What Does It Mean to Be College-Ready for Career Technical Education?

Autor/inn/en	Armstrong, Sonya L.; Stahl, Norman A.; King, James R.
Titel	What Does It Mean to Be College-Ready for Career Technical Education?
Quelle	In: Community College Review, 49 (2021) 2, S.131-155 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong, Sonya L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552120982031
Schlagwörter	Vocational Education; Postsecondary Education; College Readiness; Literacy; Remedial Reading; Community Colleges; Textbooks; Alignment (Education); Introductory Courses; College Faculty; Teacher Attitudes; Reading Comprehension; Reading Materials; Teacher Expectations of Students; Student Attitudes; Reading Attitudes; Teaching Methods; Student Characteristics + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseförderung; Community college; Community College; Textbook; Text book; Schulbuch; Lehrbuch; Einführungskurs; Fakultät; Lehrerverhalten; Leseverstehen; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Objective/Research Question: Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses. Methods: This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups. Results: This study's findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels. Conclusions/Contributions: This study's findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01