Author: Susan W. JacobsenPublisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 94
Book Description
Creating a Career Exploration Unit Using Techology as a Positive Force for Learning
Author: Susan W. JacobsenPublisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 94
Book Description
A Positive Force
Author: Making It Happen
Author: Mary G. VisherPublisher:
ISBN:
Category :
Languages : en
Pages : 164
Book Description
The phrase "preparing students for college and career" has become so ubiquitous that it has become almost a mantra in educators' discourse in recent years. Whether mentioned in the Common Core State Standards, in the mission statements of high schools, or in political campaigns, improving the college and career readiness of young people is a concept that few can disagree with. Much attention has focused on how to prepare students "academically" for life after high school. But "readiness" also means having the knowledge and skills to make informed choices about careers and postsecondary education options and--once graduated--to successfully navigate both worlds. High schools are expected to teach these skills and knowledge but are rarely given the guidance or tools to do so. With a grant from the Institute of Education Sciences in the U.S. Department of Education, MDRC and its project partner Bloom Associates developed and piloted a program to help schools build or strengthen their college and career exploration programs. Called "Exploring Career and College Options (ECCO)," the program was designed specifically for career academies but can be adapted to fit many educational settings. "Career academies" are schools within schools that enroll up to several hundred students. They are organized by a career theme, such as health sciences or media arts. Besides regular high school courses, career academy students enroll in a sequence of career-technical courses centering on the theme area. Finally, students participate in internships and other experiences in workplaces--which is often called "work-based learning"--to reinforce the connections between what they learn in the classroom and their future careers. An earlier random assignment study of career academies conducted by MDRC demonstrated the effectiveness of the model. Over the years, as the number of career academies grew, the parallel pressure to ensure that all students meet high academic standards inadvertently crowded out time for career exploration activities--the very activities that nonexperimental evidence from the MDRC study suggests may have played an instrumental role in causing the large increases in earnings that career academy participants experienced over the eight-year period following high school graduation. Career academies typically cite a lack of time, skills, and resources as the reason for not offering such activities to all of their students. ECCO is a capacity-building program to help career academies offer opportunities to students to learn about their workplace and postsecondary options through four core components: (1) a series of one-hour in-class lessons; (2) visits to local work sites; (3) visits to college campuses; and (4) a six-week internship offered to all students in the summer before or during their senior year. The curriculum includes guidance for educators on how to arrange and manage students' out-of-school experiences as well as guides for partnering employers. This report summarizes findings from a three-year study of the implementation of the ECCO program. ECCO was launched in 18 career academies in six school districts in three states: (1) California; (2) Florida; and (3) Georgia. The purposes of the study are to document the experiences of these schools in adopting the program and to assess the extent to which, when given support and resources, programs like ECCO can be fully implemented. The study also collected descriptive data to assess the promise of the program to improve student participation in career and college exploration activities and to improve their awareness of postsecondary options. Appended are: (1) Data Sources and Survey Response Analysis; (2) Additional Findings About Implementation; and (3) Additional Analyses of Student Outcomes and Methodological Explanations. Individual chapters contain footnotes. (Contains 38 tables, 12 figures, and 6 boxes.) [This report was written with Marie-Andree Somers.].
Resources in Education
Author: Research in Education
Author: Federal Register
Author: Resources in Vocational Education
Author: Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 708
Book Description
Exploring the Psychology of Vocational Education: From the Perspective of Literacy Promotion
Author: Jian-Hong YePublisher: Frontiers Media SA
ISBN: 2832520448
Category : Science
Languages : en
Pages : 313
Book Description
Understanding by Design
Author: Grant P. WigginsPublisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Resources in Women's Educational Equity
Author: Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 532
Book Description