The purpose of the study was to address the issues regarding professionalization of teachers in regional vocational-technical schools in southeastern Massachusetts. Professionalization was defined as the degree to which teachers participate in organizational decisions. The study was intended to determine the perceptions of vocational teachers, academic teachers, and administrators toward professionalization. The extent to which teachers in eight regional vocational-technical high schools were empowered was also explored. A review of the literature was incorporated into the design of the study. A survey was conducted at the eight schools. Five hundred two teachers and administrators responded (86 percent). The questionnaire measured six dimensions which included: horizontal and vertical communication, teaching behavior, leadership, centralization of influence, empowerment, and satisfaction. The findings indicate that there are many differences between the three groups with regard to the role of teachers in school decisions. Administrators tended to overestimate teacher influence. They rated nine of the fourteen areas higher than teachers. Vocational and academic teacher ratings were similar in nine of fourteen dimensions and categories. Vocational teachers rated four areas higher including teaching behavior and willingness. There is evidence of professionalization in the eight schools. Empowered schools show evidence of strong administrative influence, facilitative leadership, vertical communication and satisfied respondents.

American employers are concerned that our schools are continuing to produce an increasing number of graduates who are undereducated, unskilled, and unable to cope with the needs of business in this technological age. Schools are struggling to become accountable and must recognize the problems that affect the performance and success of students in and out of school. This study focuses on the perceptions that secondary school students have of the training they receive for entry-level positions, how it affects their performance, and its relationship to the perceptions/expectations and level of satisfaction of employers in the workplace. A Likert-style rating scale was used to measure the students' and businesses' perceptions of the secondary school training. One hundred eighty-students and twenty-eight businesses participated in the surveys. Data analysis included descriptive and inferential statistics--frequency distributions, measures of central tendency and dispersion, Pearson correlations, cross-tabulations, and chi-squares. Four specific research questions guided the study. The analysis of the data indicated that the majority of students show positive perceptions toward their school training for entry-level positions. However, variables such as gender, grade level, ethnic background, academic achievement, and employment status influenced the perceptions held by students. There was a significant and positive relationship between students' academic achievement and their overall perceptions of their school academic training. A large proportion of the participating businesses showed negative perceptions toward the secondary school training for entry-level positions in the workplace. Variable factors such as in-service training and type of product produced influenced the businesses' perceptions. While businesses were satisfied with some aspects of the school training, the overall majority expressed dissatisfaction with such training and complained about spending thousands of dollars annually for in-service training. Data from the study indicate that indeed there is a mismatch between the training students receive in school and the skills needed for successful entry-level employment. The researcher supports the recommendation offered by both students and businesses that School-Business partnerships are needed for improvement of student training and their success in the workplace.

The concept of a school-business partnership offered education a tool to forge linkages with business organizations to smooth the transition from school to work for noncollege-bound students. Massachusetts became the first state to charter student branch banks under the sponsorship of a school-bank partnership. The purpose of the descriptive study was to document the initiation process that promotes the implementation of a public high school student branch bank with a collaborating financial partner. Using two dimensional samples of secondary administrators and financial executives, perceptions were obtained for clarification of four basic research questions: (1) How does the high school student-bank innovation become a component of the school curriculum? (2) What are the perceptions of educators and financial executives concerning their roles and responsibilities in the evolvement of a school-bank collaboration? (3) How does the school structure affect the learning environment of student branch bank (SBB) students? (4) How does the student-bank partnership contribute to the learning experience? Qualitative research methodology--including in-depth, semi-structured interviews; a survey questionnaire; field observations; and analysis of related documents--was used to collect data from 37 educators and 34 financial executives. Data gathered in the study indicated the catalysts of school-bank partnerships were mainly educators seeking to offer noncollege-bound students experiences to aid them in their transition from school to work. The research also showed that financial institutions used the student-branch-bank innovation as an investment in the youth of the community and as a future pool of trained, qualified teller-employees. The findings of the study revealed the success of welding the relationship between education and bank organizations rested heavily on leadership efforts to provide solutions to difficult problems, particularly those identified with scheduling and interorganizational communication. A review of literature covered the theoretical parameters of partnership, change, interorganizational relations, and leadership that were associated with innovation. Research design; data presentation and analysis; summary, conclusions, and recommendations; and further research implications are included in final chapters.

There was no educational plan that served as a comprehensive model to more adequately prepare students for economic success as defined by securing and retaining employment in existing and prospective business settings. Tech Prep Professionals were asked questions on existing programs to investigate and develop an analysis of two on-site visits. The research questions were as follows: (1) What components comprised other Tech Prep Programs? (2) What differences and commonalties existed in the Tech Prep programs? (3) What impact, if any, did the demographics of the region have on the existing Tech Prep programs? (4) What procedures were followed in setting up Technical Preparation programs? (5) What commitments have been made toward the program by education, society, business/industry and government? Information was gathered both by requesting information from successful Technical Preparation programs already in existence as defined by Hull and Parnell, and by visiting institutions that have established programs. A week long visit was made to each of two sites and personal interviews were conducted. The combination of literature and on-site visits brought together important components that have helped in the analysis of a Tech Prep program. These components coupled with the people (people bank Appendix E) behind the scenes gave insight into the success of Tech Prep programs. This research provided postsecondary institutions with an analysis of Tech Prep that helped coordinate a program of study, as well as job preparation, for students of Southwest Virginia. Each component listed in Appendix D was very important to the total program. However there were three that seemed essential for the success of the program. Marketing, parent involvement, and a commitment from business/industry, would be an excellent foundation upon which to build any program.

This study examines the relationship between self concept, andragogical orientation, and the impact of a significant life transition in a sample (n = 140) of former professional athletes who retired from football from the 1960s through the 1980s. The research was conducted in the context of designing a career transition program intended to assist the retired athletes move into a post-football career, as a prior survey (Rhodes, 1990) administered to these subjects found that 86% would have participated in a career transition program if one had existed. Self concept was measured using Miskimins Self-Goal-Other Discrepancy Scale-I (MSGO-I) (Miskimins, 1967), with modifications to the personal construct scale. Andragogical orientation was measured using the Adult Learner Orientation Questionnaire, adapted from the Student Orientation Questionnaire (Christian, 1983). Schlossberg's Model for Human Adaptation for Transition (1981) was used to interpret the responses to the MSGO-I instrument's personal construct scales in order to determine the degree of trauma precipitated by retirement from football. The subjects were divided into seven groups, according to the length of time retired from football. Scores were computed for seven measures of andragogical orientation, twelve measures of self concept, ten personal construct scales. The findings indicate that the subjects most recently retired (0-5 years) were the least andragogically oriented, had the least favorable self concepts, and were the most traumatized by the retirement transition out of professional football. The study concludes that the most appropriate instructional format for a career transition program appealing to the most recently retired players is a four-stage process based on a developmental model of situation-specific response to trauma.

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