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National Assessment of Vocational Education (U.S.)

Overview
Works: 47 works in 89 publications in 1 language and 7,760 library holdings
Genres: Periodicals  Conference papers and proceedings  Case studies 
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Most widely held works about National Assessment of Vocational Education (U.S.)
 
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Most widely held works by National Assessment of Vocational Education (U.S.)
Final report to Congress by National Assessment of Vocational Education (U.S.)( Book )

5 editions published in 1994 in English and held by 624 WorldCat member libraries worldwide

Educational reform and vocational education( Book )

2 editions published in 1998 in English and held by 367 WorldCat member libraries worldwide

This document contains six studies that were commissioned for the National Assessment of Vocational Education. "Introduction" (Ann M. Milne) provides an overview of the reforms of the 1980s. "The Impact of Educational Reform on Vocational Education" (Marion Asche, Donald E. Elson, Ann Echols, Arthur Williams) examines primary strategies of reform and reform in vocational education (ve). "Contextual Learning: a Review and Synthesis" (Nancy Karweit) summarizes the cognitive science perspective, differentiates general and context-specific knowledge, and discusses cognitive apprenticeships and contextual learning. "Integrating Academic and Vocational Education: a Review of the Literature, 1987-1992" (Cathleen Stasz, Tessa Kaganoff, Rick Eden) considers the integration mandate and the current status, observed outcomes, and future directions of integration practice. State and district-level policies regarding secondary- and postsecondary-level ve are explored in "Integrating Academic and Vocational Education: Progress under the Carl Perkins Amendments of 1990" (W. Norton Grubb, Cathy Stasz). "A Literature Review for Tech Prep" (Gerald C. Hayward, Carolyn J. Dornsife, Debra D. Bragg, James L. Hoerner, Darrel A. Clowes) outlines tech prep's economic and educational context, essential features, and development and implementation. "Performance Standards and Measures" (Brian Stecher, Hilary Farris, Eric Hamilton) explains the process of implementing standards and measures of performance. Most papers contain substantial bibliographies. (Mn)
Final report( Book )

3 editions published in 1989 in English and held by 326 WorldCat member libraries worldwide

Descriptions and evaluations of the vocational education services delivered to special populations, the effects of the Carl D. Perkins Act of 1984 in modernizing the vocational education system, the impact of vocational education on academic skills and employment opportunities, and other topics as mandated by Congress in the Act (section 403[a])
Efforts to improve the quality of vocational education in secondary schools : impact of federal and state policies by Cathleen Stasz( )

2 editions published in 2004 in English and held by 307 WorldCat member libraries worldwide

How have the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (Perkins III) affected the state of U.S. secondary education? Congress mandated a National Assessment of Vocational Education to determine just that. This report is part of that assessment. Using a case study sample from seven states and a national teacher survey, the authors analyzed the results to determine the impact of Perkins III in fulfilling the overall goal of improving vocational education. Given the time constraint (four years is not enough time for full implementation) and selected sample of states in the study, the authors conclude that Perkins III is having some positive affect but only within the framework of the greater influence of the individual states' general-education policies
The vocational teacher pipeline : how academically well-prepared is the next generation of vocational teachers? by Kevin Cramer( )

1 edition published in 2004 in English and held by 303 WorldCat member libraries worldwide

The purpose of this paper is to examine how well-prepared vocational educators are to teach courses and programs that reflect the emphasis on academic skills in the Perkins iii legislation. The paper examines the academic skills and pedagogical knowledge of elementary, secondary and secondary vocational candidates to assess how well-prepared vocational candidates are to support and reinforce students' acquisition of academic skills. The study includes an analysis of (1) the demographic and academic characteristics of teacher candidates; and (2) the academic skills and professional knowledge of teacher candidates as measured by reading, writing, mathematics and pedagogical knowledge test scores on the Praxis assessments. The data reported in this study are from more than 200,000 elementary, secondary and secondary vocational teacher candidates who completed the Praxis Series assessments for teacher certification between 1994 and 1999. The Praxis test takers are primarily college students actively seeking entrance to a college of education. Three key findings emerged from the analysis: (1) Candidates for certification in vocational fields are not as academically or pedagogically prepared as are candidates for certification in secondary fields; (2) Candidates for certification in vocational fields are not as academically prepared in reading and writing as candidates for certification in elementary education; and (3) a potential disconnect may exist between the academic and pedagogical skills of vocational candidates and the direction of federal policy, which has increasingly emphasized the importance of academic skills for vocational students. There may be several factors that contribute to these differences, including: (1) Vocational teachers' job requirements and teacher preparation programs may not currently emphasize this new direction of federal policy; (2) Prospective vocational candidates tend to be older than other teacher candidates and may have been out of school for longer periods of time; and (3) Prospective vocational candidates tend to have lower grade-point averages in college than other prospective teachers, and they may have taken more courses that did not emphasize academics. (Contains 16 figures and 12 footnotes.)
Educational outcomes of occupational postsecondary students by Thomas R Bailey( )

1 edition published in 2004 in English and held by 302 WorldCat member libraries worldwide

The return to a sub-baccalaureate education : the effects of schooling, credentials and program of study on economic outcomes by Thomas Bailey( )

1 edition published in 2004 in English and held by 301 WorldCat member libraries worldwide

Earning, learning, and choice : career and technical education works for students and employers : report of the NAVE Independent Advisory Panel by National Assessment of Vocational Education (U.S.)( )

2 editions published in 2004 in English and held by 300 WorldCat member libraries worldwide

Efforts by federal agencies to develop occupational curriculum for entry-level workers by James B Jacobs( )

1 edition published in 2004 in English and held by 299 WorldCat member libraries worldwide

Secondary vocational education : availability, coursetaking, and outcomes by Lana D Muraskin( Book )

3 editions published in 1993 in English and held by 240 WorldCat member libraries worldwide

This volume presents information on secondary vocational education compiled by the recently completed National Assessment of Vocational Education. Chapter 1 provides information about regional, district, and school-level availability of vocational education and the institutions that provide it. It reports the following: availability differs by region, size, and urbanicity of district and among different types of institutions; instructional options are most available in larger districts and in districts located in suburban areas; and students with access to area schools probably have a greater opportunity to enroll in occupationally specific courses. Chapter 2 is an extended exploration of coursetaking patterns in academic and vocational education from the high school classes of 1969-1987. The following trends are noted: a gradual and then steep increase in total credits throughout the period, a decline in academic and an increase in vocational coursetaking in the 1970s, and a resurgence of academic coursetaking in the 1980s accompanied by a slight decline in vocational coursetaking. Chapter 3 examines two sets of outcomes of vocational education--mathematics achievement and early labor market experience. Findings show the following: mathematics enrollments increased dramatically, mathematics skills can be learned outside of traditional mathematics courses, and about 38 percent of all occupationally specific vocational courses were used in skilled jobs 1 month after graduation. Contains 71 tables and 13 references. (YLB)
Handicapped and disadvantaged students : access to quality vocational education by Becky Jon Hayward( Book )

4 editions published in 1989 in English and held by 217 WorldCat member libraries worldwide

Update : a progress report on the National Assessment of Vocational Education( )

in English and held by 174 WorldCat member libraries worldwide

Postsecondary vocational education by David Goodwin( )

1 edition published in 1989 in English and held by 149 WorldCat member libraries worldwide

Interim report to Congress( Book )

1 edition published in 1994 in English and held by 136 WorldCat member libraries worldwide

Executive summary of the interim report to Congress by National Assessment of Vocational Education (U.S.)( Book )

1 edition published in 1994 in English and held by 121 WorldCat member libraries worldwide

The implementation of the Carl D. Perkins Act by Lana D Muraskin( )

3 editions published in 1989 in English and held by 93 WorldCat member libraries worldwide

Targeted in-depth assessment of promising practices in secondary vocational education : what can NAVE do? : [NAVE design papers] by David Stern( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

A proposed strategy for the National Assessment of Vocational Education (nave) uses school-wide data to identify secondary schools where students' academic achievement has been improving at a relatively fast rate and those where it has not. Schools with the most involvement in vocational education can be selected from the two groups. These two sets of schools can then be compared in depth to describe how vocational education is being used. The in-depth study can supplement measures of academic achievement with other measures of student attainment. Results would answer whether secondary schools where student academic achievement is improving at a relatively rapid rate organize and deliver vocational education differently than do schools where student achievement is not improving as fast and whether they have higher levels of student attainment in work-related knowledge and skill. Possible sources of data for identifying schools are accountability systems developed in various states to monitor school improvement and networks. On-site observations and interviews would describe how vocational education fits into the school's curriculum and organization and document teaching methods in vocational and non-vocational courses. This qualitative information would be used to learn what may be distinctive about vocational education in schools where achievement is increasing at a rapid rate. Quantitative data can be used to estimate how changes in student achievement are related to prior changes in school practices. (Ylb)
Edging toward effectiveness : examining postsecondary occupational education : [NAVE design papers] by W. Norton Grubb( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

Assessing the quality of vocational education in high schools : [NAVE design papers] by Cathleen Stasz( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

The Carl D. Perkins Vocational and Technical Education Act (Perkins iii) directs state and local education providers to improve vocational and technical education programs. Most of these improvements are aimed directly at changing what teachers do and what and how students learn. The National Assessment of Vocational Education (nave) is charged with evaluating the impact of Perkins iii and making a report to Congress by July 2002. Of chief interest to Congress is how these recommendations for program improvement are realized in high schools and how they affect what goes on in classrooms. This paper, written to inform nave, argues that to understand the quality and effects of curricular and teaching changes undertaken in response to Perkins iii, the evaluation must focus on teachers and classrooms. This paper has three goals: (1) to examine the principal themes and issues related to assessing quality vocational education (with an emphasis on teachers and teaching); (2) to lay out a research plan to assess quality practice; and (3) to discuss the conceptual, methodological, and practical challenges to conducting the research. (Ylb)
Linking measures of quality and success at community colleges to individual goals and customer needs : [NAVE design papers] by Stuart A Rosenfeld( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

Two-year institutions of higher education have, in many ways, been anomalies in America's educational enterprise. Vocational education studies and assessments completed in 1981, 1989, and 1994 have all treated postsecondary vocational education primarily as more advanced versions of secondary programs and minimized the differences. Compared to secondary vocational education programs, community colleges do the following: (1) serve a much broader range of student populations; (2) have a different relationship to their local economies and thus different customers and missions; (3) operate in a different competitive environment; (4) serve different customers; (5) exhibit greater variations among states and within states than do high schools; and (6) are freer to respond to changing economies and labor markets. Also, community college programs, curricula, and enrollments are driven by different forces. The upcoming National Assessment of Vocational Education presents an a opportunity to better understand the current nature of the community college enterprise by studying the following: (1) individuals' goals and expectations and the ways they use the system; (2) colleges' decisions concerning missions, alliances, and investments and businesses' use of and linkages to colleges; (3) the impacts of colleges on regional labor markets and economies and the effects of labor markets and economies on students; and (4) innovators and catalysts for innovation. (Ylb)
 
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Alternative Names

controlled identityUnited States. Department of Education

controlled identityUnited States. Office of Educational Research and Improvement. Office of Research

NAVE

United States. Department of Education. National Assessment of Vocational Education

United States. National Assessment of Vocational Education

United States. Office of Educational Research and Improvement. Office of Research. National Assessment of Vocational Education

Languages
English (64)