As a model program, this study utilized high school students who tutored elementary students in computer assisted drafting (CAD). The tutors (called interns) offered various aspects of Technology Education to fifth and sixth graders (called youngsters). All youngsters were classified as gifted. In addition to high intelligence, each had some learning disability. Consequently, they were both gifted and learning disabled, or G/LD. Using a case study method, this study compared five author formulated propositions to data from observations and interviews. Proposition I. Changing schools. By utilizing existing resources, teachers can bring about positive changes in school policies and procedures. The study examined a staff-initiated, adapted change in an existing classroom practice which gave school staff a sense of ownership and, therefore, encountered little of the resistance that frequently accompanies imposed changes. Proposition II. Cooperative education. College-bound students have fewer opportunities to participate in off-campus learning experiences than do non-college-bound students. Although scheduling and other difficulties work against easy implementation of cooperative education programs for college-bound students, the study demonstrated that such programs can be successful. Proposition III. Building relationships. The interns, as positive role models, provide a vital component in the affective development of the G/LD youngsters, many of whom tend to be isolates. Classroom observations indicated that the youngsters admired, respected, and confided in the interns regarding personal matters. Proposition IV. Technology and values. Fear of job loss, coupled with the fear that technology is beyond human control, causes people to distrust and/or fear technological change. The interns expressed concern regarding jobs, the environment, and, the threat of war. None expressed fear of technology or felt that it was beyond human control. Proposition V. Seeking new teachers. Because few capable students are interested in teaching careers, the study attempted to present a positive image of teaching, thereby cultivating an interest in the profession. Prior to their involvement in the study, all of the interns indicated having little or no interest in teaching. At the end of the year-long study, these views remained unchanged.

The purpose of this study was to determine if differences existed between vocational administrators' perceptions of vocational education with business and industry leaders' perceptions in Tennessee. The investigator's concern in this study was to determine the extent of differences between vocational administrators' perceptions of vocational education and perceptions of business and industry leaders in Tennessee. Forty-nine hypotheses were formulated to be tested at the .05 level of significance. The Business Industry Survey used was developed and validated by Walter H. Timm. The survey format was designed to allow responses to the importance and level of knowledge for certain identified Industrial Skill topics needed by entry level employees. The topics were: Math, Measuring, Blueprint Reading, Hand Tools, Power Tools, Stationary Equipment, Materials, Electricity, Hydraulics and Pneumatics, Finishes, Fasteners, Bonding, Communication, Free Enterprise System, and Safety. From the results of the data analysis and interpretation, significant differences were revealed in 36 of the 49 hypotheses tested. Findings are reported as they pertain to each of the hypotheses originally formulated. A summary of Survey Section I, General Questions, showed that administrators and business leaders demonstrated agreement that entry level employees would need either introductory or intermediate/proficient level skills. The summary of Survey Section II, Importance Rating, showed that administrators rated the importance significantly higher for 13 of the 15 topics (Math, Measuring, Blueprint Reading, Stationary Equipment, Materials, Electricity, Hydraulics and Pneumatics, Finishes, Fasteners, Bonding, Communications, Free Enterprise System, and Safety). For the remaining two topics (Hand Tools and Power Tools), the vocational administrators and Business/Industry leaders agreed on their importance. The summary of Section III, Levels of Knowledge desired, showed that administrators rated the level of knowledge desired significantly. Major findings indicated a significant increase in the number of programs being offered, the number of participants and the various ages of the participants. The community school established earliest utilized the services of volunteers to a greater extent than the more recently organized schools. There are significantly more community schools with full-time director/coordinators than part-time director/coordinators. Statistically, newspapers and word-of-mouth are the types of media being used by community schools to develop public awareness to the community education program.

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