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CENTERWORK IN PRINT AND ONLINE

NEW PRODUCTS

The following new reports are available from the NCRVE Materials Distribution Service. You may order these documents by phone (800) 637-7652, by e-mail, NCRVE-MDS@wiu.edu, or by sending your request and/or purchase order to: NCRVE Materials Distribution Service, Western Illinois University, Horrabin Hall 46, Macomb, IL 61455.

Executive summaries and/or full text of recent NCRVE publications are available electronically on NCRVE's various online services. If a document is available at our Web site, the online location is listed underneath the pricing information in this article. To connect to NCRVE's World Wide Web site, point your WWW browser to <http://ncrve.berkeley.edu/>. (Note: electronic addresses given are enclosed in <angle brackets> to set them off from the text. Do not include the brackets when typing the addresses on your computer.)

MONOGRAPHS

A Sourcebook for Reshaping the Community College: Curriculum Integration and the Multiple Domains of Career Preparation. Volume I: Framework and Examples. Volume II: Samples of Career Preparation Innovations--N. Badway, W. N. Grubb

Much confusion exists over the ways in which community colleges can address workforce preparation while fulfilling traditional educational goals. A Sourcebook for Reshaping the Community College clarifies this issue by identifying seven "domains of competency" that synthesize (1) the needs expressed by employers, (2) the skills students need to progress through postsecondary education and the labor market, and (3) the knowledge that educators have always wanted for their students. The authors also discuss implementation strategies that have proven successful. Volume II offers exemplary curricula from community colleges and technical institutes across the nation. Educators at all community colleges and technical institutes will find this sourcebook useful in planning and implementing workforce development reforms.

MDS-782 October 1997 $17.50

(Volumes I and II are sold as a set. They cannot be sold separately.)
<http://ncrve.berkeley.edu/abstracts/MDS-782/>

Case Studies of Urban Schools: Portrayals of Schools in Change--T. R. Wermuth, C. Maddy-Bernstein, T. E. Grayson

Reform is a long and difficult process in which new challenges are encountered daily. How do schools succeed in changing? These "case studies of success" offer a close look at how four comprehensive urban high schools have handled school reform (tech prep and integrated curriculum) in which vocational education is a key element. The findings underscore the need for adequate time built into the school day for restructuring activities; teamwork across departments and outside the school; support from faculty and district administrators; and ongoing commitment to change. (As the authors note, "restructuring activities, once undertaken, appear never to end.") Implications for educators involved in reform, and suggestions for future research, are discussed.

MDS-958 January 1998 $6.00
<http://ncrve.berkeley.edu/abstracts/MDS-958/>

Connecting College and Community in the New Economy? An Analysis of Community College Faculty-Labor Market Linkages--D. Brewer, M. Gray

America's two-year colleges play a pivotal role in providing millions of students with the education and training they need for success in the modern economy. Strong connections between community colleges and local labor markets are necessary for the success of this mission; and, spurred by federal and state legislation, community colleges have recently sought to improve these connections. Faculty, as well, have long provided links to the labor market through their interaction with employers or membership in local organizations. Effective links can play a critical role in shaping program offerings and content, as well as in job placement for graduates. This study shows that although faculty recognize the importance of strong labor market linkages, competing time demands and lack of institutional support result in ad hoc and informal connections remaining the norm. The authors offer a number of practical suggestions for strengthening connections between faculty and their local labor markets and communities.

MDS-1084 November 1997 $10.00
<http://ncrve.berkeley.edu/abstracts/MDS-1084/>

Current Status of Diversity Initiatives in Selected Multinational Corporations--R. M. Cordova-Wentling, N. Palma-Rivas

The purpose of this study was to provide information on the status of the diversity process in U.S.-based multinational corporations that are committed to addressing diversity in the workplace. Eight diversity managers/directors at multinational corporations in Illinois were asked to provide information on their diversity initiatives; the planning, implementation and evaluation of the initiatives; factors assisting in their success; barriers; and future plans. The study revealed that an evolutionary pattern exists for diversity initiatives that has evolved from affirmative action to international diversity. Multinational corporations display a high degree of sophistication in their diversity initiatives, and are doing much more than required by law. It appears that these initiatives will become even more important in the future.

MDS-936 January 1998 $12.00
<http://ncrve.berkeley.edu/abstracts/MDS-936/>

Designing the Thematic Curriculum: An All Aspects Approach--C. R. Finch, N. R. Frantz, M. Mooney, N. O. Aneke

To help today's students achieve their full potential and compete in the 21st century workplace, educators are moving away from the "assembly line" model of curriculum and towards curriculum organized around one broad theme. In this study, the authors identify curriculum that emphasizes the long-term "thematic" process, describe why this long-term emphasis is beneficial, and offer suggestions on designing thematic curricula. Interviews with schools which use long-term curricula are offered as examples on how a school can implement a thematic curriculum. "All aspects of the industry," a concept from recent federal legislation, is one theme around which curriculum can be designed. The eight sections of the guide parallel stages in the curriculum design process. Five appendices include a wide range of examples and suggestions to assist in the creation of high-quality thematic curricula.

MDS-956 November 1997 $14.75

Designing Classrooms that Work: Conception and Pilot Study--C. Stasz

The NCRVE site at RAND designed a "mini-sabbatical" to help teachers learn how to make the curricular and pedagogical changes implied by school-to-career reforms (such as a focus on "generic" skills and "real-world" applications). The mini-sabbatical leads teachers through both planning and teaching new curricula, as well as assessing the effectiveness of instruction. This report presents findings from a pilot study of the mini-sabbatical with seven teachers and 50 students. Along with its companion document, MDS-963, which describes the mini-sabbatical, this report will interest curriculum developers, teacher trainers, and educators engaged in school-to-career programs, including career academies, cooperative education, or school-based enterprise.

MDS-964 December 1997 $6.00
<http://ncrve.berkeley.edu/abstracts/MDS-964/>

Designing Classrooms that Work: Teacher Training Guide--K. Ramsey, C. Stasz, T. Ormseth, R. Eden, J. Co

Designing Classrooms that Work guides teachers and trainers through a six-week "mini-sabbatical" on how to make the changes implied by reforms to integrate vocational and academic education and to improve the school-to-career transition. The program leads teachers through both planning and teaching new curricula, as well as assessing the effectiveness of instruction. Extensive appendices include a reading list, a job study tutorial, data collection forms, an overview of assessment strategies, and a guide for participating students. Whether the mini-sabbatical format is used or not, Designing Classrooms that Work is a rich staff development guidebook. Everyone involved in school-to-career programs--including career academies, cooperative education, school-based enterprises, and career focus schools--will find this report a mine of ideas and activities.

MDS-963 October 1997 $20.00

Developing Comprehensive Student Services Systems in Secondary Schools--Z. Burac Matias, C. Maddy-Bernstein

Student services are all school programs, from career planning to child-care assistance, designed to facilitate learning and the successful transition of students to work and further education. This publication is a hands-on guide for educators interested in redesigning or developing student services. Because each school district is unique, the report does not offer specific solutions, but rather, simple, practical steps educators can use to create a system that will meet their school's needs. The authors provide examples of effective programs, along with a list of possible contacts. This guide builds on NCRVE's Student Services: Achieving Success for All Secondary Students (MDS-1007).

MDS-1092 November 1997 $5.50
<http://ncrve.berkeley.edu/abstracts/MDS-1092/>

Diversity in the Workplace: A Literature Review--R. M. Cordova-Wentling, N. Palma-Rivas

This report summarizes and synthesizes the literature on diversity in the workforce, supplying information that can be used in developing new approaches that fit the specific needs of individual organizations. The report includes the following sections: the changing society and workforce; reasons organizations are managing and valuing diversity; types of training; conducting needs assessments; how to select a trainer; challenges and obstacles of diversity training; characteristics of effective diversity training programs; evaluation of diversity training; and future trends in the field. A glossary of terms and a video list are also provided.

MDS-934 January 1998 $10.00
<http://ncrve.berkeley.edu/abstracts/MDS-934/>

Facilitating School-to-Work Transition: Teacher Involvement and Contributions--B. J. Schmidt, C. R. Finch, M. Moore

How can teachers become more effective in school-to-work transition? Deep-rooted tradition has led many teachers to view school-based learning as separate from work-based learning. To meet the school-to-work goal of moving from isolated programs to a system that helps large numbers of students, teachers must be provided with opportunities to gain school-to-work-related knowledge, instructional expertise, and associated attitudes needed to collaborate in effective ways with employers and the community. The authors conducted nearly 200 interviews with educators and workplace and community representatives from successful school-to-work sites around the country. Extensive quotations from these interviews bring the issues to life. Many practical strategies for integrating work-related learning into the curriculum are described. This document is an excellent resource for those working to enable school-to-work to fulfill its potential.

MDS-938 November 1997 $12.00
<http://ncrve.berkeley.edu/abstracts/MDS-938/>

Importance of On-the-Job Experiences in Developing Leadership Capabilities--J. J. Lambrecht, C. R. Hopkins, J. Moss, Jr., C. R. Finch

Successful leadership is often thought to rest on a combination of raw talent and formal training. The premise of this study is that on-the-job experiences are invaluable in the development of effective leaders. The authors draw on findings from the corporate world, as well as on over six years of NCRVE leadership research and development, and discuss the implications of their study for current training practice. Questions asked of study participants included:

Vocational education professionals who have not had the opportunity to attend formal leadership programs, as well as those actively involved in leadership education, will find this document especially relevant.

MDS-814 November 1997 $6.50
<http://ncrve.berkeley.edu/abstracts/MDS-814/>

Integrating Academic and Industry Skill Standards--T. Bailey

In the last decade, standards have become an increasingly important part of education reform. Educators have created standards for many academic subject areas, and employers and educators are working to develop industrial and occupational standards. So far, the two sets have been developed independently. This document advocates integrating academic and industry skill standards, arguing that this will strengthen both academic preparation and preparation for work. Sample curricula generated by academic and industry skill standards are presented, along with a framework for the increased coordination between academic and vocational teachers and industry representatives necessary for the creation of integrated standards. Educators and policymakers interested in the controversial issue of standards will find Bailey's perspective useful.

MDS-1001 November 1997 $5.50
<http://ncrve.berkeley.edu/abstracts/MDS-1001/>

Learning How to Learn at Work: Lessons from Three High School Programs--C. Stasz, T. Kaganoff

Work-based learning has become an increasingly popular part of the effort to redefine the relationship between school and work and to help youth make the transition from school to employment. However, relatively little is known about the quality of work-based learning programs in schools today, in terms of the type of worksites that provide work-based learning, or the skills and knowledge that students acquire. Through case studies of three high school programs, this report describes the characteristics of teaching and learning in work-based learning, and identifies how the work context supports or hinders both. Program designers and other practitioners involved with work-based learning will find the report stimulating and informative.

MDS-916 January 1998 $9.00
<http://ncrve.berkeley.edu/abstracts/MDS-916/>

Linking the NCTM Standards to School-to-Work Reform--V. M. Hernández-Gantes, L. A. Nieri

The National Council of Teachers of Mathematics (NCTM) has offered a vision of math reform in a set of standards for curriculum, evaluation, teaching, and assessment for K-12 mathematics. Can these standards be linked to school-to-work reforms? The authors studied four promising programs which are working to bridge the two movements. They offer a framework for linking the NCTM standards to curriculum that makes use of math in realistic contexts. As the authors discovered, this linkage is best understood as a far-reaching enterprise involving restructuring of curriculum, instruction, assessment, and ultimately, organizational changes which can support more active collaboration efforts between instructors.

MDS-922 December 1997 $8.50
<http://ncrve.berkeley.edu/abstracts/MDS-922/>

Meeting Teachers' Professional Development Needs for School-to-Work Transition: Strategies for Success--C. R. Finch, B. J. Schmidt, M. Moore

Recent large-scale reforms such as tech prep and school-to-work present teachers with a range of complex new tasks and responsibilities. These may include developing and teaching collaborative curricula, participating in school-based management, and functioning as members of school/community/workplace teams. This document summarizes professional development activities that can prepare teachers to succeed at these new responsibilities. Quotations from educators, administrators, and business and community representatives vividly describe the different activities and their effects on teachers and students alike. Teachers interested in professional development that will increase their effectiveness in school-to-work transition programs will find a wealth of ideas in this report.

MDS-939 October 1997 $6.00
<http://ncrve.berkeley.edu/abstracts/MDS-939/>

School to Work, College and Career: A Review of Policy, Practice, and Results 1993-1997--M. Urquiola, D. Stern, I. Horn, C. Dornsife, B. Chi, L. Williams, D. Merritt, K. Hughes, T. Bailey

This comprehensive report synthesizes the literature on school-to-work programs since 1993, the last year NCRVE published a review of that literature. School to Work, College and Career describes the following:

The authors make it clear that school-to-work, far from being a unitary concept, is a term that stands for a set of complex and varied initiatives. School to Work, College and Career portrays the school-to-work movement in all its diversity, successes, and ongoing struggles. Policymakers, educators, employers, and researchers involved with school-to-work will find the report a rich source of information.

MDS-1144 December 1997 $22.00
<http://ncrve.berkeley.edu/abstracts/MDS-1144/>

School-to-Work Opportunities in the Middle School: Concepts and Issues--C. R. Finch, M. Mooney

A number of middle schools have begun using school-to-work activities to help their students make a connection between learning, the workplace, and their future life. Finch and Mooney sought answers from educators and professional associations about the match between school-to-work and the developmental needs of students in grades six through eight. These interviews led the authors to conclude that school-to-work activities have the potential to meet these students' developmental needs in new and exciting ways; to enhance their career awareness; to improve their transition to high school; to serve at-risk students better; and to support systemic school reform. Greater communication between middle schools and the school-to-work community will enable school-to-work to benefit more students.

MDS-1096 December 1997 $8.50
<http://ncrve.berkeley.edu/abstracts/MDS-1096/>

Tech Prep/ School-to-Work Partnerships: More Trends and Challenges--D. D. Bragg, P. A. Puckett, W. Reger IV, H. S. Thomas, J. Ortman

This report analyzes local tech prep programs in terms of their goals, outcomes, state of implementation, and, in particular, their connections to school-to-work programs. Some evidence, such as the expansion of work-based learning and of connections between business and education, indicate that effective partnerships often exist between tech prep and school-to-work. The 1994 predecessor to this report, MDS-714, noted promising trends in the progress of tech prep, such as well-established articulation agreements and high levels of support for the approach. These trends are still active; however, there are lingering challenges. The most important challenges appear to be extending tech prep to the postsecondary level; a lack of clarity about tech prep's fundamental purpose; and inadequate instructor preparation to integrate academic and vocational curriculum. This report, which includes local coordinator recommendations for federal and state policy, will bring educators up-to-date on the progress of tech prep implementation.

MDS-1078 January 1998 $12.50
<http://ncrve.berkeley.edu/abstracts/MDS-1078/>

REPRINTS AND WORKING PAPERS

Transition of Minority Youth into the Work Place--R. M. Cordova-Wentling

This article examines diversity initiatives and other factors that assist and support the successful transition of minority youth into the workplace. This study used in-depth, open-ended telephone interview with a group of twelve diversity experts located throughout the United States. The findings include (1) diversity initiatives that are most likely to assist and support the successful transition of minority youth into the work place, (2) key goals that should be advocated for minority youth who are making the transition into the workplace, and (3) criteria for identifying diversity sensitive work-based learning sites or companies that assist in the successful transition of minority youth into the workplace. Reprinted from the Journal for Vocational Special Needs Education, Vol. 19, No. 2.

MDS-1163 Reprint Series $2.00

A Grounded Theory of Essential Attributes of Quality Education-for-Work Curriculum--M. A. Ellibee

This study identified essential attributes of quality education-for-work curriculum and developed a curriculum typology, resulting in a grounded theory. The typology focused on program and classroom levels. Essential attributes were then associated with both levels. The typology contributed to the grounded theory of contextualized education-for-work curriculum involving (a) mutual support among specific curriculum elements, (b) infusion of the elements to enhance learning environments, (c) group or collective participation as a fundamental component of curriculum deliberations, and (d) a systems approach employed to achieve the previous three points. Findings suggest that the development of quality education-for-work curriculum can be enhanced by the identification, integration, and affirmation of specific curriculum attributes within the learning environment. Reprinted from the Journal of Vocational Education Research, Vol. 22, No. 1.

MDS-1176 Reprint Series $2.50

Grubb's Case for Compromise: Can "Education Through Occupations" Be More?--D. D. Bragg

For the past decade, Norton Grubb's work on the integration of academic and vocational education has defined the debate surrounding the future of vocational education in the United States. At both the secondary and postsecondary levels, Grubb has described the uneasy relationships that continue to exist between academic and vocational education. This article examines exactly what Grubb's "education through occupations" means. It argues that Grubb's apparent endorsement of traditional academics as the centerpiece for education neglects the rich history and particular strengths of vocational education.

MDS-1177 Reprint Series $2.50

Learning to Monitor Lifelong Learning--D. Stern, M. Delci, B. Gendron, I. Paik, K. Yutaka

Lifelong learning is increasingly necessary to enable individuals to keep up with changing conditions at work, to meet new challenges in family and civic life, and to make the most of new possibilities for self-fulfillment in the information age. Educational policymakers are therefore seeking to adapt institutional arrangements to increase educational participation and achievement. This study examines information on lifelong learning in France, Japan, Korea, and the United States, describing the particular policy priorities and institutional strengths in each country.

MDS-1162 Working Paper $27.00

Gleanings--Focus on Professional Development: Excerpts from Recent Reports

by Damaris Moore

In the furor around education reform, the teachers who are charged with making it happen in classrooms are often overlooked. Large-scale reforms such as tech prep and school-to-work imply new responsibilities for teachers, and professional development which will enable them to succeed at these responsibilities is necessary. NCRVE has published an array of documents on this theme, three of which are excerpted below. Among other things, these studies emphasize that professional development efforts must be tailored to the needs of individual schools, and that a long-term commitment from schools is necessary for these efforts to succeed. Educators involved in school-to-career programs will find these NCRVE reports a wealth of ideas and activities. N.B. Selections have been slightly edited.

from Designing Classrooms that Work: Teacher Training Guide by Kimberly Ramsey, Cathleen Stasz, Tor Ormseth, Rick Eden, and Jennifer Co (MDS-963)

Almost universally, America's teachers have been trained to teach curricula that are school-based and subject-specific. But federal legislation and school reformers are urging that teachers develop and teach curricula that focus on "generic" skills, such as problem-solving and teamwork, integrate vocational and academic education, and emphasize "real world" applications, especially applications found in the workplace. Unfortunately, most teachers are being asked to change their practice without the requisite knowledge or the means for acquiring it. To make use of the workplace as context for learning, teachers need: (1) knowledge of work and work practice; (2) a new model for classroom design and instruction; and (3) the opportunity to learn and apply both.

The mini-sabbatical provides teachers with a unique opportunity to learn about today's workplace and draw meaningful connections between workplace and classroom. The goal of the mini-sabbatical is to enable teachers to acquire skill and behaviors that will: (1) increase their knowledge of work practice; (2) help them create a high-quality, integrated curriculum that incorporates both domain-specific (e.g., academic, technical) and generic (e.g., problem-solving, communication skills); (3) help them design classrooms that promote authentic learning; and (4) help them develop assessments that provide meaningful feedback to students and the teacher.

In order to accomplish this, teachers participating in the mini-sabbatical will:

from Meeting Teachers' Professional Development Needs for School-to-Work Transition: Strategies for Success by Curtis B. Finch, B. June Schmidt, and Margaret Moore (MDS-939)

Described in this document are various ways the professional development needs of vocational and academic teachers who are preparing to engage in school-to-work transition activities can be met. Neither a prescribed set of tasks to be followed nor specific steps to be taken are provided. Instead, details are given about various professional development activities and their impact from the perspective of school personnel and workplace representatives. During our visits to eleven exemplary school-to-work community sites in 11 different states, we rapidly recognized that teachers' professional development needs in school-to-work transition environments are much more complex than what is needed in traditional educational settings. We also observed that each of the sites visited had its own context, agendas, and policies. This meant teachers' professional development needs in different communities might vary as a function of the particular setting. Thus, professional development activities focusing on school-to-work transition are often unique to a given locale.

At these sites, we had discussions with almost 200 people including teachers of vocational and academic subjects; educational administrators and counselors; and business, industry, and community representatives. People we interviewed at these school-to-work sites supported the notion that for professional development to have a positive impact on teachers and their students, the development process must be both comprehensive and long term. This process requires that a major investment be made in professional development that prepares both vocational and academic teachers for their involvement in school-to-work transition.

An additional focus is on the many professional development practices that can assist teachers in their professional development. Most of these practices are described in the words of teachers who participated in them or others who were aware of teachers engaged in different professional development practices. To aid in identifying promising professional development practices, they have been organized into the following 13 themes:

  1. Involving students in workplace experiences
  2. Gaining work experience
  3. Visiting the workplace
  4. Taking coursework
  5. Participating in conferences
  6. Learning through students
  7. Learning through student organizations
  8. Obtaining materials and equipment from the workplace
  9. Reading in the teaching area
  10. Participating in school-sponsored professional development activities
  11. Interacting with workplace representatives
  12. Participating in professional organizations
  13. Learning among and from other teachers

from Facilitating School-to-Work Transition: Teacher Involvement and Contributions by B. June Schmidt, Curtis R. Finch, and Margaret Moore (MDS-938)

Our results support the need for both vocational and academic teachers to be well-prepared for conducting school-to-work transition activities. Not only must teachers be skilled at teaching but they should also be able to forge and maintain linkages between the school and the workplace. When we sought to align teachers' activities that contribute to school-to-work success with the characteristics they need to conduct these activities, we soon found that the task was complex. Employing a matrix, we identified teacher characteristics that contribute to each of the activity areas. To do this, we selected and described those characteristics that had the best fit with each of the ten activity areas. The matrix offers more detailed information about the knowledge, attitudes, and competence teachers must have to be effective contributors to students' school-to-work transition.

The study results have implications for four target groups: (1) practicing teachers, (2) prospective teachers, (3) administrators, and (4) persons in the workplace.

Practicing teachers of both vocational and academic subjects can benefit from examining the findings and assessing their own knowledge, attitudes, and competence through comparison with what is needed for school-to-work transition success. Teachers will also find extensive support for the importance of work in students' lives and the valuable contributions work experiences can make to each and every student.

Prospective teachers can also benefit from the study findings. Teacher educators can use the discussion matrix to orient prospective teachers so they learn about important school-to-work activities. Discussion can help prospective teachers learn about characteristics they will need to conduct school-to-work activities successfully.

Administrators who review the findings and accompanying discussion should quickly recognize the importance of involving all teachers in school-to-work activities and providing school-to-work opportunities for all students.

Persons in the workplace should gain insight into the complexities teachers confront when conducting school-to-work activities. It is also important that persons in the workplace who will collaborate with school-to-work efforts learn about teachers' concerns regarding school-to-work transition and understand how they can help teachers to conduct successful school-to-work activities.

PRODUCTS ONLINE

by David Carlson

Executive summaries and/or full text of recent NCRVE publications are available electronically on NCRVE's various online services. In addition, the Web version of the NCRVE Products Catalog has been redesigned to allow more flexible searching and to provide links to all available executive summaries, full-text, and related readings. Check out the new features at <http://ncrve.berkeley.edu/prodcat.html>.

Some of our new documents have been published in paper and online simultaneously. In those cases, the location of the online version is listed underneath the pricing information in the New Products article. Listed below are some documents which were published earlier in a paper version, and have been added to the Web in the last five months.

To connect to NCRVE's World Wide Web site, point your WWW browser to <http://ncrve.berkeley.edu/>. (Note: electronic addresses given below are enclosed in <angle brackets> to set them off from the text. Do not include the brackets when typing the addresses on your computer.)

FULL-LENGTH REPORTS

NEWSLETTERS AND OTHER SHORT PUBLICATIONS

Keep up with the NCRVE Website

Would you like to get a short email message whenever new publications and features become available on the National Center for Research in Vocational Education Website?

If so, send an email message to ncrve-www-announce@ncrve.berkeley.edu, and put the word SUBSCRIBE in the subject line of the message. About 360 people were on the list at the end of March.

David Carlson manages electronic communications for NCRVE's Dissemination Program.

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