The partnership between the employer and the school is a vital one in distributive education. (MS)

The industry, NAACP, and vocational education in Atlanta join hands to develop part-time jobs for high school youth. (Editor)

Step-by-step preparation of performance goals in cooperative education described and illustrated with a prototype entitled, Applying for a Job.'' (MU)

Two carefully planned programs operating within traditional classroom frameworks, have been unusually successful. The first, developed in Stoughton, Massachusetts, a lower middle-class community in the Boston area, uses a field-based approach. The second, initiated in Cherry Hill, New Jersey, an upper middle-class suburb of Philadelphia, employs a…

Ways to involve knowledgeable people outside the vocational family in curriculum development and keep it up-to-date are described. (MS)

Twelve research reviews in this issue pertain to exemplary programs and residential schools, and are organized under these topics: (1) Guidance, including discussion of research reports relating to vocational guidance in secondary schools, a junior high school course in occupational opportunities, student personnel services for area…

The author discusses employer-initiated health manpower development in Texas as well as other public and private secondary and postsecondary health occupations education programs. (MF)

The experiences of a distributive education teacher in the rural areas of Maine are presented. Cooperative programs were conducted by the school and local businesses in order to train seniors in business and retailing. (EC)

More demanding than assigning chapters, perhaps, but it should appeal to the ingenuity of teacher-coordinators in cooperative office education. (Editor)

Stating that no vocational education program demands greater commitment from teachers than the work experience program, the author describes from personal experience with the Ohio Occupational Work Experience program the many roles of the teacher-coordinator in keeping the potential dropout in school and employed. (MF)

Six trends are given that point to changing roles and responsibilities for vocational education professional personnel in the years ahead. A rationale is built up to support this thesis and a description of how these six trends are being implemented. (Editor/HD)