ERIC Number: ED415403
Record Type: RIE
Publication Date: 1997-Dec
Reference Count: N/A
Career Academies. Communities of Support for Students and Teachers: Emerging Findings from a 10-Site Evaluation.
Kemple, James J.
This report studies career academies to explore students' and teachers' experiences and to contrast them with those of their peers in regular high school environments. Data are from questionnaires, interviews, and observations of Academy and non-Academy students (835 and 686 respectively) and teachers (65 and 403 respectively). Chapter 2 describes the data sources and research samples and presents analytical issues relevant to data interpretation. Chapter 3 examines the extent to which the career academy approach increases students' self-reported exposure to selected dimensions of school-related support from teachers, peers, parents, and other adults. It reports that students who experience higher levels of support are more likely to give intrinsic motivations for participating in school activities and see strong connections between what they are learning in school and their futures; increases in student motivation are related to higher levels of students' self-reported engagement. Chapter 4 examines the extent to which the career academies provide teachers with supports that enhance their job satisfaction and sense of effectiveness in making a difference in their students' lives. It explores whether the structural changes created by the career academy approach are associated with differences in teachers' level of collaboration with each other, in their classroom resources and control over their work, and in their relationships with students. (Appendixes contain 57 references and data tables.) (YLB)
Descriptors: Career Academies, Career Development, Helping Relationship, High Schools, Job Satisfaction, Peer Relationship, Program Effectiveness, Program Evaluation, Social Support Groups, Student Attitudes, Teacher Attitudes, Teacher Collaboration, Teacher Expectations of Students, Teacher Student Relationship, Vocational Education
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Manpower Demonstration Research Corp., New York, NY.
Note: For a related document, see ED 398 401.