Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Thrisha Shiver
Keywords
Academic-Education. Integrated-Curriculum. Secondary-Education. Vocational-Education. Educational-Change. Job-Skills. Team-Teaching, School-Restructuring. Basic-Skills. School-Business-Relationship. Problem-Solving. Technological Literacy. Cognitive-Process. Reading* Writing-Relationship.
Abstract
The aim or this practicum was to integrate academic. Specifically language arts, and vocational education by: I) collaborating with vocational teachers; 2) developing cross-curricula activities; 3) reinforcing and evaluating communication skills in the vocational areas; 4) exploring student career direction; 5) infusing occupational relevancy into academics; 6) facilitating cooperative learning and relevant problem-solving; 7) fostering computer technology and literacy; and 8) orienting staff, counselors and administrators. Two corollary aims were to increase students’ communication skills as measured by the Stale Scholastic Aptitude Test, Part I (SSAT). and to reduce the drop-out rate u a result of participants’ goal-specific successes. The following problem-solving steps were taken in which the issues of integration of academic and vocational education were addressed: I) 100 high school seniors enrolled in two Basic Skills English classes and 60 sophomores and juniors enrolled in three English II. phase 3 classes were targeted as subjects; 2) permission from administrators. teachers, parents and students was obtained when and where necessary; 3) the implementer of the program was also its administrator and facilitator. However, at the I4th and 25th weeks, facilitators changed; and 4) a comprehensive intervention plan was designed in which the aforementioned solution strategies were implemented and incorporated into the normal class schedules over a period of 35 weeks. Results of this practicum were positive: and objectives were met. Data (teacher and students surveys) demonstrated that teacher collaboration, cross-curricula activities and applied communication strategies can increase integration between academic and vocational education. It further showed a 5% increase in students’ communication skills as measured by the State Scholastic Aptitude Test. Part I (SSAT). and a reduced drop-out rate compared to non-practicum English students. In addition to fulfilling the above prescribed objectives, it was observed that students exhibited high levels of motivation. interest and cooperation. Findings revealed the value of integrating academic, specifically language arts, and vocational education. Secondarily, it was recommended that to insure integration of vocational and academic education, school-wide, restructuring of the secondary school be considered. It was further recommended that the one year practicum course be expanded to a complete high school communication course; that students and teachers increase their exposure to the latest technologies by developing business partnerships and technology education programs; and finally that staff development become an intrinsic part of facilitating school-wide integration of academic and vocational education.