A Time to Every Purpose: Integrating Occupational and Academic Education in Community Colleges and Technical Institutes.

Autor/inn/en	Grubb, W. Norton; Kraskouskas, Eileen
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	A Time to Every Purpose: Integrating Occupational and Academic Education in Community Colleges and Technical Institutes.
Quelle	(1992), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; College Faculty; College Programs; Community Colleges; Course Organization; Curriculum; Curriculum Development; Integrated Curriculum; Teacher Attitudes; Teaching Methods; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Fakultät; Studienprogramm; Community college; Community College; Course organisation; Kurskonzept; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	Given recent Federal Government and business community emphasis on integrated vocational and academic education, a telephone survey of community colleges was made to explore what forms such integration is taking. Information was gathered through telephone contact with 45 community college officials recruited through a mailed questionnaire to a randomly selected sample of 295 community colleges and institutes and 4 site visits. The results indicated a variety of approaches to integrating occupational education; these were summarized as eight models: (1) general education requirements; (2) applied academic courses; (3) cross-curricular efforts--incorporating academic skills in occupational programs; (4) incorporating academic modules in expanded occupational courses; (5) multidisciplinary courses combining academic perspectives and occupational concerns; (6) tandem and cluster courses and learning communities; (7) colleges-within-colleges; and (8) remediation and English-as-a-Second-Language (ESL) programs with an occupational focus. Barriers to integration included disciplinary specialization, the status difference between occupational and academic instructors, lack of leadership for curriculum reform, and independent divisions in colleges. However, benefits were also cited, such as increasing student competencies and integrating the faculty. (Contains 69 references.) (KC)
Anmerkungen	NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-251: $3).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01