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This study examined how generic skills and work-related attitudes can be taught in academic and vocational high school classrooms. An instructional model for these skills and attitudes was identified that included instructional goals, classroom design, teaching techniques, and school context. Generic skills and work-related attitudes can be taught in both academic and vocational classrooms. Instructional goals should include a mix of generic and domain-specific skills. Classroom design should incorporate structural and cultural aspects of workplaces, and learning should be situated in complex, “authentic” projects that resemble adult work. Situated learning should be supported through non-authoritarian teacher roles and teaching techniques. Student assessment should emphasize the learning of generic skills and attitudes. To implement this instructional model, teachers need autonomy as well as appropriate teacher training and staff development.
Table of Contents
Preface PDF
Figures PDF
Tables PDF
Summary PDF
Acknowledgments PDF
Chapter One
Learning to Work in Schools PDF
Chapter Two
Field Study Methods PDF
Chapter Three
What Makes Classrooms Work PDF
Chapter Four
An English Class That Works: Writing as Thinking PDF
Chapter Five
An Electronics Class That Works: Integrating Science and Technology at the Workbench PDF
Chapter Six
An Industrial Arts Class That Works: Manufacturing in the Vocational Lab PDF
Chapter Seven
Conclusions and Implications PDF
Appendix A
Synopses of Case Study Sites PDF
Appendix B
Samples of Index Terms for Tagging Field Notes PDF
Appendix C
Domains for Understanding the Eight Classrooms PDF
Bibliography PDF
This report is part of the RAND Corporation monograph report series. The monograph/report was a product of the RAND Corporation from 1993 to 2003. RAND monograph/reports presented major research findings that addressed the challenges facing the public and private sectors. They included executive summaries, technical documentation, and synthesis pieces.
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