Academic and Vocational Integration. Myths and Realities [electronic resource] / Bettina Lankard Brown.
This newsletter attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. One misconception about academic-vocational integration is that new theories overshadow its value. However, current...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Brown, Bettina Lankard. | |
| 245 | 1 | 0 | |a Academic and Vocational Integration. Myths and Realities |h [electronic resource] / |c Bettina Lankard Brown. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 4 p. | ||
| 500 | |a ERIC Document Number: ED424400. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: RR93002001. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:424400. | ||
| 520 | |a This newsletter attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. One misconception about academic-vocational integration is that new theories overshadow its value. However, current research on teaching and learning supports a constructivist pedagogy and strategies for implementing constructivism reflect the philosophy on which academic and vocational integration is based. Another myth is that integration is losing ground to school-to-work and tech prep programs. In reality, these programs provide ways to enhance integration. Tech prep with a strong applied academic focus is grounded in an integrated, authentic, and highly relevant core curriculum. School-to-work efforts extend integration beyond subject area connections to include workplace experiences that afford social integration. To implement curriculum integration in the classroom, teachers require continuing education and skill development. Externships afford them opportunities to learn how academic and vocational concepts are applied on the job and ways to tie curriculum to the broader social purposes of the community. A third misconception is that academic/industry standards drive integration. Attention to generic transferable skills is consistent with vocational education's continued interest in preparing students for the workplace. Academic skills must reflect a person's ability to know and to relate learning to work applications; their measurement must be related to industry standards. In its effort to develop a coordinated set of competencies linked to academic, employability, and occupational standards, Ohio is developing the Career-Focused Education for Ohio's Students model that combines three types of Integrated Technical and Academic Competencies. (Contains 12 references.) (YLB) | ||
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| 650 | 1 | 7 | |a Integrated Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Skills. |2 ericd. |
| 650 | 1 | 7 | |a Staff Development. |2 ericd. |
| 650 | 1 | 7 | |a Tech Prep. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Education. |2 ericd. |
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