Rural Career Guidance: Administrator's Role in Implementing Change.

Autor/inn/en	Edington, Everett D.; und weitere
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.; Ohio State Univ., Columbus. Center for Vocational Education.; American Association of School Administrators, Washington, DC.; ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM.
Titel	Rural Career Guidance: Administrator's Role in Implementing Change.
Quelle	(1978), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Administrator Guides; Administrator Role; Career Education; Career Guidance; Committees; Community Involvement; Cooperative Education; Educational Change; Educational Innovation; Educational Objectives; Educational Resources; Elementary Secondary Education; Guidelines; Instructional Materials; Integrated Curriculum; Program Content; Program Development; Rural Education; Rural Schools; Vocational Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Berufsorientierung; Committee; Ausschuss; Kooperativer Unterricht; Bildungsreform; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Bildungsmittel; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Programmgestaltung; Programmplanung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausbildung; Berufsbildung
Abstract	Rural administrators play a key role in encouraging change within schools and in integrating a career education program into the existing curriculum. The guide covers innovation and its relationship to education's goal and objective; factors affecting educational change within the school, community, and administration; and the community's role in the educational change process. The implementation of an integrated career education program is described in terms of the administrative plan, curriculum development, instructional development teams, pupil personnel services, school organizations and activities program, placement services, staff development, community involvement, advisory committees, and evaluation. Three levels of career education programs are discussed: the elementary school program which should be developmental; the junior high school program which is basically explorative; and the senior high school program which provides opportunities for investigating careers in depth. Key considerations in making a cooperative vocational education program operational are suggested. Four types of community-based experiences in career education are also described: interviews, shadowing (when a student spends a day with a worker at work), field trips, and resource speakers. For the most part, these activities involve the teacher, a single student, a group of students, or the entire class, parents, and the community. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01