Literaturnachweis - Detailanzeige
| Autor/inn/en | Lewis, Morgan V.; Kosine, Natalie R. |
|---|---|
| Institution | National Research Center for Career and Technical Education |
| Titel | What Will Be the Impact of Programs of Study? A Preliminary Assessment Based on Similar Previous Initiatives, State Plans for Implementation, and Career Development Theory |
| Quelle | (2008), (82 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Program Implementation; Program Effectiveness; Alignment (Education); Integrated Curriculum; Career Development; Articulation (Education); Vocational Education; Education Work Relationship; Accountability; Academic Standards; Educational Indicators; College Credits |
| Abstract | This publication provides background to inform the implementation of Programs of Study (POS) as required by grantees of funds authorized under the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The report is a review of the evidence on the effectiveness of previous similar initiatives and an examination of the implications of career development theory for Programs of Study. The authors raise three primary issues that, in their judgment, must be answered if the design and evaluation of Programs of Study are to be successful: (1) POS should align secondary and postsecondary instruction so that the secondary component addresses the academic deficiencies that are the primary barriers to obtaining college credits for career and technical education (CTE) students; interest in the occupations they study should be used as a means to improve the academic skills of CTE students through curriculum integration; (2) States should work to align rigorous and relevant technical content with challenging academic standards through local development of POS; CTE and academic teachers at the secondary and postsecondary level should be given the time and support needed to work together to develop POS.; cost and logistics of making such opportunities available are acknowledged to be challenging but have a high potential to yield the kinds of POS that are needed; and (3) The percentage of students obtaining postsecondary degrees or certificates should be one of the indicators used to assess the effectiveness of POS, but the core indicators required for all secondary CTE students (Perkins IV, Sec 113(b)(2)(A)) will provide more useful information; because of the exploratory nature of much secondary CTE, postsecondary certificate/degree attainment within the POS started in high school should not be the primary indicator of POS effectiveness. Two appendixes are included: (1) Coding for State Plans; and (2) Career Development Resources. (Contains 16 footnotes and 2 tables.) [This report was written with the assistance of Laura Overman.] (ERIC). |
| Anmerkungen | National Research Center for Career and Technical Education. Available from: The National Dissemination Center for Career and Technical Education. 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-678-6011; Tel: 614-292-9931; Fax: 614-688-3258; e-mail: ndccte@osu.edu; Web site: http://www.nccte.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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