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Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information and experiences to enable the curriculum specialist to organize and operate a staff development program to improve vocational educators' ability to develop and use curriculum plans and materials. The module is divided into two parts. Part 1 involves the acquisition of concepts and background necessary for planning and conducting a staff development program through participation in discussion and other simulated activities, such as the case situation approach and conferences. Objectives included in part 1 concentrate on the following areas of staff development: Understanding the terminology, competencies for leadership, communication, planning procedures, and evaluation. Part 2 concentrates on implementing the ideas gained from the first part by participation in an internship. The module makes extensive use of the case method, which is a discussion of a typical problem or issue actually facing the curriculum specialist together with surrounding facts, opinions, and prejudices upon which the specialist has to depend. These realistic cases are presented to students for analysis, open discussion, and final decision. Organization of the module is by major performance objectives followed by related learning activities. A pretest, posttest, and explanation of the case method approach complete the module. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to assist in planning and implementing an assessment of curriculum development needs as the initial step in vocational program planning. Pretest, posttest, and a glossary of terms precede the instructional objectives and learning activities which are organized according to nine major performance objectives. The first three objectives are concerned with definitions and rationale for the needs assessment process, vocational education needs assessment, and various scope and models of needs assessment. Objectives four and five introduce sources of manpower data and ways of using manpower information in curricular decisions. Objective six deals with the special needs of the disadvantaged and handicapped, while the following objective requires learners to develop a data collection plan. In performance objective eight, learners develop a plan for collecting local needs assessment data. The final objective requires learners to analyze and interpret needs assessment information in making recommendations for curriculum change. These major objectives are subdivided into several instructional objectives which are accompanied by related learning activities. The learning activities include fact sheets, worksheets, activity sheets, and keys. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this introductory module provides prerequisite knowledge for the remaining seven modules. The learning activities provide an overview of several different approaches to curriculum design and comprise a study of curriculum component parts and their interrelationships. The unit consists of an overall performance objective, pretest, posttest, test keys, learning activities, and evaluation criteria. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to develop the abilities needed to plan and enact curriculum change. The module emphasizes change--the nature of changes in vocational education, the process of change, change agents, and the resources utilized in the process of curriculum change. A pretest and posttest precede the learning activities which are organized according to six major performance objectives. These objectives relate to basic kinds of change and their purposes; procedural steps for initiating, planning, implementing, and evaluating curriculum change; key change agents in the school, community, or state with influence for curriculum change in vocational education; human and material resources to be utilized in the process of curriculum change; participation in advisory and policymaking groups; and delegating responsibilities for planning, implementing, and evaluating curriculum change. (NJ)

Designed to assist in implementation of an eight-module graduate curriculum to prepare specialists in vocational education curriculum development, this guide provides direction for utilization of the accompanying competency-based modules. Included are a statement of the nature of the vocational curriculum specialist advanced level training program (an interdisciplinary, field oriented graduate level program), guidelines for initiating and installing the program, suggestions for administrative arrangements for program implementation, alternate proposals for organization and use of the curriculum materials, an overview of the content of the training program, (the eight modules), criteria for selecting trainees, and general procedures for program evaluation. (The module titles are Introductory Module, Developing Curriculum, Needs Assessment, Curriculum Change, Organizing Instructional Strategies, Preparing Instructional Materials, Preparing for Curriculum Evaluation, and Promoting Professional Growth and Staff Development.) Appendixes contain competencies and performance objectives for each of the modules, sample internship application and agreement contract, examples of internship evaluation instruments, survey instruments used to determine qualifications, roles, and responsibilities of the vocational education curriculum specialist, a list of major references, and a list of participants in curriculum development. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum development, this module provides information, activities, and experienced designed to develop expertise in writing goal statements, performance and instructional objectives, and in developing instructional plans. Preceded by a pretest, posttest, and glossary of terms, the learning activities and instructional objectives are organized according to three major performance objectives which relate to establishing educational priorities, writing and sequencing performance objectives, and completing occupational and instructional analyses as part of the instructional plan. These major performance objectives are subdivided into several instructional objectives which are accompanied by related learning activities. The learning activities include fact sheets, worksheets, activity sheets, and keys. A self-instructional module is appended which provides information and learning experiences for writing behavioral objectives in the six levels of the cognitive domain--knowledge, comprehension, application, analysis, synthesis, and evaluation. A bibliography is also included. (NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to enable the learner to select, design, produce, and disseminate instructional materials. The strategy used takes the learner in a sequence of five performance objectives through a process that culminates in the design, preparation, and dissemination model for new instructional materials. Objective 1 provides familiarity with the resources and communication network available to vocational educators. The second objective is concerned with criteria for evaluation and selection of instructional materials. In performance objective 3, the learner focuses on the process of dissemination. Several dissemination techniques are presented, and the learner develops a model after completing the learning activities. The project culminates in objective 4 with the development and preparation of learner-designed instructional materials. Each of the performance objectives is followed by several related learning activities. Pretest, posttest, and glossary of terms complete the module. (Author/NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides descriptions and activities associated with different instructional approaches. The learning activities are designed to take the learner from comprehension through demonstration of 10 teaching strategies. The module is divided into the 10 strategies of lecture, discussion, demonstration, laboratory, questioning, inquiry, simulation and games, individualized instruction, field experience, and independent study. A final category supplies the learner with criteria for selecting appropriate strategies. Each major section consists of a performance objective subdivided into several instructional objectives with related learning activities and list of resources. A pretest, posttest, and glossary of terms are also included, along with appended units on microteaching and individualized instruction. (NJ)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information and experiences to enable the curriculum specialist to coordinate evaluation in the development and implementation of vocational curriculums. The module is divided into two parts. Part 1 presents basic concepts and background knowledge of the evaluation process, including such topics as evaluation terminology, relationship of evaluation to the learning process, various evaluation models, criteria and design, and evaluation instruments. Part 2 is devoted to carrying out the evaluation process and field experience, involving the following activities: Assembling, analyzing, interpreting, and presenting evaluation data, evaluating program proposals and curriculum guides, and developing a program evaluation in an actual school setting. Organization of the module is by major performance objectives followed by related learning activities. A pretest, posttest, and glossary of terms complete the module. (NJ)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into four sections, each based on one of the goals. The first section concerns determining needed skills and attitudes. Discussed are involvement of teachers, supervisors and administrators, and the community; and staff development goals. The second section is about exploring available staff development information and includes sources, presentation of information, and selecting appropriate staff development strategies. The third section is on preparing for staff development, while section four considers evaluation of staff development activities. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section summarizes the major activities included in planning for a follow-up evaluation. Actual conduct of a follow-up study is the focus of section 2. Suggestions are provided for sampling, developing the data collection instrument, conducting the data collection, and processing and analyzing data. The third section provides guidelines for interpreting and communicating evaluation results. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section examines the process of effecting change in vocational education. Terms are defined, characteristics of people most likely to accept innovations are described, and characteristics of innovative programs most likely to be accepted are discussed. The second section focuses on the role of the change agent. In the final section are overviewed the various stages of the change process. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a glossary, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section discusses management responsibilities in which the curriculum specialist might become involved. In section 2 are summarized the characteristics, advantages, and disadvantages of major planning and management techniques for use in vocational education. The third section reviews accountability in education, looks at essential components of an accountability system in vocational education, and describes the role of the curriculum specialist in the system. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. Section 1 defines the role of the curriculum specialist in evaluating vocational education curricula. Evaluation is defined, three approaches to evaluation are described, and three areas in vocational education curriculum evaluation are discussed. The other two sections describe the purposes and major activities involved in evaluating a vocational education curriculum prior to its implementation (section 2) and after it has been implemented (section 3). Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section describes how individual learners may differ and how these differences relate to learning. In the second section is described the assessment of student needs and interests. The third section looks at ways of providing for individual differences in vocational education programs. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. A concluding activity is provided here. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section discusses sources of instructional materials for use by vocational teachers. Focus of section 2 is judging quality of instructional materials for a variety of vocational student interests and abilities. Opportunity is provided for using typical evaluation and selection criteria, readability formulas, style manuals, and assessment instruments. The third section explains development of instructional materials that meet acceptable standards of production. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. Several instructional strategies are described in the first section. The second section examines criterion-referenced tests designed to assess students' accomplishments of the instructional objectives of a course. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. Two general activities associated with objectives are dealt with. Section 1 concerns derivation of objectives for instruction, including location or development of general job description, task analysis, selection of tasks for instruction, description of target population, and determination of course prerequisites. Section 2 focuses on specification of objectives, including writing objectives and selecting their content. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a description of the Dictionary of Occupational Titles coding system, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into four sections, each based on one of the goals. Section 1 explains how a vocational needs assessment contributes to the curriculum development process. Focus of Section 2 is on techniques for conducting labor needs analyses. The third section then examines techniques for identifying student needs. The final section shows how needs assessment information can be used to propose new or improved vocational programs. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. A concluding activity and carrier project are provided here. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section analyzes how changes in the economy and labor market affect vocational education and why accurate predictions of labor market needs are difficult to obtain. In section 2 rationales and methods are assessed for providing job experiences to supplement classroom instruction. The third section focuses on vocational education for special student populations. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include material on getting information from the Bureau of Labor Statistics, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section identifies barriers to equal education faced by special students and legislation to eliminate these barriers. The second section focuses on developing action plans including techniques for assessing and instructional methods for meeting needs of special students. In section 3 are provided procedures and guidelines to review and modify biased curricula, facilities, and materials. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a fact sheet on sex stereotyping in measurement instruments, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section examines federal laws pertaining to vocational education up to 1963. In section 2 the period from 1963 to 1976 is discussed, with emphasis on the Vocational Education Act of 1963. The third section focuses on Title II of the Education Amendments of 1976, which extended and revised the 1963 Act. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include key legislative provisions for sex equity and summaries of pertinent legislation, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into four sections, each based on one of the goals. The first section looks at administration and funding of vocational education at federal, state, and local levels. In section 2 discussion focuses on purposes and relationships of various institutions and organizations offering vocational educational programs and types of programs offered. Section 3 overviews national, state, and local advisory groups. Section 4 describes purposes and characteristics of state and local annual and five-year plans. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section describes vocational education's evolution; its changing definition; its relationship to general, career, postsecondary, and adult education; and impact of federal policy and legislation. The philosophic, economic, and sociological concepts underlying vocational education are considered in section 2. The third section focuses on data on enrollment and financial statistics. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

The introductory module in the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. The concept of curriculum management is presented in the first section. The second section describes the roles of vocational education curriculum specialists, teachers, research and evaluation specialists, guidance counselors, general administrators, advisory committee members, employers, and students in the curriculum selection, development, implementation, and evaluation processes. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)