The View from Higher Education: Public Universities Respond to Educational Reform. [Report No.: MDS-913

Autor/inn/en	McCormick, Alexander C.; Alt, Martha Naomi; Geis, Sonya
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	The View from Higher Education: Public Universities Respond to Educational Reform. [Report No.: MDS-913
Quelle	(1998), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Associate Degrees; Educational Attitudes; Educational Change; Educational Policy; Evaluation Methods; Higher Education; Integrated Curriculum; Interdisciplinary Approach; National Surveys; Noncollege Bound Students; Public Colleges; Secondary Education; Student Evaluation; Tech Prep; Vocational Education + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sekundarbereich; Schulnote; Studentische Bewertung; Dualsystem; Ausbildung; Berufsbildung
Abstract	Public universities' attitudes toward recent educational reforms affecting vocational education were examined through structured telephone interviews of personnel at state higher education agencies or coordinating boards and in the admissions offices of public flagship institutions in 48 states (Colorado and Nevada did not participate). Special attention was paid to attitudes toward the following reforms: unconventional transcripts; courses integrating academic and vocational content; interdisciplinary courses; tech prep; and applied associates degrees. Many large public universities appeared to be making sincere efforts to accommodate reform; however, those efforts largely took the form of minimal accommodation rather than innovation and adaptation. Some resistance or refusal to accommodate reform was found. The curriculum reforms examined were frequently seen at only 4 flagship institutions. In 35 states' flagship institutions, policies were in place to handle instances of the curriculum reforms, and in 12 states, the reforms were the subject of a current policy review. Unconventional transcripts have generated the least policy action and competency-based reforms have generated the most. (The report contains 25 references. Appended are explanations of the following: organization of the interviews; selection of institutions; identification of respondents; data coding and checking; and problems encountered and potential sources of error.) (MN)
Anmerkungen	NCRVE Materials Distribution Service, 46 Horrabin Hall, Western Illinois University, Macomb, IL 61455 Tel: 800-637-7652 (Toll-Free); (order no. MDS-913, $5.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01