Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change

Autor/inn/en	Jocson, Korina M.; Martínez, Itza D.
Titel	Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.165-176 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1763552
Schlagwörter	Vocational Education; Educational Opportunities; Experiential Learning; Youth; Action Research; Participatory Research; High School Students; Vocational High Schools; Educational Change; Theories; Praxis + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bildungsangebot; Bildungschance; Experiental learning; Erfahrungsorientiertes Lernen; Jugend; Jugendlicher; Jugendalter; Projektforschung; Forschungstätigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Theory; Theorie
Abstract	In career and technical education (CTE), the vocational-academic divide continues to influence practices and policies that shape students' experiences. Drawing on a qualitative study and retrospective analysis, we argue that hands-on learning "with" critical praxis is important for engaging students in CTE. A theory of change, focused on the human potential of students in the process of becoming, offers possibilities for extending learning opportunities. For educators, enacting a theory of change in any learning environment is difficult and, at times, still not enough. In this article, the authors reflect on their experiences working with students interested in multimedia production who engaged in youth participatory action research at one particular CTE high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01