Competency-Based Staff Development: A Guide to the Implementation of Programs for Post-Secondary Occupational Personnel.
form, materials which could be useful to post-secondary staff development personnel as they plan, prepare, and implement a competency-based staff development program. The.bibliography is further seen as an aid for Oost7secondary vocational teachers in understanding competency-based education (CBE), and in locating related materials. Abstracts contained in this section have been organized into the following four sections:s contained in this section have been organized into the following four sections: 1. Competency-Based Staff Development: Instructional 'Materials, 2. Meeting the Needs of Special Groups: General References, 3. Competency-Based Education: Instructional Materials, 4. General References. An alphabetA.cal listing of all referenced _publishers and their addresses is provided at the end of thi.s section.. Process for Obtaining Documents The information on the resources for competency-based staff development programs described herein was obtained from several sources. Documents were selected from a computer search of Abstracts in Instructional Materials/Abstracts in Research Materials (AIM/ARM) and Educational Resources Information Center (ERIC). The search was further extended to include dissertations, periodicals, magazines, and special publications from the holdings of the Research Library at The National Center for Research in
Trade and industrial education staff development practices in the community and technical colleges in the Midwest
global terms with consequent ambiguity on the part of the teachers as to what the change entailed behaviorally. Similar findings were reported by Crowther (1972), Downey et al. (1975), Lukas and Wohlleb (1973), and Naumann-Etienne (1974). This is unfortunate and may reveal the fact that most teachers are lackadaisical in or were not knowledge­ able about the particular innovation(s) during the staff development pro­ gram. The reason one might, therefore, advance for such instructors for trying to implement the innovation(s) would be to fulfill certain re­ quired obligations by the building principal or school board. In analyzing studies on complexity of innovation. Gross et al. (1971) and Evans and Scheffer (1974) found that implementation charac­ teristics involving new teaching strategies and role relationships with students showed lower levels of implementation than those characteristics involving change in structure, administrative procedures and use of materials. Crowther (1972) measured complexity by teachers and found that it was significantly related to the degree of implementation of a social science curriculum. The problem with this study is that he
Good elementary education
Abstract The aim of this study is to identify good elementary education standards that would contribute to the elimination of inequalities in the implementations regarding the utilization -and making it utilized- of the right to elemetary education. Being a descriptive one, this study attempted to identify the definitions and explanations of the right to education in universal documents by a review of literature. The study then attempted to explain the drawbacks concerning the protection and the utilization of the right to education. The study proposes some standards such as accessibility, content, operation so as to eliminate the obstacles hindering the utilization of the right to elementary education.