Bailey, T., Koppel, R., & Waldinger, R. (1994). Education for all aspects of the industry: Overcoming barriers to broad-based training (MDS-243). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
This report evaluates the shift in printing and apparel industries toward innovative work organization. It assesses the extent to which educational reform might be promoted by new types of work organization, or be slowed down by the perception on the part of educators that firms do not want these new types of skills. The report presents educational and training strategies that serve these industries with an evaluation of the extent to which employers are implementing an all aspects strategy. Barriers to the development and diffusion of the all aspects approach are identified, and a summary of findings and policy suggestions for overcoming these barriers are presented.Bragg, D. D. (1994). Emerging Tech Prep models: Promising approaches to educational reform, Centerfocus (Issue #5).
The fundamental components of Tech Prep are described and five emerging Tech Prep models are introduced. Specifically, the integrated Tech Prep model focuses on delivering academic and vocational education organized around broad career clusters.Boston Vocational Education Revitalization Project. (1993). New directions at Madison Park Technical-Vocational High School. Boston: Author.
This resource can be used to develop thematic programs and curriculum. Part I gives educators an overview of the all aspects concept and describes six aspects of industry, including health and safety on the job, labor issues, principles of technology, management, finance, and community economic development. Part II provides strategies for implementing these into the curriculum. This section is organized around a ninth-grade academy and four clusters including Arts and Communications, Craft and Technical, Commerce, and Health and Human Services.Bottoms, G. (1993). Redesigning and refocusing high school vocational studies. Atlanta: Southern Regional Education Board.
Blending academic and vocational education, connecting the school site to the worksite, and linking secondary and postsecondary education are addressed in this book. Information provided assists high school personnel in examining their current vocational programs and developing new programs that give students the quality of academic and technical preparation that businesses and industries expect. High Schools that Work vocational programs involving youth apprenticeships, academies, magnet programs, business partnerships, and industry certification programs are examined.Bottoms, G., & Sharpe, D. (1996). Teaching for understanding through integration of academic and technical education. Atlanta: Southern Regional Education Board.
This guide acquaints readers with practical, integrated instructional approaches and strategies that engage students in learning challenging academic and vocational content, and illustrate real-life uses of academic subjects. The guide is designed to help high school educators answer four basic questions concerning academic and vocational integration: (1) What is integrated learning?, (2) Why integrate?, (3) What conditions must exist to support integrated learning?, and (4) Where do you begin? Interdisciplinary integration approaches addressed in the guide include team teaching, short- or long-term projects, thematic projects, thematic units, and academies.Career Connections Service. (1996). Career pathways. Virginia Department of Education, Office of Vocational, Adult, and Employment Training Services: Author.
Career Pathways is a booklet designed to help teachers and counselors plan and implement instruction that meets the needs of students investigating potential careers. Careers are organized into clusters of career fields. Phase 1 prepares students to investigate careers. Students identify their roles as workers in society, analyze their personal assets, complete a basic exploration of career clusters, and select career fields or occupations for further study. Students also secure job shadowing positions with local employers. Phase 2 involves an in-depth study of one to four career clusters, including student analysis of working conditions, need for workers, worker qualifications, organizational structures, and common problems and solutions. In Phase 3, students match their interests and aptitudes with occupational information, investigate a variety of pathways to career success, and reinforce knowledge and skills needed for paid employment. A Career Cluster Study Guide is provided as an example.Center for Law and Education. (1996). Resources for teaching all aspects of an industry. Washington, DC: Author.
This resource identifies books, videos, organizations, and curricula materials that educators can use when teaching all aspects of an industry. Resources covering the "all aspects" approach, specific aspects of industry, small business development, entrepreneurship, and industry trends are provided in an annotated bibliography. Topics such as planning; management; finance; principles of technology; community issues; labor issues; and health, safety, and environmental issues are addressed.Community and Schools of Charlottesville-Albemarle for Partnerships in
This booklet, developed by CSCAPE participants, addresses how local businesses and organizations can work with schools to develop and maintain partnerships that support work-based learning opportunities for all students. The benefits of school/community partnerships, partnership activities, and work-based learning definitions are listed. Student application forms, student performance evaluation forms, and student response forms are provided for the following work-based learning opportunities: job shadowing, mentorship, internship, cooperative education, and student apprenticeship.de Leeuw, D., Hertenstein, C., Jackson, M., Lum, B. J., O'Donoghue, S., Rahn, M., Rubin, V., Stern, D., & Whitehurst-Gordon, A. (1992). Examples of integrated academic and vocational curriculum from high school academies in the Oakland unified school district (MDS-483). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
This report describes the Oakland Unified School District's district-wide Academies Magnet Program. These school-within-a-school magnet programs are designed to provide both academic instruction and career preparation. Fields represented are health, business, communications, engineering, computer technology, law, visual arts, and transportation.Douzenis, C. (1994). Evaluation of magnet schools: Methodological issues and concerns. The Clearing House, 68(1).
