Rethinking Remedial Education and the Academic-Vocational Divide

Autor/in	Rose, Mike
Titel	Rethinking Remedial Education and the Academic-Vocational Divide
Quelle	In: Mind, Culture, and Activity, 19 (2012) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
DOI	10.1080/10749039.2011.632053
Schlagwörter	Educational Research; Research Methodology; Remedial Instruction; Academic Education; Vocational Education; Unified Studies Curriculum; Barriers; Performance Factors; Special Programs; Change Strategies; Educational Change; Curriculum Evaluation; Educational Policy; Educational Practices; Developmental Studies Programs; Educational Philosophy; School Readiness; United States + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Förderkurs; Akademische Bildung; Ausbildung; Berufsbildung; Kombinationsstudiengang; Leistungsindikator; Sonderpädagogische Förderung; Lösungsstrategie; Bildungsreform; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Politics of education; Bildungspolitik; Bildungspraxis; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungsphilosophie; Erziehungsphilosophie; Readiness for school; School ability; Schulreife; USA
Abstract	In the United States and in other countries as well there are a number of government and philanthropic initiatives to help more people, particularly those from low-income backgrounds, enter and succeed in postsecondary education. These initiatives typically involve remedial education (because a significant number of students are academically underprepared) and vocational or occupational education (called Career and Technical Education in the United States) because many students elect an occupational pathway. On the remedial front, policy makers are calling for reform of remedial education, for it has proven to present various barriers to degree completion. On the CTE front, policy makers want more academic work integrated into career courses believed to better prepare students for the demands of the new economy. But both remediation and CTE emerge from and carry with them assumptions about knowledge and learning that limit their effectiveness, and these assumptions are reinforced by institutional structures and status dynamics and by the forces of social class. This article (based on a talk given at the American Educational Research Association) examines these assumptions with the goal of moving beyond them. It also offers some reflection on the research methodology best suited to explore such complex social topics as remediation and occupational education. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10