SiMON FRASER UNIVERSITY
?
5
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0
MEMORANDUM
S
To .
?
MrnbJT.4 oJ Sej'tct.te
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.
Subject
New GdLLat ?
aM
e. P/L0p04aL4-.
Fac.uLtu oA Education
From
OLc.e
o6 the
Deano
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.
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Ladaate. S.tu4e4
Date...
MCJLCh
19,19 . 8 .
0
..............
.
MOTION: ?
That Seiia.te applwve the Jottowing new
diutte
cOWiM
pupozatz in the FacuLty
o6
Education:
Educ.
829-5
TheoetLca1 FowidcttLovi4
o6
Lwui-Lng
&o abiLL-t&.o
Educ.
830-5
Irnp&menta-tLon
o6
Schoo'. P'wg)tain6
Edac
813-5
Vocaiovia1 CoueL&ng
Thee cowtei we.'ie ctppiwve4 by the ExecwtLve. Committee, Senate
GiLaducute. Stad4ie4 Committee, on Mwr..e.h 11,
1980.
B.kyan P. 8eL'tne.
Dean
o6
G.'uzdwtte .S.tad.Le4
mm!
SiMON FRASER UNIVERSITY
?
MEMORANDUM
Wo
?
..,..
B. ?
Beirne....... .... .. ... ... ....... .. ......................
. ?
..... .......
J.
?
W. .Gec.rgQ..].vny
Dean of Graduate Studies.
?
.
?
Dean of Education
Subject.. ?
New
Graduate
?
.rppOS@S
?
.
Date ............ ... ..... ....
19.8.0
The Faculty of Education approved at its meeting today
the attached
New
Graduate Courses. Please forward these to
Senate for consideration.
^^
W. Geo ge.i1iy
JWGI:rnh
Attachments
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cJFC[
DZSK
40
Department:
Title:
______
Description:
Credit Hours
New Graduate Course Proposal Form
SIMON FRASER UNIVERSITY
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gC go --7
ff
FCFO
.
-S
-
Form GS
.8
^KD
Course Number:
?
829
Education
Theoretical Foundations of Learning Disabilities
See attached
5 ?
Vector: ?
2-0-3
?
Prerequisite(s) if any:Educ 422
?
(or, equivalent)
CALENDAR INFORMATION:
[IJ
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
15 ?
When will the course first be offered:1980-3
How often will the course be offered:Once yearly
3.
JUSTIFICATION:
This course is designed to provide basic substantive knowledge to
graduate students in Learning Disabilities. Together with Educ. 811
which is field work in Learning Disabilities, it provides the
pivotal experience in the Learning Disabilities graduate program.
4
RESOURCES:
Which Faculty member will normally teach the course: Dr. B. Wong; Dr. L. M. Prock
WhQt are the budgetary implications of mounting the course:___________________________
No extraordinar y
cost.
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
.
Approved: Departmental Graduate Studies Committee
Faculty Graduate Stiq"9mmittee
:1L
Faculty:
Senate Graduate Studies Commit
Senate:
ate
Date________
?
_Date_________
Date
cc
12/i 171
is
Course description
In this course, selective issues important and current in the learning
disabilities field are examined in depth. The objective is to enable
students to master a significant body of knowledge of the literature
in the learning disabilities field, and to identify areas of interest
for their eventual thesis research.
fl
fl
Education 829
?
(a)
Course Outline
Objective:
?
S
That students master a significant body of knowledge of the
literature in the learning disabilities field.
Contents:
Issues for discussion in the seminar include the following:
Conceptual problems in Learning Disabilities;
Research Problems in Learning Disabilities and the Role of
Theories in L.D. Research;
Cognitive Deficits I: Attentional Problems;
Cognitive Deficits II: Memory Problems;
Metacognition and Learning Disabilities;
Comprehension Problems;
Language/Communication Problems and Social Aspects of L.D.;
The Relevance of Cognitive Behavior Modification to Learning
Disabilities.
Juvenile Delinquency and Learning Disabilities; and
Others that the Instructor may add from year to year.
Readings:
Provided by the instructor.
This course was twice offered on an experimental basis as Ed. 809-5
by Dr. B. Wong in 1978-3 and 1979-3 and student evaluations indicated
it was well received.
0
(b)
o
Competence of the Faculty Member to give the course
Dr. B. Wong holds an Ed.D. degree in Special Education with emphasis
on Learning Disabilities. She publishes in Journal of Learning Disabilities,
Learning Disability Quarterly and Exceptional Education. She is currently
on the editorial boards of Learning Disability Quarterly and B.C. journal
of Special Education.
Dr. Leone Prock was responsible for the introduction of the
undergraduate program in learning disabilities at SFU, and together
with Dr. Wong developed the SFU graduate emphasis in LD. The graduate
program offers two courses in the field of LD: the present proposal
(formerly Educ. 809-5) and Educ. 811-5 (Field Studies in LD).