This article discusses magnet school evaluation from several standpoints, with a strong emphasis on methodological issues and concerns. It is designed to help magnet school personnel and administrators recognize the need to familiarize themselves with methodological and evaluation issues associated with their particular magnet programs.Education Development Center, Inc. (1996). The national school-to-career consortium directory. Newton, MA: Author.
The National School-to-Career Consortium (NSCC) is a collaboration of 24 organizations under the leadership of Education Development Center, Inc. Members of the consortium provide technical assistance to states awarded School-to-Work Opportunities Act implementation grants. This directory provides a name, address, and brief overview of each participating organization.Grubb, W. N. (Ed.). (1995). Education through occupations in American high schools. Vol. 1: Approaches to integrating academic and vocational education. New York: Teachers College Press.
This publication examines curriculum integration from a variety of perspectives and presents it as a possible solution to many of the current complaints about secondary schooling in the United States. Two particularly relevant chapters are The Career Academies by Marilyn Raby (pp. 82-96), and Coherence for All Students: High Schools with Career Clusters and Majors by W. Norton Grubb (pp. 97-113).Grubb, W. N. (1996, April). The new vocationalism. What it is, what it could be. Phi Delta Kappan, 77(8), 538-546.
The organization of integrated instruction around broadly defined occupations, combinations of occupations, and social issues is described in this article. The restructuring of high schools to enhance integration by using occupations to contextualize instruction is presented in three forms: (1) career academies, (2) clusters, and (3) occupational high schools and magnet schools.Hamilton, S. F., & Hamilton, M. A. (1994). Opening career paths for youth: What can be done? Who can do it? Position paper presented at the American Youth Policy Forum in Washington, DC.
The authors suggest that although youth jobs can serve as a valuable introduction to employment, few jobs for young adults make use of their real skills, interests, and abilities. The challenge is to bring the existing components of the career opportunity system together as a coherent whole to better serve the needs of all young people. The components of a career opportunity system should include the following: work-based learning, youth apprenticeship, career information and advising, high academic standards for all, career majors and career academies, and Tech Prep. The School-to-Work Opportunities Act provides a basis for starting a career opportunity system for noncollege-bound youths. Partnerships with schools, employers, government, the community, students, and parents must be organized to support and coordinate the career opportunity systems.Imel, S. (1996). Selected school-to-work transition readings. The ERIC Review, 4(2), 25-29.
A number of readings on current school-to-work issues are highlighted in this annotated bibliography. Readings cover issues such as, but not limited to, contextual learning, cooperative education, parent and employer roles in school-to-work, innovative transition programming, worksite learning, and youth apprenticeship programs. Ordering information is included for each entry and ERIC document numbers are noted when applicable.Instructional Materials Laboratory. (1994). All aspects of the industry supplementary instructional modules. Columbia: University of Missouri-Columbia, Author.
This reference directs teachers in the creation and refinement of all aspects programs for students preparing to enter the workplace. For those educators who have already established all aspects, the guide may serve "as a check-off sheet of areas which are worthwhile in the preparation of students for the world of work." Nine all aspects competencies are discussed. They are (1) how industry plans; (2) how industry is managed; (3) how industry handles capital and finances; (4) important technical and production skills; (5) important industry principles of technology; (6) important industry labor issues; (7) important community issues; (8) health, safety, and environmental issues; and (9) important aspects of personal conduct in industry. Examples and suggested activities for each of the competencies are provided. Questions and activities to access mastery of the subject matter are included.Instructional Materials Laboratory. (1993). Methodology used in the project "All Aspects of the Industry" for vocational education programs. Columbia: University of Missouri-Columbia, Author.
During 1992, the Missouri Department of Elementary and Secondary Education conducted a statewide assessment to determine the extent to which "all aspects" was included in the vocational education curricula. Based on the assessment results, a program was developed to identify appropriate specific competencies that would provide strong experience in and understanding of "all aspects" in 15 industry areas.Johansson, C. B. (1996). (6th ed.). Interest determination, exploration and assessment system (IDEAS). Minneapolis: National Computer Systems.
The IDEAS materials include a workbook and a standardized career interest inventory for individuals from grade 7 through adult. The inventory results in an individual IDEAS profile indicating low, average, or high interest in 16 possible career interest areas, including nature/outdoors, creative arts, medical, mechanical/fixing, writing, food service, office practices, public speaking, business, sales, educating, child care, community service, science, mathematics, and protective services. Suggestions and resources for learning more about high interest areas are provided.Lozada, M. (1995). A model reform. Vocational Education Journal, 70(8), 28-33.
Career clusters that aim to integrate academic and vocational education by guiding students through particular avenues of study are highlighted in this article. Career cluster examples drawn from several schools throughout the United States are included.National Center for Research in Vocational Education. (1994). All aspects of the industry: Bringing industry to the classroom (MDS-839). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
This teleconference video provides an orientation to all aspects of the industry concepts, and presents strategies for implementing all aspects in the classroom. Ideas for using local and state policies to assist and enhance curriculum development and implementation are presented.National Center for Research in Vocational Education. (1992). Key issues in vocational education: Tip sheet for education writers (MDS-035). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
This tip sheet provides information about key educational reform issues and advises education writers covering vocational education. Three reform issues are addressed: (1) integrating vocational and academic education, (2) Tech Prep, and (3) performance standards and measures. Several integration models are described including the academy model; occupational high schools and magnet schools; and occupational clusters, career paths, and occupational majors.Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring: A report to the public and educators. Madison: University of Wisconsin-Madison: Center on Organization and Restructuring of Schools.
Specific educational innovations can be viewed as structural "tools" to be used for specific purposes in particular situations. The effectiveness of each "tool" depends on how well it organizes or develops the values, beliefs, and technical skills of educators to improve student learning. This report describes a research study conducted from 1990 to 1995 by the Center on Organization and Restructuring of Schools (CORS). The study examines how the "tools" of restructuring can be used to improve a school's human and social resources and, therefore, elevate learning for all students. Student learning, authentic pedagogy, school organizational capacity, and external support provide focus for the study.Nielsen Andrew, E. (Ed.). (1996). As teachers tell it: Implementing all aspects of the industry (MDS-885a and 885b). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
This report describes a collaborative effort between four national organizations and four school programs. A case study of each program describes the efforts to implement "all aspects" reforms. Each case study also addresses how the "all aspects" curriculum responds to changing economic, educational, and employment needs.Pauly, E., Kopp, H., & Haimson, J. (1995). Home grown lessons: Innovative programs linking work and high school. San Francisco: Jossey-Bass.
Sixteen innovative school-to-work models are introduced in this report. Descriptions of school-to-work system implementation challenges, program content, student populations, employer involvement, and resource requirements are provided.Pearce, E. (1996). Selected school-to-work transition resource organizations. The ERIC Review, 4(2), 20-24.
A directory of organizations that disseminate information, provide technical assistance, support collaborative efforts, and conduct demonstration programs and innovative projects in the school-to-work transition area is provided.Rahn, M. L., Alt, M., Emanuel, D., Ramer, C. G., Hoachlander, E. G., Holmes, P., Jackson, M., Klein, S. G., & Rossi, K. (1995). Getting to work: A guide for better schools. Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.
Getting to Work is designed to help educators reorganize education around the world of work. It directs educators in the preparation of students for employment, further education, and career advancement. This guide provides educators with the necessary tools needed to establish work-based and academic-oriented education programs. Five modules and an 89-minute video clip are included. Portions of Module Two are described below.Stern, D., Raby, M., & Dayton, C. (1992). Career academies: Partnerships for reconstructing American high schools. San Francisco: Jossey-Bass.Module Two, Unit 2: Thematic Curriculum introduces educators to developing thematic curriculum units. Initially, educators learn to recognize common themes across subjects. Educators then select one subject area theme and one industry aspect around which to begin developing a thematic curriculum unit. In addition, educators examine examples of thematic curriculum units and evaluate their own work.
Module Two, Unit 3: Integrated Projects directs educators to select an industry around which to organize an integrated project. Educators then divide the industry into grade level themes and narrow the industry focus. Theme-related instructional activities, expected learner outcomes, teacher responsibilities, and evaluation criteria are determined.
This book presents the career academy model in detail and explains how it can be designed to address current educational issues. Practical advice and case histories provide step-by-step guidelines for starting a career academy, integrating vocational and academic curricula, and broadening student career options.Wilcox, J. (1991). Preparing students for the real world. Vocational Education Journal, 66(6), 38-40.
The Career Opportunity Paths in Education (COPE) program at Woodland High School in California focuses on the integration of academics and career exploration and guidance. Six career clusters of courses providing essential skills for immediate employment or post-high school employment are presented.