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An in-depth investigation into career-related programmes in
American secondary schools and two-year further education colleges
is given in this book. In addition to reviewing evidence on the
effectiveness of vocational coursework, the authors analyse
programmes involving students who study and work simultaneously,
including co-operative education, youth apprenticeship and
school-based enterprise.; Chapters deal with the problems
encountered in the school-to-work transition: the preparation
necessary not only for this transition but for changes encountered
when jobs end abruptly, and issues covered include combining
school-based and work-based learning and teaching and linking
secondary with post- secondary education. Research on programmes
involving students simultaneously working and at school, including
non-school-supervised employment is also covered, as is
co-operative education, which places students in jobs related to
their fields of study. The traditional elements of post-school
education and training are discussed together with an investigation
into newer approaches including career academics and career magnet
schools and programmes bridging secondary and post secondary
education. Additionally, selected studies of programmes for out-
of-school youth are reviewed.; To conclude, the authors consider
new school-to-work systems and whether specially designed
programmes for the "non-college-bound" students would be
stigmatised as second best, or if an alternative programme could
maintain an option for students to attend four year colleges and
universities, the latter making the design and operation of
school-to-work systems more difficult. Of interest to
administrators, teachers, policy makers, analysts and employers,
the findings in this book will shed light on the viability of new
school-to- work initiatives currently being implemented in the UK,
Europe and USA.
An in-depth investigation into career-related programmes in
American secondary schools and two-year further education colleges
is given in this book. In addition to reviewing evidence on the
effectiveness of vocational coursework, the authors analyse
programmes involving students who study and work simultaneously,
including co-operative education, youth apprenticeship and
school-based enterprise.; Chapters deal with the problems
encountered in the school-to-work transition: the preparation
necessary not only for this transition but for changes encountered
when jobs end abruptly, and issues covered include combining
school-based and work-based learning and teaching and linking
secondary with post- secondary education. Research on programmes
involving students simultaneously working and at school, including
non-school-supervised employment is also covered, as is
co-operative education, which places students in jobs related to
their fields of study. The traditional elements of post-school
education and training are discussed together with an investigation
into newer approaches including career academics and career magnet
schools and programmes bridging secondary and post secondary
education. Additionally, selected studies of programmes for out-
of-school youth are reviewed.; To conclude, the authors consider
new school-to-work systems and whether specially designed
programmes for the "non-college-bound" students would be
stigmatised as second best, or if an alternative programme could
maintain an option for students to attend four year colleges and
universities, the latter making the design and operation of
school-to-work systems more difficult. Of interest to
administrators, teachers, policy makers, analysts and employers,
the findings in this book will shed light on the viability of new
school-to- work initiatives currently being implemented in the UK,
Europe and USA.
The Rhetorical Arts in Late Antique and Early Medieval Ireland
represents the first study of the art of rhetoric in medieval
Ireland, a culture often neglected by medieval rhetorical studies.
In a series of three case studies, Brian James Stone traces the
textual transmission of rhetorical theories and practices from the
late Roman period to those early Irish monastic communities who
would not only preserve and pass on the light of learning, but
adapt an ancient tradition to their own cultural needs,
contributing to the history of rhetoric in important ways. The
manuscript tradition of early Ireland, which gave us the largest
body of vernacular literature in the medieval period and is already
appreciated for its literary contributions, is also a site of
rhetorical innovation and creative practice.
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