Preparing Agents of Change in Vocational, Technical, and Occupational Education.

Autor/in	Groff, Warren H.
Titel	Preparing Agents of Change in Vocational, Technical, and Occupational Education.
Quelle	(1985), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Curriculum Development; Doctoral Programs; Educational Change; Field Experience Programs; Graduate Study; Higher Education; Postsecondary Education as a Field of Study; Seminars; Teacher Education; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Doktorandenprogramm; Bildungsreform; Praxisnahes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Seminar; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung; Ausbilder
Abstract	The ultimate goal of graduate education is to design programs of preparation to promote improvement in the quality of education and training services that are provided in a variety of different contexts. In the 1960s, Nova University developed field-based doctoral programs as a strategy to prepare individuals to become agents of change in the contexts in which they work. Nova's Center for Higher Education developed field-based doctoral programs in: (1) higher education; (2) leadership in adult education; and (3) vocational, technical, and occupational (VTO) education. During the 1980s, the Center for Higher Education critically analyzed its format for the delivery of the specialization seminars for the three programs. This paper describes the redesign and implementation of the new format for developing change agents in VTO education, detailing the content of two specialization seminars, namely, "Personnel--Human Resources Development" and "The Emergence of Vocational, Technical, and Occupational Education in America," and analyzing outcomes of the new seminar format. (Author/EJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC