Using Student Follow-up Results to Lead toward Excellence.

Autor/in	Owens, Thomas R.
Titel	Using Student Follow-up Results to Lead toward Excellence.
Quelle	(1984), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Research; Followup Studies; Graduate Surveys; High School Graduates; Needs Assessment; Program Improvement; Research Design; Research Methodology; Research Needs; Research Problems; Research Utilization; Secondary Education; Vocational Education; Vocational Followup; Oregon + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Follow-up studies; Kontaktstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bedarfsermittlung; Forschungsdesign; Research method; Forschungsmethode; Forschungsbedarf; Forschungskritik; Forschungsumsetzung; Sekundarbereich; Ausbildung; Berufsbildung
Abstract	Although some school districts conduct follow-up studies of their high school graduates, few have systematically used the information to improve their educational programs or to guide policymaking. Weaknesses of typical vocational education follow-up studies include the following: avoidance of comparisons with nonvocational students, failure to include dropouts or other nongraduates in the survey population, failure to focus on critical issues facing the schools, administration of surveys too soon after students have left high school and before they have had adequate experience in the real world, concentration only on self-reported information rather than on a combination of self-reported data and student transcript information, and failure to involve vocational educators and other staff in determining what information from former students would be pertinent to program revision. Recently, Oregon conducted a three-year high school follow-up study. Included among the seven recommendations for improving the design and administration of follow-up studies that grew out of the Oregon experience were the following: participating schools should determine the content of follow-up instruments; data from follow-up surveys should be combined with information from students' transcripts and permanent records; and schools should allow time for staff and administrators to discuss their local follow-up study and identify implications for improving both vocational education programming and future follow-up survey instruments. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC