WorldCat Identities

Owens, Thomas R. (Thomas Raymond) 1937-

Overview
Works: 39 works in 89 publications in 1 language and 1,280 library holdings
Genres: Case studies  Academic theses 
Roles: Author
Classifications: T73, 607.1273
Publication Timeline
.
Most widely held works by Thomas R Owens
The diverse forms of tech-prep : implementation approaches in ten local consortia by Alan M Hershey( Book )

2 editions published in 1995 in English and held by 290 WorldCat member libraries worldwide

The diverse forms of Tech-Prep : implementation approaches in ten local consortia by Alan M Hershey( Book )

1 edition published in 1995 in English and held by 87 WorldCat member libraries worldwide

This document profiles the diverse approaches to tech-prep taken by 10 local districts across the United States. The tech-prep programs in the following cities are profiled: Dayton, Ohio; Dothan, Alabama; East Peoria, Illinois; Fresno, California; Gainesville, Florida; Hartford, Connecticut; Logan, West Virginia; Salem, Oregon; Springdale, Arkansas; and Springfield, Massachusetts. Each profile includes information about the following aspects of the program: articulation and programs of study; changes in curriculum and instruction; recruitment, guidance, and career development; and governance and resources. Discussed in the final chapter are the following emerging issues: students toward whom tech-prep is targeted; the importance of articulation to tech-prep development; ways consortia can make programs of study a meaningful feature of tech-prep; the implications of alternative strategies for introducing applied academics; the extent to which tech-prep will change postsecondary programs; and the role business and industry can be expected to play in tech-prep. (Mn)
Teacher stories of curriculum change( Book )

1 edition published in 1998 in English and held by 83 WorldCat member libraries worldwide

This report presents stories, written by teachers in the northwestern United States, about their experiences with curriculum over the years. The stories come from several groups, including four teachers who wrote as individuals, one pair of close colleagues, and one interview with a team of educators. The teachers responded to questions about how their curriculum experiences affected their convictions about student learning; how their convictions affected their teaching; how curriculum helped them grow as teachers; what happened to change their understandings and philosophies during their teaching; and how the changes influenced their students. Several common themes grew out of the stories. One of the universal themes was the growing awareness of the impact of students themselves on curriculum. The support and encouragement of other teachers and administrators was essential to several teachers' change processes. Teachers identified time as a major factor in their explorations of curriculum and their process of change. Self-awareness was another universal theme. Several stories showed the effects of modeling on teachers and students. Teachers noted working on cooperative teams as a major challenge that they faced. Teachers' thinking was stretched by the influence of students whose experiences and cultural backgrounds differed from their own. After an introduction by Barbara Wallace, the stories include: "If they can say Stegosaurus ..." (Teri Houghton); The Power of Reflection (Gail Gilchrist); Choosing the Road Less Traveled (Susan Seaman); Navigating Sameness (Karen Mitchell); On Change as a Constnat: An Interview with a Curriculum Development Team (Jane Braunger); and Caution: Women at Work (Margaret Marsh and Linda Kidd). (Sm)
Teacher preparation and school-to-work : a 25-state survey of higher education by Robert Keller( Book )

1 edition published in 1998 in English and held by 82 WorldCat member libraries worldwide

New developments in improving the integration of academic and vocational education : paper by Thomas R Owens( Book )

4 editions published between 1989 and 1991 in English and held by 82 WorldCat member libraries worldwide

Improving the collaboration of secondary vocational and academic educators by Thomas R Owens( Book )

4 editions published between 1988 and 1990 in English and held by 79 WorldCat member libraries worldwide

A study examined two projects designed to foster increased collaboration between secondary vocational and academic teachers. The first, called the Basic Skills Project, aimed at facilitating more effective cooperation among Idaho secondary school academic and vocational teachers to reinforce student mastery of basic skills. A part-time state project director worked with five teams of high school vocational and academic educators, providing in-service training and technical assistance in developing mechanisms to increase collaboration. The second project studied was an extensive curriculum revision project at Benson Polytechnic High School in Portland, Oregon. Semistructured interviews with key staff and other teachers, observations, analyses of project documents, and a levels-of-concern instrument were used to study the two projects. In the second year of the Idaho project, the staff from the five pilot sites served as resource people for five new sites, thus continuing to build on the collaboration that had developed at the original project sites. The Oregon curriculum revision project was similarly well received and generally successful. The study resulted in a framework for teacher cooperation, according to which teacher cooperation is necessitated by environmental influences, is enhanced by state-level and local administrative support, and results in tangible benefits to teachers and students. (This report also identifies barriers to and principles enhancing cooperation and illustrative practices.) An 11-item reference list and an annotated bibliography are also included. (Mn)
Ideas for action in education and work : helping at-risk youth succeed by Thomas R Owens( Book )

4 editions published between 1987 and 1990 in English and held by 79 WorldCat member libraries worldwide

This document reviews programs and policy initiatives in the following Northwestern States aimed at reducing the number of youth who are at risk of dropping out of school or remaining unemployed: (1) Alaska; (2) Hawaii; (3) Idaho; (4) Montana; (5) Oregon; and (6) Washington. The following regional trends are identified: (1) establishing collaboration between schools, businesses, and the community; (2) establishing business/education partnerships; (3) empowering local citizens; (4) listening to students' complaints, needs, and desires; (5) helping at-risk youth to acquire the skills they need for college; and (6) developing multifaceted strategies to counter dropping out and joblessness. Recommendations for policymakers are offered. Related Northwest Regional Educational Laboratory (nwrel) activities are discussed. A short bibliography of related nwrel publications is included. (Bjv)
Insuring quality learning in employer site placements by Sharon K Owen( Book )

5 editions published in 1981 in English and held by 62 WorldCat member libraries worldwide

A study identified young people's perceptions of types of activities and other factors at employer sites that lead to excellent and relatively poor learning experiences. Participants in the study were 1103 secondary students in 18 experience-based career education programs in 16 states. The questionnaire administered to the students included open-ended questions on student activities at the site and questions regarding the career being explored and personal career preference. Respondents indicated the degree to which they valued various factors that contributed to a community site being an excellent or poor learning experience. Findings showed that activities at learning sites considered excellent tended to include hands-on experiences, adults who were friendly and helpful, and tasks that had a moderate to high level of responsibility. Discriminant analyses of student responses were also conducted to show different value patterns related to sex, ethnic background, grade point average, and job preference. There were, however, no significant differences in the proportion of site experiences viewed as excellent by different categories of students. Implications for employers focused on improving student tasks--for education practitioners, on student needs and making employers aware of them; and for researchers, on studying paid work experiences and use of the indepth interview format. (Ylb)
Designing excellence in secondary vocational education : applications of principles from effective schooling and successful business practices by Thomas R Owens( Book )

6 editions published between 1983 and 1984 in English and held by 60 WorldCat member libraries worldwide

Two sets of research findings are available that may provide a sound base for conducting vocational education research leading to systematic program improvement and to the attainment of excellence in education. The first is effective schooling research and the second concerns principles used by successful businesses in the United States. An examination of some of the major effective school research studies conducted in the past four years suggests a number of possibilities for similar research in the area of vocational education. For example, researchers could design effective school studies to identify the differences in educational practices that account for differences in observed outcomes. Also in need of examination are students' attitudes towards vocational and academic curricula. A third broad feature related to studies of effective schools is the emphasis on collecting and applying research findings to help districts and schools improve their effectiveness. Also supplying proposed future directions for research to improve vocational education are principles of excellence that have recently been identified in a multi-year study focusing on 62 of America's best-run companies. Included among these principles are the following: willingness to experiment and take risks, attention to customer needs, autonomy to foster innovation, productivity through people, flexible staffing with flatter hierarchies, and coexistence of central direction and maximum autonomy of work units. (MN)
Young peoples' attirbutions for successful or unsuccessful learning at worksites by Thomas R Owens( Book )

4 editions published in 1983 in English and held by 60 WorldCat member libraries worldwide

