Literaturnachweis - Detailanzeige
Autor/inn/en | Smith, Tara; Soricone, Lisa |
---|---|
Institution | American Institutes for Research (AIR); Association for Career and Technical Education (ACTE); JFF (Jobs for the Future); Vanderbilt University |
Titel | CTE Programs and the COVID-19 Pandemic: Responses, Innovations, and Implications for Future Research |
Quelle | (2021), (55 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | COVID-19; Pandemics; Vocational Education; Barriers; Delivery Systems; Educational Technology; Technology Uses in Education; Faculty Development; Learning Activities; Employers; Role; Partnerships in Education; Student Participation; Grading; Academic Persistence; Licensing Examinations (Professions); Educational Change; Online Courses; Federal Aid; Federal Legislation; Educational Legislation; Secondary Education; Postsecondary Education Ausbildung; Berufsbildung; Auslieferung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; Rollen; Hochschulpartnerschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Notengebung; Schulnote; Bildungsreform; Online course; Online-Kurs; Bundesrecht; Bildungsrecht; Schulgesetz; Sekundarbereich; Post-secondary education; Tertiäre Bildung |
Abstract | Although the COVID-19 pandemic affected all education programs in the United States, career and technical education (CTE) programs in particular faced significant challenges given the hands-on and team-based nature of many CTE courses. This report presents findings from interviews with 22 CTE programs to learn about their responses to the conditions presented by the COVID-19 pandemic. The programs were initially studied and interviewed as part of the CTE Research Network's evaluability assessment (Hughes et al., 2021), which examined more than 100 CTE programs nominated from the field to identify those ready for rigorous evaluation. Recognizing the significant impact of COVID-19 on CTE programs, the network developed this follow-up study to identify how program offerings and student participation differed from normal operations during the pandemic. The interviews with the 22 programs were conducted between November 2020 and February 2021. CTE teachers, administrators, and curriculum developers identified the challenges they faced and key lessons learned, as well as the innovations they developed that will carry their CTE programs into the future. This report summarizes the responses and themes and describes considerations for researchers to recognize when studying CTE programs during the COVID-19 pandemic. The following are appended: (1) Summary of CTE Programs in This Study. [The report was produced by the Career & Technical Education Research Network.] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |