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A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high schools and 4-year institutions. Findings indicated two major approaches (content integration and process integration) were involved in ATE curriculum development; collaborations among faculty members were important to program quality and scope of dissemination; participation of technology/occupational faculty members was pervasive in development and dissemination of ATE-funded curriculum and other ATE activities; general education faculty participated far less; interactions between ATE-funded programs and non-credit-oriented workforce development programs were prevalent and increasing; barriers were tensions between ATE and academic departments and organizational issues like work arrangements; rapidly changing advanced technologies, industry needs and fiscal and programmatic restrictions led ATE toward non-credit, workforce development programs; and articulations were potentially possible, although students would need to take significant amounts of additional courses that are not general education or "applied." (Contains 37 references) (YLB)

Descriptors: Academic Education, Articulation (Education), Case Studies, Community Colleges, Curriculum Development, Federal Aid, Federal Programs, Fused Curriculum, High Schools, Instructional Innovation, Labor Force Development, Organizational Change, Postsecondary Education, Retraining, School Business Relationship, Teacher Collaboration, Technological Advancement, Technology Education, Two Year Colleges, Vocational Education











Autor: Bailey, Thomas R.; Matsuzuka, Yukari

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7033&id=ED480004







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