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Characteristics of teacher educators in career and technical education

This report details a study which described the characteristics of teacher educators in career and technical educat... Show more
This report details a study which described the characteristics of teacher educators in career and technical education (CTE) programs in the United States of America (USA). The following characteristics were examined: teacher educator demographics; professional development activities of teacher educators; and the methods, models, and approaches currently used within teacher preparation programs. The data revealed that CTE teachers are being prepared for public schools in a very traditional way and that the number of CTE preparation programs are declining across the USA in comparison with the growing number of public school and postsecondary teaching jobs. The study found that CTE teachers are demographically similar to other teachers and a large percentage of their professional time was spent teaching. Tenured and non-tenured staff tended to participate in professional development activities to the same degree. The research indicated that traditional approaches, such as university course work along with local school-based teaching/learning centres, solution-oriented investigations, and seminars are the most effective approaches for developing future secondary teachers and are accordingly the most used in practice. Most teacher educators surveyed had mixed opinions about the effectiveness of Web-based and other technology-based courses for the preparation of new teachers.
A report by the authors on the status of career and technical education teacher preparation programs is indexed at TD/TNC 67.239. Show less

Authors: Bruening, Thomas H.; Scanlon, Dennis C.; Hodes, Carol; Dhital, Purandhar ... [+] Show more

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2001

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Demographics; Outcomes; Workforce development ... [+] Show more
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Preparing the workforce of tomorrow: a conceptual framework for career and technical education

This paper examines issues related to the development of a conceptual framework for public career and technical edu... Show more
This paper examines issues related to the development of a conceptual framework for public career and technical education (CTE) in the United States of America (USA). A viable framework would reflect the collective principles of the CTE profession and be continually refined and improved. The paper begins with a clarification of the parameters of a conceptual framework. A brief review of historical traditions and views towards vocational education and the impact of the educational reform efforts of the 1980s and 1990s on vocational education, sets the context for the following discussion. The author then uses the development of a conceptual framework as a means to convey critical issues, both current and future, that affect secondary and postsecondary CTE alike. These issues are associated with curriculum, instructional delivery options, student assessment, career and technical education clientele, and program evaluation. A tentative conceptual framework is proposed, based on available information, and the implications of this framework for CTE teacher preparation programs is discussed.
This paper is one of a collection prepared for the 2002 National Career and Technical Teacher Education Institute Conference, ‘A call for renaissance in career and technical teacher education’, held in Scottsdale, Arizona from February 6-9, 2002. The papers are indexed from TD/TNC 69.501 to TD/TNC 69.506. Show less

Authors: Rojewski, Jay W.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Conference name: National Career and Technical Teacher Education Institute Conference

Date: 2002

Geographic subjects: North America; United States

Resource type: Conference paper

Subjects: Assessment; Workforce development; Vocational education and training ... [+] Show more
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Assessment of professional development activities, instructional needs, and delivery methods of part-time technical and occupational faculty in US community colleges

This report documents a study to describe the frequency of professional development activities provided to part-tim... Show more
This report documents a study to describe the frequency of professional development activities provided to part-time occupational and technical program faculty in the USA. It also identified the perceptions of occupational education officers of the instructional professional development needs and their appropriate delivery method(s) for these faculty members within community colleges. For part-time faculty members, introduction to the policies and procedures of the college and/or department, introduction to other college faculty/staff, orientation to the course/classroom, and help in meeting administrative requirements were found to take place at least once a quarter or semester. Staff assistance at the program, division, or institutional level emerged as the most common method of catering to part-time faculty professional development needs by the respondents’ community colleges. The types of professional development help that part-time faculty members were perceived to need most were concentrated in the following areas: (a) identifying the learning characteristics of students, (b) alternating teaching methods to accommodate different learning styles, (c) participation in web-based instruction, and (d) participation in distance learning. Part-time faculty were perceived to be willing to participate in at least one activity per semester or quarter. Seminar discussions, group classroom activities, and computer-assisted instruction or multimedia interaction were seen as the preferred ways part-time faculty would most like to learn. An evening/night format was indicated as the best time of day, and autumn as the best time of year for providing professional development activities. Suggested compensation for part-time faculty for participation in professional development activities were per diem and travel expenses as the most important, followed by personal growth. Factors such as other job commitments, travel distance, remuneration issues, personal motivation, and teaching experience or inexperience might interfere with part-time faculty member participation in professional development activities. Show less

Authors: Sandford, Brian A.; McCaslin, N. L.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2004

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Participation; Workforce development; Employment ... [+] Show more
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Career and technical education reforms and comprehensive school reforms in high schools and community colleges: their impact on educational outcomes for at-risk youth

This review of research investigates the impact of various types of education reform on outcomes for at-risk studen... Show more
This review of research investigates the impact of various types of education reform on outcomes for at-risk students in the United States of America (USA). Four broad areas within the field of education research are covered: student risk factors in education; the state of the art in secondary vocational education which is increasingly becoming known as career and technical education (CTE); the interaction of new forms of CTE and other whole-school reform initiatives in secondary schools; and reforms and other trends in postsecondary CTE, usually at the community college level. The first section of the report examines student risk factors in education (student-level, family-level, school-level, community-level) with the conclusion being that students with any of these factors could be at risk of not graduating from secondary school. The second section investigates school reforms in general and CTE reforms specifically, to determine their impact on schooling outcomes for at-risk students (achievement, attendance, course-taking, or transition to postsecondary opportunities). The third section of the report focuses on CTE-based and broader reforms at the community college which is the site of postsecondary career and technical education. The report concludes with a section on implications for further research and practice. Show less

Authors: Castellano, Marisa; Stringfield, Samuel; Stone, James R.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2001

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Youth; Outcomes; Disadvantaged ... [+] Show more
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New lessons about Tech Prep implementation: changes in eight selected consortia since reauthorization of the Federal Tech Prep legislation in 1998

Tech Prep is a national career development system in the United States of America (USA) that involves a student in ... Show more
Tech Prep is a national career development system in the United States of America (USA) that involves a student in a planned program of study that combines academic and career-related courses articulated between the secondary and postsecondary levels leading to a diploma, degree, or two-year apprenticeship certificate. This report presents selected findings from the most recent data collection associated with a four-year longitudinal study of Tech Prep implementation and student outcomes. It compares earlier findings from 1999 to those collected during field visits in 2000 and 2001 in relation to curriculum reform, articulation, academic standards and other key elements of Tech Prep along with factors that contribute to changes in these elements over time. Qualitative results are based on a systematic analysis of themes and patterns revealed by site visits and personal interviews with a broad range of stakeholders, particularly educational administrators, faculty, and students. The report concludes with recommendations for future policy and practice. Show less

Authors: Bragg, Debra D.; Reger, William M.; Brown, Carrie H.; Orr, Margaret Terry ... [+] Show more

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2002

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Research; Secondary education ... [+] Show more
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The future of career and technical education in a continuous innovation society

In this paper, the author argues for a shift in American education towards software-supported, performance-based le... Show more
In this paper, the author argues for a shift in American education towards software-supported, performance-based learning in order to produce the flexible, high-performance knowledge workers regarded as necessary to enable a continuous innovation society. This kind of learning takes place in a learning environment where students are supported by leading edge software, hardware and netware to conduct research in small groups. The author attempts to fashion a future for career and technical education (CTE) that reflects the software- and technology-driven changes that have occurred in the workforce over the last two decades.
This paper is one of a collection prepared for the 2002 National Career and Technical Teacher Education Institute Conference, ‘A call for renaissance in career and technical teacher education’, held in Scottsdale, Arizona from February 6-9, 2002. The papers are indexed from TD/TNC 69.501 to TD/TNC 69.506. Show less

Authors: Harkins, Arthur M.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Conference name: National Career and Technical Teacher Education Institute Conference

Date: 2002

Geographic subjects: North America; United States

Resource type: Conference paper

Subjects: Outcomes; Innovation; Technology ... [+] Show more
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The effect of CTE-enhanced whole-school reform on student coursetaking and performance in English and science

This is the fourth annual report from a five-year longitudinal study of programs for integrating career and technic... Show more
This is the fourth annual report from a five-year longitudinal study of programs for integrating career and technical education (CTE) with whole-school reform in US schools with a predominant population of disadvantaged students. The schools participating in this study have implemented CTE-enhanced whole-school reforms to try to improve the educational chances of concentrated groups of highly disadvantaged students. The report continues the analysis of selected measures of student progress, in this case, student coursetaking in English and science, compared to students attending demographically similar control schools that were not involved in such reform efforts. Using measures of quantity, difficulty, and academic achievement, the study revealed that students from the schools with CTE-enhanced reforms either performed better than students from control schools, or were behind control school students in the early high school years but caught up during the later high school years. Students from the study schools fared better in English than those from the control schools. For science, the results were more mixed, but mostly favoured students from the study schools. These findings substantiate those of previous reports from this project, providing evidence that CTE curricula can be offered successfully without sacrificing core subjects such as English and science. Show less

Authors: Castellano, Marisa; Stone, James R.; Stringfield, Samuel; Farley, Elizabeth N. ... [+] Show more

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2004

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Participation; Disadvantaged ... [+] Show more
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Career and technical education, career pathways, and work-based learning: changes in participation 1997-1999

This report examines the extent to which high school students are choosing to participate in work-related education... Show more
This report examines the extent to which high school students are choosing to participate in work-related education after a decade of education reform in the US. The characteristics of students enrolled in alternative curriculum concentrations, i.e. career and technical (CTE), academic, dual (combining academic and CTE), and general, are examined using data from the National Longitudinal Survey of Youth 1997. The characteristics of students who enrol in career pathways, tech prep, or any work-based learning (WBL) activity (defined as cooperative education, job shadowing, mentoring, school-sponsored enterprise, and internship/apprenticeship) are also examined. The report provides an analysis of socioeconomic, school experience, and CTE-related variables that could be predictors of: participation in curriculum concentrations, career pathways, tech prep, and WBL activities; high school academic achievement; and risky behaviors. The research indicates that CTE-related programs, supported by the school reforms, have helped in changing the course-taking pattern of youth participating in those programs, and made a significant contribution to students’ high school achievement. Show less

Authors: Stone, James R.; Aliaga, Oscar A.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2003

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Participation; Outcomes; Students ... [+] Show more
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Helping disadvantaged youth succeed in school: second-year findings from a longitudinal study of CTE-based whole-school reforms

This interim report presents the second-year results of a five-year longitudinal study undertaken in the USA to exa... Show more
This interim report presents the second-year results of a five-year longitudinal study undertaken in the USA to examine diverse and effective programs for the integration of career and technical education (CTE) with school-wide reforms in schools serving predominantly disadvantaged youth. This report represents the beginning of a process of providing longitudinal documentation of CTE-enhanced whole-school reforms that demonstrate better educational outcomes for concentrated groups of highly disadvantaged students. The report addresses two aspects which are part of the larger study: (1) the impact of comprehensive school reform models on CTE and overall education in middle and high school, particularly those with large disadvantaged student populations; and (2) the way in which students choose their CTE pathways and whether issues of equity are considered in the structuring of these choices. Initial findings on issues such as whole-school reform and curriculum integration, professional development, and the importance of school leadership are discussed. Show less

Authors: Castellano, Marisa; Stringfield, Samuel; Stone, James R.

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2002

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Youth; Technology ... [+] Show more
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Transition from high school to college and work for Tech Prep participants in eight selected consortia

This four-year longitudinal study investigates student experiences and outcomes in local Tech Prep consortia in eig... Show more
This four-year longitudinal study investigates student experiences and outcomes in local Tech Prep consortia in eight different regions of the US. The study provides a quantitative analysis of students’ experiences as participants in Tech Prep programs, as well as their post-high school educational and employment outcomes. The research examines the following issues associated with Tech Prep participants and compares the results with students identified as non-participants: (1) selected demographic, personal, and background characteristics; (2) course-taking patterns and performance at high school level; (3) the school to further education transitional experience; (4) experiences in college-level studies and outcomes, including enrolment, persistence, and completion of credentials; and (5) work experiences after high school graduation. Family income and parental education is somewhat lower for Tech Prep participants. Tech Prep participation is favoured by males. Work during high school is prevalent for both groups of students. Postcompulsory education enrolment suggests that many students continue on in Tech Prep programs. There is some evidence to suggest potential benefits for Tech Prep participants who enter the labour market full-time soon after high school. The implications for policy and practice are discussed. Appendices contain statistical results that support the main text of the report.
A summary of initial results from the study is indexed at TD/TNC 67.240. Show less

Authors: Bragg, Debra D.; Loeb, Jane W.; Gong, Yuqin; Deng, Chi-Ping ... [+] Show more

Corporate authors: National Centers for Career and Technical Education (U.S.) (NCCTE)

Date: 2002

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Students; Providers of education and training ... [+] Show more

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