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This report presents the differences in perceptions of teachers and principals regarding the elements associated with successful teaching in the inner city or suburban environment, and reveals differences in teaching patterns in those settings. State directors of vocational education, state supervisors and teacher educators of distributive education, and high school principals were asked to identify a control sample and a sample of highly successful teachers. Data pertaining to background information and 396 teaching tasks were collected from 126 teachers representing an experimental group of 33 successful suburban and 33 inner city teachers, and a control group. Additional data pertaining to teaching effectiveness were also collected from the administrator of each teacher and from students. Analysis determined differences between the responses of highly successful and control teachers in each environment. Performance tasks revealing significant differences were also analyzed through factor analyses to determine common relationships. Although the findings did not reveal overwhelming differences between the two school settings, they showed a number of differences which should be considered in teacher education programs. Data collection instruments and other study materials are appended. (SB)

This study developed a methodology to determine occupational emphases for high school vocational education program planning. Major considerations for the selected occupations were manpower needs, student needs and aspirations, and parental preferences. Occupations were ranked in 39 areas according to Bureau of Labor Statistics projections, and these areas were arranged by 18 school districts according to the four major needs and aspirations. Local manpower data sources were community leaders and school district administrators. Questionnaires were completed by 11th grade students and their parents as to the students' career aspirations and their parents' occupational preferences for them. Occupational priorities in the 18 study communities were then identified and ranked. Data collected and synthesized are detailed in tabular and narrative form, and guidelines for further use of the methodology are included for local district staff information. Instruments used are appended. (MF)

One of two volumes of the report of a seminar attended by 232 vocational-technical leaders from 37 states and the District of Columbia, this document covers the general sessions and the sub-seminar on teaching disadvantaged youth. General session presentations on teacher education by Martin W. Essex, Virgil S. Lagomarcino, and William G. Loomis are included. Sub-seminar presentations included are: (1) "Social Dynamics of the Ghetto" by Kenneth B. Clark, (2) "Understanding Youth from the Ghetto--A Systems Approach to Training and Development" by Don K. Harrison, (3) "What Makes an Effective Vocational Education Teacher in an Inner-City School--A Teacher's Point of View" by Augusta S. Hatton, (4) "What Makes an Effective Vocational Education Teacher in an Inner City School--A Supervisor's Point of View" by Benjamin Whitten, and (5) "Teacher Preparation for Inner-City Schools" by Sam P. Wiggins. A report of conference proceedings concerning micro-teaching and video recording is available as VT 010 228. (JK)

The compilation of this annotated bibliography of selected materials was undertaken to provide a thorough review of the literature concerning the cooperative and project methods of instruction in the field of distributive education to be used in "A Pilot Program Comparing Cooperative and Project Methods of Teaching Distributive Education" (ED 016 846). The major portion of materials included in this annotated bibliography is mainly reviews of journal articles, although some books, theses, and dissertations were also reviewed from 1896 to 1967. Section I, Cooperative Method, includes a number of articles reviewed by year, subject index, suggested readings, code categories, and 293 annotations. Section II, Project Method, follows the above format and includes 100 annotations. The articles included in the bibliography can provide: (1) an historical perspective of the development of the cooperative and project methods of instruction, (2) a source of facts, experiences, and ideals for those concerned with the problems of initiating a cooperative or preparatory program, and (3) a selected classification and categorized body of information concerning the field of distributive education. (MM)

Leaders from across the country attended the Fourth Annual National Vocational-Technical Teacher Education seminar, which focused on emerging teacher education curricular models. The November 1970 seminar had three primary objectives: (1) to provide an understanding of the performance-based core concept of a model vocational-technical teacher education curriculum, (2) to focus on an understanding of the administrator's role in implementing a core-based vocational-technical education curriculum, and (3) to foster an understanding of the teacher educator's role in implementing vocational-technical teacher education curriculum improvements. This seminar report contains presentations of over 20 national leaders in teacher education, and includes many of the findings of a 3-year research project conducted at The Center for Vocational and Technical Education on performance-based model curriculums and core concepts for organizing and providing professional offerings. It should be useful to those interested in modifying teacher education curriculums and in developing new models for teacher education. (CD)

