Career and Technical Education Reforms and Comprehensive School Reforms in High Schools: Their Impact on Education Outcomes for At-Risk Youth. The Highlight Zone: Research @ Work.

Autor/inn/en	Castellano, Marisa; Stringfield, Samuel; Stone, James R., III
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Career and Technical Education Reforms and Comprehensive School Reforms in High Schools: Their Impact on Education Outcomes for At-Risk Youth. The Highlight Zone: Research @ Work.
Quelle	(2002), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Annotated Bibliographies; Career Academies; Career Development; Career Ladders; Change Strategies; Community Colleges; Delivery Systems; Education Work Relationship; Educational Change; Educational Research; Family Influence; Guidelines; High Risk Students; High Schools; Instructional Improvement; Integrated Curriculum; Literature Reviews; Magnet Schools; Middle Schools; Outcomes of Education; Partnerships in Education; Program Effectiveness; School Business Relationship; Student Needs; Tech Prep; Two Year Colleges; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Akademische Bildung; Bibliography; Bibliographies; Bibliografie; Berufsakademie; Berufsentwicklung; Lösungsstrategie; Community college; Community College; Auslieferung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Richtlinien; Problemschüler; High school; Oberschule; Unterrichtsqualität; Middle school; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Dualsystem; Ausbildung; Berufsbildung
Abstract	The impact of career and technical education (CTE) reforms and comprehensive school reforms in high schools on education outcomes for at-risk youth was examined in a review of research on current reforms. The review identified a series of individual, family and home, school, and community factors that can place students at risk of failing to thrive in school or dropping out. The essential features of the following reform strategies were identified: tech prep; curriculum integration; work-related experience; school-to-work; High Schools That Work; career academies; career magnets; and career pathways. Each strategy's processes and outcomes were identified and evaluated. The following supports were identified: (1) supports for reform (career academies or similar learning structures of small communities focusing on broad career clusters; block scheduling; vertical integration of curriculum from middle school through community college; partnerships with business and postsecondary institutions); (2) supports for the capacity for reform (interdisciplinary teacher teams; sustained professional development; work-based learning opportunities); and (3) supports for pedagogical reform (high academic standards and student learning supports to meet standards; authentic assessment; an interdisciplinary curriculum; project-focused learning; technology integrated into classroom learning and used by teachers to monitor student progress). Eight characteristics needed to sustain reform efforts were identified. (Contains 30 references.) (MN)
Anmerkungen	For full text: http://www.nccte.org/publications/index.asp#highlightzones.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC