This study was designed to compare perceptions of an alternative model for the vocational education program at secondary comprehensive schools in Trinidad and Tobago. The groups compared were vocational education teachers, academic teachers of related subjects, secondary comprehensive principals and vice principals, and vocational education curriculum supervisors. A survey instrument was developed and was tested to ensure its validity and reliability. The instrument utilized a seven-point Likert-type scale to measure the intensity of agreement or disagreement. The items related to the proposed model were subdivided into administration and planning, curriculum and instruction, and evaluation components.

"The enrollment in the Business Education Department of the Orange County Vocational School for the five-year period, beginning July 1, 1950, and ending June 30, 1955, will be surveyed according to the following classifications: (a) sex, (b) source components, (c) average number of monthly enrollments per student, (d) educational preparation of the students, (e) course enrollments, (f) student enrollment by years, (g) student enrollment by months. It is obvious that these classifications are indicative of the scope of the study rather than of the strict order of its development. Four chapters will be devoted to a consideration of enrollment, job calls, job interviews, and job placements. A summary chapter will conclude the study"--Introduction. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references.

The purposes of this study were to determine the perceptions of vocational administrators, vocational counselors, and vocational teachers toward selected issues in vocational education. This study surveyed randomly selected vocational administrators, vocational counselors, and vocational teachers by means of a questionnaire designed to ascertain perceptions toward selected issues related to three categories: policies and procedures, curricula, and societal implications. The Likert-type scale instrument consisted of 26 items covering the three categories. A total of 116 returned useable questionnaires of the 150 sent. Vocational administrators returned 90% (4 5 instruments); vocational counselors returned 70% (35 instruments); and vocational teachers returned 72% (36 instruments).

No description available.

No description available.

LD2668 .T4 1939 M61 / Master of Science

<p> Transitioning youth in the foster care system to successful young adult living is essential. They must be able to achieve a high school diploma, which is challenging for many. Too often, foster youth and those in kinship care are at higher risk of homelessness, unemployment and incarceration. The purpose of this <i>Commitment Initiative</i> was to create a grant proposal to enhance the <i>Empowering Children to Achieve Academic Success: A Curriculum for Kinship Caregivers and Foster Parents,</i> by adding additional materials and making this updated resource available for use nationwide. This <i> Commitment Initiative</i> aims to provide foster parents, kinship caregivers, and child welfare workers who have 11^th and 12^th grade students in their care with resources to achieve postsecondary education, financial aid and employment. Included in the grant proposal is a budget, timeline, and staffing. Submission of this grant proposal was not required for the successful completion of this project.</p>

<p> This study investigated the construct of the learning organization in the restaurant industry. Descriptive accounts of learning were gleaned from face-to-face interviews, focus groups, observations, document analysis, and data from the Dimensions of the Learning Organization Questionnaire (DLOQ) from 52 participants employed in three US non-national chain restaurants in the Suburban Maryland / Washington D.C. area. This multiple-site case study extends the conversation of the learning organization by focusing on an industry that was not previously explored and offers new insight by providing a qualitative picture of how learning occurs in restaurants. </p><p> Five overall themes emerged from the data. Participants cobble together learning experiences from pre-shift meetings, formal training, learning from mistakes, and being thrown into the fire. Participants learn from customers through conversation and through trial and error as they adapt their service behaviors. Managers at each restaurant served as a learning champion by promoting dialog and prompting questions often in conjunction with food and beverage tastings. Informal and incidental learning was ever-present as participants naturally shared bits of knowledge through everyday interactions. Learning also took place off-the-clock as participants discussed their personal learning pursuits, such as accessing mobile apps or websites related to food and beverage, going to wineries, breweries, and specialty food markets, as well as reading cookbooks and magazines. Lastly, job rotation is a frequent learning practice during new hire training to expose individuals to the various roles within the restaurant. Cooks often rotate through different stations as they acquire and build up their technical skills. </p><p> In consideration of the evidence gathered, three conclusions are offered: (1) collaborative, informal learning practices are well pronounced learning strategies in restaurants; (2) leaders encouraging the development of new products (e.g., beverage / food) facilitate learning and experimentation in restaurants; and (3) a climate of consistent learning practices and procedures exist in restaurants. Overall, Watkins and Marsick&rsquo;s (1993; 2003) learning organization model did not fully depict the learning culture in restaurants. Future learning organization research is needed to better capture the unique workplace realities of high employee turnover, tip-based compensation, and more narrowly defined jobs (e.g., bartender, cook, server) that comprise the occupational culture of restaurant workers.</p>

No description available.

During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.