B. Sandford, Gregory G. Belcher, Robert L. Frisbee
The context for higher education has changed dramatically in recent years with reduced funding, increased emphasis on technology, internationalization of the curriculum, and greater competition for students. The range of courses offered by colleges and universities and employer expectations of graduates has also changed with higher education being asked to produce a more flexible and higher qualified workforce to respond to changes in society (Watters & Weeks, 1999). Both public and private institutions, facing escalating costs and a heightened public awareness and sometimes criticism of the high cost of tuition, have viewed the hiring of part-time faculty as one source of flexibility in budgets dominated by fixed costs (Ostertag, 1991;Gappa & Leslie, 1997;Leslie, 1998).
{"title":"A National Assessment of Perceived Instructional Needs For Professional Development of Part-Time Technical and Occupational Education Faculty in the Community Colleges in The U.S.","authors":"B. Sandford, Gregory G. Belcher, Robert L. Frisbee","doi":"10.21061/JCTE.V23I1.446","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.446","url":null,"abstract":"The context for higher education has changed dramatically in recent years with reduced funding, increased emphasis on technology, internationalization of the curriculum, and greater competition for students. The range of courses offered by colleges and universities and employer expectations of graduates has also changed with higher education being asked to produce a more flexible and higher qualified workforce to respond to changes in society (Watters & Weeks, 1999). Both public and private institutions, facing escalating costs and a heightened public awareness and sometimes criticism of the high cost of tuition, have viewed the hiring of part-time faculty as one source of flexibility in budgets dominated by fixed costs (Ostertag, 1991;Gappa & Leslie, 1997;Leslie, 1998).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"34 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":"122148733","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}
Youths represent the future and hope of every country. The high returns on resources invested in youths today have both immediate and long term benefits. Where they existed and are functioning well, youth programmes play an important role in building life skills of individual young people, strengthening families and communities, and working towards sustainable development as a major contributor to the overall progress of a country (Seiders, 1985). Many countries have realized that the development and harnessing the potential of the youths can best be achieved through a sound educational system. In Nigeria for instance, the training given to youths at the secondary school level is both pre-vocational and academic. According to the National Policy on Education (NPE, 2004), the aim of secondary school is to make a person to be productive to himself and the society. Academic and vocational courses are offered at the Junior Secondary School (JSS) level. These courses are suppose to provide definite purpose and meaning to education by relating to occupational goals, provides technical knowledge and work skills necessary for employment, and develop abilities, attitudes, work habits and appreciation which contributes to a satisfying and productive life.Abdullahi (1993)states that vocational education is expected among other things to assist students to acquire relevant occupational and technical skills, prepare for future occupations, and make successful transition from school to world of work.
{"title":"A Survey of Vocational Training Needs of 15-25 Years Old Out-of-School Youths in Bauchi Metropolis","authors":"M. Bello, I. Danjuma, A. Y. Adamu","doi":"10.21061/JCTE.V23I1.443","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.443","url":null,"abstract":"Youths represent the future and hope of every country. The high returns on resources invested in youths today have both immediate and long term benefits. Where they existed and are functioning well, youth programmes play an important role in building life skills of individual young people, strengthening families and communities, and working towards sustainable development as a major contributor to the overall progress of a country (Seiders, 1985). Many countries have realized that the development and harnessing the potential of the youths can best be achieved through a sound educational system. In Nigeria for instance, the training given to youths at the secondary school level is both pre-vocational and academic. According to the National Policy on Education (NPE, 2004), the aim of secondary school is to make a person to be productive to himself and the society. Academic and vocational courses are offered at the Junior Secondary School (JSS) level. These courses are suppose to provide definite purpose and meaning to education by relating to occupational goals, provides technical knowledge and work skills necessary for employment, and develop abilities, attitudes, work habits and appreciation which contributes to a satisfying and productive life.Abdullahi (1993)states that vocational education is expected among other things to assist students to acquire relevant occupational and technical skills, prepare for future occupations, and make successful transition from school to world of work.","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":"123291643","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 the past two decades various changes have impacted the public school educational system. In1983, the National Commission on Excellence in Education addressed a report to the American people regarding the risks that education in the United States would be facing in the years ahead. This report,A Nation at Risk, generated reactions that ultimately led to action on educational reform issues. Years later in 1994, the National Education Commission on Time and Learning concluded, inPrisoners of Time(1994), that student time could be better spent, and the teaching and learning process would be better fulfilled, if schools were to move to a block scheduling format, “moving from a focus on time to a focus on learning” (p. 4). The result was the proposal to restructure the school day to longer class periods and fewer classes and ultimately became known as block scheduling.
{"title":"Determining the Impact of Block Scheduling on Leadership Involvement in the FFA","authors":"Anne H. Dunigan, T. Hoover","doi":"10.21061/JCTE.V23I1.439","DOIUrl":"https://doi.org/10.21061/JCTE.V23I1.439","url":null,"abstract":"In the past two decades various changes have impacted the public school educational system. In1983, the National Commission on Excellence in Education addressed a report to the American people regarding the risks that education in the United States would be facing in the years ahead. This report,A Nation at Risk, generated reactions that ultimately led to action on educational reform issues. Years later in 1994, the National Education Commission on Time and Learning concluded, inPrisoners of Time(1994), that student time could be better spent, and the teaching and learning process would be better fulfilled, if schools were to move to a block scheduling format, “moving from a focus on time to a focus on learning” (p. 4). The result was the proposal to restructure the school day to longer class periods and fewer classes and ultimately became known as block scheduling.","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":"116190574","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 this article, the authors report the results of two studies examining the participation rates of Latino students in postsecondary technical education (CTE) programs in community colleges and two-year proprietary institutions in the United States in 1994 and 2000. It is believed that the quality of the future U.S. Labor market will depend, to a great extent, on this group’s education and job skills. Although Latinos are the fastest growing minority group in the United States, they are also the poorest and most undereducated when compared to other minority groups. Results of both studies show that few Latino students enroll in and graduate from postsecondary CTE programs. Of those students that do enroll in and complete CTE programs at the postsecondary level, very few complete programs that are considered high-skill, high-wage.
{"title":"Examining Latinos Involvement in the Workforce and Postsecondary Technical Education in the United States","authors":"Cecilia Maldonado, E. I. Farmer","doi":"10.21061/JCTE.V22I2.431","DOIUrl":"https://doi.org/10.21061/JCTE.V22I2.431","url":null,"abstract":"In this article, the authors report the results of two studies examining the participation rates of Latino students in postsecondary technical education (CTE) programs in community colleges and two-year proprietary institutions in the United States in 1994 and 2000. It is believed that the quality of the future U.S. Labor market will depend, to a great extent, on this group’s education and job skills. Although Latinos are the fastest growing minority group in the United States, they are also the poorest and most undereducated when compared to other minority groups. Results of both studies show that few Latino students enroll in and graduate from postsecondary CTE programs. Of those students that do enroll in and complete CTE programs at the postsecondary level, very few complete programs that are considered high-skill, high-wage.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121307121","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}
T. Roberts, K. Dooley, Julie F. Harlin, T. Murphrey
Today’s school climate is saturated with accountability mandates at every level. For example, current federal legislation requires that by the end of the 2005-2006 academic school year all teachers are “Highly Qualified” (No Child Left Behind, 2002). The law operationalized “Highly Qualified” using three criteria: full certification, a bachelor’s degree, and competence in subject knowledge and teaching. Full certification and having a bachelor’s degree are easily determined. Competency in subject matter and pedagogy is more subjective, and thus more difficult to measure.
{"title":"Competencies and Traits of Successful Agricultural Science Teachers","authors":"T. Roberts, K. Dooley, Julie F. Harlin, T. Murphrey","doi":"10.21061/JCTE.V22I2.429","DOIUrl":"https://doi.org/10.21061/JCTE.V22I2.429","url":null,"abstract":"Today’s school climate is saturated with accountability mandates at every level. For example, current federal legislation requires that by the end of the 2005-2006 academic school year all teachers are “Highly Qualified” (No Child Left Behind, 2002). The law operationalized “Highly Qualified” using three criteria: full certification, a bachelor’s degree, and competence in subject knowledge and teaching. Full certification and having a bachelor’s degree are easily determined. Competency in subject matter and pedagogy is more subjective, and thus more difficult to measure.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131685449","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}
At various times throughout history, working women were viewed as immoral and unfeminine objects of pity. Some critics accused working women of being negligent mothers. Frequently, women employees were not taken seriously by their bosses, colleagues, or society(Nieva & Gutek, 1981). Having a career posed challenges for women due to their family responsibilities (Valdez & Gutek, 1987). Women were expected to perform duties as wife and mother, in addition to fulfilling their professional responsibilities. Some women experienced feelings of guilt or selfishness if they put their career interests first (Heins, Hendricks, & Martindale, 1982). Because women's work and family demands were simultaneous, these demands had a significant impact on women's careers (Valdez, & Gutek). As stated by Heins et al., "Achieving professional status may be more difficult for women than for men" (p. 455).
{"title":"Career Aspirations of Women in the 20th Century","authors":"Desirae M. Domenico, Karen Jones","doi":"10.21061/JCTE.V22I2.430","DOIUrl":"https://doi.org/10.21061/JCTE.V22I2.430","url":null,"abstract":"At various times throughout history, working women were viewed as immoral and unfeminine objects of pity. Some critics accused working women of being negligent mothers. Frequently, women employees were not taken seriously by their bosses, colleagues, or society(Nieva & Gutek, 1981). Having a career posed challenges for women due to their family responsibilities (Valdez & Gutek, 1987). Women were expected to perform duties as wife and mother, in addition to fulfilling their professional responsibilities. Some women experienced feelings of guilt or selfishness if they put their career interests first (Heins, Hendricks, & Martindale, 1982). Because women's work and family demands were simultaneous, these demands had a significant impact on women's careers (Valdez, & Gutek). As stated by Heins et al., \"Achieving professional status may be more difficult for women than for men\" (p. 455).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"13 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129414619","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}
A search of theERICdatabase reveals a keen interest in computer-based testing by researchers over the past 35 years. Indeed, a focused search of theERICdatabase using the descriptor "computer assisted testing" from 1970 through 2003 returned 1,954 citations. More than half (55.6%,n= 1,105) of these 1,954 citations were dated from 1990 through 2003. This research interest in computer-based testing is likely a result of the many advantages associated with its use (Goldberg & Pedulla, 2002). A number of researchers have reported on the advantages of computer-based testing (e.g.,Alderson, 2000;Alexander, Bartlett, Truell, & Ouwenga, 2001;Barkley, 2002;Bocij & Greasley, 1999;DeSouza & Fleming, 2003;Goldberg & Pedulla, 2002;Greenberg, 1998;Shermis & Lombard, 1998;Shermis, Mzumara, & Bublitz, 2001;Song, 1998;Stephens, 2001;Truell & Davis, 2003). Often cited advantages of computer-based testing include decreased testing costs, effective records management, increased assessment options, improved scoring precision, instant feedback to students, more instructional time, more test administration choices, and reduced testing time. Despite the many advantages associated with computer-based tests for student assessment purposes, there are several areas of concern associated with their use. Two areas of concern with computer-based test use are user interfaces and test item exposure control formats.
{"title":"The Impact of Settable Test Item Exposure Control Interface Format On Postsecondary Business Student Test Performance","authors":"Allen D. Truell, Jensen J. Zhao, Melody Alexander","doi":"10.21061/JCTE.V22I1.668","DOIUrl":"https://doi.org/10.21061/JCTE.V22I1.668","url":null,"abstract":"A search of theERICdatabase reveals a keen interest in computer-based testing by researchers over the past 35 years. Indeed, a focused search of theERICdatabase using the descriptor \"computer assisted testing\" from 1970 through 2003 returned 1,954 citations. More than half (55.6%,n= 1,105) of these 1,954 citations were dated from 1990 through 2003. This research interest in computer-based testing is likely a result of the many advantages associated with its use (Goldberg & Pedulla, 2002). A number of researchers have reported on the advantages of computer-based testing (e.g.,Alderson, 2000;Alexander, Bartlett, Truell, & Ouwenga, 2001;Barkley, 2002;Bocij & Greasley, 1999;DeSouza & Fleming, 2003;Goldberg & Pedulla, 2002;Greenberg, 1998;Shermis & Lombard, 1998;Shermis, Mzumara, & Bublitz, 2001;Song, 1998;Stephens, 2001;Truell & Davis, 2003). Often cited advantages of computer-based testing include decreased testing costs, effective records management, increased assessment options, improved scoring precision, instant feedback to students, more instructional time, more test administration choices, and reduced testing time. Despite the many advantages associated with computer-based tests for student assessment purposes, there are several areas of concern associated with their use. Two areas of concern with computer-based test use are user interfaces and test item exposure control formats.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121183690","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, the transition from compulsory secondary education to post- compulsory secondary education is the most critical phase of the education process. The choices made by adolescents have direct consequences not only for individuals but also for the whole of society. Moreover, this particular choice significantly affects the function of the whole education system and the socio-economic system. The choice of job occupation is a critical decision that young people are usually obliged to take at the age of fifteen. In order to assist with the decision-making, reliable information and channels of communication appear to be necessary. Clarification of individual objectives, the specification and interpretation of future work opportunities in terms of satisfaction and career development, is usually a painful process not only for the adolescents but also for their families since they play a key role in the decision-making process.
{"title":"Parental Perception of the Education of their Adolescent Children: Evidence from Greek Secondary Education","authors":"Anna Saiti, Eugenia Mitrosili","doi":"10.21061/JCTE.V22I1.667","DOIUrl":"https://doi.org/10.21061/JCTE.V22I1.667","url":null,"abstract":"In most countries, the transition from compulsory secondary education to post- compulsory secondary education is the most critical phase of the education process. The choices made by adolescents have direct consequences not only for individuals but also for the whole of society. Moreover, this particular choice significantly affects the function of the whole education system and the socio-economic system. The choice of job occupation is a critical decision that young people are usually obliged to take at the age of fifteen. In order to assist with the decision-making, reliable information and channels of communication appear to be necessary. Clarification of individual objectives, the specification and interpretation of future work opportunities in terms of satisfaction and career development, is usually a painful process not only for the adolescents but also for their families since they play a key role in the decision-making process.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125181389","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}
During the last decade, several states have implemented block scheduling in their secondary public schools to improve the educational process (Carroll, 1990). Until this recent reform, the traditional school day had been virtually unchanged in the public schools since the beginning of the twentieth century.
{"title":"The Impact of Block Scheduling on Agricultural Education: A Nine Year Comparative Study.","authors":"E. Wilson, S. Looney, Kristin S. Stair","doi":"10.21061/JCTE.V22I1.422","DOIUrl":"https://doi.org/10.21061/JCTE.V22I1.422","url":null,"abstract":"During the last decade, several states have implemented block scheduling in their secondary public schools to improve the educational process (Carroll, 1990). Until this recent reform, the traditional school day had been virtually unchanged in the public schools since the beginning of the twentieth century.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126565474","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 American high school, the object of much discussion and debate since the publication ofA Nation at Risk(Gardner, 1983), is in a curious position today. Despite more than 20 years of reforms and increased graduation requirements, most notably in math and science, we arrive at the threshold of the 21st century with increasing drop out rates and stagnant achievement measures.
{"title":"THE NEGLECTED MAJORITY — REVISITED","authors":"J. Stone","doi":"10.21061/JCTE.V21I2.658","DOIUrl":"https://doi.org/10.21061/JCTE.V21I2.658","url":null,"abstract":"The American high school, the object of much discussion and debate since the publication ofA Nation at Risk(Gardner, 1983), is in a curious position today. Despite more than 20 years of reforms and increased graduation requirements, most notably in math and science, we arrive at the threshold of the 21st century with increasing drop out rates and stagnant achievement measures.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132492766","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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