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Using case studies from schools and colleges, this book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation.
What is the current status of vocational and technical education programs? What are the current and projected sources of employment in various communities? How do these two questions influence each other? In order to keep up with the labor demands of an increasingly complex and technologically-oriented workplace, vocational and technical schools need to keep their programs on the cutting edge of contemporary work environments. This book offers useful information about how to plan, develop, implement, and succeed in vocational and technical programs. The twelve chapters take the reader through these programs from start to finish. Also included are numerous illustrations, forms, and descriptions of how to successfully work through the development process. Each chapter includes a set of references that assist in gathering additional related information. Instructors, administrators, curriculum specialists, and anyone involved in the vocational and technical education field.
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
Selected papers are as follows: "Evolving Policy Paradigms and Legislative Implications for Vocational Assessment Services" (LeConte et al.); "Integrating Academic Competencies in Vocational Assessment, Education, and Training" (DeMoss, Horvath); "Americans with Disabilities Act (ADA)" (Thomas et al.); "Selecting Vocational Evaluation Tools" (McDaniel et al.); "Work Evaluation" (Ravicz); "Building Consensus" (Smith, Schuster); "Role of Language and Culture in Vocational Assessment" (Colyer, Smith); "Personnel Shortages in Vocational Evaluation" (Stewart); "Job Interviews under the ADA" (Kornblau); "Facilitating Self-Determination" (Kaskel, Oppenheim); "ADA Compliance" (Ellexson); "Standards for Best Practice in Vocational Assessment and Evaluation" (Dowd et al.); "Proposed Curriculum Model for Vocational Evaluation" (Pell, Taylor); "Effective Consumer-Counselor Interactions in Vocational Rehabilitation" (Czerlinsky); "Comparison of Recertification Requirements" (DeGraw, Stroud); "Using Behavioral Rating Scales as Part of Vocational Assessment" (McKenna); "Critical Vocational Behaviors" (Modahl); "Technology Considerations during the Vocational Evaluation Process" (Smith, McClain); "Assessing Needs, Supports, and Environments in Vocational Evaluation" (Sabousky et al.); "Work Adjustment Job Coach Service" (Davis, Barron); "Modifying Evaluation Process to Determine Reasonable Accommodations" (Parhamovich); "Vocational Expert Testimony" (Strauss); "Documenting Functional Performance Criteria in Work Capacity Evaluations" (May); "Report Writing" (Adams-Webber);"Facilitating Self-Determination with Vocational Assessment in Multi-Cultural Settings" (Akridge, Farley); "Expanding Vocational Evaluation Process through Assistive Technology" (Reed et al.); "Establishing Vocational Direction Utilizing Fantasy with Persons Who Are Severely Disabled" (Braunig); "Transition of Persons with Cognitive Disabilities" (Robinson); "Vocational Evaluation of Older Worker with a Disability" (Hursh); "Vocational Assessment of Individuals with Traumatic Brain Injury" (Krankowski, Culbertson); "Vocational Evaluation" (May); "Vocational Evaluation Using Adaptive Equipment for People with Vision Impairments" (Yang); "Learning Style Assessment and Reasonable Accommodations for Students with Learning Disabilities" (Sylvester); "Voc-Ed Exploration Survey" (Ensley);"Self-Determination" (Ginavan, Jozwiak); "Pre-Vocational Training" (Johnson); "Vocational Assessment of Students with Disadvantages" (Nolte, Waechter); "Vocational Assessment of Persons with Severe and Profound Disabilities" (Shanahan); and "Results of 1992 Multi-Cultural Task Force Survey" (Nussbaum et al.). (YLB)

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