Tech prep/school-to-work content as reflected in secondary school English textbooks: A content analysis

The purpose of this study was to contribute to a better understanding of the effect of the Tech Prep/School-to-Work movement on English textbooks. More specifically, the study attempted to compare grade-11 American literature textbooks designed in 1989, prior to the TP/STW movement, with those designed in 1999–2000, approximately ten years later. The problem of the study was to determine whether post-TP/STW textbooks, compared to pre-TP/STW, demonstrated any change in choices of reading selections, in complexity of reading selections, and in amount of content related to 16 contextual components of TP/STW reform.; The content analysis involved identifying major publishers and sample literary selections and designing data collection instruments that related TP/STW research to the identified samples. The researcher defined the major TP/STW contextual components and analyzed the treatment of those components in twelve literary selections found in two textbooks from each of four publishers. Changes were measured in reading difficulty and in number of pages devoted to selections.; The analysis of TP/STW components selection by selection showed an overall trend toward inclusion in the 2000 edition textbooks. All publishers gave notable attention to the use of resources, integration with student experience, and use of authentic assessment. Other specific areas of emphasis varied considerably from text to text. Notable omissions in TP/STW coverage were in the areas that focused on attention to the future, i.e., career planning, work ethics, adaptability, and integration of secondary with post-secondary plans. Specific publishers addressed specific TP/STW objectives.; As a result of this study, publishers were encouraged to decrease textbook weight by dividing textbooks into in-class and out-of-class activities.