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ERIC Number: ED365828
Record Type: Non-Journal
Publication Date: 1992-Sep
Pages: 151
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-55502-474-2
Creating a Tech Prep Curriculum. The Tech Prep Resource Series.
Edling, Walter
This resource guide is intended to provide guidance for those individuals or committees who have responsibility for the design of a tech prep curriculum. Focus is on issues and processes involved in developing a curriculum that effectively incorporates tech prep concepts. The guide is organized to follow an orderly path through the issues involved in curriculum planning. Section I, the introduction, states the purpose of the guide and gives instructions for its use. Section II reviews some background concepts to help users establish the scope of the tech prep program. Questions of goals, students served, and other broad issues are addressed, and choices or alternatives are proposed. Section III considers the curriculum design process (who should be involved, what issues should be considered, and what is a reasonable sequence of steps). This section deals primarily with the unique aspects of a tech prep curriculum that differentiate it from traditional programs. The major focus of the guide is Section IV, which explores the structure and content of tech prep curricula. This section leads the user through consideration of the numerous questions and issues that must be examined and resolved. Section V addresses the special problem of bridge programs, needed where both tech prep and non-tech prep students enter the same postsecondary program. Models of bridge programs are provided, showing the key essentials of secondary tech prep content. Appendixes contain curriculum models, 13 case studies, and information about the content of the Applied Academics course materials. (YLB)
Center for Occupational Research and Development, P.O. Box 21206, Waco, TX 76702-1206.
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A