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B. June Schmidt
Curtis R. Finch
Susan L. Faulkner
Jerry Kandies
Virginia Polytechnic Institute and State University
National Center for Research in Vocational Education
University of
California at Berkeley
2030 Addison Street, Suite 500
Berkeley, CA
94704
Supported by
The Office of Vocational and Adult Education
U.S.
Department of Education
December, 1995
FUNDING INFORMATION
| Project Title: | National Center for Research in Vocational Education |
|---|---|
| Grant Number: | V051A30003-95A/V051A30004-95A |
| Act under which Funds Administered: | Carl D. Perkins Vocational Education Act P.L. 98-524 |
| Source of Grant: | Office of Vocational and Adult Education U.S. Department of Education Washington, DC 20202 |
| Grantee: | The Regents of the University of California c/o National Center for Research in Vocational Education 2030 Addison Street, Suite 500 Berkeley, CA 94704 |
| Director: | David Stern |
| Percent of Total Grant Financed by Federal Money: | 100% |
| Dollar Amount of Federal Funds for Grant: | $6,000,000 |
| Disclaimer: | This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. |
| Discrimination: | Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws. |
The cases are based on recent research completed for the National Center for Research in Vocational Education on teachers' roles in the integration of vocational and academic education. Through the use of interview procedures, the study documented experiences of vocational and academic teachers, principals, other administrators, and counselors who had successfully implemented the integration in their schools. In developing the cases, actual names and locations have not been used and the situations have been adapted as needed to present basic concepts and concerns related to the integration.
The cases are organized into four functional themes: (1) Cooperative Efforts, (2) Curriculum Strategies, (3) Instructional Strategies, and (4) Administrative Practices and Procedures. The themes emerged from experiences described by the individuals interviewed. The first three themes represent stages of development teachers experience as they implement the integration. The Administrative Practices and Procedures theme provides examples of administrative actions that impact the teacher efforts both positively and negatively.
By field testing the case studies in a variety of workshop and classroom settings, with both prospective and practicing educators, insight was gained into how the cases may be used most effectively. More than a dozen different instructors and more than four hundred participants used the cases. From their input, suggestions are provided for understanding purposes the cases can serve, selecting appropriate cases, and managing the instructional setting.
A Chart of Cases is provided. For each case, the chart contains the title, type of school setting, teaching areas included, and a brief description. The chart is particularly useful in gaining an overview of the cases and in selecting cases that relate to particular needs. The cases are valuable in programs for graduate students, prospective teachers, and practicing professionals. The basic guideline for use of the cases is that they be employed to enhance and improve educational practice.
The various schools and universities that field tested the cases are, likewise, commended for their active participation. These institutions included North Carolina State University; Oklahoma State University; University of Georgia; University of South Florida; Virginia Polytechnic Institute and State University; University of Missouri-Columbia; Temple University; Guam Community College; Carver Career Center, Charleston, West Virginia; and North DeSoto High School, Stonewall, Louisiana.
And, finally, our task was made much easier because of the high-quality work completed by project staff members at the NCRVE Virginia Tech Site. These persons included Margaret Moore and Jacqueline Perry, graduate research assistants, and Alva Burnette and Eileen Keeney, project secretaries. As authors, we assume full responsibility for the content of the cases and the supporting materials in this publication.