Assessing the Value of Rural California High School Career Technical Education

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Autor/in	Morehead, Coleen Louise
Titel	Assessing the Value of Rural California High School Career Technical Education
Quelle	(2015), (189 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6869-3
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; High School Students; Career Education; Technical Education; Public Education; Financial Support; Rural Areas; Role of Education; Economic Factors; Influences; Online Surveys; Educational Finance; Social Bias; Articulation (Education); Job Skills; Labor Market; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arbeitslehre; Technikunterricht; Öffentliche Erziehung; Finanzielle Förderung; Bildungsauftrag; Ökonomischer Faktor; Influence; Einfluss; Einflussfaktor; Bildungsfonds; Articulation; Artikulation (Ling); Artikulation; Aussprache; Produktive Fertigkeit; Labour market; Arbeitsmarkt; Kalifornien
Abstract	While empirical studies on rural education have defined many of the socioeconomic factors associated with rural students nationally, there is a lack of definitive and comprehensive research defining the benefit or value of career technical education for rural California high school students. Consequently, this lack of research may in turn contribute to inadequate support. Perceptions associated with the value of career technical education have shifted over time both nationally and within the state of California. Rural California schools report declining CTE enrollment; furthermore, rural counties continue to report higher levels of poverty and unemployment. Given a recent change in California's public education funding model requiring local stakeholder input on funding decisions, this lack of research may in turn contribute to a lack of understanding by local educational leaders, teachers, and the general public regarding how CTE programs can be of a benefit to rural communities. CTE, however, is believed to have the potential to play a vital role in reversing negative socioeconomic trends for rural communities. This study uses a survey to examine the value of CTE programs in rural California high schools. The purpose of this study was to examine the factors impacting CTE in rural high schools. The sample of participants in this study represents a convenience sample of members of the California Association for Career and Technical Education, the California Association of Regional Occupational Centers and Programs, the California Workforce Association, and the California Future Farmers of America's Agriculture Teachers' Directory. Participants were solicited to participate in the study via both email to 1,809 unique addresses and LinkedIn group discussion board posts. Respondents completed a web-based survey including 25 survey items. A total of 175 surveys were submitted to SurveyMonkey web-based survey administration software. The analysis and synthesis of the survey led to three thematic findings: (a) need for dedicated CTE funding source, (b) reduce CTE stigma, and (c) streamlining college articulation agreements to include CTE. From the findings, three results were drawn suggesting that rural CTE programs currently offered under a regional approach pursue additional funding and/or regional partnership with local businesses, community colleges, and universities. An acknowledgement of the lingering CTE stigma was articulated by the respondents in survey question comments. This stigma is perpetuated by both a lack of understanding of the value of CTE and the college-for-all philosophy that is promoted at high schools. Thirdly, a concerted effort is needed to expand the awareness of CTE and the lack of relevant workforce skills necessary for a rural job market due to factors associated with living in a remote community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01