Teacher turnover is costly and spiraling out of control according to a 2003 report from the National Commission on Teaching and America's Future (NCTAF). The Commission compares the task of keeping our schools supplied with qualified teachers to trying to fill a bucket with a huge hole in the bottom (NCTAF, 2003). Teacher turnover will continue to drain our public tax dollars, it will undermine teaching quality, and it will most certainly hinder our ability to close student achievement gaps (NCTAF, 2007, 21).
{"title":"Professional Development: Implications for Illinois Career and Technical Education Teachers","authors":"K. Drage","doi":"10.21061/JCTE.V25I2.477","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.477","url":null,"abstract":"Teacher turnover is costly and spiraling out of control according to a 2003 report from the National Commission on Teaching and America's Future (NCTAF). The Commission compares the task of keeping our schools supplied with qualified teachers to trying to fill a bucket with a huge hole in the bottom (NCTAF, 2003). Teacher turnover will continue to drain our public tax dollars, it will undermine teaching quality, and it will most certainly hinder our ability to close student achievement gaps (NCTAF, 2007, 21).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128901250","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}
C. Bishop-Clark, J. Hurn, S. Perry, Mary Beth Freeman, Mike Jernigan, F. Wright, Nick Weldy
Dual credit, also known as "dual enrollment, concurrent enrollment, post secondary enrollment and joint enrollment" can be defined as a course or program where high school students can earn both high school and postsecondary credits for the same course.Andrews (2004)points out that such opportunities range from earning a single course of college credit to earning up to two years of college work prior to high school graduation. This paper uses the phrase "dual credit." That is, at the successful completion of a course, students were awarded both high school and college credit. In our particular case, the five courses were taught on the campus of the (CTE) center by qualified CTE faculty members.
{"title":"High School Teachers Teaching College Courses to Career Technical Education Students? A Story of Success","authors":"C. Bishop-Clark, J. Hurn, S. Perry, Mary Beth Freeman, Mike Jernigan, F. Wright, Nick Weldy","doi":"10.21061/JCTE.V25I2.716","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.716","url":null,"abstract":"Dual credit, also known as \"dual enrollment, concurrent enrollment, post secondary enrollment and joint enrollment\" can be defined as a course or program where high school students can earn both high school and postsecondary credits for the same course.Andrews (2004)points out that such opportunities range from earning a single course of college credit to earning up to two years of college work prior to high school graduation. This paper uses the phrase \"dual credit.\" That is, at the successful completion of a course, students were awarded both high school and college credit. In our particular case, the five courses were taught on the campus of the (CTE) center by qualified CTE faculty members.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127408491","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 cooperating teacher is important in the student teaching process. Literature in education (Lemma, 1993;Posner, 2000;Roe & Ross, 1994;Schwebel, Schwebel, Schwebel, & Schwebel, 1996;Weamser & Woods, 2003), Agricultural Education (Deeds, Flowers, & Arrington, 1991;Edwards & Briers, 2001;Garton & Cano, 1996;Harlin, Edwards, & Briers, 2002;Norris, Larke, & Briers, 1990;Peiter, Terry, & Cartmell, 2005;Schumacher & Johnson, 1990) and Family and Consumer Sciences (Montgomery, 2000) corroborate this statement. There are studies focusing on the student teacher-cooperating teacher relationship aspect of the overall student teaching experience (Kitchel & Torres, in press;Kitchel & Torres, 2005;Montgomery, 2000). From an efficacy standpoint,Knobloch and Whittington (2002)recommend that student and novice teachers need to feel like they are "part of a team of teachers who are supportive to each other in helping students learn" (p. 337). Given the role of the cooperating teacher in student teaching, that relationship becomes paramount to the development and efficacy of the student teacher as they transition to being an in-service teacher.
{"title":"Psychosocial Differences by CTE Discipline and Personality Type in Student Teachers.","authors":"Tracy Kitchel","doi":"10.21061/JCTE.V25I1.467","DOIUrl":"https://doi.org/10.21061/JCTE.V25I1.467","url":null,"abstract":"The cooperating teacher is important in the student teaching process. Literature in education (Lemma, 1993;Posner, 2000;Roe & Ross, 1994;Schwebel, Schwebel, Schwebel, & Schwebel, 1996;Weamser & Woods, 2003), Agricultural Education (Deeds, Flowers, & Arrington, 1991;Edwards & Briers, 2001;Garton & Cano, 1996;Harlin, Edwards, & Briers, 2002;Norris, Larke, & Briers, 1990;Peiter, Terry, & Cartmell, 2005;Schumacher & Johnson, 1990) and Family and Consumer Sciences (Montgomery, 2000) corroborate this statement. There are studies focusing on the student teacher-cooperating teacher relationship aspect of the overall student teaching experience (Kitchel & Torres, in press;Kitchel & Torres, 2005;Montgomery, 2000). From an efficacy standpoint,Knobloch and Whittington (2002)recommend that student and novice teachers need to feel like they are \"part of a team of teachers who are supportive to each other in helping students learn\" (p. 337). Given the role of the cooperating teacher in student teaching, that relationship becomes paramount to the development and efficacy of the student teacher as they transition to being an in-service teacher.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129825339","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}
Experiential learning has been a hallmark of career and technical education (CTE). It has allowed CTE educators to utilize constructivist and contextual learning approaches, which help students integrate new knowledge and experience with previous knowledge in a real-world manner (Gordon, 2008). The same philosophical approach occurs collegiately in professional programs like law, medicine, business, and teaching (Darling-Hammond, 2006). Teacher education programs, especially CTE teacher education programs, have incorporated this philosophy as a means of putting ideals into action. EFE is an experiential component of preservice teacher education, which offers career exploration and later teacher development.
{"title":"Teacher Preparation in Career and Technical Education: A Model for Developing and Researching Early Field Experiences","authors":"Michael S. Retallick, G. Miller","doi":"10.21061/jcte.v25i1.469","DOIUrl":"https://doi.org/10.21061/jcte.v25i1.469","url":null,"abstract":"Experiential learning has been a hallmark of career and technical education (CTE). It has allowed CTE educators to utilize constructivist and contextual learning approaches, which help students integrate new knowledge and experience with previous knowledge in a real-world manner (Gordon, 2008). The same philosophical approach occurs collegiately in professional programs like law, medicine, business, and teaching (Darling-Hammond, 2006). Teacher education programs, especially CTE teacher education programs, have incorporated this philosophy as a means of putting ideals into action. EFE is an experiential component of preservice teacher education, which offers career exploration and later teacher development.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128433253","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}
Workers in the 21st century need skills such as problem-solving and analytic, decision-making, organization and time management, risk-taking, and communication (Evers, Rush, & Berdrow, 1998;Lynch, 2000;Robinson, Garton, & Vaughn, 2007) to be employable in the workforce.Lynch (2000)posited "... there is a tremendous demand for educated people with general employability and specialized technical skills..." (p. 4). Therefore, a need exists to determine what types of skill sets are demanded of secondary high school graduates by industry because there is a "general consensus that occupational preparation... should begin sometime in high school" (p. 7).
{"title":"Animal Science Experts’ Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study","authors":"W. Slusher, J. S. Robinson, M. Edwards","doi":"10.21061/JCTE.V25I1.465","DOIUrl":"https://doi.org/10.21061/JCTE.V25I1.465","url":null,"abstract":"Workers in the 21st century need skills such as problem-solving and analytic, decision-making, organization and time management, risk-taking, and communication (Evers, Rush, & Berdrow, 1998;Lynch, 2000;Robinson, Garton, & Vaughn, 2007) to be employable in the workforce.Lynch (2000)posited \"... there is a tremendous demand for educated people with general employability and specialized technical skills...\" (p. 4). Therefore, a need exists to determine what types of skill sets are demanded of secondary high school graduates by industry because there is a \"general consensus that occupational preparation... should begin sometime in high school\" (p. 7).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130304238","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}
Many times in life situations a person may be judged by how well dressed they appear. The same holds true for teachers, whether in the classroom setting, during a job interview, their appearance at a parent conference or open house.Gorham, Cohen, and Morris (1999)reported on the importance of teachers to dress "professionally" and be attentive to impressions made during the first few weeks of class. According toMolly (1975), clothing can be regarded as a primary impression management tool.Delisio (2006)reported that, "dressing appropriately" was once considered to be a phrase with universal meaning. However, in an age where flip flops appear in White House photos, some school districts want to make it clear how they expect all staff members — including teachers — to dress" (p.1).Damhorst, Miller-Spillman, and Michelman (2005), noted that, "dress is an essential part of human experience. Perhaps because of its closeness to the body, dress has a richness of meanings that express the individuals, as well as groups, organizations, and the larger society in which that person lives" (p.XIV).
{"title":"Career and Technical Education Administrators’ Perceptions of Secondary teachers’ Attire as Indicated by Selected professional Attributes","authors":"H. Gordon","doi":"10.21061/JCTE.V25I1.468","DOIUrl":"https://doi.org/10.21061/JCTE.V25I1.468","url":null,"abstract":"Many times in life situations a person may be judged by how well dressed they appear. The same holds true for teachers, whether in the classroom setting, during a job interview, their appearance at a parent conference or open house.Gorham, Cohen, and Morris (1999)reported on the importance of teachers to dress \"professionally\" and be attentive to impressions made during the first few weeks of class. According toMolly (1975), clothing can be regarded as a primary impression management tool.Delisio (2006)reported that, \"dressing appropriately\" was once considered to be a phrase with universal meaning. However, in an age where flip flops appear in White House photos, some school districts want to make it clear how they expect all staff members — including teachers — to dress\" (p.1).Damhorst, Miller-Spillman, and Michelman (2005), noted that, \"dress is an essential part of human experience. Perhaps because of its closeness to the body, dress has a richness of meanings that express the individuals, as well as groups, organizations, and the larger society in which that person lives\" (p.XIV).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128191857","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}
Career and Technical Education (CTE) is a nationwide program that emphasizes training for primary, secondary, and post secondary educational stages for the career and workforce needs of today and tomorrow’s society. Mandated indicators of success have been set in place and secondary schools are expected to improve student’s skill levels in preparation for their next stage of education or employment. This study examines ways to measure proficiency in Automotive Service Technology (AST) skill ability domain levels, which consist of knowledge, concepts, and skills. The second part of the study examines the reliability and validity of an assessment method that is aligned with the AST foundational skills and ability levels needed by students or future employees and are intended to be a means to evaluate their readiness for their next educational stage.
{"title":"Criterion Referenced Assessment: Establishing Content Validity of Complex Skills Related to Specific Tasks","authors":"D. MacQuarrie, B. Applegate, W. Lacefield","doi":"10.21061/JCTE.V24I2.717","DOIUrl":"https://doi.org/10.21061/JCTE.V24I2.717","url":null,"abstract":"Career and Technical Education (CTE) is a nationwide program that emphasizes training for primary, secondary, and post secondary educational stages for the career and workforce needs of today and tomorrow’s society. Mandated indicators of success have been set in place and secondary schools are expected to improve student’s skill levels in preparation for their next stage of education or employment. This study examines ways to measure proficiency in Automotive Service Technology (AST) skill ability domain levels, which consist of knowledge, concepts, and skills. The second part of the study examines the reliability and validity of an assessment method that is aligned with the AST foundational skills and ability levels needed by students or future employees and are intended to be a means to evaluate their readiness for their next educational stage.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125589294","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}
This study focused on defining and delineating core skills and tasks needed for successful CTE student educational growth and success through a curriculum and assessment alignment process. The context for this project lies within Automotive Service Technology (AST), which must additionally meet the National Institute of Automotive Service Excellence (ASE) program certification standards. Unfortunately, two skill areas are not clearly defined or assessed by ASE: Basic Vehicle Interval Maintenance Skills and Basic Vehicle Repair Skills, which combine to form the Automotive Service Technology Foundational Skills (ASTFS). A qualitative analysis of emergent systems patterns was used to construct a table of specifications for ASTFS, which can facilitate curriculum development and assessment. Specifically, this process defined and delineated prerequisite technical skills and their associated ability domains of knowledge, concepts, and skills so they could be taught, learned, and assessed.
{"title":"Criterion Referenced Assessment: Delineating Curricular Related Performance Skills Necessary for the Development of a Table of Test Specifications","authors":"D. MacQuarrie, B. Applegate, W. Lacefield","doi":"10.21061/JCTE.V24I2.718","DOIUrl":"https://doi.org/10.21061/JCTE.V24I2.718","url":null,"abstract":"This study focused on defining and delineating core skills and tasks needed for successful CTE student educational growth and success through a curriculum and assessment alignment process. The context for this project lies within Automotive Service Technology (AST), which must additionally meet the National Institute of Automotive Service Excellence (ASE) program certification standards. Unfortunately, two skill areas are not clearly defined or assessed by ASE: Basic Vehicle Interval Maintenance Skills and Basic Vehicle Repair Skills, which combine to form the Automotive Service Technology Foundational Skills (ASTFS). A qualitative analysis of emergent systems patterns was used to construct a table of specifications for ASTFS, which can facilitate curriculum development and assessment. Specifically, this process defined and delineated prerequisite technical skills and their associated ability domains of knowledge, concepts, and skills so they could be taught, learned, and assessed.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122461803","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 purpose of the explorato ry study was to understand what youth motivations in the Michigan Youth Farm Stand Project (YFSP) offered by the C.S Mott Group for Sustainable Food Systems at Michigan State University. The qualitative study included interviews and observations to explore the motivations of youth participants. An opportunity to earn money and have something to do during the summer interested most students. Those with prior gardening experience were motivated by the opportunity to garden while having fun. Programs that strive to provide positive impacts on youth in low-income communities can gain insight from the findings in this study to strengthen and enhance youth knowledge and skill in local food systems initiatives.
{"title":"Michigan Youth Farm Stand Project: Facets of Participant Motivation","authors":"J. Caudill, A. Brander","doi":"10.21061/JCTE.V24I2.456","DOIUrl":"https://doi.org/10.21061/JCTE.V24I2.456","url":null,"abstract":"The purpose of the explorato ry study was to understand what youth motivations in the Michigan Youth Farm Stand Project (YFSP) offered by the C.S Mott Group for Sustainable Food Systems at Michigan State University. The qualitative study included interviews and observations to explore the motivations of youth participants. An opportunity to earn money and have something to do during the summer interested most students. Those with prior gardening experience were motivated by the opportunity to garden while having fun. Programs that strive to provide positive impacts on youth in low-income communities can gain insight from the findings in this study to strengthen and enhance youth knowledge and skill in local food systems initiatives.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124796351","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}
Career and technical education is an integral part of secondary and postsecondary public education and is designed to educate about, through, and for careers. Career technical education provides students and adults with the technical skills, knowledge and training necessary to succeed in specific occupations and careers. It also prepares students for the world of work by introducing them to workplace competencies that are essential no matter what career they choose. And, career technical education takes academic content and makes it accessible to students by providing it in a hands-on context. (National Association of State Directors of Career Technical Education Consortium, 2003, p. 1) Given this broad mission, the purpose of this literature review was to identify current trends and issues in research focusing on career and technical education. The term career and technical education (CTE) was viewed from a broad perspective that included workforce education, technical education, secondary CTE, 2-year postsecondary CTE, technical college, and community college. Results should allow researchers, practitioners, and policymakers to identify immediate and emerging research needs in career and technical education, build on or fill gaps in existing knowledge, support similar research efforts, allow researchers to position particular projects within a broader research framework, and provide potential funding agencies a list of priority areas in need of investigation along with a rationale for their importance (Reddy, 2001).
{"title":"Trends in Career and Technical Education Research","authors":"J. Rojewski, Paul A. Asunda, S. Kim","doi":"10.21061/JCTE.V24I2.457","DOIUrl":"https://doi.org/10.21061/JCTE.V24I2.457","url":null,"abstract":"Career and technical education is an integral part of secondary and postsecondary public education and is designed to educate about, through, and for careers. Career technical education provides students and adults with the technical skills, knowledge and training necessary to succeed in specific occupations and careers. It also prepares students for the world of work by introducing them to workplace competencies that are essential no matter what career they choose. And, career technical education takes academic content and makes it accessible to students by providing it in a hands-on context. (National Association of State Directors of Career Technical Education Consortium, 2003, p. 1) Given this broad mission, the purpose of this literature review was to identify current trends and issues in research focusing on career and technical education. The term career and technical education (CTE) was viewed from a broad perspective that included workforce education, technical education, secondary CTE, 2-year postsecondary CTE, technical college, and community college. Results should allow researchers, practitioners, and policymakers to identify immediate and emerging research needs in career and technical education, build on or fill gaps in existing knowledge, support similar research efforts, allow researchers to position particular projects within a broader research framework, and provide potential funding agencies a list of priority areas in need of investigation along with a rationale for their importance (Reddy, 2001).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127743326","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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