Lynch critiques the National Association of Industrial Technical Teacher Educators standards, particularly questioning the associate teacher proficiency level. Moss examines reasons for standards, questions the need for separate trade and industrial standards, and addresses whether they are realistic and complete. (SK)

Explores the relationship between vocational education and customized training; identifies the significant opportunities customized training holds for vocational education and the conditions under which those opportunities may be realizied. (JOW)

The author examines the needs of industrial education and the demands of higher education institutions. He assesses the implications of their interaction and identifies challenges industrial teacher education will face in the future. Perceptions are based upon systematic inquiry in Minnesota, informal discussions with teacher educators, and a…

Through open-ended interviews with seven managers of the Minnesota Board for Vocational-Technical Education, a study found that the same qualities needed for success in business appear critical to outstanding performance as a vocational administrator. Human relations skills are important although management style per se is not. (JOW)

Suggests a more functional pair of categories than "basic" and "applied" to describe the purposes for which research in vocational education is and should be conducted. Explores implications for research management of the proposed categories. (Author/JOW)

The author examines the structure of work roles to clarify the meaning of "generalizable occupational skills." He reaffirms the principal purpose of vocational preparatory programs, proposes an educational definition of "occupation," clarifies the impact of raising the conceptual level of instruction, and explores implications of increasing…

The author argues that competency-based education does not fit all vocational education applications and should be used in moderation. He also discusses vocational education's focus on actual occupational tasks and the use of criterion-referenced measurement of performance. (CT)

The new Perkins Act makes far less money available for vocational teacher education. Teacher educators can respond by expanding the concept of their mission and constituency, emphasizing activities of greater value to the institution, and improving the quality of all activities. (SK)

Through interviews with 78 vocational instructors, a classification system for leadership effectiveness criteria was developed. The criteria measure the extent to which the leader's behavior (1) improves the quality of the group process; (2) has a personal impact on followers (teachers); and (3) helps the group perform its tasks and achieve its…

The validity and reliability of the Leader Attributes Inventory (LAI) to evaluate others were confirmed in testing with college students. As a self-report, however, the LAI was more valid when participants rated themselves after leadership training as they thought they were before training. (SK)

Reviews development of the Leader Attributes Inventory and its use in evaluating 10 leadership development programs for vocational graduate students and 7 for inservice personnel. Participant satisfaction and the development and use of leadership attributes are discussed. (SK)

A sample of 220 vocational administrators, 168 department heads, and 163 vocational teacher leaders was rated by subordinates and peers on leadership attributes and effectiveness. Male and female instructors had the same concept of leadership. Female administrators were rated slightly more effective. Gender biases were not apparent in the ratings.…