WorldCat Identities

Douglass, Rebecca S.

Overview
Works: 7 works in 10 publications in 1 language and 70 library holdings
Roles: Author
Classifications: LC1045,
Publication Timeline
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Most widely held works by Rebecca S Douglass
BVT Curriculum Package Assessment Project : curriculum materials development : final report by Rebecca S Douglass( Book )

4 editions published between 1987 and 1988 in English and held by 66 WorldCat member libraries worldwide

The 1984 V-Tecs Organizational Structure and Membership Options Study by Rebecca S Douglass( Book )

1 edition published in 1984 in English and held by 1 WorldCat member library worldwide

A study was conducted to define a set of alternative organizational models to help overcome current obstacles to Vocational-Technical Education Consortium of States (v-tecs) membership and set the stage for maximum utilization of the cost efficiencies and program improvement benefits of collaborative curriculum development. The methodology included examination of the current situation of consortium characteristics, organizational structures, and membership. Membership patterns and organizational changes of vocational consortia were studied and interviews were conducted with consortia directors. A set of organizational models was derived from the literature. V-tecs was examined from an historical perspective and detailed in the context of other consortium models. Seven alternative models of membership were extrapolated from the 16 possible alternatives. Each was examined in terms of a rationale for the model, results of implementation, costs and resulting products if the plan were implemented with the current categorical number of states, and a comparison of the proposed plan outcomes with the current outcomes. (Charts of alternatives are provided.) One model was recommended as meeting minimum criteria and deviating least from the current model. (Consortium abstracts and comparison charts are appended.) (Ylb)
Vocational Education's Reaction to Increased High School Academic Graduation Requirements by Rebecca S Douglass( Book )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

The educational reform movement has caused parents, students, businesspersons, and legislators to question the relevance of vocational education. Charges that vocational education has become obsolete have compelled vocational educators to work on improving its image in three areas--function, quality, and style. The vocational education programs in New York, Pennsylvania, Virginia, and Ohio have each found their own way of responding to increases in the academic requirements for high school graduation. New York has taken a proactive leadership role by designing state syllabi for vocational education that make it possible for students to earn credit for academic skills acquired in occupational courses. Virginia has provided substitutions, guidelines, and standards that will help students obtain academic credit for vocational course work at the local level. Pennsylvania has initiated the idea of fractional credit that may be approved by counting parts of the vocational program that are documentable to be academic credit. Ohio, on the other hand, has not approved vocational courses for academic credit. It did, however, develop a two-year pilot of nine projects allowing three alternatives for obtaining academic credit for vocational courses. Reports from all three states indicate that these programs have been successful and well received. (Mn)
Bvt Curriculum Package Assessment Project. Final Report by Rebecca S Douglass( Book )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

A panel of bilingual specialists met in Alexandria, Virginia, in November 1986 to review curriculum packages developed by projects supported by the U.S. Department of Education's (usde) Bilingual Vocational Training (bvt) grants. The usde was interested in assessing the quality of curriculum development in current bvt projects, determining the transportability of project curriculum materials, and providing direction and assistance to improve future projects. The panel used an assessment instrument devised by usde staff. Some of the committee's findings were the following: (1) bvt project staff need directions regarding format, elements, and sequencing in order to provide consistency; (2) definitions need to be clarified; (3) projects need technical assistance even after standards are set; (4) projects are different in their approaches to bvt curriculum development; (5) vocational training sections of curriculum packages are more fully developed than the ESL-related sections; (6) discrepancies existed on how to determine the language proficiency of students and the projects' methods of accommodating various language levels; and (7) curriculum packages often were not well thought out. The experts rated highest those packages that were well organized, contained the usual elements of curriculum guides, showed evidence of staff coordination, showed evidence of individualized instruction, and had a strong rationale for methodology. As a result of the assessment, recommendations were made for more technical assistance in bvt curriculum development, additional assessment, and dissemination of exemplary projects. (A list of the projects reviewed, meeting agenda, and assessment instrument are included in this report.) (Kc)
Services Provided to Jtpa by National and State Level Vocational and Technical Educational Curriculum Centers. Study Report by Rebecca S Douglass( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

A national network of six regional curriculum centers and at least 40 state-level curriculum materials centers are designed to identify and provide job training materials. These centers are supported with funds from federal and state legislation for vocational and technical education. The extent to which services of these centers are currently being provided to Job Training Partnership Act (jtpa) programs was the focus of a survey conducted in April 1990. The survey was sent to 47 curriculum centers, with a response rate of 70 percent (33). Of those responding, 79 percent (26) reported that their services were offered to and being used by jtpa agencies and contractors. Types of service being provided included, in order of frequency, free loan materials (85 percent); technical assistance in locating materials for purchase, development, and use (65 percent); use of database (65 percent); telephone consultation (58 percent); workshops and displays at JTPA-related conferences (42 percent); and other services (27 percent), including purchase of texts/videos to meet jtpa needs, sales, and assistance in proposal writing. Types of resources requested most frequently by jtpa included job-specific curriculum guides, basic skills materials, and task lists. Services are being provided by 89 percent of the responding centers without benefit of a formal agreement, and funding by jtpa for services was found in only five instances. The study recommended that formal agreements should be made between jtpa agencies and curriculum centers for service and materials. (Kc)
Illinois Vocational Curriculum Center( Book )

1 edition published in 1993 in English and held by 0 WorldCat member libraries worldwide

State-of-the-art report on multi-state consortia in vocational and technical education by Rebecca S Douglass( Book )

1 edition published in 1990 in English and held by 0 WorldCat member libraries worldwide

 
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.56 (from 0.53 for BVT Curric ... to 1.00 for Illinois V ...)

Languages
English (10)