystem developrripit. New York: Holt,Rinehart and Wjnston,- Inc:, 1962.

Prpgram evaluation in vocationateduca-tion: A review. information Series NO.'117. Columbus, OK The Center for-Vocational education, 1977.

Setting standards in competency-based;education: Some current practices andpopcern%. In M.A. Bunda & J. R.Sanders (Eds.) Practice; and hrob-terns in cornpeitency-based ectiication.Washington, DC: National Council ron Measurement in Edudation, -1-979.-

. .

SOme seleoted technical issues relatedto performance Visting. In J. E. Spirer(Ed.),_ Performance testing: Issues-facing vocational education. Researchand Development Series No.-190. .

Columbus, OH: The Ohio StateUnRiersity, National Center forReearch in,Vbcdlionat Education.ED 187 930 0

..The assessment oflearning7 A base for

instructional evaluation. In A. A. Cross(Ed.), Vocational instruction.Arlington, VA: The American Voca-tional` Association, Inc., 1980.

Evaluations of vocational education. InA. Letcht (Ed.). Evaluating vocationaleducation policies and plans for the1970s. Nevi York:- Praeger, 1974.

Handbook of performance testing: Apractical guide for test- maker_ s_ Prfnce-ton, NJ: Educational Testing Service,1971.

Issues and models-in vocational educa-tion evaluation. In T. Abramson, C. K.Tittle, & L. Cohen (Eds.) Handbook ofvocational education evaluation.Beverly Hills, CA: Sage, 1979.

Job analysis' Key to program articula-tion. Educational Technology, March1979, 36-34.

Mastery learning: Theory and practice.New York: Holt. Rinehart, andWinston, Inc., 1971.

sMeasOremenibf jobverformance cap_ a-bilities. San Diego, CA: NavyPersonnel Research and DevelopmentCenter, December 1976. (ADA033992,NTIS)

Measuring student competenciesHeartof COVE. American VocationalJournal, 1978, 53(1), 48-53.

National Occupational CompetencyTesting Project: Wandbook for devel-oping and administering occupationalcompetency tests. Volume 3. NewBrunswick. NJ: Rutgers, the StateUniversity, Department of Vocational-Technical Education, February 1971.(ED, 057 217)

Performance content for job training:Deriving performance requirements fortraining (Vol. 4). Columbus, OH; OhioState University, 1977.

Performance content for job training:identifying relevant job performance(Vol. 3). Columbus, OH:a0hio StateUniversity, 1977.

The "C"'in CBE. Educational Researcher,1978, 715), 13-16.

The components of competency-beset:Ivocational education. American Voce-tionaldournal, 1977152(8), 32-35.

d

Vocational education putcomes: Anno-tated bibliography of related literature.Bibliography Series No. 48.Columbus; OH: The Ohio StateUniversity, The National Cl'hte'r forReisearch in Vocational Education,1979.

Vocational education outcomes: Per-spective for evaluation. Columbus,OH: The Ohio State University, TheNational Center for Research-in Voca-tional Education, 1979.

Vo Comp to develop cavp measureSchool Shop, 1980, 39(8), 66-67.

Note: the recent Works of Dr. A.Chalupsky, Amenaan Institutes forResearch, Palo Alto, California, in thisarea, is espedially noted.

ERIC Ref ronc es (other thanabove):ED 214 104ED 214!974ED 217 148ED 217 165ED 220 478

CONTEMPORARY ISSUES

The proliferation of computer tech-nology figures to have a moreprofound impact on, vocationaleducation than perhaps any othersingle factor. The pervasive-influ-

atreadymaking itself felt. In the last fewyears, the advent of the micro-processor chip has- led to loweredcost and greater accessibility of thecomputer to more and more users.

_Many schools now require"computer literacy" of all their grad-uates. On. the other hand, manyeducators have adopted a wait-and-see attitude in view of the highlyvolatile stage of thardware develop-ment. No one doubts that someknowledge of computer hardwareand software, at least on an elementart' level, will become increasinglynecessary both in the workplaceand, eventually, in the home. Butjust what type orliteracy" shouldbe advocated is more difficult toascertain.'

Computer applicatiOns of interestto vocational educators may bedivided into threaareas:-

1) occupational; ,2) instructional; and3) bibliographic or informational.

Examples of occupational changesdue to computerization are allaround us: For example, computer-assisted design (CAD) andcomputer-assisted manufacturing(CAM) are two applications whichare transforming occupations.Information management and wordprocessing are also parlicularlyobvious areas of highly volatilechange in office occupation's.Publishing, printing, accounting andinventorying are still other areas of

rapid transition. Indeed, few occupa-tions will be left untouched. by thesedevelopmente

Changes in labor and skillrequirements due to the computerare already apparent Among the'obs most si nificantl affected arethose in particular computer-usingindustries, e.g., computer operators,programmers, typists and secre-taries, insurance claims processors,accountants, and many more. Thechanging job mix can mean a-decreasing demand for certain- pes --of skills, such as certain traditionalsecretarial skills,-along with a risingpremium on worker adaptability. Therapid changes in word processortechnology, for example,:make itmandatory.for a worker to under-stand fundamental concepts ofdocUment production and informa-tion management, rather thanlearning' specific, and quickly out-=-dated, console skills. Even with thelowering costs of computer tech-nology, cost- effective ways need tobe designed to prepare workers toadapt quickly to new technology.Career guidance also needs toaccommodate rapidly so thatemployees are helped to exploit theposeibilities for rapid advancementthat computer applications are .

bringingabout:

Computer applications in educa-tional practice are becoming moreand more pervasive as well There isa large and growing literature onsuch computer applications as-computerassisted instruction (CAI),computer-managed instruction(CMI), interactive-instruction (H) andcomputer-based instructional Simulation reQ15). (See reference* below.)Some possibilities of these tech-niques are touched upon in the

1,2

discussidh of contemporary issuesin instructionql technology in thisguide. They include:

1) flexibility in-meeting individuallearning needs;

2) compatibility with open-entry,open-exit formats to servemany categories of students;

3) savings in tool and equipmentpurchases;

4) lower risk of damage to expen-sive equipment. There stillexists a great deal of need forcourseware as-well as assis-.tance in evaluating and imple-menting it.

