The purpose of this research was to gain an in depth perspective on the practices of vocational programs that serve adults in Hampden County, Massachusetts. Through interviews with staff at selected educational and private industry sites, and through an examination of secondary sources of information such as census data, the following objectives were achieved. (1) The degree of participation of limited English proficient (LEP) students in both education and private industry sector programs was determined. (2) The practices now used to serve LEP students were identified and compared with those of the national Bilingual Vocational Training (BVT) model. (3) The general research base in this area of study was expanded by identifying and examining two additional program characteristics, not usually cited as part of the BVT model. (a) The extent of literacy instruction and the delivery models in use. (b) The use of critical teaching strategies. The study builds on the work done by the National Center for Research in Vocational Education in 1987, in which Friedenberg examined selected vocational programs across the nation using some of the same criteria. The study expands the research base created by that study, and by related studies, by examining closely the situation in Hampden County, and by including the two additional factors: literacy instruction and the use of critical teaching strategies. The author concludes that despite the presence of a large number of LEP adults in the county, virtually no opportunities exist in the education sector for those individuals to enter into a vocational skill training program with BVT features. Some programs are in place for current LEP employees in the private industry sites. Literacy instruction is well integrated with basic skills programs, where they exist. While there is evidence that a problem-posing, or critical approach to teaching would be well received by students, no such approaches were found to be in use in the examined programs. There is an urgent need for direct attention to the skill training needs of LEP adults in Hampden County.

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 focuses on the effect agency employees believe their values, attitudes, and perceptions of supervision have on the generalist students' field work education. A self-reporting three-part survey instrument was designed to obtain data from agency staff members who provided supervision for second year (third and fourth semester) community college students majoring in human services. Respondents were asked to complete profiles that identified the individual as a professional practitioner, and gave her/his description of the field work agency. Through the questionnaire, Likert scale evaluations and comments on specific themes were requested. Twenty percent of the respondents were interviewed by telephone to obtain additional data. Findings are presented from the perspective of the respondents. Descriptive statistics (frequencies) and a distribution-free nonparametric test, the Kruskal-Wallis Test were used to perform quantitative analysis of data. Qualitative analysis of questionnaire comments and interview responses was performed. Results of this study indicate that, for the fifty respondents, their perceptions of and practices as field work supervisors appear to be influenced by their understanding of their own profession, their employing agency and the supervisory role they were assigned by the college. More significantly, they seem to share common values and attitudes, and are generally agreed on a set of generic competencies which they transmit to the students they supervise. Their responses to the survey instrument and interview participation confirm that as diverse, multi-disciplinary, transprofessional practitioners they are very interested in providing both field work supervision and client services. They express a desire for more information about the students they supervise and what is expected of them as supervisors, and an interest in staff development programs which will enhance their leadership and supervisory skills. For the future the researcher recommends that this study be replicated for associate degree programs at community colleges in other geographical areas and that participation be expanded to include faculty, students and when indicated program graduates.

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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The purpose of this study was to examine the relationship of teacher attributes and school contextual factors to student achievement in career and technical education in Mississippi. The teacher attributes years of teaching experience, degree(s) of attainment, professional development, and national board certification were included as independent variables. Additionally, the contextual factors of enrollment, academic achievement, and socio-economic status were included as independent variables. The statewide standardized assessment for career and technical education was used as the dependent variable measuring student achievement at the school district, career and technical program area, and individual career and technical course levels. The predictor model including all independent variables resulted in statistically significant variance explained in student achievement. National Board for Professional Teaching Standards® showed a statistically significant positive impact on student achievement at the school district level, the cooperative education and marketing program level, and the following five individual career and technical courses: allied health, automotive service technology, business and computer technology, early childhood services and education, and horticulture. Additionally, at the career and technical program level, academic achievement and degree(s) of attainment showed positive impacts on student achievement. Also, on the program level, more years of teaching experience, higher enrollment, and higher levels of socio-economic status showed negative impacts on student achievement. On the school district and program levels, attendance at the professional development workshop had a negative impact on career and technical student achievement.

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