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Elements of vocational program quality

Author: Paul B Campbell; Phyllis Panzano; Educational Resources Information Center (U.S.)
Publisher: Columbus, Ohio : National Center for Research in Vocational Education, Ohio University ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1985.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This report is an attempt to conceptualize a comprehensive framework for evaluating vocational education quality. It is intended to inform policymakers of the breadth of the elements of quality and to suggest an integrated framework for assessing quality to vocational education evaluation theoreticians. Chapter 1 offers preliminary considerations. Chapter 2 introduces and defines the elements of quality related to  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Paul B Campbell; Phyllis Panzano; Educational Resources Information Center (U.S.)
OCLC Number: 27358105
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 92-1771-M.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1992]. 1 microfiche.
Description: 1 volume
Responsibility: Paul B. Campbell, Phyllia Panzano.

Abstract:

This report is an attempt to conceptualize a comprehensive framework for evaluating vocational education quality. It is intended to inform policymakers of the breadth of the elements of quality and to suggest an integrated framework for assessing quality to vocational education evaluation theoreticians. Chapter 1 offers preliminary considerations. Chapter 2 introduces and defines the elements of quality related to educational outcomes that were identified through the model-building process described in Chapter 1. Two general types of outcomes are included: individual and societal, with a subset of societal outcomes specific to employers. Chapter 3 parallels chapter 2 in structure, but focuses on the elements of quality related to the educational experience. The educational experience is divided into two domains: school context and school process. Chapter 4 presents some issues and guidelines regarding the development of quality indicators for the elements within the proposed model. General evaluation approaches and specific models are discussed as they relate to developing indicators for the elements of quality in vocational education. Thirty-two references are appended. (Ylb).

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