A person's performance for a vocation is influenced by the aspirations and choice of their parents. This may result in an unsatisfactory placement of the student. However, it is important to note that the vocational choice should be decided more on the individual's ability, interest, aptitude, rather than on parental aspirations alone. Some…

Through Engrossed Second Substitute House Bill 1599 (E2SHB 1599) the Legislature tasked the State Board of Education (SBE) with providing an analysis of the equity and adequacy of the new graduation pathway options through stakeholder outreach and engagement. SBE has solicited and received feedback on the graduation pathway options. In the…

The Washington Legislature directed the State Board of Education (SBE) to provide an analysis of the equity and adequacy of new graduation pathway options through stakeholder outreach and engagement. This report contains the "Second Interim Graduation Pathway Options Report--July 2020" and the "Washington Graduation Pathway Options:…

This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

This article concerns how noncognitive constructs--personality and motivation--can be assessed and developed to increase students' readiness for college. We propose a general framework to account for personality and motivational differences between students. We review numerous studies showing that personality and motivational factors are related…

THE VOCATIONAL EDUCATION TEST BATTERY CONSISTS OF TESTS TAKEN FROM THE PROJECT TALENT TEST BATTERY. TEST TITLES ARE (1) ABSTRACT REASONING, (2) MECHANICAL REASONING, (3) ARITHMETIC REASONING, (4) VISUALIZATION IN TWO DIMENSIONS, (5) VISUALIZATION IN THREE DIMENSIONS, (6) READING COMPREHENSION, (7) INFORMATION TESTS, AND (8) INTEREST INVENTORY.…

The guidelines for vocational assessment of handicapped students are intended to help Texas educators fulfill requirements that a vocational assessment be completed before a handicapped student is placed in a vocational education program. Three levels of assessment data are distinguished: Level I data which are collected by special education…

Examines a survey of vocational guidance services in 10 Latin-American countries and concludes that insufficient importance is attached to the world in which the individual is to work. Official services do not have enough information about the labor situation or human resource needs. (JOW)

The paper describes a vocational program combining assessment and training of handicapped students through a centralized vocational assessment center, parent/student counseling, community survey of occupational opportunities, and curriculum modification and development. Three levels of assessment are conducted (prevocational skills, interests and…

THE STANDARDIZED INSTRUCTIONS IN THIS MANUAL ARE FOR ADMINISTERING THE TEST BATTERY USED WITH THE RESEARCH PROJECT "DEVELOPMENT OF A CURRICULUM AND MATERIALS FOR TEACHING BASIC VOCATIONAL TALENTS," (VT 004 454). THIS TEST BATTERY WAS ADAPTED FROM THE TEST BATTERY DEVELOPED BY THE STAFF OF PROJECT TALENT UNDER THREE SEPARATE CONTRACTS…

The Armed Services Vocational Aptitude Battery (ASVAB), developed by the Department of Defense, is a test geared toward career planning. This instrument has proved useful to other populations as well as the military. This is especially true for high school students, who during their final years of school must decide on what educational or…

Suggests a procedure for vocational counselors to gather information about necessary entry-level skills and individual teaching styles in vocational programs. Discusses applications to vocational guidance with special needs students. (RC)

Presents biographical sketches of four handicapped individuals whose participation in vocational training programs has fostered active and successful careers. (BM)

Presents some principles and techniques to help vocational instructors in working with handicapped students in both classroom and lab, including special techniques for different kinds of handicaps. Special education teachers and consultants are suggested as offering valuable assistance. (MF)