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Date: Mon, 22 Nov 1999 16:12:15 -0500 (EST)
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From: Peter Seidman <seidman@uclink4.berkeley.edu>
To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov>
Subject: [NIFL-WORKPLACE:3147] New Documents from the National Center for Research in Vocational
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The National Center for Research in Vocational Education (NCRVE) is funded
by the US Department of Education, Office of Vocational and Adult
Education, to do research, development, dissemination, and training in
Vocational Education. The University of California Board of Regents holds
nonexclusive copyright on all publications. Thus, NCRVE materials are in
the public domain, and may be quoted and reproduced freely as long as
proper credit is given.
School-to-Work for the College-Bound: Strategies for Maximizing the
Educational Opportunities of School-to-Work Students
D. Merritt, L. C. Williams
Using published reports and past research experience, researchers from the
Institute on Education and the Economy (IEE) identified states that have
been particularly successful and creative in expanding the school-to-work
agenda. To examine and analyze the work of these programs, IEE researchers
conducted telephone interviews with local school-to-work coordinators and
staff members and state school-to-work officials in sixteen states. The
first part of School-to-Work for the College-Bound discusses the
connections between standards, "authentic teaching and learning" pedagogy,
and school-to-work efforts. The second part of the report explores the
various ways programs have used guided work experiences outside the
classroom as a way to reduce fears among some constituencies that
school-to-work programs are "vocational." The third part of the report
describes how successful programs use career and interest exploration to
minimize the disconnection between traditional academic courses and the
world beyond the school walls.
MDS-1198 October 1999 $10.50
http://ncrve.berkeley.edu/Summaries/1198sum.html
Institutional Capacity for Change in Teacher Preparation Programs
M. Mooney
The U.S. Department of Education estimates that 2.2 million teachers will
be needed over the next decade. How can teacher preparation programs be
redesigned so that these teachers are prepared to incorporate
school-to-career reform principles in their classrooms? To find out, three
NCRVE sites participated in redesign initiatives intended to increase the
use of contextual learning, linkages with the community, and related
approaches in their teacher education programs. This paper reports on
those initiatives. The author offers insight on the challenges involved in
redesigning teacher education programs, and charts future directions for
universities engaging in similar redesigns.
MDS-1308 November 1999 $2.50
TO ORDER PRINTED COPIES, CONTACT THE NCRVE MATERIALS DISTRIBUTION SERVICE:
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
Macomb, IL 61455-1390
(800) 637-7652; FAX (309) 298-2869
NCRVE-MDS@wiu.edu
http://ncrve.berkeley.edu/OrderPaper.html
ABOUT ONLINE VERSIONS: The URLs following the abstracts in this message
point to the most extensive online versions available at this time (usually
an executive summary). Most items will become available in full text; you
can check the "What's New" section of the NCRVE home page periodically
(http://ncrve.berkeley.edu/#new), or subscribe to the ncrve-www-announce
list to get email notification when new items appear online. For more
information see http://ncrve.berkeley.edu/ncrve-www-announce.html.
=============================================================================
Peter Seidman, Dissemination Program Director
National Center for Research in Vocational Education
University of California at Berkeley
2030 Addison St., Suite 500
Berkeley, CA 94720-1674
<seidman@uclink4.berkeley.edu>
800.762.4093
fax: 510.642.2124
http://ncrve.berkeley.edu/
If all we look for is pathology, we'll miss everyday moments of
promise.
Mike Rose
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