ERIC Number: ED350404
Record Type: RIE
Publication Date: 1992-Nov
Two Worlds: Vocational and Academic Teachers in Comprehensive High Schools.
Little, Judith Warren
As part of a 3-year research project, a study focused on the character and the consequences of vocational and academic teachers' professional identities and relationships within comprehensive high schools. Information was gathered through interviews, observations, and survey queries in five high schools in California and Michigan. The views of 35 high school vocational teachers were studied, and attitudes of academic teachers were also observed. The study found that the vocational teachers often were held in lower esteem by their peers and administrators and sometimes were embarrassed by their subject matter. The standards for status were the subjects taught by universities, although vocational teachers pointed out, to little recognition, that their subjects were necessary for developing the work force. Vocational education teachers often taught a higher proportion of special education students than did academic teachers. Vocational and academic teachers often had little contact and little in common unless they served on faculty committees or coached sports together. Some departments had a sense of community and cohesiveness, which varied from school to school. Usually, vocational teachers suffered lack of prestige and lack of support from administrators, other teachers, students, and parents. (The five high schools are profiled in the appendix; 44 references are included.) (KC)
Descriptors: Academic Education, Departments, Educational Environment, High Schools, Professional Recognition, Secondary School Teachers, Teacher Attitudes, Teacher Characteristics, Vocational Education, Vocational Education Teachers
NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-438: $3.25).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A