Examining Secondary Vocational Programs with High and Low Training-Related Placement.

Autor/inn/en	Lewis, Morgan V.; und weitere
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Examining Secondary Vocational Programs with High and Low Training-Related Placement.
Quelle	(1982), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Admission Criteria; Education Work Relationship; Educational Objectives; Educational Policy; High Schools; Influences; Job Placement; Outcomes of Education; Policy Formation; Program Effectiveness; Racial Balance; School Business Relationship; Teacher Influence; Vocational Education; Youth Clubs + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; High school; Oberschule; Influence; Einfluss; Einflussfaktor; Employment service; Employment services; Arbeitsvermittlung; Lernleistung; Schulerfolg; Politische Betätigung; Ausbildung; Berufsbildung; Jugendfreizeitstätte
Abstract	In a secondary study of data gathered by the National Center for Research in Vocational Education on factors associated with training-related placement of vocational education students, emphasis was on analysis of those factors that the original study identified as ones over which educational policymakers, school administrators, and teachers have some control. These educationally relevant factors included the following: (1) commitment among staff to the goal of training-related placement, (2) assignment of responsibility for job placement, (3) frequency and nature of staff contact with employers, (4) admission criteria for entrance into programs, (5) activity level of youth organizations, (6) cooperative programs that place students in jobs related to training, and (7) racial balance of the staff as compared to the community. To increase the chances of finding differences on these measures, the analysis was limited to the local education agencies (LEAs) that ranked highest and lowest on rates of related placement. The only factors found to be statistically significant were those involving a shared commitment to training-related placement among all staff, teachers having responsibility for the placement of their students, and student involvement in vocational youth organizations. In order for these factors to be stressed, high school leadership should be committed to them, school philosophy should support them, and teachers should have released time to contact employers. State and federal policy should also encourage these initiatives through financial incentives and personnel support. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC