为职业技术教育做好大学准备意味着什么?

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2021-04-01 DOI:10.1177/0091552120982031
Sonya L. Armstrong, N. Stahl, J. King
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引用次数: 1

摘要

目标/研究问题:令人惊讶的是,很少有研究探讨专门针对职业技术教育(CTE)课程的中学后水平的扫盲实践,然而,进入大学需要扫盲支持的学生数量继续增加。有必要对什么是大学准备进行重点研究。本文中描述的研究通过探索CTE课程和发展性阅读(DR)课程中的文本期望(包括文本类型、任务和目标)来解决这一首要问题,以确定DR和CTE课程中的文本期望是否、如何以及在多大程度上一致。方法:本研究涉及美国中西部一个州的三所社区学院。数据来源包括调查、焦点小组和所有课程的教科书。在所有研究地点、重点跟踪和选区群体中,每种类型的数据收集程序具有可比性。结果:本研究的结果表明,在许多层面上,DR课程和入门级CTE课程之间缺乏一致性。结论/贡献:这项研究的结果表明,有必要继续调查跨学科和职业技术领域的大学阅读准备的构成。
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What Does It Mean to Be College-Ready for Career Technical Education?
Objective/Research Question: Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses. Methods: This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups. Results: This study’s findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels. Conclusions/Contributions: This study’s findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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