A new arrangement is described that was adopted by the State of Minnesota for financing and managing inservice professional development activities in vocational teacher education programs. (TA)

Reports on a study of the frequency with which various means of professional growth and development are used by Illinois community college vocational instructors and suggests a need for personalized plans for professional development. (Editor)

Describes Phase 1 of Florida's competency-based teacher education program which is concerned with identifying and validating professional competencies important to beginning and experienced trade and industrial education teachers. (TA)

Studies were made of teaching methods and student teaching experiences that made use of both video taped microteaching and computer assisted interaction analysis. Combining the computer and Flanders' Interaction Analysis can assist student teachers in vocational programs to improve their teaching performance, based upon immediate objective…

Presents a model for organizing vocational curriculum to better serve individual students' career development needs and delivering it in an efficient (less costly) manner. Rationale and administrative structure for the Performance-Based, Multi Occupational (PBMO) program are presented and a seven-dimensional program organization and curriculum…

Describes Mississippi's cooperative efforts between the State Department of Education and industries in curriculum development associated with start-up training, vocational training designed to attract new industry into a community and to prepare workers for the newly attracted industry. (Editor/TA)

Reports a national survey of the information needs of, and information sources used by, curriculum developers concerned with industrial arts and trade and industrial education. (Editor/TA)

Reports the efforts of an evaluation consultant and the teachers and administrators of two vocational centers to establish measurable objectives and establish an evaluation system to measure how well the objectives were achieved. Steps are outlined for determining the success or failure of a vocational program to meet established levels of…

Reports research into the relationship between compressed motion pictures and the learning of psychomotor tasks. Concludes that an instructional sound film demonstrating a simple psychomotor task can be compressed to rates up to 33 1/3 percent for immediate measures and 50 percent for delayed measures without significantly affecting students'…

A vocational educator and a special educator respond to nine questions concerning intercommunication between vocational and special education teachers in accommodating handicapped and disadvantaged students in vocational education programs, particularly the need for special vocational teacher training. (MF)

Presents an overview of those parts of title II of the Education Amendments of 1976 (P.L. 94-482) that relate specifically to serving special needs learners and preparing special needs personnel, focusing on the integration of handicapped and disadvantaged students into regular vocational education programs as much as possible. (MF)

The authors review the role of special needs teacher education to meet the challenges of providing appropriate public education and vocational training for handicapped and disadvantaged learners under applicable provisions of recent legislation (P.L. 94-142 and P.L. 93-516). Major changes in teacher education required by the legislation are…

A special educator offers a series of guidelines for preparing personnel to provide vocational training for special needs youth, along with strategies for cooperative planning and programs between vocational and special teacher education. (MF)

So that vocational teachers will be able to deal effectively with special needs students, higher education must plan and develop adequate personnel preparation at the preservice level. Seven strategies for vocational/special needs teacher education program development are given. (MF)

Some strategies for inservice education for special needs teachers are outlined by a teacher educator, with areas to be included in a presentation format. Well-planned inservice programs help both the special needs students and the special/vocational teachers, according to the author. (MF)