Dissertations / Theses: 'Career education programs'

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Gogan, Bradley Eric. "Impact of Career and Technical Education Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3884.

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Autism spectrum disorder rates are climbing in the United States. Because this population is growing, research is needed to understand how to assist these individuals in pursuit of postsecondary educational and employment opportunities. The purpose of this qualitative study, as reflected in the central research question, was to investigate how a career and technical education program impacted the preparedness of students diagnosed with autism spectrum disorder for educational and employment opportunities beyond high school. The conceptual framework was based on Bronfenbrenner's ecological perspective of human development, Zhao and Frank's ecological perspective of technology, and Song's research about distributed cognition. This study used a single case study design, and the case was a career and technical education program at a high school located in Southwestern state. Participants included one program administrator, three career and technical education teachers, and two special education teachers. Data were collected from multiple sources, including individual interviews with participants and program documents. Data analysis included line-by-line coding and category construction to determine themes and discrepancies. Key findings indicated that the CTE program prepared ASD students for postsecondary educational and employment opportunities, differentiated instruction to meet the individual needs of ASD students, technologies such as computers helped ASD students prepare for postsecondary educational and employment opportunities, helped ASD students learn technical skills, life skills, and job skills. As a society we need to recognize ASD students are impacting the paradigm associated with special needs students as they attend universities, work study programs, technical schools, and other opportunities which have evaded this population.

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Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.

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Simmons, Precious. "Nursing Students Experiences of Career and Technical Education Health Science Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6120.

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The state of education in the United States faces many challenges in preparing students for the workforce and postsecondary education. These challenges are heightened at the postsecondary level for schools of nursing. The current shortage of nurses will continue to rise if recruitment and retention strategies are not employed. The purpose of this qualitative hermeneutic phenomenological study was to understand and explore the experiences of former health science program students enrolled in nursing school. Research questions focused on the experience of career and technical education (CTE), motives and perceived benefits of CTE, nursing experience, career choice, and academic interests. The theoretical framework for this study was based on Lent, Brown, and Hackett's social cognitive career theory. Data were collected through semistructured face-to-face interviews with 6 associate and bachelor degree nursing students in South Carolina that completed CTE health science courses in high school. Data were manually coded and analyzed. The findings of the study indicated that CTE health science program experiences were positive and provided early college preparation and career opportunities. Furthermore, findings indicated that collaborative efforts between secondary, postsecondary, and nursing stakeholders are needed. This study has implications for positive social change by providing information to stakeholders in education about CTE, bridge programs, and secondary-postsecondary partnerships that may lead to a solution for the shortage of nurses.

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Martino, Lisa. "The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6727.

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There is a historical trend of decline in available Career and Technical Education (CTE) Teacher Preparation programs and an increase in CTE course and program enrollments in Florida’s secondary school system. This contradiction in CTE teacher supply and demand raises an important question. What is going on? More specifically, what sustains the remaining programs in the face of this decline? The purpose of this qualitative study is to explore sustainability factors from past and present CTE teacher preparation program educators and administrators to gain a better understanding of this issue. The participant selection for this study was identified from four active and one recently phased-out undergraduate CTE teacher preparation programs in five Florida universities. There were ten participants who were interviewed either face-to-face or virtually with a semi-structured protocol. Memo-taking, member checking, and peer review were added to the data. Data analysis, guided by grounded theory and a constant comparative approach, discovered themes which contributed to the development of The CTE Teacher Preparation Program Sustainability Framework. The framework includes two domains: (a) Internal, and (b) External. The Internal Domain, Program Experience, includes: (a) Statewide Exposure; (b) Intracampus Alliance; (c) Innovative Changes; and (d) Program Ownership. The External Domain, Essential Conditions, includes: (a) Program Value; (b) Certification Alignment; and (c) Employment Policies. The implications of this study may extend the life cycle of current CTE teacher preparation programs.

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Dixon, Kathryn C. "Factors affecting the institutionalisation of career and vocational programs In Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1479.

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The aim of this study is to investigate the institutionalisation of career and vocational programs in Western Australian government secondary schools. Five specific objectives form the basis of the study. First, the study aims to determine the meanings which teachers construct for Career Education programs in schools. Second, the study examines the direct effects of personal construction of meaning, individual assimilation and organisational assimilation on the institutionalisation of Career Education. Third, the study determines the relationships between the personal construction of meaning, individual assimilation, organisational assimilation and institutionalisation of Career Education. Fourth, the study investigates the effectiveness of a causal model based on prior theoretical assumptions and factors identified by the sample and the literature as being influential in the institutionalisation of Career Education, using the method of path analysis. Fifth, the study develops an instrument to measure the institutionalisation of Career Education in secondary schools.

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Smith, Sabrina E. "The Impact of Career and Technical Education Programs on At-Risk Secondary Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1040.

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As the number of youth at risk for educational failure has increased, so has the debate over the appropriate nature of career and technical education (CTE) programs for such youth. The purpose of this study was to gain an understanding about the manner in which CTE programs within vocational schools affected secondary students at risk for educational failure. The educational theories of Pestalozzi, Dewey, and Rousseau served as the conceptual framework for this study by supporting the development of students' intellectual, social, and emotional growth through hands-on activities rather than traditional rote learning. Data for this case study were collected through interviews and observations from 9 purposefully selected students enrolled in vocational school CTE programs. Qualitative strategies of memoing and coding supported interpretative data analysis for this case study. The participants revealed that their CTE programs had a positive impact on their lives. Findings that emerged from this study centered on job security, hands-on learning, and personal growth. These findings provide important empirical evidence of the utility of CTE programs for at-risk students. This evidence contributes to positive social change by illuminating an alternative education setting that enables at-risk students to attain and maintain academic success. This evidence also holds promise for positive social change by guiding the efforts of education stakeholders in determining the appropriate educational placement for at-risk students, placements that will promote a sense of belonging rather than alienation.

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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.

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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.

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Prideaux, Lee-Ann, and n/a. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.093444.

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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.

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Prideaux, Lee-Ann. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366711.

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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
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Olson, Elizabeth M. "An examination of university students' perceptions of their secondary career guidance programs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsone.pdf.

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Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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Good, Dianne E. "A follow-up evaluation of business education career preparation programs in Vancouver secondary schools." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28055.

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Career Preparation programs have been offered in British Columbia since 1980. However, in that time very little formal evaluation has been conducted to determine if Career Preparation programs are achieving the stated objectives. This study, based on Business Education Career Preparation programs in Vancouver secondary schools, surveyed Career Preparation students one, two, and three years after graduation. Schools which had started Business Education Career Preparation programs in September 1982 or earlier were selected. Graduates of these schools who completed a Business Education Career Preparation program in 1984, 1985, or 1986, were surveyed to determine their employment and post-secondary education experiences, whether their post-secondary education or employment was related to their Career Preparation specialties, and their perceptions of the program. The purpose of the study was to determine the strengths and weaknesses of the Business Education Career Preparation programs offered in Vancouver Secondary Schools in order to make recommendations for program improvements. The results show that 94% of respondents held at least one job since graduating from secondary school; 77% of respondents continue their education at a post-secondary institution; 67% of post-secondary programs enrolled in by respondents were at least somewhat related to their Career Preparation specialty; and 67% of jobs held since graduating from secondary school were at least somewhat related to their Career Preparation specialty. The Career Preparation program was rated at least somewhat helpful in facilitating progress in post-secondary education by 81% of respondents; 93% of respondents rated Career Preparation at least somewhat helpful in making career choices; 91% rated it at least somewhat helpful in providing employable skills; 85% rated it at least somewhat helpful in providing job search skills; and 68% rated it at least somewhat helpful in providing employment contacts. Overall, the Business Education Career Preparation program offered in Vancouver was judged as meeting the program objectives of the provincial curriculum. Recommendations are made for the program, including: matching students more carefully to work experience placements which meet their interests, career goals and specialty; more careful monitoring of work experience sites to ensure that appropriate tasks are being assigned; offering programs which will interest both males and females; coordinating employment opportunities for graduates; improving articulation with post-secondary programs; and structuring Career Preparation programs to allow for flexibility in course requirements and work experience.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Eimers, Kimberly. "Student Perceptions on the Impact of Career and Technical Education Programs| A Mixed-Methods Study." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603603.