Computer applications in biblio-graphic services and information. -

management are becoming moreimportant, not only to experts, butto the average lay person as well. InOur complex society, the informationload becomes increasingly greateras knowledge expands ,Thus, theneed is growing for people ingeneral to avail themselves of theinformation storage and retrievalcapabilities of computers. Indeed,the home computer is Eecoming areality for more persons as the pricehas fallen: fn turn, the level ofsophistication will increase and thedemand for access to databases will _

also rise. Instant availability of..information, even in remote Plabes,by means of the telephone, 'isanother dimension of these devel-opments. Thus, remote work Siteswill be able to tap work-relateddatabases for mere rapid solutionsof on-site problems: On the otherhand, there are still a number ofobstacles before these potentialbenefits are realized. High-onliicosts and rapid obsolescence ofKnowledge are only two.

Information on specific databasesfor the various service areas andspecial interests are found in thePublication: Databases and Clear-inghouses: informatien Resourcesfor Education. This publication isavailable from the National Centerfor Research in Vocational Educa-tion as well as ERIC. The informa-tion for each entry includes

bibliographic citations, abstracts',contact information, size of thedatabase, and other pertinent infor-mation.

Social commentators such asToffler and Naisbett have taught usto look for and anticipate the longrange social ramifications tied inwith technological change. Thescale of these changes is global.VocationaF-educators need to beaware of these ramifications, but, youneed not suffer unduly from "futureshock.- You can also "shock thefuture" by mfiking significant contri-butions to the shape of our future.

ERIC. DESCRIPTORSAutbinstructional AidsCCrrnpUterAided InstructionComputer Assisted Instrutt'Computer Assisted LearningComputer Assisted TestingComputer Based InstructionComputer Managed InstructionComputer Oriented ProgramsComputersData BanksDatabasesData ProcessingEducational MediaIndividualized InstructionInformation RetrievalInformation StorageItem BanksLibrary CollectionsManagement Inforniation SysteMan Machine SystemsOnline SystemsProgrammed Instructional MAerialiProgrammed TutoringReference ServicesResearch ToolsSearch Strategies

teaching MachinesTeleconferencingTest Construction

SELECTED REFERENCES -Computer Applications in Education andTraining: Status and Trends. ,(NPRD

NC

TR 75 32): San_Diego. CA:avy_Persbnnal Research and DevelopmentCenter, April 1975.

Computer Applications in IndividuallyGuided Education: A Computer-basedSystem for Instructional Management,Needs, and Specifications (WorkingPaper No 125), Madison, WI: Univer-sity, Research and DevelopmentCenter for Cognitive Learning, 1974._ED 094- 692

Computer Assistance for Instruction: AReview of Systems and Projects. InD. D. Bushnell & D. W. Allen (Eds.),The Computer in American Education.New York: Wiley, 1667.

Computer-based Instructional Manage-ment Systems: A Wet look. Review of_Educational Research, 1971, 41,51-70.

Computerized instruction and thelearning process. American Psycholo-gist, 1968, 23, 225-239.

Educational Potentials of ComputerTechnology, Cambridge. MA: Bolt,Beranek & Co.. 1968.

Effectiveness of Alternative InstructionalMedia. Review of EducationalResearch, 1974, 44. 1-67.

Effects of New Technologies. Social andLabour Bulletin, 1980a, 6-15

Effects of New Technologies. Social andLabour Bulletin, 1980b, 135-156.

How effective is CAI? A Review of theResearch. Educational Leadership,1975, 33, 147-153.

Index to Computer-based Learning.Englewood Cliffs. N.J.: EducationalTechnology PublicatiOns, 1973.

. Index-to Computer-based Learning.Milwaukee: University of Wisconsin,Instructional Media. Laboratory, 1976.

Some "facts" about CAI: Trends_1970-1976. Journal of EducationalData Processing, 1976, 3, 1-12:-

Computeassistect-Instruction:-Science,1968, 162, 73 -77.

Computer-based education: Research;theory, development: Educational.Communication and TechnologyJourrial, 1978, 26. 79-93.

Speculations on the Social Effects ofNew Microelectronics Technology.internatiOnal Labour Review, 119705-721.

The International Stakes in Microelec-tronics. Technology Review, 83, 1981,

1-

The New-Industrial Revolution: HowMicroprocessors May Change theWorkplace. The Futurist, 1981, 15,30-42.

. The Power of Microprocessors. Tech-nology Review, 1981, 83, 4654.

A Computer-Based Study ManagementSystem. Educational Psychologist,1974, 11, 36-45.

A Computer-Managed InstructionSupport System for Large Group Indi-vidualized Instruction. Journal ofComputer-based Instruction, 1977,4(1), 17-21.

Computer based instruction: A revolu-tion in the making? Educational Tech-nology; 979, 19, 20-26.

Computer-based instruction: Frontiers ofthought. Association for the Develop-ment of Computer-Eased InstructionalSystems. 1981 conference, proceed-ings. Bellingham, WA: The A_ ssocia-tion, 1981.

ERIC References (in additionto above):ED 094 746ED 125 533

COOPERATIVE EDU TION

CONTEMPORARY ISSUES

A major reason for the rising popu-larity of cooperative education, is itsquick adaptability to a changing jobmarket. Openings for placementsare closely related to work opportu-nities. Students therefore receivemore responsive training in terms ofthe current occupational scene.Additionally, cooperative-educationstudents often are helped to makewiser career choiees and-suffer lessforegone earnings than traditionalvocational students. Schools alsobenefit from a higher success rate inplacing their graduates withemployers-in lobs related tp training.

Cooperative education hasenjoyed broad acceptance withinbusiness and industry. The mainadvantages for employers are:

1) increased employability of-potential employees: throughbetter developed-job-relatedstudent skills and attitudes;

2) an opportunity to foster theirown philosoptlies and valueswhile developing studentworkers;

3) a ready source of highly moti-vated, entry-level personnel;

4) a device for recruiting the mostpromising personnel.

Despite these advantages, thereare still a number of possibleproblem areas. Like any educationalinnovation, cooperative educationhas its pitfalls. for instance, in somecases the cooperative method mayhave to overcome barriers such as:

1) educators' not wishing o losestudents;

2) employers' looking for cheaplabor rather than students'occupational development; or

Ski-dente' wanting immediateprbfit and .release from schoolrather than long term develop-ment and enhanced employ-

I:ability.

_ -Although such difficultiesmay bein the minority, some conflicts-of-interestrio_occasilarLallyarise PverLina program the essence of which iscooperation- of the litera-ture generally conclude, however,that on balance, the educationalobjectives of enhancing long termpersonal development and _

increasing employability are being.achieved. Overall, the benefits ofcooperative education for all partici-pants appear to outweigh thepossible.costs.

everal major contemporaryconcerns that still remain may beorganized under the following headings:

1) effective instructional modes;2) special needs students;3) equity in job placements;

Cooperative education progratake a variety of forms, the onlyConsistency being that the workenvironment is used to achieveeducational. goals. Two importantapproaches are:

1) the pproach, ine-which the cooperative workexperience occursafter one ormore years of in-school voca-tianal training, and

-2) the "diversified occupations"approach, which emphasizeson-the-job training with little orno prior vocational training inschool.

Whether one method, or a combi-nation, is preferred depends on theprogram objectives. A structured

approach,,which makes the respon,sibilities and expectations of all

=

parties explicit, appears to be most-successful in teaching occupational-competencies, Individualized instruc=tion is recommended whereverpossible to assure-that personalgoals are reached. The key elementis careful planning, with attention tothe written-training arrangements,and supervision of the work expe-rience and in-schootactivities sothat they, contribute the maximum- toward the students' emPloyability.

In recent years, there hasgreater stress on meeting the voca-tional needs of disadvantaged andhndicappechworkere.---The-majoproblem here lies with increasing theknowledge regarding how. to workwith these special students. Anumber of successful programs havebeen developed,-but the number ofspecial needs participants is-increasing. It is crucial that theseparticipants be matched with the -

jobs which are closest to their careergoals: This will increase the likeli-hood of their success and favorablyinfluence their subsequent workexperience.

Closely related is the problem ofequity in job placements. Segrega-tion of job placement by sax,discrimination on the basis ofstudent attitudes, and restriction of-placement offerings to the:mostconforming students, were amongthe' unfavorable comments un-covered in a national review of fiftycooperative programs. Race, age,and socio-economic class are otherirrelevant criteria which have beenfound to influence job placements.While these complaints representonly a relatively small number of.comments, they are serious andpersistent enough to warrantconcern.

In summary, cooperative educe-tion has a proven record of effec-tiveness as a viable approach topreparing people for work entry.However, as public funds becomeless readily available, the need for

128

cooperative education programs to-prove their value and account forprevious investment will continue.

-ERIC DESCRIPTORSAdult Vocational EducationAffiliated SchoolsCareer EducationCooperative EducationCooperative ProgramsCooperative TrainingDistributive EducationEdubational CooperationExperience-BasedExperiential EducationExperiential LearningField Experience Programsinstructor CoordinatorsJob PlacementPracticumsSchool Business RelationshipStudent PlacementSupervised Farm PracticeVocational Development -Vocational EducationVocational Work ExperienceWork ExperienceWork Experience ProgramsWork Study Programs

SELECTED REFERENCES

Cooperative Education- Report.Fond du Lac, WI: Moraine TechnicalInstitute, June 1974. ED 122 888

Cooperative Education. A Review.Information Series No. 116.Columbus, OH: ERIC Clearinghouseon Career Education, Ohio StateUniversity, 1977.

Cooperative Education. for RuralStudents? It's Possible. AmericanVocational Journal. 50,(May 1975):26-28.

Cooperative Education in Two-YearColleges. Final Report. Ithaca, NY:Cornell Institute for OccupationalEducation, New York State College ofAgriculture and Life Sciences, 1980.

Cooperative Education: VocationalOccupational Career. Indianapolis, IN:Bobbs-Merrill Company, Inc., 1977.

Cooperative Vocational Education: Prin-ciples, Methods, and Problems.Boston, MA: Allyn and Bacon, Inc.,1977.

12

.

Education and Work CompetenciesNeeded.by gxperiential Education-

-Personnel. Columbus, OH: TheNational Center for Research in VOca-tional Education;The Ohio-StateUniversity, 1979.

Employer Experience for the Recruit-ment of Cooperative Education -

Employers: An Analysis of- Costs andBenefits. The Journal of CooperativeEducation. 13 (November 1976):16-31. =

Experiential Education: A Primer onPrograms. Columbus, OH:. TheNational Center forResearch in yoca-

, tional Education. The-Ohio State...1

. Uni..versity. 19713.

Experiential Learning and the Assess-_ merit Problem. American Vocational

JoUrnal.-51=(October-1976): 39-41.

Foundations of Vocational Education.Columbus, OH: Charles E. MerrillPublishing Co., 1971.

Individualized Training Plans for Co-opStudents, Proceedings of the Meetingof the American Vocational Associa-tion in New Orleans, 1974.Washington. DC: American VocationalAssociation. May 1975. .

Orchestrating Vocational Education withIndustrial Training. American Voca-tional atiurnal. 52 (April-1977): 27-29and 33.

'Post-Secondary Cooperative EducationAbstracts. Los Angeles: University ofCalifornia, ERIC Clearinghouse forJunior Colleges, 1973, ED 079 475

Ravin and Synthesis of Literature onJob raining.ning in Industry. Columbus,OH:- Ohio State University, Center forVocational and Technical Education,1972_

Vocational Education Cooperative WorkExperience for Handicapped andDisadvantaged Youth: Proceedings ofthe Meeting of the American Vocational Association in Atlanta;1973:-'--Washington, DC: American VocationalASsOciation, May 1974, p: 126.

Work-Study: Education's Sleeper.-PhiDelta Kappa. 57 (January 1976):322-323.

Youth: Work Entries through VocationalEducation. Vocational Education forSpecial Groups. The Sixth Yearbookof the American Vocational Associa-tion. Washington, DC:.American Voca-tional Association, 1976.

Zero in Cooperative Vocational Educa-tion: Training Agreements.Washington, DC: Division of Voca-tional and Technical Education,January, 1974. ED 114 648

ERIC References (other thanabove):ED 113 452ED 140 909ED 154 658ED 207 882ED 208 222ED 212 665ED 212 910ED 215 139ED 215 823ED 216 213ED 217 179ED 217219ED 217211ED 217 215

School Supervised Work ExperiencePrograms: Costs and Effects onPersonal Development, Education andEmployment. Final Report. UniversityPark, PA: The Pennsylvania StateUniversity, Institute for Research onHuman Resources, November 1976.

Survey of Cooperative Education, 1976.The Journal of Cooperative Education.13 (November 1976): 57-65.

Toward an Evaluation of CooperativeEducation: A Managerial Perspective.Pittsburgh, PA: University of Pitts-burgh, Graduate. School of Business.

F12j

EVSTRUCTIONAL TEdiNOLOGY

CONTEMPORARY ISSUES

_Rapid developments in instructional.technology are producing changesin educational programs that arehere to stay. The advent of themicroprocessor chip in the mid-70's,making possible minicomputers ataffordable prices and.a host of.educational applications by-the early80's, is the newest, matt revolutionarY,development, along2Withcompanion developments in tele-communications, laser-optics, andSatellites. The proliferation tof soft -ware for computer-assisted instruc-tiqn (CAI), plus gaming andsimulation, is another companiondevelopment. In addition, the' tech-niques of individualized andcompetency-based educetion'whichhave a relatively longer philosophicaland practical history, now comple-ment the modern adaptatiOns ofCAL Large data banks of taskanalyses and objectives, and audio-visual tutorial techniques, are relateddevelopments particularly relevant tovocational instruction.

However,-several factors arecausing educators to proceedcautiously before adopting newtechnology. One is cost. Forcomputer-related items, cast isfalling but still significant. Publicaccountability and limited dollarsdictate that new technology mustprove its worth in pragmatic andeconomic terms;. i.e., it must-becost-effeCtIve. Second, technology isnot universally hailed as a panaceaPlanners and teachers want tech-niques with proven advantages overolder ones for developing studentcompetencies. Third is the well-known conservatism of educationalprograms. "Tried and true" methodsare familiar and part of the family.

136

Newcomers have to win their accep-tance. Staff development, and other.iimplementation techniquesaddressed in this guide, can help inthis process of adoption.

_

Nonetheless, there is a powerfulrationale behind these developmentsWhich appears well-suited to thedemands of modern vocationaleducatitin7-First,- it=is competencyoriented. While vocational educatorshave always tended to have_thisOrientation, the provision aspecifi-

. cations of competencyforso many _

occupations, with many flexible-routes to attainment, is new.Second, it is truly individualized.This has implications for accommo-dating variable contentliteachingmethodology, learning styles,entiy/exit, learning time, etc. Thishelps to serve the increasingly broadrange of ages and backgrounds nowfound in many educationalprograms.

With the trend toward individual-izing instruction, inevitably the issueof the impersonalizing of educationalprograms is brought up. However,individualized instruction appears topromise the reverse &sequencethrough increased learning effi- .

ciency and freeing teachers fromroutine clerical tasks. A premiutn willthen be placed on the teacher'sability to inspire; motivate, deal withthe student's perSonal problems, andthe like.

One important issue related to thetrend toward broader individualize-tion of instruction is a gradualbreakdown of the compartmental-ized tracking system so character-istic of education heretofore.Programs may lose their discreteidentities as students are permittedto tailor their learning to meet their

unique conatellation of needs andcareer plans. The curriculUm will btcharacterized by leas hermeticallysealed.subject areas. Shifting backand forth between traditional subjectareas, or identifYing genericconcepts and skills, may be thehallmark of emerging instructional

- patterns, made possible by newtechnology.

Thus, information technology canpotentially improve educational-services:_ However, advances intechnoicigy do not translate automat-ically into improved programs_ Theneed has never been greater foreducators to -get span" about whatis available, or emerging. One rathercritical need is for evaluation tech-niques to match the technological-innovations. Instruments for theevaluation Ofoomputer-basedinstructional software is oneexample.

Thus, services are Just in time andmeet the demarLd. Stockpiling ofresourceS is an archaic practice.because it is so-costly The Capitalinvestment is large given-the proba-bility of eventual use. Just in timedelivery of educational services islikely-to grow in the future. Newinstructional technology will make itincreasingly possible to tailorinstructional programs to prepare forjust emerging demands. in practice,

might mean emphasizing theost general principles in_a partic-

ular area. In accordance withmodern learning-theory, these

.

egneral principles proVide the best .

preparation for learning particularapplications just emerging in newoccupations. The payoff would be

The developments in instructtinaltechnology discussed above cafinotbe separated from 'a changingconception of the nature and role ofeducation. Vocational education ismandated to prepare graduates withemployable skills; thus, programsare, presumably, designed to meetthe needs of businessend industry.The general model of education,however, is to stockpile humanresources in advance of the demandfor these resources. The investedcapital to produce these resources isto be recovered later,'when thedemand is anticipated to occur. Theproblem is this: even when demandis carefully calculated in advance as -

is the intent of the VocationalEducation Amendments, thisdemand is current, not future. Rapidchanges in the occupational scenemake future projections inherentlyhazardous. Therefore, if betterprojections are not the answer,perhaps a different model of educa-tion is.

The concept of Just in timedelivery of services is becomingmore familiar in industry. Capital isnot invested in production untilorders or subscriptions are received.

the preparation-of job-entrants-who--,are optimally able to adjust andlearn the particular skills of aspecific job if ancl,when they areassigned that job. Costly investmentin preparing for machine applica-tions which become obsolete wouldbe avoided.

in sum, the newer instructionaltechnology faces some of the sameimpediments to effective use thateducational innovations have alwaysconfronted. On the other hand, itspotential is now very great forhelping vocational educationrespond to emerging diallenges.

ERIC DESCRIPTORSAudiovisual AidsAudiovisual CoMmunicationsAutoinstructional AidsComputer Assisted InstructionComputer Managed InstructionComputer Oriented ProgramsCybernetics'Educational DevelopmentEducational EquipmentEducational InnovationEducational MediaEducational MethodsEducational ResourcesEducational TechnologyEducational TelevisionInstructional DesignInstructional ImprovementInstructional InnovationInstructional Materials

-Instructional,SystemsMultimedia InstructionProgrammed InstructionSysterna Anatysis-Systems Approach

SELECTED REFERENCES

Computers and the Learning Society(Report of the Committee on Scienceand,Technology, U.S Ho 6se of

- Representatives). Washington, DC-:U.S. Government Printing Office, June

-1978.

-Developing Vocational Instruction. PaloAlto, CA: Fearon, 1967. ED 069 876

Educational TechnologyAdolescenceto Adult-hood. Educational Communi-cation and Technologal, 1978.26, 142-152.

Handbook of. Procedures for the Designof Instrabtion (2nd ed.). EnglewoodCliffs. NJ Educational TechnologicalPublications, 194;

How Effective is CAI? A review of theresearch. Educational Leadership,1975, 33, 147-153.

How to Make the Right Decision aboutMicrocomputers. Instructional Inno-vator, September 1980, 25(6), 12-19:

Systems of Individuellized Education.Berkeley; CA: fvicCutch6n. 1975.

Technology and Education: Here Corriesthe Future. In 7980 Annual Report.Princeton, NJ: Educational TestingService, 1980, pp. 5-8.

The Present and the Future in Educa-tional Technology. New York: Alfred.P. Sloan Foundatim 1977.

Uses of Television for Instruction:_1976-77. Washington. DC: Corpora-tion of-Public Broadcasting. 1979.

Using Instructional Media in VocationalPrograms. In Vocational Instruction.Yearbook of the American VocationalAssociation; Washington, DC: Amer-ican Vocational Association, 1979.

Information Technology in Education(Report of the Joint Hearings of theCommittee on Science and Tech-nology and the Committee on Educa-tion and Labor of theli.S. House ofRepresentatives, April 2-3, 1980).Washington, DC: U.S. GovernmentPrinting Office, 1980, p. 163. 4

Instructional Design: Principles andApplications. Englewood Cliffs, NJ:Educational Technology Publications,1977.

Instructional Technology: On Diversity inEducation. Communications Review,19761 24(2), 117-134/.

Media Use in Education. In H.E. Mittel(Ed.), Encyclopedia of EducationalResearch (5th ed.). New York:Macmillan, 1982.

Military and Industrial Training. In L. J.Briggs (Ed.), Instructional Design:.Principles and Applications. Engle-

od Cliffs, NJ: Educational Tech-logy Publications, 1977. pp.3-391.

ERIC Reforestabove):ED 014 900ED 015 573ED 094 746ED 125 533ED 153 636ED 164 745

129

SAMPLE ORGANIZATIONAL ABSTRACTS

Part IV provides more detailed organizational Information for a few major agencies and organizations. To be included in Part IV, theorganization had to be national, or multi-state; of interest to many program areas; and one of the major resources. These abstractslist the major functions, vocational, areas, description, major products, and contact information.

. 131

A A . -

.

Major Functions:Reproduces and distributes Air Forcetechnical courses for civilian use.

Vocational Areas:Technical education,' industrial artseducation, trade and industrial education, health occupations education.

Description:Thb-keiospace Education Foundationreproduces and distributes Air Forcetechnical courses for civilian use to. --colleges and corporations nationwide.Study_guides, workbooks, instructorguides,_ hardbound books, and manualsas well as videotapes and slides areavailable. Program areas served aretechnical education, industrial arts, tradeand industrial education, and healthoccupations education.

Products:Catalogs, study guides, workbooks,videotapes, slides, instructor guides,hardbound books, manuals.

Address:Aerospace Education Foundation1750 Pennsylvania Avenue. N.W.Washington, DC 20006(202) 637-3370

the preparation' and distribution ofinstructional material for vocationaleducation.-

- Products:Vocational instructional materials suchas catalogs, brochures, teacher guides,student workbooks, slide-cassette sets,transparedcy masters, filmstrips, hand-books,-and resource guides.

