WorldCat Identities

North Carolina State University Center for Occupational Education

Overview
Works: 138 works in 167 publications in 1 language and 759 library holdings
Genres: Periodicals  Academic theses 
Classifications: LC1041, 371
Publication Timeline
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Most widely held works about North Carolina State University
 
Most widely held works by North Carolina State University
Occupational education forum( )

in English and held by 31 WorldCat member libraries worldwide

Concerted services in Arkansas : an evaluation of developmental change by North Carolina State University( Book )

3 editions published in 1969 in English and held by 22 WorldCat member libraries worldwide

A preliminary appraisal of Concerted Services in Training and Education in Rural Areas by John K Coster( Book )

2 editions published in 1967 in English and held by 22 WorldCat member libraries worldwide

Planned change in low-income rural areas : an evaluation of Concerted Services in Training and Education by B. Eugene Griessman( Book )

1 edition published in 1969 in English and held by 19 WorldCat member libraries worldwide

An 11-semester research team conducted an evaluation of the Concerted Services in Training and Education (CSTE) pilot projects in Arkansas, Minnesota, and New Mexico. CSTE is a direct action program which attempts to stimulate area development through coordination of services and programs at local and national levels. Using an evaluative model consisting of environmental, resource, process, and product evaluation, data were gathered and analyzed from on-site evaluations and a survey of 855 community leaders and agency directors, graduates, trainees, and control groups. The team found substantial evidence that CSTE is attaining satisfactory performance on all objectives. Some expansion of local industry occurred and several small industries located in the pilot areas, but the overall increase in local employment was not great. In its present form CSTE appears to lend itself to rural counties that are conspicuously lagging in economic development. Though low income people have been helped by the training programs, a need still exists to attract wider participation of these people, not only into the training program, but also into the planning process. Related documents in this issue are VT 011 403-404 and VT 011 474-475. (SB)
Concerted services in New Mexico : an evaluation of developmental change by Richard L Holemon( Book )

2 editions published in 1969 in English and held by 19 WorldCat member libraries worldwide

The Concerted services approach to developmental change in rural areas : an interim evaluation by B. Eugene Griessman( Book )

1 edition published in 1968 in English and held by 18 WorldCat member libraries worldwide

In 1965 Concerted Services in Training and Education (CSTE) began operation in three selected rural counties of New Mexico, Arkansas, and Minnesota with objectives of: (1) developing general operational patterns for alleviation and solution of occupational education problems, (2) identifying employment opportunities and occupational education programs for low income youth and adults, (3) developing ways for providing services needed to help people become employable, (4) demonstrating that occupational education programs can significantly increase employment opportunities, (5) demonstrating that a cooperative occupational effort based on local involvement will result in continuing community development, and (6) determining the relationship of educational and occupational patterns to the present and emerging needs of communities and making recommendations for adjustments. Some tentative conclusions pending full analysis of data are: (1) The program has created a vehicle for communication between agencies, (2) The program should be inaugurated in one county with future expansion to surrounding areas, (3) The local coordinator should have approval of area leaders, (4) many trainees have secured employment, (5) No marked increase in available jobs is evident, and (6) both obscurity and excessive publicity can be detrimental to program success. (DM)
Concerted services in Minnesota : an evaluation of developmental change by Luigi Carpentieri( Book )

1 edition published in 1969 in English and held by 17 WorldCat member libraries worldwide

The concerted Services in Training and Education (CSTE) program was designed at the federal level to coordinate the resources of all appropriate federal agencies and related state agencies in rural development. The pilot Minnesota program focused on alternative strategies in area development, specifically a rural outmigration area with low income, underemployment, and lack of industry. This evaluation rates the Minnesota CSTE program in terms of its performance of four functions: research, coordination, education, and development. The program was judged successful in identifying through the research function the opportunities available to the disadvantaged. On the basis of the priorities established by research, resources of various public and private agencies were combined to fill needs for training and job development in the coordinating function, which was considered to be of major importance. A randomly selected sample of trainees responded favorably to the various training opportunities, and showed optimism about their futures. Related documents in this issue are VT 011 475-476, and VT 011 403-404. (BH)
The effects of color in textbook illustrations on the recall and retention of information by students of varying socio-economic status by Robert Leroy Morgan( Book )

2 editions published in 1971 in English and held by 16 WorldCat member libraries worldwide

Community power and social change : a case for social action with implications for occupational education by Richard L Teague( Book )

2 editions published in 1969 in English and held by 14 WorldCat member libraries worldwide

In times of social change, the major institutions of a community undergo sometimes drastic modifications, even restructuring. Institutions such as education, government, and the family go through many interim stages before reaching a static point. If a pattern of these changes can be established, or if a cause and effect relationship can be determined, the benefits to the community can be heightened. The purpose of this report is to delineate the characteristics of community power structures within a changing community in order to help community leaders expedite programs during those periods of social change. The report identifies the community power figures in Central City and determines the characteristics common to these people. Social problems and community needs are analyzed comparing the views of the identified power figures and a sample of the community at large. There is also a consideration of the characteristics of community power structures that tend to inhibit or facilitate changes in occupational education and of implications for social action in relation to occupational education. The report concludes that a core of community power should be developed to attain the goals of occupational education, within the broader goals of the community. (Author)
Affective correlates of systematically derived work dimensions : validation of the occupation analysis inventory by Thomas C Tuttle( Book )

2 editions published in 1972 in English and held by 14 WorldCat member libraries worldwide

The study attempted to demonstrate significant relationships between systematically derived occupational descriptors and selected measures of worker characteristics in the affective domain. The predictor variables were derived from the Occupation Analysis Inventory (OAI) and consisted of work-dimension scores describing occupations in terms of work activities and conditions, and attribute-requirement estimates characterizing occupation in terms of various human requirements. The worker variables were based on responses of job incumbents to selected interest, need, and satisfaction questionnaires. The results of various statistical analyses offered consistent support for the validity of the OAI descriptors. It was concluded that the OAI work-dimension scores and attribute-requirement estimates for occupations possess demonstrated relevance to the interests, needs, and satisfactions of job incumbents and that these occupational variables should prove useful for a number of research and development purposes. (Author/MS)
Career education monograph series by North Carolina State University( Book )

2 editions published in 1973 in English and held by 13 WorldCat member libraries worldwide

Exploration of the occupational guidance role of the public secondary school guidance counselor by C. G Dawson( )

2 editions published in 1969 in English and held by 13 WorldCat member libraries worldwide

The focus of this report is the role expectations of the guidance counselor position as held by selected faculty groups. The two major tasks are: (1) to ascertain the extent of group agreement on the occupational guidance role of secondary school counselors, and (2) to determine the relationships of selected variables to the degree of such agreement. Data were obtained from principals, counselors, general education teachers, and vocational education teachers from a random sample of all North Carolina high schools having a 12th grade, a vocational education position, and a guidance counselor. It was concluded that principals, counselors, and teachers have similar conceptions of the occupational guidance role of the counselors. There is some slight disagreement on some of the role expectations listed on the 60-item instrument used. Those variables related to this agreement or disagreement are the attitude of the counselor to occupational education, the type of counselor, and the frequency of interaction between counselors and general education teachers. (Author)
Middle school curriculum guide by R. T Scherer( Book )

1 edition published in 1973 in English and held by 13 WorldCat member libraries worldwide

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this curriculum guide is the third in a series describing current, successful career education practices. Intended for teachers in middle schools, this monograph: (1) provides a definition of career education, its components, and application to the middle school, (2) lists seven steps for implementing a middle school career education curriculum and gives a rationale for developing approaches and activities, (3) provides suggestions for teaching-learning activities and evaluation, and (4) discusses and illustrates four approaches to implementing a career education curriculum, including two approaches which center around implementation by subject area, one approach in which content and activities grow out of the major objectives of career education, and another approach which centers around exploration of a number of career clusters. Other booklets in this series are available as vt 020 082-vt 020 090 in this issue. (Sb)
A manual for the implementation and administration of career education programs by Mollie W Shook( Book )

1 edition published in 1973 in English and held by 12 WorldCat member libraries worldwide

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this manual is the first of a series describing current, successful career education practices. Among the considerations discussed in this handbook are: (1) administrative practices, including the role of the superintendent and board of education and the characteristics and responsibilities of the program coordinator, (2) curriculum design, (3) inclusion of post-secondary and adult education, (4) career guidance services and personnel, (5) provision for professional development, (6) involvement of the community, and (7) program evaluation. Other booklets in this series are available as vt 020 083-vt 020 090 in this issue. (Sb)
Professional development by Gordon Ira Swanson( Book )

1 edition published in 1973 in English and held by 12 WorldCat member libraries worldwide

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the eighth in a series describing current, successful career education practices. A successful career education program is dependent upon professional development. Based on this premise, the monograph: (1) describes the stages which educators need to consider concerning professional development for career education, (2) examines the specific roles and responsibilities of educators within the system, particularly the role played by the classroom teacher, (3) suggests training and retraining opportunities for teachers, (4) discusses involving teachers in the mechanics and organization of a professional development program, and (5) discusses activities that require involvement of all teachers, including assessing needs, designing curriculum materials, determining implementation strategies, and participating in evaluation and job placement. Other booklets in this series are available as vt 020 082-vt 020 090 in this issue. (Sb)
Postsecondary career education by B. E Childers( Book )

1 edition published in 1973 in English and held by 12 WorldCat member libraries worldwide

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the fifth in a series describing current, successful career education practices. Intended for post-secondary educators, this monograph examines: (1) a mandate for teachers to adjust preconceived attitudes to a better knowledge of the students involved and to assume responsibility for planning a curriculum to meet the needs of individuals rather than those of the institution, (2) stages of career education for the post-secondary and adult groups, (3) career modification for these groups, (4) preparation for career enjoyment, and (5) preparation for career termination. Other booklets in this series are available as vt 020 082-vt 020 090 in this issue. (Sb)
National Conference on the Initiation of a Planning, Programming, and Budgeting System in a State Division of Occupational Education by Robert T Williams( Book )

1 edition published in 1970 in English and held by 11 WorldCat member libraries worldwide

The Center for Occupational Education helped to initiate and assisted in implementing a planning, programing, and budgeting (ppb) system for State agencies administering occupational education in North Carolina. The conference was a means of disseminating the results and those of similar efforts by the various State departments represented. The presentations were designed to provide a mix between the principles of planning and management and the practical problems encountered when implementing these principles. Presentations covered these topics: the Center's ppb project, laying the groundwork for ppb, educational planning, integrating ppb concepts with Office of Education requirements, program evaluation and review technique, local-State planning relationships, establishing a planning concept and budgeting cycle, and the integration of planning and evaluation. Handouts and figures accompanying the presentations are included. The appendixes contain the planned and actual conference program; lists of the planning committee, consultants, and participants; exhibits accompanying one of the presentations; and the evaluation questionnaire sent to conference participants and a summary of the results. (Sc)
An analysis of worker supply and demand data for program planning in occupational education by Robert T Williams( )

2 editions published in 1971 in English and held by 11 WorldCat member libraries worldwide

To develop a procedure for using occupational supply and demand data in state-level vocational education planning, data from an area skill survey, community colleges, technical institutes, and secondary school class records filed in state offices were sorted by occupation and analyzed for completeness, validity, and usefulness for planning purposes. Enrollment data were used to identify occupations not supported by public training programs and those for which enrollment greatly exceeded reported demand. Completion rates for various types of secondary and post-secondary curruculums were compared. Noting that State Board of Education policies emphasize input and ignore output, the study concludes that followup studies are needed, along with other new efforts to measure output. (Author/BH)
Change in occupational education programs : a study of local administrative and community factors affecting program change in public secondary schools by Lawton E Bennett( )

2 editions published in 1970 in English and held by 11 WorldCat member libraries worldwide

With an emphasis on the role of local school administrators, this study focused on a change model for occupational education programs involving: (1) motivation, (2) structure and authority, (3) goal development, (4) resources, (5) mobilization, and (6) outcomes. The study, based on interviews with 23 public school superintendents, revealed that there is ample motivation to change and expand occupational education programs. Also, it was found that local support for occupational education programs is widespread, thus contributing to the climate necessary for change. However, obstacles to change were noted, such as the ability to obtain and effectively utilize sufficient resources for program implementation. Cost, in particular, was identified as the primary obstacle to change. In discussing strategies for overcoming obstacles, the study recognizes two major limitations regarding program innovation--the limited power of a superintendent and the boundaries of the superintendent's ambitions for the system. (JS)
Placement and follow-up in career education by Lillian Buckingham( Book )

1 edition published in 1973 in English and held by 11 WorldCat member libraries worldwide

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the seventh in a series describing current, successful career education practices. This monograph presents a model for a placement and follow-up program, which involves the entire professional staff of a school district as well as parents, students, and the community. The first section contains a rationale for placement and follow-up in career education. Following is a discussion of the participants in a placement and follow-up system, and a description of the system. Described are the operations of the placement program while students are still in school and the follow-up program after students leave the institution. Special emphasis is placed on the timing and time sequence of placement and follow-up. The final section deals with variations in the size and location of schools offering career education programs and how their placement and follow-up activities may have to be modified to fit particular situations. Other booklets in this series are available as vt 020 082-vt 020 090 in this issue. (Author/SB)
 
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Alternative Names
North Carolina Center for Occupational Education

North Carolina State University Center for Occupational Education

North Carolina State University Occupational Education Center

North Carolina. State University, Raleigh. Center for Occupational Education

North Carolina State University Raleigh, NC Center for Occupational Education

Languages
English (36)