Vocationalizing High School Speech Curricula.

Autor/inn/en	Mester, Cathy Sargent; Tauber, Robert T.
Titel	Vocationalizing High School Speech Curricula.
Quelle	(1990), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Career Development; Communication Skills; Curriculum Development; High Schools; Instructional Design; Interpersonal Communication; Job Skills; Listening Skills; Personnel Evaluation; School Surveys; Speech Communication; Teacher Workshops; Technical Education; Vocational High Schools + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Berufsentwicklung; Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; Oberschule; Lesson concept; Lessonplan; Unterrichtsentwurf; Interpersonale Kommunikation; Produktive Fertigkeit; Personalbeurteilung; Technikunterricht
Abstract	This study was conducted to determine if those involved with vocational-technical students realize the importance of oral communication skills for votech graduates and to determine if those in a position to act on this awareness do so. Data were gathered from votech teachers, craft committee members (tradespersons advising votech school faculty and administration), co-op employers, and senior votech students, all associated with the Erie County Technical School (Pennsylvania). Respondents were asked to compare the relative importance of data, people, and things (categories described in the federal government's "Dictionary of Occupation Titles") by assigning percentages to them or by rating them on a one-to-five scale. Results revealed that the "people" category and oral communication skills were collectively considered as highly important to students' future job success. Results also revealed that votech teachers reported significantly less actual classroom attention to oral communication skills (only 32%) than indicated in their statements of its importance, and home school English teachers devoted only 24% of their time to teaching oral communication. Based on these findings, a workshop was conducted to sensitize home school English teachers to the particular nature of vocational education and the need for more direct teaching of oral communication to prepare students for the work environment. (Two tables of data are included; three appendixes containing surveys for votech and home school teachers and employers are attached.) (KEH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC