Book
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Gregson, J., &
Allen, J. (Eds.). 2005. Leadership in Career and
Technical Education: Beginning the 21st Century.
Columbus, OH: University Council for Workforce and Human
Resource Development. |
From the
Forward: Leadership and Career and Technical
Education at the Beginning of the 21st Century is the
third edited book published by the University Council of Workforce
and Human Resource Education (UCWHRE), formally the University
Council of Vocational Education (UCVE). The previous books,
Beyond Tradition: Preparing the Teachers of Tomorrow’s Workforce
(Hartley & Wentling, 1996) and Beyond Tradition: Preparing Human
Resource Development Educators for Tomorrow’s Workforce (Stewart
& Hall, 1998) reported trends in their respective fields but also
addressed issues that are perennial to workforce education. This
publication is somewhat different in that it represents a
collaborative effort among members of the UCWHRE, the National
Research Center for Career and Technical Education and the National
Dissemination Center for Career and Technical Education. This
collaboration symbolizes efforts to link theory and research to
practice and practice to theory and research.
Contributing
authors include some of the most established scholars in the field
and some of the most promising. Chapter reviewers helped the authors
polish their scholarship and make the texts more accessible to
practitioners where much of the “real” work and leadership of career
and technical education occur. The contributors to this edited book
authored their respective works in the context of challenges in the
nation, higher education, and career and technical education. While
the chapters differ theoretically, empirically, and practically,
they uniformly address leadership issues for, in, and about career
and technical education.
Monographs
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Allen, J, &
Allen, D. (in press). Developing Degree Programs. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
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Allen, J, &
Allen, D. (in press). Program Advisory Committees. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
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Allen, J, &
Allen, D. (in press). Learning Resource Systems. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
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Allen, J, &
Allen, D. (2008). Faculty Improvement Planning and
Implementation. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
While the formula is simple, the path to achieve
each component of the formula is complex. Given the impact that
faculty has on the potential success of students as a component of
this formula, ACCSCT believes that the quality and on-going
professional development essential to institutional and student
success. The primary focus of this brochure is to provide
institutions with practical information on how to develop and
maintain high-quality highly skilled instructional faculty.
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Allen, J, &
Allen, D. (2007). Institutional Assessment and
Improvement Planning. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
Is your school producing a skilled workforce that is
meeting employer needs? Does the rate of student retention in your
program meet or exceed that of similar schools throughout the
country? Is your staff conducting the most efficient and effective
activities to support the educational process? Can you prove it?
Administrators at accredited career colleges and
schools want to answer these and other questions concerning school
success with a resounding “Yes!” In fact, you may assume that your
school succeeds in meeting these goals and believe that your school
does not exhibit obvious deficiencies. Yet how do you know that the
school operates as effectively as it could? This is the role of
institutional assessment.
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Allen, J, &
Allen, D. (2007). Self-evaluation Processes and
Practices. Arlington, VA:
Accreditation Commission of
Career Schools and Colleges of Technology. |
As a postsecondary school administrator, you
probably have in place the key ingredients of a quality academic
institution: an established, functioning school, operating with a
purpose; an effective mission statement; and a strategic plan of
goals and objectives. But, however well your school is functioning,
you should still ask yourself: What pieces may be missing from the
performance puzzle? What do we need to do to maintain a continual
high level of performance?
Refereed Publications
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Philibert,
N., Allen, J., Elleven, R. (in press).
Nontraditional Students in Community
Colleges and the Model of College Outcomes for Adults.
Community College Journal of Research and Practice.
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Nimon, K.,
Philibert, N., & Allen, J. (in press). Performance
improvement through corporate chaplains: Comparing
chaplaincy programs to EAPs. Journal of Management,
Spirituality, & Religion. |
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Allen, J., & Nimon, K.
(2007). Retrospective pretest: A practical technique for
professional development evaluation. Journal of Industrial
Teacher Education, 44(3), 27-42. |
The purpose of this study was to field test
an instrument incorporating a retrospective pretest to determine whether
it could reliably be used as an evaluation tool for a professional
development conference. Based on a prominent evaluation taxonomy, the
instrument provides a practical, low-cost, approach to evaluating the
quality of professional development interventions across a wide variety
of disciplines. The instrument includes not only the questions typically
associated with measuring participants’ reactions but also includes a
set of questions to gauge whether and how much learning occurred.
