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Curriculum and Pedagogy for Academic-Occupational Integration in Community Colleges: Illustrations from an Instrumental Case Study - Part I: Introduction


by Dolores Perin — July 21, 2002

Community colleges play an important role in educating the nation's workforce and many students go to these institutions for occupational instruction in order to enter or advance in the labor market. However, community college occupational programs have been criticized for being narrow, and insufficiently concerned with literacy and critical thinking. At the same time, academic instruction has been characterized as being irrelevant and unmotivating to students preparing for careers. Integrating occupational and academic instruction may help overcome these problems. This nine-part series presents case material from a study of curriculum and pedagogy for integrated instruction in seven community colleges across the country (Perin, in press). Observations and interviews with faculty and administrators indicated variation in the extent of integration in the classroom, and teacher- vs. student centeredness. Further, although occupational faculty frequently emphasized their students’ need for basic academic skills, they often did not teach these skills explicitly in their classrooms.


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Cite This Article as: Teachers College Record, Date Published: July 21, 2002
http://www.tcrecord.org ID Number: 10975, Date Accessed: 12/15/2017 3:32:13 AM

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About the Author
  • Dolores Perin
    Teachers College, Columbia University
    E-mail Author
    DOLORES PERIN is associate professor of psychology and education at Teachers College, Columbia University. She has interests in curriculum and pedagogy in community colleges, the acquisition of literacy by children and adults, and learning disabilities.
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