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Descriptors:
Delphi Technique; Leadership; Administrator Role; Administrators; Vocational Education; School Administration

Abstract:
Career and technical administrators are faced with a variety of issues and challenges that include, but are not limited to, providing effective ways to help students increase their academic and technical achievement, addressing staff development needs, and integrating CTE with rigorous academic instruction. The emergence of the identified leadership issues was extensive, and the issues command a significant portion of a career and technical administrator's time and resources. This article describes a three-round Delphi approach that identified leadership issues confronting career and technical administrators at the secondary and postsecondary levels in Pennsylvania. The results of the study produced seven major categories and 38 major issues that have implications for career and technical education in Pennsylvania. Career and technical administrators, more than ever before, face increasing leadership issues that have far-reaching implications that will affect their abilities to deliver quality programming for students pursuing entry into the workplace and matriculation to higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Labor Market; Job Skills; Technical Education; Proprietary Schools; Hispanic Americans; Postsecondary Education; Employment Level; Educational Attainment; Participation; Two Year Colleges; Labor Force Development; Minority Groups; Access to Education; Enrollment Trends; Career Development; High School Graduates

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. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Role; Leadership; Delphi Technique; Deans; Community Colleges; Supervision

Abstract:
Community college deans and other senior administrators are faced with a variety of issues and challenges that include, but are not limited to, the ever-changing nature of technology, changes in diverse populations, industry training, and job placements. At this level, the frequently identified emergence of leadership and supervision issues have been more than community college deans can address proactively. Various approaches are used to identify such issues and trends in the field. However, this article describes a 3-round Delphi approach to identifying leadership and supervision issues confronting community college deans over a 5-year period in 4 southeastern states: Florida, Maryland, North Carolina, and Virginia. The results of the study produced 48 major issues and 18 categories that have implications for community colleges throughout the nation. 12 of the 48 issues had a mean score of 4 or more points based on the assigned 5-point Likert-type scale. Community college deans, more than ever before, face increasing leadership and supervisory issues that have far-reaching implications not just for community colleges, but for other 2-year postsecondary educational institutions as well. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Cultural Differences; Postsecondary Education; Proprietary Schools; Student Characteristics; Tables (Data); Technical Education; Two Year Colleges; Vocational Education

Abstract:
Characteristics of students in 15 Pennsylvania community colleges (n=704) and 16 two-year proprietary colleges (n=317) were compared. In both groups, technical students were overwhelmingly white; the community colleges' population was 69.5% male, 30.5% female; in proprietary schools, 43.2% male, 56.8% female. Females had higher grade point averages and worked fewer hours. (Contains 43 references.) (JOW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discipline; Educational Environment; Elementary Education; Elementary School Teachers; Interpersonal Competence; Magnet Schools; Student Behavior; Teacher Influence; Urban Schools

Abstract:
Addresses the social organization of the teachers' workplace in urban magnet schools, investigating the effects of several domains relevant to teacher performance in traditional versus magnet urban elementary schools. Teacher surveys indicate that there are many more commonalities among teachers in the two settings than are usually reported in the literature. More differences exist between various types of magnet schools. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Deans; Administrator Attitudes; Community Colleges; Educational Improvement; Educational Quality; Institutional Evaluation; State Colleges; Total Quality Management; Two Year Colleges

Abstract:
Summarizes the ways in which the Education Pilot Criteria for the Malcolm Baldridge National Quality Award were adapted for use in institutional self-assessment. Presents the perceptions of academic deans in the North Carolina Community College System regarding current and future applications of continuous quality improvement principles in the academic setting. (Contains 15 references.) (VWC)

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Descriptors:
Age Differences; Community Colleges; Ethnic Groups; Proprietary Schools; Sex Differences; Student Characteristics; Technical Education; Two Year College Students; Two Year Colleges

Abstract:
A study was undertaken to determine differences among personal, situational, and outcome characteristics of students in Pennsylvania community colleges and two-year proprietary institutions and the nature of and differences in gender in both types of institutions. Phase 2 of three involved surveying a sample of students currently enrolled in postsecondary programs. A 35-item questionnaire was designed and mailed to 3,100 students--1,500 in community colleges and 1,600 in proprietary institutions. Data were collected on 1,047 respondents. The Loglinear and two-way ANOVA (analysis of variance) were used to analyze the data. Findings indicated that, in terms of ethnicity, postsecondary technical programs in community colleges and two-year institutions were overwhelmingly enrolled with white students (over 90 percent). Significant difference existed between age of female versus age of male respondents in community colleges; no difference was found between gender and ages of technical education respondents in the two-year proprietary institutions. Most respondents in both institutions were single; the percentage of divorced female respondents was double that of their male counterparts in both institutions. Female respondents in both institutions had higher grade point averages and worked fewer hours than male respondents. (Contains 30 references.) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Attitudes; Community Colleges; Outcomes of Education; Program Development; Program Effectiveness; Program Evaluation; Student Development; Teacher Attitudes; Tech Prep; Technical Education; Two Year Colleges; Vocational Education

Abstract:
Examines the status of Tech Prep in the North Carolina Community College System and compares the attitudes of senior administrators and faculty toward Tech Prep programs. Discusses four research questions regarding college and faculty involvement in Tech Prep and finds that, in most cases, it has not yet made substantial changes within community colleges. Contains 13 references. (VWC)

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Descriptors:
Academic Achievement; Community Colleges; Higher Education; Occupational Aspiration; Reentry Students; Technical Education; Transfer Rates (College); Transfer Students; Two Year Colleges

Abstract:
Records of 4,753 four-year university students showed that 30.5% transferred from technical college programs and 69.5% from other colleges. Transfer students were considerably diverse and had definite employment expectations. A majority worked full or part time and had "sat out" at least one year before transferring. (SK)

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Descriptors:
Delphi Technique; Higher Education; Research Needs; Tech Prep

Abstract:
A Delphi panel of 37 tech-prep subject matter experts identified a national research agenda for tech prep. Highest priorities were as follows: institutionalization of tech prep into the higher education system, instruction based on cognitive science research, and nontraditional teaching methods. (SK)

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