Implementing Career Academies Schoolwide: Four Case Studies.

Autor/inn/en	Stern, David; Dayton, Charles; Lenz, Robert; Tidyman, Susan
Institution	California Univ., Berkeley. Career Academy Support Network.
Titel	Implementing Career Academies Schoolwide: Four Case Studies.
Quelle	(2001), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Academies; Check Lists; College Preparation; Curriculum; Definitions; Education Work Relationship; Educational Practices; Evaluation Methods; Experiential Learning; Guidelines; High Schools; Integrated Curriculum; Job Training; Models; Program Evaluation; Program Guides; Program Implementation; Self Evaluation (Groups); Teaching Methods; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Berufsakademie; Checkliste; Curricula; Lehrplan; Rahmenplan; Begriffsbestimmung; Bildungspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Richtlinien; High school; Oberschule; Berufsqualifizierender Bildungsgang; Analogiemodell; Programme evaluation; Programmevaluation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	This document presents four case studies illustrating how selected high schools from across the country have implemented the career academy model schoolwide. The case studies profile the career academies of the following schools: (1) Ben Franklin High School (Philadelphia, Pennsylvania); (2) Oak Grove High School (San Jose, California); (3) South Grand Prairie High School (Grand Prairie, Texas); and (4) West High School (Columbus, Ohio). All four case studies focus on the following aspects of schoolwide implementation of career academies: (1) creating small learning communities (deciding whether all academies should have career themes; how teachers and students should be recruited or assigned to academies; deciding how many academies to have; and the pros and cons of belonging to the academy versus to the school); (2) curriculum and teaching to prepare students for college and careers (academy leaders' responsibilities in relation to administrators and counselors and relating career themes to rigorous, standards- based curriculum); and (3) work-based and experiential learning tied to classroom studies (achieving economies of scale in work-based and experiential learning and modifying the design of work-based and experiential learning to accommodate larger numbers of students). Concluding the document are a self-assessment guide for career academies and companion guidelines for analyzing student data. (MN)
Anmerkungen	For full text: http://casn.berkeley.edu/implementingschoolwide.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC