dc.contributor.author	Moore, Margaret Ann III	en
dc.contributor.committeechair	Schmidt, B. June	en
dc.contributor.committeechair	Asselin, Susan B.	en
dc.contributor.committeemember	Hoerner, James L.	en
dc.contributor.committeemember	Sherman, Thomas M.	en
dc.contributor.committeemember	Heath-Camp, Betty A.	en
dc.contributor.department	Vocational and Technical Education	en
dc.date.accessioned	2014-03-14T20:22:39Z	en
dc.date.adate	1997-10-31	en
dc.date.available	2014-03-14T20:22:39Z	en
dc.date.issued	1997-09-16	en
dc.date.rdate	1998-10-31	en
dc.date.sdate	1997-09-16	en
dc.description.abstract	Vocational educators are reexamining methods of preparing students for the transition from school to the workplace as employers from business and industry are looking to schools for help in meeting their human resource needs. The School-to-Work Opportunities Act (1994) has stimulated a number of approaches to link school-based learning and work-based learning to help students transition to the workplace. Research has been conducted in school settings and work settings but little is known about how the two link together. Thus, little is known about the ways that situated learning contributes to the linkages between school-based and work-based learning.To address this concern, the overall purpose of this study was to determine how work-based and school-based experiences of students enrolled in cooperative education are linked. More specifically, details of students' school-based experiences that they, their teachers, and their workplace supervisors perceive as linked to the workplace were sought. Additionally, details of students' work-based experiences that they, their teachers, and their workplace supervisors perceive as linked to school-based experiences and activities were examined. Participants were ten students enrolled in cooperative education, their cooperative business or marketing education teachers, and their workplace supervisors from ten school sites in southwest Virginia. Individual interviews were used to collect data for the study. The interview data was used to ascertain perceptions of instances in the students' work experiences that reflect how school-based learning gives context to their work-based learning and how work-based learning gives context to their school-based performance. Emphasis was on detailing situated learning experiences, where school-based learning and work-based experiences were interlinked.The interview protocols were designed to answer the following three research questions:1.What school-based experiences do students, teachers, and workplace supervisors perceive have provided learning in the context needed for the work-based experiences of students enrolled in cooperative education?2.What work-based experiences do students, teachers, and workplace supervisors perceive as providing context to school-based learning experiences of students enrolled in cooperative education?3.What additional school-based learning experiences can students, teachers, and workplace supervisors identify that would help students who are enrolled in cooperative education relate their school learning to the workplace?The findings of the study indicated that the foundational skills and the competencies identified in the Secretary's Commission on Achieving Necessary Skills (1991) report as necessary for workers were, also, identified by interviewees as school-based experiences that provided learning for the students in the context needed for work-based experiences. Further, they were identified as work-based learning activities that linked work with school.Based on the findings in this study a number of implications for school-based and work-based instruction were developed that focus on the importance of providing students experiences and activities in the context needed for the workplace. Implications for further research are also provided.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-91497-121932	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-91497-121932/	en
dc.identifier.uri	http://hdl.handle.net/10919/30747	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	ABSTRACT.PDF	en
dc.relation.haspart	ACKNOW.PDF	en
dc.relation.haspart	APPENDA.PDF	en
dc.relation.haspart	APPENDB.PDF	en
dc.relation.haspart	APPENDC.PDF	en
dc.relation.haspart	CH1.PDF	en
dc.relation.haspart	CH2.PDF	en
dc.relation.haspart	CH3.PDF	en
dc.relation.haspart	CH4.PDF	en
dc.relation.haspart	CH5.PDF	en
dc.relation.haspart	REFEREN.PDF	en
dc.relation.haspart	TBLCON.PDF	en
dc.relation.haspart	TITLE.PDF	en
dc.relation.haspart	VITA.PDF	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	contextual or "situated" learning	en
dc.subject	school-based learning	en
dc.subject	work-based learning	en
dc.subject	cooperative education	en
dc.subject	school-to-work transition	en
dc.title	Connecting School-Based Learning and Work-Based Learning: Perceptions of Students, Their Teachers, and Their Workplace Supervisors	en
dc.type	Dissertation	en
thesis.degree.discipline	Vocational and Technical Education	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

Connecting School-Based Learning and Work-Based Learning: Perceptions of Students, Their Teachers, and Their Workplace Supervisors

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