Facilitating School-to-Work Transition: Teacher Involvement and Contributions.
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| Title: | Facilitating School-to-Work Transition: Teacher Involvement and Contributions. |
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| Language: | English |
| Authors: | Schmidt, B. June, Finch, Curtis R., Moore, Margaret, National Center for Research in Vocational Education, Berkeley, CA. |
| Availability: | NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455; telephone: 800-637-7652 (order no. MDS-938, $12). |
| Peer Reviewed: | N |
| Page Count: | 134 |
| Publication Date: | 1997 |
| Sponsoring Agency: | Office of Vocational and Adult Education (ED), Washington, DC. |
| Contract Number: | V051A30004-97A V051A30003-97A |
| Document Type: | Reports - Research |
| Descriptors: | Academic Education, Cooperative Programs, Coordination, Education Work Relationship, Experiential Learning, Partnerships in Education, Postsecondary Education, Program Effectiveness, School Business Relationship, School Community Relationship, Secondary Education, Success, Teacher Characteristics, Teacher Responsibility, Teacher Role, Vocational Education, Vocational Education Teachers, Work Experience Programs |
| Geographic Terms: | U.S.; California |
| Abstract: | 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 success were identified: involving students in workplace experiences; helping them understand the workplace; involving workplace representatives in curriculum and instruction; providing workplace experiences for students through school activities; including a workplace focus in instruction; learning about the workplace to improve teaching; working in the workplace; initiating and maintaining contact with employers and the community; designing classroom experiences around workplace expectations; and following up students. Twelve characteristics teachers need to conduct successful STW programs were found: understand and meet students' needs; establish and maintain relationships with the workplace; know the workplace; communicate effectively about STW programs; be adaptable and open to change; demonstrate positive attitudes toward work; be professional in appearance and conduct; apply school learning to the workplace; know schools and schooling; be knowledgeable and competent in teaching area; be creative and innovative in teaching; and be committed to teaching. Implications for target groups were developed. (Appendixes contain 11 references and community profiles.) (YLB) |
| Journal Code: | RIEAPR1998 |
| Entry Date: | 1998 |
| Accession Number: | ED413463 |
| Database: | ERIC |
| Abstract: | 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 success were identified: involving students in workplace experiences; helping them understand the workplace; involving workplace representatives in curriculum and instruction; providing workplace experiences for students through school activities; including a workplace focus in instruction; learning about the workplace to improve teaching; working in the workplace; initiating and maintaining contact with employers and the community; designing classroom experiences around workplace expectations; and following up students. Twelve characteristics teachers need to conduct successful STW programs were found: understand and meet students' needs; establish and maintain relationships with the workplace; know the workplace; communicate effectively about STW programs; be adaptable and open to change; demonstrate positive attitudes toward work; be professional in appearance and conduct; apply school learning to the workplace; know schools and schooling; be knowledgeable and competent in teaching area; be creative and innovative in teaching; and be committed to teaching. Implications for target groups were developed. (Appendixes contain 11 references and community profiles.) (YLB) |
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