In recent years, “college and career-ready” has become a catchphrase in education policy circles. Since the 1990s, multiple waves of federal reforms have sought to provide Career and Technical Education (CTE) to all students (Stone and Aliaga, 2005). The Common Core State Standards crafted by the National Governor’s Association and the Council of Chief State School Officers emphasize “college and career readiness” (National Governor’s Association and Council of Chief State School Officers, 2010, p. 1). The Obama administration’s blueprint for reauthorizing the Elementary and Secondary Education Act proposes that states implement standards and assessments that measure students’ progress toward readiness for college and careers (US Department of Education, 2011). "We need to make sure we're graduating students who are ready for college and a career," U.S. President Barack Obama said in March 2011. "In the 21st century, it's not enough to leave no child behind. We need to help every child get ahead. We need to get every child on a path to academic excellence." (Jackson, 2011).
近年来，“为上大学和就业做好准备”已成为教育政策界的一个流行语。自20世纪90年代以来，多次联邦改革都试图向所有学生提供职业和技术教育(CTE) (Stone and Aliaga, 2005)。由全国州长协会和州首席学校官员委员会制定的共同核心州标准强调“大学和职业准备”(全国州长协会和州首席学校官员委员会，2010年)。奥巴马政府重新授权《中小学教育法》的蓝图建议各州实施标准和评估，以衡量学生在大学和职业准备方面的进展(美国教育部，2011年)。美国总统奥巴马在2011年3月表示:“我们需要确保我们的毕业生为上大学和就业做好了准备。”“在21世纪，不让任何一个孩子掉队是不够的。我们需要帮助每个孩子取得成功。我们需要让每个孩子都走上学习卓越的道路。”(杰克逊,2011)。
{"title":"Dual Goals: The Academic Achievement of College Prep Students with Career Majors","authors":"Holly Yettick, Frederick Cline, John W. Young","doi":"10.21061/JCTE.V27I2.564","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.564","url":null,"abstract":"In recent years, “college and career-ready” has become a catchphrase in education policy circles. Since the 1990s, multiple waves of federal reforms have sought to provide Career and Technical Education (CTE) to all students (Stone and Aliaga, 2005). The Common Core State Standards crafted by the National Governor’s Association and the Council of Chief State School Officers emphasize “college and career readiness” (National Governor’s Association and Council of Chief State School Officers, 2010, p. 1). The Obama administration’s blueprint for reauthorizing the Elementary and Secondary Education Act proposes that states implement standards and assessments that measure students’ progress toward readiness for college and careers (US Department of Education, 2011). \"We need to make sure we're graduating students who are ready for college and a career,\" U.S. President Barack Obama said in March 2011. \"In the 21st century, it's not enough to leave no child behind. We need to help every child get ahead. We need to get every child on a path to academic excellence.\" (Jackson, 2011).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116582020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature on leadership in education indicates that multiple leaders are involved in the leadership of the school, some with and without a formal leadership position (Fullan, 1996; Spillane, 2005). These positions include principals, assistant principals, and teachers. The concept of distributed leadership advocates decentralization of the school leader. This type of leadership suggests that every person in any position can demonstrate leadership in some way (Coleman, 2005). While this view of leadership does not mean that everyone is a leader, it presents the possibility for more fluid and emergent leadership by people at all levels rather than by fixed leadership of the people at the top (Gronn, 2000;Leithwood, Mascall, Strauss, Sacks, Memon, & Yashkina, 2007).
{"title":"Career and Technical Education Secondary Female Teachers: Leadership Attributes","authors":"T. H. White, B. P. Smith","doi":"10.21061/JCTE.V27I2.557","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.557","url":null,"abstract":"The literature on leadership in education indicates that multiple leaders are involved in the leadership of the school, some with and without a formal leadership position (Fullan, 1996; Spillane, 2005). These positions include principals, assistant principals, and teachers. The concept of distributed leadership advocates decentralization of the school leader. This type of leadership suggests that every person in any position can demonstrate leadership in some way (Coleman, 2005). While this view of leadership does not mean that everyone is a leader, it presents the possibility for more fluid and emergent leadership by people at all levels rather than by fixed leadership of the people at the top (Gronn, 2000;Leithwood, Mascall, Strauss, Sacks, Memon, & Yashkina, 2007).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"234 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114058591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. R. Ting, Y. Leung, K. Stewart, A. C. Smith, G. L. Roberts, S. Deés
Career exploration programs for school students are beneficial to their academic and career development (Smith, 2000). However, almost half of the students who have completed vocation preparation programs said they did not have a career plan or no one helped them develop a plan of study (Southern Regional Education Board, 1998). The majority had not met with a counselor or their parents to plan for their studies. Such lack of counseling may have limited students’ vision of career choices (Hager, Straka & Irwin, 2007). Therefore, career education should begin early (Arrington, 2000). Also, a survey of Oklahoma parents (n = 500) found that a majority of parents (54%) thought schools should begin to teach students about career options and opportunities in middle school compared to 28% in high school and 18% in elementary school (PGI Research, 1998). Almost 40% of the children surveyed started to talk to their parents seriously while they were in middle grades about careers or jobs after high school. This percentage was higher than others in any other range of grades. However, few studies were found addressing career education, including career development programs in middle schools.
{"title":"A Preliminary Study of Career Education in Middle School","authors":"S. R. Ting, Y. Leung, K. Stewart, A. C. Smith, G. L. Roberts, S. Deés","doi":"10.21061/JCTE.V27I2.562","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.562","url":null,"abstract":"Career exploration programs for school students are beneficial to their academic and career development (Smith, 2000). However, almost half of the students who have completed vocation preparation programs said they did not have a career plan or no one helped them develop a plan of study (Southern Regional Education Board, 1998). The majority had not met with a counselor or their parents to plan for their studies. Such lack of counseling may have limited students’ vision of career choices (Hager, Straka & Irwin, 2007). Therefore, career education should begin early (Arrington, 2000). Also, a survey of Oklahoma parents (n = 500) found that a majority of parents (54%) thought schools should begin to teach students about career options and opportunities in middle school compared to 28% in high school and 18% in elementary school (PGI Research, 1998). Almost 40% of the children surveyed started to talk to their parents seriously while they were in middle grades about careers or jobs after high school. This percentage was higher than others in any other range of grades. However, few studies were found addressing career education, including career development programs in middle schools.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133138594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has determined that job satisfaction among teachers holds a strong linear relationship with longevity of career (Billingsley and Cross, 1992,Cano & Miller, 1992). In light of the current shortage of qualified secondary agricultural educators who are willing to enter and remain in the profession (Kantrovich, 2007) as well as the projected shortages in agricultural educators in the years to come (Walker, Garton & Kitchel 2004), it is important to understand the factors that impact job satisfaction and, possibly more crucially, those factors that influence job dissatisfaction for secondary agriculture teachers to provide insight toward retention of quality educators. Camp (2000)identified the agriculture teacher shortage problem as early as 1977, and the problem has continued well into its third decade (Walker, Garton, & Kitchel, 2004).
{"title":"A Gender Analysis of Job Satisfaction Levels of Agricultural Education Teachers in Georgia","authors":"Donald Gilman, Jason B. Peake, B. Parr","doi":"10.21061/JCTE.V27I2.715","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.715","url":null,"abstract":"Previous research has determined that job satisfaction among teachers holds a strong linear relationship with longevity of career (Billingsley and Cross, 1992,Cano & Miller, 1992). In light of the current shortage of qualified secondary agricultural educators who are willing to enter and remain in the profession (Kantrovich, 2007) as well as the projected shortages in agricultural educators in the years to come (Walker, Garton & Kitchel 2004), it is important to understand the factors that impact job satisfaction and, possibly more crucially, those factors that influence job dissatisfaction for secondary agriculture teachers to provide insight toward retention of quality educators. Camp (2000)identified the agriculture teacher shortage problem as early as 1977, and the problem has continued well into its third decade (Walker, Garton, & Kitchel, 2004).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114680337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the National Research Agenda for Agricultural Education (Doerfert, 2011), research priority five builds the case for efficient and effective agricultural education programs. Priority five goes on to state our scientific focus should, “Define characteristics of effective agricultural education programs and teachers and the means to correctly access the current state of these characteristics” (p.10). One approach to achieving this goal is to identify and replicate sustainable innovative program designs.
{"title":"Identifying Innovative Agricultural Education Programs","authors":"J. Rayfield, T. H. Murphy, G. Briers, L. Lewis","doi":"10.21061/JCTE.V27I2.558","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.558","url":null,"abstract":"According to the National Research Agenda for Agricultural Education (Doerfert, 2011), research priority five builds the case for efficient and effective agricultural education programs. Priority five goes on to state our scientific focus should, “Define characteristics of effective agricultural education programs and teachers and the means to correctly access the current state of these characteristics” (p.10). One approach to achieving this goal is to identify and replicate sustainable innovative program designs.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pennsylvania is in the process of adopting a rubric using the framework of Charlotte Danielson with four levels of competency to include distinguished, proficient, needs improvement or progressing, and unsatisfactory. It is a lot more detailed and intricate than the current employee evaluation form from the Pennsylvania Department of Education (PDE) which has assessment levels of unsatisfactory, satisfactory, and commendable. The current PDE evaluation form uses bulleted style descriptors along with check boxes for sources of evidence and a block for administrative comments on justification for evaluation. The Charlotte Danielson Framework Model that is currently being piloted in Pennsylvania is rather logorrheic in nature but the final assessment or evaluation can be narrowed down to a related totaled number depending on the value given each level of the rubric.
{"title":"Charlotte Danielson or National Board Certification: A Comparison and Contrasting of Two Major National Frameworks for Teaching.","authors":"Thomas Viviano","doi":"10.21061/JCTE.V27I2.563","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.563","url":null,"abstract":"Pennsylvania is in the process of adopting a rubric using the framework of Charlotte Danielson with four levels of competency to include distinguished, proficient, needs improvement or progressing, and unsatisfactory. It is a lot more detailed and intricate than the current employee evaluation form from the Pennsylvania Department of Education (PDE) which has assessment levels of unsatisfactory, satisfactory, and commendable. The current PDE evaluation form uses bulleted style descriptors along with check boxes for sources of evidence and a block for administrative comments on justification for evaluation. The Charlotte Danielson Framework Model that is currently being piloted in Pennsylvania is rather logorrheic in nature but the final assessment or evaluation can be narrowed down to a related totaled number depending on the value given each level of the rubric.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124006770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students in institutes of higher education widely vary by age, cultural background, disability, gender, ideology, linguistic difference, origin, racial and ethnic identity, religion, sexuality, and social class, which lead to culturally diverse classrooms across the nation. Given the demographic diversity of the 21st century classroom, it is critically important that faculty have the knowledge, skills, and dispositions to meet the learning needs of all students regardless of background. Moreover, teacher educators have added responsibilities of modeling effective teaching practices to their prospective teachers. In regard to the roles and responsibilities of teacher educators,Hite, Fletcher, Bruening, Durr, Yontz, Zatezalo et al. (2009)pointed out:
{"title":"Instructional Strategy Use of Faculty in Career and Technical Education","authors":"E. Fletcher, Yenni Djajalaksana, J. Eison","doi":"10.21061/JCTE.V27I2.561","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.561","url":null,"abstract":"Students in institutes of higher education widely vary by age, cultural background, disability, gender, ideology, linguistic difference, origin, racial and ethnic identity, religion, sexuality, and social class, which lead to culturally diverse classrooms across the nation. Given the demographic diversity of the 21st century classroom, it is critically important that faculty have the knowledge, skills, and dispositions to meet the learning needs of all students regardless of background. Moreover, teacher educators have added responsibilities of modeling effective teaching practices to their prospective teachers. In regard to the roles and responsibilities of teacher educators,Hite, Fletcher, Bruening, Durr, Yontz, Zatezalo et al. (2009)pointed out:","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127954283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology’s impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it’s important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today’s CTE leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy.
{"title":"What 21st Century Leadership in Career and Technical Education Should Look Like","authors":"Thomas Viviano","doi":"10.21061/JCTE.V27I2.559","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.559","url":null,"abstract":"When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology’s impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it’s important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today’s CTE leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116460334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Formal agricultural education started in the United States in 1917 when congress passed the Smith-Hughes Act. This piece of legislation put agriculture in the classroom to prepare students for the workforce. From that point agricultural education has had its role in the formal education system. Agricultural education in the public school system has grown tremendously since its inception at the turn of the last century. Agricultural education courses teach way beyond the boundaries of production agriculture. Agricultural educators are now preparing their students for future careers as biologists, business and industry leaders, political officials, and many other advanced careers. These careers and other vocational occupations require post-secondary degrees. Thus, it is more important than ever to examine academic integration in career and technical education (CTE).
{"title":"Emerging Themes in Integrating Mathematics into Agricultural Education: A Qualitative Study of Star Teachers in Virginia","authors":"Ryan G. Anderson, Shawn M. Anderson","doi":"10.21061/JCTE.V27I2.556","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.556","url":null,"abstract":"Formal agricultural education started in the United States in 1917 when congress passed the Smith-Hughes Act. This piece of legislation put agriculture in the classroom to prepare students for the workforce. From that point agricultural education has had its role in the formal education system. Agricultural education in the public school system has grown tremendously since its inception at the turn of the last century. Agricultural education courses teach way beyond the boundaries of production agriculture. Agricultural educators are now preparing their students for future careers as biologists, business and industry leaders, political officials, and many other advanced careers. These careers and other vocational occupations require post-secondary degrees. Thus, it is more important than ever to examine academic integration in career and technical education (CTE).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127615495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study indicated favorable attitudes toward information technology were identified since mean subscale scores for each innovation were positive. The Agricultural Science teachers in this study who participated in technology training had more positive attitudes toward information technology. The study reported new information regarding Texas Agricultural Science teachers’ attitude toward, and adoption of five specific innovations of information technology (Computer-Aided Design, Computerized Online Record Books, Electronic Mail, Online Career Development Event Registration and World Wide Web). The study also found that the Agricultural Science teachers had favorable attitudes toward online CDE registration, but it had the lowest attitude score.
{"title":"Texas Agricultural Science Teachers’ Attitudes toward Information Technology","authors":"Ryan G. Anderson, R. Williams","doi":"10.21061/JCTE.V27I2.560","DOIUrl":"https://doi.org/10.21061/JCTE.V27I2.560","url":null,"abstract":"The study indicated favorable attitudes toward information technology were identified since mean subscale scores for each innovation were positive. The Agricultural Science teachers in this study who participated in technology training had more positive attitudes toward information technology. The study reported new information regarding Texas Agricultural Science teachers’ attitude toward, and adoption of five specific innovations of information technology (Computer-Aided Design, Computerized Online Record Books, Electronic Mail, Online Career Development Event Registration and World Wide Web). The study also found that the Agricultural Science teachers had favorable attitudes toward online CDE registration, but it had the lowest attitude score.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129197771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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