Educ. 811 is currently being offered for the second time by Dr. Prock.
In future years the teaching responsibilities of Drs. Prock & Wong
vis-a-vis Educ. 811 and Educ. 829 may be exchanged.
.
[1
(c)
Education 829: Theoretical Foundations of LearnirDisabi1jties
Bibliography: ?
Sample ?
-
(i.e., References assigned for Educ. 809, 1978-3
Anderson & Halcomb: Learning Disabilities/MBD Syndrome, 1976.
Bryan & Bryan: Understanding Learning Disabilities, 1979.
Cruickshank & Hallahan: Perceptual and Learning Disabilities in Children,
(Volumes 1 & 2), 1975.
1-lallahan & Cruickshank: Psychoeducational Foundations of Learning Disabilities,
1973.
Kauffman & Hällahan: Teaching Children with Learning Disabilities:
Personal Perspectives, 1976.
Knights & Bakker: Neuropsychology of Learning Disabilities, 1975.
Meichenbaum: Cognitive Behavior Modification, 1978.
Meier: Developmental and Learning Disabilities, 1976.
Ross, A. 0.: Psychological Aspects of Learning and Reading Disabilities, 1976.
Journals to consult are:
Journal of Learning Disabilities
Learning Disabilities Quarterly
Exceptional Children
Exceptional Education
Journal of Special Education
Child Development
Journal, of Applied Behavioral Analysis
Journal of Educational Psychology
Discourse Processes
Cognitive Psychology
Date:
?
1.2 Feb. 80
S EU LIBRARY
COLLECTION
EVALUATION
(To ?
cc nleted only for new course or program proposals.)
1.
Coux'' ?
and Name or Program: Theoretical foundations of learning
-, ?
Disabilities Ed 829
ate co be offered: ?
1980-3
2.
Resc'r.ces currently in collection:
;e1g lists. No. and Z of
titles available: ?
19 ?
89
Rtt'd materials in general collection:
1nographs: ?
75 - 100
rials Subscriptions:
?
5
Bickfiles:
iO•.her:
3.
Recotnided additions to collection:
S
(I" Icate approx no of titles, vols.,
as appropriate)
:Monographs:
serials subscriptions:
,
$er1als backf lies:
. Other (specify)
Total
STIMATED COST
500.00
200.00
200.00
900.00
4.
?
cdb:!ents:
Eclly,_we should have additional funds to create a favourable
cu.I
.
ection. However, the curreni collection of monographs and
.L
na1s is adequate. We can hope to receive new monographs
V;
.:the BNA Approval. Plan.
;. ?
.
' 1
For Library ?
For Faculty Iepartmeflt
S
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Farm—GS .
CALENDAR INFORMATION:
?
PIZ -
3o
Department:
?
Education
?
Course Number
?
Educ. 830
?
S
Title:
?
tatiOn of School Programs
Description: The problems and practices associated with innovation implementation.
Among the concerns to be discussed are the nature of change in a schooling context;
the roles of teachers, administrators, change agents, and evaluators during implementation;
and implementation problem solving processes and possible strategies for action.
Credit Hours:
?
5 ?
Vector:
?
Prerequisite(s) if any: none
2.
ENROLLMENT AND SCHEDULING:
?
stimated Enrollment:
?
15 ?
When will the course first be offered:Fall, 1980
How often will the course be offered: Once a year.
3.
JUSTIFICATION:
Please refer to attached information
S
4. RESOURCES:
Which Faculty member will normally teach the course: Dianne L. Common
Wht are the budgetary implications of mounting the course:Assignment of 1/2 FTE
- ?
per semester in which course is offered.
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Grad
i
K
Committee:) ?
Date\
Faculty Graduate
?
itte
ate
Faculty:. ?
7 ?
Date - ?
5
Senate Graduate Sties Committee:
?
Date
i7
A(k
Senate:
?
Date____________
rQ
1PI1 /71
Rationale
The last two decades have been characterized by the
. ?
development of so many program innovations for schools that many
educators in North America and the United Kingdom were speaking
of a probable revolution in education. The assumption behind the
majority of these innovations was that a central development team
could design new curricula, 'new materials, and new approaches to
classroom organization which ?
would subsequently be used in a?
prescribed fashion by the receiving schools.
The truth, however, is that change in schools does not happen
that simply and does not occur that directly. In 1970, Goodlad
and Klein, researching curriculum innovations and change
in American schools, claimed that most of the most noted and
recommended projects developed during the sixties were dimly
conceived by teachers and, at best, only partially realized in
schools actually claimi-rg their use. It appeared that the novel
features seemed to be largely eliminated in the effort to twist
the innovative program into familiar conceptual schemes or
established patterns of schooling. In
1977,
Benham concluded that
North American schools were littered with the remains of innova-
tions that have all but been destroyed.
Why did so many innovations fail, or at best, produce only
minor change in schools? The answer is simply that innovations
introduced in schools are only proposals for change; to achieve
their intended effects, they must be implemented. Procedures for
o
?
implementation, rather than such things as the infusion of money,
the adoption of technology, or the availability of information
dominate, the outcomes of innovation. What happens during
implementation can make or break even carefully planned and
generally accepted program innovations.
The Province of British Columbia has developed and is in the
process of developing
?
curricula and selecting new curricular?
materials for all levels of schooling. The Ministry, district and
school administrators, and teachers are presently addressing the
problems' associated with implementation. Needed is a graduate
level course that will:
- examine examples of past experiences in school change
and program innovation;
- investigate probable reasons for the resistance to
change by educators;
- provide a theoretical rationale for the process of
implementation;
- clarify the role of change agents, teachers, administrators,
and evaluators during implementation;
- analyze implementation problem solving processes and
design strategies for action.
Three main areas of school program activities are generally
recognized; namely program development, implementation, and
• ?
evaluation. The proposed course has been designed to complement
Education 816:Developing Educational Programs, and Education 829:
Evaluation of Educational Practice.
Course Outline
1. The Implementation Problem - an introduction to the central
problem facing program developers - how to implement the program
in the face of resistance to change by the receiving school
situations a consideration of fundamental questions
examining when change is possible, is desirable, and is
worthwhile.
2.
The Implementation Experience - an overview of selected case
studies describing program implementation efforts; an
investigation of probable reasons for the resistance to or
the acceptance of change by educators.
3.
The Fundamental Elements of the Implementation Process - a
description of the implementation elements ( the innovation,.
the implementation agents, and the school or school district );
a description of the characteristics of each element necessary
for implementation.
4.
The Implementation Process: Planning and Action - a description
of the implementation process commencing with the decision to
adopt an innovation; an explanation of the functions of each
implementation element within the process and the anticipated
outcomes from the process.
5.
The School and Innovation - an analysis of the effects of
successful implementation on teachers and administrators;
an investigation into the relationships of innovation
implementation with the professional growth of teachers and
administrators, organizational development, and subsequent
program development; an introduction to innovation adaptations
and implementation evaluation.
6.
Practical Issues and Implementation - a discussion of some of
the practical concerns and questions; the identification or
development of strategies for action within given implementation
situations.
Calendar Information
The problems and practices associated with innovation
implementation. Among the concerns to be discussed are
the nature of change in a schooling context; the roles of
teachers, administrators, change agents, and evaluators
during implementation; and implementation problem solving
process and possible strategies for action.
0
a
a
References?
Beauchamp, G. Curriculum Theory. Wilmette: The Kagg Press,
1975.
Beauchamp, G. and Beauchamp, K. Comparative Anal
ysis
of Curriculum
Systems. Wilmette: The Kagg Press,
1972.
Becher, T. and Maclure, S. The Politics of Curriculum
Chan.
London:
Hutchinson,
1978.
Benham, B. Thoughts on the failure of curriculum reform. Educational
J1eadership. Dec.
1
977,
35(3).
Bennis, W., Benne, K., Chin, R. and Corey, K. The Planning of Change.
New York: Holt, Rinehart and Winston,
1976.
Ben-Peretz, M. The concept of curriculum potential. Curriculum Theory
Network,
1975, 5(2).
Berman, P. and McLaughlin, M. Implementation of Educational Innovation,
The Educational Forum. March
1976,40(3).
Bolam, R. Planned Educational Chan
g
e: Theor
y
and Practice. Bristol:
University of Bristol.
1974.
Brantley, P.
?
: A Case Stud
y
of th
Relationshir
and Selected Innovation Variables. Unpublished.Doctor of Philosophy
Dissertation, The Ohio State University,
1975.
Bussjs, A., Chittenden, E. and Amarel, M. Bey
ond. Surface Curriculum.
Boulder, Westview Press,
1976.
Carlson, R. Ado
p
tion of Educational Innovation, Eugene:Oregon, The
Center for the Advanced Study of Educational Administration,
1965.
Canton, R., Colley, L., and MacKinnon, N. Education. Chan
g e, and
Society, Toronto: Gage,
1977.
Center for Educational Field Studies. A Prolect for the Analysis.
Qurnicula. Washington University.
1970.
Dalin, P. Case Studies as an Approach to Anal
yzing
Educational Change.
International Management Training for Educational Change, Oslo,
1975.
Eggleston, J. The Sociology of Educational Innovation. London: Methuen,
1978.
Doyle, W. and Ponder, G. The. Practicality Ethic in Teacher Decision
Making. Interchangc,
1
977-78, 8(3).
Fullan, N. and Pomfret, A. Review of Research on Curriculum Im
p
lementa-
tion. Toronto: OISE,
1975.
Research on Curriculum and Instruction
Implementation, Review of Educational Research, Winter
1
977, 47(1).
2
Farrington, J. Representative Incidents in the Adoption Process.
Research and Development Center for Teacher Education, The University of
- Texas,
1974.
?
