Thomas Bailey, Katherine L. Hughes, and David Thornton Moore
Based on over five years of research on work-based learning in high school and community college programs across the country, Working Knowledge explores the potential for using work-based learning as part of a broad education reform strategy. Bailey, Hughes, and Moore synthesize a historical overview of work-based learning and its place in policy-making with the experiences of teachers and students, resulting in a dynamic account of the state of work-based learning and its significance for the field of education.
Institute on Education and the Economy, Teachers College, Columbia University
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