Keeping the Future Alive for Youth in High School Vocational Studies. Research Brief.

Autor/in	Bottoms, Gene
Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Keeping the Future Alive for Youth in High School Vocational Studies. Research Brief.
Quelle	(1997), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Education; Education Work Relationship; Educational Change; Educational Responsibility; Employment Potential; Employment Qualifications; Futures (of Society); High School Students; High Schools; Instructional Design; Job Skills; Mathematics Achievement; Needs Assessment; Noncollege Bound Students; Outcomes of Education; Reading Achievement; School Role; Science Achievement; Teacher Student Relationship; Vocational Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Bildungsreform; Erziehungsverantwortung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Future; Society; Zukunft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Produktive Fertigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bedarfsermittlung; Lernleistung; Schulerfolg; Leseleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung; Berufsbildung
Abstract	The 1996 High Schools That Work (HSTW) Assessment provides ample evidence that HSTW strategies can make a big difference in student success. Students who completed an upgraded academic core and challenging vocational courses met HSTW goals and were actively sought by employers and postsecondary schools. However, too many career-bound high school students are not measuring up in areas considered critical for success in the workplace. Too many are taking the wrong courses in high school, exerting very little effort in their academic and technical studies, and scoring low on achievement tests. It is not that career-bound students cannot perform at higher levels but rather than the vocational instructional system is failing to challenge them to do so. HSTW therefore believes that vocational courses must do the following things: (1) model the concept of quality work; (2) make students independent learners; (3) cause students to be active rather than passive participants in the learning process; (4) result in quality products that reflect real life; (5) confront shortcomings and show students how to improve; (6) include tough assignments that require work outside of class; (7) require teamwork, with teachers serving as coaches; (8) prepare students for workplace and education beyond high school; and (9) give students open-ended problems to solve by using academic, technical, and personal skills. (MN)
Anmerkungen	For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief8.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC