Career Academies as Smaller Learning Communities. In Brief: Fast Facts for Policy and Practice. [Report No.: NDCCTE-20

Autor/in	Wonacott, Michael E.
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Career Academies as Smaller Learning Communities. In Brief: Fast Facts for Policy and Practice. [Report No.: NDCCTE-20
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Attendance; Block Scheduling; Career Academies; Career Education; Class Size; Classroom Environment; Cooperative Planning; Dropout Prevention; Dropout Rate; Educational Policy; House Plan; Integrated Curriculum; Noncollege Bound Students; Outcomes of Education; Partnerships in Education; Program Implementation; School Business Relationship; Secondary Education; Stakeholders; Teacher Collaboration; Vocational Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Anwesenheit; Block teaching; Blockunterricht; Stundentafel; Berufsakademie; Arbeitslehre; Klassengröße; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Sekundarbereich; Lehrerkooperation; Ausbildung; Berufsbildung
Abstract	Facts on career academies are provided for local school board members, superintendents, other district administrators, and building administrators. The facts are divided into three categories. The category title or the fact is followed by the numbers of the references on which that category or fact is based. The section called Components of Career Academies lists block scheduling, common teacher planning time, occupational focus, integrated academic and vocational curriculum, and partnerships with business. The section called Outcomes When Students Attend Career Academies includes these facts: higher student satisfaction, attendance, grade point averages, course credits earned; lower absenteeism and dropout rates; and improved postsecondary-related outcomes. The section called Guidelines for Implementations lists these facts: the career academy must be organized as a separate, distinct, and autonomous unit; it must have its own vision, culture, and environment; it must build students' academic and skills through a complete curriculum; and all stakeholders must be committed to the career academy and students' success. These implications are made: career academies should be implemented to improve high school incomes of noncollege-prep students, and policymakers and building administrators should provide leadership, resources, and support required for full participation. (Contains 18 references.) (YLB)
Anmerkungen	NDCCTE Product Sales Office, Ohio State University, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-678-6011, ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Fax: 614-292-1260; e-mail: ndccte@osu.edu. For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in-brief 20/index.asp. For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in-brief 20/inbrief20-learncomm.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01