THE OBJECTIVES OF THE PROGRAM WERE TO DEVELOP (1) A CURRICULUM PATTERN AND INSTRUCTIONAL MATERIALS, CURRICULUM GUIDES, AND TEACHER HANDBOOKS TO BE USED IN THE PROJECT METHOD OF TRAINING STUDENTS IN GRADES 11 AND 12 FOR ENTRY INTO A DISTRIBUTIVE OCCUPATION, (2) TO TRAIN TEACHERS IN THE METHOD, AND (3) TO ESTABLISH PILOT PROGRAMS USING THE PROJECT METHOD. THE PROJECT METHOD COORDINATES CLASSROOM INSTRUCTION WITH A SERIES OF INDIVIDUAL OR GROUP OCCUPATIONAL PROJECTS, IN CONTRAST TO THE COOPERATIVE METHOD WHICH COORDINATES CLASSROOM INSTRUCTION WITH ON-THE-JOB EXPERIENCES. PRE AND POST TESTS WERE GIVEN TO 379 11TH GRADE PROJECT AND 381 CONTROL STUDENTS, AND TO 211 12TH GRADE COOPERATIVE AND 280 CONTROL STUDENTS IN 17 COOPERATING SCHOOLS. TEACHERS OF BOTH PROJECT AND COOPERATIVE CLASSES COMPLETED THE MINNESOTA TEACHERS ATTITUDE INVENTORY TO RELATE TEACHER ATTITUDE TO STUDENT RESULTS ON STANDARDIZED TESTS. SOME TENTATIVE CONCLUSIONS WERE--(1) IMPLEMENTING THE PROJECT APPEARED TO HAVE STIMULATED THE INVOLVEMENT OF TEACHERS WITH GUIDANCE PERSONNEL AND INCREASED THE LATTER'S UNDERSTANDING OF CAREER OPPORTUNITIES IN DISTRIBUTION, (2) CLASSES WITH AN ENROLLMENT OF OVER 25 EXPERIENCED MORE DIFFICULTIES THAN THOSE WITH SMALLER ENROLLMENTS IN THE USE OF THE PROJECT METHOD, (3) A MAJORITY OF PROJECT METHOD TEACHERS REPORTED THAT MORE PREPARATION TIME WAS NEEDED THAN FOR OTHER METHODS OF INSTRUCTION, (4) FACILITIES FOR LABORATORY SESSION DID NOT SEEM TO BE SO IMPORTANT IN PROJECT METHOD SUCCESS AS FIRST THOUGHT, AND (5) ONE-DAY WORKSHOPS FOR THE TEACHERS WERE VERY IMPORTANT TO HELP TEACHERS ADAPT TO NEW MATERIALS AND METHODS. (MM)

QUESTIONNAIRES RETURNED BY 101 OF 105 INSTITUTIONS OF HIGHER EDUCATION CONTACTED IN 45 STATES, PUERTO RICO, AND THE DISTRICT OF COLUMBIA PROVIDED INFORMATION CONCERNING OCCUPATIONAL EXPERIENCE PROGRAMS FOR TEACHER EDUCATION IN DISTRIBUTIVE EDUCATION. THE MAJOR CATEGORIES OF INQUIRY CONCERNED (1) THE FORMAT OF THE OCCUPATIONAL EXPERIENCE PROGRAM, (2) THE COORDINATION OF THE OCCUPATIONAL EXPERIENCE PROGRAM, (3) THE SUPERVISOR'S OPINIONS ABOUT OCCUPATIONAL EXPERIENCE AND THE REGULATIONS IN HIS STATE, AND (4) THE AVAILABILITY OF DISTRIBUTIVE EDUCATION AND RETAILING-RELATED TEACHERS WHO HAVE BEEN EXPOSED TO OCCUPATIONAL EXPERIENCE PROGRAMS. FIFTY-FIVE INSTITUTIONS HAD NO OCCUPATIONAL EXPERIENCE PROGRAM AND HAD NO PLANS FOR ESTABLISHING ONE, 30 HAD A PROGRAM, 10 WERE CONTEMPLATING PUTTING ONE INTO OPERATION, AND FIVE REPORTED THAT THEY HAD DROPPED THE PROGRAM BECAUSE OF POOR PAST EXPERIENCE OR LACK OF DEMAND. IN THE 30 INSTITUTIONS WITH PROGRAMS--(1) ALL HAD DIRECTED WORK EXPERIENCE PROGRAMS, (2) 29 HAD PROGRAMS SUPERVISED BY A REGULAR MEMBER OF THE INSTRUCTIONAL FACULTY, AND 21 HAD PROGRAMS PROVIDING FULL-TIME WORK EXPERIENCE, (3) COLLEGE CREDIT WAS GIVEN FOR THE WORK PERIOD BY 27, AND ON THE UNDERGRADUATE LEVEL BY 22, (4) REPORTS OR PROJECTS WERE INCLUDED IN THE PROGRAMS IN 27, (5) THE COORDINATOR'S TRAVEL EXPENSES WERE REIMBURSED IN 21 AND COMPENSATION WAS MADE IN THE TEACHING LOAD OF THE SUPERVISOR IN 24. OF 25 SUPERVISORS RESPONDING, 24 FELT THAT OCCUPATIONAL EXPERIENCE IS NECESSARY FOR DISTRIBUTIVE EDUCATION COORDINATORS. TWENTY-FOUR RESPONDENTS INDICATED THAT APPROXIMATELY 150 TO 180 QUALIFIED DISTRIBUTIVE EDUCATION COORDINATORS WERE BEING TRAINED EACH YEAR AND THAT A TOTAL OF 235 TO 245 STUDENTS, NOT VOCATIONALLY CERTIFIED TEACHER COORDINATORS, WERE PREPARED TO TEACH RETAILING-RELATED SUBJECTS. FIFTEEN INSTITUTIONS REPRESENTING THOSE INCLUDED IN THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE DIRECTORY OF TEACHER EDUCATORS FOR DISTRIBUTIVE EDUCATION, WERE ANALYZED IN SIMILAR MANNER TO THE ORIGINAL 30 IN WHICH THEY WERE INCLUDED TO DISCOVER SIMILARITIES OR DIFFERENCES IN THE 15 DEPARTMENT PROGRAMS. THE QUESTIONNAIRE IS INCLUDED. (MM)

A COMPARISON OF THE EFFECTIVENESS OF PROJECT AND COOPERATIVE METHODS OF TEACHING HIGH SCHOOL DISTRIBUTIVE EDUCATION IN THE COMPETENCY AREAS OF ECONOMIC UNDERSTANDING AND SALES COMPREHENSION USED (1) 251 GRADE 11 STUDENTS IN DISTRIBUTIVE EDUCATION PROJECT METHOD CLASSES, (2) 299 GRADE 11 STUDENTS IN SCIENCE OR ENGLISH CLASSES, (3) 216 GRADE 12 STUDENTS IN DISTRIBUTIVE EDUCATION COOPERATIVE METHOD CLASSES, AND (4) 221 GRADE 12 STUDENTS IN SCIENCE OR ENGLISH CLASSES IN 16 SCHOOLS. EACH OF THE DISTRIBUTIVE EDUCATION CLASSES MET A SINGLE PERIOD FIVE DAYS A WEEK, BUT THE GRADE 12 COOPERATIVE METHOD CLASSES ALSO HAD ON-THE-JOB TRAINING AT LEAST 15 HOURS PER WEEK. DATA WERE COLLECTED ON--(1) SOCIOECONOMIC STATUS, (2) STUDENT PRIOR ACHIEVEMENT BASED ON STANDARDIZED TESTS OF READING, (3) STUDENT SCORES ON STANDARDIZED TESTS OF ECONOMIC UNDERSTANDING, SALES COMPREHENSION, AND SALES TERMS, (4) STUDENT AND TEACHER PERSONAL DATA, AND (5) DISTRIBUTIVE EDUCATION TEACHER SCORES ON A TEACHER ATTITUDE INVENTORY. MAJOR FINDINGS WERE--(1) THERE WAS NO SIGNIFICANT CORRELATION BETWEEN THE VARIABLES OF STUDENT SOCIOECONOMIC STATUS, AGE, SEX, AND TEACHER ATTITUDE AND STUDENT SCORES ON READING COMPREHENSION, ECONOMIC UNDERSTANDING, AND SALES COMPREHENSION, (2) THE ACHIEVEMENT OF COOPERATIVE METHOD CLASSES WAS SIGNIFICANTLY HIGHER ON TESTS OF SALES COMPREHENSION THAN THAT OF THE PROJECT CLASSES, (3) THERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN SCORES OF THE PROJECT AND COOPERATIVE METHOD GROUPS ON THE TEST OF ECONOMIC UNDERSTANDING, (4) THERE WAS A POSITIVE CORRELATION BETWEEN STUDENTS' PRIOR ACHIEVEMENT AND SCORES ON THE ACHIEVEMENT TESTS OF ECONOMIC UNDERSTANDING AND SALES COMPREHENSION, AND (5) THE CONTROL GROUPS DID AS WELL OR BETTER THAN DISTRIBUTIVE EDUCATION GROUPS ON ECONOMIC AND SALES COMPREHENSION TESTS. (MM)

Methodologies are presented for improving distributive education programs through assessment of student's occupational choices, parental aspirations and local manpower needs within the context of national manpower needs and employment opportunities. (CH)

The need to improve classroom atmosphere is questioned by scarcely anyone, but what causes hostility and conflicts in student-teacher relationships may not be equally clear. This article examines the problem and holds out the promise that some help may be on the way for vocational teachers. (Editor)