Describes a study that was intended to determine the skill areas and skills that are generalizable within and across secondary-level vocational program areas and programs. Discusses limitations and implications of this study and makes recommendations for future research. (NRJ)

Career and technical education (CTE) secondary students (n=48) received an instructional intervention in generalizable math skills. Compared with 36 controls, math grades and coursework were equivalent; the intervention resulted in significantly higher math achievement and attitudes. Generalizable math was responsive to individual program…

Eighty-four students from five vocational program areas completed the Generalizable Skills Student Self-Rating Assessment and the Tennessee Self-Concept Scale. A low correlation between the two instruments was found, suggesting that they do not measure the same constructs. Self-concept appeared to be influenced by wording, social expectations, and…

A survey of 32 secondary area vocational center directors was designed to determine communications skills assessment and instructional strategies used in vocational programs and to identify assessment needs in communication skills. Results indicated a lack of practical procedures for identifying and assessing level of generalizable communication…

Identifies and describes the following components in the integration of science knowledge and skills in vocational programs: curriculum, assessment, planning, support services and resources, intervention, and evaluation. (Author)

Secondary vocational teachers in Indiana (n=186) indicated they were motivated to improve programs by concern for students, professional growth, and desire to keep current. They believed that program improvement enhances professional development, but lacked time to plan for improvement and were skeptical about administrators' ability to reduce…

Describes a survey to identify expected needs and shortages in 10 secondary and postsecondary trade and industrial programs that enroll a large number of students and in which several teaching positions exist. (JOW)

The authors tested the validity and reliability of a set of three assessment instruments for generalizable communications skills on a population of handicapped students who were enrolled in regular secondary vocational programs. Data suggest that these instruments are highly consistent internally, homogeneous, and precise measures of generalizable…

This study tested the construct of student self-ratings and teacher ratings of generalizable mathematics skills. The correlations between the student self-ratings and teacher ratings suggest only a low to moderate relationship or agreement and suggest that a small amount of variance is explained between the two sets of ratings. (CT)

Reports on a study to determine the extent to which personnel have access to and perceive a need for interpersonal relations skills assessment strategies and procedures in secondary vocational preparation programs. A survey of 31 secondary area vocational center directors indicated a need for access to practical assessment instruments. (CH)

The purpose of this study was to field test and estimate the validity and reliability of a set of generalizable interpersonal skills assessment strategies and procedures on handicapped children in secondary vocational programs. If the instruments and procedures are valid and reliable, they could be used to identify their generalizable…

A sample of 100 vocational students from 5 program areas completed a Student Self-Rating and 10 teachers completed a Teacher Rating, forms of the Generalizable Reasoning Skills instrument. Responses showed that students and teachers do not agree on students' level of reasoning skills. (SK)

Using a sample of four Illinois secondary vocational programs, the study attempted to test and cross-validate the construct of student self-ratings and teacher ratings of generalizable mathematics skills for handicapped students. Findings show a wide disagreement between the two ratings. Further research is suggested. (CH)

The authors review several existing models of vocational assessment for the special needs learner. They argue the need to include generalizable skills assessment information in the vocational assessment process and provide suggestions for incorporating this information in the vocational assessment process for the special needs learner. (CH)

In a survey of 31 area vocational center directors in Illinois, results showed that 70 percent perceived a need to assess students' reasoning skills; diverse standardized tests are used; the information would be used for placement, guidance, and instruction; and a lack of practical instruments inhibits assessment and inclusion of reasoning skills…