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dc.contributor.authorKang, Suk
dc.contributor.authorBishop, John H.
dc.date.accessioned2020-11-25T14:54:38Z
dc.date.available2020-11-25T14:54:38Z
dc.date.issued1988-08-24
dc.identifier.other197666
dc.identifier.urihttps://hdl.handle.net/1813/77312
dc.description.abstract[Excerpt] A number of blue ribbon-panels have called for increases in the number academic courses required for graduation from high school and for lengthening the school day and the school year. Most states have adopted the first of these recommendations but not the second. With the amount of time a student spends in school remaining constant, increases in the number of required academic courses force reductions elsewhere. Which activities should be reduced? Should the reduction be made in study halls, music and fine arts,physical education, and life skills courses or should it come in vocational education? The answer to this question will not be the same for every student. High school graduates who do not want to go to college and plan to work immediately after graduating probably have very different feelings about course selection than a student who aspires to being an artist.
dc.language.isoen_US
dc.subjectCAHRS
dc.subjectILR
dc.subjectcenter
dc.subjecthuman resource
dc.subjectjob
dc.subjectworker
dc.subjectadvanced
dc.subjectlabor market
dc.subjectstudent
dc.subjectperformance
dc.subjectemployment
dc.subjectschool
dc.subjectrole
dc.subjectemploy
dc.subjectvocational
dc.subjecteducation
dc.subjectUnited States
dc.subjectyouth
dc.subjectrisk
dc.subjectwork
dc.subjectjob
dc.subjecttraining
dc.subjectoccupation
dc.subjectcollege
dc.subjectschool
dc.subjectstudent
dc.subjectlearning
dc.subjecteconomic
dc.titleVocational and Academic Education in High School: Complements or Substitutes
dc.typepreprint
dc.description.legacydownloads88_10_Vocational_and_Academic_Education.pdf: 5133 downloads, before Oct. 1, 2020.
local.authorAffiliationKang, Suk: Tokyo Metropolitan University
local.authorAffiliationBishop, John H.: Cornell University


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