Describes the five phases involved in developing military instructional systems. These phases are (1) analyze, (2) design, (3) develop, (4) implement, and (5) control. Strengths and weaknesses are explored. (CH)

This study focused on the development and demonstration of a model for establishing curriculum development priorities for trade and industrial education programs which discriminates effectively, is reasonably uncomplicated, and is inexpensive to administer. (CT)

Task analysis provides a means of effectively incorporating current learning theory and practice into instructional development methodology. It yields results applicable to specifying performance objectives, designing instructional activities, determining teaching strategies, and evaluating performance. (Author/BP)

Explains the issue theme, which is alternate delivery systems for vocational education. Somewhat fewer delivery systems were identified than was anticipated. (CH)

Presents a staff/program development model in which outcomes are accomplished through staff and program development activities. Staff development is directed primarily toward college and university personnel and secondly toward teachers, counselors, and local administrators. Program development is aimed at personnel preparation institutions and at…

The author describes the Training Technology System, a model for separating training from nontraining problems and a means of systematically solving training problems in industry and business. He lists the system phases: (1) analyze, (2) design, (3) develop, (4) implement, and (5) control, and he critiques the system. (CH)

Presents a model based on person-environment fit that is designed to increase retention of students with unique educational needs in postsecondary vocational education programs. The specific details that surround the development of this model are examined and are related to the nature and extent of the problem. (CT)

Presents a four-phase model system of evaluation activities that are important to mainstreaming special needs learners into regular vocational and technical education programs. (Editor)

Presents a model for organizing vocational curriculum to better serve individual students' career development needs and delivering it in an efficient (less costly) manner. Rationale and administrative structure for the Performance-Based, Multi Occupational (PBMO) program are presented and a seven-dimensional program organization and curriculum…