Business Education for the Seventies. INSTITUTION Illinois State Office of the Superintendent of Public Instruction, Springfield
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DOCUMENT RESUME ED 094 204 CE 001 726 AUTHOR Woolschlager, Ruth B., Ed. TITLE Business Education for the Seventies. INSTITUTION Illinois State Office of the Superintendent of Public Instruction, Springfield. Div. of Vocational and Technical Education. PUB DATE 72 NOTE 302p. EDRS PRICE MF-$0.75 HC-$15.00 PLUS POSTAGE DESCRIPTORS *Business Education; Business Education Teachers; Career Education; College Preparation; Consumer Education; *Course Descriptions; *Curriculum Development; Curriculum Planning; *Educational Innovation; Elementary Grades; *Guides; Interdisciplinary Approach; Job Skills; Post Secondary Education; Relevance (Education); Secondary Grades; Vocational Counseling IDENTIFIERS Task Force Approach ABSTRACT The publication attempts to provide a guide for administrators, counselors, business teachers, and teacher educators which will be helping in working together to build a flexible, relevant curriculum for today's youth. It attempts to encourage a balance among courses in business education and courses which provide the college preparatory or the terminal student with a marketable skill. The need is emphasized for a rational, cooperative task force approach among departments and various educational levels to improve the total educational program. The book is divided into four parts; the first contains articles dealing with social change and educational innovation; the second develops the task force approach at every level from elementary through postsecondary and articulates between levels for business role concept. Part three comprises two-thirds of the book, presenting courses guidelines for five business career objectives, personal use skills, basic business and economic education, and cooperative and distributive programs. The final section discusses the business teacher ,as a professional. No attempt has been made to prescribe a given program; the focus suggests that effective teaching goes beyond curriculum.(AJ) BUSINESS EDUCATION FORTHE SEVENTIES U S DEPARTMENT OF HEALTH. EDUCATION &VIELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATiN0 IT POINTS OF VIEW OP OPINIONS STATED CO NOT NECESSARILY REPRE SENT OF F 1CAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Office of the Superintendent ofPublic Instruction Vocational and Technical EducationDivision Springfield, Illinois 14 (1972) (Printekl by Authority of the State ofIllinois) THE PUBLICATION COMMITTEE Dr. Ruth B. Woolschlager, Editor Northern Illinois University DeKal b Advisory Committee Editorial Committee Dr. Gerald F. Bober, ConsultantMiss Gladys Bahr Bureau of Business EducationDePaul University Chicago Public Schools Chicago Miss Beverly J. Hackett Mrs. Violet Bimm Leyden High Schools Carl Sandburg High School Franklin Park Orland Park Dr. Thomas B. Martin Fthel Harmeling Illinois State University Glenbrook South High School Normal Glenview Mrs. Cleta Whitacre Dr. Ross Lowe Marion Senior High School Western Illinois University Marion Macomb 2 CONTENTS I.ACTION FOR THE SEVENTIES 6 Changes in Human Values 7 Student-Centered Instruction Via Behavioral Objectives 8 Teaching Strategies for Differentiated Goals 9 Education for Economic Literacy 15 Education for Employment 16 Programs for Youth with Special Needs or Learning Disabilities 19 Curricular and Time Patterns for Learning 34 Accountability: Educating Students for Business as it Now Exists 40 II.A TASK FORCE APPROACH 4.4 Business Education at All Levels 45 Emerging Programs id the: Elementary School 45 Junior High School 47 Secondary School and Area Vocational Center 48 Community College 50 Four-Year Collegiate Institution 52 Private Business School 53 Articulation Between Levels in Education for Business 54 Role Concept: The Business Teacher 56 The Counselor and/or Vocational Counselor 56 The District Vocational Director 57 The School Administrator 58 !II. COURSE GUIDELINES 60 Overview BASIC BUSINESS AND ECONOMIC EDUCATION 01 Business I 65 Business II 67 Consumer Education 80 Aisiness Law 81 Economics 88 PERSONAL-USE SKILLS 94 Personal Typewriting 95 Notetaking 97 STENOGRAPHIC CAREER OBJECTIVE 102 Typewriting First Year 104 Typewriting Second Year 113 3 Shorthand First Year 117 Shorthand Second Year 129 Stenographic Office Practice 138 Machine Shorthand 144 ACCOUNTING CAREER OBJECTIVE 146 Business Mathematics 148 Accounting First Year 152 Integration of Accounting Principles and Automated Data Processing Procedures in Accounting First Year 159 Accounting Second Year 176 DATA PROCESSING CAREER OBJECTIVE 177 Introduction to Data Processing 179 Data Processing Applications 185 Introduction to Computer Programming 189 Unit Record Equipment 193 CLERICAL CAREER OBJECTIVE 200 Clerical Office Procedures 204 Office Machines 210 Business Communications 217 DISTRIBUTIVE OCCUPATIONS CAREER OBJECTIVE .224 Marketing and Distributive Education 224 COOPERATIVE VOCATIONAL OFFICE EDUCATION AND DISTRIBUTIVE EDUCATION PROGRAMS 253 IV. THE BUSINESS TEACHER AS A PROFESSIONAL 273 Creative Classroom Instruction 273 Encouragement of Student Organizations 274 Involvement in Professional Activities 275 Accrediting and Certifying Organizations 279 Pre-Service Business Teacher Preparation 285 Inservice Business Teacher Education 292 Image of Business Education in the School and Local Community 297 4 PREFACE Never before in the history of this nation has it been as vital to achieve a balance in the high school curriculum between true liberal education, consumer education and vocational edu- cation as it is today. This bulletin attempts to encourage such a balance. There are courses in business educatic.;hich are suited to all students in their effort to achieve econor,. literacy.At the same time, the bulletin describes courses which provide the college prepara- tory or the terminal student with a marketable skill. The need is emphasized for a rational, cooperative task force approach among departments and various educational levels to improve the total educational program. This publication attempts to provide a guide for administra- tors, counselors, business teachers and teacher educators which will be helpful in working together to build a flexible, relevant curriculum for youth now. Certain schools may call courses by different titles or offer a curriculum different than these guidelines describe. No attempt has been made here to prescribe a given program. The focus of this publication is to suggest that effective teaching goes beyond curriculum per se, and that learning depends on the degree of creativity, the appropriateness of method, and the professionalism of the teaching staff. Business Education for the Seventies was initiated and de- veloped under the auspices of the Illinois Business Education Association. Fe:24- MICHAEL J.BAKALIS Superintendent 5 ACTION FOR THE SEVENTIES Miss Beverly J. Hackett Advisory Committee Member Leyden High Schools Franklin Park Writers Mr. Donald Blume Dr. Vaughnie J. Lindsay McHenry High School, West Southern Illinois University McHenry Edwardsville Miss Linda Calmese Mr. Robert Miller St. Teresa Academy Consultant East St. Louis Bureau of Business Education Chicago Public Schools Mrs. Cynthia Davies Lanphier High School Miss Dorothy Munger Springfield Champaign Central High School Champaign Dr. Franklin H. Dye Chicago State College Mr. William E. Reynolds Chicago Division of Vocational and Technical Education Dr. Donald Frost Springfield Curriculum Director Leyden High Schools Dr. Robert Schultheis Northlake Southern Illinois University Edwardsville Mr. Lee Gerber Freeport Senior High School Mrs. Mary Vaughn Freeport Southern Illinois University Edwardsville Mr. Chester Johnston Vocational Technical InstituteMr. Jerry L. Wiseman Southern Illinois University Lake Park High School Carbondale Roselle M.. James N. Kleindl rreeport Junior High Freeport 6 CHANGES IN HUMAN VALUES Economic Growth and SecurityThe drive toward economic growth and security began in America more than two hundred years ago. As an individual and a collective commitment, this drive gave focus to our political, economio, sociological, and educational efforts. The resulting scientific and technological developments have led to a business-oriented society character- ized by high achievement in the production of wealth and the creation of power.In the process, the human factor has been considered largely in terms of its contributions to these achieve- ments. Social and Ecological CostsDuring the 1960's, awareness spread that the same processes that create wealth and power often are those processes that produce social ills: dehumaniza- tion and depersonalization of the individual by large institutions and mechanized processes, duplicity in advertising, pollution, and rapid destruction of natural resources. As social costs aid ecological havoc became more obvious, laige sectors of American society questioned the validity of the pragmatic test for technologi- cal development IT we can do it, we should; ifit works, it is good.Critics noted that technology can be misused, power can be abused, and that short-term expediency is not always indicative of or compatible with long-term well-beilig. Alterations in American Goals Few would advocate a return to the stark simplicities and hardships of the past. The first task, then, becomes one of setting new goals that combine the advantages derived from productive and managerial genius with more critical assessment of human and ecological effects, both immediate and long term. The second