Approaches and Patterns for Delivering Agriculture and Home Economics Programs: A Conceptual Model Based on a Review of Related Literature. Station Bulletin 545--1981.

Autor/inn/en	Peterson, Roland L.; und weitere
Institution	Minnesota Univ., St. Paul. Agricultural Experiment Station.
Titel	Approaches and Patterns for Delivering Agriculture and Home Economics Programs: A Conceptual Model Based on a Review of Related Literature. Station Bulletin 545--1981.
Quelle	(1981), (62 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agricultural Education; Community Characteristics; Cooperative Programs; Delivery Systems; Educational Cooperation; High Schools; Home Economics; Institutional Characteristics; Models; Program Descriptions; Program Design; Rural Education; Rural Schools; Secondary Education; Small Schools; Vocational Education + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Auslieferung; cooperation; Kooperation; High school; Oberschule; Hauswirtschaft; Hauswirtschaftslehre; Analogiemodell; Programme design; Programmaufbau; Programmplanung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Berufsbildung
Abstract	Published and unpublished literature is reviewed to identify and describe patterns of delivering vocational agriculture and home economics programs to students in small rural secondary schools. A conceptual model is developed based on patterns found in the literature. Non-school-based, school-based, and a combination of the two are identified as basic delivery approaches. Five delivery patterns are illustrated by descriptions of program, school, and community characteristics of existing programs. The delivery patterns include comprehensive high school, cooperative center, cooperative noncenter, cooperative mobile facilities, and residential. The school-based cooperative center and noncenter patterns are explored further. Organizational structures and consequences are discussed for 10 conceptual service delivery models based on center patterns, i.e., formally structured staff, budget, and courses, and noncenter patterns, i.e., coordination of existing programs between schools. Flow patterns of program elements in each model are analyzed. Need for rural vocational education, unique qualities of rural schools, and traditional vocational education programs are discussed. Ten criteria for evaluating service delivery patterns are presented. Advisory committee addresses and a program description worksheet are appended. (LFL)
Anmerkungen	Communication Resources Distribution, Coffey Hall, Room 3, 1420 Eckles Avenue, University of Minnesota, St. Paul, MN 55108 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01