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Descriptors:
Reading Strategies; Reading Skills; Vocational Education; Reading Improvement; Classroom Techniques; Instructional Innovation; Change Strategies; Educational Strategies; Teaching Methods

Abstract:
Reading is a fundamental skill. It is central to all learning and contributes to success in school as well as in the workplace. The development of reading skills in the career and technical education (CTE) classroom is important for several reasons. The development of student reading skills in the CTE classroom can be supported by any CTE teacher using proven reading strategies blended into his or her instruction. This article is based on the Temple University Reading Project which was designed to provide educators with strategies on how to integrate reading in the CTE classroom. The author outlines some proven strategies educators can use to enhance instruction and improve students' reading skills. (Contains 2 charts.) 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:
Instructor Coordinators; Cooperative Education; Vocational Education; Occupational Information; Role; Charts; Validity; Surveys

Abstract:
A research and development effort was undertaken to provide definition and validate the emerging role of the Work-Based Learning Teacher Coordinator through the use of a DACUM process in cooperation with the Pennsylvania Cooperative Education Association with funding support provided by the Pennsylvania Department of Education, Bureau of Career and Technical Education. The DACUM process employs a group interactive activity to produce a sequenced chart of major duty categories and associated task elements of an occupation. A complete DACUM chart provides an occupational skill profile which can be used for instructional program planning, curriculum development, training materials development, career counseling, public relations, employer information, job description, and competency test development. Developed in Canada, the DACUM process has been used extensively throughout all of North American and in more than 40 countries worldwide. A panel of nine experienced certified cooperative education teacher coordinators from across Pennsylvania was assembled for a three day residential activity guided by an experienced DACUM facilitator and an assistant facilitator. The DACUM chart developed by this panel provided a definition of the role of the work-based learning teacher coordinator, identified ten duty categories with a total of 125 associated task areas, and an assortment of work related information. This chart later served as the content core for the development of a validation survey instrument to measure the level of importance, difficulty to achieve, and relative frequency of application of each of the 125 task elements identified through the DACUM activity. All survey ratings were provided through the use of a Likert type scale with a high of 5 and a low of 1. The survey instrument was distributed to a sample of 24 experienced certified cooperative education teacher coordinators, including the individuals involved in the initial DACUM Chart developmental activity, identified by the Pennsylvania Cooperative Education Association. After one follow-up mailing, the validation survey yielded a return rate of 64%, (n=16). The ratings in the level of importance category ranged between a high of 5.0 and a low of 3.31. Several of the highest validation ratings in the level of importance category ranged between 5.00 and 4.94. These were associated with the task areas of: (a) complying with state and federal labor laws/child labor laws, (b) monitoring the safety of the workplace environment, (c) communicating program expectations and benefits with work- based partners, (d) evaluating the achievement of the student in the workplace, and (e) developing program operation policies and procedures. Ratings in the level of difficulty to achieve and level relative frequency of application categories were at lower levels than the ratings in the level of importance category. Knowledge gained from the development and validation of this DACUM chart were used to: (a) provide a standard for the functions of the work-based learning teacher coordinator, (b) revise the PA Cooperative Education Certification Program delivered by the Temple University College of Education, and (c) serve as a reference blueprint for the revision of the Educational Testing Services PRAXIS II Cooperative Education Cooperative Education Specialty Area Test 0810. The following are appended: (1) DACUM Research Chart on the Work-Based Learning Teacher Coordinator; (2) Transmittal Letter & Survey Instrument; and (3) Survey Ratings. 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:
Career Education; Academic Standards; Education Work Relationship; School Counselors; Career Exploration; Career Awareness; High School Seniors; Higher Education; Career Choice; Retirement; Elementary Secondary Education

Abstract:
On October 25, 2006, the Academic Standards for Career Education and Work (CEW) were introduced to the public as a component of the Pennsylvania School Code. Developed by an expert panel of academic and career and technical educators, guidance counselors, persons from the business community, and several governmental agencies, these standards were designed to include learning experiences that are age level appropriate and supportive of all career areas for everyone. This document delivered a mandate to all Pennsylvania educators to teach, challenge, and support every student to his or her maximum potential, and to acquire the knowledge and skill needed to complete all of the elements included in the CEW as they progress through grades K-12. There are two sources of tools to help Pennsylvania educators with the implementation of these standards. One is the CEW Standards Toolkit, an electronic online resource managed by the Pennsylvania College of Technology in Williamsport, which provides educators with resources they can use to fulfill the achievement of the standards. CareerLinking Academy is another tool to support Pennsylvania educators in the implementation of these standards. The program, developed by the Lehigh Valley Workforce Investment Board (LVWIB), is an innovative career exploration program, specifically targeted for students in grades 10-12 that is aligned to the CEW. Pennsylvania has put in place these tools necessary for students to develop career awareness and acquire the coveted academic and technical skills they will need to be competitive when they enter the workforce. 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:
Second Language Learning; Measures (Individuals); Technical Education; Language Skills; Vocabulary Skills; Vocabulary Development; Occupational Safety and Health; Language Teachers; Counties; English (Second Language); Limited English Speaking; Career Education; Enrollment Trends; Student Diversity; Teacher Collaboration; Language Proficiency; English for Special Purposes; Secondary Education

Abstract:
A survey was conducted among a population of 350 Career and Technical Education, CTE, teachers from 12 Career Technical Education Centers, CTC, sites in seven counties throughout Pennsylvania (return rate = 64%). The participating schools demographic settings, which were selected by the respondents, were closely divided between rural (37.9%) and suburban (39.8%) settings. The remainder of the respondents (22.3%) classified their school setting as urban. The number of different occupational areas taught by respondents was 56. The total number of Limited English Proficient, LEP, students taught by CTE teachers responding to the survey was 448 (283 male, and 165 female). Based on survey returns, it was determined that the ELL enrollment pattern at CTC's was considerably less than the expected 10% or greater reported by census data. For example, in the seven counties surveyed, the average percentage of Pennsylvania county households with individuals 5 years of age and older who spoke a language other than English at home as reported in the 2000 Census was 12.9%; while the average percentage of English Language Learners, ELL, students reported in the survey of CTC's in the same counties was only 3.7%. Selected findings indicated that: (1) there were considerably less ELL students enrolled in CTC's than reflected in county census data; (2) the average level of their students overall ELL English language skills was rated at a moderate level (2.3 on a 4 point scale) by CTE teachers; (3) the level of collaboration with the English language teacher at the sending school (or in their own school) to meet the occupational safety needs of the ELL students' was rated low (1.5 an a 4 point scale) by CTE teachers; (4) the level of collaboration with the English language teacher at the sending school (or in their own school) to develop an English safety vocabulary for your ELL students was rated low (1.5 on a 4 point scale) by CTE teachers; (5) CTE teachers responded indicated a high need for more support in helping their students in the area of vocational safety vocabulary development (3.3 on a 4 point scale); and (6) the degree of administrative support received by CTE teachers to meet the needs of ELL students was rated at a moderate level (2.36 on a 4 point scale). Appended are: (1) Transmittal Letter to Coordinator; (2) Transmittal Letter to CTC Director; and (3) Survey Instrument. A list of four selected web sites is also provided. (Contains 3 charts.) 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:
Technical Education; Professional Services; Test Validity; Professional Development; Content Validity; Educational Finance; Career Education; Surveys; Dual Enrollment; Integrated Curriculum; Reading Programs; Teacher Certification; Teaching Skills; Distance Education; National Standards; Curriculum Development; Entrepreneurship; Career Awareness; Secondary Education

Abstract:
This survey was conducted by the Association for Professional Development in Career and Technical Education, APDCTE, as a professional service. The idea for this originated during the APDCTE executive breakfast meeting during the 2003 Association for Career and Technical Education (ACTE) Annual Convention in Orlando Florida. The goal of this survey activity was to establish longitudinal base line information and, over time, identify trend patterns. Further, it is hoped that the results of this survey will contribute to professional dialog and serve to influence policy, professional development, and research in priority areas identified. The instrument was developed and reviewed for content validity by three independent judges. The instrument included 49 topical statements describing possible priorities in career and technical education and space for write-in items. Respondents were directed to identify up to ten priorities in their individual state. Following editing, the instrument and transmittal letter were electronically distributed to a national population of state directors of career and technical education. A follow-up electronic distribution of the instrument was sent out one month after the first distribution. Copies of the transmittal letter and survey instrument are included in the Appendix of this summary report. The overall return was 38%, (n = 9), the adjusted return rate, due to 5 undeliverable instruments, was 42%. The return rate per region was region 1= 25%, region 2 = 42%, region 3 = 50%, region 4 = 66%, and region 5= 36%. Descriptive statistics in the form of frequencies, and in the event of ties, assigned ranks were computed. In the case of assigned rank ties, the items are listed in the order in which they were originally listed in the instrument. (Contains 2 tables.) 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:
Adult Education; Computer Literacy; Computer Science Education; Downloading; Instructional Materials; Multimedia Materials; Online Searching; Online Systems; Postsecondary Education; Search Strategies; World Wide Web

Abstract:
This second of two guides on Netscape Communicator 4.5 contains six lessons on advanced searches, multimedia, and composing a World Wide Web page. Lesson 1 is a review of the Navigator window, toolbars, and menus. Lesson 2 covers AltaVista's advanced search tips, searching for information excluding certain text, and advanced and nested Boolean expressions. Lesson 3 addresses protocols: other forms for uniform resource locators, file transfer protocol, Gopher, news, and mailto protocols. Lesson 4 discusses multimedia and two groups of multimedia players that work with Netscape--external viewers and plug-ins. Lesson 5 covers viewing simple documents through Adobe Acrobat Reader. Lesson 6, which provides material on creating a basic home page through the Communicator Composer component, details the following: the Composer window; creating a basic home page; adding background color, graphics, graphic bullets, and hyperlinks to the page; creating targets on the home page; viewing a document in the Netscape Navigator browser; adding hyperlinks to link to remote sites and to link other sites to one's home page; and linking other pages to one's home page. (YLB) 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:
Adult Education; Computer Literacy; Computer Science Education; Downloading; Elementary Secondary Education; Higher Education; Instructional Materials; Online Searching; Online Systems; Search Strategies; World Wide Web

Abstract:
This first of two guides on Netscape Communicator 4.5 contains six lessons on the basic functions of the Navigator component. Lesson 1 covers terminology and methods to connect to the World Wide Web, hardware needed, and a Netscape Communicator overview. Lesson 2 introduces the Navigator window, toolbars, and menus, and how to change the default home page. Topics in Lesson 3 are as follows: hypertext markup language (HTML), hyperlinks, viewing a Web page, uniform resource locator (URL), opening a URL, transfer problems, finding text on a Web page, and viewing the document source. Lesson 4 discusses these topics: the history list (HL) and how to view it through the navigation toolbar; the go menu; viewing the HL through the location window and Communicator menu; sorting and searching the HL; setting the expiration date for the HL; preferences; changing the appearance of links; bookmarks; setting, organizing folders for, searching and sorting, renaming, and deleting bookmarks and bookmark folders; adding separator lines; saving a bookmarks file; and importing bookmarks to computer hard drive. Lesson 5 covers the following: how to save a Web document as text and in HTML code, open a Web document as a local file, save images, and print Web pages. The Lesson 6 topics are as follows: search engines; searching the Web using Yahoo's categorized listings, for pictures using Lycos, using Excite's plain English question search feature, and using AltaVista; refining a search; multiple search techniques; and using the Metacrawler search engine. Appendixes include Internet sites of interest to educators and collected sites of interest for vocational and technical education. (YLB) 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:
Adult Education; Educational Needs; Information Sources; Online Systems; Postsecondary Education; Secondary Education; Teaching Methods; Vocational Education Teachers; World Wide Web

Abstract:
This paper outlines the basic information teachers need to know to use the World Wide Web for research and communication, using Netscape 3.04. Topics covered include the following: what is the World Wide Web?; what is a browser?; accessing the Web; moving around a web document; the Uniform Resource Locator (URL); Bookmarks; saving and printing a web page; Netscape's options preferences menu; searching the Web; and interesting places (websites of interest to vocational educators). Two appendixes contain the following: "Infoseek: How Do I Search? 'Ruby Slippers'" and Guidelines for Completing Abstracts. (KC) 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:
Cooperative Education; Curriculum Development; Educational Needs; Graduate Study; Higher Education; Job Analysis; Leaders; Leadership; Needs Assessment; Postsecondary Education; Professional Development; School Counselors; Secondary Education; State Programs; Statewide Planning; Task Analysis; Teacher Certification; Vocational Directors; Vocational Education; Vocational Education Teachers

Abstract:
Pennsylvania has three regional Professional Personnel Development Centers responsible for the delivery of services around a block of common objectives designed to meet the professional development needs of vocational educators. The Developing a Curriculum (DACUM) process has been used to address two areas of need identified by the Temple University Center for Vocational Education Professional Personnel Development: the roles of the Workplace Learning Teacher Coordinator (WLTC) and the Teacher Leader. The center has developed a definition for the WLTC and a DACUM chart. This chart of 10 duty categories with 125 task items has been converted to a survey and validated on three dimensions: level of importance, degree of difficulty, and frequency of occurrence. The DACUM chart is currently being applied as a standard to revise the Cooperative Vocational Education Teacher Coordinators Certification Program at Temple University (Philadelphia). A second DACUM process has been used to satisfy two concerns: a clearer definition of the mission and purpose of the role of lead teachers and a more formal method of acquiring graduate credit in this area of leadership. A survey has been used to validate the DACUM chart according to three criteria used in the survey. The DACUM process has led to development of the Teacher Leadership Network, Teacher Leadership Master's Degree, and Teacher Leadership Certificate. (Half of the document consists of appendixes containing WLTC validation instrument and mean ratings and WLTC and Lead Teacher DACUM charts.) (YLB) 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:
Evaluation Methods; Inservice Teacher Education; Interviews; Needs Assessment; Postsecondary Education; Preservice Teacher Education; Professional Development; Program Evaluation; Qualitative Research; Research Methodology; Secondary Education; State Programs; Statewide Planning; Vocational Education Teachers

Abstract:
The Temple University Center for Vocational Education Professional Personnel Development (PPD), one of three regional centers in Pennsylvania, used qualitative strategies for steering PPD programs. Center personnel found that collecting quantitative data was absolutely necessary to determine whether objectives were being met, but was not always sufficient for making informed judgments. The decision-making process benefitted from the integration of qualitative strategies into the formative and summative evaluations of PPD programs and activities. Three strategies were especially helpful in collecting information and applying it in a formative manner to illuminate work/initiatives in progress. The first strategy was a semi-structured interview technique selected to collect information on the effect a redesigned performance evaluation requirement, used for awarding provisional certification to vocational teachers, was having on intern teachers. The second strategy, a behavioral event interview method, was used to collect information on how a shift in the locus of management (from Temple University to local school district) of a teacher leadership program was affecting teachers and students in the eastern region. The third strategy used a combination of quantitative and qualitative procedures to report findings for the annual evaluation/needs assessment of the center's Professional Development Advisory Committee. (Appendixes contain 18 references and instruments.) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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