40
Goodlad, J. and Klein, M and associates. Behind the Classroom Door,
Worthington: Charles A. Jones Pub.,
1970.
Gross, N., Giacquirita, J. and Bernstein, M. Implementing 0rganjza1ioj
Innovation. New York: Basic Books,
1971.
Hall, G., Wallace, R. , and Dossett, W. A Developmental ConceDtualiza
of the Adoption or the
Adop±inn PrnnAss Within
Educational Institutio
The Univ. of Texas Research and Development Center for Teacher
Education,
1973.
Hall, G. Loucks, S., Rutherford, W. and Newlove, B. Levels of Use of the
Innovation: A Framework for Analyzing Innovation Adoption. .Journal of
Teacher Education, Spring,
1975,
26(1).
Havelock, R. Plannin g
for Innovation Throu g
h Dissemination and
Utilization of Knowledge. University of Michigan
,1969.
Holt, N. Re
g eneratin g
the Curriculum. London: Routledge.& Kegan Paul,
1979.
Inbar, D. A Sociological Study of the Process of Plan Implementation,
Unpublished Doctor of Philosophy Dissertation, Univ. of California,.
Berkeley,
1971.
Kritek, W. Lessons from the Literature on Implementation.
Educational Administration Quarterl
y . Fall,
1976, 12(3).
Leithwood, K. A Decision Oriented Strategy for Curriculum Implementation.
Unpublished paper for OISE,
1976.
The Role of. the Curriculum Manager in Ontario. Paper
presented for the Invitational Conference on the Role of the
Curriculum Manager, OISE,
1977.
-- ?
Leithwood, K. A. and Russell, H. It. Focus on implementation. Interchange,
1973, 4(1), 10-26.
Loucks, S. F. and Hall, C. E. Assessing and facilitating the implementation
of innovations: a new approach. Educational Technology, February 1977,
17(2), 18-21.
Mahan, J. M. Frank observations on innovation in elementary schools.
Interchange, 1972, 3(2-3), 144-160.
McLaughlin, M. Implementation as Mutual Adaptation: Change in Classroom
Organization. Paper presented to the American Educational Research
Meetings, Washington, D.C., 1975.
McLaughlin, M. and Berman, P. Critical Processes In Implementation.
Paper presented for International Management Training for Educational
Change (IMTEC) Training Course, Germany, 1975.
o
Retooling staff development in a period
retrenchment. Educational Leadershi1, December 1977, 35(3), 191-194.
Miles, K. Innovations in Education. New York: Teachers' College Press,1964.
• ?
Planned change and organizational health: figure and ground.
In A. Harris, M. Lawn and W. Prescott, Curriculum Innovation. London:
Croom Helm, 1975.
Miller, P. Innovation and change in Education. Educational Leadership.
January 1970, 27(4), 339-40.
Musella, D. Conflicting attitudes and change implementation. The Canadi.an
Administrator, February 1971, 10(5), 21-24.
Nicodemus, R. B. Dissemination of information about educational innovation.
Educational Media International, 1976, 4, 21-23.
-
?
Why Science teachers adopt new curriculum projects.
Educational Research, February 1977, 19(2), 83-91.
Owens, R. Organizational Behavior in Schools. Englewood Cliffs: Prentice-
Hall, Inc., 1970.
4
Patton, M. Utilization Focused Evaluation, Beverly Hills, Sage Pub.
• 1978.
Pressman, J. and Wildavsky, A.
-
Imp
lementation. Berkeley:Univ. of
California Press,
1976.
Regan,
OISE, 1975.
E. M. andLeithwood, K. A. effectin
g
Curriculum Chan
g
e. Toronto:
Rose, C. The Process of Tmplementin.a Curriculum Innovation.
Unpublished Doctor of Philosophy Dissertation, Kent-State Univ.
1976.
Shipman, M. Inside a Curriculum Project. London: Methuen.
1974.
Whiteside, T. The Sociology of Educational Innovation. London: Tom
Whiteside,
1978.
Zaltman, G., Florio, D. and Sikorski, L. D
ynamic Educational Change.
New York: The Free Press,
1977.
Indication of the faculty member to give the course.
Dianne Common received her Ph.D. from the University of Ottawa,
majoring in educational administration and curriculum development.
The doctoral thesis, titled "A Theoretical Model for Curriculum
Implementation," and the formal coursework explored all of the topics
outlined in the proposed course.
Dr. Common has worked as a consultant to the Department of
Education, Province of Manitoba on matters concerning program
implementation and directed the implementation of an innovative
teacher education project (TERM Project) for the Faculty of Education,
University of Manitoba. In addition, she is currently acting in
an advisory capacity on the behalf of the B.C. Social Studies
Teachers' Federation to the Implementation Branch, Ministry of Education,
Province of British Columbia. Dr. Common has delivered papers on
Program Implementation at educational conferences in Manitoba,
Saskatchewan, Ontario, and British Columbia. Three articles on the
topic are presently being considered for publication.
Dr. Common has taught graduate level courses in Curriculum
Development and Organizational Theory at the Universities of Ottawa,
Manitoba, and Simon Fraser (Educ. 819).
o
o
S
Date:
?
12 Feb. 80
SFU LIBRARY COLLECTION
?
EVAlUATIO
—
N
(To he completed only for
new course or
program proposals.)
1. Course No. and Name or Program: Implementation of school programs Ed 830
Date to be
offered:
?
1980-3
- 2. Resources
currently in collection:
- Reading lists. No. and % of titles available:
?
28 ?
53
Related materials in general collection:
Monographs: 500 - 700
Serials Subscriptions: 20 - 30
Backfileg:
Other:
3.
Recommended additions to collection:
(Indicate approx. no of titles, vols.,
date, as appropriate)
Monographs:
New serials subscriptions:
Serials backfiles:
Other (specify)
Total
.
STIMATED COST
1000.00
200.00
200.00 ?
I
1400.00
4. ?
Comments;
Library resources are sufficient.
Material is inter disciplinary and ranges over several
classifications. Increased funding would always be appreciated.
Vv
?
(
/!
- ?
- ?
- ?
-
?
For Library ?
For Faculty 'ep r
me - ?
- ?
-
SiMON FRASER UNIVERSITY
?
MEMORANDUM
From ?
W. George Ivany
Dean of Education
Date ?
February ?
1.9.8.0
The Faculty of Education approved at its meeting today
the attached course proposal for Education 873. Please forward
it to Senate for consideration.
JWGI :mh
Attachment
.
. ...
?
.
?
.
Irira
?
rThf1
rw
Milk
IL
UUiiü
REGJST
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O7fCE?
MAIL DESK
L LU.L I..y
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L.LUQ
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Faculty:
Senate Graduate
Senate:
SIMON FRASER UNIVERSITY
Ne Graduate Course Proposal Form
?
Form GS.8
CALENDAR INFORMATION:
Department
?
Education
?
Course Number: 873
?
S
Title:
?
Vocational Counselling
Description: This course will provide a sound theoretical basis for career counselling
activities.
Miji
vocational thflsts will be dfsed along with relevant ainE
considerations. Skill will be developed in such areas as: utilizing community resources,
obtainin q
vocational information building a career information center, job search techniques,
and procdures ror enancing occ1pationai placement.
Credit Hours:
?
Vector:
?
Prerequisite(s) if any: Education 811
(individual counselling practicum) or equivalent;Education 872 (Educational assessment)
or equivalent or consent of instructor.
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
12 ?
When will the course first be offered:81-1
How often will the course be offered: Once a
3.
JUSTIFICATION:
(see attached sheet)
.
. RESOURCES:
Which Faculty member will normally teach the course:
?
Dr. B. Hiebert
Whctare the budgetary implications of mounting the course: Assignment of 1/2 FTE to
teach the course during the semester when it is offered.
Are there sufficient Library resources (append details):
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved:
Departmental Graduate Studies Committee:
. ?
?
fli
Date
Date
Date___________
-
Date_______________
?
rc i.
p
11 /71
Justification
Duringthe last decade there has been a shift in theoretical emphasis
to distinguish between occupational choice and vocational deci
. on making
career choice being one step in a vocational decision making process.
Accordingly, the emphasis in vocational counselling has shifted towards more
process-oriented counselling, stressing the ongoing aspects of vocational
development. As a result progrs have.emerged to promote vocational
awareness in K12 and an abundance of vocational information has become
available in the form of monographs, computerized information bases, and
pamphlets and brochures prepared by private sector industry. Much of this
information has been cross referenced to:prominent aptitude and interest
scales (e.g., DAT, GATB, SCll) so that knOwledgeable counsellors can use
the information in an integrated fashion. A problem arises in that many
counsellorsi (al seem unaware of the vast amoung of information available,
and/or (b) use the information at their disposal from a shallow theoretical
perspective. Often counsellors are not sufficiently familiar with the
procedures and instruments used in aptitude and interest assessments to
accomplish a valid merging of information. This results in counsellors
not utilizing all of the information at their disposal or worse yet,
attempting to synthesize the information without a sound theoretical base.
The result is often a one shot career choice approach which is not conducive
to lasting personal and job satisfaction.
For these reasons this graduate course will address four main goals..
1. To secure a theoretical base from which to view vocational counselling.
S ?
2. To develop a facility in the use of relevant assessment instruments
and procedures.
3.
To develop an awareness of available vocational information sources.
4.
To obtain supervised practise in integrating the above three goals.
The goals expressed in items 1 and 2 are viewed as prerequisite to the
activities subsumed under items 3 and 4. The focus in items 3 and 4
will .be on the implementing and operationalizing of the theoretical
background presented in 1 and 2.
S
Course Outline
Vocational Counsellinc'
I.
Theories of Vocational Choice.
- factors influencing career choice
- process of vocational decision-making
- major vocational theorists
- Holland
_Super
- Tiedeman
- Crites
- Ginzberg
II.
Use of Standardized Testing Procedures.
- roles of aptitudes, interests, intelligence, and personality
in vocational decision-making
- standardized tests available for
- aptitudes
- interests
III.
Teaching Clients to Implement a Career Choice.
- obtaining vocational information
- use of support services (referral sources)
- skills for securing a, job
- job search strategies
- resumes and letters of reference
- interview skills
IV.
Counsellor - client considerations.
- ethical considerations
- information gathering and interview techiques
- information giving techniques
Note: This course will have a practicum component with each student
submitting case reports of vocational counselling endeavours with
at least 2 clients.
S
0
SUDPO
rt I n g
References
.
The aforementioned course attempts to combine varying theoretical
perspectives on vocational development with the practical job placement
considerations facing most vocational counsellors. To this end a broad
range of references will be necessary to offer solid support for this
graduate level course. The following reference list is an attempt to
provide an extensive listing of related support materials. If library
funds permit the acquisition of all items on the list, then a solid foundation
will be available when students begin taking this course. However, if
library funds do not currently permit this acquisition, it would be
possible to spread the purchases over a 2-3 year period. To this end,
the items on the reference list have been priorized as: (1) those items.
•
?
necessary in an initial acquisition to make the course feasible,
(2) those items that are important sources but could wait to be purchased
until a second year, and (3) those items that are important but might be
used less frequently, and the acquisition could be postponed until a third
year. of course it would be assumed that new offerings in the area of
vocational counselling would be acquired as part of the library's regular
acquisition of new listings.
0
Reference list - Vocational Counselling
1. Items for initial acquisition.
Bartsch, K., & Sandmeyer, L. Skills in life/career
planning.
Brooks/Cole, 1979.
Blome, C., & Rask, G.D. Career education needs assessment.
Salt Lake City, Olympus, 1975.
Bostwick, B.E. Resume writing: a comprehensive how-to-do-it guide.
New York, Wiley, 1976.
Calhoun, C.C., & Funch, A.V. Vocational and career education: Concepts
and operations. Belmont: Wadsworth, 1976.
Crites, J. 0. The maturity of vocational attitudes in adolescence.
Washington: American Personnel and Guidance Association, 1971.
Cormier, W. H., & Cormier, L. S. Interviewing strategies for helpers:
A guide to assessment, treatment, and evaluation. Brooks/Cole, 1979.
Department of Manpower and Immigration. Training Research and Development
?
Station. A selected bibliography on career education. 1974.
Department of Manpower and Immigration. Canadian Classification Dictionary
of Occupations. Ottawa: Information Canada, 1971.
Department of Manpower and Immigration. Canadian Classification Dictionary
of Occupations. (Vol.2) Ottawa: Information Canada, 1971.
Dudley, Gerald. Resources for career development: An annotated
bibliography, 1975.
Dudley, A., Fiedeman, D. V. Career development: exploration and
commitment--Muncie, Ind.: Accelerated Development, 1977.
Eckel, W. The ethLcs of decision-making. New York: Morehouse-Barlow, 1968.
Educators guide to free guidance materials. Lastest edition.
Employment and Immigration Canada. Methods and materials of vocational
counselling:
Instructional manual. Ottawa: Information Canada, 1979.
Farmer, S., & Backer, T.E. New career options for women: a counselor's
sourcebook. New York: Human Sciences Press, 1977.
Herr, E. L., & Cramer, S. H. Career guidance throught the life span.
Toronto: Little, Brown, 1979.
Holland, J. L. Making vocational choices: a theory of careers.
Englewood Cliffs: Prentice-Hall 1973.
2
.
Hoppock, R. Occupational Information (4th Ed.). New York; McGraw-Hill, 1976.
Hollis, J. W. Career and life planning.--Muncie, Ind.: Accelerated
Development, 1976.
Hoyt, K., et al. Career education -in the high school. Lake City:
Olympus Pub., 1977.
Huffman, J., & Huffman, S. Career information: A bibliography of
publications about careers in Canada. Toronto: Guidance Center, 1978.
Khosh,
N. A
career planning program for women: the experience CUE...
1977.
a handbook of resource
Center for Vocational Education,
Kimmel, K. S. Career guidance resources:
abstracts, grades K-14. Columbus:
Ohio State University, 1977.
S
S
Kuder, F. Activities interests and occupational choice. Chicago:
Science Research Associates, 1976.
Levitan, A., & Taggart, R. Jobs for the disabled. Baltimore:
Johns Hopkins University Press, 1977.
Osipow, S. H. Theories of career development. New York: Appleton-Century-
Crofts, 1973.
Pietrofesa, J. J., & Splete, H. Career development: theory and research.
New York: Grune and Stratton, 1975.
Reid, M. I., & McDowell, R. J. Guidance in the secondary school:
an annotated bibliography of literature, materials and tests.
Windsor: NFER, 1976.
Strong, E. K. Vocational interests 18 years after college. 1955.
Super, D. E. The psychology of careers; an introduction to vocational
development. New York: Harper, 1957.
Super, D. E., et al. Vocational development; a framework for research.
by New York, Bureau of Publications, Teachers College:
Columbia University, 1957.
Super, D. E. The vocational maturity of ninth-grade boys.
New York College Entrance Examination Board, 1960.
Super, D. E., Career development: self-concept theory. New York:
College Entrance Examination Board, 1963.
Super, D. E. Measuring vocational maturity. New York: American
Personnel and Guidance Association, 1975.
Super, D. E., Starishwsky, R., Matlin, N., & Jordoan, J. P. Career
development: Self-concept theory. New York: College Entrance
Examination Board, 1963.
3
Tiedeman, D. V., & O'Hara, R. P. Career development: Choice and
adjustment. New York: College Entrance Examination Board, 1963.
Tiedeman, D. V., Schreiber, M., Wessell, T. R.' Key resources in
career education: an annotated guide. ERIC Clearinghouse
in Career Education, Northern Illinois University, 1976.
U. S. Dept. of Labor. Occupational Outlook Handbook 1976-77 or most
recent. Govt. Documents, 1976.
Weinrach, S. G. Career counselling. New York: McGraw-Hill, 1979.
Wernick, W. Teaching for career development in the elementary school.
(a life-centered approach.) Worthington: C. A. Jones, 1973.
Wiggins, J. D. Tested Practices: Organizing a School Counselling Program.
National Vocational Guidance Assoc., 1974.
Yawkey, T. D., Aronin, E. L. Activities for career development in
?
early childhood curriculum. Columbus: Merrill, 1976.
Zytowski, D. G. Vocational behavior: readings in theory and research.
New York: Holt, Rinehart and Winston, 1968.
2. Items for acquisition - year 2.
Atherton, J. C., & Mumphrey, A. Essential aspects of career planning
and development. ?
Danville, Ill.:
?
Interstate Printers &
Publishers, 1977.
Bailey, L. J. & Stadt, R.
?
Career Education:
?
New Approaches to Human
Development, ?
Bloomington: ?
McKnight, 1973.
Byrne, R. H.
?
Guidance: ?
A behavioral approach.
?
Englewood Cliffs:
Prentice-Hall, 1977.
Bolles, R. N.
?
What color is your parachute?
?
A practical manual for
job-hunters & career-changers. ?
Berkeley, Ten Speed Press,
?
1975.
Callahan, Sidney Cornelia.
?
The working mother.
?
New York: ?
Macmillan, 1971.
Campbell, R. E., et al.
?
Career guidance: ?
a handbook of methods.
Columbus:
?
Merrill, 1973.
Crites, J. 0. Vocational psychology:
?
The study of vocational
behavior and development.
?
New York:
?
McGraw-Hill, 1969.
Dauw, D. C.
?
Up your career
?
Prospect Hieghts, Ill.:
?
Waveland, 1977.
Davison, C. V. & Tippett, L. G.
?
A career planning guide.
?
Ottawa:
Manpower and Immigration, 1977.
Drier, H. N. et al.
?
K-12 guide for integrating career development
into local curriculum.
?
Worthington, Ohio:
?
C. A. Jones, 1972.
S
C
4
Evans, R. N., Hoyt, K. B., & Mangum, G. L. Career education in the
middle junior high school. Salt Lake City, Olympus, 1973.
Ewens, W. P., Seals, J. M., & Dobson, J. S. Elementary school career
education and system-wide programs. Boston: Houghton Mifflin, c1975.
Hoyt, K. B. et. al Career education: what it is and how to do it.
nd ed.) Salt Lake City: Olympus, 1974.
Isaacson, L. E. Career information in counseling and teaching. (3d ed.)
Boston: Allyn and Bacon, c1977.
Lake, T. P. Career education: exemplary programs for the handicapped.
Reston, Va.: Council for Exceptional Children,1974.
Mangum, G. L. Career education in the academic classroom. Salt Lake City:
Olympus, 1975.
Mitchell, J. S. I can be anything: Careers and colleges for young women.
1978.
Napier, R. & Gershenfeld, M. Instructors' manual for group theory and
experience. Nelson, 1973.
Napier, R. & Gershenfeld, M. Group theory and experience. Nelson, 1973.
Norris, W., Hatch, R. N., Engelkes, J. R., Wenburn, B. B. The career
information service. (4th Ed.) Chicago: Rand McNally, 1979.
O'Leary, L. R. Interviewing for the Decision Maker. 1976.
Osborn, R. H. Developing new horizons for women. New York: McGraw-Hill,
1977.
Picarelli, G. Career life - work planning.
Reardon, R. C. & Burck, H. D. Facilitating career development strategies
for counsellors.
Roe, A., & Siegelman, M. The origin of interests. Washington,
?
American Personnel and Guidance Association, 1964.
