Status of Tech Prep in Missouri 1993-94. Final Report.

Autor/inn/en	Ruhland, Sheila; und weitere
Titel	Status of Tech Prep in Missouri 1993-94. Final Report.
Quelle	(1994), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Consortia; Coordination; Curriculum Development; Educational Cooperation; Educational Needs; Educational Objectives; High Schools; Inservice Teacher Education; Marketing; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Program Improvement; Staff Development; State Programs; Statewide Planning; Tables (Data); Tech Prep; Two Year Colleges; Vocational Education; Missouri + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Vereinigung; Koordination; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; cooperation; Kooperation; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; High school; Oberschule; Lehrerfortbildung; Programmplanung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Regierungsprogramm; Planwirtschaft; Tabelle; Dualsystem; Ausbildung; Berufsbildung
Abstract	A study examined the status of tech prep in Missouri as of 1993-1994. Data were gathered from a review of the request for proposals of Missouri's 12 consortia, assessment of Missouri's current status of tech prep, and structured interviews with the 12 tech prep coordinators. It was determined that up to 86 secondary schools were initially involved in local tech prep consortia. Typical tech prep consortia involved seven secondary and one postsecondary school. Seven consortia had addressed business and industry participation; however, no consortium included a four-year college or university. Most consortia were in the initial stages of establishing articulation agreements, conducting student recruitment/outreach, conducting tech prep staff development, and designing tech prep programs around career clusters. Business/industry involvement in tech prep was largely limited to an advisory role. Other identified barriers to tech prep were as follows: late receipt of funding; resistance to systematic reform; turfism among academic, vocational, secondary, and postsecondary faculty/administration; and persistent negative student/public attitude toward "vocational" programs. Program effects were difficult to measure because many consortia were still in the process of developing programs and determining whom to consider tech prep students. (Contains 17 references and 3 tables. Eighteen additional tables are appended.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC