With a chapter by Joshua Haimson and Jeanne Bellotti, of Mathematica Policy Research, Inc.
As the assumption that most students will attend college has increasingly become the norm for high schools, parents,
and students themselves, standards and educational offerings for all students have grown to reflect that assumption.
With the days of "vocational education" waning, where can students learn job skills, and how can students
who do not intend to follow a college track be motivated to learn in preparation for something in which they will
not participate?
Based on over five years of research on work-based learning in high school and community college programs across
the country, Working Knowledge examines these questions and explores the potential for using work-based learning
as part of a broad education reform strategy. Bailey, Hughes, and Moore synthesize a historical overview of work-based
learning and its place in policy-making with the experiences of teachers and students, resulting in a dynamic account
of the state of work-based learning and its significance for the field of education.
Table of Contents
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