One aspect of a nationwide survey dealt with the extent to which the attribution theory might be used to help account for students' perceptions of their successes and failures at employer sites. The study involved 1,102 high school students enrolled in 18 experience-based career education programs in 16 states. Respondents indicated the degree to which various worksite factors contributed to an excellent or poor working experience. The six most highly rated reasons why certain job-site experiences resulted in excellent learning (success) were related to effort and skill. The six most highly rated reasons why experiences resulted in little or no learning (failure) were related to boring aspects of the tasks themselves. Students from some ethnic backgrounds rated easy and challenging tasks significantly differently than did those from others. Major differences among students were also found when considering grade point average and grade level. Results showed that some variables from previous attribution theory research--effort and ability--were found to be important as reasons given by students to explain success, but not failure, at employer sites and supported previous findings that different types of students have different attribution patterns. (Ylb)
Helping youth become more responsible by Thomas R Owens( Book )

4 editions published in 1983 in English and held by 59 WorldCat member libraries worldwide

Students and teachers at a suburban high school in Oregon and employers associated with cooperative work experience (cwe) and experience-based career education (ebce) programs were interviewed regarding youth responsibility. Specific focuses were perceptions about the meaning of responsibility, youth attitudes regarding being given adult responsibility, kinds of student responsibilities, elements of the school and workplace contributing to or reducing the opportunity for young people to demonstrate responsible behavior, and ways to modify school and workplace settings to enhance responsible behavior. Students felt responsible persons were reliable, trustworthy, and dependable. Teachers indicated responsible students used time well and were punctual. Employers' ideas of a responsible worker centered on punctuality, self-initiative, and loyalty. Students perceived the greatest help in becoming a responsible person as coming from home, work, and school, in that order. Students rated themselves as most responsible at job sites, somewhat lower in the cwe and ebce programs, and lowest in their regular classes. Staff ratings correlated significantly only with the students' self ratings at the job site. Implications were that teachers, employers, and parents must provide young people with opportunities to make decisions and that effective strategies for developing responsibility in young people should be explored. (Ylb)
Examining the impact of high school vocational education by Thomas R Owens( Book )

4 editions published in 1983 in English and held by 59 WorldCat member libraries worldwide

Oregon created a model for measuring secondary vocational education effectiveness and developed and field tested instruments to carry out the design. The five key features of this model were student and societal needs, program components, program outcomes (occupational, educational, ancillary, and societal), multiple perspectives for judging effectiveness (students, program completers, staff, parents, employers, and advisory committees), and multiple contexts in which vocational education operates (individual vocational education classes, and program, state, and multi-state efforts). Assessment instruments based on the key outcomes of vocational education were developed and pilot tested for vocational and general education students, employers, vocational education staff and administrators, parents, and vocational education advisory committee members. Through a study, the instruments were then administered to a sample consisting of 12 schools in Oregon. Some of the results included: (1) students entered a vocational education program primarily because of an interest in the area; (2) as compared to nonvocational students, vocational students rated themselves as better prepared in work-related skills; (3) parents and vocational education teachers and coordinators rated students high in vocational and technical skills needed for entry-level jobs; (4) parents were generally satisfied with their child's vocational program; and (5) teachers and students rated the quality of instruction high. Some special analyses are reviewed, and recommendations for vocational education improvements are suggested. (Ylb)
Job loss and its effects on dislocated workers and their families by Thomas R Owens( Book )

5 editions published in 1984 in English and held by 56 WorldCat member libraries worldwide

