Issues in Schoolwide Application of Career Academies.

Autor/inn/en	Stern, David; Dayton, Charles; Raby, Marilyn; Lenz, Robert; Tidyman, Susan; Weisberg, Alan
Institution	California Univ., Berkeley. Career Academy Support Network.
Titel	Issues in Schoolwide Application of Career Academies.
Quelle	(2000), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Adoption (Ideas); Career Academies; Career Education; Change Strategies; Check Lists; Classroom Techniques; College Preparation; Counselor Role; Curriculum Development; Definitions; Delivery Systems; Education Work Relationship; Educational Change; Educational Needs; Experiential Learning; Guidelines; High Schools; Instructional Development; Integrated Curriculum; Leadership Responsibility; Needs Assessment; Partnerships in Education; Program Design; Program Development; Program Evaluation; Program Implementation; Recruitment; School Business Relationship; School Community Relationship; Scoring Rubrics; Teacher Role; Teaching Methods; Work Experience Programs + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Berufsakademie; Arbeitslehre; Lösungsstrategie; Checkliste; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Begriffsbestimmung; Auslieferung; Bildungsreform; Educational need; Bildungsbedarf; Experiental learning; Erfahrungsorientiertes Lernen; Richtlinien; High school; Oberschule; Teaching improvement; Unterrichtsentwicklung; Bedarfsermittlung; Hochschulpartnerschaft; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Recruiting; Rekrutierung; Scoring formulas; Auswertungsbogen; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document examines issues in schoolwide application of career academies. Part 1 reviews the three defining features of career academies: (1) a career academy is a small learning community in which a cluster of students share several classes each year that are taught by the same team of teachers over a period of 2-4 years; (3) each academy offers a rigorous and relevant college preparatory curriculum organized around a career theme; and (3) career academies immerse students in the adult world through partnerships with community groups (including employers, parents, and higher education) and activities connecting students to the world beyond high schools (including job shadowing, internships, service learning, and one-to-one mentoring). In Part 2, these three defining features of career academies are used to organize a discussion of some issues that arise when a high school moves to an all-academy structure. The following issues are among those discussed: deciding whether all academies should have career themes; specifying academy leaders' responsibility in relation to various administrators and counselors; and deciding how to achieve economies of scale in work-based and experiential learning. Part 3 describes three existing checklists and rubrics for monitoring implementation of individual career academies. (MN)
Anmerkungen	For full text: http://casn.berkeley.edu/issues.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC