9780131104129

Widely used by Curriculum Directors and Administrators, this handbook/reference focuses on the everyday details of developing, organizing, operating, and managing the cooperative occupational education plan-with topics presented in a logical sequence of an educational planning-strategy-structure system. It shows how to apply the plan at the secondary level, adult workforce level, and post-secondary and collegiate levels, and to occupations in agriculture, business, family and consumer sciences, marketing, and trade and industry. Features complete forms (training agreements, student evaluation forms, training plans, etc.) for use in coordinating and managing cooperative educational programs in each area. Covers in detail the impact of current vocational legislation, legal aspects, evaluation, and accountability of cooperative education. Cooperative Education Models. Coordinators and Their Roles. Initiating the Plan. Coordinator Responsibilities at the Secondary Level, for Adult Workforce, at the Post-secondary and Collegiate Levels. Planning and Carrying Out Effective In-school Instruction. Developing Training Stations as Instructional Laboratories. Correlating Instruction Between School and Job Laboratories. Accountability Through Evaluation. Legal and Regulatory Aspects of Cooperative Education. The Plan in Agricultural, Business, Health, Family and Consumer Sciences, Marketing, and Trade and Industrial Occupations. For Curriculum Directors, Local Administrators, Teachers, and Consultants involved in cooperative vocational education.

Stewart W. Husted is Dean of the School of Business and Economics and the Donaldson Brown Distinguished Professor of Marketing at Lynchburg College in Virginia. Dr. Husted is a former high school marketing education teacher-coordinator and a former community college instructor and vocational counselor. For 13 years he was a teacher-educator at Indiana State University. In addition, Dr. Husted has served as the liaison for the Cooperative Professional Practices Office to the Indiana State University School of Business. He has also served on the MarkED Board of Trustees and as marketing editor of the Business Education Forum.

Dr. Husted has written over 60 articles and cases and has coauthored three collegiate business and marketing texts and one secondary marketing text. He is a member of the Marketing Education Association, a member of the American Marketing Association, and a former board member of the Sales and Marketing Division of the American Society of Training and Development.

His degrees are B.S., M.Ed., and Ph.D. from Virginia Polytechnic Institute and State University, the University of Georgia, and Michigan State University, respectively.

Ralph E. Mason has had over 50 years of professional experience in Illinois, Indiana, and Kentucky. He has been a teacher-coordinator of marketing education, a director of vocational education, a teacher-educator, and a department chair at the university level. He recently retired as an instructor in the Business-Industry and Related Technologies Division of Maysville Community College in Kentucky.

His writing and consulting contributions to vocational education are extensive. Dr. Mason has served as a consultant on vocational education to high schools, area vocational schools, and state boards of vocational education. He has held offices in professional associations at the local, state, and national levels, including the presidencies of the Illinois Vocational Association, the Illinois Business Education Association, the Indiana Business Education Association, and the National Council for Distributive Teacher Education, then an affiliate of the American Vocational Association.

His degrees are B.Ed., M.Ed., and Ph.D. from Illinois State University, Northwestern University, and the University of Illinois, respectively.

Elaine Adams is an associate professor in the Department of Occupational Studies at The University of Georgia. Dr. Adams is a former high school marketing education teacher-coordinator and a former program director of the merchandise management program at Chowan College. Before entering education, Dr. Adams held various managerial positions with several retail businesses.

Dr. Adams holds a bachelor of arts degree in marketing, with a minor in statistics, from Radford University. Her master of science and doctor of philosophy degrees were granted at Virginia Polytechnic Institute and State University and are in vocational and technical education. Both these degrees emphasize a concentration in marketing education and a cognate in the areas of marketing and management.

Her research focuses on career and technical teacher preparation, induction, and stress. Dr. Adams' research has earned three national awards: Omicron Tau Theta's National Outstanding Doctoral Dissertation Award for 1997, the American Vocational Research Association's Outstanding Beginning Scholar Award for 2000, and the Outstanding Journal Article Award for 2000 for the Journal of Vocational Education Research. In 2001 she was recognized as an outstanding academic advisor and mentor in the College of Education at The University of Georgia.

Overview—A Model for Program Planning.

I. THE STRATEGY OF AIMS AND GOAL INPUTS.

1. The Scope of Instructional Programs Using the Work Environment.
2. The Development of Human Resources.
3. Public Policy Goals and Institutional Roles.

II. THE STRUCTURE OF CURRICULUM PATTERNS—HOW THE WORK ENVIRONMENT IS USED AT VARIOUS LEVELS.

4. Cooperative Education Models.
5. Coordinators and Their Roles.
6. Initiating the Plan.
7. Coordinator Responsibilities at the Secondary Level.
8. Coordinator Responsibilities for Adult Workforce Development.
9. Coordinator Responsibilities at the Post-secondary and Collegiate Levels.

III. THE SYSTEM OF INSTRUCTION AND COORDINATION.

10. Planning and Carrying Out Effective In-school Instruction.
11 . Developing Training Stations as Instructional Laboratories.
12. Correlating Instruction Between School and Job Laboratories.
13. The Maturing of the Cooperative Plan.
14. Student Organizations as an Integral Part of Instruction.
15. Accountability—Through Evaluation.
16. Legal and Regulatory Aspects of Cooperative Education.

IV. APPLICATION OF THE SYSTEMS APPROACH.

17. The Plan in Agricultural Occupations.
18. The Plan in Business Occupations.
19. The Plan in Health Occupations.
20. The Plan in Family and Consumer Sciences Occupations.
21. The Plan in Marketing Occupations.
22. The Plan in Trade and Industrial Occupations.
Glossary of Key Terms.
Reading Resources.
Index.

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

The first edition ofCooperative Occupational Educationwas published at a pivotal point in the history of cooperative and work experience education. Prior to that time (1965), the cooperative plan of instruction had been extensively used in some states, but not in all, and in some fields, notably marketing education and industrial education. Although the cooperative plan was being used at the post-secondary level, it was not in widespread evidence. Soon after the passage of the Vocational Education Act of 1963, many districts began to introduce the cooperative plan, especially in business occupations, home economics occupations, health occupations, and agricultural occupations. Thus, the first edition met a felt need--it was adopted for many pre-service collegiate courses and many in-service workshops and conferences. The second edition was reorganized to serve all vocational areas using the cooperative plan. Like the first edition, it was widely used as a reference handbook by curriculum directors, local administrators and consultants for vocational education, and graduate students. The third edition continued to have the practical directness of a handbook. Emphasis remained on the everyday details of organizing and operating the cooperative plan. Much more theoretical substance was added to work, study and general work experience plans, and much more detail was given to the concepts behind the career development of the individual. The conceptual base behind educational decision-making was re-emphasized, with the topics presented in a logical sequence of educational planning--strategy-structure-system. The modified edition of 1986 incorporated the legislative changes in vocational education stemming from the Carl D. Perkins Vocational Education Act of 1984 and the job Training Partnership Act (JTPA) of 1982. The fourth edition retained the logical sequence of educational planning (strategy-structure-system), and it continued to stress the impact of current vocational legislation. The legal aspects of cooperative education were discussed in considerable detail. The application of the plan at the post-secondary, collegiate, and adult levels and to agricultural occupations, home economics occupations, and health occupations was expanded. The fifth edition contained material dealing with the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, with developments in new legislation, and with the integration of tech-prep and apprenticeship provisions as they apply to cooperative education. The sixth edition discusses the key points of the Carl D. Perkins Vocational and Technical Education Act of 1998. Other major developments are covered, and current terminology is used throughout. The Bibliography has been updated to include the latest references. Stewart W. Husted Ralph E. Mason Elaine Adams

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Cooperative Occupational Education

Cooperative Occupational Education

0131104128

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