A six-state depiction study of dislocated workers in the Pacific Northwest involved interviews at six selected sites and a questionnaire survey of 138 dislocated workers. Data were obtained from structured interviews with employers, union representatives, employment service staff, educators, ongoing service agencies, and emergency assistance agencies. The major contributor to high unemployment rates was a narrow economic base. Dislocated workers were more skilled than the usual pool of unemployed, in their early to midforties, eager to work, heads of households, and lacking in job search skills. In addition to support services provided by some employers to workers prior to layoff, state employment services, human service agencies, emergency service providers, and postsecondary institutions also helped. Collaboration among local agencies to meet needs of dislocated workers was reported. Besides information on dislocated worker characteristics, the written survey collected data on the economic impact of unemployment. Participants reported a number of financial adjustments they had made and major financial barriers to becoming satisfactorily employed. Dislocated workers had a positive attitude toward work before and after the layoff. Information was also obtained on the layoff process, help during the layoff, job search activities, stress symptoms, and the most difficult period during unemployment. (Ylb)
Improving learning in the workplace : how youth see their career explorations : ideas for action in education and work, issue 2 by Thomas R Owens( Book )

4 editions published in 1981 in English and held by 48 WorldCat member libraries worldwide

Program evaluation skills for busy administrators by Thomas R Owens( Book )

4 editions published between 1977 and 1979 in English and held by 22 WorldCat member libraries worldwide

This manual was designed for the administrator who has the responsibility for conducting all or part of an evaluation or is responsible for using evaluation results in program planning. The manual provides step-by-step guidelines to help: identify the purposes and audiences of an evaluation; prepare a basic description of the program or activity; refine educational objectives and establish a priority for the evaluation of each; describe resources and processes to be used in achieving objectives; specify alternative decisions to be made about a program; state evaluation questions; establish guidelines so that the evaluation will be consistent with the demands of funding agencies, district policy, local concerns and ethical principles; identify available resources; specify data sources; determine appropriate measures of processes and outcomes; apply guidelines to measurement instruments; establish and apply criteria for the selection of an evaluation specialist; prepare a basic plan for collecting, analyzing, and reporting information; make judgments concerning types and formats for evaluation reporting, and use various types of evaluation findings. The manual can be supplemented by the Workshop Leader's Guide (tm 007 178). Bibliographical references are appended. (Author/JAC)
Program evaluation skills for busy administrators by Thomas R Owens( Book )

1 edition published in 1977 in English and held by 12 WorldCat member libraries worldwide

The use of student case study methodology in program evaluation by Harry L Fehrenbacher( Book )

3 editions published between 1976 and 1978 in English and held by 9 WorldCat member libraries worldwide

The roles of evaluation specialists in title I and title III elementary and secondary education act projects by Thomas R Owens( )

4 editions published in 1968 in English and held by 7 WorldCat member libraries worldwide

The use of multiple strategies in evaluating an experience-based career education program by Thomas R Owens( Book )

1 edition published in 1976 in English and held by 7 WorldCat member libraries worldwide

Final report for the Council of Great City Schools secondary school improvement study by Thomas R Owens( Book )

2 editions published in 1985 in English and held by 6 WorldCat member libraries worldwide

Based on the premise that secondary school improvement is a result of change at both local high school and school district levels, this study surveyed both superintendents and principals of schools engaged in improvement activities in 35 large urban school districts. Superintendents were asked to identify areas of school improvement in which policy or planning statements had been developed and to characterize the role their district played in school improvement efforts. Partially overlapping the Superintendent Survey, the Principal Survey investigated the following: (1) areas of school effectiveness where plans or policies exist; (2) the district's role in supporting school improvement efforts; (3) special areas of initiating and monitoring school improvement; and (4) self-reported impacts of their school improvement efforts. Perceptions at the central and school levels were generally quite similar. Approximately 80 percent in each group detected some impact from school improvement activities. Increased basic skills scores and increased business/community support were reported by the largest percentages. Approximately 80 percent of districts reported increased academic graduation requirements. About half of the districts are targeting school improvement efforts to special student populations, especially educationally disadvantaged and early school leavers. Appendices contain the Council of the Great City Schools' listing of secondary school improvement issues, the Council's Policy Statement on Equity and Excellence, a tabulation of responses to the two surveys, and a listing of types of documents received from the district and schools to facilitate exchange of school improvement ideas. (Lhw)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.53 (from 0.36 for Program ev ... to 0.76 for The roles ...)

Alternative Names
Owens, Thomas Raymond 1937-

Owens, Tom 1937-

Languages
English (64)