In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

Vocational education must do more than prepare our youth for jobs that exist today. Not only might their skills be outdated by graduation, but job training does not in itself provide a complete education. Career education, properly defined, may be the answer. (Editor/RK)

Describes an effective career education program at an Arizona high school. (MD)

Considered the factors influencing the development of vocational education and presented a summary discussion of issues related to the future of vocational education. (Author/RK)

The governor of Utah presents 13 challenges he has issued to Utah's educators. (MD)

Offers suggestions to principals on forming a department, policy statement, and systematic plan for implementing a curriculum for vocational education. The author also discusses such necessities as an advisory committee, a safety program, placement and follow-up, and managing resource equipment. (Author/WD)

Alternative schools for intermediate grade students should be small and located in a separate building, where students and teachers can develop their own sense of identity. Curricula for high risk students require three components: a vocational orientation, interdisciplinary team projects, and a mastery learning/continuous progress approach.…

Reviews cooperative learning benefits and advises vocational teachers, principals, supervisors, administrators, and student organization members to cooperate to plan meaningful activities. Describes Future Homemakers of America's planning process; advocates a balance among cooperative, competitive, and individualized working modes; and provides…

An urban Louisiana school system successfully graduated 23 adult dropouts, awarding them real high school diplomas, thanks to the collaborative efforts of various social service agencies, intensive staff development, and sensitivity to students' economic and affective needs. Although schools cannot solve all the personal problems confronting the…

If schools are to teach fundamental skills and attitudes to all students for success in a fast-changing world, schools will have to concentrate on teaching the basics and leave vocational courses to the post-high school institutions. (DCS)

Describes examples drawn mostly from urban areas that required the building of coalitions between schools and communities to create a new, more democratic context for curriculum development. Cited are the nationwide Vocational Education Project, the Southern Coalition for Educational Equity, and the "Rethinking Schools" progressive newsletter in…