An Analysis of Open-Entry/Open-Exit Systems of Individualized Competency-Based Vocational Instruction for High School Students within Selected Florida School Districts. Final Report, April 5, 1978-September 30, 1979.

Autor/in	Wilkie, Barbara J.
Institution	Saint Johns County Board of Public Instruction, St. Augustine, FL.
Titel	An Analysis of Open-Entry/Open-Exit Systems of Individualized Competency-Based Vocational Instruction for High School Students within Selected Florida School Districts. Final Report, April 5, 1978-September 30, 1979.
Quelle	(1979), (220 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Competency Based Education; Educational Research; High Schools; Individualized Instruction; Nontraditional Education; Program Development; Secondary School Curriculum; State Surveys; Statewide Planning; Teacher Attitudes; Vocational Education; Florida + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsforschung; Pädagogische Forschung; High school; Oberschule; Individualisierender Unterricht; Non-traditional education; Alternative Erziehung; Programmplanung; Planwirtschaft; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	The major purpose of this study was to determine the characteristics, problems, and recommendations for developing and improving open-entry/open-exit systems of individualized, competency-based vocational instruction for Florida high school students. A survey instrument was developed to collect relevant data. Those surveyed in the descriptive study included administrators, school and department supervisors, teachers, counselors, teacher's aides, and clerical aides. Nine instructional program areas were represented by the personnel surveyed: agriculture, business education, distributive education, diversified cooperative training, home economics, individualized manpower training systems, industrial education, and technical education. The respondents generally recommended and supported the concept of open-entry/open-exit systems of individualized competency-based vocational instruction for high school students, but they indicated the success of the system is contingent upon policy changes in Full Time Equivalent funding, credit requirements, and materials development. The effective implementation of the open-entry/open-exit system of individualized competency-based vocational instruction for high school students is limited by a lack of clerical assistance, ineffective or incomplete materials, inadequate time and funds to train staff, and a lack of cooperation of feeder school staff generally based on a lack of understanding and/or knowledge of the system. (Author/LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC