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Almost universally, America’s teachers have been trained to teach curricula that are school-based and subject-specific. But federal legislation and school reformers are urging that teachers develop and teach curricula that focus on “generic” skills, such as problem solving and teamwork, integrate vocational and academic education, and emphasize “real-world” applications, especially applications found in the workplace. Unfortunately, most teachers are being asked to change their practice without the requisite knowledge or the means for acquiring it. To make use of the workplace as a context for learning, teachers need knowledge of work and work practice, an appropriate model for classroom design and instruction, and the opportunity to learn and apply both. In response to this need, RAND developed and pilot tested a six-week “mini-sabbatical” for high-school teachers and teacher trainers. This document describes the mini-sabbatical curriculum.

Originally published in: National Center for Research in Vocational Education.

This report is part of the RAND Corporation Reprint series. The Reprint was a product of the RAND Corporation from 1992 to 2011 that represented previously published journal articles, book chapters, and reports with the permission of the publisher. RAND reprints were formally reviewed in accordance with the publisher's editorial policy and compliant with RAND's rigorous quality assurance standards for quality and objectivity. For select current RAND journal articles, see External Publications.

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