| Brief No. 3 | Fall 1996 |
. . . in programs linking education and work
To create a school climate conducive to learning with all these factors requires more than good intentions. It requires a good understanding of how teachers, administrators, staff, parents, community partners, and students work together as a community. It is also necessary to be cognizant of effective teaching methods, motivational techniques, management styles to empower key stakeholders, and ways to establish a common working vision. However, in the quest for an understanding of a dynamic and productive school climate, the voices of students have often been overlooked.
We need to listen to what students have to say about their schooling experiences as they participate in programs featuring key school-to-work principals. That is, to evaluate if we are providing an educational climate conducive to quality learning and career development, and one grounded in authentic schoolwork. In this issue, major findings are presented on building a school climate conducive to learning in systematically linked education and work programs (Hernández-Gantes, Phelps, Jones, & Holub, 1995)
Students participating in this research identified three major features of a school climate supportive of authentic, career related learning. Key features include:
| I just think that being in this Science and Technology school I can better
myself as an individual with the different lasses that are offered. I am a
freshman, and I'm already involved in learning and applying advanced
biotechnology in the laboratory. Some people don't do this until their first
year in college. Vincent |
| It's complete environment in this business program. Since I've been here,
I've never seen a fight. I came from a school where we had fights and a lot of
conflict. There's none of that here, everyone is here for one thing: to
learn. Art |
| The Manufacturing program in this school has high academic standards. In
other schools a lot of the teachers will go ahead and get you out of there
saying, "Okay you can pass with a B. You're gone, bye. I don't have to see you
anymore." The teachers don't do that here. If you make it, you make it! Amparo |
| During my senior year I was placed in different companies. You
have to go through the whole interviewing process like you were offered a real
job. I wanted to do this internship because no matter how much you work in
school, the amount of knowledge you have will never give you the experience. Gina |
Following different formats, other programs participating in this research provide students with similar possibilities to explore careers in broad occupational fields as opposed to specialized preparation in narrow technical areas. These experiences become a powerful source of motivation to identify and pursue further education or work in careers related to the program orientation.
| In this Agricultural Science program, I was introduced to
Agribusiness. I like that because I want to go into something of that type. I'm
aware there will always be jobs in it, and I figured I like Floral Design from
last year--and I got interested in that, too. Jodie |
Students also spoke about the possibility to participate in a wide variety of courses to match the depth of their particular interest in broad career fields. A number of work-based learning formats ere available across the programs (e.g., internships, co-op activities, part-time jobs, and mentorships) to help students make meaningful education and work connections.
| I don't think you learn everything in school. You can only learn
so much, but you can't ever get the experience. You get the experience when you
do the job or whatever you need to apply skills and concepts in this program. Sara |
Departing from the traditional emphasis on textbook learning and paper-and-pencil exercises, students grounded their schooling experiences with authentic academic work leading to building an understanding of knowledge applications and career opportunities. This emphasis was embedded in the school as a whole, in classroom interactions, and connecting activities outside the school with local industries. The result was reflected in the students' ability to understand future implications for academic and career opportunities. Indeed, the program context seemed to influence and foster the development of informed academic and career aspirations. Under this climate, students' aspirations are fostered both in and out of school by teachers, counselors, workplace mentors, and peers. This comprehensive approach contrasts drastically with the provision of counseling and career services as students approach graduation in traditional high school programs.
| In my summer internship I'll be majoring in horticulture. Then, I
will go to a four-year college. After I get my bachelor's degree and work two
years in the area of horticulture, I'll try to apply arts and I might get my
masters' degree in landscape architecture.
Wade |
| Traditional | Program Context | Authentic |
|---|---|---|
 | ||
| School-based learning
Textbook teaching and learning Career information through counseling services |
School- and Work-based learning
Applied teaching and learning Career exploration in broad fields |
|
Under different arrangements including tutoring, mentorships, "buddy" programs, and working with professionals in the field, students described receiving individual encouragement and support from teachers, counselors, peers, and mentors. Teachers and counselors in all programs were perceived by students as helpful, understanding, supportive, and willing to compromise. Students spoke of the willingness of teachers to spend extra time assisting them on personal and academic problems. Steve, a student in a Science and Technology program, shared his experience:
| When I've had problems, especially with calculus, the teachers
have been really helpful. I've always had good support here when I didn't
understand something I needed to know. Steve |
| Since a lot of kids are bused in, they don't get to stay after
school and talk to their teachers. if they lived closer to school, I think a
lot of then would be able to spend time with teachers and be able to get extra
help. Lynn |
Although many of the support services mentioned by students can be found in any effective school, these services are delivered in safe environments where social interactions and respect of diverse students' backgrounds are encouraged. Students in various programs suggested safety was a crucial element of school climate and characterized their school environments as less aggressive than in other schools they had attended.
The absence of violence within the school allowed students the opportunity to concentrate on learning rather than on survival issues.
In particular, students seemed to appreciate the exposure to different cultures and backgrounds, indicating it would prepare them to function more productively in the real world.
| When I grow up and enter the workforce, I will be able to interact more
easily with others because I've learned a lot from all the different cultures,
languages, likes, and dislikes at this school. Rick |
The supportive nature of the collaboration with local industry is not only a result of providing, for instance an internship or part-time employment. Rather, students viewed these opportunities as sources of support and encouragement that complement the support they get in school.
Worksite mentors, supervisors, coworkers, and professionals in the field provide additional affective and motivational support, which is not usually found in traditional high schools. Business, industry, and professional community members serve as a pool of role models and informal teaching resources that create a sense of community among students.
The elements of a supportive atmosphere described here represent students' views of their learning experiences. Although described separately, these elements representing high quality are generally described by students as interacting in concert and creating an overall sense of community.
| I learn a lot when I'm at the company because several people
explain things to me and ask me to find out certain material. If I have
problems, they teach me. Mark |
| Low | Supportive Environments | High |
|---|---|---|
| ||
| Group support (tracks)
Lack of school spirit Limited community and parent involvement |
Extensive individualized attention
Strong sense of community Active business partnerships |
|
Further, in most programs, teachers encouraged students to improve academically and meet career goals identified through a combination of school and community learning experiences. Regardless of their academic level, students felt supported and respected in their classroom interactions with teachers.
Having access to work-based learning activities, students were also motivated to excel in school by worksite mentors and supervisors. Thus, the motivational dimension was pervasive in the school environment as well as in the work environment.
In this regard, students participating in these programs felt they were receiving the same encouragement normally reserved for students in college preparatory programs. Instead of seeing limitations for participating in career-oriented programs, teachers would identify opportunities to relate high expectations to students' interests.
In the classroom, the high expectations related to the connection between academic subject and practical applications. This connection leads students to a better understanding of otherwise "hard" material (e.g., advanced mathematics).
Realizing students can make practical connections with work-based learning experiences, teachers seemed to be able to establish high academic expectations and emphasize this as fundamental to accomplishing future career goals.
For instance, in addition to regular academic coursework, students in the Manufacturing Apprenticeship program spend two hours day in the Manufacturing Academy. The teaching and learning in the academy is conducted primarily through projects, which get increasingly difficult and complex. Further, students participate in work-based opportunities to learn al aspects of the manufacturing industry as part of their learning experience. Combining the time spent on all these activities, students have to budget their time carefully and learn how to cope with the demands of school and work.
In the Science and Technology High School, students relate to similar experiences. However, the emphasis is in projects tailored to the interests of each student. Derived from personal motivation, students add to their load research activities to connect academic subject matter to problems and issues of interest to them.
Reflecting upon the rigorous courseload, Erica, a senior, commented,
In most instances, across programs, the result is an enriched schooling experience in which students identify additional coursework they need to take to match their learning--coursework they would have not normally taken had they been in a regular program based primarily on textbook learning activities.
In your freshman year you have to learn to budget your time efficiently. There is so much to do and lean that sometimes you get swamped with work. You have to know what you can do and when in order to get by the next day. Hopefully these experiences will help me when I get into college and decide what to specialize in.Erica
The first step in building a climate for in-depth instruction is, again, the ability to relate academic knowledge to practical applications. When students could apply concepts learned in school to concurrent work-based activities or vice-versa, they seemed to be more motivated to learn related concepts.
The second key strategy is a series of coherent courses to provide for advanced understanding of subject matter. Taking advantage of these opportunities, students in the Science and Technology program spoke enthusiastically about complex applications of genetic concepts to real-world problems. Agricultural Sciences students described the intricacies of developing new varieties of corn using a language normally heard in advanced college courses. Manufacturing students appreciated in-depth knowledge of algebra and geometry because they could relate and understand better the applications in the machining/metalworking industry. Students in the Business programs were proud of the fact they could take advantage of various courses in a Finance Academy to advance their knowledge in that area. Students in the Technical Arts program study the city and history of Cambridge as the grounds for integrated and in-depth study of various academic subjects.
The elements of an enriched teaching and learning context targeting all students can be contrasted with traditional formulas where expectations are based on academic ability, and students' motivation is set to meeting minimum course requirements or minimum coverage of course material (see figure below).
At my school they try to relate everything together. For instance, in chemistry, the conversion factors relate to trigonometry. The economic downfall and rise of America dealt with the revolution. So teachers connect everything so we'll be able to understand it.Lydia
| Traditional | Teaching and Learning Context | Enriched |
|---|---|---|
| ||
| Expectations based on ability
Meeting minimum course requirements Minimum coverage of program material |
High expectations for all students
Rigorous workload In-depth instruction and learning |
|
In our study, the authentic program context, the quality of student support services, and the teaching and learning context embedded in the school climate came up consistently within and across programs.
The career-oriented focus, enriched with authentic learning opportunities, provides students with the ideal context in which to ground their academic and career preparation.
The curriculum orientation of the school, appears to create an environment that promotes the development of a culture with valued educational and occupational opportunities. For example, a Science and Technology program provided a wide range of educational opportunities, stressed high academic standards, and strongly encouraged students to enter universities upon graduation. On the other hand, a Manufacturing program stressed work-based learning opportunities, emphasized preparation toward a broad occupational field, encouraged students to pursue two-year degrees, and increased the chances of job opportunities with good incomes upon high school graduation.
It was also evident from students' insights that once they enroll in these new formulations of career-oriented programs, a supportive environment--in which teachers, counselors, administrators, and worksite mentors work together--helped students adjust to a rigorous and new curriculum orientation.
Some schools have unique ways of providing support for students (e.g., academic support groups, buddy program), but in most instances it is the positive attitude and the accessibility of teachers, counselors, and administrators which made a difference in the students' lives. Further, the roles and attitudes of teachers and counselors appeared to add greatly to a positive supportive environment. Peer participation also provided personal and academic support that created a sense of ownership and belonging to a community.
The career-oriented program focus also provided grounds to motivate students for engagement in challenging and in-depth teaching and learning. The work-based component of the programs, along with the role of teachers, counselors, and worksite mentors in fostering high expectations for all students, are critical aspects of quality programs.
Within and across all participant programs in this study, students appreciated challenging coursework once they recognized the connections between concurrent applications in work-based learning activities and future career goals. Further, students found it important to have a series of coherent courses to build an advanced understanding of career related topics.
In spite of the differences in curriculum orientation, students shared a culture of awareness and excitement about educational and occupational opportunities that constitute a bright future. Students seemed to understand the challenges presented by these opportunities, the potential impact in their lives, and the role of further education during and after the transition from high school to college or to an occupation.
The programs featured in this study appeared to function in a school climate full of promises, expectations, and dilemmas. The promises are in the form of educational and occupational opportunities delivered in nurturing and supportive environments. The expectations come in the form of rigorous curricula and high standards for both the work of teachers and students. The dilemmas lie in trying to keep a balance between a demanding yet supportive environment, between a career and college orientation, and between applied and traditional ways of learning. Some of the issues associated with these promises, expectations, and dilemmas are addressed in forthcoming reports.
An in-depth examination of the personal experiences encountered in education and work is crucial in understanding how students make decisions to enter education for work programs. Further, how students from different genders and ethnic backgrounds differentially experience vocational education is also central to understanding the impact of policies and practices on overcoming barriers to full participation in the economy.
Based on these premises, the study was grounded in four major research questions.
At the secondary level, five programs were included representing the following curriculum orientations: business, technical arts, manufacturing, science and technology, and agricultural sciences. At the postsecondary level, four programs participated in this study representing the fields of biomedical technology, environmental sciences, international trade, and computer aided design technology.
Overall, 65% of the participating students are male and 35% female. Participation by ethnicity is as follows: African-American, 26%; Asian, 8%; Hispanic, 18%; Native American, 2%; and Caucasian, 46%.
| For and in-depth description of the project design, participants, and procedures, please refer to Voices of Diversity, Brief No. 1. |
Brief No. 1: Learning From Students' Perspectives on Programs Linking Education and Work
This report provides background information on the study design, characteristics of research participants, research procedures, and analytical techniques. Brief descriptions of the students' programs are also provided.
Brief No. 2: Quality Indicators of Programs Linking Education and Work
This report provides high school students' perspectives on the three core components undergirding current reforms in vocational education: (1) integration of vocational and academic education, (2) integration of secondary education, and (3) linkages between school and work.
Brief No. 3: Building a School Climate Conducive to Learning: Students' Perspectives
This report provides a description of three critical elements of school climate as identified by high school students enrolled in five programs linking education and work. These three elements are (1) authentic program context, (2) teaching and learning context, and (3) a supportive environment conducive to learning.
Brief No. 4: Grounding Career Development in Authentic Learning Activities
Important considerations for enhancing students' career development are highlighted in this report. A benchmarking approach for program improvement is suggested.
Brief No. 5: Connecting Education and Work Through Authentic Instruction
Problem-solving, research projects, and critical thinking activities that are integrated into authentic teaching and learning are addressed in this report.
Brief No. 6: Gender Perspectives on Programs Linking Education and Work
This reports addresses the question of equity and access to programs linking education and work based on gender perspectives. High school students, both male and female, talk about their experiences in five career-oriented programs.
Other Voices of Diversity Briefs will be forthcoming. These reports will address high school students' perspectives on their schooling and transitional experiences. Briefs describing two-year college students' perspectives on similar issues will also be produced.
Detailed descriptions of project findings can be found in both published journal articles and in papers presented at national conferences. The following are available:
Producing knowledge in career-oriented programs: Students' perspectives on schooling experiences (1996, December). Paper presented at the Annual Meeting of the American Vocational Association (AVA), Cincinnati, Ohio.
Developing career and academic aspirations in school-to-work programs: A qualitative study of gender perspectives (1996, April). Paper presented at the Annual Meeting of American Educational Research Association (AERA), New York.
Developing career and academic aspirations: Creating new and different doors for students in school-to-work programs (1995, July). Paper presented at the National Leadership Forum on School-to-Work Transition, Boston, Massachusetts.
Voices of Diversity in emerging vocationalism: Students' perspectives on school climate (1995, April). Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, California.
Staff
Project Directors
Project Assistants
Voices of Diversity Briefs,
Research Advisory GroupPenny Burge Virginia Polytechnic Institute and State UniversityColleen Capper University of Wisconsin-Madison Clifton F. Conrad University of Wisconsin-Madison Lizanne DeStefano University of Illinois Jane Plihal University of Minnesota Christine E. Sleeter University of Wisconsin-Parkside Sandra M. Mathison SUNY-Albany James Stone, III University of Minnesota Janet Washbon Wisconsin Technical College System Board Wendy L. Way University of Wisconsin-Madison
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