Eight Models of Integration

Grubb, Davis, Lam, Plihal, and Morgaine (1991) developed the following models for integrating vocational and academic education:

"Model 1 - Incorporating More Academic Content in Vocational Courses

• Curriculum Changes: Vocational courses include more academic content.

• Teacher Changes: Vocational teachers modify courses.

• Students Targeted: Vocational students.

• Institutional Changes: None.

Model 2 - Combining Vocational and Academic Teachers to Incorporate Academic Content in Vocational Programs

• Curriculum Changes: Vocational programs include more academic content, in either vocational courses or related applied courses.

• Teacher Changes: Academic teachers cooperate with vocational teachers.

• Students Targeted: Vocational students.

• Institutional Changes: None.

Model 3 - Making Academic Courses More Vocationally Relevant

• Curriculum Changes: Academic courses include more vocational content; sometimes new courses (e.g., applied academics) are adopted.

• Teacher Changes: Academic teachers (usually) modify courses or adopt new ones.

• Students Targeted: Potentially all students; in practice, vocational and general-track students.

• Institutional Changes: None

Model 4 - Curricular Alignment: Horizontal and Vertical

• Curriculum Changes: Both vocational and academic courses are modified and coordinated across courses and/or over time.

• Teacher Changes: Vocational and academic teachers cooperate; numbers range from two to all.

• Students Targeted: Potentially all students; actual targets vary.

• Institutional Changes: None necessary; curriculum teams may foster cooperation.

Model 5 - Senior Projects

• Curriculum Changes: Seniors replace electives with a project; earlier courses may change in preparation.

• Teacher Changes: None necessary; teachers may develop new courses or modify content to better prepare students.

• Students Targeted: All students.

• Institutional Changes: None necessary.

Model 6 - The Academy Model

• Curriculum Changes: Alignment among academy courses (English, math, science, vocational) may take place.

• Teacher Changes: Vocational and academic teachers may collaborate on both curriculum and students.

• Students Targeted: Usually potential dropouts; sometimes students interested in specific occupational areas.

• Institutional Changes: School-within-a-school; block rostering; smaller classes; links to employers.

Model 7 - Occupational High Schools and Magnet Schools

• Curriculum Changes: Alignment among all courses may take place, emphasizing the occupational focus.

• Teacher Changes: All vocational and academic teachers assigned to an occupational school or magnet within a school; collaboration facilitated.

• Students Targeted: Students interested in specific occupational areas.

• Institutional Changes: Creation of a self-contained occupational school or magnet school.

Model 8 - Occupational Clusters, Career Paths, and Majors

• Curriculum Changes: Coherent sequences of courses created; alignment may take place among courses within clusters.

• Teacher Changes: Teachers belong to occupational clusters rather than (or in addition to) conventional departments; collaboration is facilitated.

• Students Targeted: All students.

• Institutional Changes: Creation of occupational clusters; enhancement of career counseling; possible cluster activities." (p. 16-17)

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