Shertzer, B. Career planning: freedom to choose. Boston: Houghton
Mifflin, 1977.
Stromberg, A. H., & Harkess, S. Women working: theories and facts
in perspective. Palo Alto, Mayfield, 1978.
Van Hoose, W. H., & Pietro fesa, J. 3., & Carlson, J. Elementary-school
?
guidance and counseling: a composite view. Boston: Houghton
Mifflin, 1973.
Williamson, E. G. Vocational counseling: some historical, philosophical,
and theoretical perspectives. New York, McGraw-Hill, 1965.
5
3. Items for acquisition - year 3.
Avent, C. Practical approaches to careers education. (2d. ed.)
?
Cambridge: Hobsons Press (Cambridge) Ltd. ,l975.
Baird, S. E. Career education and social studies. Boston, Houghton
Mifflin, 1975.
Biegeleisen, J. I., Job resumes; how to write them, how to present
them,__pr^^pIEL
inj_for interviews.
New York, Grosset & Dunlap, 1976.
Ceurvels, W. S. Career education bibliography. Montclair, N. J.:
Adult Continuing Education Center, Montclair State College, 1973.
Campbell, R. E., et al Career guidance: A handbook of methods.
Chapman, E. N. College survival: Find yourself. Find a career.
Chicago: Science Research Associates, 1974.
Chapman, E. N. Career search. Chicago: Science Research Associates, 1976.
Chapman, E. N. From
campus
to career success. Chicago: Science Research
Associates, 1978.
Davison, C. V. & Tippett, L. G. A job search guide. Ottawa:
Training Research and Development Station, Manpower and
Immigration, 1977.
Fegler, H. E. Path: A career workbook for liberal arts students.
Cranston: Carroll, 1975.
Gibson, R. L. Career development in the elementary school. Columbus:
C. E. Merrill, 1972.
House, E. Facilitating career development for girls and women. American
Personnel & Guidance Assoc., 1975.
Jackson, D. Living and working. Nelson.
Jackson, D. The world of work. Nelson.
Katzell. Work, productivity and job satisfaction, 1975.
Kern, A., & Kern, M. 0. Life work planning workbook
•
Ord Ed.)
New York: McGraw-Hill, 1977.
Kern, A. G.; & Kern, M. 0. Life work planning trainer's manual (3rd Ed.)
New York: McGraw-Hill, 1977.
Kline, P. Psychology of vocational guidance. London: B. T. Bátsford, 1975.
Landy. Psychology of work behavior, 1976.
Mangun. Career education in the academic classroom, 1975.
.
a
6
McCormick, E. J. Human factors in engilleering and design.
Miller, K. M. Psychological testing in personnel assessment, 1975.
Miller, J. Career guidance practices for disadvantaged youth.
American personnel & Guidance Assoc., 1975.
Neulinger, J.
p
sychology of Leisure, 1974.
Peterson, J. C., & Peterson, M. P. Career education and mathematics.
Boston: Houghton MifflinS, 1975.
Picou, J. S., & Campbell, R. E. Career behaviors of special groups.
Planning ahead for the world of work: student materials. Columbus, Ohio,
Center for Vocational Education, Ohio State University, 1975.
Reardon, R. C., & Burck, H. D. Facilitating career development
strategies for counsellors.
Rothenberg, H. D. Attitudes toward vocational education. For Collins, Cob.,
Rothenberg, 1972.
Rubin. Social psychology of bargaining and negotiationS, 1975.
. ?
Strohmenger, C. T. How to complete job application forms.
Rutan, P. M., & Wilson, J. T. Career education and English. Boston:
Houghton Mifflin, 1975.
Sievert, N. W. Career education and industrial education. Boston:
Houghton Mifflin, c1975.
Smoker, D. S. Career education: current trends in school policies &
programs. Arlington, Va. National School Public Relations
Association, 1974.
Tolbert, E. Counselling for vocational development. Nelson, 1974.
Whiteley, J. M., & Resnikoff, A. Career counselling. Brooks/Cole.
r
Date
?
21 21Jan.80
?
---
SFU LIBRARY
COLLECTION EVALUATION
?
(To
be completed only for new course or program proposals.)
1. Course
No.
and Name or Program: Vocational Counselling 873 Spring 1981
Date to be offered:
2.
Resources currently In collection:
Reading lists.
No.
and
Z
of titles available:
?
36
?
33.3%
Related materials in general collection:
Monographs: 200+
Serials Subscriptions: 8-10
Backfjles:
Other:
3.
Recommended additions to collection:
(Indicate approx. no. of titles,
vols., ?
L
$1200.00COS
date, as appropriate)
Serials
Monographs:New
serials
backfjles:
?
subscriptions:
72
?
4
?
4
Other (specify)
lotal
4.
Comments:
The library
will
require additional funds to adequately support
this course and provide materials from the basic reading list.
Increased allocation projected over a period of 2 years
?
should be
adequate to provide a solid base.
For Library ?
or Facult ?
cpartmLnt
