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The University of Michigan's Occupational Teacher Education Program was designed as an alternate approach to traditional occupational teacher preparation. The project had as its objectives: (1) the identification and validation of occupational teacher competencies, (2) the provision of across-the-board occupational teacher education, (3) the preparation of occupational teachers to work with the disadvantaged and handicapped, (4) the consideration of different abilities and levels of motivation so that self-paced learning can evolve, (5) the preparation of graduates of two-year vocational programs to teach, and (6) the provision of inservice teacher education. The project is summarized in the document, and the results of the project's fourth phase (implementation and operation with juniors, seniors, and beginning teachers) are reported. The staff concluded that the program operation was consistent with general objectives for the project. A program profile is drawn, recounting policy, recruitment procedures, course syllabi, and placement procedures. Followup data pertaining to the first 16 graduates of the program are offered; the researchers conclude that the followup system works successfully, but that the small number of graduates limits the usefulness of the first data obtained by the system. Six concluding remarks are presented, aligning with the six general objectives. (AJ)

In order to establish a theoretical basis for the development of a classroom discipline model that could be used by secondary vocational teachers, a study investigated the problems experienced by vocational teachers in maintaining classroom discipline, the causes of such discipline problems, and techniques used to rectify classroom discipline problems. In addition, the study analyzed and synthesized the underlying principles of various disciplinary techniques to develop a structural framework as the basis of related formal instruction for vocational teachers. Study findings were based on data obtained from informal interviews and questionnaires administered to 73 post-certification level students enrolled at McGill University. According to those surveyed, student inattentiveness, lack of student responsibility, excessive talking, and student aggression toward teachers are the major discipline problems arising in secondary vocational classrooms. The survey isolated 50 different causes underlying these problems. Based on the synthesis of those discipline strategies found to be effective by respondents, a model was designed for use by teachers in developing effective disciplinary skills. Key features of the model include an objective classroom monitor, a process referred to as monitoring, establishment of specific inservice training seminars, and trained followup specialists. (MN)