Based on five years of research in high school and community college programs, this book explores the potential for using work-based learning as part of a broad education reform strategy.
| Acknowledgments |
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vii | |
| 1 Work-Based Learning and Education Reform |
|
1 | (20) |
| 2 The Questions and the Approach |
|
21 | (18) |
| 3 Student Participation in and Use of Work-Based Learning |
|
39 | (28) |
|
JOSHUA HAIMSON AND JEANNE BELLOTTI |
|
|
| 4 Employer Involvement in Work-Based Learning |
|
67 | (24) |
| 5 Work-Based Learning and Academic Skills |
|
91 | (26) |
| 6 Learning Skills and Careers Through Work-Based Learning |
|
117 | (20) |
| 7 Work-Based Learning and Youth Development |
|
137 | (14) |
| 8 New Modes of Thought |
|
151 | (18) |
| 9 Pedagogical Strategies for Work-Based Learning |
|
169 | (24) |
| 10 Pedagogy in the Classroom to Support Work-Based Learning |
|
193 | (18) |
| 11 Conclusions |
|
211 | (12) |
| Appendix: Guidelines for Conducting Ethnography in Research on Work-Based Learning |
|
223 | (12) |
|
|
|
| References |
|
235 | (10) |
| Index |
|
245 | |
Thomas R. Bailey is the George and Abby O'Neill Professor of Economics and Education, Department of International and Transcultural Studies, and the Director, Institute on Education and the Economy, and Community College Research Center, at Teachers College, Columbia University. Katherine L. Hughes is the Assistant Director for Work and Education Reform Research, Institute on Education and the Economy, Teachers College, Columbia University. David Thornton Moore is Associate Professor, Gallatin School of Individualized Study, New York University.
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