An Investigation of Curriculum Integration in a Vocational School Setting: A Qualitative Study

Autor/in	Quinn, Tammy T.
Titel	An Investigation of Curriculum Integration in a Vocational School Setting: A Qualitative Study
Quelle	(2013), (76 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9516-2
Schlagwörter	Hochschulschrift; Dissertation; Integrated Curriculum; Vocational Education; Vocational Schools; Qualitative Research; Communication Skills; Problem Solving; Technological Literacy; High Schools; Postsecondary Education; Academic Achievement; Personal Narratives; Interviews; Observation; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Qualitative Forschung; Kommunikationsstil; Problemlösen; Technisches Wissen; High school; Oberschule; Post-secondary education; Tertiäre Bildung; Schulleistung; Erlebniserzählung; Interviewing; Interviewtechnik; Beobachtung; Ausbilder
Abstract	Employers are requiring that high schools give students the skills necessary for a changing 21st century global society. Entry-level employees are required to learn new skills quickly and to be able to communicate, solve problems, and work with technology. Twenty-first century skills need to be taught but schools also need to prepare students to pass state and national standardized tests at levels of proficiency and above. This current narrow focus on academic skills and student performance--primarily in reading and mathematics--as measured by standardized tests is affecting the curriculum in vocational schools. An important characteristic of vocational education is students' vocational experience. In most vocational schools, a student's day is spent in an integrated classroom experiencing learning in a vocation as well as learning in the typical academic disciplines taught in most high schools. In 1984, the Carl D. Perkins Vocational Education Act was founded and currently provides almost $1 billion a year to improve the quality of secondary and post-secondary schools. The question is how vocational schools can best meaningfully provide if not integrate vocational and academic learning. A qualitative study approach of a vocational/technical high school that attempts to relevantly integrate these two realms of learning was used to investigate this question. First person accounts, interviews, and observations were analyzed for common and discrepant themes across faculty in the school regarding these topics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01