Susan Bodilly’s research while affiliated with National Centre for Vocational Education Research and other places

An examination of academic-vocational integration in school settings began with a literature review to describe theoretical support for integration. Four themes were synthesized that defined integration as a reform: richer, more coherent curricula; more activity-based pedagogy; more teacher collaboration and coordination; and more attention to school transition. The integration efforts of eight schools in five states (California, Kentucky, Ohio, Oregon, Virginia) in the context of their background characteristics and their policy environment were analyzed through case studies. Approaches fell into three groups: enhanced academics, enhanced relevance, and enhanced engagement. The sites attempted to reform curricula and implement pedagogical reforms. Teacher collaboration reforms included teaming of academic and vocational teachers, joint time together for teams, and new organizational structures that empowered teachers. School transition reforms included use of planning partners for the school, transition-specific curricula, and credentials and certification. All sites reported major barriers to curricular and pedagogical reforms. States generally provided no support for increased teacher collaboration. The following conclusions about integration were reached: it could apply to all types of high schools; it was best approached as a school improvement effort; it took years to implement; it flourished in a conducive regulatory environment; it required capacity-building investments; and it promoted rethinking of educational conventions. (Appendixes include synopses of case study sites and an 88-item bibliography.) (YLB)