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The importance of state planning for comprehensive personnel development prompted this topic to be used as the theme for the 1971 State Directors' Leadership Development Seminar. Following the Seminar, a committee drew together the concepts presented plus additional information for inclusion in this publication. More efficient and effective development of vocational personnel is needed in order to meet the demands of schools throughout the nation. This includes personnel for the functional roles, for differentiated responsibilities, and those employed in all phases of education. Seven components included in the delivery system of such a program are: (1) mission and goals, (2) needs assessment, (3) priority determination and resource, (4) program design and operation, (5) student/employee recruitment, (6) program assessment, and (7) roles, relationships and responsibilities. Sequential steps that might be used in the design of a master plan are presented along with conclusions and recommendations. (GEB)

This booklet was prepared by the American Vocational Association to meet the need for a common set of acceptable definitions for terminology used in vocational, technical, and practical arts education throughout the U.S. Included are approximately 269 definitions which were reviewed by professionals from all fields of vocational, technical, and practical arts education and evaluated by U.S. Office of Education representatives. (SB)

This document provides an analysis and synthesis of trade and industrial education research studies primarily from August 1966 to April 1, 1969, which involved the collection of data and comparison either between groups or correlation of pieces of data for the same group. Sources ranged from books, journals, and dissertations to papers presented at meetings and unpublished studies. The review provides an overview of research in the following areas: (1) Philosophy and Objectives, (2) Manpower Needs and Employment Opportunities, (3) Curriculum Development, (4) Educational Programs, (5) Instructional Materials and Devices, (6) Learning Processes and Teaching Methods, (7) Student Personnel Services, (8) Facilities and Equipment, (9) Teacher Education, (10) Administration and Supervision, (11) Evaluation, and (12) Research. An extensive bibliography of the reviewed literature is appended. The first review of this subject covering research findings from 1962-1966 is available as ED 011 560. (GR)

A statewide study of vocational and technical education was initiated to evaluate the present system and recommend a master plan for the development, coordination, and expansion of occupational education. Chapters discuss: (1) Key Issues in Occupational Education, (2) Vocational and Technical Education in Massachusetts and the United States, (3) The Study Methods, (4) The Adequacy of Vocational Education in Preparing Youth fo r Employment, (5) Occupational Education in the Private Sector, (6) The Image of Vocational Education, (7) Teacher Education, (8) Financing of Education in Massachusetts, (9) Educational Media and Vocational-Technical Education, (10) Occupational Education in Massachusetts' Regional Community Colleges, (11) The Economy and Occupational Requirements of Massachusetts, and (12) Recommendations. Recommendations were advanced for improvement in vocational education in areas of: (1) curriculum, (2) comprehensive high schools, (3) organization, (4) institutes for educational development, (5) administration, (6) teacher education, (7) public support, (8) community colleges, (9) financing, and (10) legislation. The appendixes contain the meetings, conferences, and schools visited and tables of supporting data. (DM)

To seek resolution of problems in providing education for youth and adults oriented toward the world of work, the Massachusetts Advisory Council on Education (MACE) undertook a study of vocational-technical education as a major project. This publication contains the major papers and prepared reactions to these papers, which were presented at a 42-member conference, and constitutes the basis for a report announced as ED 029 107. Major papers were: (1) "Vocational and Technical Education--Its Meaning" by C.J. Schaefer, (2) "The Development of Vocational Education in America: An Historical Overview" by V.P. Lannie, (3) "A Behavioral View of Vocational-Technical Education" by J.W. Altman, (4) "Sociological Perspectives and Vocational-Technical Education" by M.B. Sussman, (5)"Decisions for Vocational Education: An Economist's View" by M.J. Bowman, (6) "Manpower Analysis and Vocational Education: Problems and Perspectives" by I. Berg, (7) "Vocation, Education, and Guidance" by R.C. Hummel, (8) "Vocational Education: Is It More Than Education for a Vocation?" by B. Shimberg, (9) "The Social Context, Poverty, and Vocational Education" by R.A. Gibboney, (10) "But Readjust We Must--Teacher Education" by E.L. Minelli and T.M. Benton, and a concluding statement by J.J. Kaufman. (DM)

A SYMPOSIUM WAS HELD TO DEVELOP A DOCTORAL CURRICULUM FOR VOCATIONAL AND TECHNICAL EDUCATION. THE FORMAT INVOLVED THE PREPARATION OF WORKING PAPERS, COUNTERPART REACTIONS, AND ROUNDTABLE DISCUSSIONS. ALL 48 PARTICIPANTS RECEIVED COPIES OF THE WORKING PAPERS PRIOR TO THE SYMPOSIUM. PARTICIPANTS WERE BROKEN UP INTO SMALL DISCUSSION GROUPS UPON COMPLETION OF EACH PRESENTATION OF A WORKING PAPER. THEY AGREED THAT A DOCTORAL PROGRAM FOR FUTURE VOCATIONAL AND TECHNICAL LEADERS IS NECESSARY. IT WAS ALSO PROPOSED THAT BY ITS VERY INTERDISCIPLINARY NATURE THE VOCATIONAL-TECHNICAL DOCTORAL PROGRAM SHOULD ENCOMPASS SEMINARS, INTERNSHIP, AND READING SO THAT THE WHOLE PROGRAM WOULD BECOME A LABORATORY AS CONTRASTED WITH A SERIES OF COURSES. THE INTRA-UNIVERSITY COMMITTEE AT RUTGERS WILL ACT UPON THE RECOMMENDATIONS WHICH HAVE COME FROM THE SYMPOSIUM TO DEVELOP A MODEL FOR THE DOCTOR OF EDUCATION MAJOR IN VOCATIONAL-TECHNICAL EDUCATION. (GD)

PERIODICALS, BOOKS, PAPERS, DISSERTATIONS, AND RESEARCH REPORTS FROM 1954 TO 1966 WERE REVIEWED IN ORDER TO ESTABLISH A BASE FOR CURRENT RESEARCH. THE TOPICS REPORTED ON ARE (1) PHILOSOPHY AND OBJECTIVES, (2) MANPOWER NEEDS AND EMPLOYMENT OPPORTUNITIES, (3) CURRICULUM DEVELOPMENT, (4) EDUCATIONAL PROGRAMS, (5) INSTRUCTIONAL MATERIALS AND DEVICES, (6) LEARNING PROCESSES AND TEACHING METHODS, (7) STUDENT PERSONNEL SERVICES, (8) FACILITIES AND EQUIPMENT, (9) TEACHER EDUCATION, (10) ADMINISTRATION AND SUPERVISION, (11) EVALUATION, AND (12) RESEARCH. (EM)

TWO METHODS OF IMPLEMENTING SCHOOL SHOP EYE PROTECTION PROGRAMS WERE INVESTIGATED TO DETERMINE THE MORE EFFECTIVE FOR DEVELOPING FAVORABLE AND LASTING STUDENT ATTITUDES. TWO INDEPENDENT SAMPLES, TOTALING 76, WERE DRAWN FROM THE TENTH GRADE VOCATIONAL MACHINE SHOP STUDENTS AND FROM COLLEGE STUDENTS ENROLLED IN AN ENGINEERING MACHINE SHOP COURSE. THE EXPERIMENTAL, CONTROL, AND FORCED GROUPS AT BOTH AGE LEVELS WERE GIVEN (1) A TAPE-RECORDED INTRODUCTION TO EYE SAFETY, (2) A PRETEST ATTITUDE SCALE, (3) SAFETY GLASSES, AND (4) A POST-TEST ATTITUDE SCALE. AFTER THEY WERE GIVEN SAFETY GLASSES, THE EXPERIMENTAL GROUP WAS SHOWN A FILM, "IT'S UP TO YOU." THE FORCED GROUP WAS REQUIRED TO WEAR SAFETY GLASSES IN THE SHOP FULL-TIME. THE FILM PRODUCED NO SIGNIFICANT ATTITUDE CHANGE IN THE EXPERIMENTAL GROUP. THERE WAS NO SIGNIFICANT ATTITUDE CHANGE IN THE FORCED GROUPS. SUPPLEMENTARY TECHNIQUES ARE NEEDED IF SIGNIFICANT FAVORABLE AND LASTING CHANGES IN ATTITUDE ARE TO BE ACHIEVED. A FILM REACTION SURVEY FORM, A FORM FOR EVALUATING SAFETY GLASSES, AND A TALLY SHEET FOR RECORDING THE NUMBER OF STUDENTS WEARING SAFETY GLASSES ARE INCLUDED. (EM)

THE HYPOTHESIS THAT THE MEDIUM OF TELEVISION IS AN EFFECTIVE AND EFFICIENT METHOD OF PROVIDING PROGRAMS FOR SUPERVISORY DEVELOPMENT WAS TESTED. FOR NINE CONSECUTIVE WEDNESDAY EVENINGS, FOUR CLASSES OF FROM 10 TO 16 STUDENTS, SUPPLIED BY THE FOREMAN'S CLUB OF COLUMBUS, ALONG WITH FOUR UNTRAINED AND INEXPERIENCED GROUP LEADERS, WERE GIVEN INSTRUCTION, VIA EDUCATIONAL TELEVISION IN EFFECTIVE SPEAKING. AFTER THE 30-MINUTE PRESENTATION, THE LEADER IN EACH GROUP HANDLED THE CLASS. THE TELEVISION TEACHER HAD TWO ASSISTANTS AND A GUEST FROM EACH OF THE FOUR CLASSES FOR EACH OF HIS DEMONSTRATIONS. PRESENTATION, PARTICIPATION, AND GROUP LEADER EFFECTIVENESS WERE EVALUATED BY THREE JUDGES WHO VISITED EACH GROUP AT LEAST TWICE AND SUBMITTED 28 EVALUATIONS. THE TELEVISION PRESENTATION PHASE RECEIVED 19 EXCELLENT RATINGS, AND THE GROUP PARTICIPATION PHASE RECEIVED 12 EXCELLENT AND 13 GOOD RATINGS. STUDENT OPINIONS FROM PRE- AND POST-COURSE QUESTIONNAIRES SHOWED--(1) 73 PERCENT FELT THE TELEVISION PRESENTATIONS WERE MORE INTERESTING THAN NORMAL PROCEDURES, (2) 88 PERCENT FELT THE TELEVISION INSTRUCTOR WAS MORE COMPETENT THAN THE GROUP LEADERS, (3) 70 PERCENT FELT THAT THE GROUP PROGRESSED FASTER THAN IF TELEVISION HAD NOT BEEN USED, AND (4) 57 PERCENT MISSED THE OPPORTUNITY OF ASKING QUESTIONS DURING THE TELEVISION PRESENTATION. OF THE 58 STUDENTS ENROLLED, ATTENDANCE AVERAGED 66.5 PERCENT. FORTY-TWO RECEIVED COMPLETION CERTIFICATES. IT WAS CONCLUDED THAT THE USE OF TELEVISION HAS REAL POSSIBILITIES IN TRAINING SUPERVISORY PERSONNEL IN INDUSTRY. THIS DOCUMENT IS AVAILABLE FOR 20 CENTS FROM OHIO TRADE AND INDUSTRIAL EDUCATION SERVICE, INSTRUCTIONAL MATERIALS LABORATORY, THE OHIO STATE UNIVERSITY, 1885 NEIL AVENUE, COLUMBUS, OHIO 43210. (MM)

The use of a traveling instructional team to provide local inservice workshops to assist New Jersey vocational teachers and administrators in reducing and dealing with discipline problems is described and the effectiveness of the training seminars evaluated. (TA)

The author states several deficiencies in the differentiated staffing approach and concludes by asking industrial educators to work harder at making the present system more effective. (GR)

Occupational competency measures to attest to student standing in vocational education (comparable to the Scholastic Aptitude Tests for college-bound students) and also to judge effectiveness of vocational teachers are needed, but existing measures are inadequate, according to the authors. A midpoint accreditation for the vocational program student is suggested to serve as a diagnostic measure. (MF)

Guidelines for structuring successful inservice programs to train vocational teachers for working with special needs students include involving the teachers in planning the program, specific course content, scheduling times, and needs assessment, and utilizing presenters whose experiences match the need. (MF)

The author's observations, based upon a recent Senior Fullbright Fellowship in West Germany, reflect educational reform of vocational education in West Germany, which advocates reducing and revamping community involvement by formalizing and integrating community experiences with formal education. The author feels a reverse strategy is needed in the United States. (EA)