Vocational Education and High School Graduation Requirements.

Autor/inn/en	Copa, George H.; Johnson, Marilyn A.
Institution	Minnesota Univ., St. Paul. Minnesota Research and Development Center for Vocational Education.
Titel	Vocational Education and High School Graduation Requirements.
Quelle	(1988), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Credits; Educational Needs; Educational Policy; Educational Practices; Graduation Requirements; High Schools; Required Courses; State Standards; Vocational Education; Minnesota; Ohio; Virginia; Washington + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungspraxis; Abschlussordnung; High school; Oberschule; Pflichtkurs; Ausbildung; Berufsbildung
Abstract	A study investigated the ways in which vocational education is related to high school graduation requirements in Minnesota and several other states (Ohio, Virginia, and Washington). A review of literature showed the historic development of high school graduation requirements, the role of vocational education in secondary schools today, and vocational education's relationship to graduation requirements. Data for the study were collected through extensive telephone and in-person interviews at state offices and selected local school sites in Minnesota and the other states. Review of the data revealed a variety of ways in which vocational education related to high school graduation requirements. For example, in many cases, vocational agriculture or principles of technology courses were used to meet the state-mandated science requirements. Some schools discovered problems with such an arrangement because of confusion over whether academic or vocational teachers should teach such courses. Another option was to have academic teachers teach applied mathematics, science, and communications courses, rather than use vocational courses to meet graduation requirements. Concerns were voiced in several areas that increased graduation requirements would draw students away from vocational education, unless ways were found to use vocational education to meet requirements or to rewrite requirements in terms of competencies rather than credit hours. Policy questions regarding evaluation of vocational education courses were raised. Twenty-nine references are listed; the survey form and interview protocols are appended. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC