Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Autor/inn/en	Pierce, Kristin B.; Hernandez, Victor M.
Titel	Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?
Quelle	In: Career and Technical Education Research, 39 (2015) 3, S.213-229 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Vocational Education; Reading Skills; Mathematics Skills; Quasiexperimental Design; Teaching Methods; Teaching Models; Integrated Activities; Competency Based Education; State Standards; Introductory Courses; Control Groups; Experimental Groups; Intervention; Grade 9; Grade 10; Pretests Posttests; Achievement Gains; Statistical Analysis; Scores; Statistical Significance; Student Improvement + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Integrierender Unterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Einführungskurs; School year 09; 9. Schuljahr; Schuljahr 09; Achievement gain; Leistungssteigerung; Statistische Analyse
Abstract	A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group consisted of students in all other non-integrated sections of the 13 introductory courses. After a 26-week intervention, 9 and 10 grade student state reading and mathematics test scores were analyzed to determine if the mean change in post-test scores was greater in the treatment group than the mean change in scores in the control group. Quantitative analysis revealed that the integrated CTE courses were statistically significant in improving reading treatment group scores, but not statistically significant in improving mathematics treatment group scores. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01