A project was conducted to develop an instrument to evaluate the degree to which teachers actually participate in career education programs. It also identified subfactors which together comprise the concept of career education participation. Development procedures are described and data tables are included. (CT)

Integration of staff development and career education concepts is examined from the following viewpoints: training (through graduate courses, conferences, or staff development programs); trainers (in-house or visiting experts); timing (long-term, short-term); location; and who should be involved. (CT)

Discusses four major steps taken to develop a culturally and economically viable career education model for programs in Micronesia. The steps described are identifying needs, establishing goals and objectives, identifying available resources, and selecting and adapting relevant models. (CT)

Discusses the community-based approach used in the Corning-Elmira, NY, area to address the concerns of career education and the problems caused by economics and changes in employment patterns. (JOW)

Discusses the National Education and Training Task Force for Minority Business Enterprise, its message for vocational education, its recommendations, the potential of small business, the building of local systems, evaluation of present programs, postsecondary emphasis, and the Youth Enterprise Project as a catalyst. (CT)

This article conjectures that adults bring values, attitudes, rules, and behaviors learned in their families, though often confused with school-related problems, to their work settings. A staff development model for planned change emphasizing group processing has been developed and used successfully to rectify this situation and is described…

Discusses elements of the National Institute for the Advancement of Career Education: the need for such an institute, areas of concentration (instruction, leadership, development, research), and how interested persons can cooperate in the institute. (CT)

Describes how the author worked with some rural Texas school districts to help plan and implement career guidance programs. A plan for developing an exemplary career guidance model for rural youth is also discussed. (CT)

A program is described in which home economics teacher educators at Texas Tech University developed a training program for Comprehensive Employment and Training Act (CETA) clients which utilized the resources of both vocational educators and CETA personnel. Discusses organization of personnel, program implementation, results, and implications. (CT)

The staff of the Young Adult Training Center, Columbia, Missouri, used Canfield's Learning Styles Inventory to select enrollees for its training programs and to modify instructional strategies based on learner needs. The three vocational skill training programs involved were retail sales, building trades, and data entry. (CT)

Describes a project involving teacher educators and related support personnel in a curriculum change process designed to teach preservice students how to implement career education programs with a special emphasis on needs of exceptional students. Deals with considerations that must be made for staff development in a university setting. (CT)

Described is the career education approach used in the Savona, New York, school system, which includes a five-part career education planning model. Broader-based community efforts in career education provide the framework within which school programs are developed. (CT)

The author discusses a career decision-making program which she designed and implemented using a pyramidal model of exploration, crystallization, choice, and classification. Her article outlines the value of rigorous evaluation techniques applied by the local practitioner. (MF)

Describes the development and implementation of a career guidance program for delinquent youth in residential-treatment settings. The program's goals are to acquire knowledge of strengths and weaknesses, interests and values, use resources to gain knowledge of the working world, acquire decision-making skills, work with others, and develop job…

Describes two Educational Testing Service projects conducted to identify skills that women acquire through life experiences which are helpful to success in occupations and vocational programs, and to develop materials for experience-job linkages: Project ACCESS (Assessing Competencies Concerned with Employment and School Success) and Project HAVE…