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The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic outcomes of school-to-work programs; (2) site visits to interview faculty, staff, students, and employers; (3) observation of classroom-based links to the work-based learning components. In 9 of the 25 cases examined, no evidence for any of the following claims for academic reinforcement were found: school-based knowledge is applied; school-based knowledge is explored and tested; and motivation toward school is positively affected. Twelve students experienced instances of simple application of school-based knowledge at work. Evidence of the testing and exploration of school-based knowledge was found in only three cases. Except for those students who were taking courses in clerical skills and data entry in school, the academic reinforcement functions of work experience were minimal. Overall, the interns' work was functional to the employing organization but hardly academic. (Contains 47 references. Appended is a student essay question on productivity in a hospital setting and a sample student response.) (MN)

This document, which is based on 3 years of research on 14 school-to-work programs across the United States, outlines pedagogical strategies for work-based learning. Pedagogy is defined as the organization of the social activities, organizational structures, and cultural practices by which newcomers, such as student interns, come to acquire and engage that knowledge. Presented is a brief description of the research methodology, which was designed to identify successful pedagogical strategies for work-based learning in different types of workplaces. A framework through which educators can analyze the pedagogy of particular work contexts is presented and illustrated through the examples of a student intern at a veterinary hospital and a student intern at a hotel housekeeping office. The examples are discussed in terms of the following pedagogical strategies: front-loaded instruction; on-the-job training; just-in-time instruction; back-loaded instruction; mutual self-instruction; laissez-faire (sink-or-swim instruction); and observation. The various pedagogical tactics that can be used within each strategy are listed and considered in the context of the two student interns. The final section explains how the following school-based pedagogical strategies can support work-based learning: (1) journals; (2) learning plans; (3) internship classes or seminars; and (4) final papers, projects, and presentations. (MN)

Fourteen school-to-work programs characterized by strong work-based learning components and solid employer involvement were examined in a 3-year study to identify pedagogical factors associated with successful work-based learning programs. The main data collection activities were as follows: site visits to the 15 programs to interview faculty, staff, students, and employers and to observe any classroom-based links to the work-based learning components; 2 telephone surveys (a survey of employers participating in the programs and a survey of employers not participating in programs); and case studies of 5 of the programs that included observations and interviews with 26 student interns. The researchers used a task analysis framework that was designed to analyze the situated pedagogy of particular work contexts. The following pedagogical strategies were identified and analyzed: front-loaded instruction; on-the-job training; just-in-time instruction; back-loaded instruction; mutual self-instruction; laissez-faire instruction; observation; and mentoring. Among the pedagogical tactics used within each strategy were the following: lecturing; tours; modeling/demonstrating; dry runs; giving orders; helping out; coaching; critical feedback; testing and checking; storytelling; reminding; trial and error; and practice. The case studies emphasized the importance of educators enhancing students' learning opportunities at the workplace with connected activities and exercises back at school. (Contains 22 references.) (MN)

Experiential or work-based learning has been touted as imperative for the development of students and their preparation for the workplace. However, work-based learning does not always occur or occur to a significant extent merely because a student is in the workplace. What matters is the nature of the student's participation in workplace activities. Factors influencing the transfer of learning include the following: the knowledge environment of the workplace, how the knowledge is used, historical characteristics, the micropolitics of knowledge (who gets to know what, who controls access and how), and the learning process. Therefore, it is not enough to claim that a great deal of knowledge is present in the environment; educators need to track the learner's engagement in the use of that knowledge. (Contains 29 references) (KC)

The term "curriculum" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction. The article first reviews conventional conceptions of curriculum, and then draws on theories of cognition and learning base in phenomenology, symbolic interactionism and situated learning to identify some of the features of a naturally-occurring curriculum in the workplace: the socio-technical and pragmatic elements of the knowledge used in the work environment, the classification and framing of knowledge-use, and the extent to which participants are expected to use the various forms of knowledge. That is, curriculum is essentially a socially-constructed ordering of the knowledge-use in a social context. These concepts are applied to two settings in which high school interns were supposed to be learning something: a history museum and a veterinary clinic.

The purpose of this paper is to propose a conceptual framework by which educators can recognize, affirm, and enhance the potential to learning of a vast array of urban resources unconnected to schools. Working definitions of the major terms "educators,""resources," and "urban" are provided as a reference base for the conceptual framework. Elements of the various constituents of the learning encounter are itemized in order to assist professionals in analyzing the interaction between learner and situation. Features of the participants, the context and the learning process are included. A review of selected literature which touches on the issue of learning from urban resources is also provided. Writings that describe three different kinds of resources (museums, settlement houses, and the city as a built environment) are identified. It is suggested that educators could apply the urban resource framework to these works, in order to use the literature more creatively and systematically in their thinking about urban education. The challenge for educators, it is held, is to understand how people can learn from the city's non-school resources, and to create ways of enhancing that process. (Author/EB)

This paper defines alternative schools, exploring such critical parameters as their organizational context and structure, their curricular focus and pedagogical approach, and their governance. Also reviewed are some of the studies of experimental schools. Prior research is placed in the context of a critique which argues that more detailed information is needed about the quality of everyday life in the programs rather than on traditional evaluative measures of outcomes. The paper has two stated purposes: first, to dispel some of the popular misconceptions about alternative schools by describing various programs and practices that use that term; and second, to impose some conceptual order on the large number of alternatives through a review of some of the dimensions along which these schools vary. The data on alternative schools were gathered through the author's personal experience and through a review of the literature. It is suggested that more ethnographic research be conducted on alternative schools. (Author/AM)

Focusing on the intellectual, cognitive mental domain of learning, the article discusses the kind of mental work one is expected to perform and the social relationships one engages in academic learning and field learning. (SB)