Abstract
Purpose. The purpose of this study was to investigate high school teachers' attitudes regarding implementation of school-based learning components, work-based learning components, and connecting activities, as defined in the School-to-Work Opportunities Act, within their educational setting, prior to the introduction of a systemic change process. The study also investigated high school teachers' current usage of instructional strategies related to school-based learning components, as defined in the School-to-Work Opportunities Act, within their educational setting, prior to introduction of a systemic change process. High school teachers' attitudes and current usage of instructional strategies were also examined by teacher subject area. Methodology. This descriptive study utilized a survey research methodology. The survey was comprised of three parts: Part 1-Teacher use of instructional strategies; Part 2-Level of agreement with statements pertaining to work-based learning, school-based learning, and connecting activities, using a six point Likert scale; and Part 3-Teacher subject area identification. Each survey item was tabulated and analyzed using descriptive statistics: frequencies, percentages, means, standard deviation, one-way analysis of variance, and the Scheffé test. The setting and sample for this study were limited to high school teachers in a large southern California school district. Findings and conclusions. Teachers were more supportive of activities done independently rather than activities that involved connecting with others. Regarding school-based learning, teachers supported relevance; core competencies taught in vocational classes; career information more than career exploration activities; integrated curriculum done independently versus as a team; and postsecondary articulation. Less supported areas involved teacher acquisition of workplace knowledge; educator internships and employer connections. Vocational education teachers were most supportive; whereas physical education, English, mathematics, science, and social studies teachers were the least supportive. Most used instructional strategies were: small groups; connecting activities to real-life; active learning; and facilitator/coach. Least used were: employer activities; vocational and academic teams; and computer technology. Recommendations. It is strongly recommended that steps be implemented to bridge the separatism within the educational world, promote rigorous academics for all students; develop staff activities based on identified needs; support and promote teacher collaboration not isolation; and engage all subject area teachers in all areas of school reform.