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Author: Charles Edward Smith Publisher: ISBN: Category : Education, Cooperative Languages : en Pages : 418
Book Description
The purposes of this study were: (1) To attempt to determine how well programs of cooperative education are functioning in meeting the needs of pupils and the community through a survey of those programs in selected high schools in Oregon, and (2) To develop recommendations for improving cooperative education programs in secondary schools based on the findings of this survey. The survey utilized data secured from responses to questionnaires developed in two pilot runs and administered in twenty Oregon high schools to principals, teacher-coordinators, and students involved in cooperative education programs. Analysis of the responses resulted in the following findings: 1. A majority of the principals evaluated the program as worthwhile, and indicated that they encountered few problems in scheduling, awarding credits, financing, or operating the programs. 2. Responses from coordinators indicated that they were enthusiastic and optimistic about cooperative education. They expressed concern over time allotments for coordinating activities and the availability of work-training stations. 3. Student responses revealed that the great majority of the students approved of the program, and experienced little difficulty with scheduling related class instruction or with grades and credits. They expressed concern with the amount of time a coordinator could devote to on-job supervision, with student selection methods, and with the need for the program to be available for more students. Recommendations 1. Development of a model cooperative education program for all secondary school students. 2. Re-examination of the total vocational education program in order to develop an articulated program with a well-staffed adequately financed cooperative education program. 3. Suggestions for various methods of housing and operating cooperative education programs. 4. More attention to total staff orientation and involvement with the cooperative education program. 5. Some of the basic components of the teacher intern program techniques of organizing, staffing, and communicating be utilized in the cooperative education program.
Author: Charles Edward Smith Publisher: ISBN: Category : Education, Cooperative Languages : en Pages : 418
Book Description
The purposes of this study were: (1) To attempt to determine how well programs of cooperative education are functioning in meeting the needs of pupils and the community through a survey of those programs in selected high schools in Oregon, and (2) To develop recommendations for improving cooperative education programs in secondary schools based on the findings of this survey. The survey utilized data secured from responses to questionnaires developed in two pilot runs and administered in twenty Oregon high schools to principals, teacher-coordinators, and students involved in cooperative education programs. Analysis of the responses resulted in the following findings: 1. A majority of the principals evaluated the program as worthwhile, and indicated that they encountered few problems in scheduling, awarding credits, financing, or operating the programs. 2. Responses from coordinators indicated that they were enthusiastic and optimistic about cooperative education. They expressed concern over time allotments for coordinating activities and the availability of work-training stations. 3. Student responses revealed that the great majority of the students approved of the program, and experienced little difficulty with scheduling related class instruction or with grades and credits. They expressed concern with the amount of time a coordinator could devote to on-job supervision, with student selection methods, and with the need for the program to be available for more students. Recommendations 1. Development of a model cooperative education program for all secondary school students. 2. Re-examination of the total vocational education program in order to develop an articulated program with a well-staffed adequately financed cooperative education program. 3. Suggestions for various methods of housing and operating cooperative education programs. 4. More attention to total staff orientation and involvement with the cooperative education program. 5. Some of the basic components of the teacher intern program techniques of organizing, staffing, and communicating be utilized in the cooperative education program.
