Integrating Academic and Vocational Education: A Model for Secondary Schools.

Autor/inn/en	Penn, Alexandra; Williams, Dennis
Institution	Association for Supervision and Curriculum Development, Alexandria, VA.
Titel	Integrating Academic and Vocational Education: A Model for Secondary Schools.
Quelle	(1996), (80 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87120-276-X
Schlagwörter	Leitfaden; Cooperative Learning; Curriculum Design; Education Work Relationship; Educational Responsibility; Elementary Secondary Education; Integrated Curriculum; Labor Force Development; Nontraditional Education; Relevance (Education); Theory Practice Relationship; Vocational Education + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lehrplangestaltung; Erziehungsverantwortung; Arbeitskräftebestand; Non-traditional education; Alternative Erziehung; Relevance; Relevanz; Theorie-Praxis-Beziehung; Ausbildung; Berufsbildung
Abstract	The two-track system that divides academic education from vocational education no longer supports students' interests. This book describes a practical approach to integrating academic and vocational education, focusing on achieving a seamlessly integrated curriculum. Chapter 1 describes the rationale of a high school program--the Cocoa Academy for Aerospace Technology (CAAT) in Brevard County, Florida--that combines aerospace technology with traditional education. Chapter 2 discusses the role of technology in education and CAAT's use of technology-learning activities (TLAs), which are hands-on, interdisciplinary, problem-solving activities. Movement toward CAAT's system of learning, called "virtual learning," is described in chapter 3. In virtual learning, students and facilitators teach each other how to learn; the curriculum blends a range of disciplines; students learn in teams; facilitators teach in teams; all problem-solving activities have real-world relevancy; and authentic assessment is used to evaluate learning objectives. Examples of virtual-learning activities are provided in the fourth chapter. Chapters 5 through 8 describe the process for developing a curriculum framework and learning objectives, the steps for writing virtual-learning activities, and ways to sustain the program. The final chapter concludes that the integrated academic-vocational curriculum is central to democracy in public schools. A glossary and 11 figures are included. (Contains 35 references.) (LMI)
Anmerkungen	Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314-1453 (Stock No. 197019; $8.95, member; $10.95, nonmember).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC