Working Knowledge

Work-Based Learning and Education Reform
1. Auflage 2003
ISBN: 978-0-415-94566-0
Verlag: Routledge

Buch, Englisch, 256 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 427 g

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.

Autoren/Hrsg.

Bailey, Thomas R.

Hughes, Katherine L.

Moore, David Thornton

Fachgebiete

• Wirtschaftswissenschaften Betriebswirtschaft Bereichsspezifisches Management Arbeitsplatz, Arbeitsschutz, Gefahrstoffschutz
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Wirtschaftswissenschaften Betriebswirtschaft Bereichsspezifisches Management Office Management, Büroorganisation
• Rechtswissenschaften Arbeitsrecht Arbeitsschutz- und Arbeitssicherheitsrecht
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik

Inhaltsverzeichnis

1. Work-Based Learning and Education Reform 2. The Questions and the Approach 3. Student Participation in Work-Based Learning 4. Employer Involvement in Work-Based Learning 5. Work-Based Learning and Academic Skills 6. Learning Skills and Careers Through Work-Based Learning 7. Work-Based Learning and Youth Development 8. New Modes of Thought 9. Pedagogical Strategies for Work-Based Learning 10. Pedagogy in the Classroom to Support Work-Based Learning 11. Conclusions References Appendix Guidelines for Conducting Ethnography in Research on Work-Based Learning

Über Autor(innen)

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.