Evaluating Research in Career and Technical Education Using Scientifically-Based Research Standards

Autor/inn/en	Gemici, Sinan; Rojewski, Jay W.
Titel	Evaluating Research in Career and Technical Education Using Scientifically-Based Research Standards
Quelle	In: Career and Technical Education Research, 32 (2007) 3, S.143-159 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Educational Research; Vocational Education; National Standards; Scientific Methodology; Qualitative Research; Federal Legislation; Periodicals; Content Analysis; Statistical Analysis; Research Design + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Ausbildung; Berufsbildung; Qualitative Forschung; Bundesrecht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Inhaltsanalyse; Statistische Analyse; Forschungsdesign
Abstract	The recent emphasis on scientifically-based research (SBR) as the government's favored research paradigm has direct implications for career and technical education (CTE). From a practical standpoint, federal funds will now be appropriated exclusively on scholars' readiness and ability to engage the "right" research questions. While the government can determine the agenda for federally-funded research, the narrow definition reflected by SBR guidelines does not, and should not, define CTE research. Even so, the CTE community's overall reaction to SBR has been limited rather than proactive, suggesting that a full examination of SBR's far-reaching implications for CTE research has yet to occur. This article examines the main tenets of SBR and outlines the major positions in the debate about SBR in educational research. This debate is applied to CTE research by examining published articles in recent issues of Career and Technical Education Research (CTER; 2001-2005). An overwhelming majority of the published articles examined were either descriptive or qualitative in nature. Only 6% employed quasi-experimental designs. No articles using true experimental designs were published during this period. The findings were further examined from political, conceptual, and practical positions. While the emphasis of most CTER research differs from the SBR focus mandated for government-funded research, this discrepancy does not necessarily indicate a lack of quality in CTE research. It does, however, suggest that internal dialogue and investigation are needed regarding the role of SBR in CTE research. This article may be one avenue for promoting such a dialogue. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.agri.wsu.edu/acter/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10