Address:AAVIMDriftmier Engineering Center _

AthenS._GA_30_602 _

(404) 542-2586

Major Functions:AAVIM prepares and distributes instruc-tional materials for vocational education.The center also selects and distributesdeveloped by other agencies.

Vocational Areas:All areas.

Description:AAVIM is an interstate organization ofuniversities, colleges and divisions ofvocational education dedicated to theimprovement of teaching through betterinformation and teaching aids. AAVIM isa national center devoting full time to 134

-

Major Function:AVA.exists to provide .a comon focus forthe concerns of a variety of vocationalassociations. AVA serves as a clearing-house of information for vocationaleducators and a vehicle for concernedaction to promote vocational education.

VocatiOnal Area_ sAll areas.

Description:AVA is a confederation of prbfessionalassociations with a national office aswell as associations in every state.AVA's publications, annual conventionand public information network promoteinterests of vocational educators: The ---organiation provides a focus for dissem-ination of information, promotion oflegislative activity, collaboration with theprivate sector, etc.

A sample &the organizations servedis the following:\

.EI American Association of Teacher _tducatois in Agrictilturv-

El American Industrial Arts AssociationAmerican Technical Education Asso-ciation

O National Association of ClassroomEducators in Business and OfficeEducation

ID Marketing and DistributiveEdur=1:ion Association

_ _ __

0 National Association of Health Demi- .pations Teachers

El National AssOCiation'of Trade andIndustrial Instructora '''

CI National Association of VocationalHome Economies Teachers ,

Producis! IProducts:VocEd, The Journal of the AmericanVocational Association, published tentimes a year; Update, a monthly news-.paper for vocatio al educators; the AVACenvention Progr, rn Guide, publishedannually in conn ction with the AVAConvention; also earbooks and publicinformation releases.

Address- IAmerican Vocational Association2020 North Fourteenth-StreetArlington, VA 22201(703) 522-6121/Also contact associations in respective

states.

Council for EducationalDevelopment and Research(CEDAR)

-

I - - a

Major Functions:'Provides professional development expe-riences in carriculuin and supervision.

. Vocational AreAll areas.

Description:The Association for Supervisien anCurriculum Development (ASCD) is aprofessional organization of supervisors,curriculum coordinators, directors ofcurriculum, consultants, professors ofeducation, classroom teachers, andadministrators, and others. The majoractivities of ASCD are:

o professional development experience;O information dissemination;

encouragement' of research, evalua7tier), and theory development;National Curriculum Study Institutes;

El annual convention.

Products:Yearbook; booklets; Update and Educe-tional Leadership (periodicals); ResearchInformation Service .(free to members).

Address:ASCD225 North Washington StreetAlexandria, VA 22314(703) 549-9110

Major Functions:To Improve _and promote educationalresearch and development and todemonstrate their importance forimproving educational practice.Emphasis on programmatic researchtaking place within educational R & Dorganizations.

Vocational Areas:All areas.

Description:This organization was formed to sense asan umbrella organization for its(currently) eighteen member educa-tional research and development insti-tutions.-It provides a forum for _

professional personnel in the memberinstitutions and coordinates theirnational dissemination progra'rns. Themembers are educational R & DorgaltiZationsTi.vhich-participate_in____research, development; evaluation,'diSdemination and technical-assist-ance.

Products; .

Monthly newsletter; Educational RReport, a journal published quarterly;Directory, published annually.

Address:CEDaR1518 K St., N.W.Suite 206Washington, DC 20905(202) 638-3193

Major Functicins:ERIC provides ready access to primarilyunpublished and difficult-to-find docu-ments in all areas of education.. It doesthis through a variety of means, e,g.,databases, abstract journals, microfiche,computer searches, online access,document reproductions, analyses andsyntheses, etc.

Vocational Areas:All areas.

Description:ERIC is a national information systemwhich obtains unpublished and difficult-to-find documents in all areas of educa-tion and makes them available to schooladministrators, teachers, researchers,information specialists, professionalorganizations and students. The systemcontains a network of clearinghouses in .

charge of acquirinvselecting, anno-tating and indexing current printed

materials. The Clearinghouse f= Adult;Career, Vocational and-Techn' al Educa-tion is located at NCRVE; canobtain literature searches and eithermicrofiche or, hard paper copies ofreports In ERIC either from. ERICdirectly or from any one of literallyhundreds of cooperating centers.

Products: -

ERIC-uses two abstract journals;Resources in Education (RIE) andCurrent Index to Journals in Education(CIJE). Another-publication, the ERICThesaurus, is useful for conductingspecialized computed searches. Each ofthe sixteen ERIC Clearinghouses publish.state-of-the-art reports and interpretivesummaries: Documentsboth microficheand hard copies, are available throughERIC Document Reproduction_Service(EDRS).

Address:National Institute of Education

(Central ERIC)Dissemination and Improvement of

Practice Program.Wasl-ringtorr,---DC-20208---(202) 254-5500

-

Major:Funotions:NCRVE's purpose is to aid diverseagencies, institutions, and -organizationsto solve educational problernirelated tovocational preparation and careerplanning, in compliance with the terms-of national_vocational educationlegislation.

VOcational Areas:All areas.

Description:NCRVE wat foriped in response to legis-lation under the Vocational EducationAmendments of 1963. It is.now adminis-tered by NIE. NCRVE addresses nationaland multi-state applied research anddevelopment, dissemination and utilize-lion, information for planning and policydevelopment, clearinghouse, and evalua-tion services.=Theenikes_aerforrnedby l'ORVEinclude:

O Generating knowledge throughresearch

O Developing educational prodrams andproducts

O Evaluating individual program needsand outcomes

O Installing educational programs andproducts

0 Operating information systems andservices

.0 Conducting leadership developmentand training programs

NCRVE provides .a nationwidedissemination and utilization system toassist vocational education practitionersand product developers in finding,sharing, and using some of the besteducational products available.

Products:Vocational education products devel-oped through research and developmentprogram improvement- projects.

Address:National Center fOr Research in

Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, OH 43210(614) 486-3655

_ I

Major Functions:MAVCC develops needed curriculummaterials that anyone of the memberstates would not likely to develop ontheir own.

Vocational Areas:All areas.

Description:MAVCC is a non-profit consortium oftwelve member states formed to producecompetency-based instructional mate-rials. Manuals are available in studentand teacher versions and include trans-parency masters, job sheets, criterionreferenced tests, along with performancebased objectives and information sheets.Learning activity packets and media arealso available for selected manuals.MAVCC staff provides in-service andpre-service training to member andnonmember states.

Products:Newsletter, instructional materials, cata-logues,- brochures, learning activitypackets," media

Address:Mid-America Vocational ourrtcy.lum

Con8ortium1515 West Sixth AvenueStillwater, OK 74074(405) 377-2000

136

Major Functions:Spondors educational research and .development, monitors sponsoredprojects, and carries out disseminationactivities to insure their maximum bone-

.

ficial impact.

Vocational Areas:All areas.

Description:The objectives of the National .Instituteof Education include;

0- develops and issues requestsproposals;

'0 -awards-grants and contracts;O monitors all sponsored projectso promotes dissemination (e.g., sending

exempiary and demonstrationpr jets; hosting national-confer-ences, etc.)

The NIE also sponsorsand cooperateswith a system of regional laboratoriesand centers for educational research anddevelopment,.

Products:Information concerning guidelines,handbooks, manualsand programs;brochures and fliers concernin-rnprrentliterature and ongoing projects; confer-ence agendas and proceedings; projectdeliverableS. Contact Office of PublicInformation.

Address:U. S. Department of EducationNIE1200 10th Street, NWWashington, DC 20208(202) 254-5800

O to improve education for all persons,regardless of race, color, religion,sex, national origin or social class;

0 to promote education as an art,science, and,profession:

o to strengthen the scientific and tech-nological foundations of education;

O to develop an effective research,development and dissemination .system.

The budget and, priorities of NIE dependon legislative mandate. To achieve itsobjectives, NIE.._

-r-1

- =

=

Major Functions:Advocacy for teachers and other educa-tors; promoting legislative activity;instruction and professional develop-ment; teacher benefits; teacher rights. Aconvention is held annually:

Vocational Aieas:All areas.

Description:The largest national professional organi-zation and union for educators. Its°membership consists of elementary andsecondary school teachers, college and-university professors, administrators,

--principals; counselors and-othersconcerned- with education. The organiza-tion, provides a national -forum for educe-toriand a collective voice for theirconcerns.

Products:Reporter, published eight times per year;Today's Education, a quarterly profes-sional magazine; Handbook, published'annually.

Address:ational Education Association

1201 16th Street, N.W.Washington, DC 20036(202) 833-4000

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-Meier Functions:NNCCVTE is established to provide an,.ongoing system forintra,state linking ofcurriculum with research. demonstrationand teacher eaucation; to arrange andplan for intra-state development anddissemination activities; to assist inestablishing priorities for instructionalmaterials development!

Vocational Areas:All areas.

Descriptiqn:NNCCVTE consists of-six Curriculum_Coordination Centers and curriculumnetworks. 57 State Liaison Representa-tives and anational -_councit of curric-ulum center directors. The aim of the 6CCCs is.to help state, vocational educa-tors and vocational teachers, counselorsand administrators better meet the needsof business and industry for well trainedand productive workers.

Products:NNCCVTE NewsletterNNCCVTE FACTSHEETNNCCVTE OccasiOnal Paper SeriesNNCCVTE Impact Report (Annual)

--Address:-East Central Net Work for Curriculum

CoordinationSangamon State UniversityE-22Springfield, IL 62708(800) 786-6375

Regional Laboratories forEducational Research andDevelopment (Generic Name)

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Major Functions: \To participate in and promote eduea-tional research and developinent, evalua-tion, dis , erninatipn and tec 1-p Ricalass nce to other educational organiza-tions and clients. 'Vocational Areas:All areas

'Description:NIE supports the system of regionaleducational lahoratOries, which assistNIE in its two major objectives of (1)

-disseminating-important R-& Doutcomes to educational practitioners,and (2) identifying practitioner needs.The lab_ s serve a variety of other regionalR & D needs and functions for schooldistricts, industries and private corpora-tions, etc. .

Several major regional labs are thefollowing (states in which they arelocated in parentheses):

o Appalachia Educational Laboratory(West Virginia)

O Far West Regional Laboratory forEducational Research (California)

o Northwest Regional EducationalLaboratory (Oregon)

O Research for Better Schools(Pennsylvania)

O Southwest Educational DevelopmentLaboratory (Texas)

o Southwest Regional Laboratory forEducational Research and Develop-&lent (California)

Products:Newsletters; brochures and fliersconcerning current programs andservices: technical assistance informa-tion; catalogs and price lists for availableproducts; plus a wide range of literature,tests and other products stemming fromresearch and development.

Address:National Institute of EducationWashington, DC 20208 .

See also listings for each regional- labunder their respective state (namedabove).

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Major Functions:Establishes. policy for administrators andcoordinates most federal assistance toeducation.

Vocational Areas:All areas.

Description:The U, S:Department of Education is acabineNevel department for establishing-policy and administering programs offederal assistance to education. Amongthe various offices of the department are-the following:

O Bilingual Educationo Civil RightsO - Elementary and Secondary EducationO Educational Resdarch and Improve-

ment of PracticeO Vocational and Adult Eddcationo Special Education and Rehabilitative

Serviceso Postsecondary Education

The Office of Vocational and Adult-Education is responsible'for administra-Ltion of grants, contracts, and technicalassistance for vocational and technicaleducation, camprehensive employmentand training, education professionsdevelopment, etc.

Products :.Information concerning guidelineLhandbooks, manuals, and programs;brochures and flyers concerning currentliterature and ongoing projects; requestsfor-proposals, and product deliverables.

.Addre&t:400 Maryland Avenue SWWashington, DC 20202 .

(202) 426-6573

Also, ten regional offices serve ascenters for diSsemination of information

oviding technical assistance. They are located in Boston, NewPhiladelphia, Atlanta, Dallas,go 'Kansas City, Denver, San.

and. Seattle.

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Major Functions:Gathers and publishe economic andstatistical research for the Department ofLabor regarding manpower and laborrequirements, occupational outlooks,and other occupationally relevantinformation.

Vocational Areas:All areas.

Description:The Bureau of Labor Statistics (BLS)collects basic data from workers.tiusinessnien, and from variousgovernmebtal agencies through theirvoluntary cooperation. The research andstatistics gathered depends on needs ofvarious groups. inclu.ding'Congress andthe federal and state governments.

Informatibff is gathered areas suchas the following:

El manpower and labor requirements:O labor forces;O employment and unemployment;o work hours;El wages and other compensation;Er prices;o productivity and technological

development.

Products:Press releases; periodicals (e.g..Employment and Earnings, Current

4 Wage Developments; OccupationalOutlook Handbook; etc.) specia1 publica-tions (e.g--, Jobs For Which You CanTrain Through Apprenticeship),.Occupa-tional Outlook Reprints, etc.; plusreports and releases from regionaloffices giving regional detail.

These- programs inclUde the fellbViihgexamples:

El Job CorpsEl Veterans Employment ProgramsEl Research and Developmento ApprenticeshipO Employment and Trainig Programs

for Youth (e.g.. CETA)0 Career Information Systemso Employment/Job Service

With the passage of the ComprehensiveEmployment Act (CETA) In 1973, theresponsibility for operating programshas shifted to states, cities. counties andother local units, collectitrely called"prime sponsors." The newer legislationis entitled the Joint Training PartnershipAct (JTPA).

Products:Consumer Information teafiets;-brochures on apprenticeship programs;WORKLIFE, the official monthly journalof ETA; Apprenticeship Now, the U. S.Department of Labor's career guidancemagazine; and numerous public informa-tion publications, such as:

O ETA; Helping to Improve American ----WorklileThe National Apprenticeship ProgramApprenticeship and CETA Technicalssisfance Guide

Ad ress:E loyment and Training AdministrationU S_Department of Labor601 D Street NWWashington. DC 20213(202) 376-6270

Also contact any of the ten regionaloffices of the Department of Labor inBoston, New. York, Philadelphia, Atlanta.Chicago, Dallas, Kansas City (MO),_,Denver, San Francisco. and Seattle

Address:Bureau of Labor StatisticsU. S. Department of Labor601 D Street, NWWashington, DC 20213(202) 655-4000

Also contact regional offices located inSan Francisco Kansas City (MO), ,Chicago; Boston, New York, Dallas,Philadelphia, and Atlanta.

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Pro ides assistance and trainin for job-seek

or Functions:

seek rs and special services for theune played and underemployed. Alsohelps employers by: locating, screening,and referring candidates; providinbfunds for training new employees; etc.

Vocational Areas:All areas.

Description:,The Employment and Training Adminis-tration (ETA) is the federal agency withthe mandate to set standards forprograms untie': its supervision and tomonitor them to see they are runaccording to regulations.

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Major Functions:The U. S. Government Printing Office(GPO) executes orders for printing andbinding placed by Congress and thedepartments and establishments of thefederal government.

Vocational Areas:All areas.

Description:GPO invites bids from commercial sup-pliers on a wide variety.of printing and .

binding services, awar& and administerscontracts, and maintains liaison betweenordering agencies and contractors. GPOalso supplies paper and relatedcommodities for all government activi-ties. Catalogs are prepared and govern-

men! publications are distributed andsold through GPO.

Products:Information sheet (Document Sales);monthly publications (Selected U. S.Government Publications,- MonthlyCatalog of U. S. Government Pub lica-Vona); thousands of government publica-tions'available through mail orders,Government bookstores, or depositorylibrary program.

Address:Superintendent of DocumentsU. S. Government Printing OfficeWashington, DC 20402(202) 783-3238 (orders)(202) 541-3000 (general)

Major Functions:V-TECS was chartered in 1973 Cto

__produce valid; up-t0-date vocational- __

technical materials for use in curriculumdevelopment, program planning, andprogram evaluation.

Vocational Areas:All areas;

Description:Using systematic development proce-dures, V-TECS members perform on-the-job task analyses of differentoccupations, validate the-tasks through asurvey of workers and from the tasksdevelop per/ormance objectives withperformance guides. The objectives andguides are further reviewed by usergroups prior to publication. V-TECSmembership includes twelve states andthe U.S. Army, Air Force, and Navy."-

Products:Catalog of performance objectiVes andperformance guides for over 90 differentoccupational titles.

--Address:Vocatidnal-Technical Education

Consortium of StatesCommission on Occupational Education

Institutions .

Southern Association of. Colleges andSchools

795 Peachtree Street, N.E.Atlanta, GA 30365(404) 897-8158

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