Interviews with 109 individuals gathered data about specific events teachers experienced as they implemented integration projects. Findings indicated that teachers experience three stages of growth: (1) learning about each other; (2) curriculum strategies; and (3) instructional strategies. (JOW)

This paper summarizes strategies that have been successfully implemented at 3 of the 40 pilot sites working toward the goal of improving the academic competencies of students completing high school vocational programs. The strategies were culled from 30 interviews with academic teachers, vocational teachers, counselors, vocational directors,…

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…

Research identified strategies implemented collaboratively between vocational and academic teachers at Southern Regional Education Board-Vocational Education Consortium pilot sites to develop basic academic competencies of students in vocational programs. Structured interviews were completed at three pilot-site schools--a comprehensive high school…

This guide is designed to help the educational practitioner understand more fully how teachers fulfill their roles in integrating vocational and academic education. A description is provided of the field study during which more than 100 teachers, counselors, principals, and administrators were interviewed at 10 school sites using the Behavioral…

A study of the roles of vocational and academic teachers in the integration process involved interviews with 109 principals, other administrators, counselors, and vocational and academic teachers at 10 school sites. The research was designed to build upon and complement studies identified in a literature search that had examined other facets of…

These guidelines are for individuals and school divisions contemplating or already integrating academic and vocational education. Section 1 discusses two goals for integration. Section 2 provides a justification for integration and discusses the contradiction in the skills obtained in school and those needed in the workplace. Section 3 defines the…

This study identified vocational and academic teachers' involvement in and contributions to school-to-work (STW) transition. The Ethnograph software was used to code and group information from interviews with 199 teachers, counselors, administrators, employers, and community members at 11 sites. Ten teacher activities that contribute to STW…