Vocational Education Curriculum Specialist (VECS). Module 11: Introducing and Maintaining Innovation. Study Guide. (Teaching/Learning Module).
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| Title: | Vocational Education Curriculum Specialist (VECS). Module 11: Introducing and Maintaining Innovation. Study Guide. (Teaching/Learning Module). |
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| Authors: | American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. |
| Peer Reviewed: | N |
| Page Count: | 84 |
| Publication Date: | 1976 |
| Sponsoring Agency: | Office of Education (DHEW), Washington, DC. |
| Contract Number: | OEC-0-74-9286 |
| Document Type: | Guides - General |
| Descriptors: | Change Agents, Curriculum Development, Educational Change, Educational Innovation, Higher Education, Instructional Innovation, Instructional Materials, Instructional Programs, Learning Modules, Models, Postsecondary Education, Secondary Education, Specialists, Study Guides, Teacher Education, Vocational Education |
| Abstract: | One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on the process of dissemination, implementation, and utilization as a process of change in the educational community, and how a change agent can organize his work so that successful innovation will take place. Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD) |
| Notes: | For related documents see CE 009 129-136 and CE 009 192-206 |
| Journal Code: | RIEMAY1977 |
| Entry Date: | 1977 |
| Accession Number: | ED132412 |
| Database: | ERIC |
| Abstract: | One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on the process of dissemination, implementation, and utilization as a process of change in the educational community, and how a change agent can organize his work so that successful innovation will take place. Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD) |
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