A 10 year, longitudinal examination considered student performance for an Allied Health Distance Education (DE) program. The purpose was determining if students face-to-face in a classroom with an instructor performed differently than their counterparts located at a distance, taking class through an alternative delivery system. The question often overlooked and not asked was: ―Is learner performance impacted on standard benchmark assessments by using technology as a delivery system?‖ Three research questions were asked: a) Were there statistically significant differences in learner performance on a National Examination (NBDHE)?; b) When considering GPAs?; or c) When examining individual course grades? T-tests were used for data analysis. From a cumulative perspective, and year-by-year, no statistically significant differences were apparent for the NBDHE and GPAs. Cumulatively, similar results were also found for individual courses. The DL system examined was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria.
{"title":"Longitudinal Analysis of Student Performance in an Allied Health Distance Education Program","authors":"Jodi L. Olmsted","doi":"10.21061/JCTE.V24I2.455","DOIUrl":"https://doi.org/10.21061/JCTE.V24I2.455","url":null,"abstract":"A 10 year, longitudinal examination considered student performance for an Allied Health Distance Education (DE) program. The purpose was determining if students face-to-face in a classroom with an instructor performed differently than their counterparts located at a distance, taking class through an alternative delivery system. The question often overlooked and not asked was: ―Is learner performance impacted on standard benchmark assessments by using technology as a delivery system?‖ Three research questions were asked: a) Were there statistically significant differences in learner performance on a National Examination (NBDHE)?; b) When considering GPAs?; or c) When examining individual course grades? T-tests were used for data analysis. From a cumulative perspective, and year-by-year, no statistically significant differences were apparent for the NBDHE and GPAs. Cumulatively, similar results were also found for individual courses. The DL system examined was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"43 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":"128480918","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 field of Career and Technical Education (CTE) in the United States has evolved over the past 100 years to serve a variety of populations. The touchstones of this evolution can be seen in the various forms of federal legislations that have been passed over these years to support and develop Career and Technical Education. From the initial Smith-Hughes Act of 1917 that funded vocational education at the secondary education level to the Carl D. Perkins Acts of recent times, one trend is clear: Career and Technical Education is becoming more expansive and inclusive.
在过去的100年里，美国职业技术教育(CTE)领域已经发展到服务于各种人群。这种演变的试金石可以在这些年来通过的各种形式的联邦立法中看到，这些立法旨在支持和发展职业和技术教育。从1917年最初为中等教育水平的职业教育提供资金的《史密斯-休斯法案》(Smith-Hughes Act)到最近的《卡尔·d·珀金斯法案》(Carl D. Perkins Act)，有一个趋势很明显:职业和技术教育正变得越来越广泛和包容。
{"title":"An Evolving Set of Values-Based Principles for Career and Technical Education","authors":"Reynaldo L. Martinez","doi":"10.21061/JCTE.V23I1.444","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.444","url":null,"abstract":"The field of Career and Technical Education (CTE) in the United States has evolved over the past 100 years to serve a variety of populations. The touchstones of this evolution can be seen in the various forms of federal legislations that have been passed over these years to support and develop Career and Technical Education. From the initial Smith-Hughes Act of 1917 that funded vocational education at the secondary education level to the Carl D. Perkins Acts of recent times, one trend is clear: Career and Technical Education is becoming more expansive and inclusive.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121916385","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}
Contemporary standards-based educational reform has been touted by a number of U.S. presidents in the past thirty years, particularly at a time when the nation first was awakened to the charge that schools were doing a mediocre job in preparing students for the global workforce. The federal role in educational policymaking over that time has been guided by a conservative sensibility among a centrist accord of Republican and Democratic legislators that focuses upon accountability through higher standards and testing, privatization efforts including vouchers and choice plans, and the reduction of funding governmental social services including education.Apple (1996)has described this trend in education as theconservative restorationformed by a right-leaning hegemonic alliance among two groups: neoliberals and neoconservatives. The former group, neoliberals, embraces market values maximizing individuals’ choices and desire a weakened federal role in the funding and direction of educational affairs. The latter group, neoconservatives, view the moral authority of an idealized past and wish to maintain a strong federal presence in the control and management of public schooling. Although legislators in Washington DC exhibit an uneasy alliance of competing views on the role of the state in educational affairs, they are unified in the call for business-like managerialism: “a perspective that considers restructuring, accountability, performance or ‘performativity,’ and measurement of educational activities as solutions to both social and educational problems” (Stromquist, 2002, p. 40).
{"title":"Four Key Themes in Perkins III Reauthorization: A Political Analysis","authors":"Richard D. Lakes","doi":"10.21061/JCTE.V23I1.447","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.447","url":null,"abstract":"Contemporary standards-based educational reform has been touted by a number of U.S. presidents in the past thirty years, particularly at a time when the nation first was awakened to the charge that schools were doing a mediocre job in preparing students for the global workforce. The federal role in educational policymaking over that time has been guided by a conservative sensibility among a centrist accord of Republican and Democratic legislators that focuses upon accountability through higher standards and testing, privatization efforts including vouchers and choice plans, and the reduction of funding governmental social services including education.Apple (1996)has described this trend in education as theconservative restorationformed by a right-leaning hegemonic alliance among two groups: neoliberals and neoconservatives. The former group, neoliberals, embraces market values maximizing individuals’ choices and desire a weakened federal role in the funding and direction of educational affairs. The latter group, neoconservatives, view the moral authority of an idealized past and wish to maintain a strong federal presence in the control and management of public schooling. Although legislators in Washington DC exhibit an uneasy alliance of competing views on the role of the state in educational affairs, they are unified in the call for business-like managerialism: “a perspective that considers restructuring, accountability, performance or ‘performativity,’ and measurement of educational activities as solutions to both social and educational problems” (Stromquist, 2002, p. 40).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127614678","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 this pilot study was to establish and provide legislators and educational leaders with adequate and appropriate information to make intelligent decisions on the growth and development of Vocational/occupational education in California community colleges. This study also established the importance of continued support for AB1725. AB1725 validates the articulated programs for vocational training by K-12 districts, community colleges, and the 4-year institutions in California (O’Lawrence, 2005). Under the articulation agreement regarding vocational programs, the Board of Governors and the State Board of Education will assist school and community college districts in developing articulated programs that coordinate vocational education instruction of final two years in high school and two years of community colleges (2 + 2 programs); and the Board of Governors to also work with the Trustees of the California State University in expanding the 2 + 2 programs to include the final two years of the baccalaureate degree (2 + 2 + 2 programs).
{"title":"A Case Study Report of a Comprehensive Benchmarking Review of the Status of Vocational Education Students in California: Building a New Relationship between Community Colleges and California State University System","authors":"H. O’Lawrence","doi":"10.21061/JCTE.V23I1.445","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.445","url":null,"abstract":"The purpose of this pilot study was to establish and provide legislators and educational leaders with adequate and appropriate information to make intelligent decisions on the growth and development of Vocational/occupational education in California community colleges. This study also established the importance of continued support for AB1725. AB1725 validates the articulated programs for vocational training by K-12 districts, community colleges, and the 4-year institutions in California (O’Lawrence, 2005). Under the articulation agreement regarding vocational programs, the Board of Governors and the State Board of Education will assist school and community college districts in developing articulated programs that coordinate vocational education instruction of final two years in high school and two years of community colleges (2 + 2 programs); and the Board of Governors to also work with the Trustees of the California State University in expanding the 2 + 2 programs to include the final two years of the baccalaureate degree (2 + 2 + 2 programs).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121251477","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}
Joerger (2002)emphasized the need for appropriate and timely pre-service and in- service activities for agriculture teachers to ensure that they are properly equipped to contend with changing conditions in agriculture education. The Committee on Agricultural Education in Secondary Schools Board on Agriculture of theNational Research Council (1988)stated “...in-service education programs must be revised and expanded to develop more competent teachers... in and about agriculture” (p. 7). While researchers can agree that appropriate pre-service and in-service training need to be provided to teachers, it is much more difficult to identify what trainings are most appropriate and most needed.
{"title":"Identifying Technical Content Training Needs of Georgia Agriculture Teachers","authors":"Jason B. Peake, D. Duncan, J. Ricketts","doi":"10.21061/JCTE.V23I1.442","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.442","url":null,"abstract":"Joerger (2002)emphasized the need for appropriate and timely pre-service and in- service activities for agriculture teachers to ensure that they are properly equipped to contend with changing conditions in agriculture education. The Committee on Agricultural Education in Secondary Schools Board on Agriculture of theNational Research Council (1988)stated “...in-service education programs must be revised and expanded to develop more competent teachers... in and about agriculture” (p. 7). While researchers can agree that appropriate pre-service and in-service training need to be provided to teachers, it is much more difficult to identify what trainings are most appropriate and most needed.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132733036","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}
Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002,2005,2006;North Carolina State Board of Education, 2004;Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According toLounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately.
{"title":"Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum.","authors":"B. P. Smith","doi":"10.21061/JCTE.V23I1.440","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.440","url":null,"abstract":"Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002,2005,2006;North Carolina State Board of Education, 2004;Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According toLounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128670554","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}
In most countries, there is a considerable gap between what is learned in the classroom and the real life context of pupils’ present or future world (seeAnamuah-Mensah and Towse, 1995;Stevenson, 1995;Muskin, 1997;Tabron and Yang, 1997). This is particularly true of the less-developed countries, where the needs of those not progressing beyond the compulsory stages of primary or junior secondary education are subservient to the perceived academic needs of those progressing further, and particularly by the small percentage proceeding to university. Part of the problem lies in the fact that teachers have limited experience of ‘life outside the classroom’ and no access to resource materials through which to emphasize relevance; part also lies in the extent to which most curricula are examination-driven, as a consequence of which teachers adopt a highly didactic, ‘chalk and talk’ approach to cover the curriculum and meet the expectations of students, headteachers, parents and politicians who judge educational success merely in terms of results.
在大多数国家，在课堂上学到的知识与学生现在或未来世界的现实生活背景之间存在相当大的差距(见anamuah - mensah and Towse, 1995;Stevenson, 1995;Muskin, 1997;Tabron and Yang, 1997)。在欠发达国家尤其如此，在那里，那些没有完成小学或初中义务教育阶段的人的需要服从于那些进一步进步的人的学术需要，特别是很小一部分进入大学的人。部分问题在于教师对“课堂外生活”的经验有限，无法获得强调相关性的资源材料;部分原因还在于大多数课程都是以考试为导向的，因此教师采用高度说教的“粉笔和谈话”方法来覆盖课程，以满足学生、校长、家长和政治家的期望，他们只根据结果来判断教育的成功。
{"title":"Bridging the Gap: Linking School and the World of Work in Ghana","authors":"J. Anamuah-Mensah, A. Asabere-Ameyaw, S. Dennis","doi":"10.21061/JCTE.V23I1.449","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.449","url":null,"abstract":"In most countries, there is a considerable gap between what is learned in the classroom and the real life context of pupils’ present or future world (seeAnamuah-Mensah and Towse, 1995;Stevenson, 1995;Muskin, 1997;Tabron and Yang, 1997). This is particularly true of the less-developed countries, where the needs of those not progressing beyond the compulsory stages of primary or junior secondary education are subservient to the perceived academic needs of those progressing further, and particularly by the small percentage proceeding to university. Part of the problem lies in the fact that teachers have limited experience of ‘life outside the classroom’ and no access to resource materials through which to emphasize relevance; part also lies in the extent to which most curricula are examination-driven, as a consequence of which teachers adopt a highly didactic, ‘chalk and talk’ approach to cover the curriculum and meet the expectations of students, headteachers, parents and politicians who judge educational success merely in terms of results.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133778047","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}
H. Gordon, R. Yocke, Cecilia Maldonado, Sterling J. Saddle
The need for higher numerical literacy, communication, and interpersonal skills in the workplace has grown over the past decade and will continual to grow (Brand, 2003). Economic and labor market trends that will influence the federal government’s role in career and technical education (CTE) include the changing nature of work that requires higher numerical literacy, and technical skill levels. Nearly half (46%) of all employers reported difficulty in hiring qualified workers during 2001, and close to a third (29%) believe they will experience difficulty in hiring in future years (Dixon, Duke; Storen, and Van Horn, 2002). More jobs now require some postsecondary education but not necessarily a 4-year degree. While approximately 33 percent (National Center on Educational Statistics, 2001) of adults receive a bachelor’s degree, the remainder needs other avenues and choices to gain the technical and occupational skills and further education to be successful in the workforce.
在过去的十年中，工作场所对更高的数字素养，沟通和人际交往能力的需求不断增长，并将继续增长(Brand, 2003)。经济和劳动力市场趋势将影响联邦政府在职业和技术教育(CTE)中的作用，包括工作性质的变化，需要更高的数字素养和技术技能水平。近一半(46%)的雇主报告说在2001年很难招到合格的工人，近三分之一(29%)的雇主认为他们在未来几年将在招聘方面遇到困难(Dixon, Duke;Storen, and Van Horn, 2002)。现在越来越多的工作需要一些高等教育，但不一定是四年制学位。虽然大约33%的成年人(国家教育统计中心，2001年)获得学士学位，但其余的人需要其他途径和选择来获得技术和职业技能，并继续接受教育，以便在劳动力市场上取得成功。
{"title":"Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study.","authors":"H. Gordon, R. Yocke, Cecilia Maldonado, Sterling J. Saddle","doi":"10.21061/JCTE.V23I1.448","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.448","url":null,"abstract":"The need for higher numerical literacy, communication, and interpersonal skills in the workplace has grown over the past decade and will continual to grow (Brand, 2003). Economic and labor market trends that will influence the federal government’s role in career and technical education (CTE) include the changing nature of work that requires higher numerical literacy, and technical skill levels. Nearly half (46%) of all employers reported difficulty in hiring qualified workers during 2001, and close to a third (29%) believe they will experience difficulty in hiring in future years (Dixon, Duke; Storen, and Van Horn, 2002). More jobs now require some postsecondary education but not necessarily a 4-year degree. While approximately 33 percent (National Center on Educational Statistics, 2001) of adults receive a bachelor’s degree, the remainder needs other avenues and choices to gain the technical and occupational skills and further education to be successful in the workforce.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121864493","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 marketing of career technical education (CTE) continues to be a significant role played by CTE educators. Students must elect to take CTE courses and thus be convinced of their merits within a society that increasingly emphasizes academics and the value of a college education. Significant marketing efforts have occurred in the recent past to help all students realize that CTE programming is a very viable path to work as well as to higher education (Ries, 1999). Yet, as with any good marketing efforts, the profile of potential customers is essential so messages can be tailored to them. Understanding the type of students who typically enroll in career and technical education can assist CTE educators in targeting specific groups of potential students, and in developing strategies to expand the scope of influence of CTE into other student populations.
{"title":"Current Profile of CTE and Non-CTE Students: Who Are We Serving?","authors":"Louann Bierlein Palmer, D. Gaunt","doi":"10.21061/JCTE.V23I1.441","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.441","url":null,"abstract":"The marketing of career technical education (CTE) continues to be a significant role played by CTE educators. Students must elect to take CTE courses and thus be convinced of their merits within a society that increasingly emphasizes academics and the value of a college education. Significant marketing efforts have occurred in the recent past to help all students realize that CTE programming is a very viable path to work as well as to higher education (Ries, 1999). Yet, as with any good marketing efforts, the profile of potential customers is essential so messages can be tailored to them. Understanding the type of students who typically enroll in career and technical education can assist CTE educators in targeting specific groups of potential students, and in developing strategies to expand the scope of influence of CTE into other student populations.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116493846","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 practice of mentoring beginning teachers emerged in the early 1980s as an induction strategy to assist new teachers adjust to the demands of teaching, and to become socialized to the school environment (Feiman-Nemser, 2003). This tactic was in response to the high levels of attrition that newcomers experienced during their induction into the teaching profession. Whereas a six percent loss of staff per year might be expected in the corporate world (Norton, 1999), previous research reported that up to 25% of teachers leave the profession by the end of the first year, and almost half of new teachers leave within the first five years of entry into the occupation (Ingersoll & Smith, 2003). As such, beginning teacher retention looms as an important challenge for school districts, and was identified by theNational Commission on Teaching and America’s Future as a “national crisis” (2003, p. 21). While it can be argued that some employee attrition is natural and to be expected, the literature contends that high levels of turnover are an indication of ineffectiveness and low performance in an organization (Smith & Ingersoll, 2004). Furthermore, research suggests that some of the most talented beginning teachers are voluntarily leaving the profession (Ponessa, 1996). Education’s “revolving door” (Ingersoll, 2003, p. 11) phenomenon has resulted in a high cost of time, resources, teaching effectiveness, student achievement, and school cohesion (Cochran-Smith, 2004).
{"title":"Influence Of Mentoring On Dyad Satisfaction: Is There Agreement Between Matched Pairs of Novice Teachers And Their Formal Mentors?","authors":"Bradley C. Greiman","doi":"10.21061/JCTE.V23I1.450","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.450","url":null,"abstract":"The practice of mentoring beginning teachers emerged in the early 1980s as an induction strategy to assist new teachers adjust to the demands of teaching, and to become socialized to the school environment (Feiman-Nemser, 2003). This tactic was in response to the high levels of attrition that newcomers experienced during their induction into the teaching profession. Whereas a six percent loss of staff per year might be expected in the corporate world (Norton, 1999), previous research reported that up to 25% of teachers leave the profession by the end of the first year, and almost half of new teachers leave within the first five years of entry into the occupation (Ingersoll & Smith, 2003). As such, beginning teacher retention looms as an important challenge for school districts, and was identified by theNational Commission on Teaching and America’s Future as a “national crisis” (2003, p. 21). While it can be argued that some employee attrition is natural and to be expected, the literature contends that high levels of turnover are an indication of ineffectiveness and low performance in an organization (Smith & Ingersoll, 2004). Furthermore, research suggests that some of the most talented beginning teachers are voluntarily leaving the profession (Ponessa, 1996). Education’s “revolving door” (Ingersoll, 2003, p. 11) phenomenon has resulted in a high cost of time, resources, teaching effectiveness, student achievement, and school cohesion (Cochran-Smith, 2004).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126603494","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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