This booklet is the third in a series of profiles of "what works" at high schools in the High Schools that Work program. It contains 42 outstanding practices descriptions arranged in categories representing the key practices of the High Schools that Work program: (1) redesigning and refocusing vocational studies; (2) developing a high…

Because college-bound students often had trouble fitting agricultural education courses into their schedules, and because science teachers rejected the idea of giving a science credit for 2 years of agricultural education, a new integrated course was created in Tennessee. It is now called Science IA (Agriscience). It is taught by a teacher with an…

A survey of various reform efforts was made to clarify the similarities and differences between them and efforts to integrate vocational and academic education. The survey revealed four distinct approaches to school reforms: (1) teacher professionalization; (2) curricular and teaching reform; (3) schools of choice; and (4) restructuring. According…

This publication consists of two parts: an overview of tech prep in Western Wisconsin and the Tech Prep Strategic Plan for Western Wisconsin. The overview combines reduced-size pages (four to a page) with full-size pages that include the following: the definition of tech prep; legislative mandate; rationale; benefits of tech prep; tech prep…

This publication analyzes ways in which vocational teachers construct the content and purpose of vocational studies in comprehensive high schools. Data were gathered during a 3-year field study conducted in 5 comprehensive high schools. Findings suggest: (1) schools and teachers accommodate to an "academics first" policy, thereby…

During 1990, a model of general education in which academic studies were challenged by a new vision of vocational preparation was pilot tested. Anticipated outcomes were a renovation of academic and vocational education through the interaction of collaborating teachers and an enriched form of vocational education. The pilot testing involved seven…

Given recent Federal Government and business community emphasis on integrated vocational and academic education, a telephone survey of community colleges was made to explore what forms such integration is taking. Information was gathered through telephone contact with 45 community college officials recruited through a mailed questionnaire to a…

This guide is intended as a source book of policies, ideas, and suggestions for use by Manitoba division and school administrators responsibilities for planning, implementing, and monitoring courses in industrial arts, home economics, and vocational-industrial education. Presented in Section 1 is background on the development of…

The Richmond (California) Unified School District's System for Choice allows parents and students to select from a variety of programs designed to satisfy diverse interests and needs. This publication describes offerings at De Anza High School, a Paideia school. De Anza is the only high school in the district that offers Classical Studies, a…

A project was conducted to develop an integrated basic skills instructional program in an education service cooperative to serve grades 7-12 vocational students in 13 rural school districts in Arkansas (Grant and Jefferson counties) as a follow-up to the vocational assessment process. The Southern Regional Education Board (SREB) chose the Arkansas…

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…

This report presents a balanced approach to the two conventional philosophies of curriculum creation. It begins with a brief history of the debate between an academic curriculum versus a practical curriculum. Academic curriculum supporters emphasize that every pupil should experience a curriculum stressing subject matter learning and be well…

Tech-prep programs are built on the premise that youth must become involved in the development of a technological society. Several models for integrating tech prep with academic education hold promise. (JOW)

A pilot study (first phase of a 2-year study) was conducted to identify individual teachers who had begun integrating academic and vocational education before the development of state or national integration initiatives such as tech prep. The teachers were identified through a procedure involving nominations of exemplary vocational education…

Academic-vocational integration has been identified as a national strategy ensuring that students learn a rigorous course of study in a context that supports learning through application. Four key concepts surround the definition of curriculum integration developed by the Curriculum Committee of the California School Boards Association's project:…