The purpose of this study is to develop a guide for the requirements of a comprehensive general shop, with particular attention given to (1) the development of a list of standards for planning a new shop or evaluating present facilities, and (2) to determine to what extent these standards exist ln a selected group of industrial arts shops throughout the state of California.

A thesis submitted in the fulfilment of the requirements of the degree of Doctor of Philosophy to the Faculty of Humanities, University of the Witwatersrand, Johannesburg , 2017 / This thesis is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector in South Africa is probably due in part to the weaknesses of content knowledge selected for inclusion in the curriculum of various programmes offered in the vocational education sector. The thesis examines the nature of knowledge specified in the English subject offered in the Technical Education and Vocational Training (TVET) Colleges. Drawing on Basil Bernstein’s notion of the pedagogic device, the study follows the English curriculum as it starts from the production field where new ideas are created and modified, to the recontextualization field where curriculum designers and textbook writers produce written curriculum documents, to the reproduction field where the students are taught and examined. The study further examines the English lecturers’ insights about their perceptions and understanding of the curriculum they teach from. My findings indicate that the English curriculum follows an outcomes-based design structure, and displays a lack of conceptual integration, knowledge sequence and progression. The approaches to the teaching of English which inform the construction of the intended curriculum display characteristics of a generic horizontal nature. The intended curriculum does not incorporate features that encourage a mastery of technical terms which are appropriate for different occupational fields followed by the TVET College students. The design structure of the curriculum fails to guide the lecturers in terms of unpacking approaches to the teaching of English and how to use them in their teaching, as well as clarify the progression process and ways of aligning lesson planning to the occupational needs of the students. An analysis of this curriculum identifies strengths and weakness, highlights accomplishments, and focuses on realistic policy alternatives for the TVET sector, curriculum design, pedagogical and assessment practices. / MT 2018

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Positive postsecondary outcomes have become a social issue as the gap between typical peers and students with disabilities grows for employment or postsecondary education. Using evidenced-based instruction strategies to create effective transition instruction has become a required and successful means of improving postsecondary outcomes for individuals with moderate to severe disabilities. The career and technical programs have been identified as an environment that currently implements evidence-based practices that have shown promise of improving instruction. However, participation is limited among individuals with moderate to severe disabilities in the career and technical programs. Through this study the researcher sought to understand how career and technical educators perceive their programs as appropriate learning environments for students with moderate to severe disabilities. A mixed-methods design was used to gather perspectives of career and technical education teachers. A survey was given to ask career and technical education teachers about their personal perspectives, current dispositions, and the perceived barriers for including students with moderate to severe disabilities in their career and technical classroom. Open-ended questions were included at the end of the survey to better understand or identify new perceptions, dispositions, or barriers of career and technical education teachers toward teaching students with moderate to severe disabilities. An analysis of the responses determined that although there are concerns and lack of resources, the overall perspective of career and technical education teachers is positive. According to the results of this study, career and technical education teachers in Mississippi see their classrooms as beneficial and as an appropriate learning environment for students with moderate to severe disabilities.

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