This study utilized four research questions to address the problem of isolating programmatic factors associated with occupational education programs selected and identified as effective in community colleges. Available literature was perused to identify a list of factors generally employed in evaluation of occupational education programs which served as independent variables. Thrity-five occupational education programs in Arizona, Washington and Oregon were identified by a local administrator for participation. Two programs at each institution were utilized in the study. One program was identified as effective; the other was identified as ineffective by each administrator. The faculty member who directed each program in question was interviewed. The program directors responded to each independent variable. The responses were summarized and analyzed. The predictive measure of association was the statistical test used to measure the association between each programmatic factor and the category of "effective." A minimum level of acceptance of a statistical value of .60000 was predetermined for isolation of any programmatic factor. Those programmatic factors with a predictive association value greater than .60000 were isolated and used to develop a checklist of programmatic factors associated with effective community college occupational education programs. This study resulted in the isolation of fifteen programmatic factors associated with effective occupational education programs in community colleges. The isolated programmatic factors by characteristics were: Curriculum -- a specific sequence of coursework is required; coursework in the occupational area is scheduled as blocks; the instructional program is competency-based; and student internships, cooperative education, or experience programs are a part of the instructional program. Program Support -- equipment used in the instructional program is equivalent to that used in the associated industry; and the budget is planned on a long-range basis to reflect program goals and replacement of equipment. Student Follow-up and Placement -- completers are given specific assistance by the institution in locating employment; faculty members visit prospective employers periodically to secure placement opportunities; there is a regularly scheduled, systematic follow-up of graduates of the program; and more than 50% of the program completers are placed in the occupation or a closely related area. Program Image -- requirements for admission to the program include a stated occupational objective in the area; completion of course prerequisites, application and/or interviews. Staffing -- full-time faculty are members of occupational education professional organizations; and more full-time than part-time faculty are employed in the program. Program Planning -- there is a written, long-range program plan in use for the program; and the program was evaluated within the last five years by an outside agency. A checklist was developed, including an assessment scale, utilizing the programmatic factors associated with effective occupational education programs in community colleges. Further study of the checklist is needed to refine the scale incorporated into the checklist. Field testing of the checklist should be done to test the reliability. The findings of this study indicate that, after further refinement, the developed checklist could be of value to instructors, administrators and state staff connected with community college occupational education.

The sureness of the modern educational project has been undermined by shifting epistemological and material conditions. The shift from modernity to postmodernity develops its own incongruencies and anomalies as well as highlighting those extant during modernity. Institutions like British Columbia's community colleges cling to the artifacts of modernity, leaving postmodern environments and discourse unacknowledged. This study applies rhetorical strategies, devices and the methodologies of literature and poststructural social studies, including the use of deliberate ambiguity and unstable signification, to write in opposition to the plain prose privileged by the technical instrumentality of mainstream adult education discourse in the North American academy. This de-centring of traditional academic discourse reframes and challenges prevailing constructions of Canada, education in Canada and community colleges in British Columbia. Exhuming and exposing some of the operational myths of modernity as they found expression in Canada through academic discourse and quotidian practice while offering an alternate story is the means by which my narrative proceeds. This re-storying, in turn, is used as a strategy to challenge modern mainstream educational and educational administrative practice, while attempting to normalize ways of seeing community colleges in British Columbia based outside of modernist orthodoxies.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 184-194).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed May 5, 2009). PDF text: xi, 179 p. : ill. ; 2 Mb. UMI publication number: AAT 3341921. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1989. / Source: Masters Abstracts International, Volume: 45-06, page: 2931. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 92-93).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 151-160). Also available via the Internet.

Thesis (Ed. D.)--Oregon State University, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 152-164). Also available on the World Wide Web.