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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
High Schools; Secondary School Curriculum; Track System (Education); Academic Degrees; Vocational Education; Technology Education; Academic Achievement; Educational Attainment; Income; Correlation; Longitudinal Studies
Abstract:
The purpose of this study was to investigate the relationship between high school curriculum tracks and student achievement outcomes through the consideration of degree attainment and occupational earnings. Data pertaining to graduates were analyzed through the National Longitudinal Survey of Youth (NLSY) 1997 dataset. This study investigated the linkage between participation in high school curriculum tracks, degree attainment, and occupational earnings. Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees. However, this study found that CTE students were outperforming the general, dual, and college preparatory tracks in terms of occupational earnings. In addition, the dual track was more likely to earn associates' degrees than their general track counterparts. The college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelors' degrees.
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Author(s): |
Zirkle, Chris |
Source: |
Techniques: Connecting Education and Careers, v79 n6 p24-26 Sep 2004 |
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Pub Date: |
2004-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Educational Change; Vocational Education; Curriculum Development; Curriculum Integration; Interdisciplinary Approach; Academic Education; Technical Education
Abstract:
Historically, career-technical teachers have focused primarily on the development of technical knowledge and skills, leaving the core academics to the teachers of math, science, language arts and other disciplines. Teachers as a whole have tended to teach their subject matter in a vacuum, as separate areas to be addressed with a narrow focus. This is gradually changing as more CTE students are asking academic teachers, "What does this have to do with my CTE area?" and more CTE teachers have recognized the need for students to increase their knowledge of academic subjects and to be able to apply them to their areas of technical interest. This has resulted in an increased interest in the topic of curriculum integration between CTE and academics. This article discusses the following related topics: Characteristics of Integration; Essential Questions; Why Doesn't Integration Occur? What are the Barriers?; and Why We Should Do It.
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Author(s): |
Zirkle, Chris |
Source: |
Journal of Vocational Education Research, v29 n3 p157-179 2004 |
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Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Education; Higher Education; Distance Education; Vocational Education; Teacher Educators; Teacher Surveys; Teacher Attitudes
Abstract:
The use of distance education at postsecondary levels continues to grow, including utilization in career and technical teacher education. Despite distance education's "learn anytime, anywhere" approach, there can be significant institutional, faculty/instruction and student/learner barriers to implementation. This study examined the perceptions of one state?s career and technical teacher educators with respect to these barriers. The study also sought to determine demographic characteristics of the educational institutions involved in distance education, including the number of distance education courses and programs offered. The use of distance education at the postsecondary level in the United States continues to grow. Studies over the past several years (Lewis, Alexander & Farris, 1997; Lewis, Snow, Alexander & Farris, 1999; Waits & Lewis, 2003) have documented the increased use of distance education as a way in which to deliver courses and programs to learners. In addition, recent studies have shown increases in the use of distance education for delivering career and technical education (CTE) courses, particularly at the two-year college level (Johnson & Benson, 2003). The use of distance education for teacher preparation has also grown. Teacher preparation courses and programs at a distance are increasing, and some institutions involved with teacher preparation are beginning to provide pedagogical coursework in distance education as part of their programs (Thompson, 2003). Despite growth, the use of distance education in teacher preparation in CTE is still in its beginning stages. However, many colleges and universities across the country are utilizing distance education, in whole or in part, to prepare CTE teachers.
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Author(s): |
Zirkle, Chris |
Source: |
Journal of Vocational Education Research, v28 n2 p161-181 2003 |
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Distance Education; Technical Education; Literature Reviews; Educational Research; Synthesis; Educational Technology; Access to Education; Computer Uses in Education; Student Attitudes; Teacher Attitudes; Program Improvement; Research Reports
Abstract:
Distance education, due to recent technological innovations, can provide almost the same instructional contact and interaction for the student as traditional settings. The growth of distance learning opportunities has allowed students to access courses and degree programs at their convenience. Educational institutions are creating new approaches to course delivery and degree requirements and to improving their programs with new technological tools. These issues have begun to affect career and technical education (CTE) programs, primarily at the postsecondary level. Research studies on distance education have been criticized on a variety of fronts. Research on distance education in CTE is in its beginning stages. To date, there has been no collective analysis of this distance education research in CTE. This research synthesis reviews previous studies on distance education in CTE, organizing them into topical categories. This synthesis highlights the important aspects of these studies and provides recommendations for further research.
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