Results indicate that the data produced from the instrument were
reliable.
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Nimon, K.,
& Allen, J. (2007). A review of the retrospective
pretest: Implications for performance improvement
evaluation and research. Workforce Education Forum,
34(1), 36-56. |
The
retrospective pretest has been used in evaluating program outcomes for
over fifty years as a moderator for the threat of response-shift bias.
This paper reviews its origins, describes methodology that encompasses
its use, identifies strengths and weaknesses, and concludes with a
research agenda to enhance contemporary research designs concerned with
determining program impact in the presence of response-shift bias. The
paper cites 40 key references, provides sample SPSS code, and contains
an index of representative studies that have employed retrospective
pretest methodology.
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Philibert, N, Allen, J. & Elleven, R. (In Press)
Nontraditional Students in Community Colleges and the
Model of College Outcomes for Adults.
Community College Journal of Research & Practice. |
The purpose of
this study was to examine three components of Donaldson and Graham’s
(1999) model of college outcomes for adults: (a) Prior Experience &
Personal Biographies, (b) the Connecting Classroom, and (c)
Life-World Environment, and to assess their application to
traditional and nontraditional students in community colleges in
both technical and nontechnical courses. This study found that
nontraditional students vary from traditional students in regards to
the three model constructs. A post hoc descriptive discriminate
analysis determined that the Life-World Environment component
contributed the most to group differences with the minimally
nontraditional group scoring the highest on this construct.
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Dodds, P., Allen, J., Philibert, N., Elleven, R., &
Lewis, M. (2006) Efficacy of learning communities at
four North Texas community colleges.
Workforce Education Forum, 33(1),
1 - 20. |
This observational study involving
intact groups and convenient sampling examined learning communities
at four North Texas Community Colleges. The purpose of this study
was to determine if there was a significant difference in cathectic
learning climate, inimical ambiance, academic rigor, affiliation and
structure among students in learning communities and freestanding
classes. Learning communities are gaining nationwide popularity as
instruments of reform in Higher Education. Recent studies have
discussed the benefits of learning communities to student, faculty
and institutions. The independent variable was learning community
compared to freestanding classes. Follow-up independent t tests were also conducted to evaluate the differences in the means
between the two groups and to explore which dependent variables
contributed to the multivariate difference, which resulted in
significant differences in inimical ambiance, affiliation and
structure. The researchers conclude that learning communities make a
difference for some learners, but not necessarily all and that more
research needs to be conducted to find the answers to the questions
concerning the efficacy and sustainability of learning communities
in higher education.
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Bradley, T., Allen,
J., Hamilton,
S., & Filgo, S. (2006) Leadership Perceptions:
Analysis of 360 Degree Feedback.
Performance Improvement Quarterly,
19(1), 7 - 24. |
Multi-rater
feedback, often called 360-degree feedback, is a popular development
and assessment tool, especially for organizational leaders. Raters
from different organizational levels, including subordinates, boss,
peers, and self, rate the leader’s performance. However, the ratings
seldom agree across rater groups. This study used the data from a
commercially available 360-degree leader development feedback
instrument and a second-order confirmatory factor analysis model to
try to explain the differences in ratings between the groups. Rather
than an explanation of the differences, what was found were two
second-order factors that may be the underlying elements that all
raters consider when observing leader performance.
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Andrews, C., Allen,
J. (2004).
Analysis of Management and Employee Job
Satisfaction. The
International Journal of Applied Management and Technology,
2(2),
97 - 115. |
The purpose of this study was to investigate the
perceptions of job satisfaction as defined by both
nonmanagement and management employees. This study suggests
that little difference exists in the
perceptions of job satisfaction importance between management and
nonmanagement employees.
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Elleven, R. & Allen, J. (2004). Applying technology for
online counseling: A primer for beginning e-therapists.
Journal of Instructional Psychology.
31(3), 223.-227.
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This article briefly outlines online
counseling for reader who may be interested in delivering therapy
via the internet. The article should very much be understood to a
beginer's primer based upon research literature and the personal
recommendations of the authors. Readers will also benefit from
several online sources for counselors mentioned throughout the
article.
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Elleven, R.,
Greenhaw, K., & Allen, J. (2004).
Campus Chaplains: Cult Training and
Perceptions. College Student
Journal,
38(2),
314 - 320. |
This article examines the
perception of 43 college chaplains across the United States with
regard to cult training and perceptions of college and university
cult activity. Campus chaplains are in the unique and challenging
position on college campuses to assist students and confront cult
issues. The results of the survey indicate that most campus
chaplains have has surprisingly little formal training with regard
to cultic groups and often perceive faculty, staff, and students as
requiring additional education regarding cult issues on college
campuses.
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Andrews, C., Allen, J. (2002).
Utilization of Technology-Enhanced Delphi Techniques Workforce Education Forum,
29(1), 1-15. |
This paper discusses the Delphi consensus-building
technique. Also discussed are the Delphi Technique’s history, the
process, and some advantages and disadvantages found in the
literature. Finally, this paper examines a technology-enhanced
version of the process. The study provides researchers interested
in using the Delphi Technique in conjunction with technology with a
process that is easily duplicated. Nine university
professors/instructors agreed to address one question: “What
information should the student be aware of when working on a team
project?” The question is unimportant. However, the results of the
Delphi consensus regarding this single question are provided, along
with a framework for conducting the future of Delphi, using computer
technology. Cost savings and time reduction are important
advantages to be considered when conducting a Technology-Enhanced
Delphi study using computer technology.
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Elleven, R.,
Allen, J., & Wircenski, M. (2001). Resident assistant
training: Public and private differences? College Student
Journal, 35(4), 609-615. |
There is little consensus among
higher education administrators as to the training needs of resident
assistants (RAs) (Upcraft & Pilato, 1982), yet these
paraprofessionals are arguably one of the most important links to
the satisfaction level concerning the college experience for
first-year students (Upcraft & Gardner, 1989). By all accounts, it
is of the utmost importance that resident assistants receive
training that is current effective.
Many attempts have been
made to outline the training needed for resident assistants (Upcraft
& Pilato, 1982; Upcraft, Pilato, & Peterman, 1982; Blimling, 1995)
and the best modalities by which to train RAs (Wesolowski, Bowman, &
Adams, 1996). Each of these efforts has provided great insight into
the training of resident assistants. However, college students’
needs continue to change (Coles, 1995). The training of resident
assistants, then, must continue to evolve and progress in order to
better serve students who live in a residential college environment.
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Sherron, T., & Allen, J. (2000).
Fixed Effects vs. Random
Effects: Two models commonly used with panel data analyses.
Multiple Linear Regression Viewpoints 26(1), 1-10. |
Statistical models that combine cross section and
time series data offer analysis and interpretation advantages over
separate cross section or time series data analyses. Data that
embodies time series and cross section units have not been
commonplace in the research community until the last 25 years. In
this study, two commonly used statistical models for panel data
analyses are presented: fixed effects and random effects. The
statistical models will include both cross section and time series
data from the NELS:88 database to illustrate the different
perspectives in analysis and interpretation.
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Wircenski, M., Walker, M., Allen,
J., & West, L. (1999). Age: A diversity issue in grades K-12
and in higher education. Educational Gerontology 25(6),
491-500. |
Is the issues of aging education important?
The United Nations General Assembly has official recognized 1999 as
the "International Year of Older Person." An aging population will
be one of the world’s most important social issues of the next
half-century. United States Department of Health and Human Services
Secretary, Donna Shalala (1998) states, "In the United States alone,
by the year 2000, older people will outnumber children for the first
time in our history."
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Allen, J., Walker, M., &
Morehead, M. (1999). Technology in secondary career and
technical education: Issues for the new millennium. Workforce Education Forum, 26(1), 1-13. |
Today, school districts continually struggle
with the following questions pertaining to career and technical
education programs: How does career and technical education fit the
secondary curriculum? What is the magic mixture of knowledge,
skills, and attitudes needed to ensure that American students have
the competitive edge in the workplace? How should school districts
train teachers of career and technical education to teach in the
information age? How will the efficacy of technology implementation
in career and technical education be measured? What trends should
drive changes in career and technical education?
As we move deeper into the information age,
we must seek to resolve these issues. This article addresses each of
these concerns by exploring the use of technology in the secondary
career and technical education classroom.
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Rademacher, J., Allen, J.
