Public Perceptions of School to Work: First Year Progress. Arizona School to Work Briefing Paper #7.

Autor/inn/en	Vandegrift, Judith A.; Wright, Joel
Institution	Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Titel	Public Perceptions of School to Work: First Year Progress. Arizona School to Work Briefing Paper #7.
Quelle	(1997), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Curriculum Design; Education Work Relationship; Educational Change; Employer Attitudes; Needs Assessment; Parent Attitudes; Partnerships in Education; Postsecondary Education; Program Design; Program Development; Public Opinion; Public Support; School Business Relationship; State Programs; Statewide Planning; Teacher Attitudes; Vocational Education; Arizona + Suchen Sie Ihr Suchwort? Arbeitslehre; Lehrplangestaltung; Bildungsreform; Arbeitgeberinteresse; Bedarfsermittlung; Elternverhalten; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Programme design; Programmaufbau; Programmplanung; Öffentliche Meinung; Öffentliche Förderung; Öffentliche Trägerschaft; Regierungsprogramm; Planwirtschaft; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	In spring 1997, Arizona repeated a spring 1996 statewide public poll that established baseline measures of public attitudes toward school-to-work (STW). Samples were drawn from three constituent groups: parents, businesses, and educators. Over 2,700 Arizonans participated each year. Overall awareness of STW was up significantly among every group. The belief that local schools were involved increased, but many parents, businesses, and teachers still said their schools were not involved or they were unsure. In both studies, a majority of educators rated the overall quality of education positively, whereas parents and businesses were more moderate in their ratings. Well over 90 percent of all groups said some degree of change was needed. Almost 90 percent of each group advocated that schools teach more than just basic skills. Three-quarters or more of all groups supported changing teachers' duties to emphasize instruction in teamwork, work habits, and work-related concerns; ensuring more collaboration in program and curriculum design; providing more comprehensive learning programs; providing "Career Majors"; and creating student employment opportunities. Two beliefs pervaded the emerging STW system: the state must do a better job of identifying and serving special populations and not everyone is optimistic STW will succeed. Over half of all groups would be willing to pay additional taxes to support STW programs and all groups would vote for candidates supportive of STW. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC