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ERIC Number: ED178758
Record Type: RIE
Publication Date: 1979-Dec-3
Reference Count: 0
The Processes of Change and Vocational-Technical Education.
Kraska, Marie F.
Vocational and technical educators must develop strategies for implementing and evaluating educational change in response to the changing needs of society and industry. Federal legislation reflects the shift in emphasis from training people to fit the job to meeting the needs and interests of the individual. Unfortunately, inadequate data on educational outcomes, lack of rewards, fear of the consequences, and individual resistance slow the change process. Change agents with the authority to take responsibility and to provide adequate support help can effectively bring about change. They should thoroughly analyze prevailing teacher perceptions of the existing instructional situation, desirable changes, and the feelings of all staff toward proposed changes; encourage supportive relationships; invite staff to participate in shared decision making and to take responsibility for supervision; and guide staff development. Attitudes must often be changed to deal with educational change. Reality testing, an interaction analysis technique, is recommended as a method of creating dissatisfaction to make teachers receptive to change. Successful change can best occur in a change-oriented stiuation where everyone involved is aware of the purpose of the change, the proposed time frame, the anticipated results, and the rewards for changing or the penalties for not changing. (YLB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual convention of the American Vocational Association (73rd, Anaheim, California, December 3, 1979)