New Directions for High School Career and Technical Education in Wyoming: A Strategic Plan

Autor/inn/en	Hoachlander, Gary; Klein, Steven; Studier, Carol
Institution	MPR Associates, Inc.
Titel	New Directions for High School Career and Technical Education in Wyoming: A Strategic Plan
Quelle	(2007), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Standards; Educational Finance; Student Participation; Articulation (Education); Technical Education; Curriculum Design; Expenditures; Strategic Planning; Delivery Systems; Career Education; Mathematics; Science Instruction; English; Social Studies; Trend Analysis; High School Students; Educational Policy; Innovation; Teacher Education; Faculty Development; Wyoming + Suchen Sie Ihr Suchwort? Bildungsfonds; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Technikunterricht; Lehrplangestaltung; Ausgaben; Strategy; Planning; Strategie; Planung; Auslieferung; Arbeitslehre; Mathematik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English language; Englisch; Gemeinschaftskunde; Trendanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung
Abstract	This report offers a plan for improving career and technical education (CTE) in Wyoming, but it is about more than just technical education. Realizing the potential of CTE to contribute to students' mastery of both academic and technical knowledge depends not only on strengthening the CTE curriculum, but also on embedding CTE in a larger program combining core academics with applied learning. It is a plan focused on preparing students for postsecondary education "and" career, both options and not just one or the other. This plan calls for breaking down the rigid separation between academic and technical instruction in high school to capitalize on students' curiosity about the workings of the modern world. And it builds on this interest to deepen their understanding of core concepts in mathematics, science, English, and social studies. This report is organized into four major chapters. Chapter 1 examines the current state of CTE in Wyoming. Recent court-ordered changes to the delivery system have provided a solid footing on which to build challenging new options for high school students, and this section briefly summarizes student participation in the system, existing state standards and assessments, program financing, and other features of the current system. Chapter 2 briefly summarizes what a system of integrated academics and CTE might look like in Wyoming, and lays out the guiding principles and core components of the pathways model. Chapter 3 outlines and analyzes the essential policy considerations for strengthening CTE in high schools and embedding it in comprehensive programs of academic and technical study. It addresses such issues as the need for more fully developed programs of study, content standards and assessment, curriculum design and integration, support of innovative delivery systems, teacher preparation and professional development, articulation with postsecondary education, and implications for school finance, including adequate funding for vocational supplies, equipment, and capital outlay. Chapter 4 offers some concluding observations and suggested next steps to guide state policymakers and educators in implementing plan recommendations. Appended are: (1) Interviews Completed; (2) Site Visits Conducted; and (3) Bibliography. (Contains 1 figure, 5 tables, and 8 footnotes.) (ERIC).
Anmerkungen	MPR Associates, Inc. 2150 Shattuck Avenue Suite 800, Berkeley, CA 94704. Tel: 510-849-4942; Fax: 510-849-0794; e-mail: info@mprinc.com; Web site: http://www.mprinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10