DOCUMENT RESUME VT 007 031 ED 022 965 . 08 By- Maley, Donald; Mietus, Walter S. THE INPLEKNTATION AND FURTHERDEVELOPMENT OF EXPERIMENTAL CLUSTERCONCEPT PROGRAMS THROUGH ACTUAL FIELD TESTING ANDEVALUATION AT THE SECONDARY SCHOOLLEVEL. THE CLUSTER CONCEPT PROJECT. PHASE III. INTERIM REPORT.- Spons Agency-Office of Education (DI-EW),Washington, D.C. Bureau No- BR- 7-0853 Pub Date Aug 68 Grant-OEG-0-8-000853-1865(085) Note 438P. FORS Price MF-S1.75 HC-S17.60 Descrrors-ACHEVEMENT TESTS, BUILDINGTRADES, COGNITIVE ABILITY,COMPARATIVE ANALYSIS, CONWa. GROUPS, *CURRICULUM DEVELOPMENT,ELECTRICAL OCCUPATIONS, EXPERIMENTALGROUPS, *EXPERMTAL PROGRAMS, GRAM 11, HIGHSCHOOL STUDENTS, METAL WORKINGOCCtPATIONS, *OCCUPATIONAL CLUSTSRS, PILOT PROJECTS,PROGRAM DESCRIPTIONS, *PROGRAMEVALUATION, QUESTIONNAIRES, *TRADE AND INDUSTRIAL EDUCATION,VOCATIONAL INTERESTS Identifiers- CCP, Cluster Concept Program, Maryland The Cluster Concept Program invocational education, a programfor the 11 th and 12th grades, is designed to prepareyouth for entry level capability in avariety of related occupations rather than a specific occupation.Phase III of research with the program was theevaluation of the first year of experimentationwith the programs for the 11th grade. A pretest-post testresearch design with fourconttol and four experimental construction cluster groups,four control and threeexperimental metal fabrication duster groups, and three controland three experimentalelectromechanical duster groups was used to estimatethe program effectiveness.Newly developed measurement instruments andstandardized tests were used to estimatechanges in selected rognitive, affective, and psychomotorbehaviors. Obiectives were attained in varying degrees withsignificant gains in cognitive abilities in eightexperimental groups and modest gains in two groups.Increased flexibility of occupationalpreferences and broadened interests were found in theexperimental groups. Inadequaciesidentified from the evaluation will serve to establish a listof realistic recommendationsfor the contain measurement fuetherdevelopment ofthe . prograMs. The appendixes instruments and achievement tests used in programevaluation. Related documents are VT 002 356, VT 002 254, and VT 004 162-VT004 165. (FIC)
4. INTERIM REPORT PROJECT NUMBER 7-0853 GRANT NUMBER OEG-04800853-1865 (085)
THE IMPLEMENTATION AND FURTHERDEVELOPMENT OF EXPERIMENTAL CLUSTER CONCEPT PROGRAMS THROUGHACTUAL FIELD TESTING AND EVALUATION AT THE SECONDARYSCHOOL LEVEL PHASE III
AUGUST 1968
att
U. S. DEPARTMENT OF 4.1 HEALTH, EDUCATION, AND WELFARE
OFFICE OF EDUCATION BUREAU OF RESEARCH
co,
71. i rill' ED 0 2 2 9 65 , INTERIM REPORT
Project NuMber 7-0853 Grant Number OEG-08-000853-1865(085)
\ THE IffPLEMENTATION AND FURTHERDEVELOPMENT OF EXPERIMENM CLUSTER CONCEPT PROGRAMS THROUGHACTUAL FIELD TESTING AND EVALUATION AT THE SECONDARY SCHOOLLEVEL,
The Cluster Concept Project)
Phase III , /IN 2epatt+,
Dr. Donald Naley Principal Investigator Professor and Head Industrial Education Department
Dr. Walter S. ljetus Research Coordinator University of Maryland College Park, Maryland
August 1968
The research reported herein wasperformed pursuant to a grant .with the Office of Education,U.S. Department ofHealth, Education, Government and Welfare. Contractors undertakingsuch projects under sponsorship are encouraged to expressfreely their professional judgment in the conduct ofthe project. Points of view or opinions official Office of stated do not, therefore,necessarily represent Education position or policy.
U.S. DEPARTMENT OF HEALTH, EDUCATION, ANDWELFARE
Office of Education Bureau of Research
U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION
EXACTLY AS RECEIVED FROMTHE THIS DOCUMENT HAS BEEN REPRODUCED POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. REPRESENT OFFICIAL OFFICE OFEDUCATION STATED DO NOT NECESSARILY
POSITION OR POLICY. TABLE OF CONTENTS
page
LIST OF TABLES
ACKNOWLEDGEMENTS
SUMMARY OF PROSECT
PART I
INTRODUCTION
A. Sunmary of Previous Research 1
B. Rationale and Justification for Cluster Concept . . 2
C. Establishing Cluster. Concept Programs 10
D. Summary 24
PART II
THE STUDY OF THE EFFECT OF THE FIRST YEAR OF-FIELD RESEARCH 26
A. Lntroduction . . 26
B. Purposes and Prdblems 27
C. The Effect of the rluster Concept Programs on Student Behaviors 30
D. Presentation of Data and Findings 41
E. Treatment of Data and Findings 44
1. Construction Cluster 44
2. Metal Forming and Fabrication Cluster SS
3. Electro-Mechanical Cluster 66
4. Summary 73 . page
PART III
EVALUATION OF CLUSTER CONCEPTPROGRAMS 120
A. Introduction 122
B. Construction Cluster 122
1. Course Objectives . 122
2. Description of ConstructionCluster Programs. . 123
3. Summary and Recommendations OOOOO 129
C. Metal Forming and FabricationCluster 187
1. Course Objectives 0 ..... 0 187
2. Description of Metal Forming andFdbrication Cluster 189
3. Summary and Recommendations 193
D. Electro-Mechanical Cluster 260
1. Course Objectives 260
2. Description of Electro-MechanicalCluster 261
3. Summary and Recommendations 266
PART IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 295
A. Researdh Summary of Phase Three 296
1. Cognitive Behaviors.. 298
2. Affective Behaviors 304
3. Final Statement , .. 316
APPENDICES 317 LIST OF TABLES
Table page
1 Varibles of Pre and Posttests 28
2 Data and Reliability Estimates of Cluster Concept Tests 34
3 Number of Subjects Completing the Programs ...... 39
4 Homogeneity of Variance Between Groups Within Each
School (Based on I.Q. Scores) . . . 73
5 Means and Standard Deviations Derived fromIntelligence Tests 74
6 Homogeneity of Variance Between ,Groups Within Each School (Based on Pretest of Achievement) ...... 75
7 Means and Standard Deviations Derived froraCluster Program Achievement Tests 76
8 Analysis of Variance of ConstructionAchievement lest Scores, Experimental vs. Control Group onPretest and Posttest Measures 77
9 Analysis of Variance of Intelligence TestScores Between the Experimental and Control Groups ofthe Construction 78 Cluster Program '......
10 Analysis of Variance for DifferencesBetween Pre and Posttest Measures of Achievenent(Based on Canstruction 79 Cluster Tests) . OOOOOOOOOOOO
11 Analysis of Variance for DifferencesBetween Pre and Posttest Measures of Achievement(Based on Construction Cluster Tests) 80
12 Analysis of Variance of ConstructionAchievement Test Scores, Experimental vs. Control Group onPretest and Posttest Measures .. OOOOO .. 81
13 Analysis of Variance of MetalForming and Fabrication Achievement Test Scores, ExperimentalGroups vs. Control Group on Pretest hnd PosttestMeasures 82
iv Table page
14 Analysis of Variau-,:e for Differences BetweenPre and Posttest Measures of Achievement (Basedon Metal Forming and Fabrication Test) .t OOOOO 83
15 Analysis of Variance of Intelligence TestScures Between the Experimental and Control Groups ofthe Metal Forming
and Fabrication Cluster Program . . . 84
16 Analysis of Variance of Metal Forming andFabrication Achievement Test Scores, ExperinentalGroup vs. Control Group on Pretest and Posttest Measures 85
17 Analysis of Variance for Differences Between Pre and Posttest Measures of Achievement (Basedon Metal Forming and Fabrication Test),. 86
18 Mtans and Standard Deviations Derived from the Mechanical
Reasoning Abilities 'lest (D.A.T.) ...... 90
19 Homogeneity of Variance Between Groups Within Each School (Based on Pretest Mechanical Reasoning) . 91
26 Analysis of Variance of Data from "echanical Reasoning Abilities Test (D.A.T.) Experimental Groupvs. Control Group on Pre and Posttest Measures 92
21 Analysis of Variance of Data front Mechanical Reasoning Abilities Test (D.A.T.) Experimental vs. Control Group on Pre and Posttest Measures 93
22 Analysis of Variance of Data front Mechanical Reasoning Abiliti3s Test (D.A.T.) Experimental vs. Control Groupon Pre Ind Posttest Measures 94
23 Analysis of Variance of Data from Mechanical Reasoning Abilities Test (D.A.T.) Experimental vs. Control Groupon
Pre and Posttest Measures . . . . 95
24 Analysis of Variance of Data from Mechanical Reasoning
Abilities Test (D.A.T.) Pretest vs. Posttest . 96
25 Analysis of Variance of Data front Mechanical Reasoning Abilities Test (D.A.T.) Pretest vs. Posttest , OOOOO 97
26 Analysis of Variance of Data front Mechanical Reasoning
Abilities Test (D.A.T.) Pretest vs. Posttest O 98
27 Analysis of Variance of Data from Mechanical Reasoning Abilities Test (D.A.L) Pretest vs. Posttest 99 Rage Table
100 28 Mann-Mhitney U TestSummary Tables .... 101 29 Mann-Whitney U TestSummary Tables . . . . Squares for Estimatesof Treatment 30 Summary Table of Omega Obtained from Experimentalvs Effects Between Posttests 102 Control Groups
Emperical andHomogeneous Scales 31 Results of Selected Inventory . . . 105 from the MinnesotaVocational Interest
Emperical andHomogeneous Scales 32 Results of Selected 110 Inventory . . . from the MinnesotaVocational Interest
Identified as MostImportant for 33 Preparational Modes 112 Students . . . . . Occupational Entryby Cluster Concept 113 Choices by Cluster ...... 34 Student Occupational
Specified Occupational 35 Student Responses to 114 Characteristics . . . .
vi ACKNOWLEDGEMENTS
The Cluster Concept research staff ofthe University of Maryland is indebted to the teadhers whoenergetically implemented the programs under study. Many problems which interjectedburdens upon the daily process of pedagogy wereencountered. Teacher resourcefulness and- additional time for study andpreparation far beyond the usual expecta- tions were demanded for tileimplementation of the new programs.
The research staff wishes to expressits gratitude to Mr. James
L. Reid, Director of theDivision of Vocational Educationand to MT.
Education of the Warren Smeltzer, AssistantDirector of Vocational
Maryland State Department ofEducation. supervisors Grateful appreciation isdirected to all of the county
of significant and high school principalswho contributed in a variety The decision was ways to thecompletion of the first yearof researdh. of these educational made that within thisevaluative study the names
leaders and teachers wouldremain anonymous. acknowledge the work The principalinvestigator is pleased to research and for the prepa- done tv Walter Mietus,the director of the Andrew Baron, ration of this document,and to the researchassociates: and to a diligent Luther Burse, John Gallinelli,and Kenvyn Ridhards,
secretary, Rose MarieDorn
Donald Maley Department Head and PrincipalInvestigator August, 1968
vii SUMMARY OF PROJECT
Introduction
This report is a summary of the thirdphase of researCh with the cluster concept programs. The first phase of zesearch established the acceptability and feasibility of cluster programsand cuzricula for the occupational clusters of construction,metal forming and fabrication, and electro-mechanical installationand repair. The completion of phase
II resulted in the production ofcurriculum guides, course outlines, instructional materials,and the selectionand training of teachers to implement the programs. Phase III,which is reported hereinis an evaluation of the first year ofexperimentation with the programs of vocational education designedfor the eleventh grade. Phase IV or
experimentation with the twelfthgrade level remains to becompleted.
Full control of all thevariables necessary for anideal
experiment was not achieved;therefore, this study was completedin
of the tradition of quasi-experimentaldesign with full recognition
the factors utich render theresults equivocal.
Subjects from ten seniorhigh schools iT four Maryland
counties have participatedin this project. One school had two
instructor; thus, cluster programs, eachtaught by a cluster concept
eleven teachers and elevenseparate cluster programs wereincluded. composed of Each cluster program wascompared with a control group Eadh school students from a traditionalvocational education course.
was consideredand evaluated as a separateexperinent.
viii Problems. To obtain an indirect estimate of the effectiveness of the clustcr concept programs, three principal areas of investigation were conducted. These were:
1. The impact t:f the three cluster concept programs on
selected cognitive, and affective behaviors, and task
performances (psychomvtor behaviors) of students.
2. The adequacy and appropriateness of the content of the
newly developed course and instructional materials.
3. The educational process, its adequacy and appropriateness
with a consideration of administrative support, teacher
effectiveness,and sele,ted environmental conditions.
To investigate the first area (1) of research, the dhanges of behaviors of subjects from the experimental and control groups were
evaluated by the administration of a battery of tests at the beginning
and at the end of the school year. The tests included newly developed
achievement tests for each cluster, the Minnesota VocationalIntefest
Inventory, the D.A.T. Mechanical Reasoning Test,and aninstrument to
evaluate the students' knowledge of occupationalinformation.
Treatment of data. Comparability or homogeneity of the students
forming both groups was established on thebasis of intelligence test
scores (lingual or verbalabilities), and in one school, on the Mechanical
Reasoning Test. In all but two experiments the analysis of variance
statistic was used to determine whetherthere were significant differennes
between the two groups on the basis of thederived data. Prior to
testing for differences, the F max ratio wasused to determine
homogeneity of variances. Non-parametric statistics were used in two
experiments. The .05 level of significance wasconsidered minimal
ix in all data analyzed.
flEalat. Statistical analysis of achievemtnt test data indicated the following:
(a) Three construction cluster programs out of fourachieved
significantly higher scores than the control group. Three
schools also were distinguished as making significantgains
on the basis ofinitial and final scores. One school made
very modestinsignificant gains. None.of the control:groups
achieved significant gains on the achievement tests.
(b) All four schools implementing the metalforming and
fabrication cluster program 'made significantgains on
the achievement tests; whereasno significantdifferences
were observed framthe control groups.All experimental
groups achievedsignificantly higher scores than the
control groups on the posttests.
(c) Three schools initially wereinvolved with the implementation
of the electro-mechanical installationand repair cluster.
Due to many failures to meet thespecifications presented,
one school operation wasdiscontinued.
Of the two schools, neitherachieved significant gains
or significantlyhigher scores than the control group,.
(d) Data derived from theD.A.T. Mechanical ReasoningTest
(from each of the tenexperimental and controlgroups)
indicated that both types ofvocational education programs
had insignificant effects onthe development of the
abilities required to solveproblems of applied science
and technology. Affective behaviors. Both groups were administered the MVII
and the supplementary questionnaire at the beginning and at the end of the sdaool year.
Findlas. The data derived from the MVII were perplexing and
generally unsatisfactory for a clear group analysis.No clear patterns or directions of student vocational preferences were found. The cluster
groups showed more flexibility of occupational choice than did the control
groups.
Within the various groups of subjects, it was found that between twtnty-five and forty percent of boys were dissatisfied with high school
and would prefer to be gainfully employed or topursue on-the-job training.
The number of students who expressed an appreciation for
obtaining broad entry level skills,as opposed to specific in-depth traintag in high school,increased significantly.
Task performances. In the second (2) area of study, field
observations and records of specific overt behaviors of students amd
teachers were uade. The specific behaviors were referred to as job
tasks and were set forth in objective behavioral terms. The tasks were incorporated into the course materials, inventory chartssand
evaluation charts. The teachers' progress in implementing the
instructional materials and stuient progress were recorded by the
use of these devices.
Findings. The range oi tasks completed by the instructors of
the construction cluster was fin'ol thizty -four to sixty-seven percent.
Of the tasks completed from fifty to sixty-six percent of the tasks
must be restudied by the students.
The metal forming and fabrication cluster group completed from
fifty to sixty-seven percent of the tasks.Of these, it was projected
xi that twenty-five to thirty-four percent of the tasks must be retaught.
The instructors implementing the electro-nechanical installation
and repair clustei completed fiftyperdent of the tasks. Of these, two- thirds will be repeated in the second year.
The primary cause for the failure to complete specified tasks was due to the lack of equipment, materials, and tools. Causes for
repeating tasks were: the complex nature of the tasks awd the shortage
of time for exercises due to delays in remodeling or in setting up
laboratories.
The specific units of studies and tasks which have not been
studied, or where only token experiences have been provided, were identified.
The third area (3) of investigation was concerned with the evalu-
ation of selected supportive dimensions including: (a) administration,
(b) the teadher, (c) physical facilities, and (d) comuunity acceptance.
In addition to anecdotal records, the following devices were used
to obtain research data: (1) personal vita and records of teachers,
(2) survey inventory forms for tools, equipment, and materials for each
cluster, (3) drawings and sketches of physical facilities,(4) visual
mediums sudh as drawings, plans, photographs, and writtendescriptions
of practical work performed while implementing the courseoutlines, and
(5) student progress charts and student evaluationcharts.
Finding.: construction cluster. Administrative support from
the state, county, and local levels ranged fromenthusiastic verbal
support to active participationin overcoming the prdblems of procurement
of physical facilities, materials,and equipment. Since these prdblems
were never fully resolved,various construction tasks were not completed.
Consequently, the sequence and balance ofthe programs were disturbed.
xii
41.6 Some tasks were overemphasized and ina few situations, omitted
altogether.
Various activities of interaction uith thecomtunity were observed. Resourceful teadhers obtained materialsfrom local industries and arranged for student employment duringthe summer months.One field operation reported job placement of ninetypercent of the students.
findims: metal forming and fabrication cluster. Four separate field operations were involved with implementing thistype of cluster program. The programs were restricted in diflexentways and varying degrees due to the lack of equipment and materials. The use of shops which were designed for the study ofa single occupation did not provide sufficient working area and in somecases sources of power had to be added.
This group of cluster teachers was evaluated to be most effective in meeting the goals and objectives of their respective cluster programs.
alyna: electro-mechanical installation and repair. This cluster program did not escape the damaging effects caused by inadequate supplies, materials, and equipment. The requisition-acquisition time lag strongly suggests that all programs shculd have been in operation several years before the optimum potential of these programs could be achieved.
One field operation was dropped due to failures in meeting the specifications of the cluster programs.
Conclusions
The action research conducted provided data which made it evident that the cluster concept programs have the potential of becoming vigoroussalternate forms of vocational education. The programs dhanged student behaviors in the direction of the established objectives. Changes in cognitive abilities, broadenedinterests, flexibility of occupational choices within acluster,and growth in performance tasks were observed.
The inadequacies identified served toestdblish a list of realistic recommendations for the furtherdevelopment wad refinement of the cluster concept programs.
xiv PART I
INTRODUCTION
This final report is an evaluation of the first year of field research with the cluster concept programs of vocational education.
This report is limited in that it does not present detailed information relevant to the first two years of research and development which formed the foundations and which were presented in other documents.
Researchers, practitioners, and others who seek a thorough under- standing of this third report and the cluster concept programs are urged to make reference to previous documents which emerged as products and have become public domain. Two sources from which materials may be obtained are:
1. ERIC Clearing House The Center for Vocational & Technical Education The Ohio State University 980 Kinnear Road Columbus, Ohio 43212
2. National Cash Register Company 4936 Fairmont Avenue Bethesda, Maryland 20014
Summary of Previous Research
A, brief summary of the rationale,objectives, activities,
and accomplishments is presented to providethe reader with a
proper orientation tothe nature, scope, and background of the
cluster approach to yocaUonaleducation. It is hoped that this
will help the reader in achieving closure. Also provided are *11111,41,:f0Pagt
certain critical aspects of the program which form the evaluative criteria sudh as task analyses and human requirements.
Phase I, or the first year efforts, began in September of
1965 During that time the cluster concept was investigated as a form of vocational education at the eleventh and twelfth grade of secondary education. The cluster concept, as envisianed, was aimed at the preparation of individuals for entry levnl capability in a varity of related rather than specific occui,..ations. It was based on the premise that educational experienceswith a range wr.! related occupations appear defensible for most students who have norealistic basis for decision making along the lines of selecting aspecific trade. The cluster concept program was designed to enhancethe individual's potential employability by virtue of offering awider range of entranceskills and a level of articulation across several occupational areas. This type of fUndamental training, it is believed, will enable the individual to moveback and forth over several occupational categories as well asvertically within the occupation.
Rationale and Justification for ClusterConceRt
The rationale of the cluster concept programincludes findings and recommendations fromresearch in the fields of
guidance, vocational placement,education, military training,
and psychology. A sample of these is presented.
The cluster concept program wasdesigned to provide
secondary vocational students with a greaterdegree of flexibility
for vocational decision makingrather than being a oommitment to
2 IrootenvAttgnnTig
H one-goal directed" traditional programs. The student has expelience
select one single in a family of relatedoccupations; the decision to trade is not demanded. With a similar point ofview, Baer and Roeber, in writing on the dynamics ofvocational choice, concluded:
Since most young people have abroad range of interests and capabilities, appropriateinitial choices arefacilitated by a knowledge of familiesof occupations. It is becoming at the more generallyrecognized that early training, even college level, should be broadenough to give the student the background for a groupof related occupations. Thus he is uot driven into a specificoccupational choice beforehis interests have matured sufficientlyfor hin to choose a field of work. When he is ready to enterthe job market, his dhances of successful placement areincreased if he is pre- pared to begin at any oneof several jobs in agiven field for of work. If this field happens tobe commercial art, example, he could become aposter artist,sign writer, catalog illustrator or layout man. Once hired, he has abetter chance of promotion if he hasbeen trained for a groupof related result of adverse occupations. Should he lose his job as a business conditions orobsolescense of theoccapation, he family.' can switch toanother job in the sameoccupational
The final report of thepanel of consultants onvocational
education appointed bythe Secretary ofHealth, Education, and
Welfare contained thefollowing recommendation: should be desigmed to Basic vocational educationprograms to clusters provide education inskills and concepts common be of closely relatedoccupations. The curriculum should of the occu- derived from analysesof the common features receive specialized pations included. These students should training later in posthigh or moreadvanced vocational experiences.2 school programs,apprenticeships, oron-the-job of the Support for the soundnessof the postponement periods of vacilation decision to follow onetrade due to distinct
1 Information Max Baer and EdwardC. Roeber, Occupational Associates, 1964), p. 167. (Chicago: Science Research and Welfare, Office U.S. Department ofHealth, Education World of Work (Washington: of Education, Educationfor a Chanjing Government PrintingOffice, 1964 ), p. 227. 3 in choice is provided by Eli Ginzberg who indicated:
The period during which the individual makes what can be described as a fantasy Choice; the period during which he is making a tentative choice; and the period when he makes a realistic choice. The first coincides in general with the latency period, between six and eleven, although residual elements of fantasy choices frequently carry over into the preadolescent years. The second coincides by and large with early and late adolescence;with a fewexceptions, realistic choice is made in early adulthood.To some degree the way in which a young person deals with his occupational choice is indicative of his general maturity, and conversely, in assessing the latter, consideration must begiven to the way in whiCh he is handlinghis occupational choiceproblem.3
In a state-wide inquiry held in Wisconsirand sponsored by
the U.S. Office of Education, J. K. Little obtainedinformation
relative to 4,186 non-college youth.Only 8.7 percent indicated
plans for obtaining specific vocationaleducation, but the action
of the same body of students indicatedthat 15.9 percent went into
vocational prograns. While the forces prompting youth to acqtdre
education beyond the high school are clearlyvisible, formal
education ended at the end of high school for 60 percentof the
group. For 73 percent, education stopped short ofcompleting a 4 baccalaureate degree.
An important item of unfinishededucational business then is conceiving and developing realistic andpractical programs of 'middle education' (occupations that includeclerical, salesworkers, craftsmen, forenen andsub-professional technicians)--the level between mid-high schooland mid- college--during which three fourths ofAmerican youth end
3 Eli Ginzberg, Occupational Choice. (NewYor,t Columbia University Press, 1963), p. 160.
41(enneth J. Little, "A State-Wide Inquiry into Decision of Youth about Education Beyond High School,"American Educational Research Journal, 42, March (1967), p. 147.
4 their formal schooling. These are the youth who asadult workers occupy the great rangeof middle level occupations and who as citizens arethe bedrock of a democraticsociety.5
The 15.9 percent that enrolledinto vocational programs
,represents a potential supplyof sub-professionalworkers considerably that if lower than the demand. It would be reasonable to assume
concept, exploratory vocationalexperiences, such as the.cluster
were provided highschool youth, a greaternumber would elect to
Evidence to test this .work in the sub-professionaloccupations.
hypothesis will be obtainedwith follow-up research onthe students
in the fourth phase ofthis study.
A nation-wide study ofvocational course graduatesbased
schools was conducted under upon arepresentative sample of high directed by MaxEninger.6 the sponsorShip of theFord Foundation and occupational and educational It describes the salientpost-high school level trade and industry experiences of 5;500graduates of high school
indicated that 43 percentof the vocational cours6s. Data collected the basis of what students selected tostudy vocational courses on This was based on the students perceived asjob opportunity. directed to himconcerning incomplete informationwhich had been correspond to opportunities. Ibis informationdid not necessarily after graduation. actual job opportunity orto job opportunity
s Ibid. HIgh.School 6Max U. Eninger, The Process andProduct of T4I (Pirtiginn, Educationg7EETIIirEgil States Level Vocational Rese-037-1965), pp. 5-16. Pennsylvania, AmericanInserfute for 5 The second most frequently acknowledged influence was the parents; friends of the same age were third. The relatively small influence a of school personnel is striking. Only 15.1 percent reported a school teacher and 12.3 percent reported that the counselors or guidance pelsonnel had any influence on decisions to study vocational courses.
The percentage of vocational graduates who entered the trade
for which they prepared was 29.8 percent, a percentage which decreases
during years of low employment in the United States.
With due consideration of findings from other related studies
and a survey study conducted for this researdh, definite needs were
established which served as guidelines for the cluster concept
programs. A sample ofthese is synthesized below, butis presented
in complete detail in other documents mentionedpreviously.
1. There is a need to prpide students with a greater: degree of mobility on ageoiNPRIM-Bigis.
The Bureau of Census reported:
Of the 185.3 million persons one year oldand over living in the United States in March, 1964, 36.3million, or 19.6 percent, had been living at adifferent address in the United
States in March, 1963 . . . File peak mobility rate occurred among persons intheir early twenties--the age at which most young people leave theirparental home to find
employment . . .7
An inplication for vocational educationwith reference to
geographical mobility of the population wasproposed by Kimball
Wiles:
7U.S. Departmcnt of Commerce, Bureau of the Census, "Mobility of the Population of the UnitedStates, March 1963 to March 1964," Current Po ulation Reports.: Population Characteristics, September 7, 1965, Census Pu lication SeriesP-20, No. 141 (Washington, D.C.: Government Printing agfice, 1965), p. 1.
6 Vocational education can no longer beplanned solely in terms of the community inwhich a high school exists. Over half of the average school's graduateswill migrate to another community, and will go to another state. Seemingly, the wisest step for curriculum planners to take,then, is to study industrial and commercial operations and plan in termsof clusters of competencies.When a student has developed a particular set of abilities he may enter avariety of related occupations.8
The importance of mobility, on a geographicalbasis, was further emphasized by Grant Venn:
Work mobility is important tooccupational well being and -mmpetence in an economy increasinglysubject to technological islocation. A company moves to anew state;the award of a government contract causes thousandsof jobs to be shifted from one state to another; a newinvention wipes out an industry by making it obsolete; wholeoccupations and job titles are created and abolished--theseand other phenomena mark the extent to whiCh occupationaleducation must prepare people to face change. The labor force needs to maintain a high degree of mmbility, ability to movefrom one place to another, and from one job to another. Current rates of occu- pational and geographicalmobility are high, but they are relatively low for the future needsof technology and are misleading as an indication of purposeand direction.9
2. There is a need to previde.studentswith mobility for jot? warn an industry oroccupilTin.
The Bureau of Labor Statisticshas found that "during 1961,
some 8 millionworkers--l0 percent of the numberwho werked--shifted
The rate of jdb changingin from one employer to another . . ."1° of 18 and 24 1961 was highest among menand women between the ages
8Kimball Wiles, The Changing Curriculum ofthe American High TRZ:717510) 7 School (Englewood Cliffs, NewJersey: Prentice Hall, p. 126. 9Grant Venn, Man,Education, and Work(Washington, D.C.: American Council on Education,1965), p. 130.
10Gertrude Bancroft andStuart Garfinkle, "JobMobility in U.S. 1961," S ecial Labor ForceReport, No. 35 (Washington,D.C.: Department of Labor, Bureauof Labor Statistics,1963), p. 2.
7 who were largely unskilled and had little education.11
An implication for the natureof vocationaleducation was proposed by James E. Russell in the publication Autamation and the
Challenge to Education:
. . . therefore, to the extent that tlh, school tries to develop employable skills, it should aim at transferable skills, and it should not attempt to trainpersons for specific jobs that are only temporarily open:1.2
In terms of the requirements of industry, Rumpf has stated that:
Industry needs workers who are flexible, workers who havt a field of skills and basic education that will enable than to adapt rapidly to occupational changes. Workers who are adaptable make installation of new nethods and equipment more economical for employers.Management needs workers ready to move into its jobs without long periods of preparation.13
3. There is a need to develoff students who will FerlEle to adapttofeZicolOgi=changes.
The Department of Labor estimated that about 200,000 non- agricultural workers per year will be displaced because of techno- logical change during the next decade.14 In five case studies on the effects of plant layoffs and shut-downs, it was found that in each case technological change was a factor in workerunemployment.15
ilIbid.
12James E. Russell, "Educational Implications of Automation as Seen by an Educational Policy Planner," Automation mad the Challenge to Education, Proceedings of a symposiumsponsored-WM Projecton the Educational Implications of Automation (Washington, D.C.: National Education Association, 1962), p. 42.
13Edwin L. Rumpf, "Training-the Manpower Catalyst," Manpower and Training Needs of the Food Industry, Report of a National Con- Wience,April22-21(WaihgTonsD.C.: Government Printing Office, 1964), p. 10. 14 Bancroft and Garfinkle, loc. cit.
15Ewan Clague and Leo Greenbert, "Technological Change and Employment," Monthly Labor Review, 85:741-746, 1962.
8 The future need to develop students of this caliber was further stressed in the Manpower Report of the President:
Growth and dhange have characterized the American economy throughout our history, and continual adjustments toshifting manpower requirements by workers,employers, and training institutions have been the rule rather than the exception. Thus, the significant changes in patterns of demandfor blue- and white-collar workers, for the skilled andless skilled, and for men and women workers since World WarII were no new phenomena. The persistence of the under-lyingfactors-- rising levels of living, associated shifts inainsumer purchases, changes in government demand,technological innovations, and productivity growth--impliesccntinued patterns of change in manpowerdemand.16
Peter Drucker, in an address given atthe State University
College, Oswego, New York, furthersupported this need:
A, reason why technological educationneeds to be a part of a general education is that it is nolonger of mudh use to teach any one craft assuch. Crafts dhange too fast. When I was a dhild forty years or so agoit was quite obvious that anybody who had ever learned acraft had learned enough for the rest of his life. This applied not only to the carpenter or the house painterbut to the lawyer and doctor just as well. But today the one thing thatis predictable about any craft is that in its presentform it is not going to stav around very long. The good Lord did not ordain the crafts. They are man-made and therefore canbe altered by nian. Crafts that seemed to be as solid asthe glacier granite of Upstate New York are dissolvingall around us. We will see, for instance, pmedictably inthe next twenty years or so, a complete change of the graphic artscrafts in which not one will remain the way it is. One can also say thatthis will not mean fewer skilled people,but it will mean peoplewith different skills.17
Thomas Brooks supports this need onthe basis that the
chief traits in demand today areadaptthility and versatility:
16 U.S. Department of Labor, Man owerRez_n_t_tof the President CWashington, D.C.: Government Printing Of ice,1967, p. It.
17Peter Drucker, "Knowledgeand Technology" (an address delivered at the State UniversityCollege, Oswego, New York, May 6, 1964). It is notuncommon, says a foundry manager, fora man to work on twenty different jobsa year. We take advantage of change in umrk flow, absences andother factors tomove our people around.18
An implication for vocational educationrelative to the impact
of technological changewas found in the Rockefeller Report on Education:
In this day of technologiesthat become antiquatedover- night, it is hazardousto predict a favorable future forany narrow occupational category. There will be economic ad- vantage to the individual in acquiringthe kind of fundamental training that will enable himto move back and forth over several occupational categories.19
Supportive evidence to builda rationale was found in abundance, one hundred and sixty studieswere reviewed. To further determine the acceptability and feasibility ofdeveloping cluster conceptprograms, field researchwas conducted.Representatives from education, government, labor and managementwere consulted and their reactions were studied.
The data gathered from these individualsstrongly tended to indicate that students with a cluster concept backgroundwould be desirable potential employees and would be less difficultto adapt because of their broad, general, fmndamental training. The data gathered also indicated that the implementation of theprogram into the public schools would not present any major difficulties and that graduates from theseprograms would be able to Obtain employment.
Establishing Cluster Concept.Programs
After making an analysis of the various available occupational
'classificatiOn systems, the decisionwas made to develop criteria for
18ThomasR. Brooks, "The Blue Collar Elite," Dun's Review and Modern Industa, SpeGial Supplement, Part II, March 1964,p. 122. 19 Rockefeller Brothers Fund, Inc., The Pursuit of Excellence (Garden City, New York: Doubleday and Company,"1958), ,p. 10.
10 establishing occupational clusters and specific occupations within the clusters since existing systems were not suitable for developing cluster concept prograys in vocational education.The following criteria were used:
The occupational cluster should:
1. Be in the area of vocational industrial education.
2. Include occupations that are related on the basis
of similar processes, materials, and products.
3. Be broad enough to include occupations with a wide
variety of skills and knowledte.
4. Involve occupaiions that reqUire not more than a
high school education and/or two years beyond
high school.
5. Provide for the opportunity for mobility on a
geographical and occupational baSis.
The three clusters established throughthe application of the
criteria and limitations set for this researdh arepresented in Figure 1.
Eadh of the clusters was analyzed to establishspocial occupations for
each category. The following criteria were used for selection.
The occupation selected must have:
1. A favordble employment outlook.
2. The instructional capability ofbeing implemented
in a secondary school plogram.
3. Opportunity for job entry upcm graduation
from high school.
4. Numerous skills and knowledgeproviding an
opportunity for the identificationof commonalities
11 with other occupations.
5. Opportunities for advancement through further schooling,
on-the-job training, or apprenticeprograms.
Task inventories. Central to developing the cluster programs, and concurrently evaluating them, a task inventory of each occupation within a cluster was completed. The task statements were written in a clear, precise and non-anibiguous manner, and expressed in behavioral terms. The format of the task statements is shoum in Figure 2. Each task statement began with a behavioral verb (a) which described the action involved in performing a task. The statement also included a noun (b) which described the object acted upon.Modifiers, such as adverbs and adjectives, were used in identifying the object acted upon. The results of the action (c) were stated which described the results of (a) and (b). Modifiers were used to clarify the results of the action and to specify the accuracy or limits that were required in the performance of the task. Whenever possible, the task statement specified the accuracy that was required in the performance of the task. By stating the tasks in this manner, validity was adhieved; that is, the same criteria for measurement from one individual to another was transmitted and secondly, by observatica task performances could be recorded.
A task describes the work performed by an individual in an occupation wad consists of observable human behavior involving more than one area of human requirement. Human requirements, cognitive and psychomotor, that may be involved in the performance of work by anindividual in an occupation include:
12 It9171W7-75=7237215WW111rAwe, nirtmolif,w '47,1",t;WA7,ftr.MS59GNMPT;LirrATZR, .WPrrr, t7FrIPTEW,17nrIg.tilirMMirirtiMMRIMP OCCUPATIONAL CLUSTERS CONSTRUCTION I ELECTRO-MECHANICAL INSTALLATION AND REPAIR METAL FORMING FABRICATION AND Thos6buildingdealing occupations ofwith homes the 1111111111111111, Thoseofficesfoundtricalinstallation occupations in and homes mechanical and anddealing repair business of equipment with elec- Thoseing,dealingjoining occupationsbending, with of metalsmachin- and f-1 CARPENTER' AIR CONDITIONING AND ASSEMBLER ELECTRICIAN REFRIGERATIONBUSINESS MACHINE SERVICEMAN. SERVICEMAN MACHINISTSHEET METAL MASONPAINTER HOMERADIOSERVICEMAN APPLIANCE SERVICEMAN AND TELEVISION WORKERWELDER PLUMBER Figure 1 Occupational Clusters 1 OCCUPNrIoNAL L. CLUSTER OCCUPATION OCCUPATION OCCUPATION OCCUPATION LEVEL I TAsK TASK TASK LEVEL II TASK TASK 1 TASK I ICOMMUNICATION MEASUREMENTINFORMATION SCIENCE SKILLSMATH COMMUNICATIONMEASUREMENTINFORMATION SCIENCE SKILLSMATH COMMUNICATIONMEASUREMENTINFORMATION SCIENCE SKILLSMATH COMMUNICATIONMEASUREMENTINFORMATION SCIENCE SKILLSmATH COMMUNICATIONMEASUREMENTINFORMATION SCIENCE SKILLSMATH Figure 2. Research Model for COURSE OUTLINES Developed Course Outlines MIPIIIMS/19Tal, Mit 1. Communications vocabularly symbols drawings and blueprints systems of communication speech English maps
2. Measurement time temperature weight volume length, width, and depth meters (electrical and mechanical) instruments systems of measurement
3. Skills hand mental machine
4. Mathematics and Science practical and applied
5. Information technical operational occupational economic social safety personal hygiene personal standards occupational and job standards
With the cooperation ofrepresentatives from management and technical personnel, thetasks were classified into threecategories:
1. Level 0
The task is not needed for theoccupation and would not be included forfurther analysis.
2. Level 1
The task is needed for entryinto the occupation and will be.included for furtheranalysis.
15 3. Level 2
The task is not needed for entry into the occupation but will be needed soon after entry and will be included for further analysis.
By this procedure, job entry tasks were identified as well as those tasks necessary on the job three months after being on the job.
The completed task analyses and the identified areas of human require- ment provided the basis for the course outlines, building objective adhievement test items, student progress charts, evaluation of teacher progress, and evaluative criteria for use during visitations.
The activities of phase I as well as others are presented
graphically in order of sequence in Figures 3, 4, 5, 6, 7.
PHASE II OF THE CLUSTER CONCEPT PROJECT
The second phase of the.project was Characterized as having
as its chief aims the identification and development of competent
teachers for implementing the cluster concept pilot studies.
The following procedures were established and carried out
during the selection of teachers for the program:
1. The industrial education supervisors in the counties of
Prince Georges, Montgomery, Frederick, and Washington
recommended a group of teachers for possible partici-
pation in the program.
2. An interview was conducted with each teacher using a
formal interview schedule to obtain information con-
cerning teaching competencies, Further criteria for
selection included:
School Facilities -The physical facilities of each teacher's shop were rated by the
16 BASIS 11M1141111. " CONTENT DEVELOPMENT CURRICULUM 1=3111111
Metal Fab. Electro-Mech. Figure 3. Clustei Concept Project Phase 1, Septetber 1§65-- August 1966 - ' 1'13 SELECTION & PREPARATION TEACHER PREPARATION Organization EVALUATION rPREPARATION. ,,/eedeeee..PROGRAM Content Procedures Skills PREPARATIONPROGRAM Methods Materials Figure 4. Cluster Concept Project Phase II, September 1966 - August 1967 IMPLEMENTATION JUNIOR YEAR SECONDARY SCHOOL PROGRAM NIIIImmemimm=0 EVALUATION
Textbooks Equipment INSTRUCTIONAL MATERIALS Films r Figure 5. Cluster Concept Project Phase III, September 1967 -... August 1968 IMPLEMENTATION SENIOR YEAR SECONDARY SCHOOL PROGRAM EVALUATION -Programming bnit INSTCTIONAL MATERIALS rRU Films Textbo EI:::pment Figure o. Cluster Concept Project Phase IV, September 1968 - August 1969 FOLLOW-UP POST-SECONDARY SCHOO'i, PROGRAM EVALUATION
Figure 7 Cluster Concept Project Phase IV (cont,c1), September 1968 - August 1969 industrial education supervisoras inadequate (0) to adequate (10) for conducting a pilotprogram of the cluster concept.
Schoo': Administration -The attitude of the administration of the school towards the cluster concept was rated by the industrial education supervisor as disinterested and uncooperative (0) tovery inter- ested and willing to cooperate (10).
Education -Values were assigned to different levels of educational preparation of each teacher as follows:' Vocational certificate- 2 Bachelors degree- 4 Bachelors degree plus thirty hours- 6 Masters degree- 8 Masters degree plus thirty hours- 10
Teaching Experience -The number of years of teaching experience was equal to the value indicated on the profileup to a maximum of ten years.
OssaltalialExperience -Credit for practical experience related to the cluster with whidh the teacher would work was granted with the number of fears experience equal to the number on the profile up to a total or maximum of ten years.
Interview Results - This was the total average rating received by the teacher on the interview schedule ratings (0-10)
Rokeach Results - This was one-tenth of the percentile score received by the teacher on the Rokeadl Test.
3. The Rokeadh Dogmatism Scalewas administered tl the
teathers to obtain an inddcation ofan individual's
cognitivy rigidity and flexibility.
4. A. panel of individuals, consisting of thecounty
industrial education supervisors, the assistant 22 ',3";r2f.V.NY,F2EVIITY''
director of vocational education for Maryland, the
principal investigAtor and the pavject coordinator
reviewed the data oallected for each prospective
teacher and selected eleven teachers for partici-
pation in the program.
As a result of this procedure, eleven teachers were selected to receive special training in the cluster concept content andmethods.
At the beginning of the Spring semester, 1967, the cluster
concept teacher preparationL program was initiated. The teadhers observed an outlined schedule of attendance at theUniversity of
Maryland. The activities of the teacher preparation program during
the Spring semester included: (1) development of instructional plans
for implementing pilot program; (2) acquainting teacherswith instruc-
tional materials and equipment that may be used inthe pilot programs;
and (3) arranging the contemt for each cluster in aninstructional
sequence, including the areas of humanrequirement, as required by the
specifications established in Mhase I.
After careful study and research of therequirements for the
cluster concept program, the teathers wereevaluated on their
competencies and needs. Teacher inadequacies were identified and
programs were developed to meetthese needs. These programs were
carried out on and off-campus during the sunmersession beginning in
June and ending in August of 1967.
In order to secure accurate and up-to-datetechnical training,
industries and governmental organizations wereused for establishing
cooperating programs.
23 Some of the principal cooperatingorganizations were: Sylvania
Electric Corporation, WestinghouseElectric Corporation, Tecnifax
Corporation, Remington Rand Corporation,Associated Builders and
Contractors, and the National Aeronauticsand Space Administration.
Some of the activities engagedin at NASA are presented in
Appendix A as news materials printedby this U. S government organization.
Final products of phase I and phaseII included a teacher pre-
paration curriculum which could be used by otheiz isa guide for . developing competent individuals to teach withina cluster concept program, curriculum materials, and instructional plans. These are all available from the officially designated ERIC Centerfor dis- seminating research information in the fieldof vocational-technical education.
Summary
The preceeding introduction was made to present the continuum of researdh performed prior to the implementation and evaluationstage, or phase III, which is reported in the following chapters.
The completion of phase I (identified as USOE Project Number
0E-685-023), established the curriculum for the occupational clusters of Construction, Metal Forming and Fabrication, and Electro-Mechanical
Installation and Repair. The completion of phase II (identified as dSOE
Project Number 6-2312), resulted in the production of curriculum guides, course outlines, instructional materials and the selection and training of the necessary teachers to implement the cluster conceptprograms in the four counties of the State of Maryland. Phase III (identified as USOE
Project Number 7-0853), was concerned with the experimental evaluation
24 and implementation aspectsof the first year of the cluster concept
III. program. The following pages containthe flnal report of phase
Its major thrust is to provide newknowledge concerning: (1) the operation of the programs in a fieldsetting, (2) the adequacy ofthe scope, sequence, andtiming of the curriculum, (3)the effect on the student, teadher, and the school.
It is important to note thatthe cluster oyncept program was designed for the grades elevenand twelve. This report provides an evaluation of the eleventhgrade program. Only by the completion of program be phase IV will the totaleffect of the new cluster concept (as in all properly observed and evaluated. The proposal for phase IV
other phases) has been submittedto the U. S.Commissioner of Education
the Bureau of Research for financial supportthrough authorization of Education Act. under the provisions of Section4c of the 1963 Vocational
25 PART II REPORT
THESTUDY OF THE EFFECT OF THEFIRST YEAR OF FIELD RESEARCH
Introduction
The following contents of thisdocument (Parts II, III, and IV)
form the main body of the finalreport required under the conditions of grant number OEG-0-8-000853-1865 (085)project number 7-0853. The duration of this grant includedone year, from Septenber 1, 1967 throughAugust 31,
1968. The title which identifies thisresearch is "The Implementation and
Further Development of ExperimentalCluster Concept Programs ThroughActual
Field TestingandEvaluation at the Secondary School Level.This research is also identifiedas phase III of the Cluster Concept Project.
This research was characterizedas being "aexperimental" where several variables were investigated. As such, it was designed to generate various types of data. Descriptive, comparative, and quanti- tative dr were obtained to assess the impact of the firstyear of the prog4 the school administration, teachers,students, and adequacy of the instructional materials.
Part II of this report included: (1) a presentation ofanoverall plan of the activities and problems of the study, and(2) completed research findings on the effect of the clusterconcept programs on selected behavior of participating students.
26 Subsequent parts of this reportare concerned with the evaluation of pedogogical and environmentalfactors.
Purtoses and Problems .Problems Investigated
The problems investigatedwere those which provided evidence of the effectiveness of the clustercancept programs of studies ina field setting. The three principalareas of investigation included the determination of:
1. The impact of the clusterconcept program on selected
cognitive, and affective behaviors,and the task per-
formances of students.
2. The adequacy and appropriateness of thecontent of the
newly developedcourse and instructional materials.
3. The adequacy and appropriateness ofadministrative
support, teacher effectiveness, and environmental
canditions.
To investigate the firstarea of research mentioned above, pre and posttests, as presented in Table 1,were administeredto control and experimental groups. The following cognitive changes of behavior were studied:
(a) The student's knowledge of the human requirements
specified for the respective clusterprogram the
student has pursued.
(b) The student's technical knowledge and task performance
required in the occupational cluster in which he
participated.
27 TABLE I
VARIABLES OF PRE AND POSTTESTS
.7,1110/001111:MNIMM11.110.m.11117111, "MN I I ....,1110
Domain Instruments Factors Evaluated
Cognitive Cluster Concept Human Rtquirements* Achievement Test 1. Vocabulary 2. Measuremcnt 3. Skills 4. Math and Science 5. Information
Cognitive Mechanical Reasoning Applied science and *mechanical reasoning
Differential Aptitude Test
(rhe Psydhological Corporation)
Affective Minnesota Vocational Interest patterns in relation to: Interest Inventory 1. Carpentry field (rhe Psychological 2. Mechanical field 3. Electronics Corporation) 4. Machinist 5. Painter 6. Plasterer 7. Sheet metal 8. Radio & TV
Cognitive Occupational Availability Information Status role Expectations Mobility
*Based on analysis of occupationsophase I and II.
28 (c) The student's achievement of knowledge related to the
requirements, characteristics, and opportunities of
occupational fields within the parameters of the
----,,cluster he was engaged in.
116-affive dhangeswere limited to selected vocational interests,
, vocatilnaleferences, and aptitudes analyzed in terns of trends, shifts, N, and ch:anges as empirica4y determined. The instruments used are outlined
in Table 1.
This dhapter or Part II of this report will be a further elaboration
on the above paincipal area, whereas, areas 2 and 3 are presented in Part
The second area of investigation has been carried out to assure
control and the proper functioning of the programs throughout the year.
Feedback information gathered by the visiting research team into the
schools operating programs provided descriptive data and a history of
events recorded by the use of evaluative scales and anecdotal records.
The various tasks that were structuredinto the cluster programs as
expected behaviors of performance were used as an index to determine
what has and has nct been completed. All of these devices formed a
criteria for evaluating instructional materials. This aspect of the
study is presented in detail in Part III of this report.
The third area of investigation was concerned with the study of
selected supportive dimensions, including the administrative behavior,
material and moral support, physical facilities, and teacher effectiveness.
These evaluations are presented in descriptive terms; also made, wherever
appropriate, was an attempt to quantify certain categoriesof observed
behaviors. Part III of this report contains the specificdata, treatment,
29 and discussion of this dimension of the study.
The Effect of the Cluster Concept Programs onStudrarriNaviors
To investigate the degree and nature ofbehavioral changes of students who studied within the cluster concept program,control and experimental groups were established. The experimental group completed
one academic year of trainingin a cluster program taught by specially trained teachers. For the same interval of time a comparable group;
the control group, pursued singulargoal-directed vocational courses.
Both groups were tested on a battery of pretestsand posttests measuring
the variables considered central todetermining the effect of the
experiences gained in the cluster programs. See Table 1. The initial
administration of the battery wascompleted in September, 1967 andthe
final testing was completed in June,1968. In the interim between these
dates the experimental groupand the control group studiedwithin their instructed on the respective courses. The participating teachers were
proper conductand attitude to assume toavoid contamination of experi-
mental variables by the"Hawthorne Effect."
Control variables wereincorporated to assure continuousfUnctioning
Scheduled of the programs andidentification of comparablestudents.
visitations conducted by theresearch team and instructionmaterials
Verbal served to keep the programsand activities on the proper course.
obtained from school or lingualability and intelligence scores were of the subjects. In records to establish a referencepoint for comparability intelligence scores were several schools these were notavailable; however,
of students. This is and these served toform'a basis of comparability students of:the control to say that homogeneityof the students between
30 and experimental group within each schoolwas established either by verbal, lingual, or intelligence scores. No violence was done to the study since each school was analyzed independently. Each school was considered unique in terms of the type of student, clusterprogram, and community served.
The dependent. and independent and control variableswere identified.
The treatment or the cluster conceptprogram was the independent variable; ghereas the factors evaluated by thetests presented in Table 1 are the dependent vaeables.
Problems Investigated
The problems investigatedwere those which provided evidence of the effectiveness of the cluster concept ina field setting. The main focus of the following material of Part II is directedon the investi- gation of the changes of behaviors of studentson cognitive and affective variables. By investigating these, an indirect estimate of the adequacy and the effect of the clusterprograms was obtained. This part of the report concerns itself with the learning activities, whereas Part III concentrates on teaching and other supportive activities.
The effectiveness of the learning process was evaluated in terms of (1) the magnitude of changes observed by data collected and (2) the number of students who have changed on the variables measured. Specific empirical evidence was sought to answer questions drawn up in a practical manner. The questions fot the study of the cognitive behaviors of students were:
1. What were the differences, if any, between the
experimental and control groups at the beginning of
the study, on variables measured by the Mlechanical
Reasoning, verbal abilities and the cluster concept
31 tS
evidence ofdifferences achievement tests?Was there any What were the found after oneacademic year ofstudies?
nature and magnitudeof thesedifferences?
from studying variedbut related 2. Did the experiences cognitive occupations facilitate anunderstanding of the
program? skills required of50-:'Ints in a cluster
was found toindicate that the 3. What supportive evi,.t knowledge appropriate cluster conceptstudents gained
cluster programs? to theexpectations of the in cognitive 4. Was there anysignificant difference
behaviors between thestudents of thetraditional students of the vocational educationclasses and the
cluster conceptprograms?
evidence found toverify whetherthe S. Was any statistical in the variablesof cluster programsfacilitated growth observed on scores human requirements? What dhanges were concept tests? from the mechanicalreasoning and cluster
can beadvanced aboutthe merits of 6. What generalizations inferred from thedata the cluster conceptprograms as
derived from studentcognWve behaviors?
the cluster conceptprogram onthe To investigatethe merits of answers tothe specificquestions basis of selectedaffective behaviors, were sought. These questions were:
as measuredby the NVIIof the 1. Were the interests, with the courses students of bothgroups,in accord
they chose tostudy?
32 2. At the end of the academic year, which group of students
tended to dhange, shift, or extend their vocational
preferences?
3. Does the cluster concept program facilitate changes
of preferences within occupations of a cluster or
occupations outside of the parameters of a cluster?
4. Were the changes of affective behaviors in accord with
the objectives set forth for the cluster concept program?
S. What generalizations could be advanced regarding the
changes of affective behaviors as displayed by the
experimental group in relation to the control group?
Instruments Used
As in most cases where the need arises to evaluate a curriculum innovation, new tests must be developed. A thorough search of the available tests for various trades and occupations was completed.No test reviewed possessed the face or content validity suitable for the purposes of this study and as a result, the decision to construct a new instmment was made.
During phase II (1966-1967) the cluster concept teachers developed an expertise in the development of lesson plans for the occupations of a cluster. During the first quarter of phase III these men submitted test items which they believed to reflect the cluster activities outlined in phase II. The cluster research staff reviewed and made an analysis of the items. The criteria used for building and reviewing the test iteus were:
1. The iteus must be based on the content of the
level 1 cluster programs.
33 2. The items must require a student to solve a problem
or apply knowledges or skills.
3. The items must be practical with verbalism held to
a minimum.
4. The items should reflect the level 1 human require-
ments as outlined in the courses of study.
S. The items should be of the multiple-choice type
adapted to machine scoring.
6. A comprehensive test for each cluster was required.
To obtain an estimate of the adequacy of the instruments, item analysis and Kuder-Richardson tests of reliability were eompleted. These tests are presented in the appendix; some pertinent data derived from investigating the performance of the tests is presented below.
TABLE 2
DATA AND RELIABILITY ESTIMATES OF CLUSTER CONCEPT TESTS .1. Cluster Itens Subjects Mean S. D. M. D. Mode r
11.011101
Construction 86 53 30.72 13.81 36 26 .920* .907**
Metal Forming and Fabrication 90 66 46.6 13.92 48 35 .912* .894**
Electro- Mechanical 111 29 47.83 14.23 49 49 .900* .876**
*Kuder-Richardson Formula 20 **Kuder Richardson Formula 21
34 r7,7771.
Mechanical reasoning. The Mechanical Reasoning Test1which is a distinct and separate part of the D.A.T., produced by the Psychological
Corporation, was administered to allgroups as a pre and posttest measure.
This test purports to distinguish those variables which enablepersons to learn the principles of operation and repair of complex devices. Evidence was presented in the manual of the test that it hasa good predictive ability for success in vocational subjects of study. The item content of this test closely reflected some of the knowledges required in the specified human requirements of the cluster conceptprogram.
TLa purpose of using this test was twofold. In the event verbal or lingual scores were not available for all subjects, comparability would be established on this test as a criteria.Data from this instrument also providedan index for establishing an estimate of the effect of the cluster concept programon the development of knowledge from the fields of applied sciences and technology.
Vocational interests.The Minnesota Vocational Interest Inventory2 was used by the cluster research project to attain an estimate of the degree of occupational change that took place in students in the course of the school year. The analysis included both the experimental and control groups, and was concerned with those occupations which are directly related to the cluster concept program.
The MVII, designed essentially to assess the occupational interests of persons at the non-professional level, places primary
1George K. Bennett, Harold G. Seashore, Alexander G. Wesman, Differential Aptitude Test - Mechanical Reasoning (Form A), Psychological Corporation, New York, 1947.
2David P. Campbell and Kenneth E. Clark, Minnesota Vocational Interest Inventory Manual, New York, Psychological Corporation, 1965, p. 8.
35 -- 7.1771
---wwwwwwwwe ,t414A....leqre"%nr,""Fitr.":^4.,,
emphasis on persons whoare seeking employment without having attended college. The inventory is intendedto aid counselors working with students and others whoare contemplating occupaticms at the skilled andsemi-skilled levels.
The literature relatedto the MVII reports that it has been ad- ministered at the ninth gradelevel and has been found that the students had no difficulty reading andunderminding the items. The author of the
:VII stated that this instrumentwas found suitable for persons of at least fifteen years ofage, but the results should be viewed cautiously, since the occupational points of viewchange quickly between theages of fifteen and twenty. Although evidence was not available, the aUthor indicated that interests in occupaticmsbelow the professional level seem to mature at an earlierage than do interests in professional activities.
Supplemlamquestionnaixt. A questionnairewas developed to agument the MVII and to obtaina sample estimate of the changes of students' knowledge of occupational expectations. See Appendix B.
The items were designed to elicit infbrnationfrom students with reference to their knowledge of job opportunities, geographic job mobility,pro- motional sequence, compensation, required training, jobstatus, and changes due to advancing technology.These questions also reflected the understanding, on the part of the studants, of the objectives a_d goals of the cluster concept programs.
Task inventomsheets. During phase II of the researth complete course outlines and instructional materials for each cluster including specific performance tasks for level I and level II capabilitywere developed. These tasks were all stated tm exact behavioral terms. For a brief review of the procedures and analyses followed to accomplish
36 the identification of tasks, reference should be madeto Part I of this report or the final report of phase II. A compilation of the tasks for each cluster was made to forman inventory of the specific expectations of the course of studies. An inventory in a graphic format (See Part III) was used by the teacher as a progress chart and by the visiting research assistant as 2ieldprogress charts to evaluate each school operation; copies were provided for students and parents, and insome instances, for employers.
Data obtained from these forms providedan objective basis for evaluating each cluster in a field setting and determined the adequacy of the scope, sequence, and timing of the curriculum. A separate task inventory sheet was made for each cluster since theyare so diverse in their content.
Status survey of tools, materials, and equipment. To obtain an estimate of the effort expended in support of the clusterprograms, survey forms were completed by the teachers. These forms elicited inventory information on the tools, materials, and equipment available at the beginning and at the end of the first year of operations. See
Appendix C. The information gathered was used to help evaluate each school and was placed into a composite evaluating form.
Composite evaluation form. A composite technique was used to synthesize the evaluated variables of the instructional program.
Complex comparisons were objectified in a verbal and graphic manner.
Further objectification was attainc,d by using an index scale of numbers.
These forms included an evaluation of administration, teacher, physical facilities, instruction and community involvement. See Part III.
37 "r=
confined to a populationof boys who Sul_liects_. This research is education programs andin the elected to study intraditional vocational they pursued these programs cluster concept programs.The schools in which At the beginningof the were in fourcounties of the State ofMaryland. and control groups were school year studentscomprising the experimental within a school entering the eleventhgrade. Comparability of students betweea schools was achieved;however, differences onseveral variables student background were evident. The obviou.. differencesincluded: being included inthe experiences, courses pursuedin school prior to of communities. experiment, schoolenvironment, andindustrial orientation uncontrollable variablesthe To avoid confoundingthe data due to (See limitations decision was made to evaluateeach school independently. between the experimental and of this study.) Homogeneitywithin a school verbal or lingualabilities control groups wasachieved. In some schools
I.Q. or mechanicalreasoning was thebasis were used;whereas, in others,
for establishing comparability. the name of theteacher In Table 3 are codifieddata which obscure within each school. and school and whichpresent thenumber of students
subjects for whichcomplete data wasavail- In some classesthe number of enrollment in class. Daring the able was slightlylower than the some cases wererandomly statistical treatmentof data occasionally subjects used for dropped to expeditecalculations. The number of the discussicmof the data statistical investigationis presented in
in the following pages. studies which Limitations andassErtilms. Within research encountered withuncontrollable involve social groups,situations are expertmentation variables, thereby creating acondition where ideal
38 NUMBER OF SUBJECTS COMPLETING THE PROGRAMS TABLE 3 Construction Cluster Number of students School Teacher 108 experimT-11E-01Sa cluster or 15 NuMber of students control group 17 ftA 106102101 Totals 611416 471112 7 8 110 Metal Fabrication Cluster 17 17 3FE 105104111 Totals 60151216 4510 8 109103 Electro-Mechanical Cluster 13 0 14 0 107 Grand Totals 143 Totals 22 9 117 2511 the variables necessary conditions are notfeasible. Full control of all therefore, this studywaS for an ideal experiment wasnot achieved; with the completed in thetradition ofquasi-experimental design
results equivocal. recognition of the pointswhich would render the included the following The imperfections,limitations, and assumptions variables: partially controlled Orcompletely uncontrolled
the variouscombinations of 1. History of the students:
stimuli which contributed tothe development ofthe
sLudents prior to becoming apart of theexperiment.
differences in ability to 2. Mhturation: the individual prior to and perform tasks due tonatural development
during the academic yearof research.
interests, physical 3. Personality trsits: the attitudes, of the students, conditions, zeal,motivation on the part
teadher, and administration. that they are 4. Reactive arrangements: students perceive emotionally in a different kindof a. program and react disposition to in a variety of ways. The psychological
take tests variesfrom student tostudent. who ,were selected S. Restrictive sampling: the teachers instructed both and trained forthe cluster program irtact classes the experimentaland oontrol groups;
not achieved. were used;random assignment was student and teacher 6. Attendance: the effects of and observation, time ofday, weather, season,
dropouts would.notbe controlled.
equipment, classsize, generalschool 7. School factors:
40 attitude toward vocational education were varied.
8. Extra school factors: home life and prevailing attitudes,
travel, and parents' occupations.
9. Objectivity: the subjective evaluations of the visiting
research teams to the field operationsand the activities
observed were time representative samples of the teaching-
learning situaticm on days of no visitations.
Acknowle-ting the above limitations the quasi-experiment to assess
the effectiveness of the cluster concept was implemented using the control,
independent qnd dependent varidbles mentioned in the researdh design.
Presentation of Data and Findings
Selected Cognitive Variables
Vocational education courses, besides providing training in
manipulative performance, must develop appropriate cognitive abilities
and proper attitudes. The wnitive variables under investigation are
those that are peculiar to the various occupations within the cluster
concept programs. As previously described under the heading of instru-
ments, the newly developed cluster tests were used to obtain an estimate
of student growth in knowledges and in skills. The mechanical reasoning
test which has been reported as a high predictor of success in technical
occupations was a/so used to evaluate the growth of cognitive abilities
derived from the applied sciences. The investigation of affective
behaviors and performance of tasks are found in the latter part of this
paper.
The presentation and discussion of the data and findings follow
the order of considering eadh cluster and school independently.The
. problems presented in the previous pages were transformed toresearchable
41 significance waS set atthe .05 level. The hypotheses. The level of for acceptance orrejection explanation ordetermination of the reasons information relevant tothe of hypothesesprovided substance of
effectiveness of the programs. null hypothess To avoid redundancy and toavoid repetition, four and schools used (hypotheses of no difference)applicble to all clusters
in investigating the cognitivebehaviors are stated below.
1. There was no statisticaldiffexence in achievement as
measured by the cluster concepttests at thecompletion
studied of the experiment amongeleventh grade boys who studied in in the cluster concept programand those who
the traditional vocationaleducation program.
differences in achievementby 2. There were no statistical determined on the control or theexperimental group as required for the pre and posttestsmeasuring knowledge
cluster program.
differences in mechanical 3. There were no statistical of the experi- reasoning ability scoresat the completion
who studied in thecluster ment amongeleventh grade boys traditional concept programand those whostudied 5.n the
yet similarvocational education program. in achievement by 4. There were nostatistical differences determined on pre the control orthe expeximemtal group as reasoning abilities. and posttestsmeasuring mechanical operations conducted to Figure 8 is a graphicrepresentation of the
following pages. The evaluation generate data which arepresented within the
of each school ispresented independently.
42 GROUP COMPARABLECONTROL ON & I.Q.EXPERIMENTAL OR VERBAL SCORES GROUP COMPARABLECONTROL ON 1 I.Q. OR VERBAL SCORES EXPERIMENTAL CLUSTER ACHIEVEMENT TEST MECHANICAL REASONING TEST CONT. GROUPPRETEST EXP. GROUP PRETEST CONT. GROUPPRETEST EXP. GROUP PRESTEST 4=6 CONT. GROUPPOSTTEST \11111101111 EXP. GROUPPOSTTEST CONT. GROUPPOSTTEST EXP. GROUPPOSTTEST PRE VS. POST CONTROL GAINS PREEXPERIMENTAL VS. POST GAINS PRE VS. POST CONTROL.GAINS PREEXPERIMENTAL VS: POST GAINS Figure 8 Syntagma of Operations Re-.alving Hypotheses a 411 TREATMENT OF DATA ANDFINDINGS
deals with the dataand The remainder of PartII of this report of behaviors instudents findings based on cognitiveand affective changes effectiveness of the programs. from which inferences weremade about the do not enable acamOrehensive These are but two as2ects ofthe evaluation and as they wereimplemented in assessment of theeffectiveness of the programs impinging upon the pilot the field. Due to the manydiverse variables each school operationin- programs, thedecision was made to evaluate events to include dependently with due consideraionof non-experimental the teacher, the descriptive information aboutthe administration,
community.These are included instruction, physicalfacilities and tbc.
in Part III of this report. in implementingthe Sdlool A. The four schoolswhich were involved For the purposes construction cluster wererandomly coded foranonymity. A, C, D and H. More detailed of this report they wereidentified as School schools and salientactivities information about thecharacteristic of these
of the programs arereported in PartIII. cluster programand The specially trainedteacher taught the industrial arts program. traditional vocationaleducation program or understanding of the properconduct One aspect of histraining included an
conducting classesfor research purposes. and procedure toobserve while data derived fromboth Comparabilitz of groups. At the outset,
estimate of statisticalcomparability groups wereinvestigated to obtain an test scores.Originally it was of subjects on thebasis of intelligence 44 intended to use verbal or lingual abilities as a basis for homogeneity.
However, a numbvr of reasons for the inability to obtain this type of data emerged.
Prior to determining whether the samples were comparableon I.Q., the F max test for samples of equal size (intact groups)was used to determine if homogeneity of variances existed. Table 5 presents the group mean I.Q. for the experimental groups, 99.267, and the mean for the control groupas 93.867. The observed F max value of 2.06 was lower than the table value of 2.86 required for significance beyond the .05
level. See Table 4. These data were taken as evidence to support the statement that the two samples came from the same population.
To test whether the two groups differed significantly on the basis of intelligencescores, the analysis of variance was used.An
F ratio of 2.251was observed. See Table 9. This value was less than the table value of F 4.20 required for significance at the .05 level with one and twenty-eight degrees of freedom. With the support of these
findings the judgement was made that both groups were comparable, or not
significantly different,on the abilities measured by intelligence tests.
Initial differences on achievement. Both groups were tested on a
pretest cluster concept instrument. There was reason to believe that the
students forming the control group would have a decided advantage over
the subjects of the experimental group. The difference, it was assumed,
would be due to the greater exposure of shop experience which the control
group had. A construction cluster test was admini,tered to both groups.
See Appendix E. By calculating an F max (See Table 6) for homogeneity of
variance and then proceeding with the analysis of variance, an F ratio of
8.248 (See Table 8) was observed. Table 7 presents the data indicating
45 of 21.467 andthe experimental that the control groupscored a group mean that the experimentalor group a meanof 29.067. These data indicated significantly higher scoreson the cluster concept groupinitially scored of control group. The null hypothesis cluster achievementtest over the Stated differently,at the no significantdifference was !ejected. groups varied onthe beginning of the study theexperinental and control in the cluster programbut were estimates of cognitiveabilities required
homogeneous on the basiz of Posttest scoresestimating the Final differences onadhievement. mean of44.467 for the abilities of students fromboth groups yielded a See Table 7. experimental group and a meanof 21.933 farthe control group. hypothesis of nosignificant The analysis of variance wasused to test the thus the null 28.689 was observed(See Table 8), difference. An F ratio of aud the alternatehypothesis hypothesis (nunber one) asstated was rejected
was accepted. that there was asignificant difference estimating the treatmenteffects was The omega squarestatistic for percent This estimateindicated that 48 observed to be .48. See Table 30. and control group scoreswas of the variance betweenthe experinental
accounted for by thetreatment effects. of variancestatistic was used Gains on achievement. The analysis
difference betweenthe pre and posttest to test thehypothesis of no construction clustertest. This was measures evaluatingabilities of the the mean for thepretest and done for both groups. Table 7 exhibits The mean forthe posttest of thecontrol madexperimental groups. mean was21.933. It was evident control group was21.467, the posttest gain betweenthe pretest and that the control groupmade no significant group scored amean of posttest srores asmeasured. The experimental 44.467 on theposttest. The analysis 29.067 on the pretestand a mean of 46 of variance statistic yielded an F ratio of 10.974. See Table 10.
The null hypothesis (number two) ofno significant differences, as stated, was rejected and the alternate hypothesis was accepted.
Summarv statement on achievement for School A. The findings of the s_udy, as related only tn School AL, support the hypothesis that thecon- struction cluster program had a significant effecton the behavior of the subjects. The difference was observed by data generated from the construction cluster test which provided scores estimating achievement.
On the basis of the data, the controlgroup displayed.an arrested level of abilities as measured by the construction cluster test. This test included items from the fields of plumbing, carpentry, painting, electricity, and masonry. The control group studied with different goals and objectives, consequently, it was not exposed to a systematic and comprehensive study of these fields. Accordingly, the results were considered as describing a reasonable occurrence since both programs of study differ in objectives and content.
The differences were taken to indicate that the experimental group was moving in the direction of achieving the goals and objectives of the construction cluster concerned with cognitive development. Part III of this report includes an evaluation of student task performances.
School C. This school was one of four implementing the construction cluster program. A review of the evaluations for this school (Part III) on the variables of administrative support, instruction, teacher, physical facilities, and community involvement provide the data which distinguish this school as being unique and as such this school and others are evaluated independently. The following statistical evaluations of student
47 behaviors are oynfined to the twosample groups within School C.
amsatilitLof grouts. The number of subjects whichcompleted the cluster program was 14. SJe Table 1. Due to the limited data from sribjects of the control group statisticalanalysis was conducted with twelve subjects in each group. Comparability of the groups wastested in the same manner as described for School A. The condition of the homogeneity of variances was established. See Table 4. To determine if
any significant differencebetween the groups existed onthe basis of
intelligence scores, the analysis of variancestatistic was used. The mean I.Q. for the control group was91.584, and for the experiment group
.124 or less the mean wai 89.500. See Table 5. The observed F ratio Was
than 1.90 which indicated non-significantdifferences. These findings
indicated that the two groups were similar onthe basis of intelligence
scores. test Initial differences on achievement. The construction cluster
determine the level of was administered toboth groups in School C to This was done the students' knowledge at thebeginning of the experiment.
by treating the data with theanalysis of variance forinvestigating Table 6 utether significant difference existedbetween the two groups. and presents the dataindicating that homogeneityof variance existed, Table 8 Table 7 presents the mean andstandard deviations forboth groups. required presents the F ratio of3.802 which was lowerthan the table value hypotheses of no for significance at .05 level.Accordingly, the null both groups significant difference was accepted. Stated in another way, knowledges were comparable onthe basis of I.Q. andconstruction cluster
at the beginning ofthe experiment.
Final differences onachievement. Posttest data estimating
48 wthievement obtained from School C enabled the generation i.)f a mean of
28.929 for the experimental group and a mean of 21.929 for the vantrol group. See Table 7. The analysis of variance was used to test the :soil hypothesis (hypothesis one) chat there was no significant differer.ce betw?.en the data derived from both groups on the posttest of achievement. An F ratio of 8.099 was observed. See Table 8. This was greater than the table value of F 7.94 required for significance at the .01 level. Thus, the null hypothesis (number one) as stated was rejected and the alternate hypothesis was accepted.
The omega square statistic for estimating the treatment effects was observed to be .23. See Table 30. This estimate indicated that 23 percent of the variance between the experimental and control group scores was accounted for by the treatment effects.
Gains on achievement. Data were gathered to determine if any growth had taken place between the time the pretest and posttest were administered.
Data derived from test scores were treated by the analysis of variance statistic. A, pretest mean of 21.571 and a posttest mean of 28.929 was
calculated for the experimental group. See Table 7. After completing the analysis of variance to test for differences an F of 6.121 was observed for the experimental group. See Table 11. The table of F required for
significance at the .05 level is 4.30. Thus, the hypothesis of no
significant difference between pretest and posttest scores was rejected.
Hypothesis two, as stated, was rejected and the alternate hypothesis of
a significant difference was accepted.
The control group means observed were 20.563 and 21.929, respectively.
Treating the data with the analysis of variance an Fratio of .047 was
observed. See Table 11. .Since this value was less than 1.00,the null
hypothesis as stated was accepted.
49 ammstatement on achievenent for School C.The subjects of
School C were observed to be comparable on intelligence scoresand initial achievement abilities. At the end of the school year both groupsdiffered significantly from each,,other on achievement test scores.This was taken as supportive evidence thatthe construction cluster course of study as operated in this school did have an effect on thecognitive abilities of the subjects. Accordingly, the program was moving in thedirection of n'aeting the cognitive objectives of the construction cluster. This was further supported by the findings which indicatedthat the control group did not achieve significant changes. This was attributed to the differentobjectives and goals which form the basis for both programs.
School D. Reference to Part III will pravidethe reader with the
description of the conditions andpsychosocial variables whichimpinged
upon the operations atSchool D. This school was implementingthe con- programs. struction and metal formingand fabrication cluster
Comparability'of gram. Thesubjects of both groups were
dharacterized as being below averagein vefbal abilities asmeasured
by the Lorge-Thorndike IntelligenceTest. Subtest scores were converted
to "z" scores.The control group scored a z score meanof -.89, whereas
the experimental group scored a meanof .:1.05. See Table 5.
Comparison of the data derivedfrom the initialconstruction cluster
achievement test included an observed meanof 25.077 for thecontrol group Homogeneity and a mean of 23.539 for theexperimental group. See Table 7.
data with the analysis of variance was investigatedprior to treating the
.249. See Table 12. of variance. See Table 6. The observed F ratio was indication of no significant Since this F was less than 1.00,this was an ft 50 difference. Stated in other words, both groupswere comparable on estimate
of abilities measured by the construction cluster test at the beginningof
the experiment.
Final differences 6 adhievement, Estimate of achievement obtained
from posttest scores, from bothgroups, at the end of the academic year
ylelded a mean of 32.077 for the experimentalgroup and a mean of 23.538
for the controlgroup. See Table 7. 11 test the hypothesis of no
significant difference (hypothesis one) between the data generated by
both groups the analysis of variancewas used. See Table 12. An F ratio
of 4.407 was observed. For one and twenty-four degrees of.freedom a table
value of F 4.26 must be exceeded for rejection at the .05 level. Accordingly,
the decision was made to reject the null hypothesis as stated. The alternate
hypothesis that the experimental group made significantly higher scores than
the control group was accepted.
The omega square statistic for estimating the treatment effects was
observed to be .12. See Table 30. This estimate in6icated that 12
percent of the variance between the experimental and control group scores
were accounted for by the treatment effects.
Gains on achievement. The analysis of variance statistic, testing
if there were significant differences between the pre and posttest scores
.generated by each group, was performed. The experimental group had a
mean of 23.538 on the pretest and a mean of 32.077 onthe posttest. See
Table 7. The observed F ratio was 5.05. See Table 10. This finding
provided the evidence for rejecting the null hypothesis (number two) as
stated and accepting the alternate hypothesis supporting a significant
difference.
The pretest mean for the control group was 25.077and for the
51 posttest it was 23.538. The data was not treated any further due tothe observation that there was a slightdecrease in the means on the posttest.
LiSumnar statement on adhievement forSchool D. The subjects of
School D, of both groups, were dharacterized asbeing below average in verbal abilities. The data generated, whichwerestatistically tested, provided evidence that the subjects ofthe construction cluster did demonstrate significantly higher scores thanthe control group, and, also, that they made significant gains. The inference was made that the con- struction cluster program in thisschool was effective in thedevelopment
electricity, of the cognitive variablesrequired in the vocations of carpentry, masonry, painting andplumbing.This effectiveness was not taken to demonstrate that the program waswithout problems and shortcoming. Part
conducted III of this report presents afurther analysis of the operations
at this school.
School H. This school was the fourthimplementing the construction
the cluster program. A review of theevaluations for this school on teacher, physicalfacilities, variables of administrative support,instruction, be considered to and community involvementprovide the data which must the operation of the appreciate the numerousproblems impinging upon
pilot program. and Coniparabilit1 ofBrom. Comparability of the control intelligence test scores experimental groups wastested on the basis of Applying the F max test in the same manner asdescribed for School A.
1.74 was observed. See Table 4. for homogeneity ofvariance, a value of the groups existed, To determine if anysignificant difference between for the the analysis of valiance wasused. The calculated mean I.Q.
52 control group was 93.867, and for the experimental group the mean was
87.934. See Table S. The observed F ratio was 1.471 which indicated non- significant differences between the groups on the basis of scores derived from the intelligence tests. See Table 9.
Initial differences on adhievement. The newly developed construction cluster test was administered to both groups in School H to determine the level of the students' knowledge at the beginning of the experiment. This was done by treating the data with the analysis of variance for investi- gating whether significant differences existed between the two groups.
Table 6 presents the F max of 1.361, indicating that homogeneity of variances was observed. Table 7 presents the mean and standard deviations obtained for both groups. Table 12 presents the F ratio of .809 derived from the treatment of the data with the analysis of variance. Since the
F ratio found ms less than 1.00, it was evident that there w'as no significant difference between the groups the initial constructiAl cluster test.
Final differences on achievement. Quantitative data obtained from
School H at the end of the school year included a mean of 24.867 for the experimental gxoup and a mean of 21.933 for the control group. See Table
7. The analysis of variance was used to test the hypothesis (hypothesis one) that there was no significant difference between the data derived
from both groups on the posttest of achievement. An F ratio of 2.694 was observed. See Table 12. A table of F for significance at the .05 level
requires a value of 4.20. Thus: the null hypothesis as stated (number
one) was accepted. See Table 30.
Gains on achievement. Data from initial tests and final tests were
gathered to determine if any dhange in cognitive behavior hadtaken place.
53 The data were treated by the analysis of variancestatistic. A pretest mean of 23.533 and a posttest mean of 24.867 wasobserved for the experimental
variance to test for group. See Table 7. After completing the analysis of
differences, an F of 5.01 was observed. See Table 11. The table value of
F required for the .05 levelfor one and twenty-eight degreesof freedom
is 4.20. The null hypothesis as stated(hypothesis two) wls rejected.
The observed control group means were21.667 and 21.933 for the
pretest and posttest,respectively. Treating the data with analysis. of
variance, an F ratio of .071 wasobserved. See Table 11. Since this
value was less than 1.00, thenull hypothesis was accepted.
Summamstatement on adhievement forSchool H. The subjects of
School H were observed to becomparable on intelligence scoresand initial
both groups were not achievement abilities. At the end of the school year
significantly different fromeadh other on the adhievement test scores.
gains when its pretest However, the experimental groupmade significant
scores were studiedin relation to the posttest scores. Of the four
schools implementing theconstruction cluster, this wasthe only school
which did not demonstrate superiorperformance over the control group.
this school waf, This was taken to indicateehat the cluster program at
From these findingsit not meeting the cognitiveobjectives and goals, become a deliberate was recommendedthat cognitive development must
contributed to theshortcomings at objective. Other variables which
School H are presented in Part
Since several aspects ofthis operation were foundwanting,
presented in Part IV of this many suggestionsfor improvement are
report.
54 Metal Forming and Fabrication Cluster
The metal forming and fabrication clusterprogram was implemented
in four distinct field operations. For the purpose of anonymity the
operations were coded as School B, E, D, and J. Within eadh school
specially trained teachers taught a clusterprogram and a traditional
vocational education program or an industrial artsprogram.
A review of the related materials faund in Part III provides the
reader with the evaluation of and an understanding of the conditions and psychosocial variables which impinged upon the operations of each of the
schools.
School B. At the completion of the experiment, seventeen students
formed the cluster group. Since there were fifteen students for whom there were complete data, the number of subjects used in statistical treatment was
fifteen for the experimental group and fifteen for the control group.
Com_v_2.12.L....xit zsp.m. Comparability of the experimental and
control groups wras established in the same manner as described for School
A. The required condition of homogeneity of variance was met. See Table
4 for the observed F max. To deternine if any significant difference between the groups existed on the basis of intelligence scores, the
analysis of variance was employed.The mean intelligence score for the
control group was 101.375 and for the experimental group the mean was
95.438. See Table S. The observed F ratio obtained by testing for no
significant difference between the groups was 1.812. See Table 15.
This value was less than the table value of F 4.17 required fbr
significance at the .05 'level with one and thirty degrees of freedom.
Accordingly, the judgement was made to accept the difference between the
55 groups asinsignificant. Stated in amother manner, the groups were comparable on the Scoresderived from intelligence tests.
fabrication Initial differences onachievement. The metal forming and obtain an estimate of test was administered toboth groups of School B to of the experiment. the level of thestudenteknowledge at the beginning variance for purposes The data gatheredweretreatedwith the analysis of abilities of investigating if asignificant differenceexisted between the homogeneity of the two groups. Table 6 presents thedata indicating that Tdble 7 presents the of variance existed. An F max 1.238 wasobserved.
both groups. Table 13 presents mean and standarddeviations calculated for than the table valuerequired the observed F ratio of2.359 which was lower
Accordingly, the nullhypothesis of for significance at the.05 level. Stated in otherwords, evidence nc significantdifference was accepted. were comparable onthe basis of was found toascertain that the two groups forming and intelligence test scores and also onestimates of metal
fabrication cognitiveabilities. From School B the posttestdata Final differences onachievenent. experimental group and a mean gathered ylelded a meanof 45.312 for the The analysis of variance of 37.062 for thecontrol group. See Table 7. (hypothesis one) thatthere were no was used to testthe hypothesis derived from both groups onthe significant differencesbetween the data 4.236 was observed. See Table 13. posttest ofadhievement. An F ratio of of F 4.17 requiredfor significance This was greaterthan the table value hypothesis as stated(number one) at the .05 level. Accordingly, the null hypothesis was accepted. was rejectedand the alternate estiaating the treatmenteffects was The omega squarestatistic for indicated that 9 percent observed to be .09. See Table 30. This estimate of the variance between the experimentaland control groupscores were
accounted for by the treatment effects.
Gains on adhievement. Data estimating achievementwere gathered to
determine if any growth had takenplace in the interim between thepretest
and posttest. Data derived from thetests were treated by the analysis of
variance statistic. A pretest mean of 44.250 anda posttest mean of
50.312 was observed for theexperimental group. See Table 7. The analysis
of variance statistic yieldedan F ratio of 7.110. See Table 14. The
table value of F required forsignificance at the .05 level is 4.17.
Accordingly, the hypothesis ofno significant difference (hypothesis
number two) between the pretestand posttest was rejected.
The control groupmeans for the pretest and posttest were 39.062
and 37.062 respectively. Since the mean was laweron the posttest it was
obvious that growth had not takenplace. However, a check was made to
determine if the drap in themeans was significant.The analysis of
variance treatment yieldedan F of .370. See Table 14. Since this value
was less than one, no significant differencewas observed.
Summary statement on achievement for School B. The subjects of
School B were observed to be comparableon estimates of intelligence
and initial cognitive abilitiesas measured by the metal fabrication
cluster test. At the end of the school year bothgroups differed
significantly fram each other on achievement testscores. This was taken as supportive evidence that the metal forming and fabrication
cluster program, as conducted in this school, did havean effect on the cognitive abilities of the subjects and did implement thegoals
and objectives. By virtue of not having the varied experiences of the
cluster program, the control group did not achieve significant gains.
57 moving This further reinfarced thefinding that the cluster program was
traditional program. toward different objectivesthan those followed by the
School E. At the completian of theexperiment seventeen students
students for which formed the cluster group. Since there were sixteen
there was complete data, thenumber of subjects usedin statistical
treatment was sixteenfor the experimental groupand sixteen for the
control group.
Comparability of groups. Comparability of thaexperimental and
described for School control groups wasestablished in the sane manner as
of homogeneity of variance wasmet. See A. The required condition significant difference Table 4 for the observed F max. To determine if any the between the groups existed onthe basis of intelligence scores, The mean intelligence score analysis of variancestatistic was employed. experimental group the mean for the control group was100.40 and for the obtained by testing for was 104.20. See Table 5.The observed F ratio See Table 15. The significant difference betweenthe groups was .748. non-significant observed ratio by virtueof being less than1.00 indicated
taken as evidence thatthe two groups difference. These findings weTe intelligence tests. were comparable onthe scores derived from and fabrication Initial differences onadhievement. The metal forming
of School E toobtain an estimate test was administeredto both groups the beginning of theexperiment. of the level of thestudents' knowledge at analysis of variancefor purposes The obtained data wastreated with the existed betweenabilities of of investigating if asignificant difference that homogeneityof the two groups. Table 6.presentsthe data indicating
observed. Table 7 presents the mean variance existed. An F of 2.764 was
58 and standard deviations for both groups. Table 16 presents the observed
F ratio of .127 which was less than 1.00 and indicated non-significant differences. Accordingly, the null hypothesis of no significant difference was accepted. Stated differently, both groups were comparable on the basis of intelligence test scores and the scores derived from the metal forming and fabrication cluster achievement test.
Final differences on achievement. Posttest data gathered from subjects of both groups in School E yielded a mean of 45.625 for the experimental group and a mean of 37.062 for the control group. See Table
7. Tbe analysis of variance was used to test the hypothesis (hypothesis one) that there were no significant differences between the data derived from both groups on the posttest of achievement. An F ratio of 5.727 was observed. See Table 16. This was greater than the table value of F 4.17 required for significance at the .05 level. Accordingly, the hypothesis
(hypothesis one) was rejected and the alternate hypothesis of a significant difference was accepted.
The omega square statistic for estimating the treatment effects was observed to be .13. See Table 30. This estimate indicated that 13 percent of the variance between the experimental and control group scores was accounted for by the treatment effects.
Gains on achievement. Data were gathered to obtain an estimate of the growth (if any) that had taken place in the interimbetween the pretest and posttest. Data derived from the tests were treated by the analysisof variance statistic. A pretest mean of 37.500 and a posttest mean of
45.625 wereobserved for the experimental. group. See Table 7.
The analysis of variance statistic yielded an F ratio of6.240.
See Table 17. The table value of F required for significance atthe
59 .05 level is 4.17. Accordingly, the hypothesis of nosignificant difference
(null hypothesis nmMber two) between the pretestand posttest wasiejected.
The control group means for the pretestand posttest were 39.062 and 37.062 respectively. This same group was used as a controlwith the
experimental group of School B. Since the mean was lower on the posttest
it was obvious that growth had not taken place. However, a check was made
to 4etermine if the'drop inthe means was significant. The analysis of
variance treatment yielded an F of .370. See Table 14. Since this,value
was less than one, nosignificant difference was observed.
Summary, statement on achievementfor School E. The subjects of
Sdhool E were observed to beComparable on intelligencesCores and initial
cognitive abilities as measuredby the metal forming andfabrication cluster from test. At the end of the school yearboth groups differed significantly
each other on achievement test scores. The test estimated cognitive The control abilities in welding, machining,sheet metal and assembly.
accordingly, the group studied underdifferent goals and objectives;
expectations were to observe adivergence in performanceif the cluster
indicated that the program wasfunctioning. Accordingly, the evidence the program, asoperated in School E, waseffective in implementing
cognitive abilities ofstudents required in thecluster program. Part III This was one aspect of theevaluation of the program.
dictate improvements includes the other variablesof the program which
and refinements.
School D - Teacher F. Fifteen subjects formedthe experimental
To equalize the number,data group and onlyeight in the control group. School B, were assigned tothe from seven subjects,drawn randomly from
60 control group.
Comparabilittof groups. The subjects of both groups were noticeably below average in verbal abilities as measured by the Lorge-
Thorndike Intelligence Test. Subtest scores were converted to "z" scores.
The control group scored a "z"score mean of -.58, whereas, the experi- mental group scored a mean of -.84. See Table 15. Comparisons based on the data derived from the initial metal forming aad fabrication test included a derived mean of 35.267 for the control group and a mean of
40.533 for the experimental, group. See Table 7. Prior to treating the
data with the analysis of variance, homogeneity of variance was tested.
An F max of 2.648 was observed. See Table 6. The F RatiO of 1.855
derived from testiag the hypothesis of no significant difference between
the groups on scores derived from the pretest was found to be much lower
than the table value of F 4.20. See Table 16. With the support of these
findings, the judgement was made that both groups were comparable or that
no significant differences existed between the groups on the abilities
measured by the metal forming and fabrication cluster test.
Final differences on achievement. Data gathered on the first test
from the subjects of both groups in School D yielded a mean of 49.867 and
a mean of 38.333 for the control group. See Table 7.
The analysis of variance was used to test the null hypothesis
(hypothesis one) that there were no significant differences between the
data derived from both groups on the posttest of achievement. An F ratio
of 12.498 was observed. See Table 16. This value was greater than the
table value of F 7.64 required for significance at the .01 level.
Accordingly, the null hypothesis as stated (number one) was rejected and
the alternate hypothesis of significant difference was accepted.
61 The omega square statisticfor estimating the treatmenteffects that was observed tobe .28. See Table 30. This estimate indicated
28 percent of the variance betweenthe experimental and control gray
scores were accountedfor by the treatment effects. growth Gains on achievement. Data weregathered to determine if any
had taken place in the interim of timebetween the pretest and posttest.
Data derived from the tests weretreated by the analysis ofvariance
statistic after testing the variancesfor homogeneity. A pretest mean
of 40.533 and a posttest meanof 49.867 was derived forthe experimental
applied to this data group. See Table 7. The analysis of variance of.F value required yielded an F ratio of 5.626. See Table 14. The table
for s.ignificance at the .05level is 4.17. Accordingly, the hypothesis
between the pretest of no significant difference(hypothesis number two)
and the posttest wasrejected. 35.267 The control group meansfor the pretest and posttest were
Treating the data withthe and 38.333 respectively. See Table 7. See Table 14. analysis oc variance, an Fratio of .930 wasobserved. of no Since this value is less than1.00, the null hypothesis
significant differences wuz. accepted.
for School D. The subjects of atnajimstatement on adhievement IMP verbal abilities asneasured School D were observed tobe below average in initial estimates of on an intelligencetest. They were comparable on cluster test. cognitive abilities as measuredby the metal fabrication differed from each other At the end of theschool year both groups that the significantly on scoresfrom this test. It was concluded conducted in this metal forming and fabricationcluster program, as abilities of the subjects. school, did have an effect onthe cognitive
62 The test included items from the occupations of assembly, machining, sheet metal and welding. Since the control group did not have experience in all of these fields, they remained at an arrested level on the variables measured by the test. This indicated that both groups were following different goals and that the divergence of performance on the tests provided evidence that the cluster program was meeting the objectives related to the development of cognitive dbilities. While this evidence was favorable, reference to Part III of this report discloses some of the shortcomings whidh dictate the needs of Teacher F's program at School D.
School J, Complete data were available for fifteen of the subjects whidh participated in the metal fabrication cluster program and for fifteen subjects of an industrial arts general metals shop which was used as a control group.
Comparabiliti of groups. Comparability of the experimental and control groups was established in the same manner asdescribed for School
A. The required condition of homogeneity of variance was met. See Table
4 for the observed F vex of 1.22. To determine if any significant difference between the groups existed on the basisof intelligence scores, the analysis of variance was employed.The mean intelligence score for the control group was 100.400 and for the experimental groupthe mean was
100.200. See Table S. The observed F ratio obtained by testing for no significant difference on intelligence test scoresbetween the groups was .003. See Table 15. By virtue of being less than 1.00, theobserved ratio indicated non-significant differences. The above two findings were taken as evidence that the two groups were comparable onthe scores
derived from intelligence tests.
63 Initial differences onadhievement. The metal forming and School J to (*Min fabrication test was administeredto both groupq of of an estimate ofthe level of the students'knowledge at the beginning
treated with the analysis of the experiment. The obtained datawere difference existed variance for purposes ofinvestigating if a significant between abilities of the two groups. Table 6 presents the dataindicating
Table 7 presents the that homogeniety of varianceexisted , F max 1.659.
Table 13 presents theobserved mean and standarddeviations for both groups. of F 4.20 required F ratio of 6.351 which was largerthan the table value degrees of for significance at the .05 levelwith one and twenty-eight
difference freedom. Accordingly, the nullhypothe::.1.s of no significant that there was asignificant was rejected andthe alternate hypothesis favor of the experimental difference was accepted. This difference was in the cognitive group, hence, the two groupswere notinitially equivalent on
abilities of the metal formingcluster test. from the Final differences onachievement. Posttest data gathered of 57.000 for the subjects of both groups inSchool J yielded a mean See experimental group and a meanof 44.066 for thecontrol. group.
Table 7.
The analysis of variance wasused to test the'nullhypothesis between the (hypothesis one) that there were nosignificant differences An F ratio data derived from both groups onthe posttest ofachievement.
This was greaterthan the table of 11.705 was observed. See Table 13. the .01 level. Accordingly, value of F 7.64 requiredfor significance at nunber one) was rejected anet. the the null hypothesis asstated (hypothesis
alternate hypothesis wasaccepted. treatment effects The omega square statisticfor estimating the
This estimate indicatedthat awas observed tobe .36. See Table 30.
64 36 percent of the variance between the experimental and control group scores was accounted for by the treatment effects.
00110,Gains on achievement. To determine if any growth has taken place in the interim between du.% pretest and posttest, the gathered data were treated by the analysis of variance statistic. A pretest mean of 49.867 and a posttest mean of 57.000 was ob:,erved for the experimental group.
See Table 7.
The analysis of variance statistic yielded an F ratio of 4.480.
See Table 17. The table value of F required for significance at the
.05 level is 4.17. Accordingly, the null hypothesis of no significant difference (hypothesis number two) b- meen the pretest and posttest was rejected.
The control group means for the pretest and posttest were 40.600 and 44.066 respectively. See Table 7. Treating the data with the analysis of variance statistic an F ratio of .731 was observed. See
Table 17. Since this value was less than 1.00, the null hypothesis of no significant difference was accepted.
Summary statement on adhievementfor School J. The subjects of
School J were observed to be comparable on intelligence test scoresbut
differed on initial abilities measured by the metals cluster test. The
difference was to the advantage of the experimental group. At the end
of the school year both groups differed fromeadh other on scores of
achievement. Also at the end of the term the experimental group
achieved significant gains over their initial scores,whereas, the control
group tended to remain at astable level. Since the experimental group
performed more in accord .with the cognitiveobjectives of the cluster
program, it was inferredthat the program at School J was effective.
65 variable, it While the data indicatedeffectiveness on this one research
Part III is not to be assumed that optimumeffectiveness was achieved. provides the evaluation anddescription of the many impedimentswhich, if removed, could aid in a substantiallyimproved orzation at SchoolJ.
Electro-Mechanical Cluster
The electro-mechanical cluster wasinplemented in two field operations. For purposes of anonymitythe operations were coded as,
School G and M. Within eadh school speciallytrained teachers taught
a cluster program and atraditional vocational education program.
A review of descriptive datafound in Part III providesthe reader
of the with the evaluation of, andinformation for the understanding
conditions and psychosocial variableswhich impinged upon theoperations
of each of the sdhools.
The analysis of variance wasthe principal statisticaltechnique
and metal used in analyzing the researchdata from the construction U-Test was forming and fabrication clusters. However, the Mann-Whitney
it became evident used to analyze theelectro-medhanical data because the anlaysis of variance that these data did not meetall assumptions of
of these data wasthe size of technique (F-ratio). A serious limitation relatively the treatment groups inthis cluster. These sample sizes were
small, so small as to yield aquestionable F-statistic. is more The Mann-Whitney U-Tost,when used with small samples, the median test. appropriate than the F-testand more powerful than hypothesis when it (Power being the probabilityof rejecting the null employs two independent is in fact,false). This non-parametric test need be only of anordinal samples, small sanples, andneasurements which
scale. 66 School G. At the completion of the first year of this experiment, nine students comprised the clustergroup. Since there were two students for which complete data was not available, the number of subjectsused in the statistical analysis wereseven in the experimental group and seven in the control group.Data were not available for a control group at this school, therefore, controlgroup data was secured from the control group in the electro-mechanical clusterat School M. The process by which the control group was selected is further described in the section dealing with School M.
ConqarabiJ.itofgroups. Since intelligence data were not available
Bar the students in the electro-mechanical cluster, these studentswere oquated on similarity of programs studied andon mechanical reasoning scores. The mean mechanical reasuning score for the experimental and control groups was 29.00 and 39.214, respectively. A test for significant difference in nechanical reasoningscores between the two groups yielded a Mann-Whitney U-Test z value of 1.214. See table 28. This value was less than the value of z required for the rejection of the null hypothesis that there would be no significant differences in the mechanical reasoning scores of the two treatment groups. Accordingly, the judgement was made to accept the differences between the groups as insignificant. Thus, the groups were comparable on the scores derived frow mechanical reasoning test.
Initial difference on achievement. The electro-mechanical achievement test was administered to both the experimental and control groups of
School G to determine the level of student knowledge at the beginning of the experiment. Mean scores for the two groups were 41.143 and 54.143, respectively.The obtained data were treated with the Mann-Whitney U-Test for purposes of determining if significant differences existed between the
67 initial achievement of the two groups. Table 28 presents anobserved
for the rejection z of 1.023 which waslower than the z value necessary of the null hypothesis thatthere were no significant differences the electro- between the two groups in initialadhievement as measured by hypothesis was retained mechanical achievement test. Accordingly, the null alike on since evidence was found toascertain that the two groups were
cognitive abilities test. scores derived fromthe electro-wechanical
Final differences on achievenent. Scores estimatingachievement
gathered from School G produced a meanof 50.428 for theexperimental
See Table 7. The group and a nean of54.857 for the control group. to test the Mann-Whitney U-Test was employed asthe statistical technique differences between the research hypothesis thatthere-were significant A z of .064 data derived from the groups onthe posttests ofachievement. value necessary to was obtained. See Table 28. This was less than the z did not support the reject the null hypothesis. Accordingly, the data
research hypothesis. gathered to determine Gains on achievement. Quantitative datawere between the pretestand if any growth had taken placein the interim teanique utilized wasthe Mann-Whitney posttest. Again the statistical of 40.428 was U-Test. A pretest mean of41.143 and a posttest mean The Mann-Whitney U- observed for the experimental group. See Table 7. of the null hypothesis Test yielded a z of 1.340 whichled to the retention
in the gains in achievement that there wereno.significant differences
from pretest to posttest. posttest were 54.143 The control group meansfor the pretest and
of the Mann-WhitneyU-Test and 54.857, respectively. The utilization the z value necessary yielded a z value of 1.023. This was less than
68 to reject the null hypothesis that there would be no significant differences
in gains in achievement. See Table 29.
Salm statement on achievement for School G.The subjects of
School G were observed to be comparable on mechanical reasoning scores and
initial cognitive abilities as measured by the electro-mechanical achievement
test. At the end of the school year the differences which indicated gains
on the basis of achievement test scores were insignificant. Stated in another
manner, the subjects of the traditional program achieved scores which were
comparable to the scores achieved by the students of the cluster concept.
The experimental group made a gain of 9.2 on the mean between the pretest
and posttest. The control group only scored a mean gain of .714 points.
The inference was made that the variables described in Part III had serious
effects on the program and indirectly pointed to the elements of the program
that must be refined and revised in order to improve the effectiveness of
the program.
School M. At the completion of the experiment thirteenstudents
formed the experimental group. However, complete data were available for
ten of these students. As a result; data from ten cluster subjects were
used in the statistical treatment. Ten students were randomly drawn from
another class to form the control group. The control group consisted of
students enrolled in a vocational air conditioningand refrigeration class,
taught by another instructor. The decision to use these students for a
control group was based on the similarity of the learningexperiences
These they had to those structuredin the electro-mechanicalcluster.
students had previously been enrolled in coui-r'sdealing with electricity,
air conditioning and refrigeration.
69 Comparability of stoups. Comparability of the experimental and control groups for School M was established on the basis ofsimilarity of curriculum and scores from the mechanical reasoning test scores.
The mean mechanical reasoning scores for the experimental and control groups were 38.300 and 38.450, respectively. A test for significance of the differences among mechvnical reasoning scores between the two groups yielded a Mann-Whitney U-Test z value of 1.889. See Table 28. This value was less than the value of z required for rejectionof the null hypothesis.
Accordingly, the judgement was made to accept the differences betweenthe
groups as insignificant. Thus, the groups were identified as comparable
on the scores derived from the mechanicalreasoning test.
Initial differences on achievement. The electro-mechanical
achievement test was administered to both the experimentaland control
groups of School M to determinethe estimated level of student knowledge
at the beginning of the experiment.Mean scores for the two groups were
46 and 49, respectively. The derived data weretreated with the Mann-
Whitney U-Test for purposes of statisticallydetermining if significant
differences existed between the initial achievementof the two groups.
See Table 28. The z value observed in thiscomparison of test scores
was .065. This low z value resulted in theretention of the null hypothesis
that there were no significant differencesbetween the scores of the two
groups on the basis ofachievement test scores. Accordingly, both classes
were similar on the variablesmeasured by the electro-mechanicalcognitive
abilities test.
Final differences on achievement. The derived means from the post-
test for the experimental and control groups were50.000 and 51.300,
respectively. See Table 7. The Mann-Whitney U-Test wasemployed to test
70 the research hypothesis that there were significant differences between the data derived from both groups on the posttest of achievement.A z of
1.625 was obtained. See Table 28. Since a z value of 1.96 was necessary to reject at the .05 level of significance, the null hypothesis was retained.
Stated in anothermanner, statistically significant differences were not found between the scores of the two treatment groups.
Gains on adhievement. Dataweregathered to obtain an estimate if any growth had taken place in the interim between the pretest and posttest.
A, pretest mean of 45.000 and a posttest mean of 50.000 was observed for the experimental group. See Tdble 7. The Mann-Whitney U-Test yielded a z of
1.247 which led to the retention of the null hypothesis that there were no significant differences in the:gains in achievement from pretest to post- test.
The control groups means for the pretest and posttest were 49.000 and 51.300, respectively. A Mann-Whitney U-Test z value of 1.744 was obtained. Since this value was less than the z value necessary for rejection, the null hypothesis was retained. See Table 29.
Summary statement on adhievement for School M. The subjects of
School M were observed to be comparable on medhanical reasoning scores and also the initial cognitive dbilities adhievement test. At the end of the school year data indicated a mean gain of 5.00 for the experimental group and 2.30 for the control group. These differences derived from adhievement test scores were observed to be statisticallyinsignificant.
The inference was made that the variables described in Part III had serious effects on the program and indirer.tly point to the elements of the program that must be further refined and revised in order to improve the effectiveness of the program.
71 School K. The pilot program for the electro-mechanicalcluster at
School K was dissolved due to a numberof unexpected problems. At the outset of the school yearsubjects of the cluster progran werecombined with non-cluster students studying electricity. This hetrogeneity was a burden to the teacher and posed difficultiesfor implementing and evaluating
the program. The situation was further confoun&dwith undesirable vari-
module plan. Under ables and by class scheduleswhich were based Al a
this plan students changed classes atblocks of fifteen mimte intervals
of time. The requirements of the cluster program orvocational education
programs required astudent to attend a class twoperiods a day and five
days a week for a full academic year. At School K the entireschool
changed classes in December orapproximatelyafter twelve weeks of school.
After this change the clusterstudents weTe dispersed intodifferent
classes and meeting at variouslyspaced intervals of time. The homogeneity condition were of the cluster class wasimpaired. Efforts to oorrect the keep the made by appealing to theprincipal.His unchangeable position to
students scheduled as they werepresented aninsuxmountable obstacle.
from the study Accordingly, the decision wasmade to drop this school specifications for a cluster since it did not meetthe expectations and
program.
72 TABLE 4
HOMOGENEITY OF VARIANCE BETWEEN GROUPS WITHIN EACH SCHOOL (Based on I.Q. Scores)
raftremafmalftamowmer.r.r1011.mmowlmil=innmemEri
School Or N S.D. Variance F max' Group .4=7.10 nr.. Ac* 15 11.438 130.827 Ae* 15 7.968 63.489 2.06
Bc 16 10.052 101.043 Be 16 14.500 210.250 2.08
Cc 14 14.432 208.283 Ce 14 14.532 211.179 1.01
Ec 16 11.975 143.400 Ee 16 12.084 146.023 1.02
Hc 15 11.439 130.850 He 15 15.102 228.070 1.74
Jc 15 11.975 143.400 Je 15 10.845 117.614 1.22
K = 2, n = 13, the critical regionis F max 3.14 at the .05 level K = 2, n = 15, the critical regionis F max 2.86 at the .05 level K = 2, n = 16, the critical regionis F max 2.78 at the .05 level *c for control group; e forexperimental group
1H. O. Hartley, "The Maximum F Ratio as aShort Cut Test for Heterogeneity of Variance," Biometrika, 37(December, 1950), 308-312.
73 TABLE S
MEANS AND.STANDARDZEVIATIONS DERIVED ,FROM INTELLIGENCE TESTS
Experimental Group Control Group School N X 4 X ,s
93.867 11.438 15 99.267 7.968 15 10,052 16 95.438 14.500 16 101.375
91.584 14.432 12 89.500 14.532 12
.26 13 -1.05* .32 13
100.400 11.975 16 104.200 12.084 16 .22 15 -.84* .05 15
7 96.714 13.685 7 No Data Available
93.867 11.439 15 87.934 15.102 15
100.400 11.975 15 100.200 10.845 15
(no data, droppedfrom research)
abilities *Average on basis of "z" scoresobtained from verbal of Lorge-ThorndikeTest.
**Construction Cluster,Teacher D Cluster, Teacher c ***Metal Formingand Fabrication
74 TABLE 6
HOMOGENEITY OF VARIANCE BETWEEN GROUPS WITBIN EACH SCHOOL (Based on Pretest of Achievement)
IMMIIIINONlim1111111.1111=1=11/
School or S.D. Variance Fmaxi Group
Ac* 15 8.738 76.353 Ae* 15 5.356 28.687 2.661
Bc 16 10.049 100.982 Be 16 9.029 81.523 1.238
Cc 14 5.169 26.761 Ce 14 5.543 37.250 1.391
Dc** 13 5.994 35.928 De 13 9.367 87.741 2.442
Ec 16 15.011 225.330 Ee 16 9.029 81.522 2.764 *** Dc 15 12.760 162.818 De 15 7.841 61.481 2.648
He 15 6.104 37.259 He 15 .5.232 27.374 1.361
Jc 15 8.733 76.265 Je 15 11.249 126.540 1.659
K = 2, n = 13, the critical region is F max 3.14 at the .05 level K = 2, n = 15, the critical region is F max 2.86 at the .05 level K = 2, n = 16, the critical region is F max 2.78 at the .05 level *c for control group; e for experimen4a1 group **Construction Cluster, Teacher D ***Metal Forming and Fabrication Cluster, Teacher F
1 H. 0 Hartley, "The Maximum F Ratio as a Short Cut Test for Heterogeneity of Variance," Biometrika, 37 (December, 1950), 308-312.
75 71 efir MEANS AND STANDARD DEVIATIONS DERIVED FROM CLUSTER PROGRAM ACHIEVEMENT TESTS TABLE 7 School X Pretest Experimental Group X Posttest X Pretest Control Groups X Posttest A 13- -Constr,vtion Metals 1516 44.25029.067 10.049 8.738 50.31244.467 15.74313.583, 1516 39.06221.467 9.0295.357 37.06221.933 9.5674.199 C - Construction 14 21.571 5.170 28.929 9.161 14 20.563 5.543 - 21.929 4.358 .4 D E- -Construction Metals 1613 23.53837.500 15.001 5.995 45.62532.079 10.64514.332 1613 29.06225.077 9.0299.367 37.06223.538 9.5675.896 0 GD*- - Electro-Mech Metals 15 7 40.53341.143 11.46612.761 50.42849.867 13.1131 8.331 15 7 54.14335.267 6.8177.842 54.85738.333 9.4949.499 H M- -Construction Electro-Mech 1015 46.00023.533 13.767 6.105 50.00024.867 13.912 5.502 1015 49.00021.667 10.011 5.233 51.30021.933 10.176 1.199 J - Metals *Teacher 15 49.867 8.733 57.000 9.710 15 40.600 11.249 44.066 10.957 TABLE 8
ANALYSIS OF VARIANCE OF CONSTRUCTION ACHIEVEMENT TEST SCORES, EXPERIMENTAL VS. CONTROL 6A0UP ON PRETESTAND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio ,..m... School A Pretest
Between Groups 433.200 1 433.200 8.248** Within Groups 1470.667 28 52.524
TOTAL 1903.867 29
School A Posttest
Between Groups 3808.133 1 3808.133 28.689** Within Groups 3716.667 28 132.738
TOTAL 7524.700 29
School C Pretest
Between Groups 876.042 1 876.042 3.802 Within Groups 5068.583 22 230.390
TOTAL 5944.625 23
S hool C Posttest
Between Groups 852.042 1 852.042 8.099** Within Groups 2314.583 22 105.208
TOTAL 3166,625 23
**Significant at the .01 level
77 TABLE 9
ANALYSIS OF VARIANCE OF INTELLIGENCE TEST SCORES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS OF THE CONSTRUCTION CLUSTER PROGRAM
Sum of Squares df Mean Square F Ratio
School H
Between Groups 264.033 1 264.033 1.471 Within Groups 5024.666 28 179.452
TOTAL 5288.699 29
School C
Between Groups 26.042 1 26.042 .124 Within Groups 4613.917 22 209.724
TOTAL 4639.958 23
School A
Between Groups 218.700 1 218.700 2.251 Within Groups 2720.667. 28 97.167
TOTAL 2939.367 29 TABLE 10
ANALYSIS OF VARIANCE FOR DIFFERENCES BETWEEN PRE AND POSTTEST MEASURES OF ACHIEVEMENT (Based on Construction Cluster Tests)
Sum of Squares df Mean S re F Ratio
School A, EgerLxIental Group
Between Groups 1778.700 1 1778.700 10.974** Within Groups 4538.667 28 162.667
TOTAL 6317.367 29
School 2.L.,Control Group
Between Groups 1.633 1 1.633 0.071 Within Groups 648.667 28 23.167
TOTAL 650.300 29
School D, Experimental Group
5.05* Between Groups 1059.106 1 1059.106 Within Groups 4613.917 22 209.724
TOTAL 5673.023 23
School D, Control Group
2.01 Between Groups 234.848 1 234.848 Within Groups 2570.460 22 116.840
TOTAL 2805.308 23 1.1101. **Significant at the .01 level *Significant at the .05 level
79 ...1110,11,14*
TABLE 11
ANALYSIS OF VARIANCE FOR DIFFERENCESBETWEEN PRE AND POSTTEST MEASURES OFACHIEVEMENT (Based on Construction Cluster Tests)
Stun of Square df Mean Square F Ratio
SChool H, Exrerimental Group
5.01* Between Groups 168.835 1 168.835 liTithin Groups 945.467 28 33.767 TOTAL 1114.302 29
School H, Control Group 0.071 Between Groups 3.633 1 1.633 Within Grcmps 648.667 28
10TAL 650.300 29
School CExperimental Group 6.121* Between Groups 381.654 1 381.654 Within Groups 1371.583 22 62.345 1753.237 23
School CControl Grop
2.667 0.047 Between Groups 2.667 1 56.689 Within Groups 1247.166 22 TOTAL 1249.833 23
*Significant at the .05level TABLE 12
ANALYSIS OF VARIANCE OF CONSTRUCTIONACHIEVEMENT TEST.SCORES, EXPERIMENTALVS. CONTROL GROUP ON PRETEST AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
School H Pretest
Between Groups 26.133 1 26.133 0.809 Within Groups 905.067 28 32.324
TOTAL 931.200 29
c(41^^11.1 Dne4-4,
Between Groups 64.533 1 64.533 2.694 Within Groups 670.667 28 23.952
TOTAL 735.200 29
School D Pretest
Between Groups 15.385 1 15.385 0.249 Within Groups 1484.154 24 61.840
TOTAL 1499.539 25
School D Posttest
Between Groups 499.885 1 499.885 4.407* Within Groups 2722.154 24 113.417
TOTAL 3222.039 25
*Significant at the .05 level
81 TABLE 13
ANALYSIS OF VARIANCE OF METAL FORMING AND FABRICATION ACHIEVEMENT TEST SCORES, EXPERIMENTAL GROUP VS. CONTROL GROUP ON PRETEST AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
School B Pretest
Between Groups 215.281 1 215.281 2.359 Within Groups 2737.938 30 91.265
TOTAL 2953.219 31
School B Posttest
Between Groups 584.500 1 584.500 4.236* Within Groups 4140.375 30 138.013
TOTAL 4724.875 31
School J Pretest
Between Groups 644.033 1 644.033 6.351* Within Groups 2839.333 28 101.405
TOTAL 3483.367 29
School J Posttest
Between Groups 1254.533 1 1254.533 11.705** Within Groups 3000.933 28 107.176
TOTAL 4255.467 29
*Significant at the .05 level **Significant at the .01 lotel
82 TABLE 14
ANALYSIS OF VARIANCE FOR DIFFERENCES BETWEEN PRE AND POSTTESTS MEASURES OF ACHIEVEMENT (Based on Metal Forming and Fdbrication Test)
Sum of Squares df Mean Square F Ratio
School B, Experimental Group
Between Groups 1014.938 1 1014.938 7.110** Within Groups 4282.437 30 142.748 TOTAL 5297.375 31
School B, Control Group.
.370 Between Groups 32.000 1 32.000 Within Groups 2595.875 30 86.530 TOTAL 2627.875 31
School D: Experimental Graup 5.626** Between Groups 653.333 1 653.333 Within Groups 3257.467 28 116.124 TOTAL 3904.800 29
Sdhool D: Control Group
70.533 0.930 Between Groups 70.533 1 Within Groups 2124.267 28 75.867
TOTAL 2194.800 29
Teacher F *Metal Forming andFabrication Cluster, **Significant at the .05level
83 TABLE 15
ANALYSIS OF VARIANCE OF INTELLIGENCE TEST SCORES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS OF THE METAL FORMING AND FABRICATION CLUSTER PROGRAM
Sum of Squares df Mean Square F Ratio
School J
Between Groups 0.300 1 0.300 .003 Within Groups 3654.000 28 130.500
TOTAL 3654:300 29
School E
Between Groups 108.300 1 180.300 .748 Within Groups 4052.000 28 144.714
TOTAL 4160.300 29
Sdhool B
Between Groups 282.031 1 282.031 1.812 Within Groups 4669.688 30 155.656
TOTAL 4951,719 31
Sdhool D* OMNI
Between Groups 3.02 1 3.02 .480 Within Groups 173.00 28 6.17 TOTAL 176.02 29
*Metal Forming and Fabrication Cluster,Teacher F
84 TABLE 16
ANALYSIS OF VARIANCE OF METAL FORMING ANDFABRICATION ACHIEVEMENT TEST SCORES, EXPERIMENTAL GROUP VS. CONTROL GROUP ON PRETEST AND POSTTEST MEASURES
Sum of Squares df Mean Square .F Ratio
11=.1111MMIIMAMMINNIIMNNOW Sdhool D* Pretest
Between Groups 208.033 1 208.033 1.855 Within Groups 3140.667 28 112.167
TOTAL 3348.700 29
School D* Posttest
Between Groups 997.633 1 997.633 12.498** Within Groups 2235,067 28 79.824
TOTAL 3232.70 29
School 3 Pretest
Between Groups 19.531 1 19.531 0.127 Within Groups 4602.938 30 153.431
TOTAL 4622.469 31
School E Posttest
Between GiC.-TS e:86.531 1 586.531 5.727** Within Groups , 307 688 30 102.423
TOTAL 3659.214, 31
*Metal Forming and Fabrication -Clilster, Teacher F **Significant at the .05 level
85 TABLE 17
ANALYSIS OF VARIANCE FOR DIFFERENCESBETWEEN PRE ANU POSTTEST MEASURES OFACHIEVEMENT (Based on Metal Forming andFabrication Test)
Sum of Squares df Mean Square F Ratio 0.1. school J, Eaelimital. Group 4.480* Between Groups 381.633 1 381.633 Within Groups 2387.733 28 85.2762 TOTAL 2769.366 29
School J Control Gr(!ir'v 0.731 Between Group 90.133 1 90.133 Within Groups 3452.533 28 123.304
TOTAL 3542.666 29
School E, Experimental Sxoup
1032.533 6.240* Between G:toups 1032.533 1 165.476 Within Groups 4633.333 28 TOTAL 5665.866' 29
School E, Control Gromp 90.133 0.731 Between Graups 90.133 1 123.305 Within Groups 3452.533 28 TOTAL 3542.666 29 =1111111.0011K .71.1111=.400.11111 *Significant at the .05 level
86 Mechanical reasalim abilities. The cognitive aspect of this study was limited to those related toknowledges of vocational education presented in the previous pages and a study of the knowledges of appliedsciences as measured by the Mechanical Reasonirg Test,3 a distinct and separatepart of the D.A.T. It was administered to all groups as a pre and posttestinstrument.
The purpose of using this test was twofold. In the event the verbal or lingual or intelligence test score were incomplete or unavailablefor a satisfactory number of students, comparability would.beestablished.on this test as a criteria. Data from this instrument also provided anindex for establishing an estimate of the effect of the cluster programs onthe development of knowledge ftom the field of applied sciences. Accordingly, the .croblems investigated were: What were the differences, on the test
scores, if any, between theexperimental and control groups at the beginning and the end of the experiment?Were there any significant
differences between the experimental and control groups ondata derived
from posttest scores? Did the cluster concept programscontribute to or
facilitate growth on these varidbles to a greaterextent than the
traditional program? What implications do these findingshave for the
cluster concept programs?
Findineand discussion. A vi.mal inspection ofTable 18 provides
the reader with the data indicatingthat, within the twenty groups of
students of various sizes, the mean scores(for pretest vs. posttest)
%eorge K. Bennett, Harold G. Seashore, AlexanderG. Wesman, "Differential Aptitude Test, MechanicalReasoning (Form A)," Psychological Corporation, New York, 1947.
87 mer.emeirAtrAZI4r*;"'.1'''
ranged from a minimal dhangeof -.7 points to a maximum of8.334 points.
whereas, the The minimal change wasrecorded for School E, control group, maximal was recorded for SchoolC, experimental group. Prior to testing of the data with the analysis of variancethe test for the homogeneity
homogeneity variance was executed. See Table 19. It was established that of variance existed on the basisof data derived. The various F ratios observed are presented in Tables 20,21, 22, and 23. None of the values obtained were significant, indicatingthat there were nosignificant differences between the control groupsand the experimental groupswhen
This was taken to compared on the initial testand also the final test.
indicate that both types of vocatiomieducation programs make a negligent contribution to thedevelopment of the abilities required to
the Mechanical solve the problems of appliedscience as measured by
Reasoning Test. estimate of The problem was investigatedfurther by obtaining an
the mechanical the gains each cluster andeach control group made on
reasoning test scores. hypothesis of no The analysis of variance wasused to test the for each significant difference betweenpretest and posttest scores the various F ratiovalues group. Tables 24, 25, 26, and 27 present enough to reject the observed. None of the groupsachieved scores high taken to indicate thatboth null hypothesis. Accordingly,the data were education and the clusterconcept the traditional programsof vocational knowledge to the variables program contributeinsignificant amounts of Due to the limitationsof measured by the mechanicalreasoning test. hypothetical naturJ, the the subjects to solveproblems of a formal were on concrete inference was drawn thatemphasis in these programs
88 cognitive functioning. Some teachers, due to preferencesand other
reasons, tend to make the practical manipulativeaspects as dominant
over other aspects of a program,or they may hold to a belief that other
courses of study will develop the theoretical knowledge of theapplied
sciences. It is recommended that the clusterconcept educators develop
a better balance and sequence between manipulativeand theoretical aspects
of the program.
Since the data indicated that thisaspect of both vocational programs are wanting, it was not suggested that both schemesbe discarded but that muchcan and should be done to improve the programs. Deliberate
emphasis of the scientificaspects underlying the tasks of the occupations was recommended not only for the vocational teacherbut also for the mathematics and science teachers.
Affective Behaviors
The point of view taken in this studywas that no single source of
information would providean adequate basis for making comprehensive decisions about the effectiveness of andsuggestions for improving the
cluster program. Since the program.is vocational in nature, it was decided that occupational interests of the subjectsmust be investigated.
To investigate the occupational interests and what dhanges of
tnterests occur, if any, the Minnesota Vocational Interest Inventory4 was administered at the beginning and at the end of the school year to
all subjects included in this study.After a study of the various
available instruments, it was decided that the MVII was most applicable
4DavidP. Campbell, Ibid.
89 MEANS AND STANDARDMECHANICAL DEVIATIONS REASONING DERIVED ABILITIES FROM TEST THE (D.A.T.) TABLE 18 School Pretest Experimental Group Posttest Pretest Control Group Posttest A - Construction 15 40.300 10.099 43.000 X. 12.691 15 36.900 X 14.142 41.667 X 15.139 CB - MetalsConstruction 1216 30.21938.833 13.848 9.074 47.16732.350 13.95313.855 1216 26.91732.937 11.31712.044 35.08332.250 16.39514.929 CDUD ED - MetalsConstruction 1613 34.87529.692 11.10311.058 39.68837.231 10.38911.708 1613 32.93831.962 12.044 9.67 32.21834.154 14.92910.329 G D*-- Electro-Mech Metals 15 7 29.00032.500 16.08613.023 35.91236.900 15.001 9.343 15 7 39.21432.600 18.56310.477 Not35.467 Available 11.086 MH - Electro-MechConstruction 1015 38.30030.267 10.88913.014 42.80034.807 17.411 9.411 1015 38.45036.900 17.80214.142 43.84241.667 15.13910.811 J - Metals *Teacher F 15 35.323 12.958 38.967 11.283 15 34.303 11.767 38.933 11.439 TABLE 19
HOMOGENEITY OF VARIANCE BETWEEN GROUPS WITHIN EACH SCHOOL (Based on Pretest Mechanical Reasoning)
School
or S.D. Variance Fmax1 Group
Ac* 15 10.099 101.999 Ae* 15 14.142 199.996 1.961
Bc 16 16.138 260.435 Be 16 12.044 145.058 1.795
Cc 12 11.317 128.075 Ce 12 9.074 82.338 1.55
Dc** 13 11.057 122.257 De 13 10.328 106.668 1.146
Ec 16 11.103 123.277 Ee 16 12.044 145.058 1.176
Dc*** 15 13.023 143.553 De 15 10.447 109.140 1.315
Hc 15 13.013 169.338 He 15 14.142 199.996 1.181
Jc 15 12.958 167.910 Je 15 11.766 138.439 1.207
K = 2, n = 13, the critical region is F max 3.14 at the .05 level K = 2, n = 15, the critical region is F max 2.86 at the .05 level K = 2, n = 16, the critical region is F max 2.78 at the .05 level
*c for control group; e for experimental group **Construction Cluster, Teacher D ***Metal Forming and Fabrication Cluster, Teacher F
IH. O. Hartley, "The Maximum F Ratio as a Short Cut Test for Heterogeneity of Variance," Biometrika, 37 (December, 1950), 308-312.
91 TABLE 20
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) EXPERIMENTAL GROUPS VS. CONTROL GROUP ON PRE AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
Scl, 01 A Pretest
Between Groups 86.700 1 86.700 0.574 Within Groups 4228.000 28 157.000 TOTAL 4314.700 29
School A Posttest
Between Groups 13.333 1 13.333 0.068 Within Groups 5463.833 28 195.137 TOTAL 5477.166 29
School H Pretest
Between Groups 330.008 1 330.008 1.787 Within Groups 5171.033 28 184.680 TOTAL 5501.041 29
School H Posttest
Betwf.,,en Groups 352.947 1 352.947 1.326 Within Groups 7452.982 28 TOTAL 7805.929 29
*significant at the .05 level
92 TABLE 21
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) EXPERIMENTAL VS. CONTROL GROUP ON PRE AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
School B Pretest
Between Groups 59.133 1 59.133 0.351 Within Groups 5052.422 30 1 ' 414
TOTAL 5111.555 31
School B Posttest
Between Groups 0.008 1 0.008 0.000 Within Groups 6263.484 30 208.783
TOTAL 6263.492 31
School J Pretest
Between Groups 7.500 1 7.500 0.049 Within Groups 4289.166 28 153.184
TOTAL 4296.666 29
School J Posttest
Between Groups 0.008 1 0.008 0.000 Within Groups 3614.166 28 129.077 TOTAL 3614.174 29
*Significant at the .05 level
93 TABLE 22
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) EXPERIMENTAL VS. CONTROL GROUP ON PRE AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
School C Pretest
Between Groups 222.893 1 222.893 1.149 Within Groups 5044.464 26 194.018
TOTAL 5267.357 27
School C Posttest
Between Groups 195.571 1 195.571 1.074 Within Groups 4734.393 26 182.092
TOTAL 4929.964 27
School D Pretest
Between Groups 129.385 1 129.385 1.130 Within Groups 2747.461 24 114.478
TOTAL 2876.846 25
School D Posttest
Between Groups 180.471 1 180.471 Within Groups 2789.538 24 116.231
TOTAL 2970.009 25
*Significant at the .05 level
94 TABLE 23
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) EXPERIMENTAL VS. CONTROL GROUP ON PRE AND POSTTEST MEASURES
Sum of Squares df Mean Square F Ratio
Sdhool E Pretest
Between Groups 30.031 1 30.031 0.224 Within Groups 4025.187 30 134.173
TOTAL 4055.218 31
School E Posttest
Between Groups 446.258 1 446.258 2.698 Within Groups 4961.922 30 165.397 TOTAL 5408.180 31
School D** Pretest Between Groups 0.075 1 0.075 .000 Within Groups 3902.600 28 139.379 TOTAL 3902.675 29
School D** Posttest
Between Groups 15.408 1 15.408 .015 Within Groups 2942.833 28 l05.101 TOTAL 2958.241 29
*Significant at the .05 level **Metal Forming and Fabrication Cluster, Teacher F
95 TABLE 24
ANALYSIS OF VARIANCE OF DATA FROMMECHANICAL REASONING ABILITIES TEST (D.A.T.) PRETESTVS. POSTTEST
Sum of Squares df Mean Square F Ratio
School A Experimental 0.727 Between GToups 1248.075 1 1248.075 Within Groups 48096.098 28 1717.717 TOTAL 49344.173 29
School A Control
170.408 0.794 Between Groups 170.408 1 214.605 Within Groups 6008.933 28 TOTAL 6179.341 29
School D Experimental 1.633 .071 Between Groups 1.633 1 23.167 Within Groups 648.667 28
TOTAL 650.300 29
School D Control 90.133 .731 Between Groups 90.133 1 123.304 Within Groups 3452.533 28
TOTAL 3542.666 29
*Significant at the .05 level
96 TABLE 25
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) PRETEST VS. POSTTEST
Sum of Squares df Mean Square F Ratio
School B Experimental
Between Groups 33.008 1 33.008 .171 Within Groups 5796.984 30 194.238
TOTAL 5829.992 31
WI*
School B Control
Between Groups 4.133 1 4.133 .023 Within Groups 5518.922 30 183.964
TOTAL 5523.055 31
School D** Experimental
Between Groups 145.200 1 145.200 Within Groups 3596.600 28 128.450
TOTAL 3741.800 29
School D** Control 61111
Between Groups 61.633 1 61.633 Within Groups 3248.833 28 116.030
TOTAL 3310.466 29
*Significant at the .05 level **Metal Forming and Fabrication Cluster, Teacher F
97 TABLE 26
ANALYSIS OF VARIANCE CT DATA FROMMECHANICAL REASONING ABILITIES TEST (D.A.T.) PRETEST VS.POSTTEST
Sum of Squares df Mean Square F Ratio
School H Experimental 258.720 1.277 Between Groups 258.720 1 202.720 Within Groups 5676.149 28 TOTAL 5934.870 29
School H Control 99.008 0.671 Between Gropc 99.008 1 147.610 Within Groups 4133.067 28 TOTAL 4232.075 29
School CENerimental
1 181.500 1.553 Between Groups 181.500 22 116.839 Within Groups 2520.458 TOTAL 2751.958 23
School C Control
1 60.167 0.460 Between Croups 60.167 22. 130.650 Within Groups 2874.291
TOTAL 2934.458 23
*Significant at the .05level
98 TABLE 27
ANALYSIS OF VARIANCE OF DATA FROM MECHANICAL REASONING ABILITIES TEST (D.A.T.) PRETEST VS. POSTTEST
Sum of Squares df Mean Square F Ratio
School J Experimental
Between Groups 99.008 1 99.008 0.671 Within Groups 4133.067 28 147.610
TOTAL 4232.075 29
School J Control
Between Groups 158.700 1 158.700 1.179 Within Groups 3770.266 28 134.652
TOTAL 3928.966 29
School E Experimental
Between Groups 60.208 1 60.208 .4252 Within Groups 3964.967 28 141.606 TOTAL 4025.175 29
Sdhool E Control
Between Groups 158.700 1 158.700 1.179 Within Groups 3770.267 28 134.652
TOTAL 3928.967 29
*Significant at the .05 level
99 -*.e...... 1141,MWIWy.,4-y.t.:,ir,
TABLE 28
MANN-WHITNLI U TEST SUMMARY TABLES
MANN-WHITNEY U TEST SUMMARY TABLE EXPERIMENTAL GROUP VS. CONTROL GROUP. ON PRETEST ACHIEVEMENT
School G .. z = 1.023
School M . . . . . z = .065
MANN-WHITNEY U TEST SUMMARY TABLE EXPERIMENTAL GROUPVS. CONTROL GROUPON POSTTEST ACHIEVEMENT
School G z = .064 School M z = 1.625
MANN-WHITNEY U TEST SUMMARY TABLE EXPERIMENTAL GROUPVS. CONTROL GROUP ON PRETEST MECHANICAL REASONING
School G z = 1.214 School M z = 1.889
MANN-WHITNEY U TEST SUMMARY TABLE EXPERIMENTALGROUP VS. CONTROL GROUP ON POSTTEST MECHANICAL REASONING
School G z = .831 School M OOOOOO z = .767
The rejection region for significance atthe .05 level is 1.96.
100 TABLE 29
MANN-WHITNEY U TEST SUMNARY TABLES
MANN-WHITNEY U TEST SUMMARY TABLE FOR THE INCREASE IN MECHANICAL REASONING ABILITY WITHIN THE ELECTRO-MECHANICAL CLUSTER
School G Experimental Group z = .831
School G Control Group z = .064
School M Experimental Group z = 1.889
School M Control Group z = .409
MANN-WHITNEY U TEST SUMMARY TABLE FOR THE GROWTH IN ACHIEVEMENT WITHIN THE ELECTRO-MECHANICAL CLUSTER
School G Experimental Group z = 1.340
School G Control Group z = 1.023
School M Experimental Group z = 1.247
School M Control Group z = 1.744
Rejection region z = 1.96 TABLE SO
SUMMARY TABLE OF OMEGA SQUARES1FOR ESTIMATES OF TREATMENT EFFECTS BEWTEN POSTTESTS OBTAINED FROM EXPE. VI VS. CONTROL GROUPS
Sdhool Omega Square
A. . .48
.09
.23
.12
.13
D* .28
.36
Note: School H did not yield a significant F s4-01stic. (Omega square was not applicable)
Schools G and M employed the Mann-Whitney U-Test. (Omega square was not applicble)
*Metal Forming and Fabrication Cluster, Teacher F
1William L. Hays, Statistics for pushologists, New York: Holt, Rinehart and Winston, 1963, pp. 325-326.
102 ,
to this study because it evaluated interests ofsemi-skilled and skilled occupations.
The subjects included in this research ranged in ages from fifteen to nineteen. According to the suggestions of the author of the MVII, all results derived should be viewed with judgement and some reservationsince it was found that student interests change to some extent atthis age and do not stabilize in many cases until the age of twenty-five. However, the author also stated that a greater degree of stability was found among
individuals of the skilled and semi-skilled occupations than inindividuals of the professions. From the data gathered it became evident thatstudents
of this study did Change their attitudes towards occupations. See Table 31.
There were no overall clear patterns or directions ofdhanges in interests.
In some, the change was clearly in the direction of the coursesin which
they were enrolled, whereas, in others, the inverse wasobserved. The
subjects of School A, a construction cluster, generated atotal sum
change score of 8.4 points in the direction ofthose occupations related
to the cluster concept; whereas, thederived overall change score made
by School H, also of the construction cluster, was16.7 points in a
negative direction from the cluster program. See Table 31. A more
deliberate study investigating this problemshould be conducted. For
the puaposes of this study, the data suggestthat more attention should
be given to the guidance and occupationalinformaZion aspects of the
cluster program.
Data derived from students of thetraditional vocational education
program providedevideace to indicate that thechanges that have taken
place were simdlar. This can be observed by studyingthe data derived
from the control groups of School Mand D. See Table 32.
103 These programs required a decision onthe part of the students to
that these study a specific occupation. The data gathered indicated students were characterized asbeing ambivalent in theiroccupational
requiring a student to make acommitment preferences. The expectation of
is questionable. to an occupation atthis stage of his development in Table 32. The fluctuation of studentinterests are represented
The differences in quantitativevalues could beattributed to chance
indicate that.student and/or error of the instrument. However, the data do
academic year. interests did change within aninterval of time of one
Findings such as this lend supportto the conceptof clustering occupations shorter period into which students can adhieve entrylevel skills over a
intervals of tine. The of time other th3nin-depth programs of long degrees of cluster programs encourageflexibility by providing more of youth, whereas,the freedom for the naturalchanges of interests confine his interests traditional program requires astudent to restrict or
towards a goal set inthe early years ofhigh school.
104 TABLE 31
RESULTS OF SELECTED EMPERICAL AND HOMOGENEOUS SCALES FROM THE MINNESOTA VOCATIONAL INTEREST INVENTORY
School A Construction Cluster
Pre Post Significant Average Average Difference Result* Score Score
Carpenter 41+ 40.7 40.2 - .5 Painter 39+ 35.1 37.5 +2.4 Plasterer 37+ 31.1 31.6 + 5 Plumber 39+ 33.7 36.9 +3.2 Electrician 33+ 33.1 31.8 -1.3 Mechanical 58.0 56.2 -2.2 Carpentry 44.1 50.4 +6.3
School C lbwitaiLowto.LNW,1041~0.Cluster
Pre Post Significant Average Average Difference Result* Score Score
Carpenter 41+ 41.5 32.9 -8.5 Painter 39+ 30.1 29.6 -1.3 Plasterer 37+ 31.4 36.0 +4.6 Plumber 39+ 26.1 24.9 -1.2 Electrician 33+ 18.81 16.0 -2.8 Mechanical 47.5 45.3 -2.2 Carpentry 52.8 49.5 -3.3
* The student has interests similar to those people working in the occupation if his score is higher than this value.
**A score of 25 or less indicates student has few interestssimilar to those in the occupation. 105 Table 31, continued
School D Construction Cluster
Pre Post Significant Average Average Difference Results* Scores Scores
Carpenter 41+ 32.0 31.4 - .6 Painter 39+ 30.4 29.5 - .9 Plasterer 37+ 32.3 33.3 +1.0 Plumber 39+ 28.7 28.8 + .1 Electrician 33+ 19.0 19.6 + .6 Mechanical 42.1 40.2 -1.9 Carpentry 55.1 31.4 - .6
School I-I Construction Cluster
Pro Pnct Significant Average Average Difference Results* Scores Scores
Carpenter 41+ 45.8 38.1 -7.7 Painter 39+ 37.5 38.4 + .9 Plasterer 37+ 33.1 32.2 + .2 Plumber 39+ 28.7 25.6 -3.1 Electrician 33+ 22.7 18.7 -4.0 Mechanical 47.8 48.6 - .8 Carpentry 55.1 51.7 -3.4
*The student has interests similar to those people working in the occupation if his score is higher than thisvalue. **A score of 25 or less indicates student hasfew interests similar to those in the occupation. Table 31, continued
School G Electro-Mechanical Cluster
Pre Post Significant Average Average Difference Result* Scores Scores
Electrician 33+ 27.8 28.2 + .4
Radio & TV Repair 33+ 31.6 34.2 +2.6
Mechanical 43.6 42.4 +1.2
Electronics 54.8 55.6 + .8
Sdhool M Electro-Mechanical Cluster
Pre Post Significant Average Average Difference Result* Scores Scores
Electrician 33+ 30.2 27.5 -2.7
Radio & TV Repair 33+ 37.0 34.5 -2.5
Mechanical 47.2 40.8 -6.4
Electronics 55.0 50.2 -4.8
*The student has interests similar to those people working in the occupation if his score is higher than this value. **Ascore of 25 or less indicates student has few interests similar to those in the occupation.
107 Table 31, continued
School B Metal-Formiu&Fabrication Cluster
Pre Post Difference SiFnificance Average Average Result* Score Score IIMI...1=11111114.0.10...... ,
40.0 35.3 -4.7 Sheet Metal Worker 41+
31.9 30.1 -1.8 Machinist 38+ 46.6 44.8 -1.3 Mechanical
School E Metal-Forming& FabricationCluster
Pre Post Average Difference Significance Average Score Result* Score
32.7 +3.9 41+ 28.8 Sheet MetalWorker 35.5 30.1 -4.2 Machinist 38+ 42.6 40.0 -2.6 Mechanical
in the similar to thosepeople working *The studenthas interests this value. occupation if his scoreis higher than student has fewinterestssimilar **A score of 25 orless indicates to those inthe occupation.
108 Table 31, continued
School D Metal-Forming & FabricationCluster
...11111=1.. Pre Post Significant Average Average Difference Result* Score Score
ANOMIN011=1
Sheet Metal Worker 41+ 33.4 27.7 .-5.7
Machinist 38+ 35.1 3/.0 -3.1
Mechanical 45.3 40.7 -4.6
School J Metal-Forming & Fabrication Cluster
Pre Post Significant Average Average Difference Result* Score Score .,
Sheet Metal Worker 41+ 39.1 39.5 +.4
Machinist 38+ 30.1 30.1 0.0
Mechanical 51.4 46.9 -4.5
*The student has interests similar to those people workingin the occupation if his score is higher than this value.
**A score of 25 or less indicates student has few interestssimilar to those in the occupation.
109 on.K7r,
TABLE 32
RESULTS OF SELECTED EMPERICAL AND HOMOGENEOUS SCALES FROM. THE MINNESOTA VOCATIONAL INTEREST INVENTORY
School M Control Group
Pre Post Significant Average Average Difference Result* Score Score
Carpenter 41+ 34.0 32.5 -1.5 Painter 39+ 44.0 32.5 41.5 Plasterer 37+ 33.5 25.0 -: 8.5 Sheet Metal Worker 41+ 31.2 29.2 -2.0 Plumber 39+ 27.5 16.5 -11.0 Nhchinist 38+ 25.5 32.5 + 7.0 Electrician 33+ 26.5 15.8 +10.7 Radio & TV Repair 33+ 28.5 31.0 + 2.5 Mechanical 50.5 42.7 -7.8 Electronics 51.0 46.7 -4.3 Carpentry 50.5 47.7 - 2.8
SChool FControl Group
.
Pre Post Significant Average Average Difference Result* Score Score
+ 3.9 Carpenter 41+ 26.1 30.0 + 3.3 Painter 39+ 24.0 27.3 + 3.4 Plasterer 37+ 22.7 26.1 Sheet Metal Worker 41+ 26.2 25.8 - .4 + 5.4 Plumber 39+ 15.2 21.6 2.0 Machinist 38+ 28.0 26.0 - + 5.3 Electrician 33+ 15.2 20.0 Radio & TV Repair 33+ 28.1 27.6 - .5 Mechanical 41.8 41.0 - .8 + 3.2 Electronics 46.1 49.8 - 1.3 Carpentry 46.6 47.3
*The student has interests similar to thosepeople working in the occupation if his score ishigher than this value. student has few interests similar . **A score of 25 or less indicates to those in the occupation.
110 Occupational Information
The evaluation of the clusterprogram by means of the effect on the
students includeda consideration of the students' knowledge ofrelated
information and job expectationsother than the technical skills and knowledges to doa job. All occupations require the workerto cope with problens of human relations,status, security, advancement, renumeration,
change of duties, change ofequipment and, sometimes, geographic dis- placement. In ordc l. to obtain an estimate of thestudents' knowledge
and attitude about these factors,a questionnaire was devised and ad- ministered as a pre and posttestmeasure. The questionnaire was designed to elicit the students' opinion concerningfactors dealing withprep-
arationalmode best suited for job entry, characteristicsof occupations throughout the country and occupational choices of thestudents.
The data derived was summarized into three composite tables,33,
34 and 35, each of which is basedon one of the above categories of students' dhoice. Data for this table was derived from the Supplementary Questionnaire
(Appendix B) in which the students selected,in rank order, the three modes of preparation they felt were important forentry into their selected occupation.
As a preference, the completion of high school was by far the choice of the majority of students. While it was a large percentage, it was also evident that a fair percentage of subjects would not prefer to complete high school. This was taken to indicate that between twenty-five and forty percent of the students are dissatisfied with school, but not that they will drop out of high school.
On-the-job training as a mode of occupational preparation appeared with considerable strength as the second and third most frequent choice.
111 TABLE 33
COMPOSITE TABLE
PREPARATIONAL MODES IDENTIFIEDAS MOSf IMPORTANT FOR OCCUPATIONAL ENTRY BYCLUSTER CONCEPT STUDENTS
N=104
STUDENT OPINION
First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pae post pre post . 0 . % % % .0 % %0
9 1 6 COMPLETE HIGH SCHOOL 75 60 8
30 23 21 ON-THE-JOB TRAINING 9 11 28
2 1 4 5 JOB CORPS 0 0
2 4 6 5 NIGHT SCHOOL 1 0
9 9 10 ARMED FORCES 1 4 11
5 4 12 8 TECHNICAL INSTITUTE 8 7
7 7 11 10 EVENING WORK 0 0
7 23 15 22 13 APPRENTICZSHIP 0 3 0 0 1 2 SUMMER SCHOOL 0
10 8 6 10 COMMUNITY COLLEGE 2 4
1 0 0 1 0 OTHERS: 0
112 TABLE 34
STUDENT OCCUPATIONAL CHOICESBY CLUSTER
.m.lwome First Choice Second ChoiceA Third Choice OCCUPATIONS AMR." pre post pre post pre post =11. Construction N = 47
Carpenter 18 21 - 8 10 6 .. Electrician 6 5 3 4 6 10 Mason 8 9 11 6 3 5 Painting 4 4 8 10 9 7 Plumber 2 0 1 2 8 9
Metal Forming & Fabrication
N = 39
Assembler 0 0 2 2 4 1 Machinist 13 13 9 2 2 9 Sheet Metal Worker 3 1 3 7 5 4 Welder 11 11 6 5 7 2
Electro-Mechanical N = 15
Air Conditioning 3 2 2 2 4 4 Electrician 3 5 2 1 3 1 Business Machine
Serviceman 0 0 1 2 1 1 Home Appliance Serviceman 0 0 2 2 3 2 Radio & TV Serviceman 6 4 2 3 1 1
akimnOMMarownemir.
113 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL TABLE 35 CHARACTERISTICS N=104 CHARACTERISTICS YES post pre NO post pre NOT SURE post 2.1. JobsResident preferred displacement available required throughout country pre 92*8227 772489 42 95* 124410 1321 7 1526 5 S.4.3, OccupationsBroadVertical background advancement require is growthneeded on within job available job 7073 6469 2216 6 1914 281523 312616 6.8.7. PrefersPreferenceLong range present ofsalary interestarea for over money improvement available living 591479 468017 5521 591411 1423 4 2418 3 12.11.10. 9. NeedsExpectsJobStatus skillsbroad tool or training areprestigeand moreskill associated importantwith jobrather than humanthan for specificchanges relations job 68616278 69617766 132114 B 2312 8 331812 2817IS 15.14.13. ExpectsUseSpecializeThere job istoas verticalstaystepping in oneon initial tradestone for su-xess mobility within the field job 55723629 49346077 29351915 29121422 39323017 33313213 17.16. *NumbersChoose job of whose technology students responding doesn't change 25 24 60 58 15 18 aNnglARIWINUMWANNUEMMWAMWAW0a .34fke kiala Twenty-eight percent elected on-the-job training.onthe pre-measure as a
second choice and thirty percentas a second choice on the post-measure.
Twenty-three percent of the students selectedon-the-job training as a
third dhoiceon the prz-measure and twenty-one percent on the post-measure.
See Table 33. The slight increase inpercentage on the post-measure could possibly be attributed to the ori.mtationof the students to the concepts of entry level e.tills and thatdue to the diversity of modern industries,
cm-the-job training isa necessity.
The apprenticeshipprogram was not selected by any student as a
first choice on thepre-measure. It was, however, selected by seven percent of the students on the post-measureas a first dhoice and by twenty-three percent and fourteen percent on pre and post-measures, respectivelir,as a third dhoice. A possible reason advanced for this decrease was thatmany of the students were from ruralareas. By virtue of the occupational information from the teachers, the students realized the lack of local opportunities for apprenticeships and that they were more abundant in
large urban areas.
The-slight decrease (as determined by the difference between pre and post-measures) in the percentage of students electing the completion of high school as essential for job success can be partially explained by the slight shift of preferences to other modes of occupational preparation.
This shift probably resulted from the increase in student awareness that in addition to a high school education, some specializel training is needed to assure occupational success. This awareness was further evidenced by the nmmber of students who considered on-the-job training or attending a technical institute as important factors for future occupational success.
Student occupational dhoices have been investigated by obtaining data from the same questionnaire. The data is summarized in Table 34 on
115 the basis of pre and post-measumes andfirst, second, and third choice.
The preference for carpentry within theconstruction cluster is clearly evident. Several reasons are advanced forthis dbservation.
Carpentry tends to have an appeal due tothe general familiarity which most people have with it and alsobecause of the "glamour" which is attadhed to the trade in relation tothe four other occupations. In addition, people have more contact with carpentersin day to day life thanwith other
tradesmen and the occupation has a"clean" connotation whencompared to many
employ- others. At this time, there is anoticeable demand for carpenters,
contribute to ment opportunities areexcellent. All of these factors
generate an appeal for thehigh school student.
The plumbing occupation, to take adirect opposite, was preferred
carpentry could be least by the students and allthe positive features of
turned around and appliednegatively towards plumbing.
Most of the plumber'swork is not visible to thecasual observer There is much less nor does it have the"glamour" attadhed to carpentry. attach the chance of having a plumber as anacquaintance and many people
stigma of uncleanliness tothe work plunbers do.
The results of studentoccupational dhoices inthe construction from the pre to the cluster do nct reveal anyreal dhanges in preferences indicate is a ratherstatic post-measures. All the results appear to This was taken to preference for someoccupations in comparisonto others. appreciation for occupations suggest that moreoccupational insight and an
needs to be developed. the metal forming and Fewer observations arepossible regarding to have been made onthe fabrication clusteralthongh choices again appear For instance, anoticeable basis of generalknowledge about theoccupations.
116 preference was expressed for n,zhinist and weldingoccupations as opposedto assembly and sheet motal with which high schoolyouths would be lessfamiliar. The most frequently selected occupations in theelectro-mechanical cluster were those about which students were most familiar, suchas
air mnditioning, and radioand television servicing. The occupations of
business machine servicemen and appliance repairhave not attracted students. It was expected that with larger samplegroups more changes would be observed.
Modest changes in preferences were fibsetved within clustersokpre and post-measures. When the first, second, andthird choices for each
occupation on the pre-measure were sumned and compared udth thetotal of
first, second, and thirdchoices for each occupationon the post-measure,
slightly less changewas discernable.
In summary, the datafrom the questionnairewas found to be
perplexing with onlya modest reflection of the diverse educational
experiences. The unclear pattern and unequaldistribution of &oices
indicate that deliberate effortmust be made by the teachers to provide
realistic occupational information.
The data and information obtainedfrom the supplementary questionnaire
(Appendix B) concerning occupationalcharacteristics were divided into six
specific categories. These categories were obtained by groupingrelated
itens of the questionnaire, summarized inTable 35 and discussed below.
Geographical Mobility
Items 1, 2, and 6 related to thearea of geographic mobility provided
data which indicated that students'attitudesremained relatively unchanged.
However, there was a noticeable decrease in theirpreference for employment within the immediate vicinity of their home.
117 Nature of Work
Item 17 yielded data indicatinglittle dhange of attitude among students regarding occupatioualtechnology. Most students realized on the pre-measure that technologicaladvances would have an effect onthe and occupation of their choice, andindicated their willingness to accept
keep up with the changing technology.
Vertical Mbbility
Items 3, 5, 13, and IS providedevidence that students tended to
realize that experience in anoccupation leads to advancementand, perhaps
new employment andpromotions within a company.
Students' attitudes toward verticalmobility within selected occu-
pations revealed that many ofthe students expectedto dhange jobs rather
than remain at one for anextended pexiod of time.
Change of Interest
Items 9 and 14 were related tothe students' understandingand
occupational choice. anticipation of his own changesof interest relating to will result in the develop- Most students realizedthat technological changes they will have to use toperform in ment of new tools and equipment which their interest in their selected occupations. They also realized that would enable them to other occupations, plusinstruction in these areas in a relatedoccupation. leave one specializedvocation and seek employment
Personal Satisfaction dealing with money, Items 7, 8, and 12 wererelated to factors Most students interest or status inrelation to selectedoccupations. and the indicated their interestin well paying jobs on the pre-measure, Most students alsoselected ,expectations ofincreased earnings withexperience.
118 occupations which were socially acceptable andcarried a relativeamount of status.
Realistic Preparation
Items 4, 10, 11 and 16 provided data whichindicated that most students appreciated the need for entry leveltraining which would enable them to enter different occupations as opposedln specialized training in a specific trade. Students also indicatedthat the ability toget along with people in the job is more important than knowingevery detail of the
job.
The responses of the students, while in school,tended to be, ina measure, artificial. It is quite possible that thequestions askedwere
still highly hypotheticaland that if theywere to ente- a job not high
in their present preference, that psychological jobsatisfaction would
emerge as their needs for financialindependence would be met. Thus, they might realize that theiralternate choice ofa job can be to some measure satisfying. A follow-up studywas planned and it was expected that information on this problemcan be obtained. PART III
EVALUATION OF CLUSTER CONCEPT PILOT PROGRAMS
Introduction
In accordance with the premise that education is the process of changing student behaviors, the report requires at this point, an evaluation of the process of education. The evaluation of the effect of the cluster program on the student has been presented in Part II. For a lack of a rigorous, quantitative methodology to evaluate the dynamic process such as the art oi teaching, the methods resorted to were: visitations, gathering of data by observatiods, and rational interpretation of events.
The efforts of evaluation were directed toward the consideration of the administration, the teacher, instruction, physical facilities, equipment and, in a linited way, the community.
Limitations. The following descriptive data, check lists, and written evaluations were generated by the visiting researdh team.Subjective interpretations and diagnosis of field operations based onscheduled visitations were known to have limitations.Ahmery effort was made to gather information on objectiye and observedbehaviors. No attempt was made to explain causes for teacher oradministrative behaviors. The events and situations as they wereobserved were the targets of the visiting teams.
Field evaluations. Visitations to the participating schools were
conducted by two groups at different timeintervals. One group was
.composed of an administrator from theState Department of Vocational
120 Education, the county supervisor of vocational education, the principal investigator, the research coordinator and the high school principal.This group was considered the supervisory team for the project, whereas the cluster research team (the four research assistants) provided special assistance and guidance for the implementation and evaluation of thenew program. The schedule for these visitations were presented in all of the quarterly reports.
The evaluations in the field were canducted with due consideration to the objectives of the cluster cancept program and the specific tasks which were stated in behavioral terms. The tasks were built into the course work and evaluation dheck lists. To perform the evaluation of the educational process, the following activities were completed:
1. Scheduled bi-weekly visitations were conducted with
teachers, supervisors, research assistants, project
coordinator and principal investigator.
2. Special seminar was conducted for the purpoie of engbling
the field teachers to share problems associated with
implementing the cluster concept program.
3. A special meeting including representatives from the
State Department of Education, four country supervisors,
eleven principals, and an assistant principal was held
early in the school year to plan and to take the steps
to assume the introduction of the prograns into the school.
121 Construction Cluster
The construction cluster was designed todevelop within the student skills and understandings related to the occupaticesof carpentry, electri- city, masonry, painting, and plumbing. The cluster program was not designed for in-depth development of skills in any oneoccupation, but aims at pre- paring students to enter any of the occupationswithin the construction
cluster.
Course Ob'ectives
The following objectives were emphasizedin the curriculum for the
construction cluster:
1. To broaden the student's understandingof the available
opportunities in occupations found inthe construction
cluster.
2. To develop job entry skillsand knowledge for several
occupations found in the constructioncluster.
3. To develop a favorableatt3tude toward work in the
construction cluster.
4. To develop a student'sunderstanding of the sources of
information that will be helpful tohim as he moves
through the occupational areas.
The specific objectives forthe course are the following:
1. To develop the student'scompetency in the use of
common hand toolsfound in the construction cluster.
tools 2. To develop the student'sccmpetency in using power
and equipment needed forjob entry into the occupations
found in the constructioncluster. 3. To develop the student's understanding of the operations,
procedureis, and processes associated with the construction
cluster.
4. To develop safe working habits related to the occupations
within the construction cluster.
S. To familiarize the student with the terminology associated
with the construction cluster.
6. To develop an understanding of the resources available
to him in his pursuit of the course as well as in his
work following graduation.
Description of Construction Cluster Programs
In the following section of the report the pilot program of each school will be discussed with reference to the administration, the teacher, the physical facilities, the instructions and community involvement.
The information reported was obtained by members of the cluster
concept project research team through a series of bi-weekly visitations to
the various schools that conducted pilot programs in the construction
cluster.
Orientation. School A was located in a rural setting and was
ccmposed of grades 7 through 12.The school program consisted of the
basic general education courses for grades 7 and 8. Students entering
grade 9 selected a program to be followed for the remainder oftheir
high school career. The students selected either the college entrance,
business or general curriculum.
The introduction of the construction cluster into this school
added another dimension to the practical arts curriculum. In addition
123 to the construction cluster theother practical areas of the curriculum include courses in business, home economics, industrial arts andagricultural education.
The administration. The principal of School A was extremely enthusiastic about the cluster program and was instrumental in helping
Teacher A obtain the necessary equipment and materials needed to'conduct his program.
Both the principal and the guidance counselor aided Teacher A with problems involving scheduling of students and.class time, and with obtaining additional physical facilities in which to conduct certainphases of the program.
The county administration, while favoring the idea of the cluster concept program, provided Teacher A,with only minimal support until rather late in the school year. NJ additional equipment or materials were pro- vided at the start of the school year.Most of the supplies and materials secured during the school year were obtained on emergencyrequisitions
requested by Teacher A or his principal. Textbooks, which were ordered in
the Spring of 1967, were not received at anytime during the school year
and have bean reordered for next year. In April of 1968, Teacher A was
allotted a sum of money by the supervisorof industrial education which
was to be spent bythe end of the school year. Requisitions for equipment,
supplies, and materials were filled out; mostof the requested items
had been requisitioned prior to theinitiation of the program in September
1967.
The supervisor of industrial education wasinformed by letter
of the scheduled visitations withthe cluster concept project teachers
in his county, but he did notattend any of the scheduled visitations
124' conducted at School A. However, he did meet with the principal investigator and the project coordinator in Decetber, 1967 and accompanied them on a visitation of the schools. Teacher A had little communication with him during the school year. Most of the communication was generated by Teacher
A due to a need for materials, equipment, and textbooks.
The teacher. Teacher A's education consisted of a B.S. and M.A. dtgrees in Industrial Education. Teacher A had ten years teaching experience at the junior and senior high school level. In addition to three years of experience working for a general contractor as a carpenter, painter and electrician, Teacher A also built his own home.
In relation to his activities in the construction cluster, Teacher
A exhibited outstanding leaderghip, enthusiasm, initiative, and teadhing qualities. He encouraged his students to succeed in various areas of construction. In doing so, most of the manipulative tasks of the first year's program were successfully performed. See the task evaluation dhart of student competencies at end of this section.
Throughout the school year Teacher A. was faced with shortages of
supplies, equipment, and materials needed for his program. Through his
efforts and those of his principal, the resources of the county, the
community, and the school system were utilized in order to securethe
necessary materials needed toconduct the cluster program. Several
building supply dealers furnished plumbingfixtures and used lumber
free of dharge. In cases where needed, tools and materialscould not
be obtained any other way, the principal ofSchool A procured them with
emergency requisitions.
Physical facilitieg. Eighteen boys were enrolled in the construction
cluster in School A. The class met in the agricultural laboratoryand
125 utilized the equipment in this facility. This laboratory was of adequate
size to accommodate the class, but because this facility was also Used by
the agricultural classes, there was not enough space for storage of tools
and supplies.
In order to provide the needed storage space and additional work area,
the first project of the construction cluster class was to build a 24' x 24'
building adjacent to the laboratory. This building also had a 24' x 24'
concrete slab adjacent to it which was utilized as a work areawhen.the
weather permitted.
At the start of the 1967-1968 school year, none of the tools,
equipmentsand materials recommended by the cluster caacept project
research team as necessary to conduct an effective programhad been
received by Teacher A. A status survey of tools, materialssand equipment
revealed that during the course of the 1967-1968 school year,approximately
25 percent of the recommended itew were obtained. It should be noted
that this 25 percent does notinclude the tools and materials needed'to
construct the storage building. The tools and materials needed for this
project were obtained on an emergency requisitionthrough the cooperation
of the principal of School A.
A detailed drawing of the laboratory inwhich the construction
cluster was conducted is shown at the endof this section. This drawing
also indicates major pieces of equipmentand shows their location in the
laboratory. See Illustration 1.
Instruction. The first several weeks of school were spentorienting
the students to the program, developingbasic tool skills, and planning
and designing the 24' x 24' storagebuilding. The students enrolled in
El the construction cluster constructedthis building during the course of
126 the school year. This building was erected adjacentto the construction
laboratory and was used to store equipment andmaterial utilized in the
course.
The students dug a trench for the footing, pouredthe footing, laid
concrete block, and erected the frame building. Students also shingled the
roof and applied wooden siding. This structure was painted and gutters
were added. In addition to the building, a 24' x 24' concrete slabwas
poured to be used for masonry work when the weather allowed.
In addition to activities in the carpentry area, experience in the
painting area was obtained by having students paint severalrooms in the
school, including the principal's office, the teadhers'room, and the
industrial arts laboratory.
The class also constructed a full scale corner section ofa house
.which was used for plumbing and electricity exercises.
During the latter part of the school year the students were
divided into groups of three or four individuals and pursued their
assignments in small groups by laying cement block and performing other
masonry tasks. Other groups of students worked in the area of plumbing
and electricity.
During class time another group of students aided a private individual
in constructing a garage at a site adjacent to school property.This was
done with the full approval of the principal and teacher and provided an
on-the-job experience for the students.
In the course of the year, individual students constructed several
small projects. These projects were designed to develop certain tool skills
and experience while also constructing an item which could be utilized for
instructional purposes. Examples of sudh projects included saw horses,
127 forms for concrete work, and the constructionand wiring of an electrical panel.
In order to evaluate the performance of eachstudent enrolled in the construction cluster a task inventory was developed. This inventory listed the tasks to be taught in the construction cluster asdeveloped in phase I of the cluster concept project.When kept up-to-date, it represented a record of student progress and growth to teachers, parents,pupils, and frequently, to employers.
Task evaluation dharts located at the end ofthis section are of two types. One list indicates the tasks which were tobe taught in the cluster concept program. Those tasks taught this year are indicatedby a check(f ). Those tasks taught this year whidh theteacher feels need to be retaught next year, areindicated by a double check mark(M ).
See Figure 9.
The second task evaluation dhartindicated, in the teacher's opinion, how each student in his classperformed the task. Each student received
his either a satisfactory (S) orunsatisfactory (U) asin evaluation of
the first year of pilot achievement. Those tasks not taught during
programs were indicatedby the letter CND. See Figure 10. A, the Community involvement. Th.,ugh the efforts of Teacher
community became involved inthe construction cluster. Local suppliers
the program and donated of building equipmentdeveloped an interest in
materials which were utilizedin the area of carpentryand plumbing.
Community involvement in thecluster program was alsoevident by the
fact that between 85 and90 percent of the class wasable to find
employment during the summerin one of the occupationsof the cluster.
A visual summary of thepreceding five areas,adndnistration,
128 teacher, physical facilities, instruction, and community involvement,
which have been featured in the description of the pilot program at School
A, is presented in Figure 11.
Summary and Recommendations
The group of students in School A was provided with rich and varied
experiences in all the areas taught in the construction cluster.Due to
the interest and guidance of Teacher A this group received the most varied
experiences when compared with other schools teaching the construction
cluster.
The program at School A could have been substantially improved had
all the necessary tools, materials, equipment and textbooks been available
to the teacher far the majority of the school year. Teacher A was also
handicapped by having to use the facilities of the vocational-agriculture
department for practical work throughout the winter, and during inclement
weather. This could have been a very serious drawback had there not been
remarkable cooperation between the personnel involved. Since it would be
impossible to construct another building the size of the storage facility
which was built during the first year of the pilot program, other avenues
must be sought for obtaining this type of practical experienceduring the
second year of the program. Near the end of the year Teacher A began
experimenting with individual and small group work stations which may be
a solution to this problem.
129
L____,...,.,...... _ ^ Soicia. A ConArmicrION 507-4 --.4 LTII IIMMEMIIIMI ausreR LIP j11 9 1-4 1. SINK . ITill L' 4.3.2. RORKS. TOLE DRILLGRINDERRAILSTIC PRESSSAW SAN II 6.9.R.7. MR COMPRESSOR RADIALSANDEROUST AMCOLLECTOR SAM 6 // /2 r1I 12.11.10.14.13. JOINER15. MC MENG PLANEROXY-ACETtMERACE SAW =LONG :- ' E .STORASE z STORAGE 171 i ILLUSTRAT60' IGN I Level Task No. Task Statement CARPENTRY EXPERIENCES II 2221 LayingInstalling roof gabledecking studs for fora house. a house. Level Task No. Task Statement 1 2423 roofbuildingroughApplying on floor * buildinga&ruse. footor roof rest paper deck for to onshingling sidewall,a house. a 21 Comstroctisg*nag mortar fora aulsills of a house. saw horse and a trestle II 2526 ApplyingaInstalling house. roll metal roofing drip foredge a onhouse. roof for 11 43 EnctimgaCuttingfor house. use onbuildinggirders construction modmaterial columns site. to forleogth a house. for II 27 Applyinghouse. built-upsheet metal roofing roofing to ato a II 5 Froninge be: *ill for a house. 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I/ 1314 Winggoittitioa.Asoombling at MINI walls ad partition for a specials for wells ma IIII 3736 *Wringassabliag eraser hoosere beals esstairs a honer. for II 16IS ErectiagfameApplying Mose. mall 1sp, sectiems plywood for or acomposition house. 39215 Exectiega beam reefperch. ad deckhow. fuming for house. 17 Installimgsheachiag firefire houso.steps alone plate it 1 Layinglastelliag perch boxesfloors for for receptacles, ELICIIICTWEIPERIEXCES II IS a house.InstallimgteastaliCtiall.installing singlestaging and brackets double forpost henna 1 2 Installinginswitches, shoes*. junctions wiring from and boafixtures to ben 19 scaffoldingFraming a forflat house roof construction.for a house. 3 Connectingin toswitthes,a house.complete receptacles, fixtures circuits and insingle pilota house. throwlights Figure 9. I 4 buildsng.portableErecting a temporiry service pole for electric equipment used in level Tast No. Usk Statement Leval Task No. flexibleInstalling conduit staid. in thin a house. wall and Task Statement 12 Applyinghouse.toPointing perivide celeriacsup ao finishedsection coating ofappearance a tobrick water. watt Glt a II 6 an lutanistInstallingelectric range aromasa separstr in afor house. circuita for house 1314 proofApplyioga building. oasoary asphalt surfaces coating above to grade waterproof cn 11 wiringexteriorhistalliag nyutun. eatroace cable on the SIC house. 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Figure 9, continued 11 pointingCleaning onout a mortarnasonrg Joints wall. for tuck 11 walltectionApplying constrictiona house. and finishing decoration to receivematerials of surfacesfinal to provide in er pro-en PLUMBING EXPERIENCES Level Task Nc,. Task Statesent 1 Digginggackfillingin a house. &trench a trenchfor plumbing following installation installation 1 23 Preparingof plumbing copper lines tubing for a forhouse. installation 1 4 .in &plumbingplumbingPreparing or systempipe gas for supplyfor installation a hcuse.system in ina a I house.leadPreparing joint cast for ironawaits soil line pipa in to &house. pour a 67 forLayingjointsPreparing a haus*. fora drainage leada louse. for field pouring with soil clay.plpe pipe 9 Attachingfixturesfixtures tomounting tofraSe'cunstrmtion. ursorry biro:hotsbrackets construction. forfor plumbingplumbing 1 1011 house.InsulatingInstalling heatinga water amgclosat water seat lines In ain 1 12 Assenblinga bows. a furnace fir alms*, II 13 heatingInstalliagInstalling system duct plastic in work a house. forpipe warmfor plumbingair I! 1415 toSolderinglines be usedfor asheetin house. a house.metal and copper tubing II 1716 lepairingaRepairing house. leaks leaks in in &water faucets closet in a house.in 11 Figure 9, continued 1918 WeldingaCleaning house. a.Igle wast.: iron lines for with pipe a hangers.snake in Task No. CARPENTRY EXPERIENCES Task Statement Student Level 12 NizimgConstructing mortar for a saw sodsills ofhorse a boon. and a trestle Ah3CDEFGH. JK LMNOPQ,R 1119M11 STUII II 34 CuttingforErectinga usehouse. onbuilding amstructiongirders mad material to length for columns for a house. sit*. SSUSUSUUUUUUUUUUSS S S S S S S 5 Familia a box sill for a house. 1SS SSS SS SS.S SS II 7 InstallingErectingjoists for bowers floor a house. and awl ceiling framing joists altehors for floor U.UUUUUUUUUUUUUUUUllsNNNNNNNNNNNNNNNNNN 9 forjoistsInstalling a joistsInstallinghouse. for for across houza. asolid house. bridging bridging Mtwarabetweas floorfleet uuutlubutiuuuumuuti ,--_ 10 besso.Laying subfleers as floor joists for a uuss'ssuuusssss-sssuUUUUUUUUUUUUUUUUUU 1 ' 11 Priming bathyals floor UUUUUSUUUUUUUUSUUU 1-1 12 larildiagin a bewar. up armor posts floats for a tile for COMr of .._,.,UUUUUSUUUUUSUUSUUU S II frng ia a haws. for walls sad NNNNNNNNNNNNNNNNNN . II Is14 pa:tines.LayingAssailing Gut slut walls spacing ad partitions far a SUSSSSUUSSUUSS5 SUS I I 1514 from4plyingEmail',sheathing Muse. walllep, plywood forsections a ham. or coaposition for a house. SSSSSSSSSSSSSSSSSSSSSS4SUUUUSSSSSSSS IT aInstalliag house. fir* steps along plate in SSSSSSSSSSSSSSSSSS o 4- coastructies.Ionians; staging brackets fr bars. .USUSSSSSS.SSSSSSSSSUUU r 1 r Ii 19 scaffoldingInstalling single for house and double post construction. . U U 0 SUUUUSUSUUSSUUU IS 4,U S S S S 1 20 Framing a flat roof for a house. ,N NNNNNNNNNNN1NNNNNNNI N SISN N',N Figure 10.iS,S1S ,N ,N N N NNN,NUUS t) N N N NSU N i Student 1x:c1 11 Task No. 21 Installing gable studs for a house. Task Statement , S V 1 22 Laying reef decking for a house. ABI GH , TU , 1 23 Applying building paper to sidowall. CDEF JK rough floor or roof deck on a house. LMNOPQR I 24 Iluildiag a foot rest for shingling SUUUS SUS roof es a bona. UUSSSSUUUS LI 25 a hoist.EnstalIlmg metal drip edge ea roof for SSSSSSSSSSSSSSSSSS t 26 Applyieg sell maims for a house. SSSSSSSSSSSSSSSSSS S I/ 27 Applying shoat metal roofing to a NNNNNNNNNNNNNNNNNN house. US 211 UUSS / bows..Applying bmilt-up leafing to a SUUUSUUSUUS IIIt so ImmoInstalling seer. a lumegiag potter to a NNNNNNNNNNNNNNNNNN II 30 fastenersfastemisgemoi in a tohouse. massitry with NNNNNNNNNNNNNNNNNN 31 almost*.rigidIsssalliag mid secant.blanket. bulk. halt. .%-ulasios is 1 _ 1-6 1 32 lassallimg backing to am !stories SSSSSSSSSSSSSSSSSS / mall of a louse. NNIANNNNNNNNNNNNNNN Ulttl I 33 Applying ammoniaist latest'small beard of a tolease. NNNNNNNNNNNNN.NNNNNr- It 34 fowlerImstalliag et a bours.furring sad groan& to NNNNNNNNNNNNNNNNNN II 1 3635 irpplyiagApplyiag Um& tumor to how* beards studding. es a haw. NNN,NNNNN_NN,NINN.NNNNN II 37 AISIMblinshwas*. IMiensrat stain; for NNNNNNNNNNNNNNNiNNNU U S , S S S S S II I.1 S II II II II II 11 3$ frectios roof ad dee ftsolag for NNNNNNNNNNNNNNNNNN II 33 1 Layinga home porchpores. floors for allow,. NNNNNNNNNNNN,NNNNNN 1 1 EIVOIllarft3PEOIENCES NNNUNUNN-NNNNNNNNNN iaswitches,Installing a home. joictioasboxes for amdreceptacles. fixtures NNNNNNNNNNNN4NNNNNN 1 2 1 imIsstallieg t kOuse. wiring from box to box 1 3 toswitchrs,Comsecting complete fixterts receptacles.circuLis asid in pilotasingle house. lights threw UUSSSSUUUUUUSSSSSU, .4- Ii 1 s 1 bullding,:::;:r1: :leectrigP:ig, ulperlmorupesrinor UUSSUSUUUUUUUSSSUU Figure 10, continued NNNNNKNNNNNNNN'N'NNNUIISSUSU.UUUUUUSSSSU 1 Level Task do. Tsak Statement F. F L 0 P AR S flexibleInstalling conduit rigid, in thin a house. wall and AI G H I J K MN T.IIII/ 11 6 Installing a separate circuit is *house. for BiCID an viringInstallingelectric system. nage gro=nds for &house the NNNNNNNNNNNINNNNNNN exteriorInstaltiag entrance cable on *house. NN'NNNNNNNNNiNNNNNNN 9 Installing low veltagv operated of NCINNN NNNNNNN bells aid signalling devices in IIII 10 Coneectiegabases.Connectimgarmor solace a bet a waterinwampum a to opener bets.. beaterto HU NNNS S US Ell S USUUS NNNN-NNNNN,NN US SSU 11 source in abase. # II 12 Installimgin am attic a home. for er rani cooler ..iNNNNNNNNNNNNNNNNNNNN,N 1 NNNNNNNN...NN____.. , NORM EXPEMMICas NNNNNNNNNN NNNNN L 1 Settiag up a seek area of artzete ea is Kam to . t);Cl% 2 thePalpateClerdag jab. dr ari glair ening careeto foam ea a l S S4 S S S S SS 1 yawbuildaaa. to art efer *dr we I SSS II 3 beadPrepathagnap ad mortar by a aaddesbet& ant cesest-lise at et aunt. pleatet. dm erartnattaa swear W SSSSSS SU SSSSSU I ., sits. 0fes11610 ditcbes te SS-SSSSSSS -. 4 yveventSavingInstalling sideman.ana-ine aids dodos mad onceattien. te spece S'S.SSSS fess Sextant before pension sreasien ammat. SSSSSSSSSSS N k k N fens to pewit NNNNNN spreadingWiring am/belting derive pewriag. NNNNNNNNNNN JR PIN 1 gracing admits ef feria t provost NNNNNNN 7 spreading daring pewriag. is uneasy wells NNNNN,NN I 1 andInstalling castrate amber te provide belts a place for NNNNNNNNNNN Psecuring retacting future a conceete constructive. slab felleviag for UUSUS,SUSUUUUUUS:SUS finishisg operations te provide 10 properatErecting the coring. building scaffolding site. for use by a asses SSSSSSSSSSUUUUSS,SSU S N N N N N 1 i-Ii for tuck N US S N N N I N SSS;S: Figure 10, continued 11 pointingCleaning onout a uortarmasonry joints wall. NNNNNNNNNNN:NNNNN N,N NN SSS SUSiSSS N'N, N N. N. N: - H Level Task No. Pointing up a section of a brick wall Task Stateme,i I Student ) 1312 house.to Applyingprovide acolorless finished coatingappearance to water-on a GHIJK1LMINOP , RS TUV proof masonry surfaces above grade on ABCDEF 14 kuildiag.Applyinga building.f000dstioa asphalt wall coating below gradsto waterproof on a NNNN NNNNNNNN1NNNNNN 1 Pewring a victim of footing containing SSSSS,SSSSSSSISSSSSS 16IS suitablereusingreinforcing assail fere rods reinforcedper& for deck concreteon abase. stab keys*. CINNNNNNNNNNNNNNNNN . II 17 veal.Settingcretelastaltiag foraconerito festerfousiation. at forum &building to receive site. seethe ef sidewalk fon con- SSSSSSSSSSSSSSSSS II II19 finishing $ mall csacsete slab to to SSSSSS-SSSSSSSSSSS ovevids 111919UUSUUSUU'USSUSUUU II 20 strain'loylag canna sermon utility end ptomain appearance. block fer a wall la for a buildiwg. SUSSSSSUUUUU.UUSSUS U. stabs so the Weiler er exterior of a PAINTING ECIIIIIMINTS application of SSSSSSSSSSSSSSSSSS reeparingssawfacsloose. for surface for applicatioe SSSSSSSSSSSSSSSSSS .....,.. S II 2 PeepasinsapedoePeogariag lilome.a c/osr so the afinish serfece en the Interior es *stories interior or far application*stories ad of of SUUSUUUSUSs s s Ss Ss Ss SUSUSS S 4 roodoelag.FingeringofIlanowin ass. oldstain finishes end egpiiceorr la preparation form. for ea UUUUUSUUUUUUUUSUUU MS the hoarier ad moan of a Irmo. sis II 7 pelatlasreeperiaoforFropwring use paint 411 cigar theeed naiades exteriorapplicator est: al foritteriorspolicasors us* in I Are. UUUUUSS-USUUUUUSUUUSSSUUSSUSSUSSUSUSU esterinls.Cleaningfollowing aid theirstoringum.. use brushes in applying end oillerS fisishIng , SSSSSSSSS-S_SSSSSSS,S 4i Gluing a window in preptratios for UUUSUSUUUUUUUUUUUU 4 10 9 wallPreparingpainting. ccostriction joints andto receivesail holes final is fisi3h.dry N N N N N N N SSS 11 tectionApplying and finishingdecoration saterials of surfaces to providein or on pro- 'NN SISSSSSSSSSSSS NN NN NN NNN Figure 10, continued a house. sNNNNNNNNNNNNNNNNNNs sis s s s s s s s s s s SU I SS t ii La. PLUMING EXPERIENCES Student Level Task No. Task Statement , ' 1 21 oflackfillinginDigging aplumbing house. a trench linesa trench forfor followiagplumbinga house. installatioainstallation ABC TIEFpGHIJK LIMN011) IRS TUV' 3 .inPreparing a plumbing torpor system tubing for a forhouse. installation NNNNNNNNNNNNNNNDNN Preparing pipe for iastallatisa in a NNNNNNNNNNNNNNN U pliabiagleadPreparinghouse. joint or gas castfor supply auesteiron systemsail lime pipe inin aato louse. pew a UU LayingjointsPreparing fara drainage leada levee. for fiord pouring with soil aro/ pipe PIP, UUSSSSUUUSSUSSSSSS 7 Attachingfor thous*. menntiagbracksts for Numbing g fixturesAttachingInstallimg toto meantime frommasonry avatar camstructios. bracketscmastrnetiun. closet fursoot plumbing in a 1011 Muse.hoolatiag boating besse.tai wan limos in 1312 Assaidialhalite,Installing rotas a Masa inctin a for wellbasso. a forhow. warn air IT11 IS14 toSoldetinglinesInstalling be usedfor sheet&house.I.plastic motel pipe and for capper plumbiag tubing &Mouse. NNN24,NNN le Repairing leaks in faucets in a Muse. NNNN'NNNNNNNNNNNN S S S 1 S S II 17 Repairinga bouse. leaks in a water closet in S S S S'SS S S'S II Figure 10, continued IS19 ClammingWeldinga house. wast.: .agle lices iron withfor pipea saake hangers. in N N N N NNNNNNN twaramitaisamemagasamai SUMMARY-EVALUATION OF CLUSTER CONCEPT PILOT PROGRAM SCHOOL A ADMINISTRATION 1 2 3 4 personnelThethe school teacher. provided and coony minimal administrative moral and I support to the program and thanwithprogrampersonnelThe schoolsatisfactorymoral by activelysupportfurnishingand county material butsupported theadministrativewith teachersupport. less the support.withprogrampersonnelThe schooladequate by actively andfurnishing morel county supportedand adelnistratieethe material teacher the ?EAGERLittle academic preparation in =jos Adequate academic preparation in Superior atademic preparation in experienceresourcefulnessinfield. major orfield. practical or initiative. experience Little or no teaching Seldom shows experienceMajorinitiative.time field. shows inand resourcefulnessmajor some field.practical and Has some teaching Some- withmajorfield. practicalfield. experience in major Resourceful. an experienced teacher An initiator. ThePHYSICAL size ofFACILITIES the laboratory is in- The size of the laboratory is ad- Size of the laboratory allows un- ofprogramoccupationaladequate equipment. alsoand activities.Severelysuffers fremrestrictS lack The ofoccupationalequate clusterlaboratoryeqtdpnent but program.somewhat forhamactivities, operatingthe restricts minimum the the amount 7hereStrictedfor laboratory the clusteroccupatitrAll is suitablyprogrtm. activities. equipped TasksINSTRUCTION were taught in only one or Tasks were taught in several occu- MostTasks LOVel were I taskstaught were im allperformed occupations. by toexperiencesformednumbertwo the occupations. cluster.byof theLevel offered students. I Atasks verywere wererestrictedappropriate per- Few appropriateExperiencestaskspations.cluster. were performedtowere occupations not alwaysby the in students. the A majority of Level I occupationsworethe students. extremely in theappropeate cluster. to Student experiences cueeetsry INVOLVEMENr Community organizations cooperated by of.Communityemploymentprogran. or did organizationsnot was support evident the were in cluster theunaware Little opportunity for community.employmentSomesomeCommunity supportmembers organizations opportunity toof thethe clusterclass infurnished thefound program. Figure 11. community.employmentlargefurnishing proportion opportunity aid to of the thein program. theclass found A ast Orientation. School C was located in a ruralsetting and was
of basic composed of grades 7through 12. The school program consisted general education for grades 7and 8. Students entering grade 9selected a program tobe followed for the remainder oftheir high school career.
The students selected either thecollege entrance, business, orgeneral curriculum.
The introduction of the constructioncluster into this school added
another dimension to thepractical arts curriculum. In addition to the
construction cluster the otherpractical areas of thecurriculum included
courses inbusiness, home economics, andindustrial arts. his full The administration. The principal of School C gave Both he and the support to the cluster conceptprogram in hisschool. involving scheduling of guidance counselor aidedTeacher C with problems
class time and students. and The county administrationfavored the cluster concept program equipment he needed in provided Teacher C with someof the materials and
material and equipment order to conduct his program. Very little of this
was receivedduring the first semester. members of the The supervisor of industrialeducation met with various occasions research team and with theprincipal investigator on He was to discuss the progressof cluster prograusin his county. encountered by TeacherC in particularly solicitousof the problems
operating his pilot program. degree in Agriculturewith a The teacher. Teacher C held a B.S. experience with aproducer's major in Horticulture. He had several years military service as an cooperative, followedby four and one-half years tank electrical systems. ordnance instructor ofautomotives, as well as 9 AA MOO* 0.0. *Ire 410
Following World War II he enrolled ingraduate school in orderto obtain
certification to teach vocationalagriculture. Teacher C has had two and
one-half years experience teachingagriculture and fifteenyears experience
as an industrial arts instructor.
Physical facilities. In School C fourteen boyswere enrolled in the
construction cluster. The class met in the industrialarts laboratory and
utilized the equipment in this facility. This laboratorywas large enough
to accommodate a class of this size, but thisfacility was also used by
industrial arts classes. The construction of a small building withinthe
laboratory resulted ina substantial reduction of the work area and created
some storage problems.
At the start of the 1967-1968 schoolyear, none of the materials
and equipment ordered for the clusterconcept program was on hand. Teacher
C was able to carry theprogram through the first semester with the tools and materials used in his regular industrialarts program. During the course of the school year approximately 35 percent of the recommended tools, equipment, and materials were received. In addition, all materials needed to construct an 8' x 10' refreshment stand were also received.
A detailed drawing of the laboratory in which the construction cluster was conducted is shown at the end of this section. This drawing also indicates major pieces of equipment and shows their location in the laboratory. See illustration 2.
Instruction. The first three months of the school year were spent orienting the students to the program, developing basic tool skills, and performing exercises in various e'vas of the construction cluster, such as cutting, reaming, mid threading pipe, constructing saw horses, and wiring various types of electrical circuits. In addition to these
141 activities, the class designed an 8'x 10' refreshment stand. The students enrolled in the construction cluster constructed thisstructure during the second semester of the school year. The laboratory had a 10' overhead door, and the refreshment standwas constructed in front of this door. The structure was built on skids which enabled the class to slide the unit outdoors and work on it when the weather allowed.
In addition to framing the structure, othercarpentry experiences included the applicatica of exterior siding, shingling thcroof, installation of windows and door, and the applicationof trim. The construction of this structure also provided students with experiences in the areas of electricity and painting.
Upon completion, the building was moved to the athletic field where it became a permanent structure usedas a refreshment stand during athletic events.
During the course of the year individual students constructed several small projects, items f3r use in the ldboratory, or repaired various pieces of school equdpment. These activities were approved by the instructor only if he felt the student gained experience and skill by performing the assignment. Typical activities included the construction of a tool panel to house masonry equipment, the repairing of athletic benches, and the construction of gym equipment which incorporated the cutting, reaming,and threading of pipe, along with several other plumbing tasks.
In order to evaluate the performance of each student enrolled in the construction cluster, a task inventory was developed. This inventory listed all the tasks to be taught in the construction cluster as developed in phase I of the cluster concept project. When kept up-to-date, it
142 represented a record of student progress and achievement to teachers, parents, pupils, and in some cases, employers.
The task evaluation charts located at the end of this section are of two types. One list indicates the tasks which were to be taught in the cluster concept program. Those tasks taught this year are indicated by a check ( ). Those tasks taught this year which the teacher feels need to be retaught next year are indicated by a double check mark ( ). See
Figure 12.
The second evaluation chart indicated,in the teacher's opinion, how each student in his class performed the task. Each student received either a satisfactory (S) or unsatisfactory (U) as an evaluation of his
achievement. Those tasks not taught during the first year of pilot programs were indicated by the letter(N). See Figure 13.
Community involvement. Community involvement in the construction
cluster at School C was rather limited. Teacher C was able to obtain
some used brick to be used for masonryexercises from a local construction
company.
The building of an addition to School C provided the class many
opportunities to view various activities involvedin oammerical con-
struction, while not having to leave school property.
A visual summary of the preceding five areas,administration,
teacher, physical facilities, instruction, andcommmity involvement,
which have been featured in the descriptionof the pilot program at
School C, is p. tented in Figure 14.
Summary and recommendations. The students in School C were
provided broad experiences in the areasof carpentry and plumbing,
with rather limited experiences providedin the areas of electricity
143 and painting. Little experience was provided in the masonry area.-
The program at School C would have been improved if more experience in the areas of electricity, painting,and masonry had been provided. More space in the laboratory wouldprovide areas where these activities could be carried on.
Diversified experiences in carpentry were provided, but since a structure similar to the refreshment stand cannot bebuilt every year, another vehicle to obtain the necessary practical experience mustbe found.
144 7. 'TV .ContsrRacriew CLUSTEW SCHOOL C 74",,F7
3.2.1. PLANERRADIALWOOD LAME ARM SAW 10. 9.8. JIGARCWORKGRINDER SAW WELDER BENCH 82' 17.16.15. HACKMILLINGDRILLSHEET SAW MACHINEMETALPRESS MACHINES 7.6.5.4. JOINTERTABLEDRILLBAND SAW SAW PRESS I LLUSTRAT14.13.12.11. ICN SQUARINGMETALGRINDER LAME SHEARS 20.19.18. ELECTRICALSOLDERING BENCH TEST BENCH Level Task No. Installiag gable studs for a house. Task Statement C.4.111111rt EXPEatENCES 11 232221 ApplyingmewshLayiag flier bundlesreef erdeekieg paperreef tedeskfar sidesall aloes..en &hawse. . nixing mortar far amdmills tea Task Statement -24 reef&did's* es a house. feat rest fer shingling a feriasCenstrnetiag ea ceastractioa site. a Sauk's.* mad s. trestle length for bow. II 1 2526 AeplyissaIona hem*. lliag metal Stip edge ea reef re11 mefiss for a house. fir CombasErectingaPriam bonitos girdersalms material sill madMust. columnsdisabuse,. to for a home. 11 2721 ApplyiagApplying skeet losilt-up metal roofingsmiles tote a !rentingjoistsSustains.; for floor abloom,.hangers mod ceilingand aches, for Joistsfloor 11 2, hemsisetaillas wolf. a leogiss gator to a fbrJoists1astalliag alum*. for cross bridgiog hawses &house._ hosing floor 3130 MittframersrammingIsmailiag sod weedis setallie a bleeket.hewn. to esawary forulatiss bulk, with bate. is Wingjoists:installing farReflects aselI. Muse. as flew Joists bridgiag lawns foe a flees 3233 walla batm.WeissInstantly; ce a WINN esmeeelal Swain wallto as basallatatior to bow.?missetildiagis a Memo.betbrom floors fee imam pests gm senor of tile flew 11 SS31 theWylielaioneeleatallies Lambs lase etof engin aato base.Mem. base old stedelag. swab to partition.floses.AsosabliegLobs is sue a lowss. stetwills sped*g mad partitions for walls ad Abe a 11 37 AssaibliseWO,s eseso.- mine Imearm bosses maim ea a Seem.ace forectimkaplyiagitem bore.welt lap, sections ply...odes fOr compositionahem*. II 343, trestlests hemp reef patch. sad doe remiss for floors fer abeam. itlartalliagSheathe% hamat. forfire a beam.stops aloft plata in 1 1 switches, jimactiems mad tiartliciTrIereliamett Cemattmetimis.Imatalliag 'teems brackets !ashram 1 2 islastalliss Installinga hew. bans wiring for tomptscloi, astern boa scaffilldiagFraminglastalliag forsiagi. house mad ccestruction. double past a fiat roof for a house. 3 isConnecting tmswitches,a ham.couplets rocepeactes. fifties* circuits aad insingle pilota hots*. thtewlights fres has se Figure 12. 11 4 building.portableErecting elec:rica tesperiry equipages service used pole in for Leval Task No. TAsh Statement Level Task No. Task Statement 6 Installingflexible conduit arigid, aeparsre in thin a house.circuit wall and for 1312 Applyinghouse.tePointing provide colorlessup a afinished section coating appearanceof a tobrick water- onwall a II 7 wiringInstallingan electric systole. grounds range infor a ahouse. house 14 aproof bur masonrylag. surfaces above grade on Audit coating to waterproof AP'OxL o vall below grade on a 9 bollsInstallingexterior asul of signalling entrancelowa hour voltage . cable devicas operated on thein IS Pouringbuil a section of footing containing reds for a house. IIII 10 avowerCanmectiag& hawse. source a hotin awaver house. Mater to 1716 InstalliagsuitablePouringreinforcing afor smallfoster a perch reinforced ferns deck to on receivecastrate a house. con- slab 1112 Um.CeamectingInstallieg in ma attic fam Isr rem cooler a Muss. water peep te a power II 18 Settingrevaluecrete fer cescrets a feumdatien. at a building site. intim of sidewalk fun te in a Muse. flPERIMICES II 2019 steadarLayingprovideMishima comautility awns block formad forapleasing buildisg. a wall appeareace. is smell comet* slab to theoapediteSetting jeb. up thea wart Waft area of iscawane order ente II Prewar's* MIMING !Wean:NM surface far applicrties $2 building.prierClemabigPraposing te am4ad afeeallies Ogle eunerati use em emus batch of meant. plaster. 2 poiseVsegmeriagWM.*salsasabeam. an Xbe thea interiorsurface into:Wpm feror applicationexteriorestwiw ofof efa of 4 provostModSharingsite.line and enemycave-las by sideman* mediae ad daring cenem-liao atof encersties.the swami mutontiom seems &Mhos by to 11 3 ofPsemeing a lemes. a surfaceclear for 'allusion Mai* on of tha interior as exterior 11 WiringInstallingfern section mad beltiag before pouringfarms tapeworm camest. reds amd spreaders to space 4 Palpatingessurfaximg.Imming la stain finishes smd applicatorin pragmatism for uso for on II 7 spreadiagBspreediss racing dosing&snag yestrieg.pausing. sidowalls of Mugs to prevent 7 homingpalatialthe theories alms.. and gnomes of clearpoint finishesand applicator amd anplicat for use in beam. 9 madProtectingsecuringInstalling mamba tofuture a}amideamber camerae constructiom. bolts a slabplace in following =semfor walls ClewingaPrmseing house.forums aid 4I1 storing the exterior brushes and sad i rollers srior 10 Erectingproperfinishing curing. Scaffolding operations for to use provide by a masonfor Glazingmaterials.following &window their in use preparatioa in applying for finishing 1 11 Cleaningat the building out mortar site. joints for tuck 1 10 wallPreparingpainting. construction joints andto receivenail hales final in finish.dry Figure 12, continued pointing on a masonry watt. 1 11 Applyingatection house. finishing and decoration materials of surfacesto previae in pro-or on PLUMBING EXPERIENCES Level Task No. 1 Diggingin a haunt.a trend% for plumbing installation Task Statement 32 PreparingofBackfilling plumbing capper a trench tubing followimg for installation installation limes for house. 4 .in ahouse.plumbimgPreparing plumbieg rpipeSystem gao fwrsupply for imstallation a systemhouse. ia ina a 6S jointsPreparinglead jist for castlaidetfor beam. iromfmrpeuving&mato soil Lime pipe soilin to &bowie.pipe pour a 7 I forLaying a a dreNnega fiald with claypipe house. 9 Attachingfixtures memmting mating toto framemammy brackets brackets csastructice.ceastruction. for far plumbing phobias 1011 aIasulaaingInstallinghouse. bestimg =duster limes in water damn seat in a 1312 AssembliagInstallingheating system duct markin bense.&house. fax femme far warn air hose. ITII 1415 toSolderinglinesInstalling be forused sheet pltsticim *house. metal pipe and for copper plumbing tubing tease. 1716 RepairingaRapairing house. leek* leakb in in faucets a water in closet &house. in II Figure 12, continued 1819 CleaningWeldinga house. vast,: dAgle linosiron forwith pipea snake hangers. in CARPENTRY EXPERIEWES Level Task No. Task Statement Student 21 CsmstructiagNixingfor use mortar en aconstruction forsaw horsemndsills and sits. ofa trestlealms*. A BCDE/F N LMN.OPQR S T-13 V 11 Cutting building material to length for NNN GHI:JK 3 house. NNNNNN 4 Erecting girders and columns for a house. NNNNN 1 6 joistsFraminglessoning for alms &house. Maserssill for and a anchorshouse. for floor USUSSS SS U I II 7 Erec4ingfor a house.floor and ceiling framing joists ufls S joistsInstalling Tor a house.cross bridging between floor Ussu 9 jr,latsImstalliss for a house.=Aid bridging between floor UISS S S II 1110 framinghouse.Lryimgin a subfleershawse.bathroom floorsom floor for joists a tile fer flier a USSSSSSSSSSS s II 13 Layimgframing&Indiu eat in sleda boos*. special/ for walls amd . up corner posts for comer of NNNNNNNNNNNN A , 14 Assoonlingpartition. walls mod partitions for a SSSSSSSSSSSS -. II 15 Erectingfrom house. wall sections for a house. SUSUSUSUSUUS 16 sheathingApplying lopfora plywood homes. or composition USSSSUSSSSSS 1R17 constructies.Installinga how-e, stagingfire steps bracVets :long forplate house in SSSSSSSSSSSS S II 19 scaffoldingInstalliag for single house and construction. double post SS li N 20 Framing a flat roof for a house. N NSSSSSS NNN II NNNNNNNN N N_NN-N Figure 13. N1NN N N N'N-N-N-N4-NNNNN - i . No. Tett Statement Student , V 1-cr1 II Task 21 LayingInstalling roof gabledecking studs for fora a bouse. house. I LMNOPI_QRS T_U 22 Applyingrough floorbuilding or roofpaper deck to on a sideman. house. ABCDEFG4,HIJK .5._ 23 %Udine a foot rest for shingling a USUUUUSUSUUS 24 roofInstalling es metal drip edge en a house. roof for LISSSSUSSSSSS II 2526 Applyinga boas,. To:1 roefiag fir a tause. NNNNNNNNNNNNSSSSSSSSSSSS II 2728 Muse.ApplyingbetWO. built.ipsheet metal roofing roofing to a to a SSSSSSSSSSSS ----- II lostalling oilmen, otter ti NNNNNNNNNNNNSSSSSSSSSSSS II .29 hawse lest. with a NNNNNN II SO31 !mummersPostai,g in wool Is house. to mar/ insulation in NNNNNNNNNNNNb.. vigilIostalliag mil metallic biota, bulk, tont. SSSSSSS V. 32 bow. 33 mallapplyingInstallims of coMarcial backlog towall as boom. beardinterior to SSSSSSS . . , St the latotior of a Moss. oNNNNNN 1 11 Is lateaterlastalliesApplying et fudge aloth bons. tosal Immo grew& stoidlog. to NNNNNNNNNNN I 36 Applylogiosionor blonds lot ttiommo. NNNNNiNNN $ N N NN II 3731 AmseabIlmgboommontaIhectime bow web. reef mei 31998e. stairsdeck frosima for for SUS4 SUS N II 39 LayiagIsitallieg path flows loses for for a ruceptocles. 219121911133 Muse. NNNNNNNN.NNNNNNNNNNNNNN . 2 isswitches, aInstalling base. practices wiring rodfree ben to fixtures ben 4 S ' , 3 Connectingin tosuitcbes.a house.complete recoptaclos. fixtures circuits and insingle pilota lights house. throw NU 5 4 4 11 S %malaisee,rtatileErlcting electrica minority equipment senia pole used in for .. I Figure 13, continued NNNNNNNNNNNN - , Student Level Task No. Installing rigid Task Statement thin mall and 11 flexibleIn lllll Conduit ing a inseparate a house. circuit for AIBICDEN FGH K.LMNOPnRS 'I1V , 6 &A Installingelectric rings grounds im afor hOnie. a hogs. NINNNNNNNNN IJ II 7 miringInstalling system. entrance cable on the Ni 181' li NNNNNNNNN I I 9$ exteriorInstalling of a lowhouse. voltage operated NIN;NNNNNNNNNN I I Connectingabells bouse. and signallinga hot water devices beater into NNsNNNNNNNNNN II 1110 Cannectiogsourceavower insenses aa Neufhouse. in pumpa house. to avower NNNNNNNNNNNN ._....,_... . II 12 inInstalling a house. an attic fen er roan caller NNNNNNNNNNN_NNNNNNNNNN,NNN _ Setting up a work area in order to MASONRY EXPEIIIINCES NNNNNNNNNNNN expeditetbe jeb. tbe mining of cement* em f 32 Preparingbuilding.prierCleaning te andnoda batch neerIdling eftheir comsat,CentleS0 ens emplaster, PM,a NNNNNNNNNNNN bandsite.line and mortar by machine end cement-line at the onistructien meter by NNNNNNNNNNN 4 preventSheriagforaInstalling sortiescave-inasidenalls reds before dnring ofand eegthen spreaders psurias diteins amt.te space te excavation. SSSSSSSSSSSS 6 spreads,Miring and during belting pouring. ferns te preveat NNNNNNNNNN 7 spreadingMincing sideualls during peering. of from re prevent NNNNNNNNNNNN II $ amdInstalling concrete teanchor priori& belts a placein masonry fer walls NNNNNNNNNNNN securing future censtructiem. NNN 9 Protecting a concrete slab following NNNNNNNN: . Erectingproperfinishing curing. scaffolding operations forto provideuse by afor mason NNNNNNNNNNNN N N . r 10 Cleaningat the building out mortar site. joints for tuck NN1NNNNNNNN 4 t 1 11 , Figure 13, continued pointing on a masonry mall. . , NNNNNNNNNNN:NNNN NN NNNN , NN'N , : , -r level Task No. Pointing up a section of a brick wall Task Statement Student i 1312 Applyinghouse.to provide colorless a finished coating appearance to water- on a ABCDEFGHIJKILMNOPORSTUV 14 Applylogaproof building. MOSSWIT asphalt surfaces coating above to waterproof grate on NNNNNNNNNNNN IS building.famadation wall below grade on a NNNNNNNNNNNN 16 PouriagreinforcingPmeriag a&small section reds reinforced forof footinga house. compete Giatainilig slab NNNNNNNNNNNN .. 1 17 l:rotesuitabl!metalling foe fir a &perchfoundation. fester deck forms on I.at receivebossm. coa- NNNNNNNNN.NNN 18 naiveSontag concrete asoctiam at of a sidewalkbuildiag tomatosite. NNNNNNNNNNNN 1, Finialng a full camento Ala I. r - II providestretcherWing utilitycoma camases block wed ploasiagfor aa buildiag.wall appearance. ia NNNNNNNNNNNNNN NNNNtNNNNN, ------,-. laspatima a surfaap Syr optimist is minim mom= or exterior of a stain am the tatatIor NN,NNNNNNNNNN 4 , 4 2 pokePmmgeringfamparlasa loam. as Osa surface itasciera gurus fee orfar application application utorior of of . SSSN SSS S 4 ata elmsa anam. Mal* as tile Warier or amain at , NNNNNNNNNNSSW . smorantaa.Sonalas *It tlaishas ia ipsposatios ter applicann far aro NNNNNNNNNNNN 1 . Preporiaghawks feats palm salamd applicator forme lasatori. ass interior of a lomme. at NNNNNNNN NNNN II 7 pawnformaIrreparlog almoso. am theclear uterior Italians and and inurierapplicators of NNNNNNNNNN Clammingahouse.followiag amd theirstaring us. Washita ia applying amd rollers finishing . NNNNNNNNN:NNN I - memorials. NNNNNNNNNNNN . 7aisting.Gluing a wisdom is preparation for 1110 lollPrussingApplying coostructioa joists finishing sad to sail receivematerials halos final isto dryplovidefinish. pro- SSSSSSSSSSSS S 1 Figure 13, continued atection house. and decoration of surfaces in or on NNN,NNNN,NNNNN4.4SS 1NNN,NNNNNNNN SSSSSSSSS PLUMBING EXPERIENCES Student Level Task No. Task Stateeent A I I 1 I i i i ! 2 ofinDigging BaCkfillingaplumbing house. a trends lines a Unita forfor plumbing afollowing house. installation installation bCnEF GHIJKLIMNO.P 'RS TUV Preparing copper tubing for installation 3 .in a plumbing systen for a house. NNNNNNNNNNNN 4 .. , 4 plumbingPreparing orpipe gas for supply installation system in in a NNNNNNNNNNNN Preparinghouse. cast iron soil pips to pour a USS S S S SSS SS S lead joint for a waste line in a house. SS SS -..,.....1 1 SSSSS SUS Preparing lead for pouring soil pipe 1 67 jointsLaying for a adrainage hOuSe. field with clay pipe USSSSiUSSSSSSU S U U , S i S S U S 4 S U S I- - -I- 4. Attathingfor a hoist. inuating brackets for plumbing -. 1 Attachingfixtures tomounting films construction.brackets for pluubing, .- , 9 fixturts to nmsonry construction. NNNNNNNNNNNN A P k 10 house.Installing a water closet seat in a NNNNNNNNNNNN 11 aInsulating house. heating and water lines to NNNNNNNNNNNN 12 Mudding a Annie* fer a house. NNNNNNNNNNNN I, , 13 heatingInstallieg system duct in a workhouse. formula air SS Is Installing plastic pipe for pluibing SSSS , II lines for a house. NNNNNNNNNNNN SSSSSS I! 15 Solderingto be used sheet in metala house. and copper tubing NNNNiNNiNNNNNN S S S 16 Repairing leaks inin afnucets water closetin a in house. ,S SS S SSUS SSS II 17 a house. S,S 4 i ... . 1 I 18 Cleaninga house. wast.: lines with a snake in NNNNNNNN4NNNNSit/ SSSSSSUS 4 . Figure 131 continued 1'1 Melding .1.igle iron for pipe hangers. .1%1- N ; N N!NNNNNNNNNNN SSSSSUS4UUS.N N N N. N_ N 1%1_ N N
- - a SUMMARY-EVALUATION OF CLUSTER SCHOOL C CONCEPT PILOT PROGRAM AlMiNISTRATION 1 2 3 4 The school and county administrative 1 Thethematerialpersonnel school teacher. andsupport provided county to minimaladministrativethe progroa moral and and thanwithprograshypersonnelIhe scisool satisfactorymoral activelyfurnishing supportand county material butsupported theadministrativewith teachersupport. less the program'personnelsupport.with by actively furnishing supported the teacher the adequate moral and material LittleTEACIElt academic preparation in Meemato academic preparation im MajorSuperior field. academic preparation in An experienced inexperiencefield. resourcefulnessnajor field. or practical or initiative. experience Little ors* teaching Seldosshows major majorinitiative.experiencetime field. shows resourcefulness and andin some major practical fleld. Has sous teaching Some- withfield. practical experience in major Resourceful. An initiator. teacher ThePHYSICAL site ofFACILITIES the laboratory is in- equateThe size but semmulhat restricts is ad- Siterestricted occupational activities. of the laboratory alloys un- ofoccupationalprogramadequate equipment. also and suffersseverely activities. from restricts loch The occm;atiemalclusterUbe:atmof equipoise prop's. activities. fer sparse*, the etas laboratory has the miainum amount The Thefor the clustar proms. laboratory is suitably equipped TasksINSTRUCIION were taught in only one pations.Tasks were taught In several occu- Tasks were tauaht in all occupations. toexperiencesformednumbertwo the occupatioms. cluster.of Level offered I tasks were woreappropriate per- by the students. A very restricted Fen er Chanel'.appropriateEsperiescestasks were performedtowere occupations not alwaysby the in students. the A majority of Level I occupationswereMostthe studeets. extremely Lerel Iin tuts theimplepriple were cluster. performed to by Student esperiences CommunityCOMMUNITYof. organizationsINVOLVEMENT were is. did not suppott the ChM% someCommunity support ormanizations to the cluster furnished program. furnishinglargeCommuaity proportion ozganizations of the classcooperated found by aid to the program. A 'Raimentprogram.comMUnitY. was evident in the or Little opportunity for eeploysentSouecommunity. members opportunity of the class in thefound Figure 14. employmentconnUnity. opportunity in the Orientation. School D was a comprehensive high school composed of grades 10 through 12, located in an urban community. The school program consisted of college entrance, business, general, and vocational curriculum.
Students entering grade 10 selected one of these programs to be followed for the remainder of their high school career.
In addition to the areas of home economics and business, the other vocational programs in School D included automotives, paintingand interior decorating, carpentry, metalworking, masonry, graphic arts, and cosmetology. School D also had several industrial arts courses.
The introduction of the construction cluster into this school allowed those students enrolled in the general program to elect a course which would provide them with technical skills, while not tracking them into the vocational program.
The administration. The school administration favored the cluster concept program and aided Teacher D with problemsinvolving enrollment and class time.
The administration provided Teacher D with the major pieces of equipment and materials neerled to conduct his program. However, many of the major pieces of equipment obtained were notconnected to electrical
lines prior to the end of the school year.The supervisor of industrial
education met with members of the research teamand with the principal
investigator several times throughout the year todiscuss the cluster
concept programs in his county.
The teacher. Teacher D's education consisted of a B.S.degree in
Trade Education, plus six graduate credits invocational education. Teacher
D had seventeen years teaching experience atthe senior high school level.
He also had experience in teaching adulteducation courses, and had several
155 years experiencein the constructionfield both full- and part-time as a
bricklayer. During World War II he hadserved on the cadre at a basic
training center.
Physical facilities. Sixteen boys were enrolled inthe construction
used for instruction cluster in School D. The class met in the laboratory
enough to accommodate in vocational masonry. While the facility las large and work space needed the class, it did notcontain enough og the equipment of the construciton in order to instruct thestudents in the four other areas
cluster. Teacher D Because of the physicallimitations of the laboratory,
the utilized the other vocationallaboratories in the school such as for painting and interior carpentry laboratoryand the facilities used
decorating. which the construction A detailed drawingof the laboratory in This drawing cluster was conductedis shown at the endof this section. shows their location inthe also indicates majorpieces of equipment and
laboratory. See Illustration3. Teacher D had 50 percent At the start ofthe 1967-1968 school year,
by the cluster conceptresearch of the tools andequipment recommended During the course of team as necessary toconduct an efficient program. of the the 1967-1968 school year,approximately 25 percent more
recommended materialsand equipment wereobtained. weeks of school were spentorienting Instruction. The first several skills, and performing the students to the program,developing basic tool IF cluster. exercises in various areasof the construction included the constructionof a Group projectswithin this cluster of the high school. The walls were darkroom in the graphicarts laboratory
156 constructed of cinderblock, the doorway was framed and doors were hung. In addition to other tasks in the masonry areas, the class produced cement park benches using production line techniques whenever possible.
The construction cluster class also utilized other vocational
laboratories within the school and performed various tasks in the areas of carpentry, electricity, masonry, painting, and plumbing.. The tasks in these areas were accomplished by constructinga corner section of a building and performing the various tasks in this structure.
In order to evaluate the performance of each student enrolled in the construction cluster a task inventory was developed. This inventory
listed all the tasks to be taught in the construction cluiter as developed
in phase I of the cluster concept project. When kept up-to-date, it
represented a record of student progress and achievement to teadhers, parents, pupils, and in some instances, employers.
The task evaluation charts located at the end of this section are of
two types. One list indicates the tasks which were to be taught in the
cluster concept program. Those tasks taught this year are indicated by a
check ( ). Those tasks taught this year which the teacher feels need
to be retaught next year are indicated by a double check mark(v/vf ). See
Figure 15.
The second evaluation chart indicated, in the teacher's opinion, how
each student in his class performed the task. Each student received either
a satisfactory (S) or unsatisfactory (U) as an evaluationof his
achievement. Those tasks not taught during the first year of pilot
paograms were indicated by the letter (IN). See Figure 16.
mCommaitz invortrement. Community involvement in the construction
cluster at School D included field trips and tours of local construction
157 sites, one to a local laborunion and the other to theconstruction site
able to obtain of a food store. Several of the class members were employment within thecommunity in one of theoccupations of the cluster.
A visual summary of thepreceding five areas,administration,
involvement, which teacher, physical facilities,instruction, and community cluster pilot have been featured in thadescription of the construction program atSchool D, is presented inFigure 17.
Summary and recommendation. A, major portion ofthe activities in This in part was due to this school were concernedwith the masonry area. This laboratory was andstill the physical arrangementof the laboratory. Equipment for is being utilized forinstruction in the area of masonry. school, is ndt instruction in the other area,while available in the
included in this laboratory,and when received,remained inoperative
because they were not yetwired for use.
The program would have been grcatlyimproved provided that additional and operable at the start equipment needed for the programwas available
of the sdhool year.
158 CoNsnenicTION CLUSTER SCHOOL D ELECTRICAL I I CEMENT A NASH/NG I ® W000 BR/Clr MASONRY P.-LASTERPAhAITING 941 by" 1 .2 . VACUUMDRI LL PRESSCLEANER 4 . ANDP IPE REAMING CUTTING, MACHINE THREADING 3 . CEMENT MI XER I LLUSTRAT ION 3 5. WATER PUMP Level Task No. Task Statesont CARPIIMIY WEIIIENCES 11 1 2221 LayingInstalling roof gablndecking studs for fora house. a house. Level Task No. Task Statement 1 2423 roughApplyingroofBuilding floor en buildiag a aorMIAS!. foot roof paper rest deck to foron sidemal1 ashingling house. . a 1 2 MimingMarCoastruccing usemiter an cosStructiomter Raisins site.of a sawbones. amok a alum. trestle 2625 Applyiaga heows.Installing roll metalreofiag drip for efge om roof house. fir 43 CuttingEmilieFrainohm*. building a ben sillmaterial for to ahem. length girders and colones for aliens.. for II 2827 ApplyingMee.ApplyingMuse. sheet built-up metal roofing:Genoa toto aa .6 7 Stettinjoists!metallingfor farsham.floor homers&Musa. sod andceiling eadiers framing for floor jisis II 302, bowfastemiagImetalling reef.festoon want S ia hamglag gutter to a house.te meseasy with 8 joistsIntorno,lastalliag far cross oboes.. Selid bridging bridging Mimsbetas" floorfloor 31 avigldImstalliageleohet. lemese. and metallic bulk.isaulstbs Wet .la 10 home.tayimgjoists sobfloorsfor en fleer joists skeane. fora 3332 shemilApplyirslastallimg of *martial badgng towall am boardlaterier to a heono. a Muse. II11 1112 FreeingRaildhigioin bathroom cormrposts floors for fora house. toneretile flees 35 ApplyiagMeneierlostallinm rotledi a toImo. Mose Muddier. Merin' of foram mod gam& to II 13 partition.hopiaghoning lashings.ant Malmo:in ferwalls fbe e mod 11 37Si 'WylngaAesembliass Muse. ems: bemememe stairs fee bonds es a Imemo. It IS14 EvectiogfrownAsseiblimgvislls howoo. ondpartitim wall wieners for Imo. II 3113, LayingErecting perch roof floors amd docklimo for apooch. house. framies for 17 'WONsbasthiag Installinglop. plywood for firsabause. er steps composition &bag plate is lastailiog bones for recopeacies . EIMCMCI1TIMaiencEs II la coastructiam.a bnasm.Installing stagiag brackets Whams 2 Installingiaswitches. shoos*. juactioeswiring frmn and box Mauves te box IiII 2019 FramingscaffoldingInstailiag a flatsingle fur roof Muss sad for construction.double a post house. 3 Connectingtoswitches,in complete&house. receptacles. fisteres circuits and insingle pilota Meuse. throwlights Figure 15. 4 portableErectingbuilding. aelectric temporary equipment service usedpole in for Level Task No. Task Statement Level Task No. 12 Pointing up a section of a brick wall Task Statement 6 Installingflexible conduit arigid, separate in thin a circuithouse. wall and for 1 13 Applyinghouse.to provide colorleSS a finished coating appearance to water- on a II wiringInstallingam nlontric system. grounds range infor a ahouse. house 14 Applyingaproof building. masonry asphalt surfaces coating above to waterproof grade on II exteriorInstalling of &house. entrance call. on the 1 IS Pouringbuilding.foundation a sootiest htll below of footinggrade on containing a II 9 bells&house.Installing end signalling low voltage devices operaton is 1 16 suitablePouringreinforcing a feresmall reds perch reinforcedfor decka house. on concrete a house. slab 11 1110 ConseXingConnectinga peons sources hot waterin a house.heater to pump to a peter 17 creteInstalling for a foundation. fester forms to receive con- II 12 inInstallingsource a house. in a anhouse. attic fan or nem cooler agates II 1$ provideFinishingreceiveSettimg utilitya&meet* section andat of &buildingpleasing sidewalk appearance. feresite. to a moll concrete slab to Setting up a wort area in order to MASONRY EXPERIENCES II 20 smack'sLaying coomma block for a nal in classes for a building. 2 priorCleaningexpeditethe totJob. theIndand ere:theiralias cancan* une on MVP ef concrete on 1 Pregasing a ~face for application of MINIM wuicu hardPreparingbuilding.lime sad mermerand &batch ofcenact-liononorcurny carat, plaster. 2 pointhew.Propaviagstela eaen thethe interior niftier or *renew:Ws exterior ofof a surface for application of 4 preventSerinosite. sideuallscave-ins aminoef encamps escavation. ditches to by machine at the mummies 43 asmoviagetsales,!sopranoa trese.a home. flaish oldneerface finishes en the for interiorin application preparation er exterior of for 6 spreadingWiringfinsInstalling midsction diving bolting rods Marro peering. sodtem pawing windersis prevent cannot. to space !sewingrourfecies. stain and applicator forum on II 7 spread's(Orating duringsideralls pouring. of foam to provost II 1 67 palatialProperiagthe Water a paintMuse. ael exterioremd applicator of a Muse. for use in clear finishes and applicators securingandInstalling concrete future tolecher construction.provide belts a place in meanry for walls 1 Cleaningahem..Preparingferns, a madthe storingexterior brushes and interior end rollers ef properProtectingfinishing curing. operations to provide for concrete slab following 1 9 Glazingmaterials.following a their'anent use in inpreparation applying finishingfor 1 1110 CleaningatErecting the building outscaffolding mortar site. joints for use for by tuck a mason 1 10 painting.Preparing joints and nail holes in dry Figure 15, continued pointing on a masonry wall. 11 wallatectionApplying house.construction and finishing decoration to receivematerials of surfacesfinal to providefinish. in or pro-on 0 PLUMING EXPERIENCES Level 1 Task No. 1 Diggint a trona for pluMbing Task Statement installation 1 2 ofBackfillingin aplumbing house. linesa trench for followinga house. installation 1 43 .in aPreparing plumbing copperpipesystee for tubingfor installation a house. for installation in a 1 plumbingPreparinghaus*. or gascast supply iron soilsystam pipe in ato pours 1 6 Preparingjointslead joint for leadafar house. fora mato pouring lint soilin a pipe house. 1 7 LayingfixturesAttachingfor aa drainage to from field construction. with clay pips house. issuntbs brackets for pluabing (7% 1 10 9 AttachingInstallingfixtures mootingto seatermmeemry brackets closet construction. forseat plumbing in a 1 11 house.Issalatinga boss.. heating and voter lbws in 1312 heatingAssemblingInstalling systems a furnace in a Muse.for a haus*. dart wok for ware air II IS14 Solderi.jlinesInstalling for asheet plastichouse. metal pipe and for copper plumbing tubing II 16 Repairingto be used leeksin a house.Ma Awaits in a house. in 11 1718 CleaningaRopairing vast:leaks linesin house.a eaterwith acloset snake in bie Figure 15, continued 19 a house.Welding digle iron for pipe hangers. CARPENTRY EXPERIENCES Level Task No. Task Statement . , . Student MiningConstructingfor us*mortar on aconstructionfor saw mudSills horse end site.of aa trestlo house. ABCD,EFGH JK TUV 3 Cutting building material to lougth for LMNOPRS 4 a house.Erecting girders and columns for a house. SSSSESSSS II FramingjoistsInstalling *box for asillhangers house. for and a housi.anchors for floor SWSSSSS r- 4 SSSSSUSSS II 7 Erectingfor a house.floor and ceiling framing joisti SSSUSSSSS 11 Installing cross bridging between floor SSSUSUSSS ' joists for a house. SSSUSUSSS 10 9 joistsInstallingLaying for subfloers a solidhouse. bridgingon floor joistsWynn for a floor SSSUSUSSS *- II 11 haus*.Framing bathroom floors for a tile floor SSSUSUSSSU .....u....u. is a haus*. UUUUSUSSS j.0 II 12 Wilding tip caws posts for comer of fremieg in a house. 1 , A II 1314 partition.LayingAssaabling ame stud walls spacing and partition' *weans endfor a sssss 114w w, frame house. uuuussuus II IS Erecting wall sections for &house. -*J 16 Applying lap, plywood or composition uuusuuuuuSSSSUUUUU U U sheathing for a house. in SSSUUUUU,S I.:' II IS17 a house.constvuction.Installing fivestaging steps brackets along platefor house UUUUUSU, II 19 scaffoldingInstalling singlefor house and construction.dodble post UUUUUUUUS . It 20 Framing a flat roof for a house. 1S UUUUSUSUSSSSUSSSUU S S kU Figure 16. S U Ill U S , ,. t 4 Lciel Task No. Task Statement i 1 Student 1 11 2122 LayingInstalling roof gable decking studs for for a houst.a house. ABCDEFGHIJKLMNOP1QRSTUV U 4 $...,...1,U,U S UU S 1 23 Applyingrough floorbuilding or roofpaper deck to sidewall.on a house. UUUUUU .. 2425 installingroofWilding on aa house. footmetal rest drip for edge shingling en roof fira NNN,NNNNN 14_ I- 26 Applyinga Mast. toll roofing for a house. NNNNNNNNN 1 I I A I II 27 Applying sheet metal roofing to a NNNNNNNNN l 26 to s . ApplyingIssese. built-op roofing NNNNNNNNN II 29 koraIsstalibag toe. a haosios gator t NN,NNNN,NNN II 30 NNNNNNNNN U e - 4 . II 1 31 roamersrastaniag laused a haus..to assanry with S1 SSr S SUSUU Installiag blanket. bulk. Witt. SU &,... rigidInstalling ad metallic hocking issulationMuse. te an interir is SUS S ...... 32 SUS s-a 11 I well ef ebrese. UUUUUUSS S UU ...... ,.- 3433 theApplyingInstalling interior camereial earring f Mese. wall awl beard to grammes S SUSUUUS I -6 3536 hisseiseApplyiss ot a lankWOOL to house stealing. t. S SSUSUUUSU S S S S . II 17 AriptylasaAnoka* bserse. eseser bessmt bawds stain es a bases. for SSUS Uos .S UU .S SSUU UUUUU U U U IIIll 393$ ftecttolllaying perchgoof tod flews dockhews. for homing peed.a house. Air UU S S UUUU ELICISICTIY EXPERIENCES NNNNNNNNN , . switches.inInstalling s house. joactiess hems forsod receptacles.fixtures UUUUSSUUU. . 23 ConsectingIliStalliitaswatches.in a house. receptselos. wiringfixtures frost*: and single pilot to bos throwlights NNNNNNNNN ' to complete circuits in a house. NNNNNNNN , Figure 16, continued portablebuildiocErecting electric a in...miry equipment service used pole in for SSSUSUSUUNNNNNNNNN ' r; "'AP. ,7.7'WFM"57,77.;
i Student Lave Task No. flexibleIn lllll ing rigid cceduit thin wall andin a house. Task Statement BiCIDEFGH I V I JKILMNOPORSTH 6 an Installingelectric snag* a atlantic in a house. circuit for NININiNNNNNN Ii 1 II wiringInstallinghist:Miss system. groundsentrance for cable a house on the N:NiNNNNNNN II 9 bellsexteriorInstalling and of signalling a lowhouse. voltage devices operated in VS.SUSUSUSi . Contactingsham. hot water heater S:U1SUSUNU,U 11 10 a power source in a house. to N.N;NNNNNNN . 11 11 ConnectingPIIirco in voter pap to a power _... 12 inInstalling an attic fan or ragaa coolerhouse. a house. NNNNNIEINNNNINNNNNNNN , . 1 apeditsSetting upthe a nixingwork area of concreteia order toon MASONRY MEMOS= SSSUSUUSU I. 2 Cleaningtko and oiling comersto fog= job. to use es a II 3 handPreparingbuilding.priorHalloweens and try machine sad at the construction and liferabet* their conew-lia anew fryof conost, plaster. SSSSSSSSS provostShirringsite. cave-ins sideman* dostsg *fourths, ozcsvation. ditches t SSSSSSSSS forsInstalling antis' rods and spreaders to space Si SI II Windingwiring end during belting peering. before pouring moat. firm to present s 1 7 Bracing sidosolls of forms to prevent sis , I II spreading during pouring. Su Su s 4 Installing anchor belts im asitenly walls sususss securingand concrete future camstructiem.to provide a place for 9 properProtectingfinishing curing. a operationsconcrete slab to providefollowing for SSSSSUSSSsissususss, 1 I . . 10 Erectingat the scaffoldingbuilding site. for use by a mason SSSSSS,SSS -1 I Cleaningpointing out on mortar a masonry ioints wall. for tuck s u . r-- t 1 Figure 16, continued sssussIssusssussissu:sssus sis i . Student Level .1 Task No. 12 Pointingto provide up a asec. finisi- Task! 4ck wall r on a i u 1 13 house.proofApplying assoarr colorless surfaces coating above to grade water- on 14 kwilding.Applying&building.feminism asphalt wall coatingbelow gradeto on a waterproof u u IS16 PouliotPouringreinforcingsamba a section a formall reds &porch ofreiaforced for footing a deckhouse. coactete on a containing bemse. slab us u u II Is17 Settingclot*Ismailia*weave for asectim cancretsa fosterfemadation. of arm atsidewalk to mcoive coa- building site. founts uS u U IIIt 20 provideFaisal's.swim annumutility a umll block eniplemiag commie for aslab wall to in 19,011111111:.. S U streakierProporiss amuses swam for feya building. application UPOILIINCIS of 1 2 Posperingboose.stainpslat esa surfaceto interior for applicationer exterior of myna as interior or exterior of a of 11 3 anger.ofaPOW,* eleara here. s galaSerface on the for amnesties interior or exterior of reaseracteg.tstemagthehumoring isiterierma out stain finishes mdanterior applicator in mammies of for um abeam. for m IMMIECIMELIMINIIIIIINE II 7 PreporiagPropeeingpoUstbigfarm* point onclear lasm4 fimishos*Jamieson! applicatar amd intorierform* hum. applicators in IIIIIIIIIiIIIIIIIIIIII Cleaning&hem*.materiels.allowing aed their storing use brusbosin applying md flaishiegrollers of IMMEINUMMINIMUNIUM Glatieg a Maim in prmaration fox 1 10 Preparingpainting. Miets and nail holes in dry 1 ONNOMMEMUMMEM wall construction to receive final finish. RIONIMILVEIN 1 11 tectionaapplying house. and finashingdecoration 'materials of to surfaces in proviite pre- Or on S S S US SUUU Figure 16, continued IV SSSUSIUUUU :11MINUM PLUNSING EXPERIENCES I 1 Student . Level Task No. 1 inDigging a house. a trends for plumbing installation Task Statement A B C n EI F I-1 id .1 2 ofnarkfilling plumbing linesa trench for followinga house. installation II 111111 i 3 Preparing copper tubing for installation 1 4 .in a plumbing system for a house. SSSSSSUSU I ... ifr plumbingPreparing or pips gas forsupply installation system in ina a SS SS house. SSUSU 5 Preparing cast iron soil pipe to pour c NNNNNNNNN .,-, 6 jointsPreparinglead joint for leadafor house. afor waste pouring line soilin a pipehouse. NNNNNNNNN 7 forLaying a house. a drainage field with clay pipe NNNNNNNNN. 1111111111PIN , , , ...... ,_..._. . Attaching mm-mting brackets for plumbing ii fixturesAttathing tomounting masonryframe construction.bractrets construction. for plumbing NNNNNNNNN 4 10 hom5e.Installing &water closet seat in a NNNNNNNNN 4 1i4 P 11 aInsulating hom. heating unawares aims in NNNNNNNNNUS US SUUUU NA . 1' I 1213 AssenblingInstalling a ducthim= nosh for fora house.worm air N N N4N N N N, N, I I I 14 heatinglinesInste:ing sySttotur aplastic house.in a house.pipe for plumbing Nf NtN,,NNNNNN , - II 15 Solderingto be usr4 hheat in meta)a tow. and ccyper tubing NNNNNNNNN - 1 4 . , I I Repairing leaks ia faucots in a house. 4 16 NNNNNNNNNt iv II 17 aRepairing house. louas in a voter closet in N,NNNNNNNNS.S SS SUUUU I s aCleaning house. vast.: 11:ws with a snake in s-U SSS US UU Figure 16, continued welding . glc Iron for pipe hangers. NNN1NNNNN.NNNNNNN NN , -
V Yt.c(ZA.,:' sV4S211CiAit'..WISS.A " SUMMARY-EVALUATION OF CLUSTER CONCEPT SCHOOL D - TEACHER D PILOT PROGRAM ADMINISTRATION 1 2 3 4 ihe school and county adninistrative 5 1 .111111=1111Mr 2 3 4 Thethematerialpersosnel school teacher. andsupport provided comety to ninisaladministrativethe prograa moral and and prograabypersonnelThethanwith school satisfactorymoral actively furnishingand support county supported material buttheadministrative withteacher thesupport. less support.withprogrampersonnel adequate by actively furnishing moral supportedand the aaterial teacher the LittleTEAOMR academic preparation in major Adequat academic preparation in majorSuperior field. academic preparation in An experienced teacher experienceinfield. resourcefulnessmajor orfield. practical or initiative.experience Little or no teaching Seldom shows xperiencemajorinitiative.time field. shows inand major Hasresourcefulnesssome some field.practical teaching and Some- field.with practical experience in major Resourceful. An initiator. ThePIIVSICAL size ofFACILITIES the laboratory is in- The size of the laboratory is ad- Sire of the laboritory allows un- programoccupatiomaladequateof equipment. alse and activities.suffersseverely restricts fremileck Ibe occupationalclinterpregram.oflaboratoryequate equipment but activities. somewhathas for the operating restrictsminimum the mist lbe Theforrestricted laboratory the cluster occupatiemal is suitablyprogram. activities.equipped TasksInnuatem were taught in only ome or Tasks were taught in several occu- A majority of Level I HostTasks Level were Itauaht tasks inwere all performed occupations. by experiencesnumbertwotoformed occupations. the of bycluster.Level offeredthe Istudents. tasks were wereappropriate per- A very restricted Few pations.cluster.appropriateExperiencestasks were performedwereto occupations not alwaysby the instudents. the weretheoccupations students. extremely inappropriate the cluster. to Student experiences COMMUNITYCommunity INVOLVEMENT organizations were unaware Community organizations furnished furnishingCommunity organizationsaid to the program. cooperated by A of,employmentprogram. orcommunity. did not was support evident the in cluster the Little opportunity for somecommunity.employmentSone support members toopportunity ofthe the cluster class in program.thefound Figure 17. commity.employmentlarge proportion opportunity of the in class the found Orientation. School H was located in a rural community and was composed of grades 7 through 12. The school program consisted of lbasic general education for grades 7 and 8. Students entering grade 9 selected a program to be followed for theremainder of their high school carver.
The students selected either the college entrance, business, or general cur riCul U111.
The introduction of the constructian cluster into this sdhool added amather dimension to the practical arts curriculum. In addition to the construction cluster,the otherpractical areas of the curTiculum included courses in vocational agriculture, business,home economics, and industrial arts.
The administration. The principal of School H supported thecluster
ccncept program and gave his fullcooperation to Teacher H in his
execution of the program.
The county administration, while favoring the program,provided
Teacher H with little additional equipment orsupplies to cunduct his
class. In discussing the ladk of material andsupplies with munty
officials and Teacher H, members of theresearch team were unable to
determine the source of the problem. Either the county had not processed
the requisitions submitted, or TeacherH never submitted requisitions for
additianal equipment, material, orsupplies.
The teacher. Teacher H held a B.S. degree inPhysical Education
with a manor in Social Studies. He also had a M.A. degree inSchool
Administration with a minor inGeography. Teacher H had six years
teadhing experience in industrial artsand four years industrialexperience
in home construction.
169 in the construction Physical facilities. Sixteen boys were enrolled industrial arts laboratoryand cluster in School H. The class met in the allowed, utilized the equipmont inthis facility. Whenever the weather paved area adjacent members of the constructioncluster also utilized a projects of to the laboratoryfor the constructionof tool sheds and other this type. approximately fifteen At the start of the1967-1968 school year, recommended by the clusterconcept percent of theequipment and materials had project research team asnecessary toconduct an effective program
the school year,approximately ten been received. During the course of percent oftheiecommended materials werereceived. utilizing the materialand Teacher H conductedhis program by
arts program. Teacher H equipment allocated forhis regular industrial
individuals for theconstruction of also obtained ordersfrom private constructed by membersof the tool or garden sheds. These items were of the materialsin orier to construction clusterand sold for the cost
needed for the clusterconcept program. secureadditional materials in which theconstruction A detailed drawingof the laboratory
the end of thissection. The drawing cluster was conductedis shown at shows their location also indicatesthe major piecesof equipment and
in the laboratory. See Illustration4. weeks of school werespent Instruction. The first several developing basic toolskills orienting the studentsto the program, garden shed which wasthe and planningpanddesigning a Swiss-style
first projectconstructed by the group. of the construction Carpentry and painting werethe only areas obtained through cluster taught inSchool H. These experiences were
170 the construction and painting of the following items or projects: saw horses; 1-6' x 10' Swiss-style tool shed; 1-8' x 10' Swiss-type garden shed; 1-6' x 10' garden shed; 2-6' x 10' storage sheds; 1-8' x 10' tool shed. All of these structures were trimmed and painted. Some of these structures utilized the pre-fabricated techniques of construction with final assembly taking place at the permanent location.
An additional activity in the area of carpentry included the erection of partitions in a small barn on school grounds. The facility was then used to store luMber for the constructioncluster and projects of industrial art students.
The final project of the year was the construction of a 12' x 12' storage building erected on school grounds.This building was to house track and other athletic equipment.
In order to evaluate the performance of each student enrolled in the construction cluster, a task inventory was developed. This inventory listed all the tasks to be taught in the construction cluster asdeveloped
in phase I of the cluster concept project. When kept up-to-date, it represented a record of student progress andadhievement to teachers, parents, pupils, and in some instances,employexs.
The task evaluation charts located at the endof this section are
of two types. One list indicates the tasks which were tobe taught in
the cluster concept program. Those tasks taught this year are indicated
by a check ( lot ). Those tasks taught this year whichthe teacher feels
need to be retaught next year are indicatedby a double check mark(44e ).
See Figure 18.
The second evaluation chart indicated, inthe teacher's opinion,
4 how each student in his class performedthe task. Each student received
171 either a satisfactory (S) or unsatisfactory (U) as an evaluation of his adhievement. Those tasks not taught during the first year of pilot programs were indicated by the letter (N). See Figure 19.
Community involvement. Community involvement in the construction cluster at School H was obtained through Teacher H's ability to contract
jobs for his students. Sever,' , .1 and garden sheds were built by students in the construction c.F.er and arected at sites on private property. This provided the boys with practical experience and also allowed them to use their skills to construct a useful item.
Approximately one-half of the construction cluster class was able to obtain summer employment in one of the occupations in the cluster. Field trips to building supply dealers and to the construction site of a housing development were also taken by members of the construction cluster.
A visual summary of the preceding five areas, administration, teacher, physical facilities, instruction, and community involvement, which have been featured in the description of the pilot program at School
H, is presented in Figure 20.
Summary and recommendations. The students at --%ool H were provided broad experiences in the area of carpentry, painting,with no experience
in the other areas of construction.
The program at School H could have been improved had TeacherH
received materials needed for instruction in the otur,r areasof construction.
The construction of buildings for sale, whileproviding excellent
experience for students, should not paovide financialsupport for the
construction cluster in School H, nor should theybe allowed to constitute
the only experiences proVided to the studentsin the area of construction.
Additional county funds should be provided to supportthe cluster
172 program. Also, a large facility in whichcorner sections could be constructed and used for activities in theareas of plumbing and electricity would greatly improve the situation at School H. By eliminating the construction of buildings and utilizing the paved workarea adjacent to the laboratory, Teacher H could provide workingspace and instruction in the masonry area. Students could use this space for laying cement block and performing other types of masonry work.
The pictures at the end of this section represent typical activities engaged in by students enrolled in the construction cluster.
173 A7/VASOWN43 R004101 Opp lac &met Room e 2 2 7 a e Amiswove Room 2 9 2 00
3.2.1. WORKSINK BENCH 6.S.7. SHAPERTABLESANDER SAW 6 5' 12.13.II. JOINTERNITERRADIAL SAW ARM SAW S.4. MORTISINGDRILLBAND PRESS SAW MACHINE I LLUSTRAT ION 10. 9. TOOLPLANER CABINET 14. MOOD LAVE Task No. 21 Installing gable studs for a house. Task Statement CARPI:11M EXPERIENCES 2322 ApplyingroughLaying floor buildingroof ordecking roofpaper deckfor to asidewall,on house. a house. Level Task No. Nixing mortar for mudaills of ahem.. Task Statement 1 2524 roofWildingInstalling on aa house.foot metal rest dripfor edgeshingling on roof a tor 1 32 CUttingforConstructing use onbuilding comstsvmtion a sawhorse material site.int to alomgth trestle for II 26 Applyinga house. roll woofing for a house. II 1 4 a house.Erecting girders and columns for a haus.. II 2$27 ApplyingApplyinghouse. sheet built-up metal reefingroofing toto aa 11 joistsInstallingFraming for &box abangers house.sill forand aanchors house. for floor II 2, Muse.ImmoInstalling roof. human gutter to a 6 7 Erectingfor &house. floor and coiling fuming joists 3031 FastemingInstelliogfastsmors weed inblanket, to about,. masonry bulk, with bott, joistsInstallingInstalling for a crosshouse. solid bridging bridging !Mumbottom floor floor 32 above*.rigidInstallins mndootallic backing insulation to am intorier in 1 1011 Wen.frondagLaying subtle's, bathroom floors for a tile floor on floor joists for 1 3334 AslollOpplying ImStalliagburies of s cansrcialbean. offurrisg wall smd boardgrounds to to house. II 12 laildiagin a home. siger posts for coven of II 1 3s Applyinglatariar oflath a to hew stmlAiog. Irmo. 1314 partition.Layingfrontal,Assembling mat la stoola Muse. walls spacial' andpomtitions for malls feemod a II 3736 AssemblingApplying anger Nara bangsbow. se a boss. stairs for 11II 15 ApplyingErectingframe Immo. lop.well plywoodsectiams or forcomposition ohms*. !III 3932 IndingLayinga beam reef perchperch. mod floors deck forfaring a house. for 1 17 sheathioghostelling fbr firea hem.. steps along plate in Installing Imes for receptacles, 21.11011CIITIMPUIEmcfS Ii 11119 constructies.Installinga Muse.Installing staging single brackets and double for posthouse 2 switches.Installingin a house. junctioas wiring andfrom fixtures box to box 1111 20 scaffoldingcrams a flatfor houseroof forconstruction. a house. 3 toswitchos,Connectingin acomplete house. fixtures receptacles,circuits and in pilot asingle house. lights throw Figure 18. tit buildingportableErecting electrica temporiry equipeent serVice used pole sn for Level Task No. Tail '4:cement Task Statement 1 12 Pointing up a section of a appearance on a brick wall Level Task Ne. flexibleInstalling conduit rigid inthim a house.wall aad IS house.te proofmowingprovide manary colorlessa fiaished coating to above grade on water- IXIt 6 anInstalling Installingelectric arange separate la a circuit for j11111411 tor a house house. 14 a building.Applyingfinabdetion asphelt wall mating below gradeto on a surfaces waterproof frithssliffierInstalling system. Ofentrance a are. cable on the 15 building./*inferringnearing a section reds for of afooting house. ceataining slab It 9 bellea[assailing hour. end Sisealling iew voltage devices everatod hat water heater te in 11 is17 suitablePouringtriteInstalling afor small ateeter perch reiarsresd fetesdeck on tocescrste fendeties. receive con- Muse. 1011 Cesmatiessourcenomectiega pear insource is home. is a hems. water pap te a peer lb Settingaria acomets soars of at sidewalk a building site. stab te fere re 12 inInstalling a h.'s*. mm attic fee a roma calor 1111 le20 providePiaishimgLairstators utilityasset &smell mensesblock ad caseate pleasing forfor a beildisg.swell in appears. 1 1 expediteSettles upthe a vistasweek areaeacencrete le warts em NAIIIIIRT133161111CIS 1 Peepeasig a egefees ler PAWNS applicatia exteriorof of 1 2 prierClamingthe jib. to modma aliveear thole asasa ate femmees 2 stainh ieparing am the interior a surfeit. 'or egplication exterior 3 building.herlimePreparieg WV/wetter mains artaand atur.11soaat anat. the PlIsSet. moralismmatarby 11 3 poiseareamit $ alaamIhisse. forclass INS ale interne er aa the interior en exterior appieatima of *1! of 1 4 site.prataeries cave-los sideman *Simad, arra martian. Afters to 1 4 Servingelf'maimseemeasing. a ars. eldstale !lashes mad epplicateris nail* preartiem for fee gee a 11 6 ariasfilleillattialInstallingspreedieg ad bellies ads dabs baremod fetuspeuries. speedersgairles to prevent agent. se 'IOW 11 1 perlimsPasoanthe isterterand plat amd eateries applicator hem. ef armee. far use in II 7 astirspreediselderiasInstating eldseelle leder of pegrins. arum bolts te in meseary apses for prevent walls 1 7 Papuanafa house. Cleaninguse clear a the ad !tartsexterior storing and brakes and interferer applicatorssed rollers andfinishingPretectiessecuring maven te futureoperations provide name construction. toslab provide following for Sissiesmaterials.fellesiospasties. ogled's, their use in inpreparetne applying finishingfor 10 properatErecting the curing. beildiwg scat )1ding sit.. for use by a mason 1 10 wallPreparing construction jints and to sail receive filial finish. holes in dry te provide pro- Figure1 18, continued 11 pOintingCleaning onout a dottereasonry Faints watt. for tuck 11 atects**,Applying house. andfinishing decoration materiels of surfaces ln Or OS W9' 7.TPV,Mros, 'TM PLUMBING EXPERIENCES Level Task No. 1 Diggingin a house.a trench for plumbing installation Task Statement 32 Preparingof Baekfillingplumbing copper lines a trench tubingfor a following house.for installation installation 4 .inhouse.plumbing aPreparing plumbing or gaspipesystem supply for for installation syste_a house. in a in a 6 jointsPreparinglead forjoint lead casta house.for foriron a pouring/ wastesoil linepipe soil into pipe apour house. a 7 AttachingLayingfixturesfor aa house.drainage mounting to frame field brackets construction. with forclay plumbing pipe 10 9 Attachinghouse.Installingfixtures mmumting to a imamwater brackets construction.closet for sea plumbing in a 1112 AssemblingaInsulating house. abeating furnace and far water a house. linos in II 1413 heatinglinesInstalling systemfor a plasticduct house.in awork house. pipe for for warm plumbing air III! 1516 RepairingtoSoldering be used leaks sheetin a inhouse.metal faucets sad copperin a house. tubing II IS17 CleaningaRepairing house. wast. leaks lines an a withwater a closetsnake inin Figure 18, continued 19 Meldinga house. .ople iron for pipe hangers. CARPENTRY EXPERIENCES Level Task No. Task Statesent , Student ,R 2 CoasttuctingNixingfor usemortar op a ceastrvntion forsaw mmdsillshorst and site.of a atrestle bows. ABCD,EF'GH'I'JK r LMNIO,P STUV II 3 aCutting house. building material to leagtb for USSSSS S,SSSSSSU 4 fronting girders sad COUSINS for a house. Framing a box sill fora house. USSSSSUSSSSSSSU S I 1 I P` ' 1 I. 6. joistsInstalling for abowers house. and anchors far floor US S's sSs SU framiag joists SSSSSSSSSSSSSS SUSUS 7 Rrentiagfor a house.floor and ceiling S,SSSSS_SSSSSS,SSS. Installing cross bridging between floor .,.. joistsInstalliag for a house.solid bridging between floor SSS.SSSSSSSSSSSS ,- Layingjoists forstifiners a house. ma floor joists for a SSSSSSSSSSSSSS'S 10 hews.. far a tile floor SS.SSSSSSSSSSSSS 11 Weaningin a bamse. batbrosia floors SSSSSSSSSSSSSSS 1213 auildiagfrsoing up in cornera boom. posts for corm: smt stud tar walls and of SSSSSSS,SSSSSSSS . Wiwipartition. spacing , , II 14 Assembling walls sad partition fora SSSSSSSSSSSSSSS , , II Erectingframe Muse. wo11 scqtisas fora housa. USSSSSUSSSSSSSU S S S - A.- L 15 Applyingsbaathiag Imps for plywood a bonen. or composition SSSSSSSSSSSSSSS SS S 'S ,S S.S . 17 Installing firs steps along plate in SSSSS abatis.. ,-, la SSSSSSSSSSSSSSSI V. 19 Installingconstanttion.Installing staging single brackets and doable post for Muse SSSSSSSSSSSSSSS . d . . scaffolding for house construction. SSSSSSSSSS0S,SS0S,Sr 20 franing a tlat roof for a house. SSS.SSSSSSSSSS'SSSSSSSSSSSSSSSSSSSSSSS.SSSSSSSS Figure 19. . Student 1 Lil Task No. Task Statement V i I I 232221 ApplyingLayingInstalling roof building gable decking studs paper for for toa house.asidewall. house. LMNOP'QRSS S TU rough floor or roof deck on a house. _S__LSABCDEFIGHIJK 24 roofBuilding on a &house. foot rest for shingling a USSSSSUSSSUSSSU SSS S SS SSS S SS SS 25 a house.Installing metal drip edge on roof for SS SS SS SSS SSS II 26 Applying shoetroll roofingbetal roofing for a house.to a SSSS S 11 27 house. SSSSSSSSSSSSSS SS SS SSS 24 Applying built-up roofing to a SSSSS SS SS luso.Installing &hoagies gutter to a S'SSSSSSSSS home reef. NNNNNNNNNNNNNNN 30 Fasteaingfastemors wad in to a masonryMusa. with NNNNNNNNNNNNNNN 31 rigidInstallisg sod metallic bleaket. insulation bulk. halt. in NNNNNNNNNNNNNNN $2 ahem's.1110.8111es Maim to am interior NNNNNNNNNNNNNNN 33 Apply44wall of commerciala home. wall beard to SS SS SS SS SS SS the iwtedor of ahem*. SSS , 34 interiorImetalling of tarriesa Neese. sod gleam& to NNNNNNNNNNN,NNNN 3635 AssemblingAPPIFingflpplyipg merestleth besamot to beards hemp* stairr fluidise. fee MI a manse. SSSSSSSSSSSSSSS ahem*. NNNNNNNNNNNNNNN NNNNNNNNNNNNNNN ANNN 3N39 aErecting honesLaying perch. :netporch and flews dm* forframing a Nous*. for USSSUSUSSSSSSSU ELNCTRICITT EXPERIENCES NNNNNNNNNNNN,_NNNNNN,NNNNN,NNNN --...------inswitches.Installing a house. poetics's boas for andreceptacles, fixtures NNNNNNNNNNNNNNN ...... 1 32 Conmectingswitches,inInstalling a house. receptacles, fixtures wiring fromand single pilotbox to threwlights box IN0.--, NNNNNNNNNNNNNNNN N' N N to couplet* circuits in a house. NNNN -NI N,NNNN FigureI I 19, continued 4 portableErectinghutlAtng electrica tesporiry equipeont service used pole in for t.- NNNNNNNNNNNNNNNNNNNNNN.NNNNNNNN Level Task Mo. Task Statement , t Student ., II anflexibleInstalling Installingelectric conduit rigid,range a separate ininthin aa house.house.wall circuit and for A;B:CDEF GHIJK L1MNOP ARS TIIV . . wiringInstalling system. grounds for a house N1NNINNNNNNNNNNNN 1 II exteriorInstalling of a entrancehouse. cable on the N,N.NNNNNNNNNNNNN . II 9 bellsInstalling and sigoallinglow voltage devices operated in N:NNNNNNNNNNNNNN II Commetiaga house. a hot water heater to NNNNNNNNNNNNNNN 1 Ii 1011 sourceCammoctimga pewter in source a aloom. waterin a house. pop to spoor N:NNNNNNNNNNNNNN k . II 12 inInstalling a house. an attic fan er ream cooler NNNN,N4A_NYNN_NNNNNNNNNNNNN_ i N .. N N NN Sontag up a work area ia order to onallner EMMEN NNNNNNNNNNNNN expeditethe Job. tho vistas of coecrete an N N N N N N N N N N N 32 Preparingbeildiag.prierManias to me owl &betaoiling otos of theirarecrete comet. wee eaplaster,fens a NN NN 11 headsite.lino sad meta, by machise aad conat-lias at the anatomiesmortar by NNNNNNNNNNNNNNN , Marring sidowalls otenrebea ditches to . . preveat caw iaa daring estimation. 1 NNNNNNNNNNNNNNN II foraInstalling section reds before amd peeringspreaders olorlat. te space 1 , 6 "roadie(w iring and &flag beltiag pepri.g. fens te Fromm NNNNNNNNNNNNNNN r N II 7 Spreading dialogracing peuriag. sid.waj of ferns top:event . NINNNNNN4NNNNNNr -1- andInstalling castrate tosaber provide belts a placein maseary for walls N1NNNNNNNNNNNNNN 1 i 9 Protectingsecurimg future a coacrete contraction. slab following NNNNNNNNNNNNNNN properfinishisg curing. operations to provide for N , . Erecting scaffolding for use by a mason NNNNNNNNNNNNNNN .. I . 1 10 Cleaningat the building out mortar site. Joints for tuck NN;.NNN t 14 , . r; Figure 19, continued 11 pointing on a masonry wall. NNNNN N N NNNNNNNI NNNNNNNNNNNNNN N:N' N NNNN N NI N --I r 44. Level Task No. Task Statement I Studant I 12 house.toPointing provide up a afinished section appearanceof a brick onwall a ABCDEF CH JK LMNOPQRS TUV Applying colorless coating to water- i 1314 Applyingaproof building. masonry asphalt surfaces coating above to waterproof grade on NNNNNNNNNNNNNNN building.Pouringfoundation a section wall below of footing grade oncontaining a NNNNNNNNNNNNNNN 16IS suitablePouringreinforcing afor small rodsa pelvis reinforcedfor adeck house. onconcrete a house. slab NNNNNNNNNNNNNNN LI 17 creteInstalling for a foundation. feoter forms te receive con- NNNNNNNNNNNNNNN 4 4 le Settingreceive a sectieaconcrete ef at sidewalk g building fera site. to NNNNNNNNNNNNNNNI 1.--, 1111 II 19 Finishing a smell concrete slab to NNNNNNNNN NNNNNN III II 20 stretcherLayingprovide carant utility emus block for sod fora pleasingbuilding. a wall inopium,. PAINING MOM= NNNNNNNNNNNNiNNNNNNNNNNNNNNNNNN 1 stainP romaiim. ea the a surfecsinterior for Or applicationexterior of ofa NNNNNNNNNN,NN,NNN 2 panehhome. overing es the a surfaceinterior for er applicationexterior of of 11 II 3 Premissefaaal clearbane. louse. AI surfaceEWA ma thefor intarierapplication er ofexterior SSSSSSSSSSSSSSS I 4 nesseingrestrfecieg. old finishes in prempatien for SgSSSSSS1SSSSSSS 1 .N...... , II thePalperiag interior staim end andexterior applicator of a Meuse.for use on SSSSSSSSSSSSSSS 6 evering paint amd applicator fir use in SSSSSSSSSSSSSSS 7 pointingPrancing ahem.. clear fiaishes sod applicators SSSSSSSSSSSSSSS forum, em the exterior and interior ef , 111 a house. SSSSSSSSS-ScSSSS 1 materials.Cleaniagfollowing sad theirstoring use brushes in applying and rollers finishing SSSSSSSSSSSSSSS 9 Glazingpainting. a uindew in preparation for SSS SSS SS GS SSSSASS 1110 ApplyingwallPreparing construction finishing joints and toeaterials receivenail holes tofinal providein finishdry pro- .SSSSSSSS0SSSSS Figure 19, continued Atection house. and decoration of surfaces in or on SSSSSSSSSSSSSSS 4 ; ) PLUMBING EXPERIENCES Student Level Task No. ,111.6 Task Statement S V 21 Digginglachfillingin a house.a trench a trenchfOr plumbing following installation installation GH I JK .14NOP t-R TU of plumbing lines for a house. ABCUEF 3 Preparing copper tubing for installation NNNNNNNNNNNNNNN 4 plumbingPreparingin a plumbing or pip. gas system forsupply installatiom for system a house. in ina a NNNNNNNNNNNNNNN house.Preparing cast iron soil pipe to pour a NNNNNNNNNNNNNNN 6 jointsPreparinglead joint for leadafor house. afor waste pouring line soilin a pipehouse. N N NNNNNNNNNNNNN _ 7 forLaying &house. a drainage field with clay pipe NNNNNNNNNNNNNNN --- 4 9$ AttackingAttadtingfixturesfixtures mounting to wasting frameto MUMbrackets construction.brackets construction. far for plumbing plumbing NNNNN NNNNNNNNNN 10 house.Installing avatar closet seat in a NNNNNNNNNNNNNNN N N4N 11 alasulating house. heating awl water lines is PNNN.N NNNN NNN 12 Asmembling a furnace for a house. NNNNNNNNNNNNNNN NNNNNNNN,NN4N_NN.NN Installing lint work for warm air II 1413 heatinglinesInstalling systemfor a plastic house.in a house. pipe for plmbing NNNNNNNNNNNNN.NN I! 15 Solderingto be used sheet in metal&house. and copper tubing NNNNNNNNNNNNNNN Repairing leaks in faucets in a house. 4. 16 ---,, II -- Repairing leaks in gloater closet in NNN,NNNNNNNNNNNN II 17 a house. NNNNNNNNN-NNNNNN aCleaning house. wast.: lines with s snake in NNNNNNNNNNNNNNN Figure 19, continueL Melding iron for pipe hangers. NIN.NNNNNNNNNNNNNN!NNNNNNNNNNNNNNN:N,NN,NNNNNNNNNNN4 . .-----. SUMMARY-EVALUATICN OF CLUSTER CONCEPT PILOT PROGRAM SCHOOL H ADMINISTRATION 1 2 3 4 1 2 3 personnelThethematerial school teacher. provided endsupport county ninimalto adadnistrativethe programmoral and and thanwithprovenpersonnelThe schoolsatisfactorymoral by activelyfurnishingsupportand county material butsupported administrativewith support. less the the teacher withpregralapersonnelThesupport. schooladequate by actively andfurnishing moral county supportedand administrativethe material teacher the TEACHERLittle academic preparation in major Adequate academic preparation in majorSuperior field. academie preparation in An experienced teacher experienceresourcefulnessinfield. major orfield. practical or initi experienceaa i aa . Little or no teaching Seldom shows initiative.timeexperiencemajor showsfield. resourcefulnessinand major some field.practical and Has some teaching Some- field.with practical experience in major Resourceful. An initiator. PHYSICAL FACILITIES Size of the laboratory allows un- Theofprogramoccupationaladequate size equipment. of also andthe suffersseverelylaboratoryactivities. from restricts is Theleek in- Theofoccupationalequate size clusterlaboratoryequipment ofbut the somewhatpmpan. activities.laboratoryforhas opeutingthe restricts minimum is thead- amount The forTherestricted thelaboratory cluster occupations. isprogram. suitably ..ctivities. equipped Taskstramcnon were taught in only one or Tasks were taught in several occu- NbstTasks Level were I taskstaught were in allperformed occupations. by toexperiencesformednumbertwo the occupations. cluster.byof theLevel offered students. I Atasks verywere wererestrictedappropriate per- Feo cluster.appropriateExperiencestaskspations. were performed towere occupations nut byalways the instudents. the A majority of Level I wereoccupationsthe extremely students. inappropriate the cluster. to Student experiences of.CommunityCOOMIITY or did INVOLVDIENT organizationsnot support the were cluster unaware Comunitysome support to the cluster program. organizations furnished Communityfernishing organizations aid to tho cooperatedprogiam. by A employmentprogram.community. was evident in the Little opportunity for employmentSomecommunity. members opportunity of the class in thefound Figure 20. community.employmentlarge proportion opportunity of thein theclass found PAINTING & CAP2ENTRY
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MASONRY
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4+,4, 11111111110.4.. MASONRY EVALUATION OF CLUSTER CONCEPT PILOT PROGRAMS
Metal Forming and Fabrication Cluster
The mezal forming and fabrication clusterwas designed to develop within the studentiskills and understandings related to theoccupation of an assembly worker, a machinist,a sheet metal worker, and a welder.
The cluster program was not designed for in-depth development of skills in
any one occupation, rather it is directed toward preparing students 'feir7'-- entry into any of the occupations within the metal forming and fabrication
cluster.
The following objectives were emphasized in the curriculum for the metal forming &nd fabrication cluster:
1. To broaden the student's understanding of the available
opportunities in occupations found in the metal forming and
fabrication cluster.
2. To develop job entry skills and knowledge for several occupations
found in the metal forming and fabrication cluster.
3. To develop a favorable attitude toward work in the metal
forming and fabrication cluster.
4. To develop a student's understanding of the sources of
information that will be helpful to him as he moves through
the occupational area.
The specific objectives for the course are the following:
1. To develop the student's competency in the use of common
187 hand tools required in the metal forming and fabrication-
cluster.
2. To develop the student's compritency in the use of power tools
and equipment needed for job entry into the occupations within
the metal forming and fabrication cluster.
3. To develop the student's understanding of the operations,
procedures, and processes associated with the metal forming
and fabrication cluster.
4. To develop silfe working habits related to the occupations
within the metal forming and fdbrication cluster.
S. To familiarize the student with the terminology associated
with the metal forming and farication cluster.
6. To develop an understanding of the resources available to
him in his pursuit of the course as well as in his work
following graduation.
In the following section of the report the pilot program of each school will be discussed with reference to the administration, the teacher, the physical facilities, the instruction, and community involve- ment.
The information reported was obtained by members of the cluster concept project research team through a series of bi-weekly visitations to the various schools that conducted pilot programsin the metal and and fabrication cluster.
Orientation. School B was located in an urban setting although a number of students were from outlying rural areas. Students in grades
10 through 12 were in attendance. The students could select either the college entrance, business, vocationaIllor general curriculum.
188 The introduction of the metal forming and fabrication clusterinto this school added another dimension to the practical arts curriculum. In
addition to the metal forming and fdbrication cluster, theother practical
areas of the curriculum included courses in business, home economics,
industrial arts, plumbing and heating, graphicarts, and agriculture.
The administration. The principal and vice-principalgave continuous
support to the cluster concept program and to the .acher. The administration
and guidance counselorswere extremely helpful with problems involving the
scheduling of students' class time and the allotment of additional physical
facilities for the ldboratory.
The county administration provided little material support for the
cluster concept program during the first semester, although through other
overt acts it supported and encouraged the program. Fortt.nately, Teacher
B was able to conduct theprogram during the first semester with equipment
and supplies which were on hand for the industrial artsprogram so that
up until the time when requisitioned material began to arrive, the program was not completely impeded. In April, Teadher B was allotted a sum of money to be used for instructional materials by his supervisor of industrial
education. This money was used to purchase additional tools, equipment,
and materials needed for the cluster concept program.
In December, the supervisor of incLstrial education accompanied the principal investigator and the project coordinator on visitations to the
schools in his county which were involved in the cluster concept program.
However, he did not attend any of the scheduled visitations made by the
researdh assistants to School B.
The teacher. Teacher B had a B.S. degree in Industrial Arts, had
completed additional graduate work, plus eight years of teaching experience
189 in woodworking and metal working at the senior high school level. Much of his work experience had been in the area associated with the metal forming
and fabrication cluster.
Teacher B was a masterful teadher. His ability to structure experi-
ences and his art of motivating students created the impression that the
class would continue to function effectively without his presence. He
developed unusual espirit de corps in the groups. For example, he obtained
a basketball so that the group could play as a team during the noon-hour.
The students dhose to establish group identity and obtained shcp coats witli
the words " High Cluster" embroidered on the back. (ro minimize the
"Hawthorne" effect, data from a distant school was used for the control
group.)
Teacher B's cluster concept program was highly organized throughout
the year and he made maximum use of the available tools, materials, and
equipment by incorporating several group and individual projects into the
practical part of the program. These projects are discussed on the
following pages.
natal facilities. Seventeen boys were enrolled in the metal
forming and fabrication cluster in School B. The class shared a laboratory
with the agriculture department and utilized the equipment inthis facility.
Ibis arrangement did not impede the program since the laboratory wasof
adequate size to provide storage and working space forthe group. The
laboratory was well-equipped and by the end of the yearthis feature was
edhanced by the addition of several new pieces of equipment. Approximately
SO percent of the tools, materials, and equipmentrecommended for the
cluster were on hand at the beginning of the year. At the end of the school
year this was increased to75 percent.
190 A detailed drawing of the laboratoryin which the clusterprogram was conducted is showri at the end of thissection. This drawing also indicated major pieces ofequipment and shows theirlcmtion in the laboratory. See Illustration 5.
Instruction. From the descriptive data gathered,it was evident that experience was gained by the students in all occupationsof the cluster. Various teaching techniqueswere used. Where required, initial experiences were obtained bycompleting small jobs and practice pieces.
From this initial work thestudents progressed to largerprojects, some of which combined tasksfrom several occupations. Outstanding products that were constructedincluded a snowblower,a large barbecue, boat racks, andirons, and auto jacks. In the course of building theproducts, Teacher
B made a practice of rotatingstudents through the occupations of the cluster in groups of three andfour.
Field trips were taken during theyear to the Goddard Space Flight
Center and to the Todd Steelfabrication plant. Studentt observed many activities whichwere directly related to the metal forming and fabrication cluster.
In order to evaluate the performance of eachstudent enrolled in the cluster program a task inventorywas developed which listed all the tasks to be taught in the metal forming and fabricationcluster as developed in phase I. Kept up-to-date, it representeda record of student progress and achievement to teachers, parents, pupils,and in some instances, employers.
The task evaluation charts locatedat the end of this section are of two types. One list indicates the tasks which were to be taught in the cluster concept program. 'Those tasks taught thisyear are indicated by a check ( ). Those tasks which the teacher feels need to be retaughtw.xt
191 See Figure 21. next year areindicated by a double checkmark ( ). opinion, how The second evaluation chartindicatea, in the teacher's either each student in his classperformed the task. Each student received evaluation of his achievement. a satisfactory(S) or unsatisfactory (U) as an were indicated Those tasks not taught duringthe first year of pilot programs
by the letter M. See Figure22. obtained employment during Community involvement. Several students One company agreed the summer within one ofthe occupations inthe cluster. proposed for the to take sevenstudents as part of awork-study program
1968-1969 school year. and the program reaped Teacher B was well respectedin the community for students, andfield mmny benefitsin the form ofsupplies, employment industries and businessmen. trips resulting from hisrelationship with local administration, teacher, A visual summaryof the preceding five areas, community involvement,which have been physical facilities,instruction, and
at Scholl]. Bis precented featured in the descrintionof the pilot pTogram
in Figure 23. the metal formingand Summary and recommendations.The students in the benefit ofabove average fabrication cluster atSchool B have had
teacher. See Figure 23. They physical facilitiesand an excellent of the clusterand had well- received instructionin the occupations activities as well as onfield trips. rounded experiencesin project
See Figure 22. of milling,grinding, Lack of equipment,especially in the areas
in these categoriesthroughout the and sheet metal,curtailed learning advanced that thisequipment be year. As a result, aredommendation was later than thebeginning of the available to the clusterprogram no
192 second semester of thc 1968-1969 schoolyear. Without it, it will be impossible to teach and to gain experience ina large number of tasks in the areas of machining and sheetmetal, two of the four major occupations in this cluster.
193 s SCHOOL B , FORA4/IVG & 1#518R/CA7/ON CLUSTER I I I I /4 I I1 IM1111111, I I /6 9 I I MOM MEM VOW.. omma. mINIO IIs mINIO 0 VIM 111Ma ./=0 MOM Wain MO I.. a limm . MM. .MI0, s ...lb 0=0 .=0 ./m0 OM, . /9 It Oa /9 1. FORGE 7.6. BANDARBOR SAWDRESS CLASSROOM 12.11. AIRMETAL COMPRESSOR LATHE 17.16. TIGSHEET WELDER METAL BENCH 4.2.S.3. GRINDERSOLDERINGDRILLWORK BENCHPRESS TABLE 10. 9.8. METALHACKSHAPER STORAGE SAN RACK I LLUSTRAT ION 5 IS.14.13. MILLINGTOOLSQUARING LOCKERMACHINE SHEARS 19.18. ARCOXY-ACETYLENE WELDER WELDER MACHININGTASK EVALUATION EXPERIENCES CHART Level Task Mo. Task Statement Level Task No. Task Statement 2221 Grindingproducetbs parallel astock Sat surface. ononsurfaces surfacesurfrce to grindergrinder .001 cf toto an produce inch. 1 2 Countersiakingsurface.Turning stock on(countersink lathe to produce and center a faced drill) II 23 twoGrinding perpendicular stock on surfacessurface grinderto .001 toof producean inch. 3 .shape toTurning .001stock leach. stockbetween te mimeon centers.lathe to produce tapered hole for mounting cyclindrical II 2524 MachiningGrindingan angular stockstock surface. omon surfacea horizontal grinder ailling to produce o Turning.001 ofstock an inch.em lathe to produce a sheulder to 26 .14schiningmachineof enstock toinch. prooluceproduce on a horizontal aparallel flat surface. milling surfaces to .001 '6 ReevingDrillimg.006 ofstock stock an lath.on ow lathe lathe to to produce produce & allelefinished to 27 isodhinoMmebinimg to stock prodsco em atwo horizontal porpoodicular milling II 7 holeBoring to stock.001 ofonef anlathe inch. to produce en enlarged II 20 ofmschineMachining surfacesan ineh. te to .001 of so inch. s::11: a shoulderhorizontal te nilling.001 1 recessodComte:boring hole stockto .006 en @fanlathe inch. to produce a II 20 nothingMiehlaieg to stock probaces en a horizontalam sagas: editingmeow. 11 11 10 9 MachiaswithioPartin 1/32 stockstock of enases latheinch.lathe totop:Mace pylon apiece&necked 31 MachinlogmachineMachining to stockprodwes enam aa flatvorticalvertical surface. ndllingmilling UT 11 rilingfixishedskip stockto 1/32surface. on oflathe so loch.to produce a 32 lischiniagrehiretimers,to .001 to produce stocktwoof= porpoodicolesloch. we woe vertical parallel adlliog surfacessurfaces =chime te IS12 parallelMichioingMachiaiagflat surface,. suzfoces stockstock on onto shaper shaper.00. ofto to aaproduce minceinch. two& II liochiningto .001prodoce ofstock noa shealdorloch. en genital to .001ailliog of anwithise 1514 holeDrilling to .005 stock of asan drillinch. press to product a Are ioldimp femme metals with A.C. MOLDING kIWEIIIIICES II 1 16 Spotfinish*/Reaming facing a holeahole hole toeel on.001 drilldrill of pressanpress inch. toto produceproduce a 1 aweldor horisencal to poodowo: boot joint. i. a finishat surface to .005 of an inch. 1 17 Countersinkifta footwear receiver on drill hole. press to pruduce o32 , a&horizontal herizaatal insideoutside!aritanta1 corner comer joiat. join. lap joint. II 1916 excessGrindinganCounterbering enlarged metal. stock hole stock on to bench .005on drill grinderof an press inch. to toremove produce 6 a verticalhorizootal lip tee joint. joint. 20 Grindingsharpen drill tools. bits on a bench grinder to Figure 21. 7 produceAreArc welding Lotta butt pipejoints Joint Stociewithstock while while with rolling. fixed.A.C. weldervetoer to aeasnmwa=laslammaaniabalmmasmsamsamowasumwto scaratzt Level Task No. welderArc welding to produce ferrous metals with D.C. Task Statement Level Task No. Inert gas welding ferrous metals to produce: Task Stausent 1 10 9 It horizontal butt joint.horizontal lap joint It 3,3$37 a horizontal outsidelapbutt joint. joint. corner joint. .1 1211 a horizontal outsideinside cornercorner joint. joint. II 4140 a horizontal totinside joint. corner joint. 1 1314 &verticala horizontal lap too joint. joint. 11II 4342 Inerta vertical gas welding lap joint. pipe stock to produce It 1615 pzoduceAicArc wadies welding butt pipe joists pipestock whilestock vile& fined.withli.C. D.C. welder welder te t II 44 buttInert joints gas welling while fine.riling.pips stock t prince II I 17 produceresewPad welding buttsteck joists telow original aroma while as felling.beilkt. metal stock to 45 aboriginaltohest predate: gas veldiag butt joint.am-ferrous metals IS Gasa weldingkiwi:fatal ferrous bwmt metalsjoia2. stock to produce: 7 II 4746 a horizontal lep join.horizontal outside corner joint. 2019 &horizontal lap joint.kerizmatal outside miser Pelat. 77 II 41148 hesizentalherigental inside tee joint.corner joint. 212322 a betimes'a horlsintillveetical Iasi&lap tem Jetta. 30/mt.ennerjoiot. IIII 51SO52 butta vertical joints lepwhile join. finedrellift 2524 Gashung cutting fern= firms metals cabinhorizontal termini:steels. butt jint. .mmwelre II bonitosTieing adusiplatis jibing en sheet sheet milnatal inn. for ceitiag, WV WEIIIINCES 1 272a21 &horizontala horizontala horizontal outsidelep inside joint. calmer corner joint. joint. 11N 11 32 CognisepredateCoating sheetshoota Asian natalaRtal cut withwithstraightwithin saddleryhad 1132 toolscut withinofto to lapredate inch.1/32 of am isch. 3029 Staginga horizomtal nom-farms toe joint. vorticalmetals to lap produce: jalat. bel/ RI 4 Cutting sheet metalcircular with machineryhand cut tools within to to produce 1/32produce of an lack. II 3231 a herizoatala horizontal butt lap joint. Joint. VI 6 auCuttinga circular irregular shftt cve cut metalwithin within with 1/32 1/32 head of of antools oninch. to produce VI IIIi 3433 a horizontala horizontal outside inside corner corner joint. joint. twommi 11 a7 Cuttingaan notched irregular sheet cut metalmetal cutwithin withinwithwith 1/32 machineryhand 1/32 'of tools ofan inch.anto to inch.produce produce 011 VI II Figure 21, continued 35 a verticalhorizontal lap tee joint. joint.. Ai!
. Level11 Task No. 9 produceCutting asheet notched metal cut with within machinery 1/32 of to Task Statement Level Ta:k No. Task Statesent 1 10 Cuttingan inch. sheet metal to produce an 1 3 produceFastening an assembly. metal parts with screws to .11 11 Forminginterior sheet cut withinmetal cylindrical1/32 of an inch.shapes 1 4 produceBolting anmetal assembly. parts with screws to 1 12 on Formingslip roll sheet forming metal sachine. crimping on a 1 5 assembly.Riveting metal parts to produce am 1 13 beadingFormingcrimping machine.shootmachine. metal beading on a 1 67 .Matingpowerlightening parts tools. together metal fastesersto produce with head 11 14 brakeForming for single stealth. Melon bar folder or II 11 Matiagsub-assemblies. parts and sub-assemblies together II IS brakeForming for double stremgth. hem on bar folder or I Meldingassemblyto prodoce parts of major details,ia Oomph* assemblies. sub-assemblies devices for It11 1716 barFormingForming folder single doublefor joiningseamen seam aonsheet brake a brake metal and/or and/orparts.pasts. 10 imCutting an assembly. materials with hand tools to fit mut 11 la mechinevyForeing forPittsburgh joieing lochsheet seam mmtal with parts. 1211 PilingCuttimgin as stock MaterialsassaMbly to !peeper* towith 1/32 power a offiakthed amtools inch. to fit II 2019 DrillingmachineFormingfastener forcap shaft receiverjoiningstrip Metal season sheethole. tO probe,atotal drive parts. cap a 13 FreAsceDrillingto .001 of shaleholes sa iscb. toin .005material of em with intb. hand drill to asiickl 11 2221 MeldinghesivesAdhering (sprat)to produce sheet an metalassembly. parts to sheet metal parts with ad- It 14IS produceDAMng ahalts hale with to .005 a had of as poser tech. drill to 23 produceanSolderimg assembly. an assembly. sheet metal parts to produce tic DesireIlesidag stook shed with with powerhardfiat***flashed wrackdrill belehale toto yredece prodmostose .001.001 ofof anse inch.iach. 24 metalFastening screws sheet metal parts with shoot te produce an assetbly. 1317 CommtersinkimgCoweraniatlagpredatea boleshales wtthwith powerhaol toolsdrill to to &Sutton recolver hole- 11 2526 Rivetinganlotting amassembly. assembly. sheet sheet 'Betel metal partsparts toto produceproduce 11 19 threadedTappingprodOce aholeshole. fastemer with receivertaps to producebole. a 27 Joining sheet metal parts with seams. ft11 2120 PunchiagthreadedCuttiag throats amber.materials with with dies hind pooches to to produce a processesAdhering partsto produce with adhesivesa metal honied using assemblyWine ASSEMBLY EXPERIENCES 11 11 22 produceproducePinching a hole.an materials tangibly. with power tools to FigureIt 21, continued 1 duceequipmentAdhering a metal partsto bondeda spwith cified assvably.adhesives thickness using to spray pro- Level Task No. Task Stateeent with precision 11 2423 OteckingesseeMiesCheckinginstements dimensions dimensions tofor produce accurate of ofdetails accent. sub-asseuhlies assembly. assavhliet. aM 11 25 NaseuringSteepingfee assembly. stack ember with and precisionletters no natalinstruseats stock 1 2726 variousliemeingter identification. appeepristeharm. anal ports with 1/ 11 Figure 21, continued a2$ toMarin Aligningomelettesperbee ontal a gentsflare.with heedin me-nessedies tools. !sifts with a flaring test aM VI
- I , TASK EVAUJATION CHART Student Level Task No. MACHINING EXPERIENCES Task Statelent 21 CountersinkingTurningsurface. stock on(couatersloh lathe to produce end center a faced drill) GH S JK S stock to produce tapered hole for mounting ABCDEF LMNOPURSTUV stock hetwaso centers. a SS 3 TUrning stock on lathe to a cyclindrice S S SSS .shape to .00: inch. produce SSS SSSS 4 Uniting.001 stock of SRan inch. lathe to produce a shoulder to SS SS SSS SS SSS U III Drilling stock on lathe to produce a hole to SSSSSS U'U 11 5 au .005 of am inCh. UUUU S S S'S USUUSS S 6 holeMining to stock.001 ofOm anlathe inch. to prOdoCe a finished SS SS SS SS SWIMS . 7 Loring stock on lathe an enlarged uIIURR a Coulterheriaghole to .001 of stock an inch. ea lathe to produce a to produce ssssssssssssssllllllS S S S S S All Fastingrecessed stockhole toes .005lathe of to an produce inch. a piece S SS SS S S S S S I withinNecking 1/32 stock of so on inch. lathe to a necked U SSS SS S uau 10 shape to 1/32 Of an inch. proem* S S UllS S USS S UU UUUS sIIIUUIISS S 1211 MachiningFilingfinished stock stock surface. en omlathe shaper to produceto pitmluat a Silk 1111111 11111111 flat surface. 1 ,A nachlaiagparallel stock surfaces os shaper to .005 to ofpxoduce an inch. two NNNNNNNEINNNNNN 11111111 Is14 ReamingholeDrilling to .005a stockhole of onan drillinch. press to produce a NNNNNNNNNNNNNNIIUIIIIISSSIIIIIUSSUUSSSS 16 Spotfinished facing hole&hole to on .001 finisheddrill of anpress surfaceinch. to produce to .005 of an inch. NNNNNIINNNNNONN s s s III 17 Countersinking on drill press to produce !MISS 18 Counterboringa fastener receiver stock onhole. drill press to produce seisms an enlarged hole to .005 of an inch. des 19 excessGrinding metal. stock on bench grinder to remove NN NNNIIIIINNNEEN 20 sharpenGrinding tools. drill bits on a bench grinder to rispsssssusssssUUSSSIOUSUNNEINNNWNN NNNNUSUU , II 11111111II UUUSUSUUSSUUUU Figure 22.
.14 Level Task No. Task Statement ..1., Student 1 21 Grindingproduce a stoekstockfiat surface.on surface grinder to produce ,ABCDEFGHIJKLMNOPORSTUV 22 Grindingtwo parallel stock surfaces on surface to .001 grinder of an to inch. produce SSSsSsssssssss s s S S 2423 Grindingtwo perpmdicular stoek os surfacessurface grindorto .001 toof producean inch. s-S.s S1S s,S s,S S, II Machiaingon angular stock surface. on a horizontal saline 1 26 .15n:hieingmachine stock to produceon a horizontal parallela flat surface. millingsurfaces to .001 sSSSSSSsSSSSSS lima/ming*foe loch. stock ea horizontal milling SSSSSSsSSS II 27 machimo to potion tooto peipeodloalor.001 SSSSSSSSSSSSSS surfaces SSSSSSSSSSSSSs II 28 whimoafIlschisirqg an inch. to }Mime a stool% so &horizontal of as loch. shoulder co .041 oi131116 SSSSSSSSSSSSSS 11 2 29 Malaise stack ea a herisats1 sillies to prodnce am atgolor outface. SSSSSSSSSSSSSS . 31 *Waiagwearn othing stall to produce ea a vertical anise stack en a vertical sillies flat serfoco. SSSSSSSSISSSSSS 'beldameto .001 ime to widow two palatial surfaces ef OR imeh. SSSSSSSSSSSSSS stack en , - 11II 3233 IladdalaeNothialogtoto.0111 proisco of sloth at lath. 40 vortieol millingmime noddy* too peopmadiculer surfaces to vertical eilliag machine SSSSSSSSSSSSSS - Arc weldiag MOPS *fader re .001 of so loth. 1001110C18 metals with A.C. sSSSSSSSSSSSSS 1 awelder lvvismatal to pmedmos: butt Jelin. ferrous SSSSS'SSSSSSSSS, 432 & horizontal lop joint.horizoot81horizontal insideoutside corner corner joist. joist. SS S - a horizontal tee joint. SSSSsSSSS 6 a vortical lop joist. SSSSSSSSSSSSSS -----1,--.----- 7 Arc welding pipe stock with A.C. welder to USUUUUU1USUUUUUSSSSSSSSSSSS produce a butt joist stile flied. 11 Figure 22, continued produceArc weldiag butt pipejoints stociewith while rolling. A.C. welder to NNNNNNNNNNNNNNSSSSSSSSSSSSSSSSSUSSSSSSSSSS 14- 1101..11.0.744.4.1111110Z.607,104/000.11...... 1 " tirarikat -11.meididhee Level Taik No. Task Statelent I Student . I C 1 3 rrrpprimik A ; welderArc welding to produce ferrous metals with D.C. B C D E F G i l I.' M N 0 Q R II. i V 10 9 a horizontal buttlop joint.joint. J S;TIU 1211 a horihorizontal inside comer joint. outside corner joint. NNNNNNNNNNNNNN 13 a horizontal tor joint. 1INIMENNNNNNNNNN IS14 Arca vortical wilding lap pipe joint. stock with D.C. wilder to 113111=1INNNNNNNNNN .11111.11MM. produce butt joints while filed. I3UUSU1JSUUUUSUU ., 11 14 Arc wesdiag pipe stock with D.C. wilder to NNNNNNNNNNNNNN 17 apneas10,5410;141ms butt joints lire while areas rolling. somata stock to nnNNNNNNNNNNIIN . imaim renew stock to original height. m Gala weldinghrizontal forma butt metals jailt. stock to produce: SSUSSSSUUSS;SSSUS 19 a horizontal lop jint. LSSSSSSSSSSSSS NNNNNNNNNNNN 2120 a berisoatalhorizontal isoldeoutside corner corner paint. joist. NNNNNNNNNNNNNN 22 a herizeatal toe joint. IMUSUUUSUSUSUUUNNNN 2423 armingGasa vortical cutting forms lop farzeue artoltsjoint. cazbon topmasts: stools. EILIENIZI mg NH. 272625 a horizontalberizeatalborizoatal Impbuttoutside joint. joint. moor joint. Min ninninnininrinn 2i a horizontal inside corner joist. rininrinrissuussussu 29 a horizontal tee joist. ENNNNNNNNN-NNINNNIIINNNNN:NNNNNNN -4- N 111.11.111.1 MI I 30 a vortical lap joint. illIl Session neel-ferrous metals to produce: IniriSSSSS,StlUSSSSFINNNNNNNNNNNNN-NliaNNNNNNNNNNN MI 33313: a&horizontal horizontal buttoutsidelop joint.joint, corner joint. NNNNNINNNNNNNS S ss horizontal inside coiner joint. SSS SS SS 35 a horizontal tee joint.. SSS S S SSS SS,SSSSS 30 a vertical lap joint. SSSS InsESSESSSESS'SSS Ss, SS 111MALEM11111.111111 SSS IIII 1 Figure 22, continued :Ss...... ssimumismummo IIiII 1 Student Level Task No. Inert gas welding Task StatOMMt metals to produce: 1 i 11 3837 a horizontal buttlap joint.joint. ferrous ABCDEF GHI(JKLUNOPQRSTUV 1111 403, a horizontala horizontal.; outside inside corner corner joint. joint. UUSUSSSSSUSSUU 41 a horizoatal too joint. UUSUUUSSSUSSUU 1111 4243 lout gas welding pipevertical stack lepto producejoint. ...,1SSUSSSSUSSSSS butt joints while Tellico. bSSSSSSSSSSSSSNNNNNNNNNNNNNN 11 butthartInert joists gesges %biteweldingwelding fixed. ass-ferreuepipe stack tometals produco SSSSSSSSSSSSSS 45 to predate: berlzsetal butt joint. SSSSSSSSSSSSS,S 48 horizontal lap jin. SUSSSSSSSSSSSS 4847 berisoatelberissatal entaillainside tenor comer joint. joint. UUSSSSSbUUSUUS 49 horizontal tee jeiat. UUSSSSS"UUSUUS I SiSo butta joists shills tellingvertical lep joist. SSSSSSSSSSSSSS 52 butt joists addle Med SSSSSSSSSSSSSS S SallarISTALurstuscis SSSS.SSSSSSSSSSUUSSSSSSUUSUUSS S S S S S SS Tracing templates en shoot natal for cuttiag, SS 1 beading mad jolting sheet metal items. SSSSSSSSSS SS S SSS 11 23 CuttimgproduceCztting sheetsheet metalmotel withwithstraight machineryhand rodscut to withinto prodbce 1/32 of an inch. sfinight cat althin 1/32 of am inch. NNNNNNNNNNNNNN 4 aCuttiag circular shoot cut metalwithin with 1/32 hamd of aatools Lath. to produce NNNNNNNNNNNNNN 11 Cuttinga circular sheet cutmetal within with 1/32machintry of an toinch. produce NNNNNNNNAINr NNNN 6 Cuttiagam irregular sheet metal cut withwithin hao.I 1/32 tools of an to lath. NNNNNNNNN,NNNNN ( 11 7 aaCutting irregular sheet cut metal within with 1/32 machisory of an to produce inch. frolic* 1 Figure 22, continued Cuttinga notched sheet cut metal within with 1/32.of hand tonis am inch. reproduce U.UUSUUSUS,SUUUSSSSSSSSSSSSSSSUUSUSUSUSUUSSUSSSSSSSSS:SS,SSS Task No. Task Statement . Student , , Level 9 anproduceCutting inch. asheet notched metal cut with within machinery 1/32 of to ABCDi EF LMNOF r QRSTUV 10 Cutting sheet metal to produce an GHIJK 11 11 oninterior Foradngstip roll cut sheet formingwithin metal 1/32machine. cylindrical of an inch. shapes 1 ' SSSSSSSSSSSSSS 12 crimpingForming sheetmachine. metal crisping on a USSUSUSSS,UUUSS 1 13 beadingFonda' sheetmachine. metal beading on a USUSS,SSUUUUUU,S II 14 brakeForming for strength.single boo on bar folder or , SSSS e.- II IS Forming double bee me bar folder or SSSSSSSSS , 11 . 16 brakeForming for strmegtb. siagle seamen *brake and/or SSSSSSSSSSSSSSS S S S S S S S S S S S S S bar folder fer joining sheet metal parts. USUSSUUUSUUUSS 11 17 barForming folder double for joiningseam on sheeta brake metal parts. with and/or S S S S S S S S I 11II 1$10 machineFormingmachinery forcapPittsburgh for joiningstrip joining seam locksheet sheetom seam metala drivemetal pasts. capparts. SSSSSSSSS,SSSSSiS ,S tS ,S ,S .S , - 2021 DrillingAdheringfastens sheet receivessheet metal metal bele.te partspredate with a ad- SASS,SSSSSSSSSSS I I hesivesMolding to produce(spot) sheetam assets/4y. metal parts to SSSSSS SSSSSSS 22 produce em assembly. NNNNNN NNNNNNN. II 25 Soldering sheet metal parts to produce I ' , 1 24 Fasteningam assembly. sheet metal parts with sheet S'SSSSSSSSSSSSS 25 softiesmetal screws sheet temetal predate parts en to assembly. produce SSSSSSSSSSSSSS,_ 26 anRiveting assembly.asseebly. sheet metal parts to produce NNNNNNNNNNNNNN r ii 17 Joiniag sheet metal parts with seams. NNNNNNNNNNNNNN .4 SU 1 Adhering parts with adhesives using ASSEMPLY EXPERIENCES hand UUSUSUUSUUUS processes to produce a metal t,onded asseabl) U'USSSUSSU SUUS : Adhering parts with adhesives using spray thickness to pro. FigureII 22, continued duceequipment a metal to bondeda specified assymbly. . SSSSS1S'S:SSSSISS_SSSSSSSSSS SSSS I Student Level Task No. 3 produceFastening am metal assembly. parts with screws to Task Statement ABCDEF GHIJK LMNOPQRS TU'V 5 produceboltingassembly.Riveting metalan assembly. metal parts parts with to screwsproduce to ma NNNNNNNNNNNNNN II 67 listingpowerTighteningsub-assemblies. parts sots)together fastners to produce with hod tools. USUUSSUUUUUUU-SNNNNNNNNNNNNNNS SU S II 8 NotingHoldingto proemsassemblies.assembly parts parts andmajor ofissub-astemblies clampingassemblies.details, sie-assailits devices together for ad SSSSSSSSS S SSS SS II 10 Cuttingin ma materielsassembly. with hand tools to fit SSSSSS II 11 inCutting is assembly materials to 1/32with ofpower an inch. tools to fit ..L.1.1.14.1).A.4_5_4114.11.....11S11_13UUSUUUUUSUUUSU 4=r- 1213 produceDrillingtoFiling .001 stock of holesa holeaa to loch. in prodweeto Motorist .005 of a anfinished with inch. hmed &suably drill to UUSUSSUUUUSSS k , II 1514 prodocoOrilliogaliserbig fialehae holesa halenook bolo with t with.005 to a .001hemd badof am ofmoth power inch.aft inch.to drillpleaders to NNNNNNNNNNNNN,NNNNNNNNNN 1716 Countemishiaglemmingpredate stock a inateste boloswith pears finishedwithroesiver hamddrill bele hole. to tools predate to .001to of am inch. NNNNNNNNNNNNNNSSSSSSSSSSSSSS1 i .. It produceCoustersiaking a footsore boles receiver wits power hole. drill to SSSSSSSSSSSS,S,S, L L It Tippingthreaded holes hale. with taps to produce a NNNNNNN L S II I 2021 threadedCuttingproducetwitching throats milker. a materials bele. with Coswith tohand produce punthes a to N-NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN.NNNNN IMM II Figure 22, continued22 nothingproduce materiels an asseably. with power tools to SSSSSSSSSSSSSS SSSSS S,S.SSSIS,S - , Student , Level Task No. 25 Checkinginstruments cheensi.i for accurate of details assembly. Task Statement with precision ABCDEF Checking dimensions of sub-assemblies and GHIJKLMNOPQRSTUV 2425 Measuringassembliesfor assembly. stock to produce with precision accurate assemblies. instruments NNNNNNNNNNNNNN II 26 Steeping auber asd letters on metal stock SUSSSUUSSUUUUS for identificatian. 2$27 variousHammeriagFlarbegutal hums.epprepriate tabiallitith metal partsa flaring with toot SSSSSSSSSUUSSS II top:same a flue. NNNNNNNNNNNNNN _ II Fibure 22, continued 29 asuanissSlip's' guts with ia hod sab-sase011as tuts. aid sssss,ss,sssssssNNNNNNNNNNNNNNsssss,SSS,SSSSSS - 0tfl SUMMARY-EVALUATION OF SCHOOL BCLUSTER CONCEPT PILOT PROGRAM AOMINISTIATION 1 2 3 4 The school and county adetinistrative 5 1 2 3 4 Thethematerialpersonnel school teacher. andsuppozt provided county to minimaladninistrativethe program moral and and personnelThethanwithprogranby school satisfactorysorsa actively and furnishingsupport county supported material butadministrative the with teacher thesupport. less programsupport.withpersonnel adequateby furnishing actively moral supportedtheand teachermaterial the TEACHERLittle academic preparation in Major - Adequate academic preparation in majorSuperior field. academic preparation in An erperienCed teacher resourcefulnessinexperiencefield. major field. or practical or initiative. experience Little or no teaching Seldom shows initiative.timeexperiencemajor showsfield. inresourcefulnessand major some field.practical and Hes some teaching Some- withfield. practical experience in major Resourceful. An initiator. lhePHYSICAL size ofFACILITIES the laboratory is in- The size of tile laboratory is ad- restrictedSize of the occupational laboratory allowsactivities. un- adequateofprogramoccupational equipeent. and also severely activities.suffers restricts from Thelack of'equipmentequateclusterlaboratoryoccupctional but program.somewhat for has activities. operating the restricts minimum the roma The Thefor laboratory the cluster is suitablyprogram. equipped TasksINSTRUCTION were taught in only one or pations.Tasks were taught in several occu- A sajority of Level I MbstTasks Level were Itaught tasks inwere all performedl occupations. by numbertwotoexperiencesformed occupations. the of cluster.byLevel the offered Istudents. tasks were were appropriate per- A very restricted Few cluster.Experiencestasksappropriate were performedwere to notoccupations alwaysby the students. in the weretheocctmations students. extremely latheappropriate cluster. to Student experiences CommunityCOMMUNITY organizationsINVOLVEMENT were unaware Community organizations furnished furtishingCommunity organizations aid to the program. cooperated A by employmentprogram.of.community. or did wasnot evidentsupport inthe the cluster Little opportunity for Savecommunity.employmentsome members support ofopportunity tothe the class cluSter infound tht program. Figure 23. community.esploymentlarge proportion opportunity of the in class the found Orientation. School D was a comprehensive high school composed of grades 10 through 12, located in an urban community. The school program consisted of oollege entrance, general, business, and vocational curriculum.
Students entering grade 10 selected one of these programs which they followed for the remainder of their high school career.
In addition to the areas of home economics and business,the other vocational programs in School D included automotives, painting and interior decorating, carpentry, metalworking, masonry, graphic arts, and cosmetology.
School D also had several industrial arts courses.
The introduction of the cluster concept program into this school enabled those students enrolled in the general program to elect a course which would provide them with technical skills while not trackingthem into the vocational program. School D offered two different cluster programsthe construction cluster taught byTeacher D (described in previous section) and the metal forming andfabrication cluster taught by Teacher F.
The administration. The school administration was one ofthe early supporters of the cluster conceptidea during phaFe I. Teacher F received
aid from the administration in resolvingproblems of enrollment and
sdheduling.
The county adninistration providedTeacher F with the majority of
the tools, materials, and equipmentneeded for the metal forming and
fabrication cluster that were not already onhand at the beginning of
the year. The supervisor of industrial education metwith members of
the research team and with the principalinvestigator several times
207 throughout the year to discuss and evaluate the cluster concept programs in his county.
The teacher. Teacher F had a B.S. degree with a major in vocational- industrial education. He had 8 years teaching experience in the area of general metals. His service in the army as an officer and trainer of newly assigned soldiers was valuable as was his five and one-half years work as a machinist.
Teacher F had very good rapport with his students and did a commendable job of initiating the cluster concept in his school. He followed the course outline closely and provided theoretical and practical instruction in all the occupations in the cluster. His laboratory was always in order and student activities always gave evidence of well planned and organized pro-
cedures.
Teacher F's contribution in the first year of the pilot program was
a credit to the overall research effortconnected with the metal forming
and fabrication cluster.
Physical facilities. Sixteen boys were enrolled in the metal
forming and fabrication cluster in School D.The facility was of
sufficient size to accommodate the diverse activitiescalled for in the
curriculum. It was well equipped and contained about 90 percentof the
items recommended for the program at the beginningof the school year.
Several major pieces of equipment including aheli-arc welder, surface
grinder , and twosheet metal shears were added during the year.
A detailed drawing of the laboratoryin which the cluster program
was conducted is shown atthe end of this section. The drawing also
indicates major pieces of equipment and showstheir location in the
laboratory. See Illustration 6.
208 Instruction. The students gained experience in alloccupations of the cluster during the year. The pupils in Teacher F's class alwaysappeared industrious and absorbed in their work. Activities were well organized and coordinated. Nearly all of the level I tasks weretaught and activities appropriate to them were carried on.
Numerous useful projects were completedincluding spur gears, fire- place tool sets, adjustable squares, toolboxes and a metal table to hold the newly acquired sheet metalmachines.
In order to evaluate the performanceof each student enrolledin the metal forming and fabricationcluster a task inventory wasdeveloped.
This inventory listed all the tasks tobe taught in the metalforming and represented a record fabrication cluster. When kept up-to-date, it pupils and of student progress and achievementto teachers, parents,
frequently, employers. section are The task evaluation chartslocated at the end of this be taught in the of two types. One list indicates thetasks which were to indicated by a cluster concept program. Those tasks taught this year are be retaught next year areindicated Check ( V/ ). Those tasks which need to
by a double check mark (144( ). See Figure 24. opinion, how each The second evaluationindicates, in the teacher's Each student received student in his class wasable to perform thetask.
(U) as an evaluationof his either a satisfactory(S) or unsatisfactory during the first yearof the pilot achievenient. Those tasks not taught See Figure 25. program wereindicated by the letter(N). F's students found Community involvement. Several of Teacher occupations included summer employmentin the communityin one of the A Spring conference was in the metal formingand fabrication cluster.
209 representatives to held which gave some localindustries a chance to send the school in order totalk to vocational studentsabout preparing for concept employment and employmentopportunities. A display of cluster curriculum materials and projects wasintegrated with the conference.
A visual summary of thepreceding five areas,administration,
involvement, teacher, physical facilities,ir.struction, and community which have been featured inthe description of themetal forming and
fabrication cluster program atSchool D, is presentedin Figure 26.. forming Summary and recommendations. The students in the metal benefit of a well equipped and fabrication cluster atSchool D have had the
facility and the services of anexperienced teacher.They received
each of the occupations instructions in nearly all ofthe level I tasks in
experience necessary forthem in the cluster togetherwith the practical
25. to perform the tasksatisfactorily. See Figure the first year of the The major shortcoming ofthe program during The community pilot study would appear tobe the absence offield trips. and they would appearbeneficial is rich in opportunityfor such activities
and encourage themby revealing the to widen thehorizons of the students high school graduate. opportunity which awaitsthe well trained sheet metal machineswould The addition of a DCwelder and several
the second year ofthe pilot study. add significantly tothe program in be obtained no laterthan the It is recommendedthat this equipment 1968-1969 school year. beginning of the secondsemester of the
210 ildE TA L FORM/NG 8c /51BR/CAT/OA/ CL CIS TER SCHOOL D /0 .94' 20 2/ 22 12/ .11=111111 AMMIIIMo. // N411116 /11M111111. // .1IM /2 /3/2 , 111111=01., /2 / 4 I. TIG WELDER 10. GRINDER 18. RING AND CIRCLE SHEAR 5.4.3.2. AC SURFACESPOTGASARC WELDINGWELDERWELDER GRINDER BOOTH 14.13.12.11. SLIPWORKMETALBRAKE ROLLBENCH LAME AND FORMER BAR FOLDER 22.21.20.19. FORGEGASSOLDERINGBUFFER FURNACE BENCH TOOL Room STOCK ROOAI 9.6.8.7. DRILLPOWERSHAPERMILLING PRESSHACKSAW MACHINE 16.IS.17. SQUARINGLEVELBENCH SHEARPLATESHEARS 25.24.23. ANVILBOOKCASEDESK I LLUSTRAT ION 6 TASK EVAIVATION CHART Level Task No. Task. Statement Level. Task No. MACHINING EXPERIENCES Task Statement 1 2221 twoGrindingproduce parallel a stockstoekflat surfaces surface.on surface to .001 grinder of an to inch. produce 1 2 TurningstockCountersinkingsurface. stockto pzeduco on lathe(comatersink &tapered to produce hole and aforcenter faced mouoting drill) II 2324 Grindingtwo perpendicular stock omon surface'ssurface grinder to .001 toof producean inch. 1 s .Shape toTurningstock .001 between iach.stock omcomers. lathe to produce a cyclindrics! II 25 Machiningmachinean angular stockto producesurface. on a horizontala flat surface. milling I1 54 DrillingTurning.001 ofstack stock am loch.es on lathe lathe to to proihsco produce a ashoulder hole to to 1 2627 .MachimingNubiansof=chi* ma stockiach.to stockproduce co aem horizontal parallela horizontal suffscasmilling milling to .001 II 6 Remiss.00S of stockam Lath. em lathe to produce a finished ItII 28 nnebinoMachiningsurfaces t9 predate tosteel' .001 topeonof aam perpeadiculerhorizontal inch. milling 1 t 87 Counterberiagholeboring to stock .001 of onetstock asanlathe inch. en tolathe produce to produce an enlarged a 28 *chimingofmachine =chimean Ind. Upraises te steam a shoulder to .001 aam horitootalamgolar surface. milling 9 withinPartingrecessed 1/32 stock holeof emam te latheisch. .005 to produce apiece ef an iadh. II 30 Mae:Maimmaim to predmeestock en a a flatvertical surface. milling stock emprobea a vertical mdlling 11 1110 *WagfinishedPilingshape stuck to stock surface. 1/32om enlatheof lathean lath.top:educe to produce snacked a 11 3132 IodinetoMacklaing .141mane to produceftee stackme pezpomdicularinch. twoon verticalparallel surfacesmilliagsurfaces machine to 1312 parallel*diming*chimingflat surface. stocksurfacesstock eaea toshapers.ihmper .005 ofto produceanproduce inch. twoa 11 SS IlechiogNite .001psin. of stocka toalmulder twit. a vertical to .001 milling of am =chimeloch. 14 holeDrilling to .005 stock of omam drillinch. press to produce a welderAsc welding ILV /veins:ferret's metals with A.C. EIPS112110.5 1615 aSpotReaming finishedfinished facing a hole surface holea hole om to drill toen.001 .005drill pressof of anpress antoinch. inch. produceto produce a 2 a berizentala horizontal butt lap joint. joist. 17 CounterberingaCeuntersinkiag fastener receiver stock on drill hole.on drill press press to produce to produce 43 a horizamtal insidehorizent.t caner joint. outside corner joiat. 11 19IS excessGrindingan enlarged metal. stock hole on to bench .005 grinderof an inch. to remove 1 657 Arca verticalbuzizostal welding lap pipete* joint. joint.stock with A.C. welder te 20 sharpenGrinding tools. drill bits on a bench grinder to to Figure 24, II11 produceproduceArc welding a buttbutt pipejoistjoints stock shile while with fixed. rolling. A.C. welder to Task No. welderArc welding to produce ferrous metals with D.C. Task Stateeent Level Task No. Inert gas welding ferrous metals to produce: Task Statement 1 10 9 a horizontal lapbutt joint. joint. II 3537 a horizontal lapbutt joint. joint. .1 1211 a horizontal insideoutside corner corner joint. joint. 11 414039 a horizontaihorizeatalhorizontal teeinsideoutside joint. corner corner joint. joint. 1 1413 a verticalhorizontal lap tee joint. joint. II 4342 Inerta vertical gas weldiag lap joint. pipe stock to produce II 16IS ArcproduceAic welding butt pipejoints stock while withwitb1).C. fixed. D.C. welder to Met joints while rellfmg. 11 44 buttInert jointsjoints gas whileMilewelding fixed.rolling. pipe stock to produce 17 GasPadproducerenew weldingmines stock low ferrous toareas original metals cm metal height.stock stock to produce: to IX 45 &Mori:Maltorpedoes:Inert gas butt welding joint. nen-ferrous metals 1918 a horisoatal lop joist.horizontal butt joint. I/II se47 &a horizontal outsidelap joist. corner joint. t.)M6 2120 a horizontal outsidehorizontal corms joist. iaside teener joint. IIII SO494$ &a vorticalberiseetala beeizontal lap tee joist.testis joist. termer joint. 242322 Gasa boriseetal too joint.vertical lop joist. cutting stools. Ii SI52 butt jeintsjoints while fisadTelling 1 25 atreeing berizamtal butt joint. forms metals farms calm to pledgee: II 1 Tracing tinplates en skeet Imo! for fatties. SW =AL IMAIMICES 1 26 a horizontal outsidelop joint. termer joint. 1 2 fattiesWdies mad sheet ;similes octal Witwith 'setahood toolsitems. t 1 2$27 a horizontal inside corner joint. 3 Cuttingprodoco skeet metal withstraight machinory cut within to 1/32 of an inch. a ifteittt cot within 1132 of an inch. malice 3029 Ba razingverticalhorizestal non-ferrous lap tee joist. joist. metals to produce: 1 4 Cuttinga circular sheet cutmetal ritbin with 1/32hoed oftools an inch.to pnimee 11 3132 a horizontala horizontal butt lip joint. joint. II 65 anCuttiegCutting airregular circular sheetskeet cut cuemetal withinwithin withrith 1/32 1/32handmachinery of oftools anam inch. toinch.to produceproduce 11II 3433 a horizontal insideoutside corner corner joint. joint. II 7 Cuttingan irregular sheet metal cut withinwith melanin.1132 of anto inch.produce II Figure 24, continued 3635 a verticalhorizontal lap tee 3oint. 301ht.. Cuttinga notched sheet cut meta/ within with I/32'of hand tools an inch. to produce .-....0 Level Task No. 9 Cutting sheet metal with machinery to Task Statesent Level Task No. Task Statement produceinteriorCuttingan inch. a notched sheetcut within metal cut within1/32to produce of 1/32 an inch.anof produceFastening2olting an assembly. metalmetal partsparts withwith screwsscrews toto ' 11 Rimingonforaing slip sheetrollsheet forming metalmetal crimping cylindricalaachine. on shapesa productasstehly.Riveting an arlembly.metal parts to **duce SA 1 1213 crispingForming machine. sheet metal beading on a power'Lightning tools. metal fasteoers with kamd II 14 beadingbrakeFbrming machine.for single streogth. hem on bar folder or Metingsub-assemblies.to produce ports amdmajor sub-assemblies assemblies. together pasts together to prodUce 11If 1516 brakeFormingForming for double strength. single hem seamenon bar &brakefolder end/oror assembly!foldingasseeblies. partsof details, la claw:slag sub-assemblies devices fft sad II 17 barbarForming folder folder doublefor for joiniag joiningseem onsheet sheeta brake metal metal and/orparts. parts. Cuttingia am assembly. natezialsmaterials with powerhead toolstools toto fit fit II IS19 machineryFormingFotaing Pittsburg% forcap joimiagstrip lock seasonsheet seam metala withdrive parts. cap tVillasim .001am assembly stockof an tolath. to produce 1/32 of a amfisished inch. essedkly 1 20 =whineDrilling lb:joining sheet metal sheet to metal produce parts. a prodeceOrilliagbeles abide lato materiel.005 otos with tad'. hand drill to II 21 hesivesAdheringfastener to receiversheet produce metal hole.an partsassembly. with ad- NomelmgpledweeOrtlliag stockabetsboles withtowith .005 bada hand efmreadh an pewee loch. to drillpredate to ITII 2223 produceMeldingSoldering en(spot) assembly. sheet sheet metal metal parts parts to toproduce sliemlogstedrwith finished bolo to pemerdrill.001fbmbitodbole of am vs topredate .4101 of mm luch. inch. 24 metalFastenfogan assembly. screws sheet to metalproduce parts An with sheet asseubly. CeumteesiatiogiproduceCatatonia& e Softener lag holesholes receiver vithwith powerbud bele. tools drill to to 2$26 Rivetinganill azwblv. s. 'set metal parts to produce.2% sreet metal pasts to produce produceTaningthreaded a bolesfastener bele. with receiver tups to hole. produce a 27 Joiningan asseibly. sheet natal parts with seams. CoatisgPuschiagthreaded threads !materialsmember. with dieswith tohand produce punches to 1 Adhering parts with adhesives using hand ASSENSLY EXPERIENCES *ended assembly preducePuathing a bele. materials with power tools to be II Figure 24, continued processesduceequipmentAdhering a metalto parts toproduce bondeda specifiedwith a assrebly.adhesivesmetal thickness using to spray pro- produce sa assembly. Level Task No. Task Statement 2423 Checkinginstrumentsassemblies dimensions for to accuratepreduce of sub-assembliesdetails accurateassembly. with assemblies. precision and II 2526 MeasuringStompingferfoe idemtificatiem. stock amobst with awl precision letters aminstrmmeatsassembly. tel stock II 272a reviewsIieweariagflaring bamwsn. appropriate=nal tibias mice a witb a florinNatal toolparts with II Figure 24. continued 2P assaddiasAngela.to parts witb in aido-gasesbliss aid flare. bawd tools. Iat.3 MACHININGTASK EVALUATION EXPERIENCES MART Level Task No. Task Statement A B C D E F Student, 1 21 surface.TurningCmuntersinking stock on lathe(countersink to produce and acenter faced drill) RSTUV stock te produce a tapered hole for mounting GHIJKLMNOP stack between centers. 1 43 Shape to .001Turning inch. stock onan lathelathe toto produceproduce aa cyclindrica,shoulder to SSSSSSSSSSSSSSS 1 Drilling.001 of stock am inch. on lathe to produce a hole to SSSSSSSSSSSSSSS II 6 Reaming.005 of amstock inch. en lathe to produce a finished SSSSSSSSSSSSSSS 7 7 boringhole te stock .001 on*ram lathe inch. to produce am enlarged SSSSSSSSSSSSSSS, B Counterborieghole to .001 of stock an inch. en lathe to produce a SSSSSSSSSSSSSSS - 1 Partingrecessed stock heie en tolathe .005 to of produce an inch. a piece USSSSUSSSSSSSSS ,- 10 9 Neckingwithim 1/32stock f enas latheinch. t produce a necked USSSSUSUSSSSSSS . 1 11 Filingshape to stock 1/32 cmof latheam inch. to produce a USSSSUSSSSSUSSS 12 lischiniagfinished surface. stock on shmer to p2oduce a SSSSSSSSSSSSSSS it flat surface. NNNNNNNNNNNNNNN 13 Machining stock on shaper to produce two 1 14 parallelDrilling surfaces stock onto drill.005 ofpress an iach.to produce a SSSSSSSSSSSSSSS hole to .005 of ad inch. '1 ..._ IS Reaming &bele on drill press to produce a SSSS,SUSSSS4SSSSS finished hole to .001 of an inch. r . 16 Spot facing a hole on drill press to produce SSSSSSSSSSSSSSS , 1 17 Countersinkinga finished surface on drillto .005 press of anto inch.produce SSSSSSSSSSSSSSS 11 la Counts:boringa fastener receiver stock onhole. drill press to produce USSSSUSUSSSUSSS 19 Grindingan enlarged stoa Role on tobench .005 grinder of an inch.to remove SSSSSUSSSSSSSSS excess metal. , 1 20 Grindingsharpen drill tools. bits on a bench grinder to US,SSSUSUSSSSSSSSSSSS,SSSSSSSSSSS,SSS:SSSSS:SSSSSSSSSSSSSSS Figure 25 S,S.SSS, . ,evel Task No. Task Statement i : Student 1 ?.1 Grinding stock on surface grinder to .12 twoGrindingproduce parallel a stockflat surfaces surface.on surface to .001 grinder of an to inch. produce AIBICDEFGHIJKLMIN1 OPQRSTUV 11 23 Grinding stock on suitace grinder to produce i. 11 24 anGrindingtwo angular perpendicular stock surface. on surfacesurfaces grinder to .001 to of produce an inch. 1.11SSSSSSUSSSSSSSU1S SSSS SSU'SS SS SS 25 machineMachining to stock produce on aa horizontalflat surface. 'killing US S SSUSUS SS SSS S Machining stock au a horizontal milling US S S S SSS machine to produce parallel surfaces to .001 1 SSS , of as lad. SSUSUS i 11 27 onchinoMachining to stockprods* on two shad:octal perpendicular milling Is s slsSSSSS Ss SS sss SS SS surfaces to .001 of es inch. ssssss $. LI 2, S lesetialagofmaimleschiaing an toinch. prodzice stockstuck oaso a ashoulder horizoatalhorizontal to nilliagmilliag.001 NNNNNNNN"NNNNINNN IL 30 =chineMachiningEnding to stackproduceproem so as a angularvertical surface.milling flat surface. -----.4NNNNNNNNNNNNNNN )64h.) 31 maimMachiningto to.001 produce stzet ontwo a verticalparallel millingsurfaces of as inch. NNNNNNNNNNNN1 4 1 , :.S II 32 Machiningto .001mare stock oftwo an peepsaficalartuck.so vortical milling surfaces =chino to SSSSSSSSSSSSSSS a . SS o 33 I Machining stock se voltical milliag machine SSS S SSSS coming a Amide, to .001 eras lack. SSSS II MILIMagaIMIMIINCES NNNNNNNNNNNNNNN --1 1.....--4.-4--, welderArc *India, to prodsco: farrows trials with A.C. NNN,J1NNNNNNNN NNN 21 a',horizontal horizontal lapbutt joint. joint. S S S S S S S S S S 1 4S a horisestalheti:metal insideoutside comer comer joist. joint. S S S S,S . a vorticalherilontal la? tee joint. joint. SSSSSSSS:SSSSSSSS SS S S SS , SA . S S 11 7 Axe weldiag pipe stock with A.C. welder to S S S S S S S SSSSSSSSS S S S S S S S produce a %at joist while fixed. S SS S SS SS SS 11 Arc welding pipe stock'with A.G. welder to SSSSSSSSSSSS,SSS S S Figure 2 , produce butt jointscontinued while rolling. UUSUU S S SUSSU SU A US SUUSUUUUS U U AVm... Student Level Task No. Arc wilding ferrous metals with D.C. Task Statement A B C D E F H I J JK L S -LIi V welZer to produce MNO'PQR r a horizontal butt joint. a horizontalhoriseLtal lapiasideoutside joint. terser corium joint. joint. NNNNNNNNNNNNNNN -, t . a horizontal toe joint. NNNN1NNNN.NNNNNNNNNNNNNNNNNNNNNN , I 1- a vertical lop joint. produceArc welding butt pipejoists stock while with fixed. D.C. welder to NNNNNNNN_NNNNNNNNNNNNNNNNNNNkitiNN IkiNN : , produceArc veldts; butt pipejoints stock while with rolling. D.C. welders. NNNNNNNNNNNN P admew welding stock tow to areasorient em metalheight. stock to NNNNNNNNNNNNN . . Gas welding fersoui metals stock to produce: NNNNNNNNNNNNNNN , a horizontal butt joiat. NNNNNNNNNNNNNNN a horizontal lap joint. shortness! insidehesizontal corner joiat. outside corner joist. NNNNN,NNNNNNNN,NN , , &horizontal tee joist. NNNNNNNNNNNNNNN I I A a vertical Imp joint. NNNNNNNNNNNNNNN ' BruinGas fining metals tamale.: cutting female caelimle Steals. NNNNNNNNNNNNNNNNNNNNNNNNNNNNN t - a horizontal butt jeiat. NNNNNNNNNNNNNNN r a horizontalhorizons lap outside jint. come:joist. SSS SSSSSSSSSSSS S S S S SS horizontal inside cozwer joint. SSSSSS S SS SS SS SSS S SS a horizontalvertical lap tee joist. joist. .S S SSSSSSSS SSSS S S SSS S.S SSSS S S SSS SSIS ---- , , B razing nos-fartons metals to produce: S a hors:mitaa horizontal butt lap joist. joist. S SS SS SS SSSN, SS SS a horizontalhorizontol insideoutside corner corner joint. joint. NNNNNNNNr NNNNNN -4 a horizontal tee Joint. NNN,NN,N,N,NNNNNNNNNN - I N N N N N N N N N N N N 1 t Figure 25, continued a vertical lap joint. NNNNNNN1NNNNNNNNNNNNNNNNNNNNNNN NNNNNNNNNNNN A 4. N,N,N ' JOUSSUIESIMICiagaag MANZiairegailifiraliMIEW .Level Task No. Task Statement I Student 37 aInert horizontal gas welding butt joint.ferrous metals to produce: :ABCDEFGH J,KLMNOPQRSTUV, II 38 a horizontal lap joint. 11II 4039 a horizontala horizontal outside inside corner corner joint. joint. NNNNNNNNNNNIINNN N ...--,, 41 a horizontal tee joint. NNNNNNNNNNNNNNN NN It 42 a vertical Imp joict. NNNNNNNN r. II11 45 Inert gas welding pipe stock to produce NNNNNNNNNNNNNNN , butt joints while rolling. N-NNNNNNNNNNNNNN 44 butttarn joints gas waldlogwhile fixed. pipe stack to produce NNNNNNNNNNNNNNN Inert gas ',slam sag-ferrous metals NNNNNNNNNNNNNNN 11 45 to aproduce: horizontal butt joint. NNNNNNNNNNNNNNN 46 a herizostal lap joint. 11 4Il47 &horizontal outside coiner joint. NNNNNNNNNNNNNNN 4, a horizontala horizontal inside toe joint.corner joint. NNNNNNNNNNNNNNN 10 SO a vertical lop joint. NNNNNNNNNNNNNNN 11 31 butt joints while rolling NNNNNNNNNNNNNNN 11 32 butt joists oldie fixed NNNNNNNNNNNNNNN t' lilliffISTM.E11111111ICES NNNNNNNNNNNNNNN hoodingTracing andtemplates joining au shoot sheet metal natal items. formatting. NNNNNNNNNNNNNNN 2 pledgeeCutting aghost sitalubt natal co. .ith within hand 1/32tools of to an inch. I. I I 43 CuttingCuttiaga straight sheet shoot cotmotel natal within with with 1/32nachinesy hand of toolsan toinch. prodoceto produce SSSSSSSSSSSSSSS i I I Cuttinga circular shoot cutmetal within ulth 1/32machinery of an toinch. produce SSSSSSSSSSSSSSS circular cut within 1/32 of an inch. NNNNNNNNNNNNNNN 1 Cutting sheet metal with hood tools to produce I I 7 Cuttingan irregular sheet cutmetal within with 1/32'machinery of an iach.to produce SSSSSSSSSSSSSSS dS an irregular cut within 1/32 of an inch. USUSUSSUSSUUS .- 1 Figure 25, aCutting notched sheet cut withinmetal with1/32'ofcoutinued hand an tools inch. to produce SUSSSUUUiS'IlSSSSSSSSSiSSSSSSSISSSSSSSSSiSSSSS ' ! U.SSSS
- Student Level Task No. Task Statement I , 11 9 Cuttinganproduce inch. sheet a notched metal cut with machinery to within 1/32produce of an r ABCDEFGH Cutting sheet metal to JKLMNOPQRSTUV 1011 Forminginterior sheet cut withinmetal cylindrical1132 machine. of an inch. shapes SUSSSUUUSUUSSSS _ ' 11 on slip roll forming 12 Foraing sheet metal crimping ' on a SSSS 13 crispingForming machine. sheet metal beading on a SSSSSSSSSSSr- - 14 beadingCorning aachine. single Moon bar folder or SSSSSSSSSSSSsSSSi II IS brakeForming for stIongth.double - hem on folder er SSSSSSSSSSSSSS 11 brakebarForming forfolder strength.single fcr seamjoiniag en a bar sheet eetal ports.brake and/or SSSSSSSSSSSSSSS-1/41NNN_NNN,NNNNNNNN 11 17 barForming folder double for seamjoining on a sheet metal patss.brake and/or NNNNNNNNNNNNNNN A 4 - 111 machineryForming Pittsburgh for jeiniag lock seas with sheet metal parte. NNNNNNNNNNNNNNN4, A II 19 strip sem om a drive cap metal parts. NNNNNNNNNNNNNNN II ForaingtermachinefastenerDrilling for receiversheetjoining metal sheetbole. to produe a NNNNNNNNNNNNNNN . with ad- SSSSSsSSsssssss 11 21 hesivesAdhering to sheet produce metal an partsassembly. 4- 11 2223 meldingproducesoldering (spot) em useably. sheetsheet totalmetal partsparts to produce to SSSSSSSSSSSSSSS t- r S S S S S i t, 11 ea &lushly. NNNNNNNNNNNNNNN S S SS S SS 24 Fasteningmetal screws sham toanal produce parts an &suably.with sheet SSS SS SS SS S S SS _1 2$ felting sheet metal parts to produce SSS an assembly. SSSS S S SSS S SS S II 26 Rivetingan assembly. sheet metal parts to produce SSSS SSSSS S S with seems. SS S SS S SS SS SS 27 Joining sheet eatal parts S S .4 1 S I S SS ASSEMBLY EXPERIBCES SS SS S S SS a S ,S_ I SS -, S'S I 1. . 1 Adhering parts with adhesives using hand metal 1.onded assembly 'S SS , processes to produce a SS , a II equipmentAdhering partsto a specifiedwith adhesives using spray thickness to pro- . . . '1 Figure 25, continuedduce a metal bonded assrably. 1 SUSSSSSSSUS_S'SSSNNNNNN!N.NNNNINNNN_ .
it;.)5 ;47,0,"t AN, 'At Student level Task No. 3 prcduceFastening an metalassembly. parts with screws to lnsk Statement ABCDEF r GHIJK LMNOPQRS TU V 4 Rivetingproducebolting anmetalmetal assembly. partsparts withto produce screws aato SSSSSSSSSSSSSSS I I Tighteningassembly. metal fasteners with hsmd SSSSSSSSSSSSSSS S S S S S S S S S S S S S 67 power tools. SS IL .MatingMating tosub-assemblies.parts reduce parts together majoraad sub-assembliesto assemblies. produce together NNNNNNNNNNNNNNN - Holding parts in claming devices for NNNNNNNNNNNNNNN assemblies.assembly of details, sub-assemblies amd NNNNNNNNNNNNNNN II 10 inCutting am assembly. materials with head tools to fit , , II 1211 FiliagCuttingin em stock saterialsuseably aiming= towith 1/32 apower finishedof antents inch. assemblyto fit SSSSSSSSSSSSSSS 13 Drillingto .001 boles of an in ilia. 'aerial with hsmd drill to SSSSSSSSSSSSSSS 14 pveduceDrillimg &bele bides tip with.005 aof bend an inch. paver drill to UUSSSSSSSSSSSSS Seemingmime a holesteel towith .005 bend of wrench am bath. to produce SSSSSSSSSSSSSSS 11 IS a flailed lob to .001 of aa lack. SSSSSSSSSSSSSSS 1 17 asoolag stock with ramHallam& Erin liolot mews to .001 of aa hind to SSSSSSSSSSSSSSS produceCoustorsiglag &Ammer toles receiver with hole. tools NNNNNNNNNNNNNNN. la produceColastersiaking a festoor holes receiver with power hole. drill to NNNNNNNNNNNNNNNS 19 Tapping holes with taps to produce a _SSSSSSSSSSSSSS 20 Cuttingthreaded threadshole. with dies to produce a SSSSSSSSSSSSSSS II threaded member. UUSSSUUUS.UUSSSS II 21 producePunching n materielshole. with hand punches to S-USSSUSSSSSSSUU . Figure 25, continued 22 producehomilies an nateriels asseably. with power tools to SSSSSSSSSSSSSSSSSSSSSSS,SSSSSSS . Task No. Task Statement , Student Level 1 23 Ckecking dimensions of details with precit,ion TU_V I instruments for accurate assembly. and , , 4 -4 1 - 24 Checking dimensions of sub-assemblies LMNOPQRS assemblies to prodUce accurate assemblies. ABCDEF GJIIJK 11 IS lerMeasusimg assembly. stock with precision instruments SI 1 26 Stampimg member mad letters ea metal stock SSSSSSSSSSSSSSS , 1 27 Harmaria,for idemtificatimm. appropriate metal parts with SSSSSSSS.5SSSSS S S S S S S S S S S S II 2$ variesFlaring harms. natal aides with a flaring tool SSSSSSSSSS,SSSS, SS S - to twice a flare. SS N ._ 11Figure 25, continued 2! assoohliosMidas parts with is eab-assembliesbead tads. aed NNNNNNNN,NSSSSSSS,SSSSSSSNN NNN,NNN4NNNNN ,NliN,N , ,i I
1 SUMMARY-EVALUATION OF 'LUSTER CONCEPT PILOT PROGRAM SCHOOL D - TEACHER F Thempumnamm school and county administrative 2 3 4 1 1 2 3 4 thematerialpersonnel teacher. support provided to minimalthe program moral and and WithprogrusbypersonnelThethan schoolmoral satisfactory activelyfurnishingsupportand county butsupported material the administrativewith teacher less thesupport. programSupport.withpersonnelThe school adequateby furnishing activelyand moral county supportedtheand administrative teachermaterial the LittleTEAOIER academic preparation in major Adequate academic preparation in Superior academic preparation in experienceresourcefulnessinfield. aajor orfield. oractical or initiative. expelience Little or no teaching Seldom shows majorinitiative.timeexperience field. shows resourcefulnessinand major some field.practical and Has some teaching Some- withMajorfield. practicalfield. experience in major Rescurceful. An experienced teacher An initiator. ThePHYSICAL size of FACILITIESthe laboratory is in- The size of the laboratory is ad- Size of the laboratory allowc un- programoccupationalofadequate equipment. also and activitihs.suffers severely from restricts lack The clusteroflaboratoryoccupationalequate **dreamt butprogram. hassoasobat foractivities. the operating minimum restricts amountthe The Therestrictedfor laboratory the clusteroccupational is suitablyprogram. aCtivities. equipped TasksINSTRUCTION were taught in only one or Tasks were taught in several occu- Tasks were taught in all occupations. experiencesnumbertoformedtwo the occupations.of cluster.byLevel offeredthe Istudents. tasks Awere very wereappropriate restricted per- Few cluster.appropriateExperiencestaskspations. were performed towere occupations not byalways the instudents. the A aajority of Level occupationsweretheMost students. extremelyLevel Iin tasks theappropriate cluster.wore perforamlby to Student erperiencts COMMUNITY INVOLVEIENT Community organizations furnished coamunity.employmentprogram.of.Cosounity or did organizationswasnot evidentsupport inthe were the cluster unaware Little opportunity for community.employmentSomesome supportaembers opportunity toof thethe clusterclass in thefound program. Figure 16. comunity.employmentlargefurnishingCommunity proportion opportunity organizationsaid to ofthe thein program. theclasscooperated found by A ,
urban setting. Students in Orientation. School 2 was located in an either grades 10 through12 were in attendance. The students could select
curriculum. the college entrance,business, vocational, or general cluster into The introduction of the metalforming and fabrication
curriculum. In this school added anotherdimension to the practical arts of the curri- addition to the cluster program,the other practical areas
business subjects,graphic' arts, culum included coursesin home economdcs, occupations and design-drafting and illustrationtechnology, diversified industrial arts. of School E gavesubstantial The administration. The administration The principal support to the clusterconcept program and tothe teacher. in remedying and the guidance counselor wereespecially cooperative first few weeks ofthe pilot scheduling problems whichoccurred during the
program. the program. Several major The county administrationalso supported those already onhand. pieces of equipment wereobtained to supplement visited the schoolsin the The industrialeducation supervisor
and principalinvestigator as well as county withthe project director the researchassistants. being on hand forscheduled visits of degree with a majorin History The teacher. Teacher E had a B.S. to becomecertified Industrial and had attended a yearof graduate school Aigh school teaching experienceat the senic., Education. He had three years
level. riveting, welding, Teacher E's armedforces experiencein aircraft forming particularly applicableto the metal and sheet metallayout was his summer workexperience with Pratt .and fabricationcluster as was 224 and Whitney Aircraft Company.
Teacher E's class was always well organizedand engaged in purposeful
activities. He was found to bevery thorough in teaching the level I tasks
except where restricted by a lack ofequipment.
Physical facilities. Eighteen boys were enrolled in themetal
forning and fabrication clusterat School E. The size of the laboratory
was rather restrictive of activities. The facility was quite well
equipped and severalnew pieces of equipment were added during the year.
By conducting asurvey it was found that considerable amounts of tools,
materials, and equipment still need to be addedto bring the inventory up to the level recommended.
A detailed drawing of the laboratory in whichthe cluster program was conducted is shown at the end of this section.This drawing also
indicates major pieces of equipment andshows their location in the
laboratory. See Illustration 7.
Instruction. The students obtained a broad experience in the metal forming and fabrication cluster through satisfactory performance of tasks in all the occupations of the cluster.Several large projects were constructed which integrated experiences from each of the major areas in the cluster. Two examples of this type of project were a snow blower and a utility trailer. Several types of practice pieces were utilized as were numerous smaller projects which were central to the practical part of the instruction.
In order to evaluate the performance of each student enrolled in the metal forming and fabrication cluster a task inventory was developed.
This inventory listed all the tasks to be taught in the metal forming and fabrication cluster. When kept up-to-date, it represented a record
225 of student progress and adhievement toteachers, parents, pupils, and frequently, employers.
The task evaluation dharts located at theend of this section are oftwo types. One list indicates the tasks which were tobe taught in the cluster concept program. Those tasks taught this year areindicated by a check ( V( ). Those tasks which need to be retaught next year areindicated by a double check mark (VV). See Figure 27.
The second evaluation chart indicates,in the teacher's opinion, how each student in his class wasable to perform the task.Each student received either a satisfactory(S) or unsatisfactory (U) as anevaluation of his achievement. Those tasks not taught duringthe first year of the pilot program were indicated by theletter (N). See Figure 28.
Community involvement. Approximately half of the classobtained
summer employment in oneof the occupations in themetal forming and exhibition of work at fabrication cluster. The class participated in an
the Montgomery County EducationExhibit.
A visual summary ofthe preceding five areas,administration,
involvement, teacher, physical facilities,instruction, and community
the pilot program at which have been featuredin the description of
School E is presented inFigure 29. forming Summil and recommendations. The students in the metal
nearly all the levelI tasks and fabrication clusterat School E completed complete all of them due to a in each occupation. It was not possible to presenting theoreticalinformation lack of equipment. An excellent job of
and practical experience wasaccomplished by Teacher E. engaged Although the facility wassmall for the activities School E. there does not appear tobe any solution tothis problem in 226 The program could be significantly improved during the second year of the pilot program through the addition of the balance of the recommended tools, materials, and equipment.
Student experiences conld be broadened through the use of field trips to selected industries in the community of which there is an ample number.
A more comprehensive record keeping system would be ofassistance to the research effort. Although this has not been a serious drawback, the effort of Teacher E in this category could beimproved.
227 SCHOOL& E R4BA/CATION CLUSTER Ming.t. Fo Riouva Orrice Sro,Re Room 2.1. SINKOXY-ACETYLENE WELDING AND SOLDERING ' 02 3. COMPRESSOR 6.5.4.7. DRILLWORKMETALFOUNDRY PRESs BENCHLATHE BENCH 11.10. 9.B. VERTICALGRINDERSANDERSURFACE GRINDERMILLING MACHINE 14.13.12.IS. HACKHORIZONTAL SQUARINGBRAKEsAN AND MILLINGSHEARS C1RcLE MACHINE WAILS 18.17.16.19. BARSLIPANVILLAPIDARY FOLDER ROLL FORMER ANDEQUIPVENT DOUBLE AND BENCHSEAMER PLATE 23.22.21.20. ARCGASBUFFERBRAKE FURNACEWELDER AND FORGE ILLUSTRATION 7 44" TASK EVALUATION CHART Level Task tio. Task Statement mACHINING ExPERIENcEs 1 21 Grinding stock on surface grinder to Level Task No. Task Statement 1 22 twoGrindingproduce parallel a stockflat surfaces surface.on surface to .001 grinder of an to inch. produce I 2 :rockCounersinkingsurface.Turning to stockproduce on(coumtersink alathe tapered to produce holeand forcenter a uountingfaced drill) 2423 Grindingtwo perpendicular stock oeon surfacessurface grinderto .001 toof producean Anch. 1 3 .shape toTurning .001stock inch. stockbetween on centers.lathe to produce a cyclindrics! II 25 nachineMachiningan angular to stockproduce surface. on aa flathorizontal surface. milling 1 45 Turning.001 ofstock en inch.on lathe to produce a shoulder to 26 *whiningofmachine anstock ian. to cmproduce a horizontal parallel millingsurfaces to .001 6 holeReamingDrilling.005 to ofstock stock am inch.On on lathe lathe to to produce produce a alinefinished to inch. 11 27 SurfacesMachineInckining tete stack produce.001 en twoa horizontal perpkndicular silting of sa inch. 11 7 .001 of an 28 Machining 11. a Perinatal millingshoulder to .001 11 0 Counterliern;holeBoring to stock.001 of anstock anlathe inch. on tolathe pro&ce to producean enlarged a II 211 Mackiniagmachineof an teinch. stock en a horizontal pilling litla a ts.) 1 Pastirerecessed stockhole toen .GOSlathe to polity* apiece of am inch. II 30 Meaniesmachine teprohnestack an angular surface. vertical milling 11 10 shapeNeckingwithin to 1/32 stoch1/32 en lathe te produce a marled of= &A inch. inch. 1 31 maimMadhimingmachineto te.001 produce stack um two a verticalparallel milling surfaces to predneeau ink. es a a flat surface. 1 1211 Mackinacfinishedfiling stock surface.stock en enlathe shaper to produceto produce a a of 11 32 Necklets(nimble*.001 stockeftin en pespeadicularlink.um vertical milling solder:es machine to of 1 13 Machiningparallelflat surface. stuck surfaces on shaper to .005 te ofproduce an inch. two SS Ilschialagto produce stack a vertical dints whim disalfor to .001 of aa inch. 1 1514 leaningholeDrilling to .005a stockhole of onan drillinch. press to produce a Arc welding Annus Wes with A.C. MIMI= wuiacs II 1 16 aSpot finishedfinished facing surface holea hole to toon.001 .005drill of of anpress aninch. inch. to produce 21 0talent INTifilmts1a herisenal te prairte: lap joint. Imat 11 1017 anConte:boringaCouatersinking festoon'enlarged receiverhole nook on to drillon .005hole. drill pressof anpress toinch. produce to produce 1 43 a horizontalPerinatal teeWideoutside joint. eerier comer joint. joint. 19 Grindingexcess stockmetal. on bench grinder to remove tI 1 75 Arca vertical welding lip pipe joist. stock with A.C. welder to :0 Grindingsharpen drill tools. bits on a bench grinder to Figure 26. 11 8 produceArc welding butta butt pipejoints joint stock'with while while rolling. find.A.C. welder to a Level Task No. Task Statement Level Task No. Task Statement Arcwelder welding to produce ferrous metals with D.C. 37 aInert horizontal gas welding butt joint. ferrous 'metals to produce: 10 9 a horizontala horizontal butt lap joint. joint. II11 3938 a horizontal outsidelap joint. corner joint. .1 1112 a horizontala horizontalherizestal outside toeiasido joint. corner comer joint. joist. 4140 a horizestalhorizontala vertical teeinsidelap joint.joint. comer joint. 1 1314 &vertical lap joi3t. welder t II 4342 buttInert jointsgas welding Ails rolling.pipe stock to produce II IS16 produceAicArc welding welding butt pipe pipe stozh stock with with D.C. boat joints while rallies. joints obit fized. D.C. welder to I/II buttInertInert joints gas gas &slang uhlloweldlog pipefixed. eon-ferrous stock to metals produce II 1 17 produceFedi:01db(Gasresew weldiag stock low fares&tmess original eta metals metal stack height. stock to produce: to 4645 &horizontalcoproduce: butt joint.horizontal lep joint. 1 1$19 a herizestalhorizontal buttlep jist.joint. 4847 a berizoatalborizeotal !asideoutside corner corner joint. joist. 1 2120 a horizontal outsidebewizontel corner inside earner joist. joist. SO49 a vertical lop jint.bertzestal tee joint. 1 2322 a herizaatal tee jint.vertical 4ep joint. steels. SISt butt jointsjoints uhiloAil. wellingfined 24 Gas&horizontalhinsiag cutting firms butt jint.cubes tenors metals to peodneez 1 beadingTraclag madtemplates jelaimg en sheet sheet seta1 metal Items. fere:attics. SMILMNITAL MelleNCES 262527 a horizontal lepoutside joint. corner joint. 2 CuttingpreeneCottleg a sbeet sheetsiimight metalmetal cut with with within band aechisor7 1/32tools to to Mime of am inch. 1 28 abortion:11a horizomtal tat inside joint. maser joint. II 3 Cuttinga straight sheet cut metalwithin with 1112 hand of antails inch. to produce 1 3029 a vertical lap joist. VI 4 Cuttinga circular Sheet cut metal within with 1/52 machinery of an inch. to preitace 31 Brazinga horizontal eae-ferreus butt metals te produce: joint. VI 1 6 amCuttinga cirvularirregular sheet cut cut metalwithin within with 1132 1/32 hamd of et ORtests en inch. ieth. to produce IIII11 3233 a horizoetala horizootalhorizontal lap insideoutside joint. confer joint.corner joint. VI II 7 Cuttingan irregular sheetshett metal cut withinwith headmachinery 1/32 tools of an toto inch. produceproduce IiLI Figure 27, continued 353436 a horizontala vertical teelap paint. joint.. a notched cut within l/52'of an inch. Level Task No. Task Statement 9 anproduceCutting inch. asheet notched metal cut with within machinery 1/32 of to Level Task No. 3 Fastening metal parts with screws to Task Statement 1110 ForminginteriorCutting sheet cut within metalmetal cylindrical1/32to produce of an inch.anshapes 1 4 produceBolting anmetal assembly. parts with screws to 1 12 on Formingslip roll sheet forming metal machine. crimping on assembly.Riveting metal parts to produce am 13 beadingFormingcrimping machine. sheet machine. metal beading on 1 6 powerTightening too1r. metal fastesers with hamd II 14 brakeForming for single stremgth. hem on bar folder or . /III 7 .MatingMating partssub-usseiblies. parts together mad sub-asseabliesto produce together 11II 16IS FormingbrakeForaing for singledouble stremgth. seamWoman on bar a brakefolder and/or or assemblyMeldingto produce parts *fatale. majorla clamping eacemblies.smb-assemblies devices for mad 11 17 barForming folder double for joiningseam on sheeta brake metal and/or parts. II 10 inCattle;assesblies. am assembly. meterials with band tools to fit II IS machineryForming Pittsburgh for joining lock Sheet seam metal with parts. II 1211 inCutting eateriels with power toolsas Itssaly to fit to 1/32 of an lath. 1 19 machineForming forcmp joiningstrip seam=sheet ametal drive parts. cap tPiling .001 stock te produce a finished assembly f an inch. 11 2021 hesivesAdheringDrillingfastener to sheet producereceiver metal um bele. partstoassembly. produce mith ad- 1413 *ratio/ghilliespredmeeprodaceDrilling stoleboles tewithia .005material a Medef am weerwith iach. hole t .0113 of an tech. Mod drilldrill to to II 22 produceMolding am(spat) assembly. sheet metal parts to 11Il IS Ism' as stack with MelNabbed wrest* tohole prepare* to .0111 af on inch. II 1 2423 anSoldering assembly. sheet metal parts teproamce 1716 liseniag stock with powerflailing drill hole to piredace tee .011 of as incb. 25 BoltingmetalFasteningan assembly. screws sheet sheet temetal producemetal parts parts am to assembly. with sheet produce 1$ imamprodoctCouttersiatiagCauatenlahlag a fastens?Sastener holes hobsMOWN!receiver withwith hole.hole. hoodpower tools drill tato II 2726 JoininganRiveting assembly. sheet sheet metal metal parts parts with to produceseems. II 20le CuttingthreadedTapping threads holesamber.hole. with with dies taps to to produce produce a processesAdhering parts to with adhesives using hand ASSEMBLY produce EXPERIENCES a metal bonded assembly 11 2221 Pproduce uechieePunching a materialshole. materials with with power hoed tools punches to te FigureI I 27, continued 2 duceequipmentAdhering a metal partsto with adhesives using spray bonded specified thickness to pro- assembly. Oi produce am assembly. 1 Level 1 Task No. 23 instrumentsChecking dimensiems for accunte of detailsassembly. Task Statement with precision 11 2425 *marinaCheckingforassemblies assembly. stockdimensions to with produce prscisiomof accurate assemblies. subassemblies and instnnests 27 mimesMown.forSteeping identification. appntnistehaern.umber mod metalletters pastson metal stock with Figure 27, 282, continuedalississtoPlanesasssmblies mem maid pens a tiara. toeingwith is 10-assaddiss hint with teals. flariag tool TASK EVALUATION CHART Student MACHINING EXPERIENCES , , Level Task No. 1 Turning stock on lathe to produce a faced Task Statement 2 Countersinkingstocksurface. to produce (countersink a tapered and hole center for drill)mounting ABCDEF LMNOPURSTUV1 , stock between centers. GHIJK 3 TurningShape stockto .001 on inch.lathe to produce a cyclindrics? .1 1 / k 4 Turning stock on lathe to produce a shoulder to SSSSSSSSSSSSSSSSSSSSS . .001 of an inch. SSSSUUUSSSSSSSUSSUSSSS S S S S S 5 Willing.005 stock of am on inch. lathe to produce a hole to SU US S S II Reaming stack on lathe to produce a finished SUSSUUSUUSSSSSUSSSUSSS S S 6 SUS SUUS SUSU Springhole to stock.001 ofon anlathe inch. to produce an enlarged S S US SS SS SS 11 7 SUS UUUS 8 Counterboringhole to .001 of stock an inch. on lathe to produce a SUSSSSSSSSSSSSSS 9 Partingrecessed stock hole on tolathe .005 to of produce an inch. a piece SSSUUSSSUSSSSSSSSSUUSN 10 shapeNeckingwithin to 1/32 stock1/32 of efon an anlathe inch. inch. tip produce &necked I N,N,NNNNNNNNNNNNNNNNNN. I V r I r II 1 11 Fixing stock on lathe to produce a NNNNNNNNNNNNNNN,NNNNNN Machiningfinished stock surface. on shaper to produce a NiNNNItt 12 flet surface. kkikNkNNNNNNN 13 Within stack oa shaper to produce two SSSSUSSSSSSSSSSSSSSSSr parallel surfaces to .005 of an inch. 14 holeDrilling to .005 stock of onan drillinch. press to produce a , NNNNNNNN NNNNNNNN,N,N,NN II 15 leaningfinished hole to .001 of an inch. hole on drill press to produce a NNNNNNNNNNN,NNNNNNNNNN , ' 16 aSpot finished facing surface a hole toon .005drill of press an inch. tO produce --...4....----,...... f.1,..._... ----- 17 Countersinking on drill press to produce SSSS,USSSSSSSSSSSSSSSS a fastener receiver hole. SSSASUSSSE 111 Counterhoring stock on drill press to produce SSSSSSSUSSS 11 an enlarged hole to .005 of an inch. NNNNNNNN NNNNNNNNNNN ' 4 19 Grindingexcess metal. drillstock bitson bench on a grinderbench grinder to remove to SSS,S,US,SSSSSSS,SSSISS,SSS I 20 sharpen tools. SSSSSSSSSSSSSSSSSSSSSN,DINN_NNNNNNNNNNNNNNNNNSUSSUUSUSUUSSSUISSUUSS Figure 28. . IIIW e, , Student Level Task No. Task Statement 1 i L R S 21 produceGrinding a stockflat surface.on surface grinder to ABCDEFGHIJK. M NO PG T UV 22 Grindingtwo parallel stock surfaces on surface to .001 grinder of an to inch. produce S,SSSSSiSSSSSSSSSSSSSSSS It 2423 Grindingtwoan perpendicular smgular stock surface. on surface grinder to surfaces to .001 of an inch. produce 25 Machining stock on a horizontal mi:ling SSSSUSUSSUSSSSSSSUSUS - , I - machine to produce a flat suriace. _ SSSSSSS SSSSSSSSSSSSS, 26 mediaeMachining to stuckproduce am parallela herizental surfaces milling to .001 inch. SSSSSSSSSSSSSSSSSSSSS 27 surfacesnMbmbiningof odkine as teco stock predece.001 en abatis/mealtee perpendicular milling SSSSUUUSUSSSSUUSSUSUS II 2$ flachiaimemackise te sg:141: a am inch. elm lack. a shoulderberisemeal vs sillies.001 SSSSUSSSSSSSSSSSSSUSS IlecklaimgofW hims stackUproars es aas kerigental ampler surface. milling SUUUUUUUUUSSSSUSSUUUS I I I I 1 lichiairtgIlacktalestanktee Steck ea se preduceatiat stock ea &vertical vertical milling surface. sillies SSSSSSSSSSSSSSSSSSSSS 4 . 31 n ecklne t. aewe parallel surfaces SS SSS te .0111 probe= inch. SSSSS SSSSSSSSSSS II 32 Neddsiedto produce.081 Steck ems enbeck. vertical milliag eras treemnpmedicular surfaces aschine te SSSSUSSSSSSSSSSSSSSSS II 33 Ilechfuipste stock se statical eilliegalchleeproduce ashes/dart. .001 ma imtk. - ' I . I . ef SSSSUSSSSSSSSSSSSSSS , . Arc welded fUrrsZa metals with A.C. Mal= 01P20100011 SSSSUUUUUUSSSSUSSUUUSi I 2 . a berisn=a1 Imp$welder joint,berielatal te 'seduce: butt jetai. SSSSSSSSSSSSSSSSS 3 aborigines" outside corner joist. SWSSSSSSSSSSSSSSSSIIIIII I T a berisestal inside center joist. SS.SSUSSSSSSSSSSSSSSSSI- S S S a horizontal les joint. WSSSSSUSSSSSSSSSSSSSSS S S S S S S 6 Arca vertical webigag lup pipe joint. stock with A.C. welder to SSS S SUSS S S SS SS S S S 7 produce a joint while find. SUS SSSSSS S..S. raill Arc weldinc pipe stockSwith A.C. welder to blatt SS_S S_SS,..SS SS FigureII 28, continued produce butt joints whtle rolling. a NNNNNNNNNNNNNNNNNN:NNNNNNNNN,NNNNNNNNNNNNNNNssS 4 l Level Task No. Task Statesent A B C D ( Student 9 awelderAct horizontal welding to produce ferrousbutt joint. metals with D.C. N E'F HI JK LMNO'PQRS'Ti ' UV! a horizontal lap joint. NNN NNNNNNNNNNNNN N NN*NIN 1110 a horizontal outside corner joint. NNNNNNNNNNN1 N rf %IN N NNNNNNNNN'N,N N NNIsi!N i i 12 a horizontal iaside comer joint. NNNN NNNNNN 1 A A 13 horizontal tee joint. NN NNNNNN 1 NNNNNN NN.NN II IS14 prcduceArca vortical welding butt lap pipe joints joint. stock while with find. D.C. weldor to NNNNNNNNNNNNNNNNNN IN ANINI N!NN II 17lb ArcrenewPadproduce weldiag welding stock butt pipe te lewjoints stockoriginal areas whilewith gametal height. D.C.rolling. welderstock to NNNNNNNNNNNNNNNNNNN.NN Gas welding ferrous metals stock to produce: NNNNN NNNNNNNNNNN,DINNN 19IS a horizontalherizcots1 lopbutt joint. joint. NNN NNNNNNNNNNNNNNNNI4 S SI S S 2021 a horizontalhorizon/4 outsideholds mustcorner joist. joint. 55 S a horizostal tee joist. S,SUSSSSSSSSSSSS SISS 2322 a vertical lap joint. SS3SUSSSSSSSSSSSS S S S 24 Gas retie !mous cub= stools. SSSSU,SSSSSSSSSSSSSSISS nsile forsowe metals to produce: SSSSUSSSSSSSSSSSSSS'SSS S S SSSSS 25 hollsootal joint. SSSSUSSSSSSi,S S4 S S S S 29 a horizostal lap joist. bait SSSSUSSSSSSSSSSSSSSSS S SSSSS S S 27 a horizontal outside corner joint. SSUSSSSSSSSSS US S4S_SS4S SS SSS 2$ a horizontal inside corner joist. SSSS ,or SS SS S SS 29 a horizontal tee joist. SSSS U ge so a vertical lop joint. .SUUSIJUUUSUSUUSSSSUSSUUSSS UUU SSSSSS SUUS II 31 atrazing ho noo-hnous oasis to produce: 1 butt joint. SSS UU USUUS-USSSSUSSSUUUSSSSSS US It 32 a horizontal lap joint. SSSS 11 33 a horizontal outside termer joint. US.USSSSSSSSS II 34 a horizontal inside corner joint. SS SS SS 35 a horizontal tee joint. SSSSUSSSSSSSSSSSSSSSS II SSSSUSS SSSSSS.SS Sr. S FigureIt 28, continued a vertical lap joint. SSSSUSSSSSSUSSSSSSSSS'a_U_ILUUSSU4UU,SSSSUSSSUSSSSUSSSSSSSSSSSSSS 4 SSSSSSSSSS S-SS- SSSS. . Level Task No. Task Statement Student QIRISITIUIVI 37 aInert horizontal gas welding butt joint.ferrous metals to produce: IABCDEFGH I 403,38 a horizontala horizontal lep insideoutside joint. corner corner joint. joint. NNNNNNNNNNNNNNNNNNNNN 41 a horizontal tee joint. NNNNNNNNNNNNNNNNNNNNN 42 a vertical tep joint. NNNNNNNNNNNNNNNNNNNNN 4 43 buttInert jintsgas welding whil rolling.pipe stock to produce NNNNNNNNNNNNNNNNNNNNN - .-- 44 Inert gas welding pipe stock to produce NNNNNNNNINNNNN,NNNNNNNN butt joints whit* fined. NNNNNNNNNNNNNNNNNNNNN II Inert gas welding non-ferrous metan NNNNNNNNNNNNNNNNNNNNN IS to preens: horizontal butt joint. NNNNNNNNNNNNNNNNNNNN 4746 a horizontalabortion.' lap outside joint. comer joint. NN NNNNN 411 a horizontal inside corner joint. NNNNNNNNNNNNNN 4, &horizontal ten joint. NNNNNNNNNNNNNNNNNNNNN SO a mintiest lap joint. NNN,NNNNNNNNNNNNNNNNNNN N_.,N N, NA N NNNNNNN NN 5251 buttbutt joints joists while Ails rolling fined NNNNNNNNNNNNNNNNNNNNNNNNNNNNNN NNN NNNNNNN 1 beadingTracing templatessat joining en sheetsheet natalnatal for cutting. sorrsant. mums= item. NNNNNNNNNNNNNNNNNNNNN 2 coati*,reduce shoot a stisigbt wmtal with cat handwithin tools 1/32 to of en inch. II 1 4 Cutting6 straight sheetsheet metalcutmetal width withwith 1/32unchinoryhand oftents an to toprober.. produce inch. S,SSSSSSSSSSSSSSS.dSSSSS .4 I I Cuttinga circular sheet cutmetal within withcircular 1/32machinery of cut so withintoinch. produce 1132 of an inch. SSS1 SSSSSS ss5qqgs SSSSS 6 Cutting sheet metal with head tools to produce inch. SSSSSSSr 7 Cuttingan irregular sheet cutmetal within with 1/32machinery elan to product SSSSSSSSSSSSSSSsSSSSS Figure 28, continued Cuttingan airregular notched sheet cutmetal withinwithin with 1/321132%0hand oftools anan inch.to produce inch. SSSSSSSSSiSSSSSSSSSSSSSSSSSSSSS.SSSSSSSSSSSSI SSSS,SSSSSSSSSSSSSSSS , Student Level Task No 9 poduceCutting asheet notched metal cut with within achinery 1/32 to Task Statement of IJK LMN OPQ STUV II an inch. ABCDEFGH 4 10 cuttinginterior sheet cut metal within to 1/32produce of anan inch. SSSSSSSSSSSSSSSSSSSSS .11 1211 FormingonForting slip sheetroll foemingMetalfetal crimping cylindricalmachine. on ashapes SSSSSSSSSSSSSSSSSSSSS "---e---.---- 13 crispingForming machine. sheet metal beading on a SSSSSSSSSSSSSSSSSSSSS 1 14 beadingForeing machine. single Moon bar folder or NNNNNNNNNNNNNNNNNNNNN 11II brakeForaing for strength. double hence bar folder or NNNNNNNNNNNNNNNNNNNNN 11 IS brakeForming for strength.sisal* seam en a brake and/nr SSSSSSSSSSSSSSSSSSSSS barForming folder doubiefor joining seep sheeton a brakemetal and/orparts. SSSSSSSSSSSSSSSSSSSSS 17 barForming folder Pittsburghfor joining lock sheet seam metal with parts. SSSSSSSSSSSSSSSSSSSSS 1. I I 19le machineryForeleg for cep joining strip teasessheet metala drive parts. cap SSSSSSSSSSSSSSSSSSSSS 20 Drillingmachine for sheet joining moral sheet to reducemetal parts.a SSSSSSSSSSSSSSSSSSSSS 11 21 Adheringfasteeer receiversheet =tat bele. parts with ad- SSSSSSSSSSSSSSSSSSSSS 22 Weldinghesives to(spot) produce sheet me metalassembly. parts to SSSSSSSSSSSSSSSSSSSSS, 4 I It 25 Solderingpioduce an sheetassembly. metal parts to produce SSSSSSSSSSSSSSSSSSSSS 24 Fasteningam assembly. sheet metal parts with sheet SSSSSSSSSSSSSSSSSSSSS 25 soulbolting SCTOYS sheet to produce ester partsmn assembly. to produce SSSSSSSSSSSSSSSSSSSSS 11 26 Rivetingan anassembly. asseubly. sheet motel parts to produce SSSSSSSSSSS4SSSSSSSSSS 4- 27 Joining sheet metal parts with seems. SSSSSSSSSSSSSSSSSSSSS r ASSENILV EXPERIENCES SSSSSSSSSSSSSSSSSSSSS 1 processesadhering partsto produce with adhesive:.a 'Petal using hale bonded assembly SSSSSSSSSSSSSSSSSSSSS ,------4------, 4 adhering parts with adhesives using spray -4 4 II equipmentduce a metalto a specifiedbonded assrably. thickness to pro- NNNN,NN.SSSSSSSSSSSSSSSSSSSSS N;NNNNINNNNNNNNINN A A Figure 28, continued ...... Task Statement Student Level Task No. 3 Fastening metal parts with screws to TU V , 4 produceBolting an metalassembly. parts with screws to ABCD'EF LM'NOPQRS produce am assetd,ly. CHIJK 'limiting metal parts to produce am S SS SSS_S S assembly. SSS S,S_SSIS, Tightening metal fasteners with hamd SSSSSSS power tools. SSS SSS SS SSSS SSS SSSS I I 7 matingsub-assemblies. parts together to produce SSSSS SS Hating parts mei seb-assemblios together NNNNNNNNNNSSSSSSSSSSSSS NNNNNNNNNN II Ibldingto assemblies.assemblypraline parts majorof iadetails, assemblies.clemplag sob-asseablies devices for s s s S SS S 10 Cutting metorials with hand tools to fit SSS SS II in ea assembly. SSSS SSSSSSSS 11 Cutting materials with power tools to fit SSS'S in am assembly to 1/32 of so inch. SSSS SSSS SSSS SSSS 12 toPiling .001 stockof so toladh. produce a fisishod assembly SS SSS 1.%3 13 Drilling hales in material with head drill to SSS SS SSSSSSSSSSS SS S 00 produceDrillimg a hole bolos t .005with aof head an inch.paler drill to SSW 14 SS SSSSSSSSSSSSSSS predate a bolo to .00S of an inch. S S S S S S S S S S S S S S SSS S SS S 11 S SS SSSSSSSSS , is Mobs stock with katifialsbed wreath hole ts proemto .001 of ea inch. SSSSSS SSS , S_S .S 11 SSSSSS IS Meamlog stadtwith poser drill t prelate WS WS 17 Countersiatiaga fhaishedlolo holesto .001 with of hoodea iach. tools t SUS_S_S SS predate abeam's:. receiver bolo. , SSSS , SS_SSSSSS la Countersimkimg holes with power drill to , 19 threadedTappingproduce aholeshal.. fastener with receivertops to producehole. a SS SS SS SSSS f p, II 20 Cutting threads with dios to produce a SSSSSSSS II threaded amber. _S S S S S S SSS 21 Pumehing mmtorials with hoed punches to SSSSSSSSSSSSSSSSSSSSSS S S II 22 Ponchiogproduce a mmtesialshole. with pcwer tools to SSSSSSSSS'S SirS,S N S_S,SN SSSSSSSSS N ,S_SN ,N S,S N N N ,S N Figure 28, continued produco an asseobly. NNNN_NNINN,NNNNNNN_NINN N,N ,N )1 NNNNNNN N_N A Level Task No. Task Statement Student , 2324 CheckingCheckinginstruments dimensions dimensions for accurate of ofdetails sub-assembliss assembly. with precision and ABCDEFGHIJKLMNOPQRSTUV II 25 Measuringassemblies stock to produce with precision accurate instrumentsassemblies. SSSSSSSSSSSSSSSSSSSSS 1 26 Stampingfor assembly. sunberaed letters on metal stock SSSSSSSSSSSSSSSSSSSSS 27 Hommmriesfor ideotificatiem. appropriate metal parts with SSSSSSSSSSSSSSSSSSSS II mute=Flariag hemmers. stet tubing with a flaring tool SSSSSSSSSSSSSSSSSSSSS 29 tsAligmiag make puts a flue. in sib-assemblies amd SSSSSSSSSSSSSSSSSSSS Figure 28, continued assemblies with Med 1eels. NNNNNNNNNNNNNNNNNSSSSUSUSSSSSSSSSS NNNSSS inewermsoereweeRvmmrgenr,MIneuSHIMPAMIXSTYMmeleseMORMIIHN SUMMARY-EVALUATION OF CLUSTER SCHOOL E CONCEPT PILOT PROGRAM 1 ADMINISTRATION 2 3 4 The school and county administrative 1 2 3 4 personnelThethematerial school teacher. provided andsupport county minimalto administrativethe programmoral and and Thewithprogrampersonnel schoolthen moral satisfactorybyand activelysupportfurnishing county butsupportedadministretive material thewith teacher less thesupport. withpersonnelprogramsupport. adequate by activelyfuraishing moral supported and the material teacher the TEACH%Littleacademicprepantioninmajor* Adequate academic preparation in lajorSuperior field. academic preparation in An experienced teacher experienceresourcefulne4sfield.in major cm field.practical or initiative. experience Little or no teaching Seldom shows 'ajartimeexperience initiative.field. shows inresourcefulnessand major some field.practical and Has soma teaching Some- withfield. practical experience in major Resourceful. An initiator. ThePHYSICAL size ofFACILITIES the laboratory is in- The size ofthe laboratory is ad- Sirerestricted ofthe laboratory occupational allows activities. un- 4xe occupatioealofprogramadequate equipment. alsoand activities. severelysuffers restricts /restock The ofoccupationalequate clusterlaboratoryequipment but program.somewhat foractivities.has operatingthe restricts minimum lb*the mamma Thefor laboratory the clusurrimmegram. is suitably equippeC TasksINSTPIETION were taught in only one or pations.Tasks vsre Amajority taught in ofseveral Level occu-I MostTasks Level were Itaught tasks inwere all performed occupations. by twonumber occupations.toexperiencesformed the of cluster.byLevel the offered Istudents. tasks were were appropriate per- A very restricted Few cluster.appropriateExperiencestasks were performedwereto occupations not alwaysby the instudents. the occupationswerethe students. extremely in theappropriate cluster. to Student experiences COMMUNITYCommunity INVOLVEMENT organizations were maware Community organizations furnished Communityfurnishing organizations aid to the cooperatedprograr. by A program.of,employment orcommunity. did not was support evident the in cluster the Little opportunity for community.employmentSomesome supportmembers opportmity toof thethe clusterclass in thefound program. Figure 29. community.employmentlarge proportion opportunity of the inclass the found Orientation. School J was located in a rural setting. Students in grades 10 through 12 were in attendance. The students could select either the college entrance, business,or general curriculum.
The introduction of the metal forming and fabrication cluster into this school marked the first time thata trade and industrial vocational course had been offered. Other practical areas of the curriculum included courses in business, home economics, industrial arts and agriculture.
The administration. The principal of School J supported the cluster program and the teacher. Were it not for his support in authorizing the use of school funds to be spent for material and supplies, there would have been no financial aid for the program in this school whatsoever.
The industrial education supervisor also supported the cluster concept idea and was instrumental in having Teacher J selected an an instructor for the pilot program. Unfortunately, his promotion of the cluster concept was not manifested in any material support in the form of tools, materials, and equipment.
In December, the supervisor of industrial education accompanied the principal investigator and the project coordinator on visitations to the schools in his county involved in the cluster concept program. However, he did not attend any of the scheduled visitations made by the research assistants to School B.
The teacher. Teacher J had a B.A. degree in Industrial Arts and had done additional graduate work.He had s2ven years experience in teaching F,eneral shop and twenty years experience in teaching metal- working. Durink; World War II he conducted a National Defense class in
241 aircraft sheet metal andmachine shop practice.His practical work and avocational experiences were alsoassociated with many areas of the metal forming and fabrication cluster.Teacher J was active in state, county, and local professional teacherassociations as an officer andcommittee member.
Teacher J excelled in teang, showing asincere interest in ltudents
and a desire to help them grow .1- technically and socially. As a result, his students had a great respect forhim. He maintained high standardsin bringing experi- his class and showed greatresourcefulness and initiative in
ences to students whichthey would not receive in an averagelearning
situation.
physical facilities. Seventeen boys were enrolledin the metal
forming and fabricationcluster in School J. The regular industrial arts
laboratory occupied by Teacher J wasutilized by the class. The facility
was smcal for thediverse activites called forin the cluster curriculum.
teach many of the However, it had equipmentthat enabled Teadher J to
the tools, materials, tasks in the cluster. Approximately SO percent of hand at the beginning and equipment recommendedfor the cluster were on received during the courseof the of the year. No additional items were
school year. in which the cluster program A detailed drawingof the laboratory This drawing also was canductedis shown at the endof this section. their location in the indicates major pieces ofequipment and shows
laboratory. See Illustration 8. eAperiences in alloccupations of Instruction. The students gained somewhat limited due to alack the cluster althoughthis experience was
Students progressedfrom practice of tools, materials,and equipment. 242 pieces to numerous types of projects,some-6fa personal nature and several for use within the school. The projects which incorporated 4-asks from each of the occupations in the cluster included two snow blowers, a rack to hold eight bar bell sets and a utility trailer.
Field trips were made to the Pangborn Corporation and Fairchild
Corporation in Hagerstown and to the Goddard Space Flight Center in
Greenbelt. These visits enabled the students to see many of the most modern industr'al processes related with the metal forming and fabrication
cluster.
In order to evaluate the performance of each student enrolled in the
metal forming and fabrication cluster a task inventory was developed.This
inventory listed all the tasks to be taught in the metal forming and
fabrication cluster . When kept up-to-date, it represented a record
of student progress and achievement to teachers, parents, pupils, and
frequently, employers.
The task evaluation charts located at the end of thissection are
of two types. One list indicates the tasks which were to betaught in
the cluster concept program.Those tasks taught this year are indicated
by a check ( vf ). Those tasks taught this year which the teacherfeels
need to be retaught next year are indicated by adouble check mark ( ).
See Figure 30.
The second evaluation chart indicates, inthe teacher's opinion, how
each student in his class was able to performthe task. Each student
received either a satisfactory (S) orunsatisfactory (U) as an evaluation
of his adhievement. Those tasks not taught during the first yearof the
pilot program were indicated by the letter(IN). See Figure 31.
Community involvement. Through field trips, Teacher J made some
useful contacts with industries inthe area. One company furnished the 243 class with a supply of stock for welding practiceand another offered some good possibilities for future employment opportunitiesfor the students.
As a result of the performance of some maintenance andrepair operations for local citizens, the class received somerecognition from the community.
A visual summary of the precedingfive areas, administration, teadher, physical facilities, instructions and communityinvolvement, whidh have been featured in the description of the pilot programat School J is presented in
Figure 32.
Summary and recommendation. The students in the metal formingand
fabrication cluster at School J had thebenefit of learning from an excellent
experience not only in and dedicated teacher. They received a well-rounded
the classroom but on field trips aswell.
Lack of tools, materials, andequipment seriously handicapped the
program despite theefforts of Teacher J to do thebest job possible with
what he had at hand. Alt''ough the laboratory was small,this was not
considered a serious drawbacksince space was available forthe additional
equipment which was reconmendedfor the project.
Although the facility was smallfor the activities engagedin, there
The program does not appear to be anysolution to this problemin School J.
of the pilot program could be significantlyinproved duaing the second year hand when school if the reconnended tools,materials, and equipment are on
opens inSeptember, 1968. represent typicalactivities The pictures at theend of this section forming and fabricationcluster. engaged in by studentsenrolled in the metal
244 ScHoex J 2.1. TOOLGEM SANDERCABINET Ade TA L PoRA 4/AIG g FA 151R/CA 7/0AI CLUSTER 6.S.4.3. BRAZINGWELDINGSINKBUFFER 10. 9.8.7. COMPRESSORBANDDIAMONDSQUARING SAW SAW (METAL)SHEARS 2 6 Li.14.13.12. MILLINGGASFOUNDRYSOLDERING FUNNACE MACHIEEBENCH BENCH RgI r R0041 IS.18.17.16. PLANNINGGEMHACKSAW GRINDERPOLISHER AREA 22.21.20.19. WORKANVILSSTAIZEBAR BENCH FOLDERBENCH AND FORMING ROLLS rz 25.23.26.24. SUPPLYDRILLENGINEARBOR PRESS LATHECABINETS =1.1111111. V111.1110, / AS 1/2 28.27. 'TEACHER'SFILE CABINET LOCKER 80 22 23 MON. 30.29.31. SHAPERSHEETDESK METAL ROTARYMACHINES .0=1111101111 025 33.32. METALGRINDER STORAGE Fl 30 22 15511 2 2 025 24 1LLUSTRAT ICN 8 56 ' ' "' $44491AUXkeikiSt. TASK EVALUATION CHART Level Task No. Statement MACHINING EXPERIENCES 1 2122 produceGrindingGrinding a stockflat stock surface.on onsutface surface grinder grinder to to produce Level Task No. 1 Turningsurface. stock on lathe to produce a faced Task Statement 23 twoGrinding perpendicularparallel stock surfaces on surfacessurface to .001 grinderto of anto .001 of an inch. inch. proaluee Countersinkingstock betweestopsails* (countersink centers. a taperzd and hole center formatting drill) II 2524 MachininganGrinding angular stock stocksurface. on on surface a horizontal grinder mining to produce 43 Turningshape.001 to of stockstuck.001 an inch.inch.onea lathelathe toto produceproduce aa cyclindrics'shoulder to 26 'machineAschiningaachine to producestock to produceon parallel a horizontal surfaces milling to flat surface. .001 DrillingReaming.005 of stock anstock loch. on oelathe laths to toproduct' produce &hole a Milked to II 27 mediaeMidiniagof surfacesan inch. topcoat= stock to .001 es two aof horizontal perpendicularan inch. galling I] 6 7 holeboring to stock.001 ofon mmanlathe inch. to produce mm enlarged 11 26 maimsMtchiltiegof anto inch.piWiloo steel' ona shouldera Intimate' to milling.001 9 Part*/recessedCounterboring stock holt stockesto lathe.005 on of latheto an produce inch.to product' apiece a II 3029 eischinimg=ChimeMachining to stockproducestock omem an aa horizontalvorticalangular surface. milling 11 10 sumoNeckingwitkin to 1132 1/32stock of of enon an inch.lathe inch. topmasts &necked 31 Mechisitngmachineto .001 to eft=sum%prodoce i=-A.en a verticalflat sterna,. milling parallel surfaces milling 1 11 finishedFiling stock surface. on lathe to produce a II 32 stain*chitinAlto to product, OfproVzo stookOn indk. too sotwo pespowlicolarvortical milling surfocos to machine 1 1312 Machiningparallelflat surface. stock surfaces owos shaper to .005 to ofproduce as inch. twoa 11 33 netniaingto produce suchen a disaldor vertical to .001willing IIIMIENCES of un inch. machine IS14 ReamingholeDrilling to .005a stockhole of onoman drillinch. press to produce a weldorAre oetdimg to fOrreueMime: metals with A.C. BIuc 1 16 aSpotfinished finished facing hole surface a toholt .001 toom .005ofdrill an of inch.press an inch. to produce 1 21 a herizeutaz&horizontal Wee Imp joint. joint. 11 1 1817 CounterboringaCountersinkiag fastener receiver stockon drill hole.on drillpress pressto produce to product 1 43 aboriginala hod:total outside Iasi& corner corner joint. joist. 19 excessGrindingan enlarged metal. stock hole on toL, .005'oh grinderof an inch. to remove 1 67 Arca verticalhorizontal welding lappipe tee joint. stockjoint. with A.C. welder to 1 2o Grindingsharpen drill tools. bits on a bench grinder to Figure 30. II11 Arcproduceproduce welding a butt pipe jointsjoint ohnewhile razing'. stocliolth filed. A.C. welder to Level Task No. Task Statement Level Task No. Task Statement welderArc melding to produce ferrous petalshorizontal with D.C. butt joint. 37 aInert horizontal gas welding butt joint.ferrous metals to produce: 10 s horizontal lap jOint. 11II 3938 a horizontal outsidelap joint. corner joitt. 1 1211 a horizontal outsideinside termercernor joint. joint. 4140 s horizontal teeinside joint. corner joint. ld13 Arcas verticalhorizontal welding Imp pipe tee joint. stockjoint. with P.C. welder te II11 4342 buttInerta verticaljoints goo whilewelding lap joint.relliag. pipe stock to produce 11II IS16 produceArc veldts, buttbott pipe jointsjoists stock whileOdle with relliug.filed. I.C. welder te 11 44 buttInsetInert joints gasges Whilewelding fined. nen-ferreospipe stock tometals produce 17 PadGasresew welds' welding stock lew toareas erigied coastal height. Vitals stoCk to produce: stack to 11 4645 ato predate: horizontalherizestal lapbutt joist. joint. 1 19le a horizontala horisomtal butt Imp joist. joist. fensus II 4847 a borizmotal outsidewitiOtal cermet joint. inside Most joist. 20 a horizontala horizontal outside inside cermet toner tee joist. joist. joist. 11II so4, a writes' lep joint.horizontal tee joint. 1 232422 Gasa ironical Imp joint.lessfustal cutting ferrous coubma steels. 11 32SI buttbutt joists joists Ail* Ails fined rolling 23 aB horizontalruisea horizontal ferrous beet lopmetal, joist. jeint. to pledgee: 1 Treeing temple:tem MB sheet metal for cutting. and jeialag sheet metal items.MITINTAL EXPBRIINCES 1 27 a herizeatalherizmotal insideoutside cermet comer joint. joist. 32 WadiesCuttiegmimeCultism a sdsightshiessheet natalmetal cut withwithin urchiusryhamd 1/32 tools ef te tese praline inch. 302928 a verticalhorizeatal Imp tee joint. joint. 4 aCutting circularstraight sheet cutcmt metal%aidewithin with1/32 1/32 handef ef on toolsan filch. inch. te product 31 Stogies nom-ferreus herizomtalmetals I. produce:butt joint. 11 aCutting circular sheet cut metalwithin with 1/32 machinery of se inch. to produce II 3332 sa horizontal lopoutside joint. corner joint. 76 amCuttinganCuttisg irregular sheet cut metal within with 1/32 machimeryhand of toolsirregular se loch.to to produce produce cut within 1/32 of mo inch. II1 3534 a horizontal teeinside joint.. corner joint. 1 Cuttinga notched sheet cut metal within with 1/32'of hemd tools am inch. te produce FigureIt 30, continued se a vertscai lap joint. IS Level Task No. Task Statement 9 prodUCRCuttingan inch. asheet notched metal cut with within machinery 1/32 Of to Level Task Po. 3 produceFastening an metalassembly. parts with screws to Task Statement 1110 onForminginteriorCutting slip rollsheet cut forming within metalmetal cylindrical1/32tosachine. produce of an inch.anshapes 4 produceBolting onmetal assembly. parts with screws co ii 1 12 crimpingFormingForming sheetmachine. sheet metal metal crimping beading on on a a 6 powerTighteningassembly.Riveting tools. metal metal parts fasteners to produce with hand r 11 14 beadingbrakeForming machine.for single streugth. hem on bar folder or II 7 MatingNlatieg partssub-assemblies. partstogether sad tosub-assemblies produce together 11 IS brakeForming for double streagth. hem on bar folder or 1 Nto ellie. assemblyregime pasta major ef details,la assemblies. despise stub-assemblies devices ler end II 1617 barFoilingForming fielderfolder doublesingle forfor joiningseamjeiniag soma an &brakesheetasheet brake metalmetal Ind/orand/or parts.parts. 10 iaCeti"'assemblies. gm assembly. materials alth head tools to fit 11II la machineryForming forPittsburgh joialag locksheet seam metal with parts. 1211 Cuttingin an materialsaoseably towith 1/32 power tools to fit f am inch.a finishal assembly It 19 DrillingmachineForedngfastener fork:liming capsheet receiverstrip metal seem sheet hale.to ompraises motela drive parts.a cap 1$ te produce(*MimsMime.0111 ofstock Wes ama liele inch.in materialt .005 f withan 1st!. head drill to to predate tri2 21 hesivesAdheriag to sheet preemie metal an partsassembly. with ad- 11 IS14 nemingDrillirgpreens allelestint towith .003 Ismi ef ammach inch. to 'ream holes with a head power drill to 11 2322 produceMeldiagan&adoring assembly. me(spot) assembly.sheet shoot metal metal parts parts to topredate 11 16 Ilemmies stack with fialabed halo to .11111 of ea isch. drill te main 24 metalFastening screws shone te producemetal parts am assembly. with skeet 1 17IS produceCauntersImkiaga finishedfematersimbiag *Sestet= bele toholes .11111 bolesreceiver with with hand Mole.power tools drill to te pan of a iath. II 2326 anBolting anRivetingasseab1y. assembly. sheet sheet metal metal parts parts to produceto produce II IC Toppingproducethreaded aholes fastener bele. with receivertaps te producehole. a 27 Joining sheet metal parts with seams. ASSEMBLY EXPERIEKES 11 2120 threadedCuttingPunching threads limber. materials with methdies haledto prelims puaches a to 1 Adhering parts with adhesive$ using hanO assembly 22 producePunchiag a holt. matrials with power tools to FigureII 30, continued processesAdherngduceequipment aparts metalto toproduce with bondeda specified adhcsaves a assrmbly.artal thicknesst.onded usins ipray to pro- produce an asseably. CAI. 4, A A` A A ,A,A. '4,1 Level Task No. 23 instrumentsChecking dimensions for accurate of details assembly. with precision Task Statement 11 2324 lessamrimeassembliesChecking stockdimensions to withproduce pretisilaw of =curatesub-assemblies isstrumwsts assemblies. and VI 2720 limemerienStempiaginnberforfor assembly. idostificatien. eppeepriate end letters metal enparts metal with stock Figure 30, continued 28 Ielegies nsailsosodoliosMythstmerlons wine tubing partsbowers. a with flue.with la howl stil-nawillos tools. awl flaring toot 7 TASK EVALUATION CHART Level Task N. MACHINING EXPERIENCES Task Statement B C D E F Student V 2 CouotersiakiogTurningstockSurface. stockto produce ou (couotersink lathe to producer and caster a faced drill) I A LMNOPQ;IIS TU stock between centers. tapered hole for meting GHIJK 43 .shape toTimingTurnimg .001 loch. stoekstock onon lassielathe totop:educe produce a eyelinarics!shoulder to SSSSSSSSSSSSSSSS S S S ,S S S ,S S S S S ,S S S I ' Drillreg.001 stock of an oninch. lathe bele , 6 Reaming.005 of stockwinch. en loth* to produce a finished to proema a to SsUiSSUSSUSSU,SSS , 4- I 7 hole to .001 of am inch. SSUSSSSUUUSUSSS S Ii 8 rocosondCousterboriagholeboring to stock .001bole ofam tostook amlathe.005 inch. en ofto lathe esproduce inch. to produceen emlayged a SSWSS'SSSSSSSSSS SS ,U SSS SS S SS SSS II 9 Parting stock en lath* to podium piece SUS SU within 1/32 4wr an inch. SUUS SUUS - 10 neck*/Filingshape stock to stock 1152 em em oflathe latheam inch.topologia to produce a neckeda SSSSSSSSSSSSSSS 12II MachiningMobbed stocksurface. em shaper to produce a , SSSSSSSSSSSSSSS S 1- S S flet sawface. SSSSS ,S 13 SSSSSSSSSS *AWN,parallel stock surfaces om shaper to prelim two to .00S of an inch. SS SSSS SSSSS S Ss ReamingholeDrilliag to a.005 stockhole of es omes dril, drillioch. nsesspress to produce SSSSSSSSSSSSSS finished hole to .001 of an inch. USUSUUSUUS SUS I" 16 CountersinkingaSpot finished facing surface es drill to .005 press of toan productinch. hole es drill press to produce SSSSSSSSSSSSSS S. f' o . .S a fastener receiver hole. SS SSSS , .,- 11 18 Counterbonng stock on drill press to produce SSSSS. an enlarged hole to .005 of an inch. SSS SSU ,S SUSUSUS I 19 Grinding stock on bench grinder to remove 1 20 Grindingexcess metal. drill bits on a hench grinder o SSSSSS SSSSSSSS , charpen tools. SSSUUSUSSSSSUSSUUUUUUUUUUUUUUU, SSSSSSSSSSSSSFigure 31. U I a - i Level Task No. Task Statement Student 1 21 Grinding stock on surface grinder to S I produce a flat surface. to produce ABCDEFGHIJKLMNop S S SS Grinding stock on surface grinder RsTU 22 two parallel surfaces to .001 of an inch. SS S S II 23 tidoGrinAing perpendicular steel on surfacesurfacs griaderto .001 to of an inch. produce 'S SS SSSS S SS SS II 24 Griodiag stock ea surface grinder to prOduce S SUS SUSUS 1 25 machineMachiningam moguls: to stockproducesurface. on aa flathorizontal surface. silling UUUUUUUUUUUUUUUS S $ t11 1 26 .Machiaingofmaim. ma stocktack.to produce on a ha:instal paralll sillingsuzleces to .001 rirrIMPIMPI s-s s II 27 Sischialagwaist to stock poloist om a tuehorizastal potpondicular silliag II 24 Motkitagofmachinesurfami am inch.stock tcto .001 so aof hotiteatol oa lad'. shoulder to .001 6111111$ suuuusuuuusuuuussssssssssssu u u u u u I; u u u I, u u ti u II 20 Mechisimg suchen paca horizootal mdlliag 1 30 iodinesochimiogsocist t mawstock eaam &verticalmoguls: surface.milli's, flat surface. uuusoUUUUUUUSS S S N31-4CP 1 31 tOsiablootogrobaoIlschislog All of stockso tad. astwo parollel surfaces to prodoce vortical 'Miss ss sSSSSSSSSSSSS SS , II 32 es arnica milling =chine Il aablalogIlseldotastaming.401 oftoo stoatma yorpoidicalat bah. as antlea1 willing sty& susfaces t saki*s s sssssssSSS 33 to maw a litoalgor to .06I of la lad. uuuuuuu uuuuuuuu Are uehting !Owens stalls Ida A.C. MUM IMPBRIMICES suuuuuuuuuuuuuu Win to robes: butt joist. uuuuuuuuu uuuuuu I 1 2I . oborissotel lap Soist. berisorms s 1 1 43 a horizontala horizostel outside Mesh% cosset cosset joist. joist. s s s sS s SSSSS v_ 1 S a horizeatal tee jint. S ss s Sus s s s t sS 6 a vertical lap joist. SssS Sss 11 7 Att veldts' pipe Stock vith A.C. welder to ssssssss s ss butt jint 'bale fined. ss sss U U U 11 it Iproduce aAm midis( pipe Stock'vith A.C. welder tO S sss SIU 1 produce butt joints while vestige SU Uiti U S I ssssssS Figure 31, continued rinninannrilMitinnitiSUSUSSUU SU SU siU S1U,U _j_i_l_,__ level Task No. Task Statesent : A B , C D 1 E F Student K i weldorArc wildingto produce ferrous metalshorizontal with butt joint. D.C. I I L LMNO'PQ S:TIUIV 1 i 10 horitontalhoritantal outsidelap joint. corner joint. S S S S SS SS SS SSS S S SSS S SSS S -: I 3213 a horieantala hosizolital inside too joist.corner joint. SSSS US S SSSS S a vortical 10p joint, S US SSSS S II Ave wilding pips stock with D.C. maitre* S SUSS S S S S S USUS SUS S SUS S S S S 11 SS IS oscine butt pasts Ail. fined. weldor tO SSS Arc weldiaspipe stock with D.C. SSSS 11 -1716 Padproduce welding Mat jointslow arms whilo sorsa' stock to UUUUUUUUUU UU UUU Gasrumor welding stock tforma origami metals height. stock tortoises: UUUUUUUUUUUS S S S S III It19 a horizontal lophorizontal butt Joint. SSSSS SS S S i 20 horizestal outside joist. amass joist. SSS SSSS S SSSSS S,S SS SiSS , A 4 I 2122 a hotimatal toe horizaatalplat. Isaias MUT Jain. IS S,SS,S S SUSS S,S SS,SSSSSSUAL/A S SU,SS SSA q 2423 Gas cation firms, casbuavortical stools. lop prism. UUUSSS S UUS S USSIS UU SUSU1U --- aIrwin losistatol SUMS butttotals joint. to palloos: rIS S US SUUSS S US SU iii MOMO 2S hosizents1 lop joist. ssssSSSS 27 borizeatal outside corner joist. ssssssssss ' 26 a Aorilsotal tail& caner Joist. ssssssssssssss MOMOMI 29 a horizontal too join1;. sssssssssssssss S 4 S 11111 30 a vortical Isp joint, s, s ui ái 11,11 s1 1 31 grazing osa-forrous horizoatalmetals to probes:butt joint. .SSSSSSSSSSSSSSSsu u u .u, - uuuu SSS 4 1.1 U 1 . 1 _ II s'SSSSSSS,S , 1 11 3233 a horizontal outsidehorizontal corms joint.lop joist. u_uUUUULI4LIUU ' 1 III II 34 a horizontal inside earner joint. UUULIU_sUUU,_U,UUUUU II 31 a horizontal tee Joist.. 1I i FigureitII 31, continued SO a vertical lap Joint UUUUUUUUUUUUUUUUU.U:UUUUJIUUU.U.0u U II' U U U ,U U' U U U_U U U.- - - :,4$1:'.«4t.114!)'..V ^....e4.144%,-frk, .Level Task No. Task Statement Student 11 37 aInert horizeetat gas we1ding butt joint. ferrous metals t produce: I J1K.LMN0 P Q R TUIV 11 ABCDEF1GH 30 a horizontal lspoutside joint. corner joint. 11II 4030 a horizontal inside corner joint. NNNNNNNNNNNNNNNNNNNNNNN.4NNNNNN- 41 horizsatal too joint. joint. NNNNNNEIIIIMINNNNNNN II 1342 Inerta vortical gme weldinglop pipe stock to produce NNNNNNNNL1NNNNN lett joints NNNNNNONNNNNN 14 buttIsm joints goo Air: fined. ooldlas pipe stock toohne prod/ace roll*. ENNNNNNNNNNNNNN 45 tu.prodinco:Inert gas 'Radios men-forreisshorizontal metals butt joint. NNNNNNNNINNNNNNNNNNNNNNNNNNNNN II11 1746 a horisaltalborimtal lapoatsido joist. moor joist. NNNNNNN NNNNNN 11 194S horizontal inside comer joint. NNNNNNUNNUNNNNN 11 soSI butta vonical joists lap Alla joist. gallingborizanal too Jam. aii NNNNNNIIIINNNNNNNNNNNNNNONNEINNNNNurnimmusului La II 52 lett islets While flood INNOT NEM 1311.1111111171 EINNNNNNNNNNNNNN 1 NNNNNNNUURAI-NN1NIIIIMIFICIFInnnnowinni i t...... q...... r-.-r...... -.... MannTsclag mal timbre= joists. el shoot short mats% mitt for am. ateztag. , 0 3 Cuttingimamanise sawn sheet octal metal with withStraight Ms%ruchimely toolscut withinto t produc a sfisista ort withil 1/32 07 a0 Inch. of me inch. SSSSSSSSSSSSSS` Cuttinga circular sheet rutmetal within with 1/32band oftools am inch.t produce 1/7? SUSUUSUUSUSSSS II 5 aCutting circular sheet cut metalwithin vith 1/32 mochinory of an inch. t produce .SSSISSSS11'111111u SSSSr:S II 7 anCutting irregular shoatshoot cutcut =tatmewl withiawithin withwith 1/321/32hood machinery ofoftools anan inch. inch. totopmast. probate SUSUSUUSUiSSSUUU IlullutIllull Figure 31, continued aCutting metched sheet cut metalwithin with 1/32of hued am tools inch. to product SSSSSSSSSSSCSS;S:SSSSSSSSWSSSSSSWS ...... -.4.....4...... -SSS1SSSSS
. , Task No. Task Statement Student Level 9 Cuttinganproduce inch. sheet a notched metal withcut withinmachinery 1/32 to of LMNOP Cutting sheet metal to produce an A.BCDEFGH 10 interior cut within 1/32 of an inch. IJK IRSIIIV ii 11 onForming slip rollsheet forming metal cylindricaleschine. shapes 12 Forming sheet metal crimping on ' SSSSSSSSSSSSSSS crimping machine. 1413 FerminbeadingFoTmiag sisgleskeetpubis.. metal Imam beadingbar folder on a or iiiiuuuumuuuuuu S brake for strength. sss IS brakeForming for strength. double hemem bar folder er sssssssssss 11 16 barFormia, folder forsisal. joists' season sheet e brake ertal ama/er ports. sssssssssssssss 17 barForeleg folder doublefor jainiag some easleet a brake sets! and/or pasts. ssssssss ssssss , 111 Forming Pittsburgh lett somata,' SSSSSSSSSSSSSSSssssS.ssssssssSS S machiusry for *amiss shoot metal parts. II If! Fermin cap strip sem es a drive cap 5SSSSSSSSSSSSSS I eeddee foe j.iaLi cet 0stal parts. SSSSS 4a.Ul 5 20 Drilling shoat motel t predate a SSSSSSSSS homer receiver bele. UUUUSSSUUSUUSSS II 21 Adhering shoot meta ports with ad- SUUS S S SS 11LI 22 weldinghesivesplebe, (apse)top-name am assembly. shoot am metalassembly. parts to S S SSSS OS: .,.* SSSS SSS 23 Solder**, skeet vestal ports to predwo SUS I ma assembly. SSUS II 1 20 metalrestating screws shoat Coproduce metal parts se ettbsuably. abest SSS S SSSSSSSS S S SSSS SS 25 anlofting assembly. sheet metal parts to produce SS SSS SS SS SrrIIIIIIIIIIIIIII SI 26 Riveting sheet metal pasts to product OIDIEKIEUZIEREK1111111111111111111 27 Joiningan assembly. skeet metal parts with somas. ASSENKX EXPERIENCES SSS SS S SSC SEM.,.:Sr11111 1 Adhering pasts with adhesives usin i ha nd SSSSS proc sssss to produce a ...cal Pooded assembly SS SS SIEMEMINIIIIM 2 Adhering parts with adhesives using spray SSSSSS equipment to a specified t. ctoess to pro- ssssssmssssss II um= Figure 31, continued duce s metal bonded assfeisy. NNNNNN.NNNNSS SSSS i SIS SSSSiSS NfN NNN .. . IIIII.**.**N".../14/11/* Student Level Task No. 3 produceFastening an metalassembly. parts with screws to Task Statement GH JK T IUiv 4 bolting metal parts with screws to ABCDEF LMNOPQRS 5 Rivetimgproduceassembly. am metal assembly. parts to produce ea SSSSSSIMISSSSSSSS I I I powerTighteaing tools. metal fasteners with head SS SSSSSSSSSSS1111111 II 7 Natiag peltssub-essemblies. logether to produce S SSSSSSSSSSSSSSS I Nitiagpartstop:educe older assemblies. and sob-assemblies together SSSSSSSSSSSSSSS II Neldingparts in clamping devices der SSSSSSSSSSSSS assemblies.assembly ef details, seb-assemblies mad SSSSSSSSSSSSSS II 1011 Cuttingia am assembly.materials with Mad tools to fit SSSSSSSSSSSSSS II 12 laCuttiag esFilieg usembly materials such tocoproduce 1152 with of poker sma finished inch. tools toassembly fit SSIMISSS SS SS SSSS 15 to Orilliag.001 of es boles inch. in =serial with heed drill to S SUSSSSSS maneDrilling a hole boles to .000with of kawi power drill an lack. II S S S 14 mice a hale to .0115 of am Lich. to SSSSSSSS, I- IS lessalam neck with badfields, wreath halo to prelim* to .0111 of ea inch. SS 0 11111 emote, seed with pews ã111 WW1 to prodese SSS fiddled We to .001 of au lack. IIIWISSSSSSSS , 17 Quatersiableg Wes with had tools to NEINNNNNNNNNNNNN la Cosatersiatimopredmcemimeo a afastener "start holes naive.receiver with hole. powerhole. drill to OSIIIIIIISSSSSSSSSSS 111P11/1111.11111 II 10 centimethommiellbele.lappimg Meleethreads with with tops dies to toproduce wearse a a MEN II 2021 thrombimimefauching amber. a materialsWile. with Mama punches to ssss..sss Poaching materials with power tools to IIIIIIIIII 22 produce am assembly. isgssLIUslisssssnissssss SSss SSSSSSSSSSSSS SS 111111MUMI 1111 II Figure 31, continued 1111SnernISSSSSSSSIIIM Student Level Task No. 33 Checkinginstruments dimensions for accurate of assembly. Task Statement details with precision I_ABCDEFGHIJisLMNOPQRSTUVL U 24 assembliesChecking dimensions to produce of accurate sub-assemblies end assemblies.instivments UUUUUUUUUUUUU S 2526 MeasuringforStamping assembly. stock number with sadprecision letters on metal stock SSSSSSSSSSSSS S for ideatification. with SSSSSSSSSSSSS S 27 Hammeringvaries' appropriatehemmers. metal parts with a flaring tool SSSSSSSSSSSSS II 26 teFlaring paedna, metal a flare. tab/ag emb-assemblieS end SSSSSSSSSSSSSSS II Figure 311 29 continuedassembliesMissies lazes with Inlimed teals. SSSSSSSSSSSSSSIMISSSSSSSSSSS SSS
A u.vszamaasmumw.icaugil2iitiatazilirogi SUMMARY-EVALUATION OF CLUSTER CONCEPT PILOT PROGRAM SCHOOL J ADMINISTRATION 1 2 3 4 5 2 3 4 personnelThethematerial school teacher. provided andsupport county ainimalto administrativethe programmorel and and Thethanwithprogrampersonnel school satisfactorymoral byand activelystyportfurnishina county material butsupportedadainistrative thewith teachersupport. less the withsupport.programpersonnelThe adequate school by ctitoly furnishingandmoral county and supported saterialtheadministrative teacher the TEMIERLittle academic preparation in major Adequate acadeeic preparation in Superior academic preparation in inexperiencefield. resourcefulnessmajor field. or practical or initiative. experience Little or no coaching Seldom shows tineexperienceodorinitiative. showsfield. resourcefUlnessinand major some field.practical and Has some teaching Some- withasjorfield. practicalfield. experience in major Reso.rceful. An experienced teacher An initiator. ThePHYSICAL sire ofFACILITIES the laboratuty is in- The size of ths laboratory is ad- Site of Lie liboratory allows un- programoccupationaladequateof equipment. also and activities.suffersseverely fru@ restricts lack The ofoccupationalequate clusterleboratoryequiternt but program.somewhat activities.forhas operatingthe restricts minimum the amount The TherestrictedSor laboratory the clusteroccupationmi iS suitablyprogram. activities. equipped TasksINSTRUCTION were taught in only one or Tasks MOTE taught in several occu- A majority of Level I AbuTasks Level were Itaught tasks inwere all performedoceUpations. by numbertoespy:lancesforme4two the occupations.of bycluster.Level the offered Istudents. tasks A verywerewere appropriaterestrictedper - Few taskspations.cluster.appropriateExperiences were performed wereto occupations not by alwaysthe students. in the occupationsweretho students. extremely in theappropriate cluster. to Student experiences COMMIT INVOLVEMENT Community organizations furnished Community organizations cooperated by employmentprogram.of,Communitycommunity. or did organ:Lotionswasnot evidentsupport in thewere the cluster unaware Little opportunity for community.employmentSomesome supportmembers opportunity toof thethe clusterclass in th,found program. Figure 32. commntity.employmentlargefurnishing proportion aidopportunity to ofthe the program. in class the found A :." rk-P ,. j pc ;
WELDING o
.
'Pc:" . * .1° a
4
4
A EVALUATION OF CLUSTER CONCEPT PILOTPROGRAMS
Eiectro-Mechanical Installation and Repair
The elect-co-mechanical installationand repair cluster was designed to develop within thestudents, skills andunderstandings related to the
occupations of air conditioning andrefrigeration servicemen business
machine serivcemen, home applianceserviceuen, and radio and television
designed for in-depth development servicemen . The cluster program is not students to enter of skills in any one occupation,but aims at preparing
into any of the occupations withinthe electro-uechanicalinstallation and
repair cluster. for the The following objectives wereemphasized in the curriculum
electro-mechanical installation andrepair cluster:
understanding of the available 1. To broaden the 5tudent's
opportunities in occupationsfound in the electro-
mechanical installation andrepair cluster.
several 2. To develop job entryskills and knowledge for
occupations found inthe electro-mechanicalinstallation
and repair cluster.
attitude toward work inthe electro- 3. To develop a favorable
mechanical installationand repair cluster.
understanding of the sourcesof 4. To develop a student's
information that willbe helpful to him ashe moves
through the occupational areas.
the following: The specific objectivesfor the course are
260 1. To develop the student's competency in the use of common
hand tools found in the electro-mechanical installation
and repair cluster.
2. To develop the student's competency in using power tools
and equipment needed for job entry into the occupations
found in the electro-mechanical installation and repair
cluster.
3. To develop the student's understanding ofthe operations,
procedures, and processes associated with theelectro-
mechanical installation and repair cluster.
4. To develop safe working habits related tothe occupations
within the electro-mechanical installationand repair
cluster.
5. To familiarize the studentwith the terminology associated
with the electro-mechanical installationand' repair cluster.
6. To develop an understandini ofthe resources atailable to
him in his pursuit of the course as well asin his work
following graduation.
Description of the Electro-Mechanical Installation and Effair Cluster 12:Forns
In the following section ofthe report the pilot program ofeach
school will be discussed withreference to the administration,the teacher,
the physical facilities, theinstruction, and community involvement.
The information reported wasobtained by members of the cluster
concept project research teamthrough a series of bi-weeklyvisitations
in the electro- to the various schoolsthat conducted pilot programs
mechanical installation andrepair cluster.
261 Orientation. School G was located in an urban setting,although some students were from outlying rural areas. Students in grades 10 through 12 were in attendance. The students could select either the college entrance, business, agriculture, vocationaltor general curriculum.
The introduction of the electro-mechanicalinstallation and repair cluster into this school added another dimension tothe practical arts curriculum. In addition to the electro-medhanicalcluster, the other practical areas of the curriculumincluded business, home economics, industrial arts, automotives, and agriculture.
The administration. The principal and vice-principal gaveconsistent support to the cluster concept programand to TeaCher G. The administration,
including the guidance counselor, was extremielyhelpful with problems involving scheduling students and classtime, and with student enrollment.
The county administration providedlittle material support for the
cluster concept program during thefirst seuester. However, they displayed
many other overt acts to promoteand to encourage the program. Fortunately, tools and Teacher G was able to conduct phasesof his program by utilizing
equipment which were on hand forthe industrial arts program. In addition,
Teacher G was able to procurevarious appliances and aused typewriter and instructional purposes in their tape recorder. These items were used for portion of the requisitioned respective areas. In the Spring of the year a
equipment arrived.
The supervisor of industrialeducation accompanied theprincipal the schools in investigator and the projectcoordinator on visitations to
He also met with the his county involved in thecluster cancept program. visitations to School G. research assistants duringtheir scheduled
262 The teacher. Teacher G had a B.S. degree in Industrial Arts and a
M.Ed. degree in Vocadonal Education with eight years of teaching experience
in industrial education ane seven years of experience in the area of
electricity and electronics.
Teacher G was a very resourceful person.He Showed great initiative
in obtaining free equipment needed for instructional purposes. This
equipment was obtained from local industries and businesses and fromother
schooln which had a surplus of certain items.
Physical facilities. In School G, six boys completed the first yeaz's
course in the electro-mechanical installationand repair cluster. The
enrollmeet was larger at the start of the year but due tofamilies moving
out of town, and other factors beyond the controlof the administration,
enrollment fell. The class met in the industrial arts laboratory and
utilized the equipment and tools in this facility.
At the start of the 1967-1968 school ar none of the recommen.ed
supplies and equipment were available.A great deal of class time was
spent reorganizing the laboratory and providing spacefor equipment which
never arrived. During the year, only about 10 percent of the tools,
material, and equipment recommended for this program were recieved.
Teacher G conducted his program by utilizingequipment which was
donated by private individuals andbusiness organizations, or bTought in
by students. Due to the lack of proper equipmentonly partial instruction
in many areas of the cluster waspossible.
Teacher G was able to obtain certainpieces of instructional equipment
such as a typewriter, an air conditioner, ahome freezer, and several radios
and television sets. Instruction beyond the basic disassemblyand
assembly stage was often impossible due tothe lack of special tools,
263 materials, and service manualsneeded for the repair of this equipment;
therefore, complete servicing ofthese items was not possible. However,
toward the end of the year when some testequipment was obtained, much
of the theory taught was appliedin a practical situation.
A detailed drawing of the laboratoryin which the electo-mechanical
installation and repair cluster was conductedis shown at the end of this
section. See Illustration 9.
Instruction. Student experiences werelimited to certain areas of
the curriculum due to the lack ofequipment and tools. Most of the tasks
taught in the area of typewriterrepair were taught on aborrowed type-
writer for which manuals andspecial tools were unavailable.
Instruction in the repair of bothlarge and small appliances was
conducted using old equipmentdonated by local businessmen.
Many students obtained experiencein the repair of smallappliances
department of the brought from hove or furnishedby the home economics
scnool. taught his class Due to the lack of toolsand equipment, Teacher G
electronics. a great dealof the theory involvedin electricity and
Instruction was made as practical aspossible by placing the emphasis on
Students were taught to the identification of toolsand components. in relation to other identify parts and tounderstand their function
components and tothe entire applianceunder study.
Instruction time was alsospent teachingstudents to interpret
This knowledge was wiring diagrams, schematics,and repair manuals.
supplemented with as muchpractical experience aspossible, considering
the lx,nited amount of toolsand equipment available.
264 In order to evalute the performance of each student enrolled in the electro-mechanical installation and repair cluster, a task inventory was developed. This inventory listed all the tasks to be taught in the electro-mechanical installation and repair cluster. When kept up-to-date, it represented a record of student progress and achievement to teachers, parents, pupils, and in some instances, employers.
The task evaluation Charts located at the end of this section are of two types. One list indicates the tasks which were to be taught.in the
cluster concept program. Those tasks taught this year are indicated by a check (ye ). Those tasks which need to be retaught next year are indicated by a double check mark ( ). See Figure 33.
The second evaluation chart indicated,in the teacher's opinion, how
each student in his class performed the task. Each student received either
a satisfactory (S) or unsatisfactory (U) as an evaluation ofhis achievement.
Those tasks not taught during the first year of the pilot program were
indicated by the letter (N). See Figure 34.
CommtsitE involvement.Community involvement in this program was
obtained through the efforts of Teacher G and his students. Various types
of large and small appliances were donated by privateindividuals and
members of the business community.
In pursuing their work during the year, Teacher G's classtook a
field trip to the Victor Products plant in Hagerstownwhere much of the
electro-mechanical work performed paralleled thetasks outlined in the
cluster concept curriculum.
A visual summary of the preceding five areas,administration,
teacher, physical facilities, instruction, and communityinvolvement,
which have been featured in the description of thepilot program at
265 Sdhool G is presented in Figure 35.
Summary and recommendations: The activities and experience gained by the students in School G was limited due to the lack of instructional material, thus, the program suffered. The limited amount of practical experience received by students in this cluster was achieved only by utilizing donated equipment and standard tools.
This program suffered from a lack of tools, materials, and equipment needed for proper instruction. It was recommended that county funds be utilized to supply the additional tools, materials, and equipment which should be on hand for this program when school opens in September, 1968 for the second year of the pilot program.
266 ELEc TRO --A/W-MN/CAL SCHOOL INSTALLAT/ON a REPAIR CLIISTER
1. TOOLBOARD 4.S.3.2. ELECTRICALWORKSTUDENTMETAL BENCHLATHE LOCKERS TEST BENCH 9.8.7.6. DRILLRESTGRINDERSTORAGE ROOMPRESS CABINET ILLUSTRATION 9 tr:47MITMSTX572,17tMITXVtN3W. level Task No. Task Statement TASK EVALUATION CHART It 11 cleaning.Disassembling the calculator for AIR commommc a REFRIGERATION SERVICING EXPERIENCES 11 1213 RemovingCleaning the calculatordefective part(s)to remove of dirt.the Level Task No. Task Statement 14 Replacingcalculator. the defective part(s) of the 1 condensingInitialise tubingmit. between case smd IIII 16IS JestingReasseebling the operation the repairedof the repaired calculator. II 2 Testingfdrlastalliag leaks limes with gages detectioa on coadensing device unit to II 17 closets*.Disassemblingcalculator. the adding machine for 11 43 Evaceetiegchargevacuum the plopgaitthe satiretowith mere refrigerant. system all with a aoa-ceademsibles. I . 1918 Removingdirt.Clerstmg the defectiveadding machine part(e) to ofremove thm ReplacingofRemoving servicing. the the cover defective free the me, omit Its in the for ease II 20 Replacingeddieseddies machime. mediae.the defective part(s) of the 41 It 7 toeipleciegrefrigeration the original the wait. unarms Militias. the unit to restore II 2122 TestingReasseMblimgadding the anchine. operation the repaired ef the adLingamchins. repaired 1 1113INESS MONNE SERVICING def*ctsentervieg ia thea typewriter. symptoms to determine EXPERIINCES the NONE APPLIANCE SENVICINGApplitaters.defect(e)Obeerwleg EXPERIENCES theia smellsymptoms heatieg to distends, *lomat the 32 Chad'sDisassenbliagIsolating typewriter the the mechanical typewriter to ream defects for to a dirt. closing. parti- 32 epplimecesDiseesembliegIsoletiag ler the smelltesting &fact heatimg modto arepairing. particularlement tt 4 particularcularIsolating soca.* cempemeat theef theelectrical typewriter.of the defect(S)typewriter. to a 4 ampere:litaniessection ofofthe the.beatingthe defect heating te a*lomat almostperticular applisace. II 6 particularRemovingIselatint componentthe the defective mechamical of the part(s) typewriter.&fettle) of to a the heatingReplacingapplies**. element the defective appliances. part(s) of smell 11 7 Replacingtypewriter.typewriter. the defective part(s) of the 1 7 TestingclosestReassembliagsmell theMattag arpliance. operatives Oeelonest repaired ofapplisece. the small repaired heating II11 10 9 TestingReasseeblingtypewriter. the operation the repaired of the typewriter. repaired 9 Observiag*leantRetestiag appliamce. thethe essealliedsymptoms to snail determine heating the Figure 33. 10 Disassemblingdefett(s)appliances in smallfor snot testing motorelectric drivenand motorrepairing. appliances. Level Task No. Task Statement Task Statement electrictoIsolating a particular motor the appliances. mechanical section ofdefect(s) the mull 41111 Level 1 Task No. 31 Explaining the operation of the 12 electrictoIsolating a particular motor the electricalappliances. section of defect(s) the smell 1 32 Observingrefrigeratorthe defect(s) the to symptoms thein ancustomer. automaticto determine washer. 13 aepliancra,.Isolitingdelponent the of'the defect smell to a electricparticular sotor 34 aIsolatiasorderDisassembling particular toughs the section theelectricalthe necessaryautomatic of the dsfect(s) repair(s).automaticwasher toin IS14 'SnellTestingReplacingsmall elctric theelectric the operatiemmotor defeeeive motor appliances. of applimeces. part(s)the repaired of the II 35 washer.aIsolating particular the section mechamical of the defict(s) automatic to Reassembling the repaired smell electric . wailer. 1716 motorRetesting appliamces.appliamce. the repaired small electric II 37 automaticReplacingcowmenIsolating is washer.theam defectivedefect(*)automatic part(s)towesber. a particular of the 1918 CheckingConnectingelectric the therange lastallaties electrical An the home. supplyattire toelectric the II SI3$ lessamibliasRevelriesautomatic the washer.the defective repaired part(e) astenatic of the ts.) 20 ramgeExplainingnecessary.rums. tomud the oohing the customer. operation say final of adjustmeats the electric 40 washer.Testily'Nosier. the eperetiem of the automatic CO 21 ConnectingaotomaticImstallingithe dryerthe vestelectrical is thesystem hem. supplyfor the to the II 4142 NokiasRetestiasrepaired agy fiord Imeemsticthe assembsed edjustments washer. automatic to Op washer. 2322 dryerTestis'automatic aid the dryermains installation isany the final home. f adjust:00Uthe eetesetic II 4144 defect(s)ObserwiasIselatias is the theas spreeselectrical te anemiasdefect(s) the te a ortertic electric,dryer. necessary. . . II electricpartiemleresedem dryer. of the automatic 2425 washerConsenting&yesExplaisias to is the the the casters.home. operaticswater supply of theto theautomatic automatic II 45 particularelectlicalIsolating section thedryer. mechealcal ef the mmtematic defect(s) te a 26 Ceamectiesautomatic the washer electrical in the supplyhems. to the ti 4746 imDisassembling Isolatimgseder tomb* the the thedefract(s) automatic onessary to electric arepair(s). particmlar dryer 27 necessary.washerChecking and the making isStallation amy final of adjustments the automatic the automatic 41 RepletiagamtammeicCa Wean the ilk electric defective IS dryer. part(s) of aoteeetk electric dryer.the 29211 ConnectingwasherrefrigeratorExplaining.the to thethe customer. electricalin operationthe home. supply to the of VI II 49SO ReassemblingautomaticRepairing electricthe the bfective rvpaired dryer. part(s) autemazie of the Figure 33, continued SO endChecking making the any installation final adjustments of the necessary.refrigerator electric dryer. Level Task No. 51 Testing the operation of the automatic Task Statement 1 52 Makingelectricrepaired any dryer. finalautomatic adjustments electric to dryer. the Level Task No. RADIO AND TELEVISION SERVICING EXPERIENCES Task Statement SS ObservingelectricRetesting dryer. the assembledsymptoms toautomatic determine 1 theObserving defective the stagesymptoms of theto determineradio. SS OrtlerDisassemblingthe defeLt(s) TO lake intheCI* a refrigeratornecessaryrefrigerator. repair(i). in 2 Checkingferheavingdefective ease the theof stagetubes servicing.eSalsis ofin the thefroa radio.suspected the cabinet II 5657 &particularIsolatinga oiticular the settle*section mechanicalelectrical efof the defect(s)defect(t) refrigerator. to zI 4 Replacinga particularIsolating the thestage defective defective of the components radio.components in in II SS componentIsclatimg inthe a defect(s)refrieorator. to a particular 1 Replacinga particular the stage chassis uf thein theradio. zillion 59 refrigerator.Replacing tbe deflective part(s) ef the 1 67 Maineatteradjaatsaat finalfiaal isopectiseeperatiosel to the radio. of checls the radio. esti . 11 11 6160 RepairingReassemblingrefrigerator. the defective the repaired part(s) refrigerator. of the Set.theObserving defective the symptomsstgs of theto dote:alastelevision 4362 NeklagTestingrepaired anythe findopevatiew refrigerator. adjustments ef the refrigerator. t the 1 MeetingRenreiegSta.. the the Woes chassis la the from suspected the cabinet GSIke ObservingRetesting the symptomsassembled to refrigeratar. deteradne the 1011 particularIseatiagfor ease stageofthe servicing. defective of the television cempaikeats set. in a II 66 perticularIsolatingdefect(s) theissection anelectrical electric of the defect(s)ream.electric image.te a 1213 Map/acingparticularasplacims the stage chassisdefective of the is televisioncempemmitsthe cabinet set.in II 6$67 particularDisassemblingIsolatingto make thesection the theaecessary mechanical electricof the repair(l). electric range de1ect(3) An range. order o a 14 adjustenntNokiasset.after final final to impectien operationlthe televisiom of checksthe set.television and It 7069 electricReplacingcomponentIsolating range. inthe acthe defective electric defect(s) part(s):siege. to a particularof the 15 antennaInstalliag med treasnission an outdoor television'sline. IT 717: electricaepairingReessembling range. the defective the repaired part(s) electric of the range. 73 electricMakingTesting any therange. finaloperation adjustments of the electricto the repaired range. Figure1 33, continued -5 ncte-:.ng tL .1,,emh1ed electric range. AIR CONDITIONING 4 REFRIGERATION TASK EVALUATION CHART SERVICING EXPERIENCES Task Statement Student i Ur Levelii Task No. 1 condensingInstalling unit.tubing between case and B C F G 11 0 II 1 23 fOrTestingInstallingcharge leaks linos the gapesmitwith with detectionon condensiagrefrigerant. device unit to II 4- vacuumEvacuating pump the to entiremeow allsystem with a nom-ccmdensibIes. for ease mum WM S ofRemoving SOTVicinj. the cover from the unit INIMMiijuINNNNNN 111 RIM b Replacing the defective covenants in the ONNNNONME 11 refrigeration unit. 1111111 Replacing the cover on the unit to restore in MEW 7 1 MOM to the original conditioc. Mininilin JUSTNESS MACHINE SERVICING EXPERIENCES S S EIS S S 111111111 3 Obsorviag the syyptoms to determine the MEMO 1111 100NNNa 111 :1 defects in a typemwiter. N III 1111111111111 Elm 2 CisasseebitesCleaniag typewriter the typewriter t, remove for dirt. cleating. NON 3 ON 4 Isolatieg the mechanical defects to a parti- ssnsssimmem NM aim Emma cular section of the typewriter. NMI II WM um 5 Isolating the elctrical defect(s) to a ma nmom particular component of the typewriter. nmnnmEnumm II Isolating the mechanical defect(s) to a NNNN ;I 6 Removingparticular the cosponent defective of part(s) the typewriter. of the IoNNunam MR ME 7 typewriter. MOM. EMS= RUN Replacing the defective part(s) of the NOMONMM N NI II typewriter. MIMI 1111111 Reassembling the rtpaired typeeriter. N MIMI 9 repaired MNNN MS 1111 10 Testing the operation of the MEIMMIHNI II typewriter. SSSIBUIMMMI mu 111.0 IIIII MOM IRS IMMECIMIll Figure 34. III MEM 3 SSSf Student i 1 i le%cl Task he. cleaning.Disassembling the calculator for Task Statement A RiCiD'E FiG'ii J K L M(14'0 P S T 1.1!1/' --i 12 RemovingCleaningcalculator. the defectivecalculator part(s) to remo%e of thedirt. NNINNNNN Replacingcalculator. the defective part(s) of the NNNNNNN Reassesb/ing the repaired calculator. NNNNNNN 16 _Testing calculator.the operation nf the repaired NNNNNNN . 17 cheating.Disassembling the adding machine for NNNNNNN C1semin1 the adding machine to reuove NNNNNNN I 19 Removingdin. the defective part(s) of thm NNNN NN II 20 addingReplacingaddang machine. the defective part(s) of the NNNNNNN II 21 Reassembling Os repaired adding mediae. NNNNNNN 22 NOM AMU= SERVICINGWingTesting EIPEMENCES whine. Ow operatic* of the repaired NNNNNNN 1 Observiagliefeet(e) ia malt heating lement the symptoms te determime the NNNNNNN 2 Dissessabliesapplimass. Small besting element 3 Isolatimgappliances the ter defect resting to enda particular repairing. i siction of tht.heating elemeat appliancv. . . .,_ 1 4 Isolating the defect tv s pertice:or . applinmcs.cosecant ef the heat*: Inman sssssssSSSSSSS1 1 S r heatingReplacing lamest the defective appliances. pert(s) of mail SiSSSSSS S S S 6 Teatime the operations of the repaired sssssss ., .... I cunt Wades elesest minium. SS S S SS S 7 lementReassembling appliance. the repaird4 small heating SS I SS e 0141MelltR ttttt leg applimace. the assembled small heating S!SS;SSSS .A. 1 to 9 Ohservingdefect(s) tte in symptoms small meter to determine drives appliances. the SSSSsSS Figure 34, continued appliancestisassenhlue for small testing electric and repairing. motor sSS.SSssSISSWS ' Ot:t?..04.4?1;41:41. Level Task No. It electricto Isolatinga garticulir motor the appliances. sectionmechanical of thedefect(s) small Task Statement JK L MNOPQRS TUV 12 Isolating the electrical defect(s) ABCDEFG 13 cosoonentIsolatingelectricto a particular motor ofthe the defectappliances. sectionsmell to electric of*particular the smallmotor SSSSSSS . Id smellReplacingappliance. electric A. defective motor appliances. pere(s) of the SSSSSSS IS16 ReassemblingsmellTestiag electric A. operation the stole repaired spplimmas.ef A.'sell repaired electric SSSSSSS 11 17 meterRetesting applinace. A. repaired suall electric S S S 1111 lt motorComnectieg appliances. the electrical supply to A. ss,sssss electric rage ia the hems. SSS if Checking A. imstallatios ot the electric I row animating any Mal eijottmeats sssssss stecessary. SSSSSSS 20 rawExplaining to the A. customs. operation et the electric SS,S,SSSS III 21 automaticInstallftg &far the in ventthe heme.system forth. SSSSSSS i 22 Commectingautomatic the dryer electrical in the hems.supply te the SSSSSSSIMIIIIIII II 23 lastingnecessary.dryer themei =him'installetiem any fiaal eras adjuittnemts amtametic 1 NEN Eaplainieg the.operation ef the outeentic NNNNNNN 24 dryer to the customer. .1' 25 Connecting the eater supply to the Mimetic mum washer In the how. NNNNNNN I inhaI 26 Connecting the electrical supply to the NNNNNNN 27 washerCheckingautomatic and the meting washerinstallation any in finalthe efhems. adjustments the automatic NNtiNNNN in necessary. 11.11111 LI 1 2$ Explaining the operation ef the auteaatit NNNNNNN 1111 washer to the customer. NNNNNNN MI 29 Connecting the electrical supply to the NNNNNNN mil SO Checkingrefrigeratorand minas the inanyinstallation the final hoae. adjustments of the refrigerator necessary. NN_NNNNN or_ il I IIIII I I Figure 34, continued SSSSSSSSSSSSSS II... 1111111111111 Student Level Task No. Task Statement 3132 ExplainingObservingrefrigerator the the operation tosymptoms the customer. ofto thedetermine AR CDEF the defact(s) in an automatic washer. GHIJK LM,NOPQRSTuv 33 orderDisassembling tomb* the the necessary automatic repair(s).washer in SSSSSSS 11 34 aIselatiag particular the section electrical of the defect(s) automatic to NNIENNNN 3S washer.Iseletimg the mechamical defact(s) to NNONNNN 24IN II . washer.&particular section ef the automatic ,NNNNN 11 36 ReplacingteopoosstIsolating thethela defective&fett(e) topart(s) a particular eetenatit vas4r. duo NNNNNNN 1 37 Moroi:bogautomatic thewasher. defective pert(s) of the NNNNNNN II 3. autelatIc smasher. of NNN 33 isossenIninawasher. the repaired motemetic _ (P3 II 4140 washer.lestimgIltMagsepaing tbe myoperation satagstic fin: adjutants ef sedber. the automatic to the NNNNNNNNNNNNNN IIII 424443 Munnparticular&fett(e)ObeenlasIselatiss the eleodasila section the sothe antsnonicarisen sdectrical agnosticof thete denudeselectricartarntic deint(s) washes. &yes. the to a NNNNNNNNNNNNNNNNN111111411111000111111111111111 ----- 4S electricalparticularlectricIsolates'Disassembling dryer. the dryer.softies smochamicel .the amtemesic defect(s) electric te a drfmt of the muteretic .. NNENNNN 111111111111111111111111 _ 46 leerier te sate the someessais repelr(s). NN NNNN ...... II 47 !ImpietiesaereesseIsolating latkethe defectivedefoct(s) part(s)t &particular ef the am amtemstic electric dryer. NN NNNN 48 Repairingautomatic theelectric defective dryer. part(s) of the NNN t--1- 11II 43SO elactricReassemblingautomatic dryer. electric the repaired dryer. automatic NNIONNNNNNNNNNN Figure 34, continued NNNNNNN . Level Task No. 51 Task Statement A B C I) , E F G I-1 Student K 52 repairedMakirgelectricTesting any thedryer.automatic finaloperation adjustments electric of the dryer. alltONIticto the LMNOPQRSTUV 53 if-metricRetesting dryer.the assembled automatic NNNNNNN IJ 54 ObSerVing the symptoms to detersdne NNN.NNNNN II SS DisaSsesblimgthe defect(s) inthe a refeigsrator.nfrigentOr in NNNNN 56 Isolatingorder to make the theelectrical necessary defect(s) repair(s).. to NNNNNNN III I 57 Isclatimga particular the sectiona:thsaical of thedefect(s) refrigerator. to NN.NNNNN. 51I impotentIsolatinga particular is thea refrigontor. sectiondefect(s) of tothe a refrigerator.particular NNNNNNN 59 nfrigerator.Replacing the defective part(s) of the NNNNNNN 11 60 refrigerates.Repairing the defective part(s) of the NNNNNNN / I . 61 Reassembling the repaired refrigerator. NNNNNNN 42. II 6362 MakingTestiag enythe finalaparetiem adjustments of the refrigerator.t the NNNNNNN 64 Retestingrepaired retries:nor.the assembled refrigereter. NNNNNNNNNN.NNNN 4_____ - 11 65 defect(s)Observing inthe an symptoms electric to range. determine the NNNNNNN II 66 particularIsolusag the sorties electrical ef the defect(s) electric tonage. a NNNNNNN I'.....' 67 toDisassembling make the necessary the electric repair(s). range I. order II 6966 particularIsolating section the defect(s)mechanical of the electricto defect(s) a particular range. to a SSSSSSS II component in an electric range. sssssss . 70 SSSSSSS Replreing :he defective part(s) of the 71 Repairingelectslc range. the defective part(s) of the SSSSSSS I I I electric range. SSSSSSS Si r 73 TestingReassembling the operation the repaired of the electric electric range. range. SSSSSS Figure 34, continued RakingRete.ttngelectric any finalrange. the 2,elthIedadjustsents electrte to the range.repaired I S SSSSSSS S S S S S S , Level Task No. RADIO AND TELEVISION SERVICING EXPERIENCES Task Statement Student U 1 observingthe defective the symptoms stage ofto thedetermine radio. A R Swimmmil....1114 GIll'I JK LMNOIP RSTUJV 2 Checking the tubes im the suspected CDEF' 3 Removingdefective the stage chassis of the from radio. the cabinet NNNNNNN 4 4 forIsolating ease of servicing.the defective components in NNNNNN II Replacinga particular the stagedefective of the compoments radio. in NNNNNNN 6 Replacinga particular the stage chassis of thoin theradio. cabinet NNNNNN g 7 adjustmentMilkingafter final final to inspection theoperational radio. of checksthe radio. And NNNNNNN , Observing the symptoms to determine NNNNNNN CheckingNitthe .defective the tube's stage inof thethe suspectedtelevisioa INNNNNNN S S S S col3 1 10 Removingstage. the chassis fromithe cabiaet SS S 11 foreseeIsolating of servicing.the defective compomeats in a SS SS SS S S ....._...4 4,4 II 12 particularparticularReplacing stage thestage defectiveof efthe the telerisiom televisioncomponents set. set.in a SSS SS S 13 aftrReplacing final the inspection chassis laof thethe cabinettelevision S SS set. SSSS SSS S SSS SS S , 14 *kin final opeeetiemal checks mid II IS entenaaadjustmentInstalling amd to usesaission amthe oUtdoor televisioa television'sline. set. SSSSSSS SS i A I Figure 34, continued NNNNNNN wozclw5;.vocrzw..7:07,;17,..,TwiFitl,fe:res.,4;1;":?7,211.;KFM'A.,,vrapT.ROW.:4^, : SUMW.AY-EVALUATION OF CLUSTER CONCEPT PILOT SCHOOL G PROGRAM ADMINISTRATION 1 3 4 7he school and county administrative 1 2 3 4 thematerialperSonnelThe teacher.school support provided and county to minimalthe administrative program moral and and programpersonnelThethanwith school satisfactorymoralby actively furnishingand swport county mei:ported material buttheadministrative withteacher thesupport. less withprogrampersonnelsupport. adequate by activelyfurnishing moral supportedand the material teacher the 7EACHERLittle academic preparation in mojor Adequate academic preparation in majorSuperior field. academic preparation in An experienced teacher experiencefield.resourcefulnessin major orfield. practical or initiative. experience Little or no teaching Seldom SUMS experiencemajorinitiative.tie*experienca field. shows and inresourcefulness some major practical field. and Has some teaching Swee- field.with practical experience in major Resourceful. An initiator. ThePHYSICAL size ofFACILITIES the laboratory is in- The size of 2be laboratory is ad- Size of the laboratory allows un- programoccupationaladequateof equipment. also and activities.suffersseverely from restricts lack The occupationalclusteroflaboratoryequate equipment but proven. activities.hassomewhat for the operating minimum restricts amountthe The forTherestricted thelaboratory cluster occupational isprogram. suitably activities. equipped TasksINSTRUCTION were taught in only one or pations.Tasks wer, taught in several occu- A majority of Level I MostTasks Levelwere taughtI tasks in were all performulbyoccupations. numbertoexperiencesformedtwo the occupationz.of cluster.byLevel the offered Istudents. tasks A verywere were restrictedapp7,pr1ate per- Few appropriateExperiencestaskscluster. were pe wereto 'formed occupations not alwaysby the instudents. the occupationswerethe students. extremely in theappropriate cluster. to Student experiences CommunityCOMMUNITY organizationsINVOLVEMENT were unaware Communitysole support organizations to the cluster furnished program. furnishingCommenlity organizationsaid to the program. cooperated by A employmentprogram.of.community. or did wasnot evidentsupport inthe the cluster Little opportunity for excloymentSomecommunity. members opportunity of the class in thefound Figure 35. coemunity.employmentlarge proportion opportunity of tne inclass the found urban setting and was Orientation. School M was located in an
either the composed of grades 10 through12. The students could select college entrance, business,vocationApor general curriculum.
The introduction of theelectro-mechanical installationand repair
the practical arts cluster into this schooladded another dimension to program,the other areas ofthe curriculum. In addition to the cluster economics, industrial arts, curriculum included coursesin business, home carpentry, plumbing andheating, air conditioningand refrigeration, graphic arts, buildingmaintenance, and cosmetology.
The administration. The administration ofthis particular school, provided the while favoring the idea ofthe cluster concept program, Teacher M was the only cluster concept teacherwith minimal support. cluster program not given a one of the tenteachers involved in the
five periods ofindustrial planning period. In addition to teaching period of mathematics per subjects, he was alsorequired to teach one Teacher M any time to plan day. This teaching scheduledid not provide In spite of requestsfrom the teacher or organizefor the followingday. researdh team, thissituation and members of thecluster concept project
was notremedied during theschool year. material support for The county administrationprovided little although they were the cluster concept programduring the first semester, M was able toconduct the firmly behind the idea. Fortunately, Teadher other vocational program byutilizing the facilitiesand equipment of the first semesterincluded areas of theschool. The activities of home appliance instruction in airconditioning andrefrigeration and
277 servicing. By utilizing otherareas of the school for instruction, the
program was not handicapped.
In December, the supervisor of industrialeducation accompanied the
principal investigator and theproject coordinator on visitationsto the
schools in his county involved incluster concept programs. Be also
attended several of the scheduledvisitations made by members of the
researdh team to School B.
in the middle part of the secondsemester, Teacher M received
equipment and supplies Bar thearea of typewriter repair and was able
to begin instruction Shortly thereafter.
The teacher. Teacher M's education consisted ofa high school
diploma and college credits towards certificationto teach vocational
subjects at the high school level. He had one year of teaching experience
in variousareas related to the electro-mechanical installation and repair
cluster.
Physical facilities. Nine boys were enrolled in the electro-
mechanical installation and repair cluster in School M. The size of the
laboratory was more than adequate fora class of this size.
Teacher M received approximately 50 percent of the tools, material,
and equipment recommended by the cluster concept pavject research teamas
necessary to conduct an effective program.
In order to facilitate instruction in the axea of typewriter repair,
a section of the laboratory designated as a finishing room was converted into
an independent classroom for instruction in typewriter repair. Six individual booths (carrels) were constructed, each equipped witha tape recorder,
typewriterand the necessary tools. Thus, each ,_udent was able to progress independently at his own speed. This was the only school having
an electro-mechanical cluster that had facilities of this type.
278 A detailed drawing ofthe laboratory in which thecluster program
This drawing also was conducted isshown at the end of thissection. indicates major pieces ofequipmert'and shows their locationin the laboratory. See illustration 10. instruction in this particular Instruction. The greatest amount of refrigeration and school took place in the areasof air conditioning and typewriter repair. Experiences in the repairof refrigerators were refrigeration.- A incorporated with instruction ofair conditioning and large and small limited amount of instiuction wasgiven in the areas of television repair it waslimited appliances while in the areasof radio and equipment, most of which was to very basic tasksand performed on surplus
beyond repair prior to thebeginning of instruction. student enrolled in In order to evaluate theperformance of each cluster,a task inventory the electro-mechanicalinstallation and repair all the tasks tobe taught in the was developed. This inventory listed When kept up-to-date, electro-mechanical installationand repair cluster. and achievement toteacher, it represented a recordof student progress
parents, pupils,and in some cases,employers. the end of thissection The task evaluationcharts located at the tasks which wereto be taught are of twotypes. One list indicates Those tasks taughtthis year are in the cluster conceptprogram. next Those tasks whichneed to be retaught indicated by a check( ).
check mark ( ). See Figure 36. year areindicated by a double the teacher'sopinion, The second evaluationchart indicated,in
performed the task. Each student received how each studentin his class (U) as an evaluationof his either a satisfactory(S) Or unsatisfactory
taught during thefirst year ofpilot achievement. Those tasks not
279 programs were indicated by the letter (N).See Figure 37.
smulia involvement. Teacher M was able to obtain surplus radios, televisions, and large appliancesfrom various repair shops in his community. He also obtained typewriter manuals from local typewriter shops.
Several students obtained employment duringthe summer within one of the occupations in the cluster.
A visual summary of the preceding fiveareas, administration,- teadher, physical facilities, instruction, and communityinvolvement, which have been featured in the description of the pilotprogram at School M, is presented in Figure 38.
Summary and recommendations. The students in the electm-mechanical installation and repair cluster at School M received most of their instruction in the area of air conditioning and refrigeration andtype- writer repair. Experiences in the other areas of this cluster were limited.
Lack of equipment in the various areas was responsible for paat of these limited experiences. Teacher M wes fortunate to have been able to use the facilities of the vocational department for instruction in the area of air conditioning and refrigeration. To supplement his own lectures he also enlisted the services of the vocational teacher in this area, thus the class profited by team teaching.
During the summer training sessions Teacher M did not receive sufficient instruction in the various areas of the cluster he was to teach.
The lack of a planning period further limited him in developing competency in these areas.
Additional tools, Materials, and equipment should be on hand for this program when school opens in September, 1968 for the second year of the pilot program. 280 The provision of a free period for the instructorwould allow him time for planning and preparation of instructionalmatexials.
A limiting factor in this particular school wasTeacher M's lack of teadhing experience. Perhaps an instructor with more experiencewould have had more self-confidence and initiative and would havedeveloped the
skills and knowledge he lacked by studying appliance orservice manuals
on his ow._ time.
The pictures at the end of thissection represent typic.-1activities
engaged in by students enrolledin the electro-mechanicalinstallation and
repair cluster.
281 ELECTROMECIM/WCAL INSTALLAT/ON -13c REPA/R CLUSTER SCHOOL 44' 4 // iftterAGE 2 2 /2 1. TYPEWRITER REPAIR WORK STATIONS 6. BUFFER 10. BAND SAN S.4.3.2. METALOXY-ACETYLENEGRINDERTABLE LATHESAW WELDING I LLUSTRAT ION 10 9.B.7. JIGWOODDRILL SANLATHE PRESS 13.12.11. JOINTERWORKDESK BENCH le%cl Task No. Tadc Statement AIR CONDITIONING 4 REFRIGERATION SERVICING EXPERIENCES TASK EVALUATION CHART 12 CleaningDisassenblingcleaning. the calculator the calculator to remise for dirt. Level Task No, Task Staument la13 ReplacingRemovingcalculator. thethe defectivedefective part(s)part(s) ofof thethe II 1 condensiagInstalling unit.tubing between case and II 16IS :TestingReassembling theca/culatnr. operation the of repaired the repaired calculator. 32 chargeInstallingforTesting leaks the linos unitgages with with on detection condensisgrefrigerant. device unit to II 17 Clommiagchigoe.DisassaMbling the adding the adding archine machine to remove for 4 Yam=SystemizingRomoving plop theto satirecover freesystem the with unit a for ease remove all men-coadansibles. 19ii addingRemovingdirt. nachime. the defective part(s) of tbe II 6 refrigerationReplacingof siervicift. the unit.defective components in the 2120 ReasseablingaddiagReplacing inschime. the the &receive repaired part(s) eddies of machine. the 1 7 SUSIMESS MACHINE SERVICING EXPERIENCES-Replaciagto the erigimalthe cover conditioa. on the molt to rester* 22 NONE APPLIANCE SERVICINGTestingaddiagonellse. theEXPERIENUS operatic,* of the repaired 2 ObsweviegDisassemblingdefects theis asymptoms typewriter.the typewriter to determine for cleanLmg.the Observingappliances.defeet(s) the in symptoms smell beating to deteraine element the II 43 ClompingmearIsolating arctic* typewriter the ofmechanical theto renametypewriter. defelts dirt. to a perti- 32 Il1sammeb1imgsoetienIsolatingupplieeces the forenall defecttestily' heating to eeda *lomatparticalar ramifies. thedwatimp element *Aimee. 6 particularIsolatingholatin; the awonent elactrical of the defect(s) typeweiter. to a defect(s) to a 4 appliance.ceoporatIsolating ofthe the defect heating to &particularelement of 7 Removingparticulastypewriter. the.....-...seArgt def.. Ave part(s)of the typewriter. of the the 65 'millTestinghasetagReplacing heating elementthe the operation defectiveelement mpplialeces. applimme. ifpart(s) the repaired of stmll 11 9 Reassemblingtypewriter.Replete's' the the defective repaired part(s) typewriter. *f 1 7 elementReassemblimgRetestiag appliance. thethe assembledrepaired smallsmall heatingboating 10 Testingtypewriter. the operation of the repaired 3 Va Observingdefect(s)element theappliance. im sraptons small motor to determine driven epplinnces. the Figure 36. 3 10 eppliancesDisaamoblieg for snail testing electric end repairing motor , "- "-V ill.' ,7_11APTAITP977AlfP7TIWITNT=Jbwiv,P514- .3 5P.I7W-IN.471vrarlfrillTr Level Task No. 11 electrictoIsolating a particular meter the applimaces. mechanical section of defect(s) the small Task Statement Level Task No. 31 refrieersterExplaining the to operatiesthe customer. Task Statement of the 1312 electricIsolatingte a particular meter the applismces. electricaldefect section to ef defect(s) the swill a particular 3332 erferDtheObserving isassembling defect(s) se mike the insymptoms the an autematicautomatic to determiae rasherwasher. in U. mecessuy repsir(s). 14 'smallRepappliance.cespeaset electric laciag meter of the the defective applisnats. small electric part(s) interof the 3$ washer.a ptrticularIsolating section the electrical of the automaticdefect(s) to 161$ Testis,starheassembliagsmall appliance.the electric operation meterthe repaired of appliances. the repaired smell electric II . 30 comperetwasher.heistingaIselatiag particular ia theas section emunsticmechasicaldefect(*) of washer. the to defect(s) aautomatic particular to is17 OmnectisselectricmeterRem:sties applineces. rye the the inrepaired electrical the small supply electric te the heft. II 3837 IkpoiringautantiCe plesitgamtametic the either.the tabehtr. defectivedefective pert(s)pim(s) of the 20If Ispleisingnotossary.rmageCleeking and the thelain installation opetatiest may final 0ofadjustames the the electric electric II 4831 washer.lastingliesseasilime U. agouties the repelled amtametic of the mseemetic 1 2221 aletalletiCnaplastelling to the astamer. the mist smote Ow the aver in the bow. Il 4241 Retestingsepaimed moteentic the ateethled umber. magoigic waiter. any 11=1 adjustments 0 the 23 immeaserp.antemeticCammectingdryer ad &yes middingaetimg the is electrical the thearty ham. imstallaties fusel apply adjustrats to the sif the entsestic 11 43 abdellibetsettpertiselar seethes of the U.is emu= to detese the110 elltalletit electric Asper. 2524 Raplaisingdrper teas the'speratiesemehiner. of the automatic 43 lectricIse:101ftIseleting serer. Orthe .asthma's:el electrical defect(s)defect(s) toto a matemetic 26 motematicCommectimiwasherChilleCtiad is the woohorthe the hese. electrical =teris the sOpply hem. sopply task to amtametie the 1 40 poetical',leetrica1isDinutdollif seder sectims todem. who U. of matthe the asemeasysentic automatic electric repair(s). dryer 2$27 washernecessary.MadamExplaining end the asking lastallatisnthe operation amy final of the adjustinats automatic the automatic 11 es47 hIsolatingaeoremsem eplatiag theisthe es delett(s)defective meter to pert(s) a particular of tba tic electric Ewer. 1 washes to the customer. et II setnaticRepairingamteastic electric theelectric defective diyer. dew. part(s) the Figure 36, continued 3o ConnectingandCheckingrefrigerator making the the any in electrical installation thefinal hem. adjustmencs sipply of the to necessaxy.refrigeratesthe II SO electricReessmeliag dryer. the repaired autematic at. Level Task No. 51 Tast Statement 52 1 repairedMakingelectricTesting any theautomaticdryer. final opelstion adjustment; electric of the dryer. tosutcoatic the Level Task No. RADIO AND TELEVISION SERVICING EXPERIENCES Task Statement 5354 ObservingRetestingelectric the dryer. symptomsasseebled to automatic determine 1 1 theObserving defective the stagesymptoms of theto determineradio. I I 55 orderDisassemblingthe defect(s) to wake theinthe a necassary refrigeratorrefrigerator. repair(S). in 1 32 deftctiveCheckiagReaming thestage the tubes chassisof thein the radio.from suspected the cabinet I I 56 aIsolating particular the sectionelectrical of thedef.ect(s) refrigerator. to 4 faraIsolating easeparticular of servicing.the stage defective of the components radio. in II 57Se a particularIselatimgIsolating thesectionthe nechseiealdefect(s) of the toiefect(s)refrigerator. &particular to II 5 Replacinga particular the stage chassisdefective of thein components theradio. coldest in Replacingconsementrefrigerator. inthe a defectiverefrigerator. put(s) lea* 67 Nokiasadjustmeatafter final final titoperational inspection the radio. checksof the radio. end 11 6061 RepairiagReassemblingrefrigerator. the the defective repsired put(s) refrigerstor. ceche theObservingset. detective the symptomsstage of tothe ',eternise television 6362 MakingTestingrepaired way the filial refrigerator.operation adjustments of the refrigerator.te the 1 10 Remeviagstage.Meckiag thethe tubeschassis in frenthethe suspected causes 6564 ObservingRetestingdefect(s) thetie in assembledaortae' am electric torefrigerster. determine temp. the II 11 particslar!breamIsolating Om/racing. stage the defectivelathe televisiem components sot. in a II 66 petticularIsolating Section the electrical ef the defect(s) to a electric range. 1213 particularReplacingafteremplacing final thestep the defective inspection 44Ftimechassis tfplevitiemislithecompossats of the cabinettelovisiem sac. in a 67 toDisassembling mmhe the necessary the electric repair(s). sense in order to a 1 Set. checks and II11 696$ particularcomponentIsolatingISOlating section inthethe an sechamicaldefect(s) electricof the torange.defect(s) &particular electric ramp. Ii 1514 leakingantennaadjUitimmtInstalliag final smd operational tOtwomanission anthe suede's television television'sline. set. 7071 ReplacingRepairingelectric the range.the defective defective part(s) part(s) of the II 7273 TestingReassemblingelectric therange. operationthe repaired of theelectric range. electric range. Figure 36, continued "4-5 electricMatins!inviting any range. final the asi.robled adjustments electric range. to the repaired AIR CONDITIONING 4 REFRSGERAT1OP SERVICING EXPERIENCES TASK EVALUATION CHART Level Task No. Task Statement Student I II 1 condensingInstalling unit. tubing between case end 2 Testingfor Isaks lines with detection device ABCDEFGHIJKLMNnPIRSTUV 0 ..... 3 EvacuatingchargeInstalling tbe omitthegages entirewith on condensingrefriterant. system with unit a to SSUMUSSU 4. vacuun pump to Weave all nOn-condensibles. UU 1 Removing the cover from the unit for ease SSSSSSSSS of servicing. SUUSSiU II 6 refri3erationReplacing the urit.defective components in the NNNNNNNNN toReplacing the original the cover %%edition. on the unit to restore SSSSSSS S S SUS BUSINESS MACHINE SERVICING EXPERIENCES , SS SSSS SUU II defectsObserving in thea typeeriter. symotons to determine the SS SSUS 32 CleaningDisassembling typewrites the typewriter to remove fordirt. cleaning. 11111ill.0m111111101111SS 11 4 cularIsolating section the ofmechanical the typewriter. defects to a parti- SUS SS SSU II SUSUU Isolating the electrical defect(s) to a S II 6 particularparticularISolating component thecomponent beehimiCal of ofthe the defect(s)typewriter. typewriter. to a SUSSUSUU 7 typewriter.Removing the defective part(s) of the NaliNNNNNN i It typewriter.Replacing the defective part(s) of the SSUSSUSUU_S S 10 9 TestingReasseabling the operationthe repaired of thetypewriter. repaired SS SS SUU iI typewriter, .UUUSSUSUUUUUSSUSUI1S SS FigureSS 37. SSUU,, 1,f Student Iiicl lash No. Task Statement K M S T 11 11 C.sassenblingcleaning. the calculator for AIR'C:D'E'FtG INNNNNNINNN H L N'O P -R -- ukr' -4 1312 RemovingCleaning the calculatordeCective part(s)tu remoie of dirt.the IJ ] 14 calculator.Replacing the defective part(s) of the NNNNNNNNN IS NNNNNNNNN II 16 ,calculator.Testing the operation of the repaired eubling the repaired .:alculator. NNNNNNNNN N II 17 Disassaiblise the adding sachine for NI 1thiNNNNIg dirt.Cleaningcleaning. the adding sachine to move NNNNNNNNN 7 19II Reboringadding themachine. defective part(s) of the NNNNNNNNN II11 20 Replecing the defective patt(s) of the NNNNNNNNN 21 Reassemblingaddimg machine. the repaired adding machine. NNNNNNNNN It11 22 Testingsifts thewhine. operation of the repaired NNNNNNNNNNNNNNNNNN -1 1 1 10E AMMER SERVICINGObserrimgdollect(s) EXPERIENCES the in symptoms smeli 'matte, t detcomiae closest the NNNNNNNNN ---,4...... , appliances. -- 1I 32 DisassemblingogplimacesIsolating forsmall the testing defect booties madto *lemonarepairing. garticoler I 4 sectionIsolatiag f the.beating the defect *lowest t a particular Appliance. SSUSSUM 1 I , 4 4 caspenent elf the heating element NNNNNNNNN appliamce. NUN 111NINNN_N - i s Replacing the defective pamt(s) sown 1 6 heatingTossing element che operationsappliances. of she repaired of NNNNNNNNN small heating element appliamce. I 7 lomatReasseehling appliamce. she repaired small heating NNN,NNNNNN I Retesting the asssibled mall heating NNNNNNNNN . 9I Observingelmmeat appliance, the symptoms to the N.NNNNNNNN 4 r defect(s) in small motor driven appliances. tietegLial 1 0 t I 10 Disassembling small electric matov NNNNNNNNN 4 Figure 37, continued appliances for testing and repairing. NNN,iNNN;NNNNNN .. NNNNNN 11111priWev.r,c7F 4,1,14.Y7* eritte>N1,:.41pNWIRrifitNi.:414$70,1110-cl. ri7,rfrt,r474f:lirtWA(773.Ve,-,:Tir, , rr- GPY ;7,70T-t-Nwv.47Esff t:t'YIF:tTgzWqr. i477757174177777Mi.: irM73"r4P7,4 47717MMARITTIM. I Student Level 1 Task No. 11 electricto Isolatinga patticular motor the appliances. sectionmchanical of thedefeet(s) small Task Statement I JK L MNOP R S T U.V 12 Isolating the electrical defect(s) ABCDEFGH 13 electricto cooponentIsolatinga particular motor ofthe appliances. thesection defect small ofte electric the&particular small motor SSSSSSSUU 14 Replacingappliance. the defective part(s) of the SSUSSUSUU ....., 1 IS Testis{small$mell lbeelectricelectzic operation motor of applimaces.applimaceS. the repaired SSUSSUSUU r 1 16 motorReassembling appliance. the repaired smell electric SSUSSUSUUSsSgSSS11,11 17 1 111 CemmectimguotorRetesting appliamces. thethe repairedelectxical small supply electric to the SSUSSUSUU 19 Checkingelectric therage instellatiem in the heme. of the electric SSSSSSSUU mecessary.range and making soy final adjustments NNN NNNNNN Explaining the operation of tbe electric 1 2120 ramgeImstalling te the customer.the vest system for the NNNNNNNNN 22 Cennectiagautomaticautomatic dryerthe dryer electrical in istbe the hemp. heme.supply te the NNNNNNNNN 23 testingdryer theand installeties maims soy final ef the adjustments artemmaic NNNNNNNNN ova. accessary. MPIPIPIPIMIll liw 24 ConnectingdryerExplaining to the tilt.operationthe customer. water supply to the automatic of the autemetic 1 2625 Committingwasherautomatic im the the washer hems. electrical in the supplyhome. to the NNNNNNNNN Checking the installatiom of the automatic NNellelnil 27 masher and making xl;iy final adjustmemts NNNNNNNNN 211 washerExplainingnecessary, to the the Culteller. operation of the autasttic .-- NNIMIPMFIN y 1 29 Connecting the electrical supply to the NNNNNNNNN v refrigerator in the home. ....------1 Figure 37, continued 30 andChecking emking the any installation final adjustments of the necessary.refrigerator NNNNNNNNNNNNNNNNNN0 f r --- Student Level Task No. 31 refrigeratorExplaining the to operation the matter:. of the Task Statesent LMNO.P RS TUV 32 Observing the symptoms to determine JK the defect(s) in an automatic washer. ARCDEFGH' 33 oDissummblieg rder te mete the the automaticsecessery washereePeir(s)- ie SSSSSUSEIS IIII 11 St waIsolating asher.particular the section electrical of the defect(s) automatic to SSSSSSSEI 111111 El SS aIsolating particular the softies mechanical of Cut defeet(s) automatic to SSSSEISSS N washer. NNNNN NNN MI II . 37 SeptettescsaporatmetemeticIsoutimigthe Isthe'dbfective asweber. astastle Oefoct(s) part(s)imesmr. to a of reticular tbv SSSSUSU 3$ Repeirimg the defectiss pezt(s) of the II II amtemetic umber. SSIISSUIVU LIOI 30 gusher.Meseeemblisg the swaged setemetfc S S 1 t%) US UIIIU CO II 41 umber.TestingMiklosweguised the my setemeicapostles Mal adjutants weeber. of Pao onteattk to tbo s i im II al 42 ' atoning the mumbled oseasszic wommer. SSUSSIs ss In II 43 Chemisedefact(s) the is emusas outemetic te detentes electric the drior. :N N: N NNNNN N N N 111 II 44 electvicIsolatingpentodes dryer. socUesdr *V the setmetic eiectrical defect(s) S. a 1 IIIII 111 II S perticelerelectricalIsolating SWUMdo dryer. usabodes1 44 the amteeetic dafoct(s) to a . NNNNIFINNNNNN NN1NNN 46 Disassemblingis order teethe the outematicthe necessary electric repair(s). dryer NN N NN NNN 47 ispleciegoespeeemtIsolating theis emsetemeticdefectivedefect(s) pert(s)te elenteica Immelenler ef thebyes. NNNNNN. Repairingastemeticautomatic theelectric electric defective &yet. dryer. pert(s) of the NrINIONNNNN 111 It Reassembling the rmpaired eutometic IONNNEINNICICIM FigureII 37, continued SO electric dryer. EINNNNNNNNNNNIFINIIII NN 1111 I Level Task No. Task Statement 1 Student K L M N P Q R S 'F SI52 MakingelectricTestingrepaired any thedryer. final automaticoperation adfustments electricof the toautomatic dryer. the ABCnEFG1-1 o UV 53 Retesting the assembled automatic NNNNNNNNN IJ electric dryer. 54 I Observing the symptoms to determine NNNNNNNNN the defect(s) in a refrigerator. f'" II SS Disassembling the refrigerator in NNNNNNNNN r ' r if 56 aIsolatingorder particular to makethe section electricalthe necessary of the defect(s) refrigerator.repair(s). to Ss S SSSS U II 57 Isolating the meckaaicalparticular defect(s) sectiom toof the refrigerator. sssS'SSSS SSU . SI componentIselatiag in thea refrigerator. defect(s) to a particular SS SSUSUU ' 11. 59 Replacing the defective part(s) of the SSS SS . refrigerator. SUSUU 60 Repairing the defective part(s) of the SS SS USUU ' . II11 61 Reassemblingrefrigeraxor. the repaired refrigerator. , SS SS SUSUU 112 1 MS62 Raking?miss themmy operationfima1 adjustments of the refrigerator.te the SSS SSUSUU r repaired refrigerator. ,...."...... 6...-1 SSUSUU 1 6564 Observing!Westin the the assembled sylptons torefrigerator. determine the SSSSSUSUU . II defect(s) ia am electric range. NNNNNNNNN 11 66 particularIsolating section the electrical of the electric defoct(s) range. to a NNNNNNNNN - - . 67 toDisassembling mks the ntcessary the electric repas(s). range im order NNNNNNNNN I , a - 60 particularIsolating section the mechanical of the electric defect(s) range. to NNNNNNNNN I I , II 69 Islating the defect(s) to a patticular NNNNNNNNN I 0 ' r I ' II 70 Replacingcceponent inthe an defective electric pert(s)range. of the DINNNNNNNN - A _ 71 Repairingelectric range. the defective part(s) of the NNNNNNNNN. I 4 W r r 1 F - II 72 Reassemblingelectric range. the repaired electric range. NNNNNNNNN . /3 Testing the operation of the electric range. NNNNNNNNN -4 Makingelectric any finalrange. adjustments to the repaired NNNNNNNoNN Figure 37, continued Rete41Ing the ast.emhlea electric range. - NNNNNNNNNNNNNNNNNN ._ . , ,, RADIO AND TELEVISION SERVICING EXPERIENCES , Student Level Task No. theObserving defective the stagesymptoms of theto determineradio. Task Statement ol...... pw RSTMV Ill 2 Checking the tubes in the suspected ARCDEFGH JKLMNOP 3 forRemovingdefective ease ofthe stage servicing. chassis of the from radio. the cabinet SSSSSSSSt.S II 4 aisolating particular the stage defective of the components radio. in SSSSSJSSSS aReplacing particular the stage defective of the components radio. in sJsjs 1, Replacing the chassis in the cabinet SgSSS after final inspection of the radio. NNNNNNNNN 7 Peekingadjustment final tooperational the radio. checks and N.NNNNNNNN 4 4 4 4 6 ObservingSet.the defective the symptoms stage ofto thedetermine television SSUSSUSSS , r%) 9 Checking the tubes in the suspected NNNNNNNNN to 10 Removingstage. the chassis from the cabinet NNNNNNNNN /I for ease of servicing. II 1112 particularReplacingIsolating stage the defectiveof the television composentscomponents set. in a SSSSSSSSS 13 particularReplacing stagethe ckassis eras television in the coldest sot. SSSSSSSSS after final Inspection of the television NNNNNNNNN 14 Nokiasset. final operStionel checks and NNNNNNNNN II Figure 37, continued IS antennaInstallingadjustment mad antotransedssion outdoorthe television television's line. set. N'NNNNNNNNNNNNNNNNNSSSSSSSSS I SUMMARY-EVALUATION OF CLUSTER CONCEPT PILOT PROGRAM SCHOOL M ADMINISTRATION 3. 2 3 4 The school and county administrative 1 2 3 4 materirlpersonnelThethe school teacher. support provided and county to minimalthe administrative program moral and and programthanwithpersonnelThe school satisfactorymoralby furnishing activelysupportand material butsupportedthe withteacher support. less the county adainistrative support.withprogrampersonnel by zctively furnishing supported the teacher the adequate moral and material TEACHERLittle academic preparation in major Adequate academic preparation in Superior academic preparation in experiencefield.resourcefulnessin major field. or initiative. Little er no teaching or practical Seldom shows erperience experiencemajorinitiative.time field. shows inand resourcefulnessmajor some field.practical and Has some teaching Some- withmajorfield. practicalfield. experience in major Resourceful. An experienced teaCher An initiator. ThePHYSICAL size ofFACILITIES the is in- The size of the laborraory is ad- Size of the laboratory allows un- programoccupationaladequateof equipment. alsoand activities.severelysuffers fromrestricts lack laboratory The ofclusteroccupationalequate laboratoryequipsent butprogram. somewhat activitios.has the restricts minimum amount for operating the The Therestrictedfor laboratory the clusteroccupational is suitablyprogram. activities. equipped TasksINSTX/CT1ON were taught in only one or A very restricted pations.Tasks were taught in szveral occu- A majority of Level I MostTo 4cs Level were It.ught tasks inwere all performed occupations. by numbertwotoexperiencesformed occupations. the of bycluster.Level the offered Istudents. tasks were were appropriate per- Few apprOpriateExperiencestaskscluster. were performedtowere occupations not alwaysby the in students. the OCCTationswerethe students. extremely in theappropriate cluster. to Student experiences COMMUNITY INVOLVINFIff Commmity organizations furnished Community organizations cooperated by employmentof,program.Communitycommuaity. or did organi notwas supportevident aaa ions inthe were the cluster unaware Little opportunity for COMmunity.employmentSomesome supportmembers opportunity toof thethe clusterclass in thefound program. Figure 38. COMUnity.employmentfurnishinglarge proportion aidopportunity to the of program. thein theclass found A ,r> .,'P,FF:i4.7,.":400,Ziter4;1;.S%-yrr"1
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RADIO REPAIR PART IV
SUMMARY, CONCLUSIONS, AND RECOMNENDATIONS
Introduction
The cluster concept, as structured, was aimed at the preparation of individuals for entry level capability in a variety of related rather
than specific occupations. It was based on the premise that educational
experiences with a range of related occupations appear defensible for
most students who have no realistic basis fordecision making when
selecting a specific vocation or trade. The program was designed to
enhance the individual's potential employability by virtue of offering
a wide range of entrance skills and a levelof articulation across
several occupational fields. It was believed that this type of funda-
mental training would enable the individual to moveback and forth over
several occupational categories as well as verticallywithin a specific
occupation. It was also believed that the program would provide
secondary students with a greater degree of flexibilityfor vocational
decision making rather than compelling them to make a commitment tostudy
within a "one-goal directed" traditional program.
This report is a summary of the third phase of researchwith the
cluster concept program. The first phase of the research established
the acceptability and feasibility of cluster programsand curricula
for the occupational clusters of construction,metal farming and
fabrication, and electro-mechanical installation and repair. The
295 completion of phase II resulted in the production of curriculum guides, course outlines, instructional materials and the selection and training of the necessary teachers to implement the programs in secandary schools of four counties in the State of Maryland. Phase III is consideted within this report. It is an evaluation of the first year of experimentation
and implementation of the cluster programs at the eleventh-grade level.
Onl)i upon completion of the fourth phase will the total effect of the new program be observed and evaluated. It was anticipated that the
fourth year of research would be supported throuih the authorization of
the Bureau of Research under the provisions of Section 4c of the 1963
Vocational Education Act.
Research Sui_j_Laina of Phase Three
This research was characterized as being"aexperimental"1where
several variables in a field situation were investigated. As such, it
was designed to generate several types of data for the purpose of
evaluating the cluster concept programs while they were implemented in
the field. Descriptive, comparative, and quantitative data were used to
assess the impact of the first year of the program on the student, teacher,
adninistration, and the adequacy of the instructional materials.
Problems
The prublems investigated were those which provided evidence of
the effectiveness of the cluster concept programs of studies in a field
setting. The three principal areas of investigation included the
1Egon G. Guba,"Methodological Strategies for Educational Change," Paper presented to the Conference on Strategies for Educational Change, Washington, D.C., November 8-10, 1965, Columbus: School of Education, Ohio State University, 1965, 38 pp.
296 determination of:
1. The impact of the cluster concept program on selected
cognitive, and affectivt behaviors, and the task performances
(psychomotor behaviors) of students.
2. The adequacy and appropriateness of the content of the
newly developed course and instructional materials.
3. The educational process, its adequacy and aRpropriateness
with a consideration of: administrative support, teacher
effectiveness, and environmental conditions.
By investigating these, an indirect estimate of the adequacy of the cluster programs was determined.
To investigate the first area of research mentioned dbove, pre and posttests were administered to control and experimental groups.
The following cognitive changes of behavior were studied:
(a) The student's knowledge of the human requirements
specified for the respective cluster prugram the
student had pursued.
(b) The student's technical knowledge and task performance
required in the occupational cluster in which he
participated.
(c) The student's achievement of knowledge related tothe
requirements, characteristics, and opportunities of
occupational fields within the parameters of the
cluster he was engaged in.
The affective changes were limited to selectedvocational
interests, vocational preferences, and aptitudesanalyzed in terms
of trends, shifts, and dhanges as empiricallydetermined.
297 The second area of investigation was performed to evaluate and to assure control and the proper functioning of the programs throughout the year. Feedback information, gathered by the visiting researdh team, from schools operating cluster programs, provided descriptive data and a history of events recorded by the use of evaluative scales and anecdotal records. The various tasks that were structured into the cluster programs, as expected behaviors of performance, were used as an index to determine what has and has not been completed in one year and as a criteria for evaluating student performance.
The third area of investigation was concerned with the study of selected supportive dimensions, including the administrative behavior, material and moral support, physical facilities, and teacher effectiveness.
These evaluations were presented in descriptive terms, whereas an appropriate attempt was also made to quantify certain categories of observed behaviors.
1. Estimating. the effectiveness of the cluster programs on the basis of the impact on student ainitive and affective behaviors.
To investigate the degree and nature of behavioral dhanges of students who studied within the cluster concept program, control and experimental groups were established. The experimentak group completed one academic year of training in a cluster program taught byspecialky trained teachers. For the sane interval of time a comparable group, the control group, pursued singular goal-directed vocational courses.
Both groups were tested on a battery of pretests and posttests measuring the variables considered central to determining the effect of the experiences gained in the cluster programs.The tests included newly
developed achievement tests for each cluster, the Minnesota Vocational
298 Interest Inventorr, the D.A.T. Mechanical ReasoningTest, and an instrument to evaluate the students' knowledge of occupationalinformation.
Control variables were incorporated to assurecontinuous functioning of the programs and the identification of comparablestudents. Scheduled visitations conducted by the research team andinstructional materials served to keep the programs and activities on theprescribee course.
Verbal or lingual ability and intelligence scores wereobtained from school records to establish a criteria for comparabilityof the subjects. In several schools these were notavailable; however,
intelligence scores or scores from the MechanicalReasoning Test served
to determine the homogeneity ofstudents. This study did not circumvent
the limitations created by inadequate samples,the differences in the
art of teaching, and thelimitations of reductionism whichdoes not
consider homo-sapiens as a totalorganism. Each school operation was
considered unique and each program wasevaluated independently.
Full control of all the variables necessaryfor an ideal experiment
was not achieved; therefore,this study was completed in thetradition which of quasi-experimental designwith full recognition of the factors
rendered the resuats equivocal.
Collection and treatment of data. Subjects from ten senior high
One schools in four Mhryland countieshave participated in thisstudy.
school had two cluster programs,each taught by a clusterinstructor;
included. thus, eleven teachexs andeleven separate cluster programs were
Each cluster program was comparedwith a control group composedof
Each school students from a traditionalvocational education course.
was consideredand evaluated as a separateexperiment.
Comparability or homogeneity ofthe students forming both groups
299 was established onthe basis of intelligence test scores; whereas in some schools, on the basisof lingual or verbal abilities scores, and in another, on the basis of scores from the D.A.T. Mechanical Reasoning
Test. In all but two experiments the analysis of variance statistic was two groups on the basis of derived data.The .05 level of significance was considered minimal in all data analyzed. Prior to testing the differences, the F max ratio was used to determine homogeneity of variances.
The effectiveness of the treatment on the cognitive abilities,
as measured by the newlydeveloped cluster concept tests and the
Mechanical Reasoning Test, was investigated. The investigation
included the determination and analyses of:
1. Differences in abilities of students from each group on
scores derived from tests at thebeginning of the experi-
ment.
2. Final differences between the experimental and control
groups on the basis of pretestand posttest scores.
3. Growth or gains in cognitive abilities of all groups
on the basis of thedifferences between the pretest
and posttest.
Findings: construction c uster. Four schools implemented the
construction cluster programs. The subjects of the programs had an
intelligence quotient range from 87.93 to99.27. Achievement test
data indicated that three schools weresuccessfully meeting the
cognitive objectives of the cluster programswhile one school was
observed to have a very limited success.
300 In Schools A, C, andD the cluster groupsachieved significantly
achievement. Also higher scores overthe control group onposttests of development from thetime of in the same schoolsthe gains or growth in studying the pretest to the posttest wassignificant. The control groups
achieve significant within a related traditionalvocational course did not
gains. finding that only amodest Data derived from SchoolH supported the By analysis of the increase in student cognitiveabilities was achieved. cluster test, it wasevident that resronses of students tothe construction tasks prescribed for thestudents were not providedexperiences in all the the control groupand the cluster tVie program. The difference between
.6Toup wasstatistically insignificant. and traditional programs The investigation ofthe cluster programs measured by theMechanical Reasoning on the achievementof those abilities had an insignificanteffect on Test yielded the findingthat both programs
the students. indicated that theobjectives of Recomnendations. Since the data
with varying degreesof success, it was a cognitive naturehave been nyt emphasize theseobjectives and suggested that theteachers deliberately manipulative andtheoretical studies. that a balance beestablished between effort should bealloted To achieve thisbalance more timeand pedogogical knowledges andproblem solvingskills to the studyof the underlying of carpentry, masonry,plumbing, associated with theconstruction trades
painting, andelectricity. teacherz emphasizedthe human Test analysisrevealed that some and gave only tokenconsideration- requirements of one ortwo occupations Truncation of thecluster to the humanrequirements of otheroccupations. of the tasksmust be avoided. program orincomplete consideration 301 The full impact of the instructionalprocess was not achieved.
Nullifying effects impingingon the instruction were caused by problems
of logistics, administrativesupport, the lack of equipnent, andproper
facilities. Many of these problems emerged due to theconcurrency of
evaluaticm and implementation duringthe first year of operation. Such
problems, ina large measure, would not appear if the field operations
were performed for twoyears or one cycle before conducting an evaluation
of the effectiveness ofthe programs.
Findings: metal forming and fabrication cluster. Four distinct
cluster groups and controlgroups were used for investigating the
l effectiveness programs. The subjects comprising the sample population thu,a range of intelligence quotients set by a low of
95.44 and a high of 104.20. Data derived from the total testscore
of the metal forming and fabricationcluster test provided evidence that all sdhoolswere achieving the cognitive objectives. Differences between pretest and posttest data indicated thatstudents of the
cluster group made significant gains; whereas the subjects of the
control group did not. Statistical treatment applied to data derived
from posttests of both groups provided evidence that the experimental
group adhieved significantly higher scores than the control group. The observed changes of behaviors were evidence that the clusterprogram was
adhieving the cognitive objectives.
Researdh data derived from the D.A.T. Mechanical Reasonihg Test indicated that both types of vocational educationprograms had insigni- ficant effect on the development of the abilities required to solve problems of applied science and technology.
302 Recommendations evidence that students Analysis of theadhievement tests provided welding, machining, had varying degrees of successin the knowledges of indicated that sheet metal andassembl Y work. While total test scores variability of the scoresfrom each the objectives werebeing met, the emphasizing certain areas morethan sub-area suggests thatteachers were
behavior were due tothe many variables others. The reasons for this presented-in impinging upon theteaching process. These reasons are
the following pages. teadhers complementeach Since the variousabilities of the four should be held toenable the other, semdnars andsmall group meetings
special talents. Team teaching teachers to exchangeand share their however, the proximityof would greatly advancethe cluster program;
the various schoolsmade this impossible. installation and repair. Initially Findings: electro-mechanical Due to manydiverse problems of this program involvedthree schools. the basicexpectations scheduling and otherfailures to meet operation wasdiscontinued. operating a cluster program,one field year ofwork Consequently, two fieldoperations completed one
implementing the new program.
enough scores onthe achievement Neither schoolachieved high the of significantdifferences between test to enablethe recognition The control groupswere control groups andexperimental groups. strongerbackgrounds in composed of a studentbody with relatively the the cluster groups. The subjects of the study ofelectricity than capable on theperformance of the control group alsotended to be more
Mechanical ReasoningAbilities Test.
303 ",'-`,,442w,,:-.7,7.,1,1'..,...,f1,,,,7117,7.,',
The cluster programs encountered many difficulties in the procure- ment of proper facilities and equipment such as business machines, refrigeration units, and air conditioning equipment.These problems caused severe delays for implementing those areas of study which would enable the students of the cluster group to gain knowledge which dis- tinguished the differences between the programs.
Recommendations
The pilot programs were found to be short of representing a model of the electro-mechanical cluster. It was found that more con- centration of pedogogical effort is required in the stibiect fieldsof typewriter repair, business machines and air conditioning. The partici- pating teacher must extend cloth the variety and the depth ofthe study of the occupational tasks and human requirements outlined in the cluster concept instructional materials. It will be necessary to provide the
instructors with additional training to upgrade their competencies. This
should be done in a series of short seminar sessions atthe university with the use of consultants.
Affective Behaviors
The affective behaviors studied were limited tooccupational
preferences and interests measured by theMinnesota Vocational Interest
Inventory and a supplementary questionnaire constructedby the research
team. The purpose of this aspect ofthe study was to obtain an estimate
of the impact the cluster concept programmade on students by comparing
data derived from control and experimental groups. The basic rationale
of the cluster program is based on the premisethat occupational interests
8 should be broadened and that a student shouldremain flexible as to his
304 commitment to an occupationalchoice. Accordingly, it was expected that students engaged in the traditional"one-goal directed" vocational progrmn would manifest different behaviors thanthe cluster concept students.
Collection and treatment of data. The MVII was administered by the research team at the beginning ofthe academic year amd at the end of. it. The administration time variedextenZively and it was necessary to allow several class periods to complete. The students were en- couraged to persyvere at the task sincethey generally were slow readers.
Upon their return to the The test answer sheets werescored commercially.
research center, they were analyzed andstudied for dissimulation and
other irregularities. A master profile chart wasconstructed which
enabled data for each student to berecorded and readily observed. From
the master charts summary tables weremade which included quantified
data in terms of frequencies and percentages. The tables are presented
in the text of this report.
Findius
The data derived from the MVII wereperplexing and generally
unsatic.'actory for clear analysis. Small differences between pre
observed. No ar4 rests and control andexperimental groups were A clear patterms or directionsof student preferences werefound.
greater degree offluctuation in the directionof or away from occu-
less pations the students activelystudied was observed; whereas
fluctuation of choice forunfamiliar occupations wasexhibited.
Slightly more ambivalence orflexibility of choice wasobserved to
take place within thecluster group than thetraditional vocational
education group.
305 Recommendations
The modest changes of behaviors of the subjects strongly suggest
that more deliberate effort needs to be exerted in providing students with occupational information. Field trips to industrial plants, guest
speakers from management and skilled workers, audio-visual devices, aod
special resource personnel should be used to further develop arealistic
understanding of the students' knowledge of vocational requirements.
The research staff recommended that the MVII not be usedin.the
phase IV of the cluster concept project. The following reasons were
advanced for abandoning or limiting its use:
1. The relatively low reading ability of the subjectscontributed
dissipating the validity of the results.
2. Since all scales were not relevant to theinvestigation of
the cluster program, some aspects of thc; inventory weredis-
carded.
3. The inventory should be used for individualguidance purposes
at the end of phase Di,during which job placenent of the
subjects will take place.
The supplementary questionnaire.A supplementary instrunent was
developed to obtain an estimateof the students' knowledgeand attitude
relevant to selected jobfactors sudh as humanrelations, status, security,
geographic advancement, remuneration, changesof job requirements and
sought to obtain evidence displacement. By this means the research team being for determining if the objectivesof occupational information are
administered at the beginningand implemented. The questionnaire was
the end of the experiment.
306 Findings from the supplementaryquestionnaire. Within the various groups ofsubjects, it was found that betweentwenty-five and forty percent of the boys weredissatisfied with high school and wouldprefer to be productively employed orpursuing on-the-job training.
Of the students who realized the valueof completing high school, an increase in thenumber of students preferring tostudy in a technical institute was observed.
The stv4entst attitudes pertaining togeographic mobility remained relatively unchanged. On both the pre and post measuresthere were
slight indications of preferencesfor the desire for jobs awayfrom
their present locations. An increased acceptanceof the idea for the There need to upgrade themselves,as thetechnology changes,was found.
was also an awarenessthat this was essentialfor promotion, increased
wages, and an improvementin status.
On the basis of the differencesfrom the pretest to the posttest
measures, the number ofstudents who expressed anappreciation for
obtaining broad entry levelskills as opposed tospecific in-depth
training increased. questionnaire are More detailed analysisof the items of the
provided in the text.
Recommendations. The objectives of thecluster program, which concepts thatoccupational sought to promote anunderstanding of the only selection and career developmentis a life-long process, were
of the teadhers modestly achieved. Deliberate effort on the part
to discourage themechanistic viewpoint ofthe one right,life-long Examples of howprior job for each person,must beadvanced. should be explored. experiences and potentialitiesof entry level tasks
307 2. Evaluation of task performances of students and teachers.
The effectiveness of the three cluster concept programs were further investigated by indirect methods. Field observations were conducted during which evaluations and records of specific overt behaviors of students and teachers were made. The specific behaviors were referred to as job tasks or the expected performance tasks and
2 set forth in objective behavioral terns proposed by Gagne. The tasks were incorporated into the course materials, inventory charts, and evaluation charts.The teachers' progress in implementingthe instructional materials and student progress were recorded by the use of these devices. Data were collected by scheduled'and un- scheduled visitations by the research team.
The progress and evaluation charts provided a record of those tasks completed, those tasks that have been completed and need further study, amd those tasks which, for one reason or another, have not been considered at all.The task evaluation charts provided records of the task each subject completed, satisfactorily, unsatisfactorily or not experienced in the program.
Findangs: metal forming and fabrication tasks.The general
concluding statements reported below were derived fromthe specific
data presented in Part III.
Dmring the first year of conducting the pilotstudies, the range
of tasks completed was from fifty to sixty-seven percent. Data
gathered tended to indicate that it was necessary toreview from
twenty-five to thirty-four percent of the tasks.This was mainly due
2Robert M. Gagne, The Conditions of Learning(New York: Holt Rinehart and Winston,Incorp;FRIITTF. 243.
308 to the lack of equipment,the complex nature of the tasks, orthe lack of time. An approximate statement would be thatfifty percent of the tasks included in the instructional materials werecampleted.
Pending final assessment of the programsfollowing the secand year of researdh, it is anticipatedthat it will be necessary to develop more tasks. The specific type should be determinedby the consideration of each program and in the manner specifiedin phase I. This should be done by the research staff, theteacher, and consultants Irom business and industry.
Findings,: construction cluster tasks. The summary statements
reported below were derived fromthe specific data presentedin Part III.
At the completion of thefirst year of experimentationwith the
construction cluster in fourdifferent schools, it wasevident that from
thirty-four to sixty-seven percent ofthe tasks incorporatedin the fifty to course of studies werecompleted. Of the tasks completed,from
sixty-six percent of the taskswill be reviewed in thesecond year of
inability research. Various causes were advancedin Part III for the
to complete all specifiedtasks.
and _repair. The Findings: electro-mechanical installation findings following general statements werederived from the specific
presented in Part III. cluster The two programs implementingthe electro-mechanical
the tasks; of these, twothirds completed approximatelyfifty percent of
will of necessity be repeatedin the second year. tasks in air In one program twenty-fivepercent of the in the other conditioning and refrigeration weretaught; whereas the tasks school ninety percent werecompleted. Forty percent of
309 in business machine repair were completed in one school; whereas twenty percent were completed in the other.The differences of tasks campleted reflected the inadequacies of tools, equipment, and materials.The need
for repeating tasks was due to late arrival of equipment and lack of time. The lack of dme was attributed to the setting up and the establishing of adequate laboratories during the year.
3. Evaluation of the instructional process.
The third area of investigation was concerned with the evaluation
of selected supportive dimensions including the: (a) administration,
(b) teacher, (c) physical facilities, and(d) community acceptance.
For a lack of a rigorous, quantitative methodology to evaluate
the dynamic process iuch as the art of teaching, the methods resorted
to were visitations, gathering data by observation, and the rational
interpretation of data and events. Every attempt was made to gather
information on the basis of objective and observed behaviors.
Visitations to the field operations were conducted by two groups
at different intervals. One group was composed of an administrator
from the State Department of Vocational Education, the CountySupervisor
of Vocational Education, the principal investigator, the research
coordinator, and the high school principal. This was considered the
supervisory team; whereas the research team was composed of four
research assistants.
In addition to anecdotal records, the followingevitices were a
means of obtaining further information.
1. Personal vita and records of cluster teachers.
2. Survey forms'for an inventory of the tools,materials,
and equipment for each cluster.
310 3. Drawings and sketches of physical facilities.
4. Visual medium such as drawings, plans, photographs,
mad written descriptions of practical workperformed
Wvile iwplementing the course outlines.
S. Student progress charts.
6. Student evalued, arts.
Findings: constructio.1 cluster. The construction cluster was implemented in four counties.Administrative support from the state, county and local levels ranged fromenthusiastic verbal support to accive pal-icipation in overcoming the problemsof procurement of materials and equipment. The problems of shortage of materialsand equipment required to implement the program were notfully resolved and this condition resulted in seriouslimitations for completing the tasks specified in the instruction,1materials.
All teachers of the construction clusterhad adequate practical experiences and academic background.Teathers with degrees in industrial education tended to cogduct the programin a superior manner. Most teadhers tended to emphasizethose occupational tasks for which the laboratory was originallydesigned and equipped. Various degrees of teadher effectiveness were observed.One teacher conducted an outstanding programwhidh met all the expectationsand provided the students with all the tasks specifiedin the instructional materials.
The programs were conducted inlaboratories which were too small
for the diverse activities required inthe cluster program and
frequently, cluster activities wereperformed on the school grounds.
A need to remodel andinstall additional electrical power
sources arose,thus causing somedeiay in implementing the course
311 T4,^
activities.
Varied activities of interaction with the community were observed.
All teachers conducted field trips to construction sites and industrial nmnufacturers. A few resourceful teachers obtained free materials to augment their stock of materials and supplies used in construction industries. Local newspapers disseminated infornation describing the cluster conclat programs. Approximately ninety percent of the cluster students within one outstanding operation were gainfully employed.during the summer vacation.
Findings.: metal.forming and fabrication cluster. Four separate field operations were implementing this cluster. The programs were restricted in different ways and varying degrees due to the lack of equipment and materials. Severe shortages at the beginning of the program compelled the teachers to concentrate their pedagogical efforts toward less than the four occupations of the cluster. However, no field operation was distinguished as having a full complement of materials and equipment which the cluster programs required.
teachers of this program had B.S. degrees and varying amounts of time in advanced graduate course work, military service, and industrial experience. This group of cluster teadhers was evaluated to be most effective in meeting the expected goals of the new programs.
The use of laboratories which were designed for the study of a single occupation did not provide sufficient working area andin some situations, ample source of power.
Teacher interaction with the industrial firms resulted in the procurement of free material3, technical informationand jobs for students during the summer vacation.
312 Findings: electro-mechanical installation and repair. This cluster program did not escape the damaging effects caused by inadequate supplies, materials, and equipment. The requisition-acquisition time lag strong!), suggests that all programs should have been in operation several years before an evaluation was attempted.
Administrative support was noticeably lacking at one school where the teacher was assigned an unusually high teaching load. His teaching experiences were minimal and his needs for preparatory time were not met.
One field operation was dropped from the research due to failures of meeting the specifications of the cluster programs.
Both teachers were resourceful in obtaining someMaterials and equipment from local commercial establishments. They tended to place more emphasis in the study of air conditioning,refrigeration and type- writer repair with little or no consideration of the other facets of
theicluster program. A neglect to utilize community resources for
class field trips and other activities was evident.
Recommendations. The major purpose for conducting the evaluation
of the program was to obtain informationwhich when translated would
enable plans for improvements, making dhangesand additions, determining
preparatory measures for the second yearof research, and establishing
immediate, remedial, and long-range goals.The recommendations presented
below were derived from a consideration of thefindings presented under
point 3.
A. Administration
1. Administrators, including the industrialeducation supervisors,
should be requested to regularly engagein observing classroom
procedures, reviewing task performancesand inventories of
313 e .Tr-3.,77Pre.Vee
tools, materials, and equipment.
2. The results and problems of the first year research should
be reviewed on a personal basis with the supervisors and
ncnischool administrators.
3. Several general meetings, including the assistantdirector
of vocational education, the county supervisors, the cluster
concept research staff and local schoolprincipals, should
be held to review the progress and make plans for further
abetting the cluster programs.
B. Teacher
1. Provide in-service training for the cluster conceptteacher
by using resource personnel from business, junior colleges,
apprentice training centers and the military.
2. Conduct workshops to review the strengthsand weaknesses
of various programs for the purpose ofseeking solutions
to the problems which each teacherencountered.
3. The teachers should be encouraged to regularlyreview the
progress and evaluationcharts, and to develop learning
experiences incorporating theprescribed cluster tasks.
C. Instruction
I. Teachers with the aid of thc research teamshould draw
up a list oftasks of each occupation whichcould not
be completed due to equipmentshortages.
2. Develop a list of meaningful projectsthat can be sub-
stituted for the utility buildingproject and that will
provide the same educationalexperiences.
314 3. Develop a comprehensive list of activitiesfor the metal
forming cluster which integrates tasks from allthe occupations.
4. The research team, with the cooperation of theteacher, should
compile a list of recommendations for changes ininstructional
plans for each cluster as published in VolumesII, III, and IV
of the final report of phase IV.
D. Pl_mi_cal facilities
1. All possibilities for obtaining largerlaboratory facilities,
or the rearranging, or remodelingof the facilities nsed,
should be explored.
2. Recommended floor plans and laboratorydesigns should be
developed by the teadhers and the researdhstaff.
3. Designs for laboratories with due considerationof cluster
v.ctivities, the arrangements of equipment, storageof tools,
and materials, should be developed.
E. Community involvement
1. The teachers with the aid of thereseardh staff should
plan for fibtaining local technicaltalent to reinforce the
areas of studywhere weaknesses have beenidentifled.
2. A resource list should bedeveloped which included local
industrial, commercial contractingand employment pel:bonnel
who would be willing to make classpresentations to
vocational students on such topics asemployment opportunities,
employment outlook, preparationand expectations of various
occupations.
3. Carry out a public relations programincluding activities
such as exhibits during open house,brief talks and news
315 articles in the local newspapers.
4. Assist the cluster program teachers in making contacts
with local industries, business establishmentssand con-
tracting firms which may furnish employment opportunities
for the graduates of the cluster concept programs.
Final statement
The action research conducted made it evident that these special types of cluster concept programs have the potentialof becoming vigorous alternate forms of vocational educaticm. It was concluded that the programs did change student behaviors in the direction of the established objectives. Changes in behaviors, of cognitive abilities, of broadened interests, flexibility of occupational interests,and growth in per- formance tasks of skillwere observed. The inadequacies, to fully resolve the problems encountered, should not in any measure be taken as reasons to discard the program, rather that which is known to be sound and affective should be retained anC that which was found to be faulty provide a further Challenge to the developmental process.
316 Pt, ..- , APPENDIX A
GODDARD NEWS, Volume XIV, Number2, August 21, 1967 National Aeronautics and SpaceAdministration, Greenbelt; Maryland
INDUSTRIAL EDUCATORS SPEND 'FRUITFUL 2 WEEKS' AT GODDARD
Four high school teachers ofindustrial education report a "most
fruitful 2 weeks" at Goddard,updating their technical know-howin four
major areas of the ExperimentalFabrication and Engineering Division
(EF&ED): Welding, Machining, Assembly, andSheet Metal Wbrk.
The Maryland teachers were HaroldSlimmer of the Frederick High
School in Frederick County, TrumanDoyle of the BoonesboroHigh Sdhool
in Washington County, WilliamStewart of the FairmontHigh School in
Prince Georges County, and PorterHarrison of the MbntgomeryBlair
High School in MontgomeryCounty.
They were here from July3-14 participating in aPilot Cluster
sponsored by the Industrial Concept Program forvocational educators,
Education Department at theUniversity of Maryland,under a grant from
the U.S. Office ofEducation. "While at William Stewart, ofthe Fairmont HighSchool, said: opportunity to perform Goddard I observed and wasgiven the challenging
fabricating processes. the latest skills requiredin modern metal fall and help preparethem share this informationwith my students this
for the dhangingtechnology of ourtimes." J. F. Taub, Head ofthe Goddard Coordinatorsof the program were: Bickford, Head of the Aerospace Experimental MachineBranch; and Harry M.
Aerospace Metal Forming andWelding Branch.
318 APPENDIX B
A SUPPLEMENTARY QUESTIONNAIRE FOR THE CLUSTER CONCEPT PROGRAM
Name
School
Home Address
Date Ph,ne
Directions: (Part I)
Appearing on the next pageis a listing of several ccupations. concerning your preferences We are interestedin securing information of occupations. in order of what Using a number system, expressyour preferences 2nd choice, (3) 3rd you like todo most; use (1) for1st choice, (2) choice, (4) 4th dhoice,and (S) Sth choice.
Example:
1 X-Ray Technician
2 Nurse
5 Welder
Orderly
Nurse's Aide
3 Cook
Waiter
4 Plumber
319 Appendix B,continued
OCCUPATIONS
1. Rank your occupationalchoices.
carTipritpv
Air Conditioning andRefrigeration Serviceman
Assembler
Electrician
Mason
Machinist
Business Machine Serviceman
Sheet Metal Worker
Painter
Plumber
Home Appliance Serviceman
Radio aad TeleVisiou Serviceman
Welder
. .
2. Indicate what you feel would be the bestway to prepare for the occupations you have checked. Again use the rank order number system used in item 1.
Complete High School
On-the-Job Training
Job Corps
Night School
Armed Forces
Technical Institute
Evening Work
Apprenticeship vaImIrmallIMNION
1.1111110Summer School
Community College
Others: Specify
320 Appendix B, continued
Directions: (Part II)
This section contains alist of statementswhich may or may not be Characteristic of theoccupations you prefer. Three possible is not answers represent yourpersonal opinion and one answer necessarily better than someother answer. Place a check(,) on the line under the answer thatbest expresses youromion.
Example:
Yes No Not Sure
The occupations I prefercall for working on the outsidequite often.
If No is the choice, acheck should be placed under No.
* * * * * * * * *
1. The occupations Iprefer are available throughoutthe
country. woollIPM11.1Wmow
2. The occupations Iprefer will require me to make achange of
residence at some time oranother. 1101.01.07.1111M
3. The occupation Iprefer provides opportunities to advancethrough a seriesof higher jobpositions within one company.
4. The ocLupation Iprefer requires a basictraining which will enable me to stepinto several different kinds ofjobs rather than one specialjob. 011M.ISMIHNIIMMINIONEr
5. The occupation Iprefer demands the performanceof some basic duties upon initialemployment. After a time morecomplex duties that require studyand wider experiences will haveto be performed. =./~/
6. The occupations Iprefer will enable me to staywithin the area I nowlive in. .111101.. eti
321 Appendix B, continued
Yes No Not Sure
7. The occupations I prefer pay sufficient salary at job entry and provide the possibility of higher wages after gaining
experience. =m11....ms
8. The occupations I prefer do not pay too well but I am very interested in the operations that must be performed. 111
9. The occupations I prefer may require me to use tools and equipment in later years that are different fromwhat we use now.
10. It would be better for me to get a broad basic knowledge about several trades rather than complete specialized training in one kind of job or trade.
11. Getting along and working with people in my selected occupation is more important than knowing every detail of the trade.
12. When I am employed in the occupation I have chosen people will think well of me for making agood selection.
13. The occupation I sele^ted will be a stepping stone to some field f.,rwork in my future that does not clearly
exist today. aNialam
14. I may start working inthe occupation of my present cnoice but my interests may
lead me to other fields. NMIOEM1111111!
322 Appendix B, continued
Yes No Not Sure
15. My earlyoccupational experiences will help me change to severaldifferent and better jobs asthe years go by.
16. M) best chancesof success for the future is prepare for and stay with onespecial trade. 110111101CO riNsOMM10.
17. In some occupationsthe equipment andthings you must know keepchanging due to moderntechnology. I would prefer anoccupation that does notchange but remains the same yearafter year
323 APPENDIX C
STATUS SURVEY OF TOOLS, MATERIALS, AND EQUIPMENT - CONSTRUCTION CLUSTER
High School Instructor
Date
Obtained During School Year. Tools On Hand Before Start of Project 1967-1968
1 set Pipe dies 1/8-2" 1 Pipe cutter 4 12" Steel rules 1 6 18 4 Hand seamers with depth gauge 1/4-1" Soldering coppers, 2 lb. 3 Assorted yarning irons 2 Picks, railroad 2 Garden rakes 2 Heavy duty thermometers 4 Bricklayers jointers, assorted 1 Stiff broom, 18" push 2 Concrete edgers 2 Joint rakers 1 Serrated trowel ar ies 10 Trowels-2 floats, 2 2 straight steel, 2 brick 1 drywall corner, 1 drrwalljoint 2 Keyhole saws ni e 1 Drywall 6" elastic 1 Drywall carrier-lifter 2 Stapling hammers 2 Hatchets Set of wood chisels, 4 Putty knives, elastic bla e 6 Hand scrapers, 3 x 2 1 doz. 6' folding rule, wood 1 doz. 8" steel tapes 8 24" Aluminum levels 6 24" Steel framing squares round point, 4 Shovels, 2 long handled 2 square point 2 Garden hoes 8 point hand cross cut saws 2 5 1/2 point hand rip saws 5 10" Hack saw frames 24"- 2 Gooseneck wrecking bars,
324 Appendix C, continued
Obtained During On Hand Before School Year Tools Start of Project 1967-1968
8 Hammers, 6-16 oz., 2-13 oz., 2 straight claw, 6 curved claw 4 Ball peen hammers, 12 oz. 8 Screwdrivers, assorted 1"- 8" 1 set Phillips head screw drivers 1 Allen wrench set 4 Adjustable wrenches, 4"-12" capacity 1 set Comlination box-open end wrench, 3/8 1 174" 4 Side cutting pliers, 8" 2 Combination pliers, 8" 1 set Aviation snips 1 set Combination sni?s, 10" 6 10" Files - 2 bastard, 2 second cut, 2 smooth cut 6 Wire brushes 2 doz. Flat utility varnisbrus es - 1 doz 2", 1 doz. 3" 1 doz. Cold chisels, 2'each 1/4", 3/g" 1/2", 5/8", 3/4", 1" Nail sets, 1/32-5/32 2 Rubber mallets, 2 1/2 x 6" 1 Axe 2 Sliding t-bevels 1 Sledge hammer, 6 lb. 4 Bricklayers hammers, 24 2 Nail pullers, 18" 2 sets Wood bits, 1/4-1 by 16ths, 1-1 1 2 by 8ths 2 Ratchet braces 1 set Auger bits 1 Expansive bit 1 set HS twist drills, 1/16-1/2 6764ths 1 set Masonry bits, 1/4-3/4" 6 Bricklayers corner blocks 2 1/4" Hand drills 1 set Star drills, 1/4-1" 2 doz. Paint applicator ro ers 3 Pipe wrenches, 8", 10", 12' 2 Bench yoke vices, 1/8-2 1/2 1 Smooth plane 2 Jack planes 1 Block plane 2 Cable rippers 1 50' fish tape 2 Electricians knives 1 Digging bar 1 Conduit bender NMI.MMIIMm 1 Wire gauge 1 Pipe reamer 1 Crow bar 1 Earth tamper
325 Appendix C, continued
On Hand Before Obtained During Start of Project School Year Tools 1967-1968
orush 2 Chipping hammers & Asbestos joint runner 1 2 9" Levelr cater 1 Copper tubing 1 4" Soil pipe cutter lead 1 Pot for melting 6 8" C-Clamps
Obtained During On Hand Before School Year Equipment Start of Project 1967-1968
1/2" 1 Trap snake, 5 outfit and accessories 1 Gas welding 1 Portable jig saw 3 Roof brackets Rubbertirenangbarrow 1 1 lead cords 4 50" heavy duty 1/4, 3/8, 1/2 3 Electric drills, 8" portableelectric saw 1 belt sander 1 3" x 24" dustless 1 10" radial arm saw 1/2" 1 Sewer rod, 50" x kit 1 LP gas soldering 1 Putty softener ".1111 1 Impact tool 1 14" drill press 4110111 hose, 1(2" 2 SO' garden Heavy duty orbitalsander cleaner 1 Industrial vacuum lb 3 6' step ladders ladder 1 20' extension Paint roller pans 3 type compressor, 1 Oilless diaphragm adjustable spray gun,1 wat. cap.
1 Bench grinder 1 4 1 3 1 Cement mixer, 1 Mortar box 2 10 qt. pails 1 Salamander 1 .Pnellmatic7717777"" Bench vises, 31/2" jaw 4 reame 1 Machine pipe cutter, 326 Appendix C, continued
Obtained During Equipment On Hand Before School Year Start of Project 1967-1968
1 Gas soldering oven 2 12 oz. oilers (prIMEI:::::::______:-- 1 Used hot water heater 1 Used Water pump 1 Used toilet 1 Used lavatory 1 Used ceilingTan 1 Portable tripor771771se 1 Plumbers portable heatinriSimace at 1 24" Sheet metal brake
Obtained During Materials On Hand Before School Year Start of Project 1967-1968
400 Red common brick 10 Fire brick 100 ft.Nylon Chalk line 4 Pieces of chalk 10 3" Octagonal boxes 10 3" Octagonal box covers 4 20 oz. Cans soldering paste lb.Rosin core solder 2 Rolls Electrician tape 1/3" x 3' threaded pipe 50 ft.Thin wall conduit 1 Ground cla 20 ft.Black iron pipe 10 Romex switch boxes, eep 10 BX and conduit switch boxes, 2" deep 10 BX box connectors 6 Romex box connectors 10 Conduit box connectors 10 Conduit couplings 6 1/2" Thin wall conduit elbow connectors Assortment of small, medium and large wire nuts 2 Pull type porcelain receptacles with 3 wire outlet 10 Duplex receptacles with 3 prong outlet 200' Romex cable, 14 ga. with ground wire 15' 6 gauge cable 10 Single pole toggle switches 25' 2 gauge entrance cable 1 Electric stove receptacle
327 _
Appendix C, continued
Obtained During Materials School Year 1967-1968
1 60 amp. entrance panel
1 Disconnect switch 1 Entrance head for ca le 1 (each) Door bell and buzzer 100' Low voltage bell wire 2 (boxes) Insultated staples 2 (boxes) Electricians staples 2 Round brass push button bell 1 Door bell transformer 2 (boxes) Plug fuses, 15 amp & 30 20 Straps for 1/2" conduit 2 (packages) Fiber bushing for BX 200' 14 ga. single conductor wire, 100' 100' black 2 Toggle switches with pilot light 3 (doz.) Hack saw blades, 16, 24, 32 TPI 2 (gals.) Gasoline 1 (gal.) Cutting oil 4 "Sacrete" 4 (bags) Portland cement-. 2 (bags) Lime 1 (ton) Washed sand 1 (ton) Crushed stone 20 (lbs.) Each - 6, 10 penny common 100 lb.Each - 8, 16 penny commonnails 100' 1/2" reinforcing rod 2 Bales straw 1 20' x 20' Drop cloth 1 20' x 20' Polethelene cover 50 8 x 8 x 16 concrete blocks 10 Safety helmets 10 Dust masks 25 Safety glasses 25 (pair) Gloves 200' 14 ga. Galvanized wire 100 sq. ft. Reinforcing mesh 1 (gal.) Clear waterproofing (gal.) Asphalt waterproofing 1 (gal.) Clear cuprinol 2 (doz.) Carpenters pencils 300 Sheets flint paper, fine, me 3 (qts.) Past wood filler 2 cans Plastic wood, walnut,mahogan 1 (doz.) Rolls masking tape, 1/2" (gal.) Paint and varnish remover 1 (gal.) Deft wood finish 1 (gal.) Wood sealer 1 (gal.) White shellac
1 (gal.) Varnish 4 (gal.) Assorted paints in quarts, interior and exterior enamels, flat and gloss, etc., latex oil base, etc. 328 Appendix C, continued
Obtained During Materials School Year 1967-1968
1 (gal.) Primer 4 (gal.) Paint thinner
1 (lt.) Etching solutio 4 (lbs.) Glazing compoun 10 (Vbs.) Finishing nails, 4,6,8 penny 10 Metal hangers for supporting 2 x floor joists, staples for stapling hammers, Impact cartridges for impact tool Assorted sizes and types of fasteners for connectihg wood to masonry (toggl...s, shields, etc. 20 (lb.) Bag joint system 20 (Vb.) Bag topping cement 30' 1/2" Rigid copper '..ubin Copper fittings for 1/2", 4 each elbows, tees, 2 each 45 elbow, coupling, cap, adapter, stop valve 10' 4" Soil pipe, cast iron fittings for 4" soil pipe, 1 hub end closet bend with 1 1/2 tap, 2 elbows 2 tee with 2" t 30' Galvanized pipe Galvanized fittings, 4 each elbows and tees, 2 each coupling, union, street elbow, plug cap, 45 elbow
1 (can) Pipe joint compound 10' Clay drainage tile 2 Mounting brackets for lavatory 30 Semi-rigid plastic pipe, ABS, 1" 2 (each) Plastic fitting, adapter, coupling, tee, elbow, bushing 1" 1 can cement 1 Toilet seat 20' Flexible plastic pipe, 2 (each) Plastic fittings, adapter, coupling, tee, elbow, clamps (1" 15' Foam plastIc pipe covering for 1 2" pi 4 (packages) Wrap around pipe insulation 2 Sheets 3' x 8' galvanized iron, 28 ga. 20' 3/4 x 3/4 angle iron Assortment of faucet washers 4 2 x 6 x 12 14 2 x 6 x 8 14 2 x 6 x 10 4 2 x 8 x 8 12 2 x 8 x 10' 4 2 x 8 x 12'
329 Appendix C, continued
Obtained During School Year 1967-1968 Materials
25 2 x 4 x 14 or 50 2 x 4 x 18 2 x 4 x 12 13 1/2 x 4 x 8 plywood shipla 350 (bd. ft.) 1/6 or 1/8 T&G or sheathin 5 3/4 x 2 x 8 insulating 2 2 x 12 x 16' 3 2 x 12 x 10' 2 2 x 10 x 10' 2 1 x 10 x 16 common 2 1 x 8 x 10 common 100 (bd. ft.) Porch floorin 1 Adjustable jack post (approx. 50 (sq. ft.) roll roofing roofing with 50 (sq. ft.) Half lap roll slate surface &adhesives (approx. roofin 5 10' length ef galvanized 18' Ridge roll 1 (roll) Bull ing paper oil 500 (sq. ft.) Aluminum insulation 75 (sq. ft.) Blanket 14 3/8 x 4 x 8 Sheetrock 64 (sq. ft.) Rock lath stri 2 (bundle) 1 x 3 Firring 26' Drip edge angers, 16' Gutter with 8' downspout &fittinja. Wool--coarse 3 (tubes) Steel (lbs.) Oakum 20 (lbs.) Pig lea (gross) @ F.H. wood screws1"-#8, 1 1"-#8 1 1/2"-#10 andR.H. wood screws (lbs.) Asbestos cement
2 Sal Ammoniac block welding rod 5 (lbs.) Assorted 2 (qts.) 30w oil bolts 12 1/2 x 12 machine 6 (#6) Sash brushes Asphalt roof coatingrus 2 walnut 1/2 (pt.) Mahogany, maple, 2 Brush cleaner 1 Glazier p_ints 5 (lbs.) Fire cla (gross) 1/2 x 6 s eetmeta screw 1 (pan head)
330 Appendix C, continued
STATUS SURVEY OF TOOLS, MATERIALS, AND EQUIPMENT - METAL FORMING & FABRICATION CLUSTER
High School Instructor
Date
Obtained During Tools 'On Hand Before School Year Start of Project 1967-1968 1.40.
12 12" Steel scales 6 24" Steel scales 12 Scribel 6 Hack saw (hand) blades Assorted file; Abrasive clot
1 doz. Combination square 2 Protractor calipera.. 4 Centerhead 2 Hermaphrodite calipers 3 Surface gauges 41.1.11mm 6 Divider- 1 A 1" Trammel points 6 Prick punche 6 Center punches 1 Surface 3 Countersink center drills (3 3 Outside caliper 6 0-1" Micrometer (outside 6 1-2" Micrometer (outside) 1 2-3" Micrometer (outside 1 6" Vernier caliper 1 12" Vernier caliper.... Drills - taper shanli Drills - straight shank Reamers - taper shank.. Reamers - straight shank.______164, 2 Boring bar 2 Counterboring tool; '411...1.1111111111.1 2 Parting tools
1 Necking tools
1 set Fraction drills, 1/8-.C. 1 set Number drills, to
1 set Letter drills, to 3/4" Number drill gauge
Letter drill gauge 111111MINEMY1 11 .....111=111/111=11.11.11, Fraction drill gaug2..... 1 el
331 Appendix C, continued
Obtained During 'Tools On Hand Before School Year Start of Project 1967-1968
1 1/4" Reamers 1 1/2" Reamers 1 5/8" Reamers 1 3/4" Reamers 1 3-4" Micrometer 1 4-5" Micrometer 1 5-6" Micrometer Dial gauge (1/10000" graduatizal Lubricant cans 1r dispenserG 3 V-blocks 1 Angle plate Clamps 1 Depth micrometer (1/10000) 1 Plug gauge sq 1 Telescope gauge set Spot facing tools 2 Countersinks Counterboring tool 6 Center gauge
1 Wheel dresser 1 ViseMAIMIM11I, 1 Clamp
1 Magnetic chuck
Parallel bars ory Assorted shims
1 Angleplate 2 V-blocks Assorted shims 2 Assorted step blocks
1 Sine bar $" 6 Plastic face hammers Milling cutters
1 Vernier height gauge Inserted tooth cutters Stagger tooth cutters Spacing & bearing collars for Milling machine Arbors & collets for millers Assorted cutters for vertical milling machine Slab Helical tooth Form relieve0 Inserted tooth Stagger tooth Side Spacing & bearing collars for
vertical milling machine NMMIMIIMIMMMLA h
332 Appendix C, continued
Obtained During Tool On Hand Before School Year Start of Project 1967-1968
1 10' Metal tape 2 Sheet metal gauge 3 Hand shears (straight) 3 Aviation snips (R.H.) 3 Aviation snips (L.H.) 3 Combination snips 1 Bulldog snips 1 Double cutting snips 2 Circle snips 2 Hawk's bill snips 4 Screw drivers 2 Hand riveting tools 3 Straight snips 2 Compound shears 2 sets Fillet gaugep 4 Try-squaresjr Ammo EMIINVIO 4 Steel square.2r 1/booth Chipping hammers 1/booth Wire brushes l/p Face shields l/p Welding aprons 6 Spark lighters 1/booth Welding tank wrenches 2 Scales,balance MIN=NIO Measuring valve (aesives Nia Adhesive mixing vessels Assorted clamps & jigs Adhesive spray equipment Assorted allen wrenches 2 each Phillips-head screwdrivers (2 sizes) 3 each Standard screwdrivers (3 sizes 2 Offset screwdrivers Adjustuble wrenchu Torque wrench Socket wrench (T-handle) Socket wrench (offset Socket wrench (ratchet Open-end wrench Box-end wrench 3 Drift punch 6 Hammers (assorted shapes 3 Cold chisels (11 sizes 2 Aligning punches 1 Pipe vise Assorted C-clamps =.111M 3 Machinist's vise 3 Swivel vises 1 Pipe cutter
333 Appendix C, continued
Obtained During Tools On Hand Before School Year Start of Project 1967-1968
2 Diagonal cutting plit,rs Bolt cutters Cold chisels (assorted) 2 Side cutting pliers 1 Tube cutter 4 Combination pliers Assorted shapes & sizes chisels Assorted dies Assorted wrenches for dies Gasket punch Hollow metal cutting punch 2 Slideing T-bevel square 2 Wire gauge Assorted taps Thread gauges 1.1.10 1 Inside micrometer I set Gauge blocks 2 sets Inside calipers 1 Folding tape 1 Hook rule .11111. 1 Thread micrometer I set Feeler gauge 2 Ball peen hammers =111 2 Straight peen hammers 2 Cross peen hammers 2 Wooden hamners
Tack hammers ,N=IIN10 1 Flaring tool File cards Oil stones r.r" IMMI Tongs - long handled
Obtained During Equipment On Hand Before School Year Start of Project 1967-1968
2 Lathes
2 3-jaw chucks AM..% 2 4-jaw chucks 2 collet set (assortment) .2=Mt 2 face plates & assorted lathe doga___ 4 L.H. tool holders 4 R.H. tool holders 6 doz. tool bits 6 dead centers
2 floating centers 334 Appendix C, continued
Obtained During Equipment School Year 1967-1968
1 Power hack saw 1 Power band saw 1 Shaper clamps hold-downs vises tool holders cutting tools 1 Drill press 1 Grinder (benc drill bit attac ment assorted grinding u 1 Pedestal grinder 1 Surface grinder assorted wheels 1 Horizontal milling machine 1 Vertical milling machine 1 Squaring shears 1 Saber saw (metal use 1 Power squaring shears 1 Ring & circle shears 1 Bench lever shears 1 Hand notcher & assorted blades 1 Nibbler 1 Portable power s 1 Slip roll forming mac 1 Crimping machine 1 Beading machine 1 Brake 1 Bar folder 1 Pittsburg lock seam former 1 Drive cap machine 1 Spot welder 4 Soldering coppers 1 Power riveting tool Dividing head & accessories for miller Gas cutting torch & accessories Ground wire & clamp AC/DC welding machine 4 Shielded welding booths Regulators Assorted welding tips Gas cutting head CAIG welding equipment consumable wire Belt sander 4 abrasive belts
335 Avendix C, continued
Obtained During Equipment On Hand Before School Year Start of Project 1967-1968
1 Power riveting tool 1 Electric impact wrenc 1 Reversible electric impact wrenCh 2 Hand power drills
Anvil Arbor press
On Hand Before Obtained During Materials Start of Project School Year 1967-1968
1 1 piece Goggles
1 12' Cold roll steel (11 4" siam.
1 12' Cold roll steel (3/4" diam..)
1 12' Cold roll steel (1/2" diam.)
1 12' Aluminum, 1" diam.
1 12' Aluminum 1/2" diam. 6 Machine brushes
1 gal. Cutting oil
1 gal. Heavy oil (machine
1 gal. Kerosene (for alum.) 1 lb. Can of grease Lubricants Oil (heavy) Oil (cutting) Kerosene (alum. Grease White head
1 Fraction to decimal chart Cloth or waste materials 6 pair Gloves (handling sheet metal) Metal adhesive compound Solder Flux Tinning solution Sheet metal screws Bolts & nuts Washers (tightening tools Rivets 1/4" Heavy plate Filler rods Electrodes Brazing rods Ferrous metal for welding exercises 4.3611. Ferrous pipe stock
336 Appendix C, continued ,...... 11/0 Obtained During School Year 1967-196S,
Adhesives Chemical cleaner Abrasive cleaner Cleaning solvents Spray gun cleaners Allen screws Phillip-head screws Standard head screws Self-tapping screws Machinist's blue Copper sheets 8 to 25 am. gauge selected sizes Steel rods, hexagon & square Cold roll, 1/4 to 3/4 in 12, lengths, selected sizes Round-cold rolled, dia. 1/8 to 1 1/4 selected sizes Sheet - #18, 20,22,24,26 25 U.S. gauge-selected sizes Sheet, galvanized, no. 18, 20 22, 24, 26, 28 selected sizes Aluminium
337
A Appendix C, continued
STATUS SURVEY OF TOOLS,MATERIALS, REPAIR CLUSTER AND EQUIPMENT -ELECTRO-MECHANICAL INSTALLATION &
Obtained During School Year Tools 1967-1968
Screwdri,vr sets (standardtip-assorted sizes 1 1/2" - 8") head- 3 Screwdriver sets (Phillips assorted sizes 3" - 8"
1 Screwdriver ratchet
1 Screwdriver offse 5 Hex nut driver set wrench 3 Combination flare nut set (3/8" - 3/4") Wrench sets - open end(1/4" - 1') (5/16 - 1 1/8) 5 Wrench sets - box end Socket wrench set (1/4" -3/8" - 1/2" 1 Adjustable wrenches 6" -8" 12" (2 each) 6 2 Spanner wrenches Allen wrench set wrench (ref. work) 1 Special valve ratchet 10 Pliers combinatio 3 Pliers - slip joint 6 Pliers - needle nos 2 Pliers - water p 2 Pliers - round nos 6 Pliers - diagonal (3 -ID 3 Vice grips pliers 3 Electricians pliers 2 Pliers-gas & burner 6 Pliers - wire strippers 1 Hand riveter Torque limitingwrench (inch lbs.) 1 wrench (foot lbs.) 1 Torque limiting open) 1 Pipe wrench (1" 1 Set files (needle) single cut 3 Files - 8" - 12" 2 Files - round 8" 6" 2 Files - rat tail - 4 File card & brush 2 Aviation snips (1/4" - 5/8" 4 Cold chisel sets (center & 4 Punch & chisel sets pin punch, coldchisel (2 large 1 small 3 Hammer, ball peen 1 Hammer, cla 2 Hammer - soft face 338 Appendix C, continued
6 TYPEWRITER REPAIR
Obtained During Tools On Hand Before School Year .,.Start of Project 1967-1968 #4 Wiring pliers with duck bill jaws 5 #14 Parallel flat nose pliers 5 #17 Diagonal cutting pliers 5 #19 Long needle nose pliers with cutting jaws #42 Link bende 5 #104-7C curved tweezer 5 #90 Combination spring hoo 5 #77 Brass hammer 5 #350 flat, double-end spanner wrench set 5 #AVS - 175 oiler 5 #81-6 screwdriver, 6" blades, 3/16 bit #46 Smitty Jr. Allen wrench spt 5 #81-8 screwdriver 8" blade, 7/32 bit 5 #91 Spring hook set 5 #81-4 "Yankee" screwdriver (heavy) 5 4" blade, 3/16" bit 5 #83-4 screwdriver (light) 4" blade 9/64" biV 5 #83-6 screwdriver 6" blade 3/64 bi 5 #83-8 screwdriver 8" blade, 9/64 bi 3 #8-1 large cleaning brus 3 #8-16 scrubbing brush 12 Transparent plastic boxes (parts storage) 3 Pen oiler #121 3 Atomize 3 Adding machine grease gup 3 #74 needle file kit #940 punchicit 3 #550 tattleite tester 1 #109 set of drills 3 #210 ack-up & trip gauge 5 #104-7 tweezer26 2 #86 offset screwdriver 1 each #TR-4 hold-e-zee screwdriver #TR-6 hold-e-zee screwdriver #TR-8 hold-e-zee screwdriver
339 Appendix C, continued
Obtained During On Hand Before School Year Tool tart of Project 1967-1968
3 Hacksaws 10" 2 Levels 2 Steel rules (8' 1 Compass saw Pyrometer Thickness gauge (.0015" =.025"f 1 1 Jaw pulle Set T.V. alignment tools 1 'Qom. 1 Socket punch set Jumper cable for TV 1 Rigid spring-typetube bender I set fano (set of 8 - 1/4" -7/8")
1 Soldering gun Soldering iron (smallwith inter- 1 changable tips bender (set of 1 Pring type tubing 6 - 1/4 - 5/8 1" diam. with 3 Tube cutter 1/8" - rollerq 1/2" diam. 3 Hand reamers 1/8" -
Flaring tools 3/16 -5/8 o.d 3 Sawing fixture forcutting tubin 1 Stem type refrigerationthermometer 5 with a remote 1 Dial type thermometer sensitive bulk. Reamers (hand) 1/8 -1/2" diam. 3 1/8 - 1 1/4 Spiral flute burring reamers 3 set (set of 55/16 - 7/8" o.d. 2 Swage Pipe threader sets(1/4 - 1 1/2") 1
1 Pipe cutter Spiral ratchet pipe reamer 1 (1/8 to 2" capacit 3 Soldering guns External tubingbrushes 3/8' I set 3 Internal tubing brushes 6 12" steel rules Mallets (1 1/2 - 2lb.) (wood or raw i e 4 1 Fitting resurfacer
340 Appendix C, continued
Typewriter Repairs
Obtained During Materials On Hand Before School Year Start of Project 1967-1968
S gal. Typewriter oil 5 pl. Varsol 1 gal. Dentured alcoho 1 gal. Ammonia (household 5 gal. Lix cleaner 12 Typewriter oil in spray cans (16 oz. can) 12 Droil (solvent for loosening frozen parts - 12 oz. can) Dry graphite am1111111M. 12 Cleaner-lubricant spray cans (6 oz. cans) 1 lb. Non-fluid oil (adding machine lub.)
341 Appendix C, continued
Obtained During Materials On Hand Before School Year Start of Project 1967-1968
Penetrating oil (spray cans) Nichrome resistance wire Bakelite wire (nuts) connectors Key & rivets Cotter & shear pins .111111.11 Retaining rings Bolts & nuts TeRINI Cap screw Set screws 'MEM, Sheet metal & self tapping screws Washers - flat & lock 11111117NO
342 Appendix C, continued
Obtained During Equipment On Hand Before School Year Start of Project 1967-1968
3 Volt-ohm milimeter meters Continuity testers 3 Amp-probes 1 Amp-meter 1 Low-range ohmeter 1 Sling psychrometer 1 Anemometer 1 Manometer (mercury) 1 Vacuum tube voltmeter 1 Tube tester 1 Sigpal generator 1 Oscilloscop 1 Capacitor tester 1 Capacitor decade 1 Resistance decade 1 Audio generato 1 Simpson thermo-meter with extra thermocouple leads 4 Test cord sets 1 Gas welding outfit & accessories 3 pair Asbestos gloves 1 Heat jet soldering fit 3 Welding goggles 1 Halide leak detector 3 36" flexible charging hoses 1 Charging syste 1 Wet wick vacuum indicator Vacuum punp 1 Electronic leak detectos 2 set Gauge manifoldE___ Assorted pressure gauges
343 Typewriter Appendix C, c...ntinued
Obtained During School Year Equipment On Hand Before Start of Project 1967-1968
KM brake turntables no.102
1 Steam cleaning syste
1 Air compressor__ Clean-o-matic tank (lg. settub with 1 two lg. galvanizedtubs may be
1 Oven or heat lamp__ Paint spray booth withexhaust system Mechanic's lamp
6 Typewriters `41111,
6 Tape Recorders
344 APPENDIX D
ACHIEVEMENT TEST
CONSTRUCTION CLUSTER
LEVEL 1
Do not open this booklet until you aretold to do so.
On your SEPARATE ANSWER SHEET print your name,address, and other requested informationin the proper spaces then wait for further instructions.
DO NOT MAKE ANY MARKS IN THISBOOKLET
Cluster Concept Program
Industrial Education
1967-1968
345 Appendix D, continued
Directions for multiple-choice items requiring the BESTanswer.
Each of the questions or incomplete statements listed below is followedby several possible answers. Choose the answer that best answers the question or completes the statement. Place the identifying letter of that answer (A,B,C,D, OR E) in the numbered blank space on the answer sheet that corresponds with the question on the test sheet. MARK ALL ANSWERS WITH A SOFT PENCIL- FILL IN THE SPACE COMPLETELY.
1. The best way of nailing down the sole plate ofan exterior partition for a home is to nail it so 'the nailspass into the
a) rough floor b) floor joists c) header d) sill e) B and C
2. In squaring up a foundation the distance A AC and DB are mea3ured and found to be 62 6 1/8"and 62' 4 3/8" respectively. The distances AB and DC, and BC and AD are correct. To square up the foundation /443 69425r a) points D and B should be moved .42 d? an equal distance to the left t) b) point B should be moved to the right c) point B should be moved up towards the top of the page d) points D and C should be moved an equal distance to the right e) none of these will correct the situation
3. The easiest means for one man to cut 4 x 8 plywood sheets to size for rough floor, sheathing and roof deck on a house is by using
a) a radial saw b) a table saw c) a band saw d) a portable electric jig saw e) a portable electtic circular saw
4. A gable stud
a) runs from the double plate to the rafter b) is part of the roof overhang c) has a bevel cut on each end d) is a horizontal member placed above and below the louver e) is none of these
346 Appendix D, continued
5. Building paper is used between finish siding andsheathing to prevent
a) passage of moisture b) passage of air c) passage of dust d) A and B and C e) A and B
6. When possible the metal drip edge should be nailed sothe nails pass into the
a) fascia b) roof boards c) roof rafters d) the cornice e) the header
7. How many rolls of building paper arerequired to cover the two areas at the right? Each roll covers half a square.
a) 3 rolls b) 7 rolls a' c) 5 rolls d) 6 rolls 3 e) 9 rolls
to clean a 12" tar brush 8. The most practical and sensible way would be to use a) gasoline b) turpentine c) kerosene d) alcohol e) detergent
9. A lag shield
a) is put in placewith an impact tool o) requires a holethe same size as the lag screw it is used with c) holds in the wallbecause of expansion pressure d) is screwed into thehole which is drilled forit e) cannot be removed onceit is put into place
installed with a 10. Batt or blanketinsulation is nmst easily
a) hammer and largehead nails b) stapling hammer c) mastic cement d) stapling gun e) lath strip andwire nails
347 Appendix D, continued
11. A drywall installation
a) can be made quicker than a plaster installation b) may be made in two layers c) uses either 3/8" or 1/2" thickness board d) can be made with nails or cement or both e) all of these
12. The normal procedure in preparing drywall joints for prime paint is to apply joint cementor compound in
a) 2 coats b) 3 coats c) 1 or 2 coats d) 4 coats
13. If the following lengths of materialare needed: 2-16", 1-2'3", 3-2'9", they could be cut with the least waste fromstandard stock lengths by using
a) 1-12' b) 1-14' c) 2-8' d) 1-10' and 1-6' e) 1-16'
14. The standard spacing of framing meAbers is
a) 12" b) 14" c) 16" d) 18" e) 20"
15. Cross bridging should
a) be installed before the rough floor is laid b) not be nailed on the bottom until after the finish floor is laid c) stiffen the floor d) A and C e) A and B and C
16. Which of the following sectional views represent corner posts used in rough framing for house construction? All material X represented is 2 x 4 stock.
a) X b) Y c) Z d) X and Y e) X and Y and Z
348 Appendix D, continued
17. The most accurate device for locating all the stud pcsitionsalong a house sidewall is a
a) carpenter's square b) six foot folding rule c) 50' steel tape d) yard stick e) six foot steel tape
18. Four inch cast iron pipe is manufactured in lengths of
a) three feet b) four feet c) five feet d) six feet e) eight feet
19. The enlarged end of a soil pipe is called a
a) barrel b) hub c) spigot d) funnel e) none of these
20. Inpouring lead into a cast iron pipe joint, all moisture must first be wiped off to prevent
a) early rusting b) an explosion c) deterioration of the oakum d) the lead running through the joint e) too ruid cooling of the lead
21. Joint compound is applied to threadedl pipe joints to
a) prevent rust b) lubricate the threads c) p/event leaks d) A and B e) A and B and C
22. Given a grade. of 1/4" per eight feets, the total grade for a drainage trench that is 100' long would be
a) 5 1/8" b) 4 3/8" c) 2 7/8" d) 3 1/8" e) none of these
349 Appendix D, continued
23. When placing a new washer in a leaky faucet, the first step after shutting off the water supply is to
a) remove the faucet handle b) loosen the packing nut c) turn the faucet handle to "on" position d) drain the plumbing system at its lowest point e) select the correct size replacement washer
24. Reaming galvanized pipe during the thread cutting operation tends to
a) restore the pipe to its original diameter b) make the thread die easier to start on the end of the pipe c) clean the end of the pipe so it is not as easy for foreign objects to lodge there d) A and B and C e) A and C
25. Before the prime coat of paint is applied, new woodwork around an entrance way to a houseshould
a) be sanded b) have knots shellacked c) have the nails set d) A and C e) A and B and C
26. As a part of the process of rough wiring, aknock-out plug should be removed from an outlet box
a) just prior to mounting the box b) just after mounting the box c) just prior to placing the cable inthe box d) A or B e) B or C
27. Entrance cable should be cutwith
a) wire cutters b) hack saw c) aviation snips d) straight snips e) C' or D
portable electric tools is to preventinjury if 28. The purpose of grounding a) the operator is in ccItactwith the ground b) a conductor insidethe tool touches the housingof the tool c) the extension cord is notheavy enough for theload d) a fuse too small forthe tool is used e) C or D
350 Appendix D, continued
29. The National Electrical Code will not permit wire for regular circuits in a home to be smaller than
a) 10 gauge b) 12 gauge c) 14 gauge d) 16 gauge e) 18 gauge
30. Solder used for electrical purposes should be
a) rosin core b) acid core c) solid wire d) A or C e) A or B
31. The bottom and top of formwork is held securely in plase by
a) rods and spreaders b) bolts and cleats c) stakes and bracing d) twisted wire e) A and D
32. A concrete mix for ordinary foundation conditions is
a)2-3-4 b)1-2-4 c)1-2-2 d)1-3-6 e)1-3-1
33. In preparing material for mixing concrete onthe job, the mgteria1 which should be nearest the mixer operatorwhen he is in position to feed the machine is
a) sand and stone b) water c) cement d) A and C e) each of these has equal importancein being closest to the operator
34. The ingredient whose proportionin the mix is most important to the quality of the concrete is
a) water b) cement c) sand d) stone e) lime 351 Appendix D, continued
35. A cubic foot of concrete is heavierthan a cubic foot of
a) water b) sand c) stone d) cement e) any of these
36. Freshly poured concretemay be covered to prevent damage from the
a) sun b) wind c) rain d) cold e) all of these
37. Wood scaffolding gets its stability from
a) bracing b) the building it serves c) the grade of lumber used d) A and B and C e) A and B
38. Tuck pointing would be done bya
a) painter b) glazier c) mason d) carpenter e) none of these
39. The amount of waterproof coating, which covers 75sq. ft. per quart, that is needed to treat a concrete slab 19' x 27' is
a) 1 gal. and 1 qt. b) 6 qts. c) 4 qts. d) 7 qts. e) none of these
40. Asphalt waterproofing is most effective on a concrete block wall when it is applied to
a) the same side of the wall from which the moisture approaches b) the opposite side of the wall from which the moisture approaches c) a parged surface d) A and C e) B and C
352 Appendix D, continued
41. Vibrating the concrete after it ispoured in a form
a) eliminates air pockets b) gives a better bond onreinforcing rod c) produces a stronger product d) A and C e) all of these
42. A screed is used for
a) bracing a form b) measuring ingredients formixing concrete c) placing a final finish on aconcrete slab d) leveling freshly poured concrete e) holding reinforcing rod inplace in a form
in stretcher 43. For a guide in laying concreteblock between corners courses the masonneeds
a) a line b) a square c) a ruler d) A and B e) A and B and C
for brickwork mortar is 44. The cement-sand proportion
a)2-4 b)1-4 c)1-3 d) 3-3 e) none of these
training in the expensive way toobtain additional 45. The least from high schoolwould construction tradesfollowing graduation be through non-union contractor a) on-the-jobtraining with a b) a correspondencecourse programsponsored by a union c) an apprenticeship communit, college d) attendance at ajunior college or e) B or C
interior residential useis usually 46. Wiring used in
a) non-metallicsheathed cable b) armored cable c) enclosed inthin-wall conduit d) made up ofthree conductors e) none ofthese
353 Appendix D, continued
47. The switches required for wiring a light with two point control are known as
a) single pole switches b) double pole switches c) two-way switches d) three-way switches e) toggle switches
48. A brick wall may be pointed up to improve its
a) appearance b) weather resistance c) strength d) A and B e) A,B and C
49. In order to make the old putty easy to remove when replacing a broken window pane, a putty softener makes use of
a) heat b) solvent c) pressure d) impact e) B and C
3E4 `+1,,,,,. A .fttrrrestritwotece...... eqm...4.mra/wtrre,,,, Ar= 1
Appendix D, continued
You are to identify thenumbered parts of the sectional views which are illustrated below. Select the proper name foreach numbered part from the list of parts onthe right of each sectional view. Mark the identifying letteropposite the number of the part on the answersheet.
BOX SILL SECTION
a) sole plate b) sill c) floor joist d) girder e) header
CORNICE SECTION a) fascia b) stud )c) ceiling joist d) rafter e) plate Appendix D, continued
You are to identify the best thinner for each of the numbered finishes or finishing materials which are listed below. Select the proper thinner for each numbered finish or finishing material from the list of solvents on the right. Mark the identifying letter opposite the number of the finish or finishing material on the answer sheet. A thinner may be used for more than one finish.
Solvents
56. latex paint a) turpentine
57. enamel b) lacquer thinner
58. deft c) water
59. spar varnish d) alcohol
60. epoxy enamel e) kerosene .
61. oil stain
62. paste wood filler
63. aluminum paint
64. rust inhibitiveprimer
65. shellac
You are to identify the numbered lengths on the rulerwhich are illustrated below. Select the proper length for each numbered distance from the list of lengths onthe right. Mark the identi- fying letter opposite the nimber ofthe length on the answer sheet.
68 a) 3/4" b) 1 15/16" c) 13/16" d) 2 5/16" e) 2 7/8" 17777979711717-FI(T
2 3
356 Appendix D, continued
You are to identify the numbered illustrationswhich are listed below. Select the proper name for each numberedillustration from the list of names on the right of each groupof illustrations. Mark the identifying letter opposite thenumber of the illustration on the answersheet.
a) elbow b) union PLUMBING c) coupling FITTINGS d) street elbow e) sanitary tee
71
a) common 11111-1 72 b) running 111111111 c) Flemish d) English e) basket weave BRICK 73 BONDS
I
74 1111111[111111 1
MASONRY 75 TOOLS a) float b) smoothing trowel c) jointer d) edger e) hawk
357 Appendix D, continued
You are to identify the numbered symbols that are illustrated on the next three exercises which would be found on floor plans for a house. Select the proper name for each numbered symbol from the list of names on the right of each group of symbols. Mark the identifying letter opposite the number of the symbol on the answer sheet.
a) double-hung window
b) casement window
78 c) French door
d) interior door 79 e) exterior door
80
L-J a) fireplace 0 b) archway 81 c) water closet r" 82 d) tub e) lavatory
83
358 Appendix D, continued
a) ground
b) receptacle
c) ceiling fixture
d) range receptacle
e) conductor
1 3/4"and center end dimensionfor a 1 1/4" T as 87. Given center to 3/4" andnormal thread dimension for a 11/4" 900 Elbow as 1 to end How long must apiece of pipe engagement for1 1/4" pipe as11/16". to centermeasurement is24"? be cut when center 4"
/1
A = 221/2
B = 235/8
C = 25
D = 213/16
E = 225/16
359 APPENDIX E
ACHIEVEMENT TEST
METAL FORMING ANDFABRICATION CLUSTER
LEVEL 1
told to do so. Do not open thisbooklet until you are name, address, On your SEPARATEANSWER SHEET print your information in the properspaces and other requested then wait forfurther instructions.
DO NOT MAKEANY MARKS IN THISBOOKLET
ClusterConcepi Program
Industrial Education
1967-1968
360 Appendix E, continued
// Each of the questionsor incomplete statements listed below is followed by several possible answers. Choose the answer that best answers the question or completes the statement. Fill in the correct space on your separate answer sheet (A,B,C OR D). Make certain the number of the question corresponds with the number you are filling in onyour answer sheet. MARK ALL ANSWERS WITH A SOFT PENCIL- FILL IN THE SPACE COMPLETELY.
MACHINING
1. An engine lathe with a four-stepcone pulley and back gears has
a) four spindle speeds b) as high as 24 spindle speeds c) eight spindle speeds
2. More torque and slower speed are obtained on the lathe by using
a) reversing gears b) back gears c) apron gears d) headstock gears
3. An accurate way to find out how much stock must be removed in finish turning is to use
a) a caliper b) dividers c) micrometer d) a surface height gauge
4. To adjust for diffeTent thickness of work pieces on the shaper
a)swivel the vise b)adjust the length of the stroke c,adjust the table up or down d)use a different tool holder
S. The mostcommon method of holding the work in amilling machine is with
a)a chuck b)a swivel vise c)a dividing head d)strap clamps
6. What is meant by structure of a grinding wheel
a) kind of abrasive b) size of abrasive particles c) arrangement of ibrasive particles d) amount of bond
361 Appendix E, continued
7. Which of the following methods is not commonly used for holding work on a milling machine
a) clamps b) vises c) magnetic chuck d) dividing head
8. What instrument is best suited for testingand setting the vise jams in relation to the millingmachine spindle
a) combination square b) solid square c) parallels d) dial indicator
9. Which of the following are not importantfactors affecting the efficient operation-71'TR'shaper
a) setting the length of the stroke b) size of the table c) setting the position of thestroke d) clamping of the work
10. In the metal working shop arule is used for
a) precision measurement b) angular measurement c) semi-precision measurement d) rapid calculations
metal 11. Which of these is not aprincipal method of shaping
a) drilling b) grinding c) milling d) sawing primarily upon 12. The successful action of acutting tool depends
a) speed b) feed c) depth of cut d) all of these
piece of work, themicrometer should first 13. To measure accurately any measured, then screweddown on be opened larger thanthe object to be are in contactwith the object until theend of the and the object.
a) barrel and thimble b) spindle and anvil c) frame and spindle d) thimble and anvil 362 Appendix E, continued
14. The sum of .375 and.4375 is
a).5000 b).625 c).8125 d).7925
15. The sum of .250 and.21875 is
a).46875 b).48675 c).3175 d).64785
16. The differencebetween .3125 and .250 is
a) .625 b) .5625 c) .0625 d) .00625
.4375 and .1875 is 17. The difference between
a) .6150 b) .025 c) .250 d) .052
SHEET METAL
18. Solder is made of
a) lead and zinc b) tin and zinc c) babbit andlead d) lead and tin
distinguished by acolor of 19. Copper is
a) reddish brown b) blackish green c) yellow gold d) silver(dull)
metal the metalis best securedby 20. When drillingholes in sheet
a) a "C" clamp b) a vise c) "V" blocks d) screws
363 Appendix E, continued
21. A groover is usedfor
a) aligning edges b) completing a seam c) making a cap strip seam d) cutting a channelin steel
for 22. This tool illustrated isused in the metal shop
a) punching holes in metal b) general purposescribing on metal c) seaming sheet metal d) making templates
are called 23. Metal patterns that areused repeatedly
a) metal patterns b) templates c) copy plates d) scribe plates
sheet metal partstogether with liquid 24. The process of joining metal and heat is
a) heat treating b) glueing c) soldering d) casting
25. This machine isused to
a) bend sheetmetal b) fold sheetmetal c) seam sheetmetal d) all of these the thickness of instruments isused to measure 26. Which of these sheet metal
a) rule b) sheet metal gauge c) calipers d) combination square
this machine isto 27. One purpose of
a) bend metal b) holdmetal:for clamping c) cut sheetmetal disks d) make double seamswith sheet metal
364 AppendixE, continued
28. Which of the following is not a holding device
a) vises b) rivet set c) spring clamps d) parallel clamps
29. What does the following have in common, standing, grooved,cap strip and Pittsburg
a) they are names of seams used to join sheet metal parts b) they are tools used in working sheet metal c) they are rollers used for shaping sheet metal parts d) none of these
WELDING
30. Which of the following is not a weld joint
a) butt b) lap c) CTOSS d) tee
31. When the polarity is straight
a) the ground connection is positive and the electrode is negative b) the ground connection is negative and the electrode is positive c) the ground connection is negative and so is the electrode d) the ground connection and the electrode are positive
32. The letter and each number used to classify welding electrodes have a specific meaning. Which of the follOwing is not a specific meaning
a) electric welding' b) welding position c) insulation for electrode holder d) tensile strength
33. When the stock being arc welded is covered with weld spatter
a) the arc is not bright enough b) the electrode is held too far away from the work c) the amperage setting on the generator is too low d) the electrode is too large for the required welding
34. The shade of helmet glass commonly used in arc welding isnumber
a)3 b)25 c)10 d)14 365 Appendix E, continued
35. The two gases most commonlyused in flame welding are
a) oxygen-acetylene b) acetylene-carbon dioxide c) iron exide-oxygen d) hyArngen-nitrogen
36. Metals are divided into twomajor families
a) hard and soft b) combustible andnon-combustible c) ferrous and non-ferrous d) iron and steel
37. The welding arc maybe started by
a) tapping b) scratching c) a and b d) striking
38. Gas welding equipment maybe used for
a) cutting metals b) welding metals c) brazing metals d) all of these penetration the welder musthave 39. To secure a weldthat has proper
a) correct electrode b) correct arclength c) correct currentand travel speed d) all of these
in use todaywhich dominatesthe field 40. Of the manymethods of welding
1) gas b) arc and resistance c) a and b d) low carbon
is a processof 41. Resistance welding and pressure a) fusing metalstogether by heat welding b) gas-shielded arc obtained from the c) fusing metalstogether with heat combination of gases made of mildsteel d) welding with anoverhead electrode
366 Appendix E, continued
ASSMOLY
42. Hand application of adhesives in assembly depends upon proper
a) bond development b) surface preparation c) assembly d) all of these and more
43. The most important factor in bonding metal parts with an adhesvies is
a) reading and following manufacturer's instructions b) applying knowledge of weight and volume for mixing adhesives c) setting up the metal assembly d) cleaning surfaces to be bonded
44. Which of the following has no relationship to applying adhesives
a) spatula rake b) spray gun c) chemical bath d) brush
45. Match thc following tools t,rith the screws to the right
1. screwdriver a) set screw b) phillips head screw 46. 2. allen wrench c) eyelet screw d) stove bolt 47. 3. phillips head screwdriver e) flat, round, and oval wood acrews
48. Which of the following wrenches cannot be used to bolt metal parts together
a)
b)
c)
367 Appendix E, continued
49. With which activity arethe following tools associated
a) welding metal partstogether b) screwing metal partstogether c) riveting metal partstogether d) bolting metal partstogether 111111111mmum
14.44*.
50. This tool is called _ANIMA
a) an electricdrill b) an impact wrench c) a soldering gun d) a power timingwrench
primarily in 51. The tool in question#50 above is ustA
a) foundry work b) electricalinstallations c) assembly linework d) constructionwork
of mating partstogether to produce 52. The most important part sub-assemblies is assembly with analigning punch a) aligning matedparts for b) selecting partsfor the sub-assembly c) mating delicateparts with care view drawings) todetermine d) readingblueprints (exploded relationship of detailparts to bemated.
devices best beused for 53. What would thefollowing holding
a) holding partsfor cutting b) holding partsfor assembly c) holding partsior cleaning d) all of these MOP 368 Appendix E, continued
GENERAL
54. The terms flat, cape, roundnose, and diamond point are names for
a) rivets b) bolt cutters c) cold chisels d) metal screws
55. Files are named for their
a) shapes b) abrasiveness c) use d) all of these
56. Drill sizes may be given in
a) letters b) numbers c) both a and b d) none of these
57. The angle of a metal countersink maybe as great as
a) 1200 b) 900 c) 150° d) 600
58. Tapping in metal work means to
a) produce a threaded pipe b) produce a threaded hole c) pour molten metal d) punch holes for riveting
widely used coolant is acombination of 59. In metal working the most
a)water and alcohol b)water soluble oiland water c)machine oil and turpentine d)alcohol and oil
punch holes in 60. A hollowpunch is often used to
a)heavy gauge metal b)plastic material withmetal-like qualities c)light gauge metal d)lead cakes for riveting
369 Appendix E, continued
61. To thread a hole the metal worker should use a
a) die b) tap c) screw thread d) pipe threader
62. For precision measurements the metalworker should use
a) a sheet metal gauge b) a ruler c) a micrometer d) an adapter gauge
63. The hammer used most often by the metalworker is the
a) paring hammer b) ball peen hammer c) claw hammer d) mallet
64. When a tube is flared
a) one end is made larger b) one end is made smaller c) it is cut down the centerwith a flaring tool d) the inside is made larger
65. Which of these saws isbest for cutting metal
a
66. The tools most commonlyused in layout are
a) ordinary andcombination squares b) dividers, centerpunch, and scratch awl c) micrometers andcircumference rule d) both b and c
370 Appendix E, continued
67. Since lines scribed on many metals aredifficult to see, such surfaces are coated with
a) a copper quafate solution b) a white wash solution c) layout fluids d) a, b, or c
68. In order for the metal worker to work todimensions it is necessary that the metal be
a) laid out b) heat treated c) malleable d) measured
69. Galvanized sheet metal consistsof
a) heavy steel sheets coatedwith lead b) soft steel sheets coated withzinc c) iron or steel sheets coatedwith pure tin d) steel sheets coated withblack iron
70. When making reference to alloysthe letter "0" means
a) work-hardened b) heat treated c) annealed d) kind of metal
the primary metal 71. Which metal has all butreplaced tin plate as in dairy equipment
a) aluminum b) dairy plate c) charcoal plate d) stainless steel
72. When metal is annealedit is
a) hardened b) softened c) coated with anothermetal d) none of these which type of weld 73. The weld symbol tothe right represents
a) fillet b) groove c) back d) plug
371 LATCH PLATE I /e DRILL 4 1-10LES ! \ t - 3 - 54 6
6 416 Appendix E, continued
74. A groove weld may be a
a) square weld b) a "V" weld c) a "U" or "J" weld d) any of these
From the drawing of the latch plate on the preceding page, answer the following questions. NOTE all dimensions are in inches (").
75. The distance from the left edge to the center of hole "A" is
a) 19/32 b) 7/16 c) 1/2 d) 9/16
76. What is the radius of the 4 drilled holes
a) 1/2 b) 3/16 c) 1/4 d) 1
77. What is the maximum opening in the latch plate(from point X to point Y)
a) 2-1/2 b) 2-1/16 c) 3
d) 2-3/4 1
78. What is the smallest opening in thelatch plate
a) 2 b) 1-1/16 c) 1-1/4 d) 1-3/16
79. What is the total width ofthe latch plate
a) 4-1/8 b) 4-3/8 c) 4-3/16 d) 4
11A11and 80. What is the distance between centersof holes
a) 4-1/2 b) 3-1/2 c) 3-3/4 d) 4-1/8 373 Appendix E, continued
4 1 2 3
for steel? 81. Which of the materialsymbols shown above is used
a)1 b)2 c)3 d)4 e)5
symbols shown above is usedfor cast iron? 82. Which of the material
a)1 b)2 c)3 d) 4 e) 5
symbols shown aboveis used for aluminum? 83. Which of the material
a) 1 b) 2 c) 3 d) 4 e) 5
given to the drawingsabove? 84. What is the name
a) orthographicprojection b) sectional c) workingdrawings d) dimensioning
valuable skills you canacquire in metal workis 85. One of the most
a) how to readthe circumferencerule b) the formationof a positivesafety attitude milling machine c) expertnessin the use of the d) how to readthe metal gage
374 Appendix E, continued
Identify the numbered lengths on the ruler illustrated below by selecting the proper length listed on the right.
0%, a)3/4" F4 87 b)1 15/16" c)13/16" d)2 S/16" e)2 7/8"
1 2 3
Match the tool on the left with its pxoperfastener on the right.
88.
89.
90.
37S ACHIEVEMENT TEST
ELECTRO-MECHANICAL INSTALLATIONAND REPAIR CLUSTER
LEVEL 1
told to do so. Do not open thisbooklet until you are
name,address, On your SEPARATEANSWER SHEET print your
information in the proper spaces and other requested
then wait forfurther instructions.
bo NOT MAKE ANY MARKSIN THIS BOOKLET
Cluster ConceptProgram
Industrial Education
1967-1968
376 Appendix F, continued
Each of the questions or incomplete statements listed below is followed by severa/ possible answers. Choose the answer that best answers the question or completes the statement. Fill in the correct space on your separate answer sheet (A,B,C,D, OR E). Make certain the number-of the question corresponds with the number you are filling in on your answer sheet.MARK ALL ANSWERS WITH A SOFT PENCIL - FILL IN THE SPACE COMPLETELY.
APPLIANCE SERVICING
1. A good conductor
a) has a lot of planetary electrons b) has a lot of free electrons c) is always a compound d) will not permit electrons to flow through it easily
2. Some examples of good insulators are
a) silver, copper, gold, and aluminum b) glass, mica, wood, plastic, procelain, rubber c) salt water, steel, tungsten d) none of the above
3. Electromotive force is
a) measured in watts b) measured in ohms c) measured in amperes d) measured in volts
4. An ampere is
- a) the unit of potential difference b) one coulomb of electrons persecond c) the unit of rate, or intensity, of currentflow d) the unit of resistance
5. An ohm is
a) one millionth of a megohm b) 1,000 milliohms c) the unit of resistance d) the unit of conductance
6. How many arperes will a roasterthat has a re.t:istance of 15 ohms and is connected to a 120 volt power sourcedraw?
a) 8 b) 12 c) 16 d) 20 377 Appendix F, continued
Assuming there is nochange in resistance due toheat, a device 7. draw 10 amperes that has a resistanceof 22 ohms and is rated to must be connected to a sourceof power rated at how manyvolts?
a)110 b)115 c)210 d)220
volt source has a 8. A device that draws6 amps from a 120 resistance of how manyohms?
a) 20 b) 30 c) 40 d) SO
complete is called 9. A circuit that is not a) a short circuit b) an open circuit c) a grounded circuit d) a series circuit
each other 10. If both sides ofthe circuit touch
a) it is called ashort circuit b) you would get ashock if youtouched the device c) the resistanceof the circuitwould increase d) all of the dbove
touch the frameof a device,the device 11. If you get ashock when you
a) -aas a short b) is grounded c) is open d) will not operate becomes shorted of many in aseries circuit 12. If one device
a) none of thedevices willwork that will b) the shorteddevice is the only one have a voltagedrop across it will have more c) each of theother devices current thannormal will have more d) each of theother devices voltage dropthan normal
378 Appendix F, continued
13. A tramsformer that has a single tapped coil is called
a) an isolation transformer b) an autotransformer c) a ballast d) a step-down transformer
14. A group of copper bars embedded in a laminated iron cylinder and shorted together at each end with a copper or aluminum ring is called a
a) universal armature b) field winding c) squirrel cage rotor d) single phase armature
15. A tap is used for
a) threading a bolt b) drilling a hole c) threading a hole d) tightening :1 bolt
16. The device used to turn down commutators is an
a) arbor press b) bench vice c) pedestal grinder d) metal lathe
17. If you must work on any electrical equipwrI whenmoisture is present, and the equipment must remainenergized, what should you do
a) stand on a good insulator b) use insulated tools c) wear insulated gloves d) all of the above
18. If the points on a switch controlling acircuit become shorted
a) nothing will work in thecircuit b) the circuit cannot be turnedoff c) the circuit cannot be turned on d) the resistance of the circuitwill be reduced
379 Appendix F, continued
19. If one of the branches of aparallel circuit becomes shorted
a) it will blow a fuse b) the circuit resistance willbe reduced to zero c) the short would have to belocated with a self-powered test instrument d) no current will flowthrough the good devices
20 The type of motorused in a kitchenblender is
a) shaded-pole motor b) universal motor c) smaller motor than a mixer d) larger motor than amixer
21. Electric mixers usually
a) use the governor typeof speed control b) have less differentspeeds than the blender c) use the tapped-fieldmethod of speed control d) use the adjustablebrush method of speedcontrol the trouble may be 22. If the motor runsjerkily in a series of spurts,
a) shorted capacitor b) open speed controlresistor c) speed control set toolow d) points weldedtogether
types of splices 23. Idenfity the following
a) Knotted tap splice b) Western Union splice c) Pigtail splice
. d) Tap splice
a) Pigtail splice 24. b) Tap splice c) Western Unionsplice d) Common Tal. splice
380 Appendix F, continued
25. Which is the correct method of connecting a wire undera terminal screw?
0014 40911k 20.1 liti21111117%) ku
A
To measure current the meter in thediagram below is connected in 26.
a) parallel meter b) series
current 27. What type of meter would be used to measure
a) ammeter b) voltmeter c) ohmmeter d) watt meter
in the diagram belowis connected in 28. To measure voltage the meter
a) parallel
b) series
be used in the diagram apove 29. What type of meter would
a) ammeter b) voltmeter c) ohmmeter d) wattmeter
381 Appendix F, continued
30. a) combination pliers b) straight pliers c) eiectricans pliers d) diagonal cutters e) channelloeh pliers
a) wood screw b) cap screw c) machine Screw d) stove bolt Swam e) sheet metal screw
a) grommet b) lock washers c) solderless connectors d) flat washers e) shake washer
41,
a) stillson wrench b) pipe wrench c) torque wrench d) adjustable wrench e) combination wrench Appendix F, continued
34. a) alligator clips b) high voltage probe c) continuity tester d) battery clips e) wire connectors
35. a) wire connectors b) solderless terminals c) battery clips d) alligator clips e) terminal strips
36. a) wire nut b) solderless terminals c) alligator clip d).binding post e) test clip
37. a) soldering gun b) soldering iron c) soldering copper d) spot welder e) welding gun
383 alfalbarlommaratriturowl.S.aias.'
Appendix F, continued
RADIO AND TELEVISION
38. A television tuner operates atfrequencies
a) the same as a superheterodine radio b) from SO to 200 times higher than abroadcast radio receiver c) lower than a broadcast radio receiver d) none of the above
39. Most tuner failures are
a) in the balum coil b) caused by tube failure c) faulty filters and traps d) mechanical
is working 40. To determine if the oscillator
a) check plate of oscillatorwith a .01 M F D capicator b) watch for horizontal thinlines on the raster c) check for a negativevoltage on grid of mixer d) check the coupling condenser
is operating properly 41. To determine_if the mixer
a) check plate voltage b) observe the raster forthe presence of "snow" c) check for a lightedfilament d) none of the above
would be to 42. Areliable method ofChecking the RF amplifier
a) touch or scratchthe antenna terminal b) listen to the soundfor defects c) check for negativevoltage on test pointof tuner d) scratch plate ofoscillator
for the I F strip is 43.The key check point
a) I F filtercapicator b) video detectorload resistor c) 1st. I F platevoltage (depending on the d) 2nd. or 3rd. I Fplate voltage number of I F circuits
suspeCt for a weak fly backpulse is a 44. The most likely
a) vertical outpattube b) horizontal outputtube c) AGC amplifier d) none of these
384 Appendix F, continued
45. The key test point in troubleshooting the verticaloscillator is the
a) coupling capacitator b) grid of the vibrator c) grid of the oscillator tube d) Sync output
46. The purpose of the AFC system is to
a) provide smooth DC voltages to horizontal oscillator b) control feedback signal c) greater positive plate voltage d) maintain 15,750 cycles to grid of horizontal output
47. With the Sync separator tube rouoved and the sides of the picture crooked, trouble would be
a) oscillator b) ABC c) video 1F d) flyback transformer
48. The function of the vertical sweep circuit is to
a) operate the vertical hold control b) generate a 60 cycle signal that will produce a sawtooth current in the vertical deflection coils c) operate height control d) provide voltages for retrace blanking
49. In order for a tube to conduct
a) control grid must be negative b) filament mast reach a high temperature c) cathode must be positive d) the plate must be positive
50. Maximum brightness and minimum contrast will enable the serviceman to
a) check the CRT b) see vertical retrace lines c) observe blanking d) observe syncpulses
has output of 51. The high voltage rectifier in black and white receiver
a) 12000 to 16000 volts b) 10,000 to 25;000 c) 8,000 to 16,000 d) 12,000 to 25,000
385 Appendix F, continued
have a voltage reading of 30 52. A circuit under test is found to and a resistance of 120 ohms - the currentshould be
a) 2.5 amps b) .5 amps c) .25 amps d) 1.5 amps
53. rhe boost voltage at the dampershould be approximately
a) SOO V + b) 800 V + c) 600 V + d) 700 V +
54. The bias voltage at thehorizontal oscillator will be
a) - 2 volts b) + 2 volts c) - or + 2 volts d) none of these
55. The bias voltage at thehorizontal output will be
a) - negative b) + positive c) may be either + or - d) .none of the above
bands of red, black,and green would have 56. A resistor color a resistanceof
a) 20 ohms b) 200 ohms c) 200,000 ohms d) 2 le:Ilion ohms
386 11111r-_----fareassaastrarriamskr-,-,
Appendix F, cantinued yellow yellow yellow
1
57.
The value of the resistor above is
a) 44 K ohms b) 440 K ohms c) 44,000 K ohms d) K ohms
58.
12 A
The total resistance inthe figure above is
a) 12 ohms b) 6 ohms c) 3.6 ohms d) 3.2 ohms 1 =3 amp
59. I = 0.2 amp
En the figure above 12isequal to
a) 2.0 amps b) 2.4 amps c) 2.8 amps d) 3.0 amps
387 Appermix F, continued
60. a) battery charger b) tube tester c) oscilloscope d) amprobe e) VOM
a) wheat.stone bridge 61. b) signal generator c) oscilloscope d) power supply e) multi-meter
a) signal generator 62. "4-1:47 b) power supply 0.0.6 c) oscilloscope to. d) tube tester 0.44441iiiiiraW e) amprobe j ) Eck,
I AL 9
63. a) VOM b) uni-probe c) power supply d) transitor tester e) amprobe
388 Appendix F, continued
Identify the parts indicated in the picture below. Place your answer opposite the number of the part onthe answer sheet.
65 a) CRT b) yoke c) electron beam d) high voltage connection e) raster
a) transformer b) diode tube 69 _L c) antenna T d) capacitor e) reiistor
:
389 Appendix F, continued
AIR CONDITIONING REFRIGERATION
Pressure is defined asthe: 72.
a) atmosphere b) weight or force perunit area c) volume of a gas d) gauge reading the desired To stop theunit fromrefrigerating when 73. must provide meansto: temperature hasbeen readhed, one
e.) turn thethermostat warmer b) stop the motor c) defrost thecooling unit d) close thecabinet door.
the: 74. The rangecontrol adjusts
a)cut-out temperature b)cut-in temperature cut-in temperature c)both cut-out and d)differential temperature domestic refrigerators floats have beendiscontinued on 73. Low-side becausethey require
a)too muchrefrigerant b)too much space c)too much spaceand refrigerant d)too muchservice the use ofthe: detected in a Freonsystem by 76. Leaks are
a) soap and watertest b) oil test c) ammoniaswab test d) halide lamptest
detector isthe 77. The mostsensitive leak
a) halidelamp test b) electronicdetector c) soap and water d) ammoniaswab
390 Appendix F, continued
73. The best solder for sweating copper joints is
a) 50-30 solder b) resin core c) acid core d) silver solder
79. Air in the systemproduces a
a) low suction pressure b) high suction pressure c) low discharge pressure d) high head pressure
80. Refrigerators should always be charged by adding refrigerant into the
a) high side of the cycle b) low side of the cycle c) either side, it makes no difference d) compressor
81. The purpose of the condenser in the refrigeration system is to
a) remove water b) maintain proper pressure c) prevent gas from escaping d) remove heat
82. Bubbles in the liquid line indicate that there is
a) air in the system b) a shortage of refrigerant c) too much refrigerant d) nothing is wrong
83.Moisture in a Freon- 12 system will
a) not harm the unit b) cause a refrigerant leak c) freeze in the refrigerant control orifice, eventually clogging it d) form sulphurous acid from the indoor area
84. The recommended device used to clean motor control contact points is a
a) power grinder b) emery cloth c) oil stone d) fine file
391 Appendix F, c ttinued 1 6
85. The function of the evaporatoris to
a) reject heat fromth t. system b) increase the densityof the refrigerant c) meter the flow ofrefrigerant through the system d) absorb heat from theair or water surroundingit
86. The hermetic compressoris normally serviced in
a) the field b) the shop c) by replacing it d) with a monkeywrench and screwdriver
residence it is 87. In calculating thecooling load for a necessary todetermine
a) the heat lossin BTU b) the heat gainin BTU c) the size of theheating plant d) the amount ofhot later consumed perday
88.
a) conduit bender b) pipe cutter c) fuse puller d) wire skinner
392 Appendix F, continued
89.
a) wire skinner b) wire cutter c) B-X armor cutter d) cable ripper
90.
a) vice grips b) box wrench c) pipe wrench d).adjustable wrench
91.
a) flaring tool b) tubing bender c) tap wrench d) combination wrench
393 Appendix F, continued
TYPEWRITER
92.What escapements requiresynchronization?
a) 10, 12 srRce b) 12, 16 space c) 16, 10, 12 space d) 6, 8, 14, 16 space
93.The machine is in six o'clockposition when:
a) the backspace keylever isheld down b) the fixed dog is holdingescapement c) the loose dog is straight upand down with a tooth of escapement wheel d) during tabulation
Fold-A4Aatic is to: 94. The purpose of the
a) feed paper intocarriage b) control line lock c) disengage ribbon drive d) inspect and cleaninternal parts
95. Line lock operates during
a) typing or tabulatinginto the right margin b) typing into leftmargin c) carriage returninginto left margin d) backspacing intoright margin
is in the rightmargin, one of the 96. When the carriage following can beoperated:
a) space key b) type bar c) backspace key d) none of theabove mechanism is to allow: 97. The purpose ofthe margin release margin only a) the operator tobypass the right and left margins b) the operator tobypass the right margi74 only c) the operator tobypass the left bars d) the operator torestore jammed type Appendix F, continued
98. When the space key is held down, carriagemovement is prevented by:
a) loose dog b) fixed dog c) line lock d) backspace pawl
99. The purpose of the ribbon drive clutch assemblies isto:
a) release ribbon drive during tabulation b) release ribbon drive during use of carriage release levers c) allow ribbon drive clutch shaft to rotate counterclockwiseonly d) allow ribbon drive clutch shaft to rotate clockwise only
100. During tabulation the ...ibbon drive shaft
a) is disengaged b) rotates counterclockwise c) rotates clockwise d) drives left ribbon spool
101. The ribbon will not raise when
a) selector is in red position b) selector is in center position c) selector is in black position d) selector is in stencil position
102. When would both ribbon reverse plungers be down?
a) when both ribbon spools are empty b) when both ribbon spools are half full c) when right spool is empty d) when left spool is empty
103. When the touch control regulator lever is down
a) the ribbon will not raise b) the keyboard will be linelocked c) the keyboard will have the heaviest touch d) the keyboard will have the lightest touch
104. The tabulator blade will stop movement of the carriage when contacting:
a) a set tabulator stop b) the loose dog c) the fixed dog d) the tabulator brake
395 Appendix F, continued
105. The tabulator brakedoes not operate:
a) during longtabulator operations b) during typing c) during anytabulation operations d) during shorttabulation operations
elite space machines canbe set: 106. Tabulator stops on
a) at odd carriagescale positions b) at any carriagescale position c) at even carriagescale positions d) with tabulatorclear key
depressed 107. When the tabulatorkey is fully
a) tabulatorbrake will not operate b) carriage willnot move c) loose dog willbe holding thecarriage d) ribbon will notdrive
shaft rotates 108. The ribbon driveand reverse return a) clockwiseduring carriage return b) counterclockwiseduring carriage c) counterclockwiseat all times d) clockwise atall times
toggle is lockedto thefront: 109. When tne ribbon reverse
a) ribbon willnot drive wind ribbon b) left ribbonspool will wind ribbon c) right ribbonspool will d) ribbon isdisengaged occasional escapement adjusting plateprevents an 110 The line lock lock up: before contactingthe a) if an escapementtrip occurs right margin stop at releases theescapement wheel b) when theloose dog left margin c) when escapementis normal if a tripshould occur d) in finepitch machines, when machineis linelocked to theleft? tension to movethe carriage lll. What supplies return a) operator,during carriage b) main spring c) tabulatorfriction brake d) backspacepawl
396 APPENDIX G
(SCHOOL H)
CONSTRUCTION CLUSTER
STUDENT OCCUPATIONAL CHOICES
N = 12
First Choice Second Choice Third Choice OCCUPATIONS pre post pre post .pre post
CARPENTER 7* 8* 1 1 2 0
AIR CONDITIONING 0 0 1 0 0 0
ASSEMBLER 1 0 0 0 0 0
ELECTRICIAN 1 0 2 1 0 1
MASON 2 0 0 1 1 0
MACHINIST 1 2 1 0 0 1
BUSINESS MACHINE 0 SERVICEMAN 0 1 1 1 1
SHEET METAL WORKER 0 0 0 0 1 1
3 PAINTER 1 0 4 3 2
4 PLUMBER 1 0 0 0 S
HOME APPLIANCE 0 0 SERVICEMAN 0 0 0 1
RADIO AND TV I SERVICEMAN 1 1 2 3 1
WELDER 0 0 1 1 1 1
NNW
*Number of students selectingeach ocCupation on pre and post-measures.
397 Appendix GI continued
(SCHOOL C)
CONSTRUCTION CLUSTER
STUDENT OCCUPATIONAL CHOICES N=11
First Choice Second Choice Third Choice OCCUPATIONS pre post pre post .pre post
CARPENTER 2* 4* 3 3 0 1
AIR CONDITIONING 0 0 1 0 0 1
ASSEMBLER 0 0 0 1 0 0
ELECTRICIAN 0 0 0 1 2 1
MASON 2 3 4 2 1 0
MACHINIST 1 0 0 1 1 1
BUSINESS MACHINE SERVICEMAN 1 0 0 0
SHEET METAL WORKER 1 0 0 1 0 2
PAINTER 1 0 2 0 3 1
PLUMBER 0 0 1 0 1 3
HOME APPLIANCE SERVICEMAN 0 0 0 0 2 0
WELDER 2 2 0 2 0 1
aim
*Number of students selecting each occupation on pre and post-neasures.
398 Appendix G, continued
(SCHOOL A)
CONSTRUCTION CLUSTER
STUDENT OCCUPATIONALCHOICES
N =15 =1111 First Choice Second Choice Third Choice OCCUPATIONS prepost pre post pre post
3 1 1 CARPENTER 8* 9* 3
0 0 0 AIR CONDITIONING 0 0 0
0 0 0 0 ASSEMBLER 0 0
2 3 7 ELECTRICIAN 3 2 1
1 1 4 MASON 0 2 S
1 2 2 0 MACHINIST 1 1
BUSINESS MACHINE 0 0 0 0 SERVICEMAN 0 0
SHEET METAL 0 0 0 3 WORKER 0 0 0 4 3 1 PAINTER 0 1 0 2 1 0 PLUMBER 1 0
HOME APPLIANCE 1 0 0 0 1 SERVICEMAN 0
RADIO AND TV 0 0 2 0 0 SERVICEMAN 0 4 1 2 0 WELDER 1 1
post-measures. *Number of studentsselecting eachoccupation on pre and
399 Apperdix G, continued
,
(SCHOOL L)
CONSTRUCTION CLUSTER
STUDENT OCCUPATIONAL CHOICES
N=9
First Choice Second Choic:e Third Choice OCCUPATIONS pre post pre post pre post
CARPENTER 1* 0* 1 3 3 1
AIR CONDITIONING 0 0 1 1 0 1
ASSEMBLER 0 0 0 0 0 0
ELECTRICIAN 2 3 0 0 1 1
MASON 4 4 2 2 0 1
MACHINIST 0 0 1 0 0 0
BUSINESS MACHINE SERVICEMAN 0 0 0 0 0 1
SHEET METAL
WORKER . 0 0 0 0 0 0
PAINTER 2 3 2 1 1 2
PLUMBER 0 0 1 1 1 2
HOME APPLIANCE SERVICEMAN 0 0 0 0 1 0
RADIO AND TV SERVICEMAN 1 0 1 1 1 2
WELDER 0 0 3. 0 1 2
*Number of students selecting each occupation on pre and post-me9snres.
400 Appendix Gs continued
(SCHOOL J)
METAL FORMING AND FABRICATION CLUSTER
ETUithNT OCCUPATIONAL CHOICES
N=-t.
First Choice Second Choice Third Choice OCCUPECIONS pre post pre post pre post
CARPENTER 1* 1* 1 3 2 5
AIR CONDITIONING 1 0 2 1 0 1
ASSEMBLER 0 0 0 1 3 1
ELECTRICIAN 2 1 1 2 0 0
MASON 0 0 1 0 1 2
NACH1NIST 6 7 4 1 1 3
BUSINESS MACHINE SERVICEMAN 0 I 0 0 2 1
SHEET METAL 2 WORKER 1 0 2 4 1
PAINTER 0 0 0 1 0 0 0 PLUMBER 0 0 0 0 0
HOME APPLIANCE 0 SERVICEMAN 0 0 0 0 1
RADIO AND TV 0 0 SERVICEMAN 0 I 0 2
4 1 WELDER 4 5 4 1
'',..11..1111=11..
*Number of studentsselecting eachourwpation on pre and post-measures.
401 Appendix G, continued
(SCHOOL F)
METAL FORMING AND FABRICATION CLUSTER
STUDENT OCCUPATIONAL CHOICES
N = 15
--- First:Choice Second Choice ThirdChoice
OCCUPATIONS MM110.1 prepost pre post pre post
CARPENTER 0* 0* 0 0 0 1
AfR CONDITICNING 0 3 3 4 0 2
ASSEMBLER 0 0 2 1 1 0
.. ELECTRICIAN 1 1 3 3 1
MASON 0 0 0 0 1 0
MACHINIST 5 5 3 0 1 3
BUSINESS MACHINE SERVICEMAN 0 1 1 0 0 1
SHEET METAL WORKER 1 1 1 3 4 2
PA NTER 0 0 1 0 0 1
PLUMBER 0 0 0 0 0 0
HOME APPLIANCE SERVICEMAN 0 0 1 0 0 2
RADIO AND TV SERVICEMAN 1 0 1 0 2 3
WELDER 7 4 1 4 3 0
*Number of students selecting each occupation on pre and post-measures.
402 Appendix G, continued
(SCHOOL E)
METAL FORMING AND FABRICATION CLUSTER
STUDENT OCCUPATIONAL CHOICES
N = 9
First Choice Second Choice Third Choice OCCUPATIONS pre post pre post pre post
41MMMINI01114
CARPENTER 1* 1* 1 3 2 0
AIR CONDITIONING 0 0 0 1 1 0
ASSEMBLER 0 0 0 0 0 0
ELECTRICIAN 0 1 1 0 1 1
MASON 1 0 0 1 0 1
MACHINIST 2 1 2 1 0 3
BUSINESS MACHINE SERVICEMAN 0 1 3 0 1 0
SHEET METAL WORKER 1 0 0 0 0 0
PAINTER 1 3 0 0 2 1
PLUMBER 0 0 1 0 0 1
HOME APPLIANCE SERVICEMAN 1 0 0 1 0 0
RADIO AND TV SERVICEMAN 2 0 0 2 2 1
WELDER 0 2 1 0 0 1
*Number of students selecting each occUpation on preand post-neasures
403 Appendix G, continued
(SCHDOL G)
ELECTRO-MECHANICAL CLUSTER
STUDENT OCCUPATIONAL CHOICES
N = 5
First Choice Second Choice Third Choice OCCUPATIONS pre post pre post pae post
CARPENTER 0* 2* 1 0 0 0
AIR CaNDITIONING 0 0 0 1 2 1
ASSEMBLER 0 0 0 0 0 0
ELECTRICIAN 1 2 1 0 1 0
MASON 0 0 1 2 1 0
MACHINIST 0 0 1 0 0 1
BUSINESS MACHINE SERVICEMAN 0 0 0 0 0 0
SHEET METAL WORKER 0 0 0 0 0 1
PAINTER 0 0 0 0 0 0
PLUMBER 0 0 0 0 0 1
HOME APPLIANCE SERVICEMAN 0 0 1 0 1 1
RADIO AND TV 0 SERVICEMAN 2 1 0 2 0 0 WELDER 2 0 0 0 0
*Number of students selectingeach occupation on pre and post-measures.
404 Appehdix G, continued
(SCHOOL M)
ELECTRO-MECHANICAL CLUSTER
STUDENT OCCUPATIONAL CHOICES N=10
First Choice Second Choice Third Choice OCCUPATIONS pre post pre post pre post
0 0 CARPENTER 1* 0* 1 1
2 3 AIR CONDITIONING 1 2 2 1
0 0 ASSEMBLER 0 0 0 1
1 ELECTRICIAN 2 3 1 1 2
0 0 MASON 0 0 0 0
1 0 MACHINIST 1 2 2 0
BUSINESS MACHINE 2 1 1 SERVICEMAN 0 0 1
SHEET METAL 0 0 1 WORKER 0 0 0
0 1 0 4 PAINTER 0 0
0 0 0 0 PLUMBER 0 0
HOME APPLIANCE 1 2 2 1 SERVICEMAN 0 0
RADIO AND TV 2 1 1 : SERVICEMAN 4 3
0 1 0 0 WELDER 2 0
pre and post-measures. *Number of studentsselecting each occupation on
405 APPENDIX H
(SCHOOL A)
CONSTRUCTION CLUSTER
PREPARATIONAL MODES IDENTIFIED AS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPT STUDENTS N=15
STUDENT OPINION First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
COMPLETE HIGH SCHOOL 12* 5* 0 3 0 2
ON-THE-JOB TRAINING 1 5 6 6 3 0
JOB CORPS 0 0 0 0 0 0
'NIGHT SCHOOL 1 0 0 0 1 I
ARMED FORCES 0 2 2 2 1 5
TECHNICAL INSTITUTE 1 1 1 0 2 1
EVENING WORK 0 0 .2 2 5 3
APPRENTICESHIP 0 2 3 2 2 2
SUMMER SCHOOL 0 0 0 0 1 0
COMMUNITY COLLEGE 0 0 1 0 0 0
OTHERS: SPECIFY 0 0 0 0 0 0
*Number of students selecting each preparational mode on pre and post measures.
406 Appendix HI continued
(SCHOOL C)
CONSTRUCTION CLUSTER
PREPARATIONAL NODES IDENTIFIED AS MOST IMPORTANTFOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPT STUDENTS N=11
STUDENT OPINION First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
COMPLETE HIGH SCHOOL 11* 7* 0 0 0 1
ON-THE-JOB TRAINING 1 1 4 3 4 1
JOB CORPS 0 0 1 0 2 2
NIGHT SCHOOL 0 0 0 1 0 0
ARMED FORCES 0 0 0 1 2 0
TECHNICAL INSTITUTE 0 0 2 1 0 0
EVENING WORK 0 0 2 0 1 1
APPRENTICESHIP 0 0 2 2 1 1
SUMMER SCHOOL 0 0 0 1 1 3
COMMUNITY COLLEGE 0 2 1 0 0 3
OTHERS: SPECIFY 0 0 0 0 0 0
*Number of students selecting each preparational mode on pre and post measures.
407 Appendix H, continued
(SCHOOL E)
CONSTRUCTION CLUSTER
PREPARATIONAL MODES IDENTIFIED AS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUS1MR CONCEPT STUDENTS
N = 9
STUDENT OPINION First Choice Second Choice Third Choice PREPARATIONAL MODES
pre post pre post pre post
COMPLETE HIGH SCHOOL 8* 9* 0 0 0 0
ON-THE-JOB TRAINING 0 0 1 2 3 1
JOB CORPS 0 0 0 0 1 0
NIGHT SCHOOL 0 0 0 0 2 0
ARMED FORCES 1 1 1 2 0 0
TECHNICAL INSTITUTE 0 0 0 0 4 1
EVENING WORK 0 0 1 1 0 2
APPRENTICESHIP 0 0 3 3 1 3
SUMMER SCHOOL 0 0 0 0 0 0
COM4UNITY COLLEGE 0 0 4 2 0 3
OTHERS: SPECIFY 0 0 0 0 0 0
*Number of students selecting each preparationalmode on pre and post measures.
408 Appendix H, continued
(SCHOOL H)
CONSTRUCTION CLUSTER
PREPARAT1ONAL MODES IDENTIFIED.AS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPT STUDENTS
N= 15
STUDENT OPINICN First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
COMPLETE HIGH SCHOOL 7* 7* 1 0 0 1
ON-THE-JOB TRAINING 2 1 4 2 0 5
JOB CORPS 0 0 0 0 0 0
NIGHT SCHOOL 0 0 0 2 0 1
ARMED FORCES 0 0 0 0 1 0
TECHNICAL INSTrTUTE 0 0 U 0 0 0
EVENING WORK 0 0 0 2 2 1
APPRENTICESHIP 0 1 1 1 5 1
SUMMER SCHOOL 0 0 0 0 0 0
COMMUNITY COLLEGE 0 1 2 1 1 0
OTHERS: SPECIFY 0 0 0 0 0 0
*Number of students selecting eachpreparational mode an pre and post measures.
409 Appendix H, continued
(SCHOOL E)
METAL Fnl/MTNG AND FABRICATION CLUSTER
PREPARATIONAL MODES IDENTIFIED AS MOSTIMPORTANT FOR OCCUPATIONAL ENTRY BY CLUgrER CONCEPTSTUDENTS
N = 9
STUDENT OPINION
First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
0 OOMPLETE HIGH SCHOOL 3* 3* 4 1 0
2 ON-THE-JOB TRAINING 2 0 1 2 1
0 0 1 JOB CORPS 0 0 0
0 0 0 NIGHT SCHOOL 0 0 1
0 0 1 ARMED FORCES 0 0 1
0 1 2 TECHNICAL INSTITUTE 1 2 1
0 0 EVENING WORK 0 0 1 1
0 1 5 1 APPRENTICESHIP 0 1
0 0 0 0 SUMMER SCH001 0 0
0 1 1 0 COMMUNITY COLLEGE 2 0
0 0 0 0 0 OTHERS: SPECIFY 0
4AIOMILIMINMJMIMIMI1...M.A.rLMI111M11.M. mode on pre and *Number of studentsselecting each preparational post measures.
410 Appendix HI continued
(SCHOOL F)
METAL FONNING AND FABRICATIONCLUSTER
PREPARATIaNAL MODES IDENTIFIEDAS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTERCONCEPT STUDENTS
N = 15
STUDENT OPINION PREPARATIONAL MODES First Choice Second Choice Third Choice
pre post pre post pre post
COMPLETE HIGH SCHOOL 12* 11* 0 1 1 2
ON-THE-JOB TRAINING 0 1 5 7 4 3
JOB CORPS 0 0 1 1 0 2
NIGHT SCHOOL 0 0 0 0 1 0
ARMED FORCES 0 0 2 0 0 1
TECHNICAL INSTITUTE 1 0 0 0 1 2
EVENING WORK 0 0 0 0 0 2
APPRENTICESHIP 0 2 7 5 6 2
SUMMER SCHOOL 0 0 0 0 0 0
COMMUNITY COLLEGE 0 1 1 0 1 0
OTHERS: SPECIFY 0 0 0 1 0 0
*Number of students selecting each preparational modeon pre and post measuxes.
411 Appendix HI continued
(SCHOOL J)
METAL FORMING AND FABRICATION CLUSTER
PREPARATIONAI MODES IDENTIFIED AS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPT STUDENTS
N = 15
STUDENT OPINION First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
COMPLETE HIGH SCHOOL 9* 8* 3 3 0 0
ON-THE-JOB TRAINING 3 2 5 4 4 4
JOB CORPS 0 0 0 0 0 0
NIGHT SCHOOL 0 0 1 1 2 3
ARMED FORCES 0 1 2 1 1 1
TECHNICAL INSTITUTE 3 3 0 2 2 1
EVENING WORK 0 0 0 0 3 1
APPRENTICESHIP 0 0 3 0 1 3
SUMMER SCHOOL 0 0 0 0 0 0
COMMUNITY COLLEGE 0 0 1 3 2 1
OTHERS: SPECIFY 0 0 0 0 0 0
...... 11=em.mmowwwww
*Number of students selecting each preparational mode on pre and post measures.
412 Appendix H, continued
(SCHOOL G)
ELECTRO-MECHANICAL CLUSTER
PREPARATIONAL MODES IDENTIFIED AS MOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPT STUDENTS
N 5
STUDENT OPIMON
First Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
COMPLETE HIGH SCHOOL 5* S* 0 0 0 0
ON-THE-JOB TRAINING 0 0 2 0 0 3
JOB CORPS 0 0 0 0 0 0
NIGHT SCHOOL 0 0 0 0 0 0
ARMED FORCES 0 0 0 3 3 1
TECHNICAL INSTITUTE 0 0 0 0 1 0
EVENING WORK 0 0 1 1 0 0
APPRENTICESHIP 0 0 1 0 1 0
SIRMER SCHOOL 0 0 0 0 0 0
COINUNITY COLLEGE 0 0 1 1 0 1
OTHERS: SPECIFY 0 0 0 0 0 0
*Number of students selecting each preparational mode on pre and post mtasures.
413 Appendix H, continued
(SCHOOL N)
ELECTRO-WCHANICAL CLUSTER
PREPARATIONAL MODES IDENTIFIED ASMOST IMPORTANT FOR OCCUPATIONAL ENTRY BY CLUSTER CONCEPTSTUDENTS
N = 10
STUDENT OPINION FirFt Choice Second Choice Third Choice PREPARATIONAL MODES pre post pre post pre post
0 0 COMPLETE HIGH SCHOOL 8* 5* 0 1
5 5 3 ON-THE-JOB TRAINING 0 1 1
0 0 1 0 JOB CORPS 0 0
0 0 0 0 NIGHT SCHOOL 0 0
4 0 1 1 ARMED FORCES 0 0
1 1 1 TECHNICAL INSTITUTE 2 1 1
0 0 0 0 EVENING WORK 0 0
4 2 1 1 APPRENTICESHIP 0 1
0 0 0 0 SUMMER SCHOOL 0 0
0 0 1 2 COMMUNITY COLLEGE 0 0 0 0 0 0 1 OTHERS: SPECIFY 0
mode on pre and *Number of studentsselecting each preparational post measures.
414 SCHOOL A: CONSTRUCTIONAPPENDIX CLUSTER I N = 15 . STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICS YES NO NOT SURE 1. CHARACTERISTICS pre post pre post pre post 4.3.2. VerticalResidentJobsBroad preferred background advancementdisplacement available is within neededrequired throughout job available country 101416 4 1211 92 307 127 3321 21 8.7.6.5. LongPrefersOccupations range present salary require area improvement growth for living on availablejob 11 3 1010 2 13 01 11 0 251 205 10. 9. NeedsExpectsPreference broad tool oftraining and interest skill rather changesover thanmoney for specifix job 1311 3 1113 2 12 11 20 13 21 11. Job skills are more important than human relations 8 1 7 3 4 4 4 12. Status or prestige associated with job 9 1 5 2 0 4 10 13. Use job as stepping stone 2 1 7 4 1 9 7 17.15.14.16. ThereExpectsSpecializeChoose is to verticaljob stay in whose oneon mobility initialtradetechnology for jobwithin success doesn't the fieldchange 12 527 12 156 981 12 32 1527 271 Appendix I, continued SCHOOL C: CONSTRUCTION CLUSTER N = 11 CHARACTERISTICS STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICS YES NO NOT SURE 1.2. JobsResident preferred displacement available required th-coughout country pre 10 4 post 10 4 pre 40 post 31 pre 21 post 30 4.3. VerticalBroad background advancement is withinneeded job available 95 65 03 132 32 3 6.7.S. OccupationsLongPrefers range present requiresalary area improvementgrowth for livingon job available 10 16S 847 04 12 631 0253 10. 9.8. NeedsExpectsPreference broad tool oftraining and interest skill rather changesover thanmoney for specific job 67 673 217 127 42 33 13.12..11. UseStatusJob jobskills oras prestigesteppingare more associatedstoneimportant withthan jobhuman relations 47 69 042 04 423 S11 17.14.16.15. ChooseSpecializeThereExpects is job tovertical whoseinstay one ontechnology trade initial for jobdoesn'tsuccess change mobility within the field 448 4518 303 4301 43 3752 ,A.*-7,7itillifiaMONZIENWERIOMMUOMMUMUMWANWAMUMWMMUM04011; Appendix I, continued SCHOOL D: CONSTRUCTION CLUSTER N = 9 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL YES CHARACTERISTICS NO NOT SURE 1. J6s preferred-- availdble CHARACTERISTICS throughout country pre 91 post 08 pre 51 post 51 pre 03 pest 41 4.3.2. VcrticalResidentBroad background advancementdisplacement is required needed within job available 78 68 022 021 03 22 6.5.8. OccupationsPrefersLcmg range present require salary area for living improvement growth on jobavailable 4528 10 71 602 604 242 052 10. 7.9. NeedsPreferenceEnpects broad tool of training interest over money and skill rather than for specificchanges job 667 57 121 102 31 431 12.11.13. JobUseStatus skills job oras are prestigestepping more important.than stone associated with job human relations 4 1 66 051 1 634 1 15.14.17.16. ThereExpectsChooseSpecialize is tojobvertical stay whosein oneon mobilitytechnology trade for successinitial job within the fielddoesn't change 61s2 s75S 412 i041 522 043 'Appenaix 1. , -continuea N = 9 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICSSCHOOL E: METAL FORMING AND FABRICATION CLUSTER CHARACTERISTICS pre YES post pre NO post preNOT SURE post 4.2.3.1. BroadVerticalResidentJobs preferredbackground advancementdisplacement available is needed within required throughout job available country 6478 6428 1 123 024 2340 6.5.7. PrefersOccupationsLong range present requiresalary area improvement growthfor living on job available 458 683 01 021 431 412 ooI-..P 10. 9.8. NeedsExpectsPreference broad tool oftraining and interest skill rather Changesover thanmoney for specific job 671 541 028 217 03 23I 12.13.11. JO-.UseStatus skillsjob oras prestigearestepping more associatedimportantstone thanwith humanjob relations 434 45 403 231 251 31 17.16.15.14. ChooseSpecializeThereExpects isjob tovertical whoseinstay one ontechnology trademobility initial for withinjobdoesn'tsuccess the change field 136 2672 4271 521 512 221 Appendix I, continued N = 1S STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICSSCHOOL F: METAL FORMING AND FABRICATION CLUSTER 411MilrlOmr CHARACTERISTICS pre YES post pre NO post preNOT SURE post 4.3.2.1. JobsVerticalResidentBroad preferred background advancementdisplacement available is within neededrequired throughout job available country 121510 7 1314 3 106 017 420 15 ttu) 7.6.5. OccupationsLongPrefers range require salary growthimprovement on job available present area for living 14 48 14 78 051 21 61 065 10. S.8. NeedsExpectsPreference broad tool training ofand interest skill rather changes over than money for specific job 1311 1 13 83 12 01 122 25 12.11.13. UseStatusJob jobskills oras prestigesteppingare more associatedstoneimportant withthan jobhuman relations 1110 6 1012 9 20 403 743 231 17.16.14.15. ChooseExpectsSpecializeThere job isto verticalwhosestay in one ontechnology initialtrademobility for job doesn't withinsuccess theChange field 10 36 1012 07 10 43 5082 2516 73 Appendix I, continued N = 5 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICS SCHOOL G: ELECTRO-MECHANICAL CLUSTER CHARACTERISTICS pre YES post pre NO post preNOT SURE post 4.3.2.1. VerticalResidentJobsBroad preferred background advancementdisplacement available is 17,adedwithin required throughout job available country 242 314 231 021 101 211 CD 7.6.S. OccupationsLongPrefers range present requiresalary area improvementgrowth for livingon job available 432 432 02 21 210 70 10. 9.8. NeedsExpectsPreference broad tool oftraining and interest skill rather changesover thanmoney for specific job 331 430 041 013 210 1 12.11.13. UseJobStatus jobskills asor steppingareprestige more stoneimportantassociated than with human job relations 323 314 21 1 1 013 17.14.16.15. ThereChooseSpecializeExpects is job verticalto inwhosestay one onmobility technologytrade initial for within jobsuccessdoesn't the changefield 403 2045 0312 301 02 0 Appendix I, continued 1, Coe, N=15 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTACS SCHOOL H: CONSTRUCTION CLUSTER CHARACTERISTICS pre YES post pre NO post preNOT SURE post 3.2.1. VerticalResidentJobs preferred advancementdisplacement available within required throughout job available country 11 0 1210 5 150 062 0 0 6.5.4. OccupationsPrefersBroad background present require area is growth neededfor livingon job 1212 8 658 10 43 03 402 .; 8.7. PreferenceLong range ofsalary interest improvement over money available 12 0 11 2 11 0 80 01 21 tv$... 10.lt. 9. NeedsJobExpects skillsbroad tool trainingare and more skill ratherimportant changes than than for humanspecific relations job 111211 10 8 0 1I 01 31 13.12. UseStatus job oras prestigestepping associatedstone with job 87 49 130 250 42 3 17.16.15.14. ChooseSpecializeThereExpects isjob to vertical whoseinstay one ontechnology trade mobilityinitial for jobwithindoesn'tsuccess the change field 1011 12 469 lO 61 632 401 12 Appendix I, continued N=15 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL CHARACTERISTICSSCHOOL J: METAL FORMING AND FABRICATION CLUSTER CHARACTERISTICS pre YES post pre NO post preNOT SURE post 4.1.3.2. JobsVerticalResidentBroad preferred background advancementdisplacement available is within neededrequired throughout job available country 101410 4 101114 4 216 261 0345 5032 6.S.7. LongPrelersOccunations range present salary require area improvement growthfor living on job available 1311 1213 7 012 02 124 632 ts4 10. Q.8. NeedsExpectsPreference broad tool training ofand interest skill rather changes over than money for specific job 1110 2 12 2 92 10 0 234 3 11.13.12. UseStatusJob jobskills Oras prestigesteppingare more associatedstoneimportant withthan jobhuman relations 1110 6 1110 6 02 41/ 743 53 17.15.14.16. ThereExpectsChooseSpecialize is to jobvertical stay inwhose oneon mobilitytechnologyinitialtrade for jobwithin successcoesn't the changefield 14 47 11 593 8710 0871 3671 2563 Appendix I, continued N = 10 STUDENT RESPONSES TO SPECIFIED OCCUPATIONAL SCHOOL M: ELECTRO-MECHANICAL CLUSTER CHARACTERISTICS CHARACTERISTICS pre YES post pre NO post preNOT SURE post 2.1. JobsResident preferred displacement available required throughout country 10 1 10 81 160 026 02 02 .P 4.3. VerticalBroad background advancement is withinneeded job available 7 6 13 32 10 31 wt.a 6.5.8.7. PrefersOccupationsPreferenceLong range present requiresalaryof interestarea improvement growthfor overliving on moneyjob available 3978 10 543 603 025 101 031 10. 9. NeedsExpects broad tool training and skill rather changes than for specific job 4 6 453 452 13 012 11.13.12. UseStatusJob jobskills oras prestigestep:Angare more associatedstoneimportant withthan jobhuman relations 515 48 62 41 3N 21 17.16.15.14. SpecializeThereExpectsChoose is tojobvertical instay whose one on trademobilitytechnology for withinsuccess doesn't the changefield initial job 1457 515 5814 4821 12 413 or 6000 (mg. 9-66) DEPARTMENT OF HEALTH. EDUCATION.AND WELFARE ERIC ACCESSION NO. (TOP) ERICREPORT RESUME
CLEARMIGHOUSE IS DOCUMENT COPYRI ACCESzION NUmielER RESUME DATE I P.A. T.A. YES U NOIll
ERICREPRODUCTION RELASE?EGHTED? viES Ba No 0 001 08-31 68 I TITLE _ 100 The Implementation and Further Development of Experimental Cluster Concept 101 Programs through Actual Field Testing and Evaluation at the Secondary 102 School Level. ormriumm 103 _...... _.. PERSONAL AUTHORM) _ 200 Maley, Donald and Mietus, Walter S. INSTITUTION (SOURCE) 0lege Pk.TSOURCE CODE 300 University of Maryland, Department of Industrial Education, Md. 310 REPORT/SERIES NO. GA VX03 0THER SOURCE SOURCE CODE
320 ----..... 330 OTHER REPORT NO. OTHER SOURCE SOURCZ CODE
340 ----..--...... 350 OTHER REPORT NO. 400 PUBL. DATE 08 31 6ACONTRACT/GRANT NUMMSRProject 7-0853; Grant No.utG -18- PAGINATION. ETC. 0008531865 (085) 500 423 pages 501 RETRIEVAL TERMS 600 Research Vocational Education 601 Cluster Concept Programs in Vocational Education 602 Effects of Vocational Education on Students 603 Evaluation and Implementation of Cluster Cancept Programs 604 605 606 ItriNTIFIERS 607 Electro-Mechanical; Constriction; Metal Forming 4 Fabrication Clusters ABSTRACT 800 The Cluster Concept Program (C.C.P.) in vocational education had its basis in 801 three years of continuous curriculum development and research. The C.C.!"% was aime. 802 at the preparation of youth for entry level capability in a variety of related rath- 803 than a specific occupation. A rationale was developed from research findings of 804 various disciplines. The C.C.P., a program for the eleventh and twelfth grades was 805 designed to enhance an individual's potential employability by virtue of offering a 806 wider range of entrance skills and articulation across several occupational areas. 807 The pretest/posttest type design with four control and four experimental con- 808 struction cluster groups, four control and four experimental metal fabrication 809 cluster groups, and three control and experimental electro-mechanical clustor group- 810 was used to obtain an estimate of the effectiveness of the programs. 811 Newly developed achievement tests, rating scales, inventories, check lists, an. 812 standardized tests were used to obtain an estimate of changes in selected cognitive 813 affective and psychomotor behaviors. Varying degrees of attaining the objectives 814 of the first year of the C.C.P. were observed.Significant gains in cognitive 815 abilities of eight experimental groups with only modest gains in two groups were 816 observed. Increased flexibility of occupational preferences and broadened interest 8t7 found. Each field operation was eva-aated in terns of tasks performed by the 818 physical facilities, ..,..2. r and the student, administrative support, equipment, 819 cAlmunity acceptance.This research made it evident that the C.C.P. has the 820 potential of becoming a vigorous, alternate-form of vocational education. 821
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