Author: Thoyd O. Latham Publisher: ISBN: Category : Education, Cooperative Languages : en Pages : 546
Book Description
STATEMENT OF THE PROBLEM The problem studied was whether there exist significant differences between the perceived knowledge obtained by former secondary cooperative work experience students as compared to the instructional goals and objectives of these programs as identified by the Oregon State Department of Education. THE PROCEDURE The problem as it is identified above was divided into three phases. The first phase was identification and classification of the instructional goals and objectives that the Oregon State Department of Education had established for secondary cooperative work experience programs. The second phase of this study was to verify that the eight Oregon secondary schools that participated in this study were in agreement with the instructional goals and objectives for cooperative work experience programs as had previously been identified. The third phase of this study was an investigation of the perceived opinions held by former students of Oregon secondary cooperative work experience programs about the actual effects the identified instructional goals and objectives have had. A mail survey questionnaire was used to gather the data. The sample for the study consisted of 80 males and 126 females who were seniors enrolled during the 1970-71 school year in a cooperative work experience program in the eight Oregon high schools agreeing to participate in this study. The F statistic was used to analyze contrast among the mean scores for each criterion variable statement with the .05 level of significance being used to determine differences existing between the two groups of male and female. Demographic data was compiled into tables for interpretation of the personal characteristics of the response population. SELECTED FINDINGS The analysis of variance test indicated that the two groups were alike in their responses to the criterion variable statements contained in the questionnaire. Significant differences at the .05 level did not occur in any of the criterion variable statements employed to test the null-hypothesis. Other selected findings of importance were: - Secondary cooperative work experience programs, as they have been offered in Oregon, were accomplishing a majority of the instructional goals and objectives which had been identified. A majority of former students surveyed believed they learned and benefited from the programs. - Former students of these programs were more successful in obtaining and maintaining employment in comparison to the total state population of youths under 25 years old. -A majority of females surveyed got their first job in the exact same area as their training. -Two years after leaving high school a majority of the females surveyed were still employed in areas related to their cooperative work experience training. The testing of the mean scores indicated that the two groups surveyed were similar in their responses. The hypothesis were retained in all of the criterion variable statements. The general acceptance of the hypothesis by the surveyed population may be interpreted as representing the entire population of all former senior students enrolled in Oregon secondary work experience programs during the 1970-71 school year. SELECTED RECOMMENDATIONS The author would recommend that a validation study be repeated at a future date. Other areas needing research are methods of improving coordination between student interests and/or vocational training and the actual placement in related work stations. Further research is needed in how the secondary cooperative work experience programs can be made more effective and efficient in placing students on jobs after leaving high school that are directly related to their training experience. The evidence presented in this study has implications that need to be investigated by all personnel concerned with Oregon secondary cooperative work experience programs. These are implications that should be of interest to administrators of secondary vocational programs.
Author: Michael Ray Eslinger Publisher: ISBN: Category : Agricultural education Languages : en Pages : 104
Book Description
Cooperative work experience in agricultural education is one form of supervised occupational experience that provides the student in agriculture with practical application of skills and knowledge in one of the many agricultural occupations. Cooperative work experience students are placed with employers in agribusiness service, processing, or in distribution for work experience consistent with their occupational goals. The purpose of this study was to determine the program structure, program involvement, program planning, and use of available resources of agricultural cooperative work experience programs in Oregon high schools by assessing the existing agricultural cooperative work experience programs. Data collected for this study were obtained by sending questionnaires to all ninety Oregon high schools identified as having reimbursable agricultural programs. Completed questionnaires were received from 65 or 72.2 percent of the schools and 41 or 63.1 percent of those schools reported having an agricultural cooperative work experience program. The study revealed that 19 or 46.3 percent of the schools with cooperative work experience programs in agriculture have a plan for selecting their cooperative work experience students. It was also revealed that 23 or 56.1 percent of the schools were using a. planned method of selecting cooperative work experience stations less than 50 percent of the time. Agricultural advisory committees were involved in publicizing and promoting the program in 27 or 65.9 percent of the schools, program evaluation in 26 or 63.4 percent of the schools, and developing and locating cooperative work experience stations in 28 or 68.3 percent of the schools. It was found that 36 or 87.8 percent of the schools have training agreements on each of their cooperative work experience students. Those schools with agricultural cooperative work experience programs indicated that their supervising teachers were spending an average of 3.0 hours per week making an average of 2.8 work experience visits per week during the school year. During the summer they were spending an average of 5.8 hours per week making an average of 6.6 visits per week. Training plans listing the students learning activities were developed for an average of 68.8 percent of the students involved in cooperative work experience. It was found that 36 or 87.8 percent of the schools maintain a cooperative work experience file on each cooperative work experience student that included a record of student progress made after each cooperative work experience visit. A listing of nine recommendations were included.
Author: Charles Edward Smith
Author: Charles Edward Smith
Author: Thoyd O. Latham
Author: Charles Louis Selzer
Author: Rochester (N.Y.). City School District
Author: David Francis Atkinson
Author: Michael Ray Eslinger
Author: John D. Bowsman
Author: 
Author: 
Author: Oregon City School District (Ohio)