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Abstract
The future of secondary business education is being threatened by increased educational reform and changes in student interests that coincide with changes in the labor market. From 1982 to 1998 the percentage of high school students earning three credits or more in business education has decreased by nearly 60%. It is clear that students are not interested in the courses that make up traditional business education. High school students have shown a dramatic interest in entrepreneurship. Entrepreneurship has also been recognized as an excellent contextual framework from which business academic subject matter can be learned. Contextual learning increases academic achievement which is a focal point of reform in vocational and career education. A tremendous opportunity exists for secondary business education curriculum developers to design an integrated contextual curriculum that addresses reform challenges and revitalizes student interests.
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Abstract
Manufacturing needs a training model that identifies total job content, training methods to recognized substance and a process to continually upgrade the skill levels of the employees to meet and surpass the job requirements. This paper discusses an instructional development model in the role of determining entry skill levels, job content understanding, curriculum development, performance objectives and employee skill improvement.
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Abstract
Does true anytime/anywhere education exist yet? True anytime/anywhere education does not exist yet, but within the next five to ten years certain technological advancements will make true mobile education on demand a reality. Soon, high-speed broadband wireless networks will blanket the developed world combined with the continued miniaturization and proliferation of wireless hand-held devices which may soon become the preferred internet access tool. This article will discuss the challenges to wireless on-demand education and some of the possible advantages, as well as, how these technological advancements could affect post secondary education and corporate training as we know it.
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Abstract
This article presents the Working to Success (WTS) model as a structured format to help parents and Head Start personnel not only meet the performance indicators of the Head Start Regulations, but also look to other disciplines for creative ideas. The model is based on basic DACUM principles and asserts that these principles can potentially be incorporated into Head Start curricula via the WTS model and could potentially promote family and educational development. Literacy, following directions, organization, teamwork, symbolic thinking, and cognitive, social, and linguistic development are just a few of the potential, not yet proven, benefits for Head Start-aged children. Finally, current DACUM and workforce education practitioners are challenged to consider the broad applications of workforce education principles.
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Abstract
Computer technology has made substantial contributions to education and educators are now confronted with determining how to best incorporate it as a teaching tool. Educators have also long struggled with how to make what is learned in school more useful in other contexts. This review of recent literature was undertaken in an attempt to determine if computer-assisted instruction is compatible with contextual teaching and learning approaches. The four computer-assisted assets of flexibility, format, interactivity and navigational methods were examined because they yield the most interpretive evidence of compatibility with contextual teaching and learning approaches and their characteristics. It was concluded that all four of the assets identified were compatible and should be included within contextual approaches.
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Abstract
In light of the growing reliance on teams to solve the complex problems faced in organizations, research that demonstrates how team performance can be improved beyond the performance of individuals is warranted. This study investigated whether group performance could be significantly improved by forming groups with members heterogeneous in information-processing preferences, as measured by the Myers-Briggs Type Indicator (MBTI), and by providing those groups with training to facilitate consensus on the group's solution to a complex, multistage decision task. Comparisons of assembly effect occurrences (i.e., solutions of higher quality than those that could be achieved by any individual within the group working alone) among undergraduate student groups (N = 38) differing in composition (homogeneous vs. heterogeneous) and mode of consensual training (trained vs. not trained) were conducted through a nonparametric statistical analysis. The results of the analysis supported only the hypothesis predicting that the proportion of trained groups producing the assembly effect would be significantly greater, statistically, than that of the not-trained groups. However, a statistically significant interaction effect in a nonhypothesized direction was found. Implications and recommendations based on the findings are offered.
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