(1998). Enhancing assignment completion in academically
diverse vocational classrooms. The Journal for
Vocational Special Needs Education, 21(1),
21-26. |
In this article we describe methods and
procedures for (a) planning assignments in vocational settings that
will meet the special learning needs of all students in the class,
and (b) teaching students a self-checking process to evaluate their
own work for quality before turning it in to the teacher. In
cooperation with Individual Education Plans, the planning component
of The Quality Assignment Routine provides vocational special
needs educators an additional tool to better facilitate learning in
diverse vocational classrooms.
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Allen, J., & Hart, M. (1998).
Training older workers: Implications for HRD/HPT
professionals. Performance Improvement Quarterly, 11(4),
91-102. |
In corporations across America a race is on
to find new ways to maximize human capital. An emphasis on lifelong
learning will be vital for the success of our future workforce. As
demographic shifts occur, the "older worker" will emerge as a
primary target for this human development effort. This article
explores the implications of this demographic shift for the HRD/HPT
professional and recommends strategies for meeting this business
need.
First, we discuss the realities of this
demographic shift and compare our current workforce demographics to
those of the future. Next, we examine the common myths about the
"older worker," as well as what current research reports about this
special population.
Finally, we examine the impact of this trend
on our profession. We discuss strategies for modifying the workplace
environment, reassessing workforce motivational strategies, and
altering training practices in order to serve this older worker
population. In conclusion, we look at the implications for the
future in HRD/HPT research.
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Allen, J., Schumacker, R. (1998).
Team assessment utilizing a many-facet Rasch model. Journal of Outcomes Measurement, 2(2), 140-157. |
As organizations begin to implement work
teams, their assessment will ultimately reflect compensation
strategies that move away from individual assessment. This will
involve not only using multiple raters, but also the use of multiple
criteria. Team assessment using multiple raters and multiple
criteria is therefore necessitated; however, this can produce
differences in ratings due to the leniency or severity of the
individual team raters. This study analyzed the ratings of
individual members on 31 different teams across 12 different
criteria of team performance. Utilizing the many-facet Rasch model,
statistical differences between the teams and 12 criteria were
calculated.
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Wircenski, J., Allen, J. (1998).
Investigating the Screwdriver: Vocational Education and 25
years of Technology. [25th Anniversary Special
Issue]. Workforce Education
Forum, 25(1), 36-42. |
Technology can be defined as the utilization
of theory, processes, information, and materials to improve the
knowledge, skills, and attitudes of a society. Since 1973 there
have been many technological changes in the field of vocational
education. This article offers a broad look at some of the
technology changes in the last 25 years, as well as strategies for
implementation and planning in the new millennium.
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Chinoda, M., & Allen, J. (1998).
Educators', Administrators' and Students' perceptions of
technology programs in Pennsylvania. Workforce
Education Forum, 25(2), 69-86. |
This study assesses the Principles of
Technology Applied Science high school courses taught in
Pennsylvania. Specifically, this study determines: 1) the number of
Level I and II Principal of Technology courses taught; 2) teachers’,
administrators’ and students’ perceptions toward the Principle of
Technology high school curriculum; 3) Principle of Technology
teachers’ perceptions of student achievement on state outcomes in
science and technology; and 4) how Principle of Technology courses
are being infused into the existing curriculum. Finding from this
study indicate that administrators, teachers, and students each
react favorably to the Principle of Technology Applied Science high
school courses.
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Ennis-Cole, D, Allen, J., (1998).
The Challenges of training and retraining mature learners.
The Journal for Vocational Special Need Education, 20(3),
35-42. |
By 2005, older workers are projected to
comprise 20% of the workforce (Barber, Crouch, & Merker, 1992).
AT&T, General Electric, McDonalds, Traveler’s Insurance, and Days
Inn are just a few of the many companies that have already
implemented older worker training programs to better utilize this
growing older workforce (Hale, 1990; McNaught, 1994). Moloney and
Paul (1992) suggest that updating the skill of older workers cost
less than hiring new graduates. Intergenerational secondary
classroom and other retraining facilities must begin to prepare for
the expected workforce of the future. In addition, vocational
special needs educators must be aware of the special needs of the
older learner associated with the aging process. This article
explores the aging process from physical, cognitive, social and
psychological perspectives, accommodations for age related changes,
retraining mature learners, adaptations of the classroom
environment, training technology issues, and successful corporate
retraining programs to better prepare vocational educator for the
workforce of the new millennium.
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Allen, J., (1997). Strategic
planning of technology for education: A beginning framework.
Occupation Education Forum, 23(2), 13-21. |
This paper is based on a presentation made at
the American Vocational Association Conference, Denver, CO, December
1995. The strategic planning of technology framework introduced in
this paper is broken into five distinctive parts: Student
technology, teacher technology, teacher training, technology
planning cycle, and technology cost. This framework is designed to
assist technology planners, teachers (academic and vocational), and
administrators as they begin planning for future technology
implementation in their school district.
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Allen, J., Walker, M. (1996). Training
employees with disabilities: Strategies from corporate
training. The Journal for Vocational Special Needs
Education, 18(3), 105-108. |
This article focuses on the strategies used
by corporate trainers to effectively teach disabled populations in
their corporate workplace. Specifically, training strategies, both
methods and training aids, for physically disabled and mentally
disabled are investigated. Both educators and trainers strive to
effectively teach all learners (disabled and
non-disabled). Corporate trainers have challenges that are similar
to the challenges seen by educators. This article offers a different
perspective for career and technology educators who are looking for
new strategies to increase the impact teaching method in their
classroom.
Refereed
(Regional/State)
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Allen, J.M.,
Clem, K.E., Elleven, R.K.,
Andrews, C.G.,
& Cagle, L.S.
(2004). Copyright and Fair Use:
An issue of ethics in a changing learning environment.
The Texas Journal of Distance Learning
[Online serial], 1(2), 1-8. |
Copyright
infringement is one of the most talked about, yet most misunderstood
topics in the curriculum and instructional development areas. The
field of copyright protection is fraught with gray areas that
undermine an individual’s honest ability to discern what might be
lawful uses of copyrighted materials. This article begins with a
brief history of copyright law in the U.S. and provides examples,
references, and discussion of “fair use.” Additionally, issues
related to the Internet are addressed, including: Web Linking,
Framing, Plagiarism, Web-based Referencing. Finally considerations
and suggestions for teaching and using ethical practices in the
industrial and educational classroom are discussed. Fair use and
copyright in educational institutions is largely an ethical issue.
Ethics are not dependent on individual’s actions. All parties
involved must contribute to the ethical nature of an event and must
accept both the responsibility for their actions or their
non-actions.
Journal Editorship
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Allen, J., Wircenski, M., & West, L. (Eds.).
(1998) Aging: Our one common experience in special needs.
Journal of Vocational Special Needs Education [Special issue],
20(3). |
Non-Refereed Publication
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Nimon, K., &
Allen, J. (2006, May). Energizing organizational change.
International Society for Performance Improvement Dallas
Fort Worth Chapter Newsletter, 14. |
This article presents the pros and
cons of two approaches to energizing organizational change: (a) pain
and (b) vision. First, the advantages and disadvantages of using
pain as a motivator are presented. Second, the advantages and
disadvantages of vision are presented. The article concludes by
describing a technique by which the two approaches are integrated in
order to provide energy and motivation for substantial
organizational change.
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Nimon, K, &
Allen, J. (2006, April). Workplace spirituality.
International Society for Performance Improvement Dallas
Fort Worth Chapter Newsletter, 13. |
This article presents the pros and
cons of two approaches to energizing organizational change: (a) pain
and (b) vision. First, the advantages and disadvantages of using
pain as a motivator are presented. Second, the advantages and
disadvantages of vision are presented. The article concludes by
describing a technique by which the two approaches are integrated in
order to provide energy and motivation for substantial
organizational change.
Technical Course Manuals
Allen, J., Allen, H., & Brasfield,
F. (1994). College for Kids: Computer Aided Drafting. Denton,
Texas: RonJon Publications. (ISBN 1-56870-154-3)
Allen, J., Allen, H., & Brasfield,
F. (1993). Applications of AutoCAD©. Denton, Texas:
RonJon Publications. (ISBN 1-56870-005-9)
Allen, J., Allen, H., & Brasfield,
F. (1993). Civil Drafting Using AutoCAD©. Denton,
Texas: RonJon Publications. (ISBN 1-56870-007-5)
Allen, J., Allen, H., & Brasfield,
F. (1993). Customizing AutoCAD©. Denton, Texas: RonJon
Publications. (ISBN 1-56870-006-7)
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