The authors believe that teacher burnout is a developmental stage in a teacher's career which signals that the teacher is ready for a change. This can be accomplished by updating, training, widening knowledge, and setting professional goals. (CT)

In addition to specific occupational skills, vocational students must learn how to interact effectively with people on the job. The author discusses how job tasks affect interaction patterns and how these interactions affect the work. (MF)

Describes how a career development program was developed in Ohio using the Programmatic Approach to Guidance Excellence model. (LRA)

A certificate of occupational competency is now given to vocational students in several Wisconsin high schools along with their grades. The certificate provides documented skill ratings for employers and other educators, and should be useful in articulation with postsecondary vocational schools. A sample certificate and rating form are shown. (MF)

Describes the concept and development of "magnet" high schools in Dallas, Texas, as part of their compliance with the desegration court order and also to provide specialized and intensified career training. Each magnet school includes job-oriented instruction in an occupational cluster, planned with business and industry input. (MF)

Examines the predictable stages in the career development of a vocational educator. Stage one covers adjustment to new situations; stage two focuses on acquiring continuing employment status; stage three (mid-career) often includes career crisis; stage four includes both security and lack of personal challenge; and stage five is retirement. (CT)

The authors outline the purpose and scope of the Penn State Vocational Development Study, and discuss the value of such longitudinal research in understanding career-related behavior and improving vocational guidance. (SK)

Summarizes the importance of using parents in career guidance and provides examples of parent activities that have been found to be effective. (LRA)

The president of the New York Fashion Institute of Technology says that vocational education should prepare people for always-abundant work, either on their own or in organizations, and not for jobs that will always be scarce. He suggests some approaches for linking vocational education and work. (MF)

Reviews the history of student selection in vocational education programs and briefly describes the new Office of Civil Rights Guidelines which specifically address the student identification and selection aspects of the vocational counselor's duties. (LRA)

The authors discuss the increasing interest in adult education and lifelong learning, the differences in and the differing needs of adult students, and the need for qualified lifelong educators who can work with adult students. (MF)

The growing population of "displaced homemakers" is being helped by vocational adjustment counseling and training programs established with federal and state aid through the efforts of the Alliance for Displaced Homemakers, a national lobbying organization. Some of the projects for widowed or divorced homemakers are described. (MF)

Describes career guidance center programs in Shawnee Mission, Kansas, high schools, with career experts and multimedia materials as sources of information about occupations, business tours, training in preparing for job interviews, and observational experiences in the business world. A preliminary minicourse provides a personalized career study…

Despite the increased number of women workers and sex fairness federal legislation, the earning power and job status of women workers has not increased. The earnings gap between men and women has actually widened. The author looks at ways to improve the situation through education and training. (MF)