Outlines how past art education provided a refuge for students from the rigors of other academic subjects. Observes that in recent years art education has become "discipline based." Argues that art educators need to reaffirm their commitment to a humanistic way of knowing. (KM)

This document, which is designed to prepare teachers and administrators to integrate vocational and academic education successfully, contains 46 case studies illustrating the roles teachers must assume to facilitate such integration. The cases, which have been drawn from a 1992 study titled "Teachers' Roles in the Integration of Vocational…

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Integrated programs provide students with a balanced mix of academic and vocational skills needed in the workplace and for lifelong learning. Basic skills in mathematics, science, and communication form the foundation for lifelong learning and the content for higher-order skills. Occupational skills depend on and do not exist apart from academic…

Since the rise of science and technology in the latter part of the last century, teachers in the humanities have experienced extreme pressure to justify the place of the humanities in a progressive, scientifically oriented culture. Critics have termed humanists variously as elitist, because they concern themselves with moral priorities rather than…

Describes Scottish Central Institutions, which provide higher education mostly at degree level or the equivalent. Summarizes differences between the universities and the Central Institutions in the areas of vocational aims and objectives, teaching and validation, student applications, funding, and staff establishment. (JHZ)

Reviews several recent academic autobiographies in an effort to correct conservative criticism of academia as elitist, ideologically rigid, and didactic. Works by Richard Rodriguez, Mike Rose, Alice Kaplan, and Julius Getman reveal a broad range of experiences and viewpoints. Discusses the rewards and drawbacks of academic teaching. (MJP)

Asserts that the emphasis on criminal deviance in deviance textbooks creates too much overlap between what should be separate courses in deviance and criminology. Suggests that sociology courses focus on theories of deviance while criminology courses emphasize prevention. Discusses topics currently covered in both courses. (MJP)

This guide focuses on ways that professional development may be used to assist educators in transforming their schools to more futuristic structures where vocational and academic education integration flourishes. Although the guide centers on integration, information presented should be of value to anyone who plans and organizes comprehensive…

This guide to integrating academic and vocational education is the result of extensive research and experimentation at four pilot sites throughout Texas. The introductory section outlines the project philosophy and activities and describes the pilot sites. Examined in a background section are the origin and nature of integration, important…

This document is a compilation of materials on integrating academic and vocational technical education. Section 1 presents integration basics, including a definition, its benefits, barriers, conditions required for integration, and models, pros, and cons. Section 2 focuses on curriculum alignment and provides steps for designing an integrated unit…

This report presents the results of a nationwide survey on the freshman placement practices of American colleges and universities. The report includes subgroup analyses by degree level, affiliation, size, region, and selectivity. Sources of information used for placement in English and mathematics are reported, including the most commonly found…

This report documents the proceedings from a series of four regional roundtable discussions sponsored by the Getty Center for Education in the Arts. Representatives including arts educators, educational leaders, school administrators, artists, elected officials, and arts organization members were brought together to discuss practical aspects of…

This basic skills resource tool for the teacher illustrates, through models and practices that are proven successful at state and local levels, how to implement the processes and techniques presented in BASICS. BASICS is a package of integrated materials developed to assist teachers, administrators, and counselors in bridging vocational and…

Proposes that an undergraduate core curriculum minimizes science and does not provide students with an adequate background for understanding contemporary science and technology. Critiques Harvard's science requirements in that it does not reflect the vertical or intensive nature of learning that is essential in science education. (ML)