As many of you know, Berkeley received notice toward the end of 1992 that, given successful negotiations, it and its six consortium members would comprise the new NCRVE! Presently, we have two grants: $4 million for Research and Development and $2 million for Dissemination and Training. I am very pleased to report the addition to our group of the University of Wisconsin-Madison as the seventh consortium member. Allen Phelps is NCRVE site director at Wisconsin.
Two changes in site leadership have occurred. Charles Hopkins, Minnesota, is on leave for work in Australia, and James Daines is serving as acting director until Charles returns. Tom Bailey has replaced Sue Berryman as site director at Teachers College, Columbia (Sue has accepted a position at the World Bank). Otherwise our site directors remain in place: Norton Grubb at Berkeley, Mildred Griggs at Illinois, Cathy Stasz at RAND, and Curtis Finch at Virginia Tech. We are a decentralized organization in important respects. Readers should continue to feel free to make contact directly with individual site directors and their NCRVE colleagues at our member institutions.
In this new grant period, what are NCRVE's intentions and expectations? We envision the Center serving in the role of change agent, as well as analyst of current patterns, service agency, and advocate. As change agent, we have two broad goals, the first for education-at-large and the second for vocational education in particular.
Admittedly, the rather long lists of mandated activities in Perkins II severely constrains our agenda. Nevertheless, we hope that our current grant cycle will be replete with opportunities for collaboration with persons in other institutions who share our views about the kinds of changes needed in education.
New departures generally are not easy to establish, especially for the kinds of educational differences we would like to see, and certainly not in this time nor in this country. Yet, we are optimistic, for we perceive an opportunity, a chance to cross a threshold, toward the creation of a true learning society.
Charles Benson
Director
Making education work is ultimately the responsibility of faculty, administrators, and student services personnel. In order to realize a new vision for vocational education, educators must possess the knowledge, skills, and abilities to restructure academic and vocational education. This effort will require strategies for changing how faculty teach and interact with each other, how schools and postsecondary institutions are organized and administered, and how various services support students participate in vocational education.
Educational reform and the needs of education professionals derived from reform serve as a framework for the Professional Development Program's four objectives for the period 1993-97:
During 1993, a number of activities will be conducted under the auspices of the Professional Development Academy. These include two national satellite teleconferences, several professional development institutes and workshops, and the initiation of a professional-in-residence program and a leadership development program for women and minorities.
One national satellite teleconference focusing on "Authentic Assessment" will be broadcast live from Virginia Tech on October 6, 1993 from 1:30 p.m. to 3:00 p.m. Eastern Standard Time. The second teleconference currently being planned will be offered during fall 1993.
Various institutes and workshops will be conducted by Professional Development staff with collaboration from all NCRVE institutions. This activity includes (1) conducting activities in response to needs and requests from the field, (2) conducting American Vocational Association Convention pre-sessions, and (3) co-sponsoring and contributing to conferences in collaboration with state, regional, and national organizations and agencies.
Professional Development staff will also initiate a professional-in-residence program. This program is designed to provide education professionals with opportunities for personal growth through participation in the National Center's activities. During 1993, selection criteria will be established, the program will be announced, applications will be solicited, and persons will be selected for the 1994-1995 period.
Finally, a multi-year activity will focus on increasing the number of women and minorities who can successfully assume vocational education leadership roles. During 1993, NCRVE University of Minnesota staff will (1) create a leadership development program particularly suited for women and minorities, (2) complete a formative evaluation of the program, and (3) prepare personnel from throughout the country to conduct the program.
For further information about Professional Development Program activities, contact Curtis Finch, Susan Faulkner, or B. June Schmidt, NCRVE Virginia Tech Site, Division of Vocational and Technical Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061-0254; Phone: 703-231-7337, Fax: 703-231-3292, Email: NCRVE@VTVM1 (BITNET) or NCRVE@vtvm1.cc.vt.edu.
The Dissemination Program will operate as a change agent through organizing itself around the overriding premise that a person's change in behavior--not the transmission of tangible outcomes per se--is the program's primary focus. A centrally coordinated collaborative, knowledge-sharing network will be maintained among Center staff, and research and nonresearch stakeholders in the vocational education enterprise.
The Dissemination Program will organize itself around three basic functions: distribution, acquisition and collaboration.
