Distributive education, teacher-coordinators" handbook. by Carroll B. Coakley

Cover of: Distributive education, teacher-coordinators

Published by Interstate Printers & Publishers in Danville, Ill .

Written in English

Read online

Subjects:

  • Distributive education.

Edition Notes

Bibliography: p. 183.

Book details

StatementEdited by Carroll B. Coakley.
Classifications
LC ClassificationsHF5415.4 .C6
The Physical Object
Paginationx, 190 p.
Number of Pages190
ID Numbers
Open LibraryOL4585586M
LC Control Number77190664

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Additional Physical Format: Online version: Coakley, Carroll B. Distributive education, teacher-coordinators' handbook.

Danville, Ill., Interstate Printers. Full text of "ERIC ED Handbook for Marketing and Distributive Education Teacher-Coordinators in in " See other formats. Supervisor of Distributive Education, and Dr.

Marvin Hirshfeld, Chairman, Dis-tributive Education Department, Temple University, the urgent need for a practical handbook to be used by distributive education teacher-coordinators in the Commonwealth of Pennsylvania was discussed.

Through this. This guide is designed to provide teacher-coordinators with: (1) guidance in the selection of subjects to teach, (2) a suggested sequence of instruction, (3) suggested time allotments for each subject area, (4) ideas for compiling a teaching curriculum, and (5) a glossary of standard terms used in distributive education.

Compiled of the teaching experiences and ideas of many teacher. This guide on marketing and distributive education cooperative education is designed to assist the beginning teacher-coordinator with the resource material he/she will need and to provide experienced teacher-coordinators and administrators with a ready reference on current procedures and practices.

General information contained in chapter 1. distributive teacher education program. This study should have significant implications not only for distributive teacher educators but for teacher-coordinators, supervisors, administrators, and other distributive education personnel.

Earlier studies are avai able as ED. through ED and ED (Author/OS). full text of "eric ed readings in distributive education--the project plan of instruction and related teacher education, selected papers from the national seminar in distributive education (michigan state university, ).project report Distributive education.

5." see other formats. the objectives of this study were to determine the qualifications of effective office education and distributive education teacher-coordinators and their attitudes toward program operation. This study should have significant implications not only for distributive teacher educators but for teacher-coordinators, supervisors, administrators, and other distributive education personnel.

Effective teacher-coordinators are self-starters able to plan their work, organize time, evaluate outcomes, and manage resources. Through the successful operation of a work-based learning program, teacher coordinators help students with varying occupational objectives to develop useful employment skills.

Teacher-Coordinator Characteristics. The distributive Education students were, therefore, missing a very important part of school life.

Secondly, these students of Distributive Education had a common interest – their great personal desire for professional and personal growth. Thirdly, they felt the need to belong, to develop professionally and socially, and to be part of the group.

This manual, prepared by a distributive edu-cation class at Delaware State College, was de-signed for use by distributive education teacher-coordinators who teach communication skills.

In-cluded are lessons, activities, and resource mate-rials on the following communication. of Marketing for distributive education students, but even more important to remember is that it is a management activity calling for experience and attention on the part of the teacher-coordinator.

It is a paramount contribution to furthering the concept that the distributive education teacher-coordinator is a program manager and. and adult education u of f libra the project plan for distributive education in florida's high schools c ^"o- 74h-_(a ir,7 department of education tall florida floyd t.

christian, commissioner university of florida libraries l i," o r:: ce 2. bulletin 74h-6 (revised) the project plan for distributive education. Teacher/coordinators with appropriate occupational experience as well as professional preparation for operating a school-supervised work education program.

Close supervision at the worksite by a training supervisor, as well as a mechanism by which the supervisor can share his own professional expertise with the coop student.

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Designed to be used with the General Marketing Curriculum Guide (ED ), this guide is intended to provide the curriculum coordinator with a basis for planning a comprehensive program in the field of marketing and to allow marketing and distributive education teacher-coordinators maximum flexibility.

It contains job competency sheets in ten. This project was conducted to design marketing and distributive education (MDE) student learning objectives and an MDE curriculum development plan. The objectives of this project were met through the following procedures: (1) basic MDE task research was identified; (2) a task force of two MDE teacher coordinators and the project director grouped.

Purpose The Technology Education Graduate Research Database (TEGRD) was designed in two parts. The first part, contained herin, is a print document containing theses and dissertations from — A Challenging Task A Familiar Trend Career and Technical Education at Leto High: All English Language Learners Welcome Teaching English Language Learners at Leto High School Building upon the Hidden Value of Career and Technical Education Resources Understanding English Language Learners and Meeting Their Needs.

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Each principal and most subunit heads spent countless hours talking with us, showing us their schools, and arranging our work. The type of research we conducted was time-intensive and surely disruptive. Invaluable also were the teacher coordinators in each school.

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