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Descriptors:
Creativity; Structural Equation Models; Educational Innovation; Educational Strategies; Organizational Development; Organizational Effectiveness; School Effectiveness; School Culture; Educational Environment; Models; Predictor Variables; Correlation; Vocational Education Teachers

Abstract:
The primary aim of this research is to identify cultural determinants of organizational learning and knowledge creation practices, which could be the driving factors for the innovation process in school settings (Mulford, 1998; Silins et al., 2002). A conceptual process model for school innovation was developed. In contrast to previous approaches, this research primarily focused on environmental factors and practical processes rather than on individual and policy-related components. The major factors and processes included a supportive learning culture, school autonomy of teachers and departmental collaboration in the school setting. Furthermore, as an endogenous variable of this research, a practical organizational knowledge creation process among teachers and administrators was measured. Organizational knowledge creation is the critical component for school reform and innovation. A Structural Equation Modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. Results suggest that a supportive organizational learning culture positively and significantly impacts all three constructs, but that school job autonomy does not have a statistically significant direct impact on departmental creativity and knowledge creation practices in school systems. Conclusions, limitations and recommendations for further research are discussed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Culture; Professional Autonomy; Faculty Mobility; Intention; Vocational Education Teachers; Administrators; Teacher Characteristics; Surveys; Structural Equation Models

Abstract:
This study investigated structural relationships among the constructs of supportive learning culture, school innovative climate, task-related job autonomy, and teacher turnover intention in career and technical education. The study applied organizational concepts to a problem typically approached from the perspective of teacher characteristics and school policies. Responses from a survey of teachers and administrators in a state's CTE system were analyzed with structural equation modeling. The statistically verified measurement model showed that organizational culture aspects significantly and directly influenced lower turnover intention, while the behavioral construct of task-related job autonomy did not. The authors concluded that CTE teachers approach job autonomy differently from other professionals, that a supportive learning climate and school leadership are essential to an innovative school climate and turnover reduction, and that research methodologies from human resource development can be successfully used to study CTE teacher turnover. Recommendations for further research include adding qualitative approaches and replicating the study with additional populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Strategic Planning; Global Approach; Foreign Countries; Vocational Education; Partnerships in Education; Hospitality Occupations; Food Service; Service Occupations; Tourism

Abstract:
The dream of a Franco-Oklahoma partnership began over a year ago when Chantal Manes, now from the French Ministry of Education, visited Oklahoma. The Technologie Academie in Soissons, France, had a goal for all the career and technical students in the Picardie Region of France to have an international experience before completing their technical program. Manes was visiting Oklahoma on another project but wanted to connect with the career tech system. Meanwhile, the Oklahoma Department of Career and Technical Education identified in its strategic plan the importance of preparing career and technical education (CTE) students for the global economy. The goals of the two were aligned and ready to be realized in an unexpected way. This article describes how four technology centers in Oklahoma with culinary programs forged partnerships with French Lycee schools to offer students and teachers a transatlantic exchange that influences instruction and learning on both sides of the ocean. The author concludes that this type of global exchange will help CTE students be successful in the workplace of the 21st century. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Occupations; Vocational Education; High School Students; Transitional Programs; Articulation (Education); Program Implementation; Developmental Studies Programs; Alignment (Education); Outcomes of Education; Occupational Surveys; Student Records; Content Analysis; College Bound Students; Employment Potential

Abstract:
As career clusters and pathways are being implemented within the program of study requirement of the Perkins IV legislation, the current linkages between entry level occupations and careers requiring advanced certifications or degrees should be examined by career and technical education (CTE). This study examined the linkage in the healthcare field in Oklahoma and used archival enrollment trend data from 2000-01 through 2004-05. It determined the degree to which high school students completing Health Science Technology/Health Careers Certification programs were transitioning (i.e., articulating) into advanced healthcare programs in technology centers and colleges. The findings suggested that the connection between health career programs at technology centers and colleges may not be well defined for students as indicated by continuing study in postsecondary education. The findings also indicated that the programs of study that were examined may not be effective in connecting high school students to further studies in technology centers or colleges. The study has implications for rethinking programs of study, and their implementation through career clusters. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advisory Committees; Career Planning; Competence; Elementary Secondary Education; Standards; Student Evaluation

Abstract:
Competencies such as those identified in the National Career Development Guidelines should be part of comprehensive career planning. Plans should document competencies currently achieved and include a plan of action for achieving additional competencies. Review of the plan should determine whether it is based upon individual interests, goals, and competency requirements. (SK)

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Descriptors:
Adult Education; Adult Programs; Career Counseling; Career Development; Corporate Education; Counseling Services; Delivery Systems; Education Work Relationship; Informal Assessment; Labor Force Development; Marketing; Outreach Programs; Private Sector; Program Development; School Business Relationship

Abstract:
The changing nature of the workplace is increasing recognition of the fact that employee career development is a lifelong process essential to the achievement and maintenance of a high-quality, competitive work force. Offering employees the opportunity to participate in growth and development programs that include career counseling, assessment, and planning components will enable them to maximize their potential within a company and take advantage of the opportunities available to them. The National Career Development Guidelines developed by the National Occupational Information Coordinating Committee in 1990 are excellent sources for business and industry human resource development specialists seeking to devise a career development approach for adults. Successful strategies for implementing employee career development programs include the following: employee career center; career information seminars; career development workshops; individual career counseling/coaching; self-help materials; and computerized career systems. Many companies use professional resources such as Job Training Partnership Act programs, vocational centers, community colleges, or state employment service offices. The following are among the components of successful employee career programs: outreach campaign; initial employee consultation; informal assessments; procedures for interpreting and communicating assessment results; career exploration; career decision making; career action plan development; referrals and support; and program marketing. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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