Articulation of Vocational Education Curriculum between Secondary and Post-Secondary Levels in Wisconsin. Final Report.

Autor/inn/en	Mandy, Russell M.; Stapleton, Clement E.
Institution	Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.
Titel	Articulation of Vocational Education Curriculum between Secondary and Post-Secondary Levels in Wisconsin. Final Report.
Quelle	(1975), (194 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Agency Role; Articulation (Education); Cooperative Planning; Cooperative Programs; Coordination; Curriculum Development; Educational Development; Inservice Education; Institutional Cooperation; Models; Postsecondary Education; Program Improvement; Regional Cooperation; Staff Development; State Programs; Vocational Education; Workshops; Wisconsin + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Koordination; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; Berufsbegleitende Ausbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Analogiemodell; Post-secondary education; Tertiäre Bildung; Regionale Zusammenarbeit; Personnel development; Personalentwicklung; Regierungsprogramm; Ausbildung; Berufsbildung; Lernwerkstatt; Schulung
Abstract	In Wisconsin, different agencies administer vocational education on the secondary and postsecondary levels. Students and educators at both levels have reported substantial duplication of course content, texts, reference materials, equipment, and instructional processes. Therefore, a project was designed to expand and improve articulation (that is, communication, cooperation, and coordination of curriculum) between the two levels. A major contribution of the project was to plan and conduct a series of district workshops for vocational educators designed to upgrade staff capabilities to expand and improve articulation. Approximately 800 educators participated in the workshops. An evaluation questionnaire was randomly distributed to about 100 participants, 86% of whom responded. Responses were positive and supportive of the articulation project and workshops, and most participants indicated they wanted followup workshops. It was concluded that the articulation workshops did help upgrade staff capabilities. Among the recommendations were suggestions that articulation efforts be both horizontal and vertical in nature, that they encompass K-16 grade levels, and that they be expanded beyond just curriculum articulation. Based on responses from workshop participants and on the observations of project staff, a schematic model was generated to provide a guideline for future program implementation. (LMS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC