Purpose This study was an attempt to Identify activities and factors essential for the implementation of a pre-high school career education program in Louisiana, as conceived by six professional education groups: parish superintendents, parish supervisors, guidance counselors, teacher educators, principals, and teachers. A knowledge of the concepts held by those administering, struc­ turing curriculums, counseling, training teachers and teaching will give direction, scope, content, and methodology to the relatively new program of career education in the public schools of this state. Not only is it important that one knows what others conceive, but that all groups have a clear philosophy of the role they are to assume in performing the task of educating all people for useful and productive lives. Also this study was an attempt to provide information that will be useful to educators in the state of Louisiana as they approach educational reform and assist in the development of the concept that career education offers a reasonable goal to help young men and women f ind^fulf Ill'ing and productive lives in our society. — Procedure The descriptive survey method utilizing the questionnaire technique was developed for this study. Questionnaires consisting of ten major divisions with 87 activities and factors were mailed to 66 parish and city superintendents, 66 parish and city supervisors, 66 guidance counselors, 17 teacher educators, 66 principals and 66 teachers. vii The instrument was first submitted to a Jury of professional educators in colleges, research centers, and State Department of Education personnel throughout the South for clarity, validity and per­ tinency of items. All members of the jury except one responded with comments and suggestive changes. These suggestions were incorporated into the Data Gathering Instrument and submitted to the researcher's doctoral committee for review. The mean responses of the six groups were calculated to obtain a rating for each item from each professional group. As a test for significant differences among these groups, the analysis of variance procedure was used. The F-test was applied in determining the degree of difference existing. Finally the null hypothesis was set up as a basis against which each test was to be made and was accepted or rejected at the .05 level of confidence. Findings Significant differences existed among the responses to 21 of the 87 activities at the .05 level of confidence. In most cases these differences were based on degree of importance assigned rather than concepts of the roles to be assumed. This is reflected by the fact that all activities were rated at least important by the six groups. Two of the areas--Administration and Out of School Sources-were extremely important according to the average of all responses. Eight of the areas--Supervisors; Instructional Program Grades K-6; Instructional Program Grades 7-9; Teaching Personnel to Teach Career Education Grades K-6; Teaching Personnel to Teach Career

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Activities and Factors Considered Important in the Implementation of Career Education Programs at the Prehigh School Level in Louisiana.

The author has reviewed and discussed the separatism existing among vocational, technical, and academic education and between secondary and post-secondary educational institutions. Results are reported of two national surveys to determine the perceptions of key State officials on the status of articulation of secondary and post-secondary occupational education programs in each State. Findings clearly indicated, "Separatism still exists with the nature and degree of difficulty in articulation ,directly related to the relationships of the agencies involved." It was revealed that State organizational structure had a significant impact on the articulation of secondary and post-secondary occupational education; where structures foster separate jurisdictions, special efforts to form lines of communication and interworking relationships were necessary for successful articulation. Several national efforts and State activities (North Carolina, Oregon,_Florida, Utah, and New York) in secondary and post-secondary articulation have been included as ways to attack the problem. The author has presented the position that mistrust among educators must be eliminated and greater articulation between educational levels and subject matter areas must be established if a true educational continuum is to be realized. (EA) Information Series ,No. 76 VT 020 727 ARTICULATION OF SECONDARY AND POST-SECONDARY OCCUPATIONAL EDUCATION PROGRAMS

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Articulation of Secondary and Post-Secondary Occupational Education Programs. Information Series No. 76.

The transition of the vocational student from the secondary school to the community college may result in unnecessary duplication of educational resources and curriculum, and can cause the student to waste time, effort, and lose motivation (Whitlock, 1978). Curriculum articulation is a significant approach to solving these problems (Hull & Parnell, 1991). The purpose of the study was two-fold: (a) to investigate the perceptions of community college and high school administrators regarding ideal and actual vocational articulation practices, and (b) to investigate the differences of perceptions to determine if differences were a function of administrative position. The High School-Community College Vocational Education Articulation Perception Inventory was utilized to gather data. A total of 402 Iowa community college and high school administrators were selected to participate in the study. The response rate was 73.1%. The data were analyzed in three ways. A 2 x 5 (articulation x administrative category) Analysis of Variance (ANOVA) with repeated measures on articulation was conducted on each articulation dimension (information/ communication/interaction). Significance was tested at the . 05 level. Post hoc tests were used to determine the means between which significant differences existed. Data were Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. summarized using descriptive statistics. Narrative responses were analyzed by using the constant comparative method of qualitative analysis. Significant differences were detected in the following areas: (a) between actual and ideal articulation in all dimensions, (b) among administrators on actual articulation in the information dimension, and (c) among administrators on articulation in the communication dimension. A majority of administrators, in all categories, viewed vocational articulation as being Extremely Important or Very Important. While the majority of presidents and top level administrators viewed the process as working Very Well or Well, a large percentage of middle level administrators, superintendents, and principals believed that the articulation process was working Fair. Not Well, or Very Slowlv. The findings of the study suggest that administrators support what is taking place in articulation efforts, but believe additional efforts need to transpire. Administrators in specific administrative categories should be exposed to inservice activities enabling them to acquire additional skills to be more effective articulation leaders. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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M. G. Linson

Papers

Is Articulation Possible