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This mixed-methods study analyzed student perceptions regarding the impact of career and technical education (CTE) programs on student engagement, mind-set, support of teachers, and school climate. The Tripod 7C instrument was utilized to gather quantitative data, while focus groups were utilized for gathering qualitative data. Survey results showed statistically significant differences between CTE and non-CTE subjects in the areas of care, captivate, and clarify. These findings were used to develop the questions and structure for the focus group discussions. The focus groups revealed four student-perception themes: teacher, environment, student engagement, and content. In the settings studied, CTE programs were noted to have significantly higher levels of student engagement, environments that are welcoming and warm, and caring adults.

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Smith-Redmond, Jane. "The role of professional development training programs in the career mobility of midlevel women administrators." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299083493.

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Suyuthie, Helmi. "The attitudes of General Senior High School teachers toward career guidance programs in Bengkulu Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158986.

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Vickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.

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Wertz, Melissa A. "Female Persistence in Fully Online Allied Health Programs at a Career College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6957.

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Persistence to program completion is critical for online students. Retaining online students is a struggle in higher education with online persistence rates being significantly lower than nononline students. In this qualitative case study the perceptions of female graduates who persisted in a fully online allied health program at a career college were investigated. Using Tinto's theory of student departure and self-determination theory, the characteristics, attitudes, and motivations of female online learners explored to discern their perceived success in the online classroom. The research questions focused on participants' perceptions, skills, and attitudes that contribute to their success, experiences with support services, and a review of archival documents to examine existing systems to support this population to gain insight into possible methods to support persistence challenges by designing meaningful learning experiences, to strengthen student persistence and develop faculty for online teaching. Notes from document reviews and semistructured interviews with 12 participants were analyzed and coded using an inductive approach to identify themes in the data. Results of the research indicated that participants used a variety of strategies for success, connected to the campus community, were prepared for online learning, and engaged with learning materials to support persisting to graduation. The findings of this study will influence social change by providing administrators and faculty a 3-day professional development program to strengthen faculties' understanding of online students' needs thereby improving online student support, persistence to degree completion, and graduation. Degree completion will improve career opportunities resulting in a higher quality of life.

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Smith, Curtis G. "Relationships Among Adult Student Performance and Satisfaction Variables for One Campus of a Career University's MBA Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/423.

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The number of adult learners has grown significantly since World War II, and workplace environments have expanded to embrace many new areas of expertise and knowledge. The expectations of these learners in terms of the courses offered by career universities have become increasingly diverse. University personnel need to find ways that optimize and align courses offered with those expectations. The purpose of this correlational study was to understand the relationships between outcome variables in adult education programs and students' perceptions of the quality of their educational programs. Five historically tracked variables were examined: program GPA, job placement rate, program completion rate, Net Promoter Scores, and student satisfaction. The study was underpinned by 3 andragogical areas as understood through the lenses of Mezirow and Knowles: adult student perceptions of educational experiences (as measured through student-completed evaluations), adult learner motivation, and content and curriculum design. The research question addressed relationships between and among the 5 variables for each of the 14 specialized MBA programs at a career university in the northwestern United States. Data for 400 adult students from the years 2008 to 2014 were used. Spearman's Rho correlations revealed no consistently significant relationships between the variables. Other metrics may be more useful to assess the overall effectiveness of programs. Possible future research can explore different variables so that university staff will have better data to address the demands of adult students, which will contribute to their educational and social wellbeing and to the needs of their present and future employers.

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McKenzie, Beth A. Bancroft. "Predictors of Academic Success in a Career-Ladder Nursing Program at Hocking College." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210860967.

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Hyslop, Alisha D. "Testing the Validity and Utility of a Career and Technical Education Programs of Study Evaluation Instrument." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7524.

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The purpose of this study was to build on the research already completed by the Association for Career and Technical Education (ACTE) in the development of ACTE’s quality Program of Study Framework and accompanying evaluation instrument to examine the validity of the instrument’s results and its utility when used independently by local educators in a pilot test. The study used a two-phase mixed-methods design. In the first phase, 39 participating programs were evaluated using the instrument, consisting of 102 items organized into 12 elements. Representatives of participating programs, either teachers or administrators, then provided quantitative and qualitative feedback about the instrument, and 23 of the programs submitted Perkins program performance data. Results on the program evaluation instrument were correlated with the Perkins performance data to determine the criterion validity of the instrument. Correlations were significant for two of the performance measures, student technical skill attainment and completion, and positive but not statistically significant for student placement. Results related to the utility of the instrument, including for ease of use, practicality across programs, and usefulness of information, were all positive, and participants provided suggestions to further increase the possibility of wide scale future use. In Phase Two of the study, results of Phase One were used to inform in-depth interviews with a sample of five participants. These interviews provided further insight on the validity and utility questions guiding the study. The study is significant because it helps to more clearly define the characteristics of a high-quality CTE program and provide a standardized way to determine and improve the quality of CTE programs for millions of students around the country.

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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.

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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy. Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components: 1. classroom instruction, 2. FFA, including Career Development Events, and 3. Supervised Agricultural Experience (SAE) programs. The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course. The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond. Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.
Ph. D.

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Barger, Paul Michael. "An assessment of Missouri A+ school's staff development programs /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974609.

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Thomas, David W. "Perceived challenges of high-stakes assessments to high school career and technology education programs in Maryland." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1894.

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Thesis (Ed. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Sewell, Thomas R. "Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3101.

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The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well. The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study. Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.

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Pannell, Myra Carter. "What really works in teacher preparation programs| Teachers' self-efficacy and perceived successful methods after participation in Mississippi's career and technical education alternate route program." Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141634.

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The debate over the effective preparation of pre-service teachers is not new. Often this debate concerns what might be considered successful methods for all pre-service teachers. However, preparation for career and technical education (CTE) teachers could look quite different than that of academic teachers, whether they are prepared through traditional or alternative routes to education. In this qualitative study, the researcher examined two iterations of the alternative-route program designed to prepare new CTE teachers in Mississippi and considered the level of self-efficacy of the teacher participants, the perceived effectiveness of the specific elements of each program, and the perceived significance of teacher/administrator and teacher/mentor relationships. The results of this study indicate that participants in the most recent iteration of the alternative-route program have a higher level of self-efficacy in teaching. The study also found that the specific elements of the newer version of the program are perceived as more relevant than those of the older version of the program and that teacher/administrator and teacher/mentor relationships play a key role in self-efficacy and job satisfaction among new CTE teachers. The results of this study also revealed that new CTE teachers desire opportunities to grow their pedagogical content knowledge by interacting and learning from veteran teachers in their respective content areas. Additionally, some of the more effective teachers who participated in this study rated themselves lower than their less effective colleagues on a self-efficacy survey and vice versa, indicating the presence of the Dunning-Kruger effect, which posits that, when an individual is unskilled in a certain task, they not only make poor choices in that area but also lack the metacognitive ability to realize it.

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Reich, Lia Y. "An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002reichl.pdf.

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Adams, Randy J. "IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/6.

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Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study. The purpose of this study was to identify risk and protective factors of preparatory and non-preparatory students within an agriculture education program at Anderson County High School in Lawrenceburg, Kentucky. The results of this study did not determine that there was a difference in risk and protective factors between preparatory and non-preparatory students within agriculture education courses. The study concluded that students among both categories were equally exposed to risks such as family conflict and peers that abused alcohol and/or drugs. The study also concluded that both preparatory and non-preparatory students could benefit from increased protective factors such as understanding the relevance of coursework within agriculture education courses, increased parent involvement in schoolwork, and having contact with peers who are involved in CTSO’s such as the FFA. It is recommended that agriculture education researchers at post-secondary institutions conduct further research on retention within career pathways from various theoretical frameworks.

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Novel, Julie L. "Implementation of the Carl D. Perkins career-technical education reforms of the 1990s postsecondary education outcomes of students taking an enhanced vocational curriculum /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230731760.

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Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.

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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.

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Williams, Cynthia Savage. "A Quantitative Modeling Approach to Examining High School, Pre-Admission, Program, Certification and Career Choice Variables in Undergraduate Teacher Preparation Programs." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5109/.

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The purpose of this study was to examine if there is an association between effective supervision and communication competence in divisions of student affairs at Christian higher education institutions. The investigation examined chief student affairs officers (CSAOs) and their direct reports at 45 institutions across the United States using the Synergistic Supervision Scale and the Communication Competence Questionnaire. A positive significant association was found between the direct report's evaluation of the CSAO's level of synergistic supervision and the direct report's evaluation of the CSAO's level of communication competence. The findings of this study will advance the supervision and communication competence literature while informing practice for student affairs professionals. This study provides a foundation of research in the context specific field of student affairs where there has been a dearth of literature regarding effective supervision. This study can be used as a platform for future research to further the understanding of characteristics that define effective supervision.

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McMahon, Gerard Thomas. "Effects of university-sponsored work programs on student academic life and future career goals." [Pensacola, Fla.] : University of West Florida, 2004. http://purl.fcla.edu/fcla/etd/WFE0000050.

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Ferro, Melyssa D. "STEM Influence on Career Choice Variables of Middle School Students Based on Gender and Ethnicity." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7643.

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Science, technology, engineering, and mathematics (STEM) are growing fields in both global job markets and educational spaces. The problem related to this study was the lack of understanding of how gender and ethnicity might relate to differences in the science self-efficacy, outcome expectations, and task interest of students who have participated in STEM intervention programs at the middle school level. The purpose of this quantitative study was to explore the extent to which there were differences between the dependent variables of science self-efficacy, outcome expectations, and task interest in U.S. middle school students based on the independent variables of gender and ethnicity after participating in a citizen science STEM intervention program. Social cognitive career theory was the theoretical framework for the study. This study was a nonexperimental comparative investigation based on survey responses from students who had participated in a water quality, citizen science STEM intervention from 2017-2019. The participating students’ school district has a history of multiple, systemic STEM learning experiences. The results of two-way MANOVA indicated that there were no statistically significant differences in career choice variables between male and female students and between non-Hispanic and Hispanic students after participating in a citizen science intervention program. This study has the potential to help students from underrepresented populations to envision success in their STEM educational and career pathways by seeing other students experience success in those areas. Educators may also be better able to design programs that address the specific needs of underrepresented student populations, which may lead to better student outcomes for those groups.

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Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.

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Mullins, Rita S. "The Relationship of Experience, Education, and Tennessee Career Ladder Status to Teachers' Perceptions of Staff Development Needs in Block Scheduled Programs." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2952.

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The problem related to this study was to develop a clearer understanding of the staff development needs of high school classroom teachers implementing block scheduled programs. The purpose of this study was to determine if teachers' perceptions of staff development needs differed when teaching experience, education (highest degree earned), and Tennessee Career Ladder status were considered. Four levels of each independent variable were analyzed by six categories of perceptions, the dependent variables. The categories were: (a) Planning, (b) Knowledge, (c) Satisfaction with staff development, (d) Adult learning strategies, (e) Level of involvement, and (f) Impact on student testing and grades. The 181 classroom teachers from eight Northeast Tennessee county school systems were surveyed using an instrument containing 50 response items. The return rate was 79% (N = 143). Three research questions were answered by analyzing three null hypotheses using one-way analysis of variance (ANOVA) and post hoc Tukey multiple comparison tests. The alpha level was.05. The null hypothesis for all levels of teaching experience was retained. For all education or degree levels, the null hypothesis was retained except for the Educational Specialist group in the planning category and the Bachelor's group in the knowledge category. The null hypothesis for Tennessee Career Ladder status was retained except for the Level III group in the knowledge category. Beyond the analyses of hypotheses, other survey results indicated that policy makers must involve teachers in decisions about block scheduling implementation and staff development through inclusive, school-based planning committees. Teacher comments implied that periodic needs assessments, teacher support, program evaluation, and assessment of student learning are critical to block scheduling.

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Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.

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Perez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Tomlinson, Diane C. "Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90786.

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The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Act legislation which encourages non-traditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to non-traditional enrollment in CTE and also obtained participants' ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students' career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing non-traditional enrollment in CTE courses and programs at the career center.
Doctor of Philosophy
The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Acts legislation which encourages nontraditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to nontraditional enrollment in CTE and also obtained participants’ ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students’ career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing nontraditional enrollment in CTE courses and programs at the career center.

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Leugers, Lucinda Lett. "The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252.

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Evans, Jewel Lynn. "Factors Influencing African Americans To Select Teaching Careers In Vocational Education And Experiences That Relate To Their Progress In Vocational Teacher Licensure Programs." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30570.

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There is currently a shortage of African American vocational teachers. If the shortage is to be averted, vocational professionals must find ways to increase the number of African American teachers in vocational education (Arnold & Levesque, 1992; Martinez, 1991; Young, 1989). The purpose of this study was to identify the factors that influenced African Americans to become vocational teachers and to identify experiences related to their progress in vocational teacher licensure programs. Factors identified as influencing African Americans to select vocational teaching careers were linked with factors found in the O'Neil, Meeker, and Borger (1978) Sex Role Socialization and Career Decision-Making model. This qualitative study consisted of structured interviews with 12 college students who were preparing to become vocational teachers. Students were interviewed at 6 campuses in 2 southeastern states. Students represented vocational programs in (a) agriculture education, (b) business education, (c) family and consumer sciences education, (d) marketing education, (e) trade and industrial education, and (f) technology education. Six of the students were from predominantly white universities and 6 students were from Historically Black Colleges and Universities. The findings of the study revealed that the most significant influences behind respondents choosing vocational teaching careers related to teacher role models, family support, altruism, the intangible benefits of teaching, and love for vocational professions. Most of the factors identified related to factors found in the O'Neil et al. (1978) model. A factor, entitled the Spritual Factor, emerged in addition to those identified in the original O'Neil et al. model. Positive relationships with knowledgeable faculty, supportive peers, active participation in vocational organizations, and confidence in academic preparation, enhanced the progress of students in vocational licensure programs. All universities selected in the study shared similar elements. Students and faculty at HBCUs, however, tended to lean toward a student-centered focus while students and faculty at predominantly white universities tended to lean toward an academically-oriented focus.
Ph. D.

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Goldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.

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This study examines impact of study abroad on early career outcomes at a professionally-focused northeastern private college. A mixed-methods sequential research design provides a thorough inquiry into the influence of study abroad on early career outcomes at this institution. In the first, quantitative phase of the study, The National Organization of College and Employer’s (NACE) First-Destination Survey data is analyzed to assess whether a study abroad experience has an impact on career outcomes. The quantitative results compare career outcomes for 2014, 2015, and 2016 graduates who have studied abroad (n = 523) and those who did not study abroad (n = 661). The quantitative survey contains 1184 participants and represents a response rate of approximately 90% of the total graduates at the college. The second qualitative phase examines the quantitative results in order to help explain and provide insights into the outcomes. A theoretical lens of appreciative inquiry is applied as a framework for interpreting the results and informs the qualitative line of questioning. In this project, studying abroad did not prove to significantly impact early career outcomes. Based on the NACE First Destination Survey, the higher education industry standard for capturing career placement information, graduates from this college got no quantifiable positive early career impact from studying abroad. In fact, some trends in the data even show an early negative effect from having studied abroad especially for female graduates. Further trends in the results contradict assumptions about study abroad that are held by students and international educators. However, meaningful impacts of studying abroad on graduate’s vocational clarity along with personal and professional development are revealed in the qualitative phase of the study that simply cannot be captured in the NACE survey.

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Carnahan, Diane A. "Teachers in California partnership academies: Roles, relationships and student success." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/20.

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The problem for this study is positioned in exploring how four high school academic (two science, one English, one history) teachers change their curricular, pedagogical, and assessment practices from traditional high school environments to career-oriented program settings, such as California Partnership Academies (CPAs). The participants were from four different school sites and districts and represented industry sectors related to energy, green engineering, or environmental science. This was a qualitative, collective case study using classroom observations, interviews. and document review of lessons as the data sources. This study found that participants provide an instructionally stable and efficient learning environment in the CPA academic classroom setting, one in which teachers get to know students well and have the flexibility to modify their instructional practices to meet the needs and goals of the academy program. The findings provided evidence that participants' instructional practices with their academy students are different from the instructional practices in their traditional non-academy classrooms. Differences include how participants plan for instruction, the curriculum materials and teaching strategies they use, how they assess student learning, and what classroom culture is established. It is reasonable to infer from the findings that it is not any single strategy or approach that provides an effective and stable curricular instructional program for students in California Partnership Academies. Rather, it is a combination of teacher's actions (e.g. classroom culture they establish), behaviors (e.g. role and teacher-student relationships), and beliefs (e.g. self-efficacy) that contribute to their ability to move from a traditional instructional setting to a career-oriented environment. In addition, the collaborative nature of the academy team of teachers and the commitment they make to implement the goals of the academy to ensure student success constitute significant findings that compliment the current research. These findings also build on or expand the research by presenting examples of the curriculum, pedagogical, and assessment practices found in career academy settings. Findings are significant for practitioners who seek to understand what is needed from teachers, administrators and teacher educators to improve the environment of high school programs and close the instructional gap currently found in our nation's secondary schools.

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Steele, LaTonya. "Exploring Mentoring and Career Advancement: A Community College Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2767.

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Senior administrators' retirement rates between 2012 and 2022 will create a shortage of community college leaders. The purpose of this qualitative exploratory case study was to explore how the mentoring programs at community colleges may contribute to the career advancement of potential academic leaders for senior leadership positions. Kram's mentor role theory grounded the study. Data collection included semistructured face-to-face interviews with a purposeful sample of 3 academic, senior administrative leaders from 3 North Carolina community colleges who have participated in leadership mentoring programs, a review of organizational documents, and a review of the literature. Using Yin's 5 step analytic strategy approach, the 9 themes that emerged were leadership development programs, formal mentoring, internal mentoring program configurations, mentoring challenges, succession planning, importance of mentoring in community colleges, informal mentoring, professional development program, and benefits of mentoring. The results from this qualitative study might increase social change efforts focused on developing potential academic leaders for senior leadership positions by contributing insights, strategies, and new knowledge about the benefits of mentoring programs and succession planning. Having trained community college leaders might increase student enrollment and graduation rates.

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Scuiletti, Frank. "Assessing the effect different state legislation has made upon overall student engagement and success in dual enrollment Huskins, learn and earn online, and concurrent enrollment (2008) in comparison to Career and College Promise (2012) programs in North Carolina community colleges." Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147683.

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The purpose of this study was to assess the effect that different North Carolina state legislation had upon overall student engagement and success in dual enrollment Huskins, Learn and Earn Online, and Concurrent enrollment in comparison to the later Career and College Promise (CCP) dual enrollment program within North Carolina community colleges.

The questions researched in this study were the following: a. Was there a difference in completion between students who were dually enrolled in North Carolina community college programs in 2008 compared to 2012, as measured by the awarding of a certificate, diploma, or degree, three years from initial enrollment? b. Was there a difference in cumulative grade point average (GPA), total college credits earned, and total courses completed between dually enrolled students in North Carolina community colleges in 2008 compared to 2012, three years from initial enrollment? c. Was there a difference in success indicators specific to gender and minority status between dually enrolled students in North Carolina community colleges in 2008 and in 2012, three years from initial enrollment?

Dual enrollment student data including student GPA, course completion rates and cumulative course completion, level of credential awarded (certificate, diploma, or degree), gender, and minority status, were retrieved from state-wide student records contained in the Data Warehouse at the North Carolina Community College System Office. Data were analyzed using a combination of chi-squared and t-test statistical tests for significance testing (Mead, 2009). The results suggest that there were higher completion rates and higher GPAs for students who participated in Career and College Promise dual enrollment over earlier programs. It appears that minority students were not negatively impacted by CCP policies, in fact, Hispanic students showed marked improvement in several areas.

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Pierson, Gina Lee. "Program manual for international business academies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2865.

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This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.

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Swigert, Tamra Ann. "A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2633.

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Sandoval, Gloria Theresa. "Ohio joint vocational school district superintendents' perceptions of the importance and level of implementation of PRAXIS III teaching skills and performance in beginning teacher assistance programs." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1123693172.

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

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Wood, Aenne, and Wolfgang Lauterbach. "Wohin nach der 10. Klasse? : Zur Wirkung schulischer Angebote im Berufsfindungsprozess ; Ergebnisse einer Evaluationsstudie." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6211/.

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Im Lebenslauf ist die Berufswahl eine zentrale Entwicklungsaufgabe. Durch die Institutionalisierung des Lebenslaufes in modernen Gesellschaften wird der Prozess auch institutionell begleitet. Schule organisiert in Kooperation mit der Bundesagentur für Arbeit dazu berufsorientierende Angebote, die u.a. die Entwicklung der Berufswahlreife unterstützen sollen. So werden neben den Eltern auch die Schule und Berufsberatung zu zentralen Vermittlern (Gatekeepern) beim Übergang von der Schule in die Ausbildung. Im Rahmen der Analyse des Berufswahlprozesses ist es wichtig, die Interaktion zwischen „Umwelt und Person“ zu betrachten: Wie gelingt es Jugendlichen, diese Entwicklungsaufgabe anhand personaler und sozialer Ressourcen, sowie im Rahmen gesellschaftlicher Strukturen, zu bewältigen? Diese Fragestellung ist grundsätzlich nicht neu, gewinnt jedoch unter den aktuellen gesellschaftlichen und ökonomischen Übergangsbedingungen eine große Bedeutung. Schulen haben in den letzten Jahren verstärkt begonnen, ihre Berufsorientierung systematisch zu organisieren und weiterzuentwickeln. Die Fülle der neu entwickelten Konzepte und Programme zur Verbesserung der Berufsorientierung steht jedoch in keinem Verhältnis zum Stand der empirischen Forschung. Daher ist die vorliegende Forschungsarbeit von der zentralen Zielstellung geleitet, die empirische Evidenz zur Wirkung schulischer Berufsorientierungsangebote zu erweitern. Im Mittelpunkt der Studie steht die Fragestellung, wie sich der schulische Berufsorientierungsprozess für Schülerinnen und Schüler aller Bildungsgänge für einen verbesserten Übergang in weiterführende Bildungs- und Ausbildungssysteme optimieren lässt. Von Interesse ist dabei, ob und inwieweit schulische Angebote die Entwicklung der Berufswahlreife der Schülerinnen und Schüler beeinflussen, welche Angebote als besonders unterstützend oder weniger sinnvoll beurteilt werden müssen. Diese Fragestellungen wurden auf Basis von schriftlichen Befragungen im Zeitraum von 2008 bis 2010 von Oberschülerinnen und Oberschülern im Landes Brandenburg bearbeitet. Anhand von Querschnitts- und Panelanalysen werden Aussagen über die Wahrnehmung und den Einfluss der verschiedenen schulischen Angebote sowohl für einzelne Jahrgangsstufen als auch im Vergleich zwischen den Jahrgangsstufen getroffen.
The study focussed on the question of how career orientation programs for students in middle schools transitioning into advanced educational and vocational levels could be optimized. Particularly of interest was the degree of influence school programs had on the career choices of students and which programs were supportive and which were deemed as not having value. The answers to these questions should help to critically analyze, further develop and adapt current career orientation programs in schools. The accompanying article should be seen as a guidance for teachers who want to use results in current educational research to further develop the career orientation profiles of their schools. The document is an extract of results from the research „My school, my parents and I in the career orientation process – The career choices of students at the end of middle school between career orientation programs in schools and parental influence“ (SEIB).

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center

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Dissertations / Theses on the topic 'Career education programs'

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