Distribution is the one-way distribution of knowledge produced by the Center. The Dissemination Program will engage in the following activities to distribute knowledge to its user communities:
Acquisition involves assisting the Center's clients to access information. In the process, the Center will build social networks between itself and its user communities as well as encourage such networks to be developed among users themselves.
The major techniques the Center will use to implement knowledge choice are:
Collaboration promotes the multi-way flow of Center-produced knowledge. As with knowledge choice, the Center will build social networks between itself and its user communities as well as encourage such networks to be developed among users themselves.
The key implementing approaches used are:
Key contacts in the Dissemination Program: Peter F. Seidman, Dissemination Program Director; David Carlson, Programmer/Analyst; Carrie Collins, Administrative Assistant; Mary Carol Randall, Publications Coordinator.
These four people can all be reached by writing to NCRVE, 2150 Shattuck Avenue, Suite 1250, Berkeley, CA 94704; by sending email (through BITNET) to NCRVE@ucbcmsa or (through Internet) to NCRVE@cmsa.berkeley.edu, or by calling 800-(old phone deleted). This is the number to call if you want to receive CenterWork, find out about our electronic networking, or ask questions about vocational education. If you wish to order documents or Products Catalogs, please contact MDS.
The following new reports are available from the National Center's Materials Distribution Service. You may order these documents by phone (800) 637-7652, by email msmds@uxa.ecn.bgu.edu (Internet), or by sending your request and/or purchase order to: NCRVE Materials Distribution Service, Western Illinois University, Horrabin Hall 46, Macomb, IL 61455.
Access to and Use of Vocational Education in Teen Parent Programs--G. Zellman, C. Feifer, A. Hirsch
This report examines the range of vocational education opportunities available to young mothers enrolled in teen parent programs, as well as vocational education use by young mothers; explores the degree of accesses to these opportunities; and assess the likely impact of the Family Support Act on teen parents and on the programs that serve them.
MDS-152 | $7.00
Alternative Approaches to Outcomes Assessment for Postsecondary Vocational
Education--D. Bragg
This book discusses innovations in outcomes assessment for postsecondary education, particularly vocational education.
MDS-239 | DECEMBER 1992 | $7.00
Annotated Resource List: Supplemental and Support Services in Vocational
Education--Technical Assistance for Special Populations (TASPP)
This listing contains descriptions of publications and organizations focussing on effective practices for special populations.
MDS-480 | $2.00
Annotated Resource List: Women and Girls in Vocational
Education--Technical Assistance for Special Populations (TASPP)
This annotated resource list is designed to support efforts t improve the access of women and girls to high quality vocational education.
MDS-478 | $2.00
A Time to Every Purpose: Integrating Academic and Occupational Education in
Community Colleges and Technical Institutes--W. Norton Grubb, E.
Kraskouskas
This monograph describes various approaches to curriculum integration at the postsecondary level.
MDS-251 | $3.00
Betwixt and Between: Education, Skills, and Employment in Sub-Baccalaureate
Labor Markets--W.N. Grubb, T. Dickinson, L. Giordano, G. Kaplan
This report examines four local labor markets for those with less than a baccalaureate degree, but at least a high school diploma.
MDS-470 | DECEMBER 1992 | $7.00
Breakers: An Organizational Simulation for Vocational Education
Professionals--C.R. Finch
This validated simulation enables participants to assume the roles of administrators and be responsible for operating Breakers Technical College, an institution that serves over 10,000 full-time and part-time students.
MDS-278 | DECEMBER 1992 | $22.50
Case Studies in Vocational Education Administration: Leadership in
Action--C..R. Finch, C.E. Reneau, S. L. Faulkner, J.A. Gregson, V.
Hernandez-Gantes, G. A. Linkous
This volume contains 51 case studies designed for use in developing leadership skills among practicing vocational education professionals.
MDS-279 | OCTOBER 1992 | $8.25
Educational Needs and Employment Trends of Environmental Hazardous Materials
Technicians and Related Workers--P. M. Hudis, S .L. Garland, J. R.
Matloff, and K. L. Vork
This study identifies anticipated trends in demand and current skill requirements, discussing the role that community colleges play in training such personnel.
MDS-249 | DECEMBER 1992 | $9.25
Effective Vocational Education for Students with Special Needs: A
Framework--L. Allen Phelps, Thomas R. Wermuth
This document reports on a preliminary framework that can be used to examine and, thereby, improve programs for special needs vocational students. This framework provided the structure used by NCRVE in developing the National Recognition Program for Effective Vocational Education Programs Serving Students with Special Needs.
MDS-112 | NOVEMBER 1992 | $2.00
Implementing Tech Prep: A Guide to Planning a Quality Initiative--D.
Bragg
This guide provides perspectives from state agency and local consortia personnel on successful tech prep practices. Ideas in this guidebook are drawn from successful.
MDS-241 | DECEMBER 1992 | $10.50
Local Accountability in Vocational Education: A Theoretical Model and Its
Limitations in Practice--B. Stecher, L. Hanser
At the local level, schools and programs have long-standing accountability systems. While often informal, many of these systems have the same elements that are being incorporated into formal regulations. This document analyzes local vocational education accountability systems, exploring strengths and shortcomings.
MDS-291 | NOVEMBER 1992 | $4.50
Pandora's Box: Accountability and Performance Standards in Vocational
Education--P.T. Hill, J. Harvey, A. Praskac
This study explores vocational education accountability. Based on an extensive literature review and interviews with federal, state, and local personnel.
MDS-288 | $4.50
School/Work: Economic Change and Educational Report--T. Bailey
This report develops a strategy for educational reform, arguing that current vocational education reform initiatives can form the basis for general education reform.
MDS-098 | DECEMBER 1992 | $11.00
Students at Risk: Selected Resources for Vocational Preparation: Volume
2--S. Kallembach, Z. Burac, M. Coyle-Williams, J. Benesh, C. Bullock, and
L. Iliff.
Resources are cited to help increase the opportunities and successes of the at-risk population, approximately 25% of whom drop out of high school. (Volume 1 is MDS-111.)
MDS-434 | SEPTEMBER 1992 | $7.00
Teachers' Roles in the Integration of Academic and Vocational
Education--B. J. Schmidt, C. R. Finch, S. L. Faulkner
This document identifies and documents teachers' roles in academic and vocational education integration.
MDS-275 | DECEMBER 1992 | $7.00
Teaching Problem Solving and Technical Mathematics Through Cognitive
Apprenticeship at the Community College Level--S.D. Johnson and R. M.
Fischbach
This paper describes and evaluates an instructional method called cognitive apprenticeship. Recommendations for implementation of this approach and for future research are provided.
MDS-468 | DECEMBER 1992 | $3.00
Two Worlds: Vocational and Academic Teachers in Comprehensive High
Schools--Judith Warren Little
This paper discusses the place of the vocational teacher in the professional community of the high school.
MDS-438 | SEPTEMBER 1992 | $3.25
Correcting Conventional Wisdom: Community College Impact on Students' Jobs and Salaries--W. Norton Grubb
This June/July 1992 AACJC Journal article examines the substantial benefits to students completing certificates and associate degrees.
MDS-451 | REPRINT | $2.00
Assessing the Coordination of Vocational Education with Other Federal
Programs--W. Norton Grubb
This paper, prepared for the National Assessment of Vocational Education, outlines the issues involved in coordinating federal vocational and related programs.
MDS-444 | WORKING PAPER | $2.00
Assessing the Integration of Academic and Vocational Education: Methods and
Questions--W. N. Grubb, C. Stasz
This paper, prepared for the National Assessment of Vocational Education, outlines the issues involved in "assessing academic and employment outcomes of vocational education."
MDS-445 | WORKING PAPER | $2.00
Computer-Assisted Instructional Design for Computer-Based
Instruction--D.M. Russell, P. Pirolli
This short paper describes a prototypic instructional design environment used as a tool to rapidly develop computer-based training in business education.
MDS-149 | WORKING PAPER | $2.00
Pedagogical Pluses in Vocational Education--K.P. Cross
In this paper, the author uses three "critical conditions of excellence" for effective teaching a learning to review recent pedagogical research.
MDS-398 | WORKING PAPER | $2.00
CenterWork
National Center for Reserach in Vocational
Education
University of California at Berkeley
Address all comments, questions, and
requests for additional copies
to:
NCRVE
2150 Shattuck Avenue, Suite 1250
Berkeley, CA 94704