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Widely used by Curriculum Directors and Administrators, this handbook/reference focuses on the everyday details of developing, organizing, operating, and managing the cooperative occupational education plan—with topics presented in a logical sequence of an educational planning-strategy-structure system. It shows how to apply the plan at the secondary level, adult workforce level, and post-secondary and collegiate levels, and to occupations in agriculture, business, family and consumer sciences, marketing, and trade and industry. Features complete forms (training agreements, student evaluation forms, training plans, etc.) for use in coordinating and managing cooperative educational programs in each area. Covers in detail the impact of current vocational legislation, legal aspects, evaluation, and accountability of cooperative education. Cooperative Education Models. Coordinators and Their Roles. Initiating the Plan. Coordinator Responsibilities at the Secondary Level, for Adult Workforce, at the Post-secondary and Collegiate Levels. Planning and Carrying Out Effective In-school Instruction. Developing Training Stations as Instructional Laboratories. Correlating Instruction Between School and Job Laboratories. Accountability Through Evaluation. Legal and Regulatory Aspects of Cooperative Education. The Plan in Agricultural, Business, Health, Family and Consumer Sciences, Marketing, and Trade and Industrial Occupations. For Curriculum Directors, Local Administrators, Teachers, and Consultants involved in cooperative vocational education.
The first edition of Cooperative Occupational Education was published at a pivotal point in the history of cooperative and work experience education. Prior to that time (1965), the cooperative plan of instruction had been extensively used in some states, but not in all, and in some fields, notably marketing education and industrial education. Although the cooperative plan was being used at the post-secondary level, it was not in widespread evidence. Soon after the passage of the Vocational Education Act of 1963, many districts began to introduce the cooperative plan, especially in business occupations, home economics occupations, health occupations, and agricultural occupations. Thus, the first edition met a felt need—it was adopted for many pre-service collegiate courses and many in-service workshops and conferences.
The second edition was reorganized to serve all vocational areas using the cooperative plan. Like the first edition, it was widely used as a reference handbook by curriculum directors, local administrators and consultants for vocational education, and graduate students.
The third edition continued to have the practical directness of a handbook. Emphasis remained on the everyday details of organizing and operating the cooperative plan. Much more theoretical substance was added to work, study and general work experience plans, and much more detail was given to the concepts behind the career development of the individual. The conceptual base behind educational decision-making was re-emphasized, with the topics presented in a logical sequence of educational planning—strategy-structure-system.
The modified edition of 1986incorporated the legislative changes in vocational education stemming from the Carl D. Perkins Vocational Education Act of 1984 and the job Training Partnership Act (JTPA) of 1982.
The fourth edition retained the logical sequence of educational planning (strategy-structure-system), and it continued to stress the impact of current vocational legislation. The legal aspects of cooperative education were discussed in considerable detail. The application of the plan at the post-secondary, collegiate, and adult levels and to agricultural occupations, home economics occupations, and health occupations was expanded.
The fifth edition contained material dealing with the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, with developments in new legislation, and with the integration of tech-prep and apprenticeship provisions as they apply to cooperative education.
The sixth edition discusses the key points of the Carl D. Perkins Vocational and Technical Education Act of 1998. Other major developments are covered, and current terminology is used throughout. The Bibliography has been updated to include the latest references.
Stewart W. Husted
Ralph E. Mason
Overview—A Model for Program Planning.
I. THE STRATEGY OF AIMS AND GOAL INPUTS.
1. The Scope of Instructional Programs Using the Work Environment.
2. The Development of Human Resources.
3. Public Policy Goals and Institutional Roles.
II. THE STRUCTURE OF CURRICULUM PATTERNS—HOW THE WORK ENVIRONMENT IS USED AT VARIOUS LEVELS.
4. Cooperative Education Models.
5. Coordinators and Their Roles.
6. Initiating the Plan.
7. Coordinator Responsibilities at the Secondary Level.
8. Coordinator Responsibilities for Adult Workforce Development.
9. Coordinator Responsibilities at the Post-secondary and Collegiate Levels.
III. THE SYSTEM OF INSTRUCTION AND COORDINATION.
10. Planning and Carrying Out Effective In-school Instruction.
11 . Developing Training Stations as Instructional Laboratories.
12. Correlating Instruction Between School and Job Laboratories.
13. The Maturing of the Cooperative Plan.
14. Student Organizations as an Integral Part of Instruction.
15. Accountability—Through Evaluation.
16. Legal and Regulatory Aspects of Cooperative Education.
IV. APPLICATION OF THE SYSTEMS APPROACH.
17. The Plan in Agricultural Occupations.
18. The Plan in Business Occupations.
19. The Plan in Health Occupations.
20. The Plan in Family and Consumer Sciences Occupations.
21. The Plan in Marketing Occupations.
22. The Plan in Trade and Industrial Occupations.
Glossary of Key Terms.