Interviews with 109 individuals gathered data about specific events teachers experienced as they implemented integration projects. Findings indicated that teachers experience three stages of growth: (1) learning about each other; (2) curriculum strategies; and (3) instructional strategies. (JOW)

The Polytechnic High School of Kent County (Delaware) is organized in five clusters, each of which has five academic teachers. The teaming of academic and vocational teachers demonstrates the importance of group dynamics and team process in teacher preparation. (SK)

Approaches to integration include tandem/cluster courses, general education requirements, cross-curricular efforts, applied academics, academic modules in occupational courses, multidisciplinary courses, colleges within colleges, and remediation or English as a Second Language with an occupational focus. (SK)

New evidence on brain functions demonstrates the necessity of connections between knowing and doing, school and life, knowledge and application, and content and context. Contextual teaching and learning principles can better harness the power of the thinking brain. (SK)

In an effort to improve the ability of vocational education to reinforce academic skills, we must not take the heart out of vocational programs by removing work-related components. The agenda for educational reform must be broadened to include vocational education. (JOW)

Higher-order thinking skills, based on Bloom's taxonomy, include evaluating, synthesizing, analyzing, and applying. Vocational educators can best develop these skills in the context of their subject matter by developing objectives that reflect the redesigning activities and test students at higher levels of cognition. (SK)

Portland (Maine) Regional Vocational Technical Center conducted an integrated studies research project to identify and validate the academic skills and conpetencies embedded in its vocational programs. Recommendations were made to award integrated studies credit for vocational curricula that develop specified competencies in mathematics, social…

Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

Instead of departments, a team of English, social science, science, and math teachers plan and implement programs in four career clusters at Dauphin County (Pennsylvania) Technical School. (SK)

Tips for incorporating English and math in welding classes include selling the academic work as essential job-related skills and maintaining a balance between the academic and the technical content. (SK)

In a Maryland high school, physics and chemistry principles are integrated into welding and metals projects, enabling students to work on academic assignments and experiments simultaneously. (SK)

Discusses the consolidation of three high schools into the vocational-technical center in Rockbridge County, Virginia. Describes the implementation of new programs and the integration of vocational and academic courses. (JOW)

Describes career clusters, areas of work force specialization that aim to integrate academic and career education by guiding students through particular avenues of study. Looks at models at several schools throughout the United States. (JOW)

Educators must overhaul the instructional system before worrying about the latest technological innovation. The most fundamental challenge of the workplace and society is teaching students the academic knowledge that underpin technology: communication and critical thinking. (JOW)

Research into guidance efforts that successfully integrate basic skills into vocational education programs indicates that counselors play a key role in helping students gain the new basic skills. Their roles will have an impact on students and on the field of vocational education. (JOW)