Washington School-to-Work Evaluation. Volume II: Case Study Report.

Autor/in	Owens, Thomas R.
Institution	Northwest Regional Educational Lab., Portland, OR. Education and Work Program.
Titel	Washington School-to-Work Evaluation. Volume II: Case Study Report.
Quelle	(1995), (207 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstracts; Academic Education; Career Development; Case Studies; Counseling Services; Education Work Relationship; Educational Cooperation; Educational Needs; Educational Policy; Educational Practices; Financial Support; Integrated Curriculum; Models; Noncollege Bound Students; Outcomes of Education; Partnerships in Education; Program Development; Program Implementation; Program Improvement; School Business Relationship; School Counseling; Secondary Education; Statewide Planning; Student Evaluation; Teacher Participation; Vocational Education; Washington + Suchen Sie Ihr Suchwort? Abstract; Akademische Bildung; Berufsentwicklung; Case study; Fallstudie; Case Study; Education; cooperation; Kooperation; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungspraxis; Finanzielle Förderung; Analogiemodell; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Programmplanung; School counselling; Pädagogische Beratung; Sekundarbereich; Planwirtschaft; Schulnote; Studentische Bewertung; Ausbildung; Berufsbildung
Abstract	School-to-work programs (STW) at 10 sites throughout Washington (Bethel, Camas, Central Valley, Columbia River, Goldendale, Grand Coulee Dam, Issaquah, Metlow Valley, Sumner, and Wenatchee) were examined through the following activities: reviewing background documents, interviewing key educators, observing academic and technical classes, conducting focus groups with 6-9 STW students, and worksite visits. The study was designed to identify the following: STW programs's efforts to meet state-mandated objectives; ways programs are using state funds; promising STW practices; preliminary impacts on students' academic and vocational skills and employability; ways business, industry, and labor are participating in STW; and needed changes in legislation/program policy. Most districts visited were beginning to articulate a vision of STW programming and motivate people (including academic and occupational teachers and community members) to work together to achieve that vision. The following areas were identified as needing improvement: failure to communicate the integrated and systemic nature of STW to all parties; slow pace of tying STW to tech prep and postsecondary options; and inattention to sustaining STW beyond reliance on special state funds. (Appended are the following: lists of program sites, STW coordinators, and study team, and evaluation advisory team members; interview questions; site visit instruction guide; and abstracts summarizing programs at 44 STW sites.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC