| Abstract: | For years educators have been striving for vocational realism in the classroom, that is, an in vivo work training program. Drawbacks to this system, however, have been student attitudes and conceptions of the nature of the programs. To the student population, vocational programs resembled the usual stereotype “school.” The solution to this problem was not simple. In order to achieve a real life simulation of work, teachers would need to grant additional freedom to students, which presents a calculated risk to the student and the instructor. |
