ERIC Number: ED458413
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
The Presence of Strategies and Conditions for Integrating Academic and Career and Technical Education.
Taylor, Crystal B.
A study was conducted to determine the extent to which teachers and principals perceive that strategies and conditions to integrate academic, career, and technical education are present in their schools. The study was carried out in Virginia through a 56-statement questionnaire with High Schools That Work (HSTW) schools (schools that are part of an initiative to change the traditional education setting to one that is integrated and collaborative with the participation of all academic and career and technical education teachers). Respondents were asked to rate each item on how integrative conditions are present in their schools, using a five-point Likert-type scale. Results indicated that of the 56 items, teachers and principals rated 42 as neutral for integration and only 14 items as indication of curriculum integration present in their schools. In general, the principals were more aware of the presence of integration strategies or conditions because they have observed teachers throughout their schools and have performed summative evaluations, while some teachers may not be aware of the integration strategies or conditions present in their schools. The study concluded that since integrating academics and career and technical education is one strategy for raising student achievement and preparing students for the workplace, teachers and principals should make a conscious effort to integrate academic and career and technical education. (Contains 15 references.) (KC)
Descriptors: Academic Education, Administrator Attitudes, Career Education, Change Strategies, Educational Attitudes, Educational Change, Educational Environment, Educational Improvement, High Schools, Integrated Curriculum, School Attitudes, School Surveys, Teacher Attitudes, Technical Education, Vocational Education
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A
Identifiers - Location: Virginia