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ERIC Number: EJ848206
Record Type: Journal
Publication Date: 2004
Pages: 14
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1934-6875
Vocational Education and the Great Divide: Have Student Needs Been Overlooked?
Reynolds, Robert M.
Journal of Educational Research & Policy Studies, v4 n1 p1-14 Spr 2004
This paper is an examination of the divide that exists between academic and vocational curricula in American public high schools. This divide is a separation of the two curricular pathways which induces students and others to see vocational education as an inferior curriculum. Due to this perception many students may choose the academic curriculum route even though they have no aspirations of earning a college degree. The history of this divide is explored in a literature review to give some insight as to its origin. The effect the current split in the curriculum has on high school students in their quest for a bright and fulfilling future is examined. A review of the literature implied that this separation was probably initiated in an attempt to correct a perceived failure of the school system in the area of math and science. The gap was further widened with the advent of standardized curriculum to preclude yet another imagined failure in the education system. The net effect on school systems was a separation of the curriculum that made the vocational curriculum subordinate to the academic curriculum. In the final analysis there are many possible means of bridging or narrowing this separation of the curricular. One of these many possibilities is discussed in this paper.
National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A