View in EDS

Collaborative Efforts between Vocational and Academic Teachers: Strategies that Facilitate and Hinder the Efforts.

Saved in:
Bibliographic Details
Title: Collaborative Efforts between Vocational and Academic Teachers: Strategies that Facilitate and Hinder the Efforts.
Language: English
Authors: Schmidt, B. June, National Center for Research in Vocational Education, Berkeley, CA.
Availability: National Center for Research in Vocational Education, Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-164: $2).
Peer Reviewed: N
Page Count: 31
Publication Date: 1992
Sponsoring Agency: Office of Vocational and Adult Education (ED), Washington, DC.
Contract Number: V051A80004-90A
Document Type: Information Analyses
Descriptors: Academic Education, Basic Skills, Classroom Techniques, Curriculum, Educational Administration, Educational Cooperation, Educational Strategies, High Schools, Integrated Curriculum, Program Effectiveness, School Counselors, Secondary School Teachers, Surveys, Teaching Methods, Vocational Education
Geographic Terms: U.S.; California
Abstract: 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 and two vocational centers that served four feeder high schools. Thirty individuals (10 at each site) were interviewed; they included 11 vocational teachers, 9 academic teachers, 3 counselors, 3 vocational directors, 2 principals, 1 supervisor, and 1 remediation specialist. Information regarding educational experience and preparation was tallied. Statements were recorded from responses to interview items asking for descriptions of strategies that had been implemented at the sites and asking for descriptions of strategies that had been particularly effective and those that had not. A total of 129 positive and 89 negative statements were recorded. The statements were synthesized to 57 positive and 41 negative strategies in 4 categories: instructional strategies, curricular strategies, cooperative efforts, and administrative practices and procedures. Some key ideas surfaced: (1) administrators need to set the stage, but teachers need to determine the "how to" of specific integration strategies; (2) teachers' focus becomes the students; and (3) administrators must establish and maintain a positive climate for change. (YLB)
Notes: For a related document, see CE 062 335.
Journal Code: RIEAPR1993
Entry Date: 1993
Accession Number: ED351526
Database: ERIC
Description
Abstract: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 and two vocational centers that served four feeder high schools. Thirty individuals (10 at each site) were interviewed; they included 11 vocational teachers, 9 academic teachers, 3 counselors, 3 vocational directors, 2 principals, 1 supervisor, and 1 remediation specialist. Information regarding educational experience and preparation was tallied. Statements were recorded from responses to interview items asking for descriptions of strategies that had been implemented at the sites and asking for descriptions of strategies that had been particularly effective and those that had not. A total of 129 positive and 89 negative statements were recorded. The statements were synthesized to 57 positive and 41 negative strategies in 4 categories: instructional strategies, curricular strategies, cooperative efforts, and administrative practices and procedures. Some key ideas surfaced: (1) administrators need to set the stage, but teachers need to determine the "how to" of specific integration strategies; (2) teachers' focus becomes the students; and (3) administrators must establish and maintain a positive climate for change. (YLB)