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Leaders who influenced the CTE curriculum development

Chapter 2: The History and Growth of Career and Technical Education in America
by

Mohd Hazwan Mohd Puad

on 25 September 2013

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Transcript of Leaders who influenced the CTE curriculum development

Chapter 2 Leaders Who Influenced the
Career and Technical Education
Curriculum Development Charles Prosser Dennis Mobley John Dewey W. E. B. Du Bois Booker T. Washington David Snedden Graduated from the Hampton Institute.
1881 - Principal of the Tuskegee Institute, Alabama.
Developed vocational programs.
Defined educated person: (1) cognitive + problem solving skills, (2) self-discipline, (3) moral standards, (4) a sense of service.
True learning - more than memorization.
Learning by doing.
"To glorify and dignify labor and put brains and skill into the common occupations of life".
"Book education and industrial development must go hand in hand".
Guidelines for classroom practice. From Great Barrington, Massachusetts.
Scholar, author, historian with a PhD from Harvard.
The National Association for the Advancement of Colored People (NAACP). (http://www.naacp.org)
Leader of the Niagara Movement. Washington Du Bois Encouraged Blacks to cultivate a spirit of "peaceful coexistence" with White Southerners.
Favored industrial education.
Acquisition of vocational skills. Encouraged Blacks to cultivate personal, aesthetics, and cultural values.
Favored traditional academic education.
Development of mental. Lack of attention to the vocational education needs of the African-American community PhD at Columbia University.
Faculty member of educational administration at Teacher's College, Columbia University.
His student - Charles Prosser.
1910 Commissioner of education at Massachusetts.
Vocational education is crucial in schooling.
Schools should prepare individuals for the occupations at which they excelled.
A dual system.
Vocational teachers should be selected from industries. Doctoral student of David Snedden at Teacher's College, Columbia University.
Associate Commissioner of Education for Massachusetts.
Practice and theory - must go hand in hand.
Successful vocational education needs: (1) practice and thinking about the practice, (2) doing and thinking about the doing.
Productive experience should be as close as possible to the actual workplace.
First legislation - Smith-Hughes National Vocational Education Act of 1917.
Sixteen Theorems. Burlington, Vermont.
Philosopher, psychologist, and educational reformer.
Pragmatism + functional psychology.
Education needs change by vocational education.
Use a critical democratic approach to teach values, attitudes, and worker responsibilities.
Vocational exploration to: acquire practical knowledge, apply academic content, and examine occupational and societal values.
The purpose of education - to foster the growth of democratically minded citizen. A dual system: (1) academic, and (2) vocational.
The National Education Association and John Dewey believed the Dual System concept is a serious threat to the Smith-Hughes National Vocational Education Act of 1917.
The purpose of education - to develop human capital for the success of the industrial economy. Executive Secretary of AVA (1951-1965).
"Vocational education for all people" - in the Education for a Changing World of Work report.
Philosophy of vocational education: (1) must be a part of the total education program, (2) available to all people, (3) must be everybody's concern, (4) professionalization must continue, (5) must consider youth group. Prepared by Mohd Hazwan Discussion 1. How our diverse school population today influenced the philosophy of the CTE?

Prosser's Sixteen Theorems 1. Vocational education should occur in the most realistic setting that replicates the work environment.

2. Vocational education should be given in the same way, with the same tools, and with the same machines as in the occupation itself.

3. Vocational education should provide students with thinking habits - technical knowledge and scientific problem-solving skills.

4. Vocational education should capitalize on students' interests, aptitudes, and intrinsic intelligence.

5. Vocational education is for those who need it, want it, and are able to profit from it. 6. Vocational education should be taught by instructors who have experience in the application of skills and theory.

7. Vocational education should provide opportunities for students to repeat operations of thinking and manipulative skills.

8. There is a minimum of productive ability to be possessed in order to secure employment

9. Vocational education should prepare students for current and future jobs.

10. Vocational education should provide opportunities for students to perform operation on actual jobs.

11. Reliable source of content for specific training is in the experiences of masters of the occupation. 12. There is a body of content that is peculiar to every occupation.

13. Vocational education should meet the needs of individuals when it is needed and in such a way that they can benefit from it.

14. Vocational education is effective when its methods of instruction is match with students' methods of learning.

15. Vocational education administration should be efficient, flexible, and standardized.

16. There is a minimum level at which effective vocational education cannot be given, and if the course does not permit this minimum of per capita cost, vocational education should not be attempted.
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