Hernandez-Gantes and Phelps (1996) discuss the elements of authentic instruction relating to school-to-work transition:
"The formation of career aspirations appeared to be grounded in instructional interactions featuring elements of authentic instruction, including:
- A classroom environment where respect between teachers and students was established regardless of ethnic background, academic ability, gender, and individual learning styles.
- Focus on higher-order thinking skills fostering critical thinking and problem-solving strategies.
- Connections with real-world applications of subject matter drawing from concurrent vocational subjects and students' experiences.
- Opportunities for participation in class discussions, teamwork, and research projects to engage students in meaningful interactions in the classroom.
These elements of authentic instruction seem to foster in students an appreciation for academic subjects and the practical applications derived from school learning. As students experience opportunities to reflect on their own learning, they are able to identify the value of academic and technical preparation as implications for future career pathways."