This collection of writings is divided into four sections, each of which explores a different aspect of the relationship between career education and physical education and sport. The first section investigates the potential values in infusing career education into physical education and sport, and the second section focuses on ways in which…

Describes the process used by the St. Louis Community College to integrate the general curriculum with occupational programs. Includes sidebars about the process used in colleges in Florida and Wisconsin. (JOW)

Identifies and describes the following components in the integration of science knowledge and skills in vocational programs: curriculum, assessment, planning, support services and resources, intervention, and evaluation. (Author)

Six articles examine several of the critical components of program and personnel development in agricultural science including linkages between agriscience and natural resources teachers and high school science teachers, science in agriculture, biological science applications, and hydroponics. (JOW)

The potential of "integration" for improvement of teacher education programs appears to be widely acknowledged, as evidenced by the growth of new programs. Central to much of this program revision is the attempt to relate the educational practicum with other components of the teacher education process. (Author)

Describes "Vision and Values in the Catholic School," a value-oriented curriculum developed by the National Catholic Educational Association to imbue schools with a strong social justice dimension. Discusses the program's conceptualization, curriculum integration, and parent involvement. (DMM)

Describes a program to integrate academic skills, life skills, and vocational training into a penal structure to provide optimum success experiences for incarcerated adult males. Discusses the model used to monitor success in the program and the interpersonal skills, cognitive skills, and affective skills developed. (Author)

This journal provides an account of pilot site visits and other professional notes from July 1989 to June 1990. It begins with a description of an initial meeting to determine the author's role in the Applied Academics Project, namely that of facilitator of the integration of academic and vocational education with local teachers. Other entries…

Development of one curriculum--integrating all subject areas under specific goals and objectives--has been delayed by current schooling structure which pigeonholes information. This could be solved by an integrated curriculum based on Bloom's Taxonomy which flows through the common link of environmental education. Bloom's Taxonomy allows for…

Eight articles in this theme issue deal with the nationwide implementation of agricultural literacy programs--discovering how to do it. Discussed are experiences in planning and conducting agricultural literacy programs at state and local levels. (JOW)

Describes the reflective process of a group of teacher educators who examine the goals and strategies of their teacher education program. Each educator/author discusses the program from their own point of view regarding the power of collaborative reflection in the conceptualization and implementation of teacher education practice. (GLR)

This working paper outlines several issues that federal and state policymakers face in implementing the Carl Perkins Amendments of 1990. Each of 11 issues is presented with a brief comment outlining several alternatives, to serve as the basis for discussion. Since it is designed to stimulate discussion, this document does not present any…

In 1983, an entrepreneurial engineering class was developed at the University of New Mexico. The course meets for 3 hours 1 evening per week for 15 or 16 sessions. Lectures, reading assignments, group work, interactive class discussions, and presentations by practitioners are used to help learners students develop the research and practice skills…

The primary needs of offenders seem to be the abilities to make appropriate decisions about their behavior and to make the decisions in appropriate social and ethical contexts. Meeting these needs should logically be the first priority of offender programs. The high priority of improving decision making need not mean that other offender needs must…

The Tech Prep Associate Degree (TPAD) program must be clearly focused on technician-level occupations, which are expected to have the greatest occupational growth. Generally, the preparation required to enter the work force at the technician level is completion of an associate degree program that includes 50 percent theory and 50 percent applied…