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An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments

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Date Issued:
1992
Abstract/Description:
University of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the published literature and testimony of each leaders was analyzed using a model developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act paralleled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established.
Title: An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments.
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Name(s): Woodley, Cynthia D., Author
Hudson, Larry, Committee Chair
Education, Degree Grantor
Type of Resource: text
Date Issued: 1992
Publisher: University of Central Florida
Language(s): English
Abstract/Description: University of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the published literature and testimony of each leaders was analyzed using a model developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act paralleled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established.
Identifier: CFR0011930 (IID), ucf:53121 (fedora)
Note(s): 1992-08-01
Ed.D.
Curriculum and Instruction
Doctorate
This record was generated from author submitted information.
Electronically reproduced by the University of Central Florida from a book held in the John C. Hitt Library at the University of Central Florida, Orlando.
Subject(s): Education -- Dissertations
Academic
Dissertations
Academic -- Education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFR0011930
Restrictions on Access: public
Host Institution: UCF

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