Describes the comprehensive approach to general education at Illinois' Black Hawk College, highlighting the program's rationale and history. Indicates that the college used a DACUM (Design A Curriculum) process to clearly identify the desired outcomes of general education for all degree graduates. Includes topics for further research. (MAB)

Summarizes a study comparing effects of three different preschool models on urban public school children's success. Children enrolled in child-initiated programs mastered more basic skills than those in academically directed or middle-of-the-road classrooms. By fourth grade, the negative effects (lower scores and maladaptive behavior) of overly…

Describes a study examining approaches of community college faculty to curriculum planning and teaching and modifications they have made in curricula to meet societal changes. Indicates that vocational faculty were more outwardly directed than academic faculty and that the amount and depth of course revision slows with teacher experience. (17…

School-choice plans that segregate students according to background, ability, or aspiration violate the comprehensive ideal of uniting a diverse student population. Whereas choice based on free-market principles seems appealing, closer scrutiny reveals that essential choice provisions hold potentially dire consequences for the fabric of our…

Outlines how past art education provided a refuge for students from the rigors of other academic subjects. Observes that in recent years art education has become "discipline based." Argues that art educators need to reaffirm their commitment to a humanistic way of knowing. (KM)

Comparison of the transcripts of 2,098 high school graduates from 1982 and 1989 showed that vocational graduates made only small gains in math/science achievement. Most vocational graduates did not progress beyond general math or science courses. (SK)

Although the traditionalists prefer a mandated curriculum and rigid top-down regulations, the outcome-based proponents are vague about the means for students to achieve compulsory end results. Neither approach is appropriate, since each is based on a coercive model. One Christian academy balances a traditionalist approach in the affective domain…

Gregson expands on critical theory to advocate vocational teachers' role in making programs and workplaces democratic and emancipatory. Asche argues that there are barriers to critical pedagogy in the system and the role of public education must be considered. (SK)

Reports the results of a survey of the attitudes and beliefs of elementary school students and their parents in Iowa. Finds that attitudinal differences toward physical science begin to develop by the earliest elementary school years. Contains 67 references. (Author/WRM)

Examines Duxberry Park Arts IMPACT (Interdisciplinary Model Program in the Arts for Children and Teachers) Alternative School (Columbus, Ohio) that includes the arts in all aspects of the traditional curriculum. Discusses the IMPACT model, Duxberry's interdisciplinary approach, the factors that contribute to the school's success, and the…

A study investigated whether 18 teachers of students with visual impairments were incorporating the expanded core curriculum into the direct services provided to students. Teachers spent the majority of their instructional time on academics, teaching communication skills, and tutoring, with the bulk of instructional time dedicated to academic…

Drawing on experience in South Africa, college-student learning difficulties are approached as problems in accessing and mastering the cognitive processes needed to develop the specific academic literacy required for the disciplines. Based on this theory, the article argues for integration of such academic development into mainstream…

As more career and technical educators are faced with integrating academics into their curricula, workshops for teachers may help them to get started. In this brief article, Crystal B. Taylor, Ph.D., director of career, technical and adult education for the Roanoke City Public Schools in Virginia, describes four workshops on integrating academics…

In this article, the author discusses the issues concerning the academic-vocational education divide. The author observes how there remains an inequality in the courses that students take. Vocational courses still tend to be the domain of working-class students and students of color, and some of the courses exhibit the same limiting…

Designed as a resource guide for a school district's governance team, this publication provides descriptions of 20 best district practices and 11 national demonstration projects on academic-vocational integration. It enables board members and superintendents to envision how the curriculum integration of academic and vocational education occurs on…