SBC Pacific Bell Knowledge Network Explorer : Online Learning : Blue Web'n Searc Access lesson plans and browse vocational resources in the fields of agriculture, career guidance, English, home economics and marketing. EducationCareer and vocationalProfession SpecificCosmetology. EARLY CHILDHOOD PRESCHOOL. Easy Web Tips to teach High School). Projects/activities (Nebraska Slate) http://www.kn.pacbell.com/wired/bluewebn/fr_Vocational.html
Extractions: How can we make our towns and cities more eco-friendly? This website describes the best new construction and design practices for improving energy and resource efficiency. Environmental Studies, Drafting and Design, and Construction ideas blend in this easy to navigate website sponsored in part by the Canadian government. (added 10/20/00) Astro-Venture This multimedia website deals with NASA careers and astrobiology research. The concept is to search for and design a habitable planet. Students enter training, are quizzed on their knowledge, and adjust the features of potentially habitable planets to see what makes a planet habitable and why. The recording of student observations ties this activity to the basics of the scientific process. (added 7/8/02, reviewed 7/8/02)
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Higher Order Thinking Skills in Vocational Education. ERIC Digest No. 127. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC From the movement to integrate vocational and academic education to the proposals of the Secretary's Commission on Achieving Necessary Skills (SCANS 1991) and others, the message is clear. Higher order thinking skills are essential and must be taught. Recent findings of cognitive research provide a better understanding of how people learn and how they solve problems, from which new teaching strategies are emerging. This ERIC DIGEST defines higher order skills, presents arguments for developing thinking skills in vocational education and describes strategies and applications in vocational settings. WHY VOCATIONAL EDUCATION?
Education World® The Educator's Best Friend Expansive collection offers features, news, and resources for teachers, as well as links to schools and universities around the world. Lessons Lots of activities and resources from Citizenship Schools teach valuable lessons by turning Higher education. Preservice education. Special education. vocational education http://www.education-world.com/
Education World ® - Lesson Planning: Five Times Five: Five Activities For Teach Looking for activities to teach the five themes of geography? We've got them for you 25 of them! activities for students at every level! Preservice Ed. Special Ed. vocational Ed. Add A Site of the turning points in geography education in the United States. http://www.education-world.com/a_lesson/lesson071.shtml
Extractions: How many of your students could identify the location of their home country on a world map? U.S. education officials were shocked when a nine-nation survey found that one in five young Americans (18- to 24-year-olds) could not locate the United States on an outline map of the world! That study represents one of the turning points in geography education in the United States. Although most U.S. students still don't take a "geography" course in school as students in many other countries do increased emphasis on the development of geography skills is more widespread today than it was ten years ago. Organizations such as National Geographic and the National Council for the Social Studies have created materials to aid teachers in teaching geography skills. And about ten years ago, the Joint Committee on Geographic Education of the National Council for Geographic Education and the American Association of Geographers developed five specific themes to help focus teacher and student thinking when it comes to geography. Those five themes follow: Location Where are things located? A location can be specific (for example, it can be stated as coordinates of longitude and latitude or as a distance from another place) or general (it's in the Northeast).
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Vocational Teacher Education Reform. ERIC Digest No. 180. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education. IMPACTS OF REFORM MOVEMENTS ON VOCATIONAL TEACHER EDUCATION Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997).
ERIC/ACVE - Using Problem-Solving Approaches In Vocational The Oklahoma State Department of vocational and Technical education (1991) has teams;facilitators teach in teams; all problemsolving activities have real http://ericacve.org/docgen.asp?tbl=pab&ID=73
Using Problem Solving Approaches In Vocational Education ERIC Digest No. 196 Adult, Career, and vocational education An Internet Guide Judith O. Wagner PDF of this document The Internet includes thousands of websites and listservs related to every imaginable subject. literacy information, programs and activities, links to state sites, education and improving the way people learn and teach. http://ericacve.org/docs/pab00006.htm
Extractions: The problem-solving approach to teaching and learning has evolved from the theories of John Dewey. It has been used especially in agricultural education as a way to relate classroom learning to real-life situations or problems. This Brief focuses on practice applications of problem solving in vocational education and their relationship to contextual learning environments. Problem Solving for Teaching and Learning Agricultural education has emphasized problem solving as a means of helping students to develop decision-making skills and teachers to alter their teaching methodology. The traditional method of problem solving for decision making reflects Deweys five-step model for learning, expanded to six steps by Newcomb, McCracken, and Warmbrod (Straquadine and Egelund 1992): (1) identification of the problem situation: What is happening?; (2) definition of the problem: What must be done?; (3) search for information: What do we need to know?; (4) analysis of data: What are the important considerations?; (5) testing possible solutions: What will happen if this action is followed?; and (6) conclusion: What action is most promising? The problem-solving method of teaching incorporates problem-solving activities, but places the responsibility for learning on the student. It requires teachers to move from the traditional instructional model to one that engages teachers and students as partners in learning, with the teacher functioning in the role of facilitator or coach rather than leader or all-knowing authority. It requires the use of problems that have real meaning to students, thus motivating them to reach a solution.
Internet Public Library: Vocational Education Recent IPL News education intended to teach and/or train the student in a particular vocation or profession. Resources in this category European Centre for the Development of vocational Training Collections education Social Sciences vocational education coordination of analysis and research activities.". This site contains http://www.ipl.org/ref/RR/static/edu8000.html
Extractions: IPL Recognized in Computerworld Honors Program Recent IPL News IPL Recognized in 2002 Computerworld Honors Program New design for the IPL unveiled! Now offering links to over 20,000 books Education intended to teach and/or train the student in a particular vocation or profession. You can also view Magazines Associations on the Net under this heading. ERIC Clearinghouse on Adult, Career, and Vocational Education http://ericacve.org/ "CEDEFOP is a European Centre for the development of vocational training. Since 1976, CEDEFOP has been involved in promoting and developing vocational training of young people, and the continuing training of adults, primarily through European-wide co-ordination of analysis and research activities." This site contains a wealth of information about CEDEFOP, its publications, its memebers, and its events and activities. A library of information about vocational training is also available.
Extractions: Home Teacher Certification Certification Requirements Certification Requirements For ADMINISTRATOR CERTIFICATE I I. An Administrator I certificate, valid for a period of five (5) years from the effective date on the certificate, will be issued to applicants meeting the following requirements: A. Completion of a masters degree or higher from a state-approved college or university; B. A valid Missouri certificate of license to teach in a content area of secondary education, vocational/technical; and/or student services; and C. Two (2) year of full-time teaching experience at the 7th grade through adult level approved by Missouri Department of Elementary and Secondary Education or two (2) years of full-time experience at grade 7 through adult level other than teaching.
Archived -- Vocational Education between what they teach, how they teach, and the Because a significant percentageof vocational education State grants, techprep activities, and school http://www.ed.gov/offices/OVAE/98vetes2.html
Extractions: A r c h i v e d I n f o r m a t i o n DEPARTMENT OF EDUCATION Statement by Patricia W. McNeil Assistant Secretary for Vocational and Adult Education on Vocational Education April 24, 1997 Senate Labor and Human Resources Committee Chairman Jeffords, Senator Kennedy, and Members of the Committee: Thank you for the opportunity to appear before you today to discuss the Administration's views on reforming the Federal investment in vocational education. We need a new vision of vocational education if we are going to ensure that students are prepared for the information age of the 21st century. That vision must reflect the rapidly changing demands of our economy and society brought on by new technologies, global competition, and changes in the organization of work. Our vision must reflect the knowledge and skills that workers, citizens and family members will need to be successful in a world that is dramatically different than the one that existed when we got our formal education. In short, we must envision new kinds of schools. I look forward to working closely with this Committee in a bipartisan effort to reshape the Federal investment in vocational education to meet these challenges. I believe it is important that we think about vocational education as an integral part of our efforts to reform secondary schools and improve postsecondary education.
Ohio Civilian Conservation Corps be licensed by the state to teach vocational education. vocational schools to offervocational courses on Although specific resources and activities vary from http://www.nyec.org/pepnet/awardees/occc.htm
Extractions: The Ohio Civilian Conservation Corps (Ohio CCC) was created by Ohio statute in 1977 and is a division of the Ohio Department of Natural Resources. In 1995, there was little legislative support for CCC resulting in threats to cut or eliminate the program unless it could prove it was effectively using tax dollars. Ohio CCC set about to make conservation/service a means to youth employment and development. In 1998, the program was selected by the National Association of Service and Conservation Corps as one of nine programs in the country to participate in the Corps-to-Career initiative, merging traditional CCC activities with best practices for youth/workforce development. Mission
Access FREE Teacher Resources Projects For teachers; Quick activities; Religious education; Report Use Technologyin Your Classroom; vocational education. teachnology - The Art and Science of http://www.teach-nology.com/teachers/
Extractions: Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Arizona has approved Capella University's K-12 educational administration graduate specialization, qualifying graduates for the AZ licensure exam. This program prepares students for principal and superintendent licensure exams. Click for more info. We have over 150,000 reviews of sites specifically for teacher resources. Below is our teachers directory. If you are looking for teacher worksheets, downloads, games, rubrics, or any of our other teacher tools, you can access them from the menu at the top throughout our site. Our site is constantly being updated. We add over 250 reviews every week. Be sure to join our teacher newsletter for the latest updates. Participate in the discussions on our message board Teaching K-6 Teaching Middle Level Teaching High School ...
NCSOICC-Career And Occupational Information control or coordinate the education activities of college or post secondary schools,vocational schools, training teach basic academic and social skills to http://jobs.esc.state.nc.us/soicc/info/b-educat.htm
Extractions: This cluster includes occupations that have direct contact with individuals to provide for their education and training in an educational setting. People in these occupations generally have interests and skills in people and value helping others to learn and develop. Their skills include speaking, listening, teaching and serving others. They demonstrate a high level of social skills. NOTE: Follow the links provided with the occupational titles to view additional information about these occupations from the North Carolina Career Information System . Links will open in a new browser window. Title Description Wage Where Found Outlook Education Administrator (SEA) Plan, organize, direct, control or coordinate the education activities of college, universities, elementary, secondary or post secondary schools, vocational schools, training organizations in private business or other agencies. Bach.
Extractions: Teach or instruct vocational or occupational subjects at the postsecondary level (but at less than the baccalaureate) to students who have graduated or left high school. Includes correspondence school instructors; industrial, commercial and government training instructors; and adult education teachers and instructors who prepare persons to operate industrial machinery and equipment and transportation and communications equipment. Teaching may take place in public or private schools whose primary business is education or in a school associated with an organization whose primary business is other than education.
Extractions: Partners This section is organized according to the groups in a community that have a role in protecting young workers, such as schools, employers, and job trainers. For all of the groups, we have provided reasons for their involvement and strategies for working with them. We have also included many examples from our projects. Please keep in mind that this section provides ideas for a broad array of groups and activities so that you have a variety from which to choose. We are not suggesting that you need to reach all of these groups or undertake all of these activities to be successful. Instead, we recommend that you begin with the one or two groups and activities that best fit your community. Why should schools be partners? Schools can be important allies in your work with teens. Schools have a direct responsibility to ensure the safety of teens in vocational education and school-to-career programs and an indirect responsibility to prepare students for adult life. Young people are better prepared for their adult work lives when they understand their workplace rights and responsibilities and can learn how to apply them productively. Also, because working too many hours can affect a student's school performance, educators are often interested in teen work. Reaching out to schools in your community Identify existing work-related programs.
Extractions: SHPPS is a national survey periodically conducted to assess school health policies and programs at the state, district, school, and classroom levels. Results from SHPPS 2000 are published in the Journal of School Health , Volume 71, Number 7, September 2001. Physical Education Requirements Percentage of States and Districts Requiring Take Physical Education, by School Level Note: A text version of this bar graph is available. 8.0% of elementary schools (excluding kindergarten, which has requirements that are consistently lower than those for grades 1 through 5), 6.4% of middle/junior high schools, and 5.8% of senior high schools provide daily physical education or its equivalent (150 minutes per week for elementary schools; 225 minutes per week for middle/ junior and senior high schools) for the entire school year for students in all grades in the school.
Extractions: "Researching Vocational Education and Training" July 14-16 1999, Bolton Institute Internet based delivery of vocational education and training requires development of new kinds of infrastructures and services. What are these services? What's the best way to obtain them? This article reviews the specialised requirements for college and industry based online courses, with particular reference to "in house" and "outsourced" access to world wide web course servers. Introduction Online learning offers attractive ways to enhance the flexible delivery of vocational education and training. Online learning facilitates communications between students and tutors, enables peer group communications between students, allows frequent updating of study materials, includes access to online resources worldwide, and it may be integrated with many kinds of interactive multimedia and computer assisted learning. Online learning has special attractions for work place based training and corporate training. Often an organisation has well developed local and wide area network communications for purposes of its business operations. In such cases online learning may offer good economies and high effectiveness with respect to use of existing workstations, servers and network equipment, whilst existing online documentation may provide reference material for training programs.
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Vocational Teacher Education Reform. ERIC Digest No. 180. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education. IMPACTS OF REFORM MOVEMENTS ON VOCATIONAL TEACHER EDUCATION Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997).
Vocational Education with others; Learn and teach on an student in the Dubuque schools Counseling activities; EngagedLearning; Equity Policies and Practices; vocational education; http://www.dubuque.k12.ia.us/vocationaled/
Extractions: elcome to the Vocational Education Page in the Dubuque Community Schools Web site. In Dubuque Community Schools, vocational education takes many and varied forms, from curriculum planning to activities that extend opportunities for our students beyond the classroom experience. Today vocational education includes highly technical training to prepare students for the evolving information industry, for example. Why Vocational Education is So Important In many individual cases, a four-year liberal arts education may not be the best fit for a particular student at this stage of his or her life. This is why the Dubuque Community School District is collaborating with regional and state education agencies as well as the Iowa Association of Business and Industry, to continually explore and cultivate post secondary educational options for our students. One of the programs we are most enthusiastic about is School-to-Work. Below is a cursory outline of School-to-Work as we apply it in our District.
Countdown: UNESCO Education News Associated Schools Project Network are launching activities to mark need to learnhow to teach reading. New ambitions for technical and vocational education. http://www.unesco.org/education/educnews/ouvnews.htm
Extractions: The Cochabamba Declaration 28 March 2001 Caribbean nations adopt the Cochabamba Declaration on Education focusing on basic schooling for all, literacy and reforms to improve the quality and efficiency of education, after a three-day meeting in the Bolivian city of Cochabamba. Factors that affect learning in Latin America ... International Adult Learners' Week 8 November 2000 International Adult Learners' Week was launched on 8 September 2000, at EXPO 2000, in Hanover, Germany. If you would like to share information on your national adult learners' week, UNESCO's Institute for Education would like to hear from you. How children see a peaceful and non-violent world 26 October 2000 Children around the world express their vision of a non-violent world in a cartoon contest sponsored by UNESCO's Associated Schools Project Network. The six winning entries have been transformed into short animation videos e-learning for African teachers 19 October 2000 UNESCO's International Institute for Capacity Building in Africa (IICBA) has developed an electronic library to improve the teaching skills of African teachers. They became literate in two languages 16 October 2000 An ambitious project which aims to help Bolivian country people become literate simultaneously in Quechua and Spanish wins UNESCO's Malcolm Adiseshiah Literacy Prize.
