Thèses : « Rindge Technical High School »

1

Moran, Michael E. « Basis for managing risk in the high school technology education classroom ». Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005moranm.pdf.

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Fu, Chen-Chang. « Technical training needs assessment of Wisconsin high school technology coordinators ». Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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Dykzeul, Theodore. « The Effects of Career and Technical Education on High School Students ». Thesis, Saint Mary's College of California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284565.

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Due to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question: “What are the effects of Career and Technical Education?” through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.

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Long, Leanne Freeman. « Instructional leadership perceptions of Mississippi career and technical education administrators and teachers / ». Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

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5

Hietpas, Joseph G. « A high school curriculum development for a model airplane unit in technology education ». Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hietpasj.pdf.

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Sayers, Jerry Alan. « Career and Technical Education (CTE) and High School Student Success in Tennessee ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2479.

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The purpose of this quantitative study was to examine the relationship between participation in CTE programs and students’ graduation rates and rates of CTE students’ entrance into postsecondary education or employment after graduation. Possible differences between students’ enrollment in urban and rural school districts and their graduation, participation, and secondary placement rates were also considered. Publicly available data on high school students in the state of Tennessee were analyzed to compare the graduation rates of CTE participants with the graduation rates of non-CTE participants in the state as a whole and in nine selected urban school districts and nine selected rural school districts for the school years 2009-2010, 2010- 2011, and 2011-2012. Research cited in this study indicated that CTE participation could increase students' graduation rates. Some research also indicated that rural students were more likely to complete CTE concentrations than urban students and that other differences might exist in the CTE experiences of urban and rural students. Six research questions were created and their null hypotheses tested with a series of z-tests. Analysis of publicly available data for the selected school systems and for the state as a whole found slightly higher rates of graduation among CTE concentrators than among non-concentrators and higher rates of CTE participation among rural than urban high school students, but these differences were not statistically significant. Differences between urban and rural schools systems' graduation rates and their rates of postsecondary placement of CTE concentrators in education, the military, or employment were also found to be statistically insignificant.

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Thornburg, Marlon. « Perceptions of Career and Technical Education Held by High School Career Counselors ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2015.

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Current enrollment in Career and Technical Education (CTE) programs in the United States and in the state of Kansas is lagging behind the future demand for skilled workers. With millions of skilled labor positions unfilled and the pending retirement of the baby boomer generation, the United States is at a critical juncture to compete in the global marketplace. High school career counselors are the primary resource for CTE program recruitment. The purpose of this study was to examine whether high school career counselors' educational backgrounds, knowledge levels of CTE initiatives and programs in Kansas, and available counseling time were associated with their perceptions of CTE. The study was based on the constructivist learning theory that suggests individuals tend to learn from their past experiences and utilize those experiences to create meaning for the future. A cross-sectional survey design was used for this study to collect data on the knowledge levels, education, counseling time, and perceptions of CTE initiatives and programs held by high school career counselors (N = 485) in the state of Kansas. Chi square analyses of the associations among variables revealed that knowledge levels and counseling time were related to counselors' perceptions of CTE. However, no significant association was found between counselor educational background and perceptions of CTE. This study is significant to educational institutions and the economy in Kansas because the findings may be used to target CTE recruitment training for high school counselors. This training may improve recruiting strategies for CTE students and address Kansas' future needs for a skilled workforce.

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Faulkner, Jannotta. « Google Docs as Supportive Technology in High School Career and Technical Education ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7642.

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Educators must meet the demand to produce a workforce better educated with using 21st-century technology tools. The purpose of this case study was to explore the usefulness of Google Docs as one of those tools by examining 2 main questions. Those questions were how high school students perceive Google Docs could benefit them and how career and technical (CTE) teachers use it to support collaborative learning as a strong part of the learning process. The conceptual framework used included Vygotsky’s sociocultural theory, which focuses on collaborative learning. Participants were 2 teachers and 8 students from 2 urban school districts in the Eastern part of the United States. Data sources were interviews with teachers and student focus group discussions. Data were coded using open coding, and themes and patterns were identified. Results indicated that Google Docs supports student learning by increasing opportunities for collaboration and helping students be more efficient while also preparing them for careers. Students indicated that they saw Google Docs as a learning tool and that they were more engaged while working collaboratively with their peers via the platform. Findings may help CTE teachers and students learn more about how to use web-based technologies to learn via collaboration and may assist students in becoming more successful in their CTE courses and careers.

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Wallace, Ronda L. « Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School ». Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.

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Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.

The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.

This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.

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10

Greuel, Jeff. « Impacts of block scheduling on technology education at Little Chute High School ». Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998greuelj.pdf.

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11

Woolery, Danielle. « Correcting Technical Deficiencies in High School Clarinet Sections : A Resource for Band Directors ». Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/528.

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The purpose of this study was to identify the specific advanced clarinet techniques in which further knowledge is required and to provide a resource for band directors to aid in the instruction of these techniques. In order to determine results, a survey was administered to high school band directors who are members of the Florida Bandmasters Association (N = 131). Sixteen band compositions were selected based on survey responses for analysis of technical challenges ranging from grade levels 4-6 on the Florida Bandmasters Association Concert Music List. The results of the band composition analysis and the survey responses were analyzed using descriptive statistics and topics to be included in the guide were chosen based on these results. The first part of this essay details the need for the study, a review of literature, the method of the study, the results of the study and a summary/conclusions section which includes implications for further research. The second part of this essay is the resource guide for band directors. The topics that were selected to be included in the guide are: Embouchure, Tone, Intonation and Tuning, Hand Position and Finger Technique, The Break, Altissimo, Articulation, Auxiliary Clarinets and Reeds, Equipment and Care. An appendix is also included which provides further resources for solo repertoire, method and etude books and a discography.

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12

Huggins, Desiree. « Rethinking Counseling for College : High School Counselors' Perceptions of Community and Technical Colleges ». ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1270.

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While approximately 62% of high school graduates enroll in college, almost half of these students do not return for their second year in school. This demonstratable gap in college interest and reaching actual goals speaks to a need for information on how to facilitate the precollege guidance process to achieve more successful high school graduate and postsecondary institution matches. Much information is available in regard to the college choice process of high school students considering four year colleges and universities; scant information is known about how students discover information about the complete range of postsecondary educational opportunities. In particular, the community and technical college postsecondary education options have received minimal attention. Providing precollege counseling and information to students is considered a function of the high school counselor. Therefore, their perceptions and knowledge of postsecondary educational institutions are important in understanding the information they relate to their students. The purpose of this study was to investigate and describe high school counselors' perceptions of community and technical colleges as viable and valued postsecondary education options. The study probed into the unique experiences of high school counselors from a major school system and examined how their perceptions were informed and shaped. A qualitative research design incorporating one-on-one interviews was conducted. The conceptual framework guiding this study was informed and developed by integrating three respected models: McDonough's (1997) model of building a comprehensive college culture in the high school, McClafferty and McDonough's (2002) model, and the American School Counselor Association National Model. The perceptions of the high school counselors resulted in five themes which included experiences with university bound students, experiences with community and technical college bound students, pathways of awareness of community and technical colleges, precollege counseling, and perceptions of community and technical colleges. The study concludes with implications for policy, practice, and recommendations for further study.

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13

Sarbiran. « The relationship between job morale of technical teachers and their perceptions of the senior high technical school in Yogyakarta, Indonesia / ». The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702990187.

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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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15

Kaczynski, Michelle Lynn. « An interpretive study of career development processes of adolescents attending a technical high school ». [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000063.

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Giese, Douglas. « The job entry competencies of Stoughton High School graduates as perceived by local metal manufacturing industries and businesses ». Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003giesed.pdf.

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Workman, Eric R. Sr. « Historical Study of Burke's Garden High School : 1915 to 1960 ». Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.

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Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education. The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960. Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991, by Thomas Brewster (2000) and A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987, by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County.
Ed. D.

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Nadolny, Larysa N. « Laptops for all students year one evaluation of a laptop initiative in career and technical high school education / ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1654493231&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Wittmann, John. « A Case Study of the Evolution of High School Academies in a Large Suburban School System ». Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27374.

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In 1993 a Career and Technical Preparation Task Force, was formed in a nothern Virginia suburban school system, to study and recommend changes to the vocational education curriculum and two high school vocational centers. The task force met for thirteen months and concluded its study in a report entitled "Securing Our Students' Future in a High Tech Global Economy." The Division Superintendent presented this report and its recommendations to the county school board on January 12, 1995. The Board voted unanimously to accept the recommendations of the task force. After that point, an Implementation Task Force met from 1996to 1996 to plan the implementation of the original task force's seven recommendations. The recommendations represented a paradigm shift by advocating the elimination of the traditional vocational education philosophy of training some students for jobs while academically preparing others for future education. Vocational education was transformed into Professional Technical Studies, an academic discipline that integrated academic and career education. High school academies were established to replace the two vocational centers located within two existing high schools. The history that surrounded the implementation of the task force recommendations is presented in this study.
Ed. D.

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Dunton, James C. III. « Selection Criteria Used by High School Principals in Virginia When Hiring First-Year Career and Technical Education Teachers ». Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27706.

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The purpose of this study was to determine what high school principals look for when hiring career and technical teachers, the relative importance of that criteria, and whether certain factors (such as school district size, community size, and years of experience as a principal) affect their opinions toward the selection process. Surveys were mailed to 160 principals and 146 responded, yielding a response rate of 91%. A series of 2-group t-tests and standard regression analyses were used to answer the research questions. The most desired hiring criteria cited by principals (in order of importance) were enthusiasm, an applicant's ability to communicate effectively, an applicant who is student-centered, an applicant's beliefs on classroom management, and their knowledge of a variety of teaching strategies.
Ph. D.

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Kayhan, Emine Banu. « Investigation Of High School Students&#039 ». Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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Kim, Hyosun. « Linkages Between Career Development And Career Technical Education Outcomes Among High Schools In New Jersey ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204776604.

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Bragg, Debra DeVore. « Entry and termination of postsecondary vocational-technical education by the high school class of 1972 / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357202.

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Baker, Andrew J. « Effectiveness of secondary education programs as perceived by high school graduates / ». free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809682.

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Scarpello, Gary Vincent Vaidya Sheila R. « The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students / ». Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/492.

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Siler, Eric. « Faculty perceptions of career and technical education and the school-to-work program at Lincoln High School in Wisconsin Rapids ». Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003silere.pdf.

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Mohd, Kamalludeen Rosemaliza. « Curriculum Track And Its Influences On Predicting High School Dropout Likelihood ». Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28324.

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Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success. Numerous researchers presented a multitude of factors that predict dropouts at individual and school levels. Curriculum track choice, or high school course-taking sequence, defines studentsâ schooling career and ultimately the post-secondary path that they choose (Plank, DeLuca, & Estacion, 2008). Scholars have debated on various outcomes related to dropouts influenced by various curriculum choices, namely academic, career and technical education (CTE), dual enrollment, and general curriculum. Several argued students following academic tracks are more likely to graduate. Others claim that CTE benefits students who are at-risk and suppresses dropout likelihood (Rumberger & Sun, 2008). New vocationalism or dual enrollment has proven successful at reducing dropout rates. This study attempted to investigate the influence of curriculum track and CTE program areas on dropout likelihood while controlling for possible individual differences. Analysis was conducted via Hierarchical Generalized Linear Modeling (HGLM) due to the nested data structure of Education Longitudinal Study of 2002 (ELS). Variables included were academic background, academic and career aspiration, school-sponsored activity participation, school minority composition, school average student socio-economic status (SES), school type (private or public), school urbanicity, CTE courses offered at the school, and demographic indicators (gender, race, and SES). Findings reflect higher dropout likelihood among general curriculum participants than academic and occupational concentrators after controlling for all possible individual differences. Dual concentrators had 0% dropout rate, and therefore comparison with other curriculum tracks was not possible via HGLM analysis. Results suggest substantial importance of academic background, post-secondary education plans, and school-sponsored activity participation in predicting dropout likelihood. Comparing CTE program areas, Family and Consumer Sciences, Human Services, Public Services, Health and Education (Human Services area) participants were more likely to drop out than other program areas while Technology Education participants were less likely to drop out than Human Services and 2 or more CTE program area participants. Results suggest 9th grade overall GPA and school-sponsored activity participation as substantial predictors of dropout likelihood among occupational concentrators. Variability across schools was insignificant.
Ph. D.

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Joslin, Eric B. « Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes ». Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005josline.pdf.

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San, Miguel Manuel. « The effects of career technical education on student outcomes in a high-minority urban school district ». Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576649.

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The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study.

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Gogan, Bradley E. « Impact of a High School Career and Technical Education Program on Students with Autism Spectrum Disorder ». Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287379.

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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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Wirz, Jennifer. « THE TECHNICAL ADEQUACY OF THE CORE SKILLS ALGEBRA CURRICULLUM-BASED MEASURE FOR THE HIGH SCHOOL LEVEL ». OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/232.

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The purpose of the study was to determine the technical adequacy of the Core Skills Algebra curriculum-based measure for students enrolled in algebra I courses at the high school level. Due to the dearth of curriculum-based measures available to educators at the secondary school level, the Core Skills Algebra curriculum-based measure was developed to provide educators with a tool for monitoring student progress in algebra I courses. This study focused on the technical adequacy of the Core Skills Algebra curriculum-based measure examining reliability, validity and its sensitivity to student growth. Scores were collected from four forms of the Core Skills Algebra curriculum-based measure for a sample of 353 freshmen from two high schools enrolled in algebra I courses during the fall and spring semesters. Alternate-form and test-retest reliability were examined and strong correlations were found. To assess concurrent validity, data were collected from four criterion measures including scores from the EXPLORE achievement test, algebra course grades and overall grade point average (GPA). Concurrent validity was moderate for EXPLORE composite and math subtest scores and weak to moderate for algebra course grades and overall GPA. The extent to which the Core Skills Algebra measure reflects student growth was also examined. The results suggest that the measure is able to distinguish between student scores by classroom type (i.e., accelerated algebra, algebra I, low achieving, and special education). Weekly growth rates for each high school were lower than the desired .5 indicating a growth of one problem every two weeks. High School 1 had a weekly growth rate of .25 and High School 2 had a weekly growth rate of .19.

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Griffin, Brindlea Wilson Witte James E. « Investigation of the effects of office referrals and absentees on the grade point average of career technical students ». Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Griffin_Brindlea_8.pdf.

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Jett, Brittany M. « Comprehensive High School Principal's Perceptions of Career Centers in the Years 2007 and 2012 ». Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1377374692.

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Horstman, Jason Joseph Horstman. « COMPARING CAREER DECISION SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS ». University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500763334896801.

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Kocik, Joanne M. « An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College ». Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.

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Mulvenna, Kevin C. « A comparison study between on-line & ; traditional courses taught by Milwaukee Area Technical College's adult high school ». Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mulvennak.pdf.

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Jobst, Jason T. « Study to determine the feasibility of an articulation agreement between Horicon High School and Moraine Park Technical College ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002jobstj.pdf.

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Jenks, Mark Denison. « Technical cost modeling for evaluation of developmental manufacturing technologies : a case study of Boeing's high speed civil transport ». Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13356.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, and Sloan School of Management, 1991.
Includes bibliographical references (p. 267-273).
by Mark Denison Jenks.
M.S.

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Campbell, Nancy S. « Delaware Technical & ; Community College's response to the critical shortage of Delaware secondary science teachers ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1601234351&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Campbell, Jonathan Corbet Currie. « Vocational technical high school, Houston, Texas ». Thesis, 1992. http://hdl.handle.net/1911/13571.

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This investigation attempts to create an environment that will foster the notion that the creation of an object is not merely a physical act but a mental journey. As architects, we are aware of the lack of separation between learning and making. Yet mainstream American education has long adhered to a practice of division of study and separation of disciplines. The result has been less than satisfactory. The building strives to mimic the journey from the unknown to the known and thus parallel the educational process. The method of exploration has been the construction of large scale models of technology. The design process has not taken the traditional form of architectural exploration of plan, elevation and section. Rather, the construction process has served as design process, and by questioning and examining the way objects are made and joined the building as a whole has been generated.

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« Technical high school principals' perceptions of their use of transformational leadership behaviors ». UNIVERSITY OF HARTFORD, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3358970.

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Hamlall, Vijay. « Boys' narratives of violence in a technical high school in Chatsworth, Durban ». Thesis, 2004. http://hdl.handle.net/10413/1835.

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This thesis is an analysis of the way a small number of grade 12 boys understand violence and how they describe and locate it in the narratives of their own masculinity. Semi-structured interviews with grade 12 boys attending a Technical School in Chatsworth were conducted and analysed in order to establish how these boys relate to violence in their lives and respond to their experiences of violence at home and in school. The school learner population consists of African, Coloured and Indian learners. The current racial composition of the learner population is as follows: 18 % - African, 8% - Coloured and 74% Indian. The entire staff is Indian and the majority are male. This study focuses particularly on physical violence at home and in school. The research also examines what the boys say about violence against the girls at the school. The major findings from the boys' narratives of violence at home are that the perpetrators of physical violence at home were the men. The physical violence experienced by the boys at school among peers has racial overtones. The Indian boys are the main perpetrators of violence and use violence to intimidate, threaten and dominate other boys in school. The African and Coloured boys although capable of violence seem to construct their masculinity in non-violent ways. Teachers are complicit in the enactment of physical violence in school. Physical violence against girls in school is non-existent, however girls are verbally harassed and abused. This study finds that race and ethnicity influences the manner in which masculine identities are constructed in school and that violence is intertwined into the construction of the boys' masculinities. This study will hopefully raise awareness of the importance of including a focus on masculinities in violence intervention strategies.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

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王欽德. « The Learning State of Senior High School Graduates Enrolled in Technical Colleges ». Thesis, 1997. http://ndltd.ncl.edu.tw/handle/93239335999948328992.

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碩士
國立臺灣師範大學
工業教育研究所
85
The purpose of this study was to address the learning state of high school graduates in the industrial programs of technical colleges. The data were collected by the self-development survey questionnaire and referred to students academic performances in subjects as Chinese, English, Mathematics and professional subjects, he t-test and ANOVA statistic analysis methods were applied to compare data of high school graduates with those of vocational high school graduates, the results concluded as follows: (1) The difference of learning satisfaction was not significant between high school and vocational high school graduates enrolled in technical colleges. (2)The results of the two measured items, both the course arrangement matching your individual expectations and the transferring learning outcome, were ated as unsatisfied, and the rest eighteen items results were rated either fair or satisfied. (3) The academic scores of high school graduates were higher than those of vocational high school graduates. (4)The selected programs of technical college as Industrial Engineering Management, Sanitation Engineering and Chemical Engineering were customized for high school graduates to study. Considering the above mentioned results, some suggestions are submitted for references. They are: (1) Endeavor to smooth and promote the channel from high school to technical college systems. (2) Enhancing the Implementation of technical education to cope with our economic development. (3) Upgrading school equipment to meet learning needs. (4) Enhancing technical college teacher''s expertise and teaching effectiveness.

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Braude, Georgi. « Instrumental enrichment in a technical high school for disadvantaged adolescents : a pilot evaluation ». Thesis, 1994. http://hdl.handle.net/10539/20910.

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A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand. Johannesburg, 1994
In the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.

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Cypert, Chesley B. « Job satisfaction and empowerment of Georgia high school career and technical education teachers ». 2009. http://purl.galileo.usg.edu/uga%5Fetd/cypert%5Fchesley%5Fb%5F200908%5Fedd.

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Chen, I.-Fang, et 陳怡芳. « Into the World of Career Exploration：the Case of Junior High School Technical Education ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34957244484086171347.

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碩士
大葉大學
教育專業發展研究所
101
The purpose of this study was to recall the process of career exploration of technical education students from elementary school to high school by adapting in-depth interviews. It recorded different resources of the six participants within individuals, families and schools, investigating the influences on self-identity and their choices for further studies. The results showed that professional psychological testind tools are effective in helping students understand personal qualities and aptitude in career exploration. Parents can create the environment and aumosphere at home for children to operate by themselves, and thus promoting their early development of self-concept. Schools should provide students a variety of career development education and supporting systems which enable students to specificly explore their career and narrow the distance between the career plans and ideal dreams. In addition, the researcher also propose personal ideas in career exploration courses, technical education programs and the way of choosing further studies. Overall, technical education programs have a profound impact on students’ self-identity and the choices for further studies, and therefoer make contributions to their career exploration.

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HSU, YI-YI, et 許怡怡. « Research On The Intention Of Technical High School Teachers To Implement Innovative Teaching ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dj9pwy.

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碩士
崑山科技大學
企業管理研究所
107
Following the 108 course outline from the Ministry of Education, the new wave of education reform is inciting the education scene from primary school to university. In the past, that every school was the same, and every student had the same class has to change to that every school is different, and students can choose their courses depending on their level and interest." It is a major innovation that subverts the imagination of parents and frontline educators. Teachers who stand on the front line of the education field have become an important resource for reform. How to increase the willingness and have the capability to enhance teaching innovation to become the power of change is an important issue for education-related units. How teachers can take into account students learning motivation and meet the teaching effect under the guidance of higher education is a big problem for technical high school teachers. Researchers take the science and technology acceptance model and the theory of program behavior as the research framework to explore the willingness of technical high school teachers to implement innovative teaching, and hope to understand the important influential factors and start from it to enhance teachers willingness to implement innovative teaching. The research object aims at Tainan High School Technical Teachers. The following is referred to as the high school. The questionnaire survey method is used to collect 208 valid questionnaires. The SPSS statistical software is used for data analysis and hypothesis verification. The research shows as following. The "behavioral intention" of technical high school teachers to implement innovative teaching will be positively affected by "perceived usefulness", "perceived ease of use", "attitude", "subjective norm" and "perceived behavior control", while The "attitude" has the greatest impact on "behavioral intentions". The main factors affecting "attitude" are "perceived ease of use" and "perceived usefulness". Therefore, it can be found that the higher the "perceived ease of use" and the "perceived usefulness" of teachers in implementing innovative teaching is, the stronger their "attitude" and the higher their "behavioral intention" is. Teachers are more willing to implement innovative teaching. In addition, there is no significant difference in gender, age and seniority in "behavioral intentions". However, the teachers with lower grades are more likely to feel that the ease of use of innovative teaching than that of teachers with higher seniority and the administrative work will reduce the willingness to innovate teaching.

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Cheng-, Chung Yeh, et 葉政宗. « An Analysis of Necessary Employment Technical Competency for Comprehensive High School Graduates Majoring in Mechanical Technical Program in Taiwan, R.O.C ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/01635730468497279261.

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碩士
國立臺北科技大學
技術及職業教育研究所
90
The aim of this study was to develop the PMTCE of mechanical technical program for graduates of comprehensive high school when looking for employment. To fulfill the goals of the study, the researcher had implemented documentary research and analysis, interviews and trade analysis, participated in a modified DACUM meeting for specialized scholars and used questionnaire polls to explore the technical competency. Based on the findings of this study, the major conclusions and suggests were obtained as follows: 1.In the “Profile of Mechanical Technical Competency for Employment”, there were 10 items of duties, under which were divided into 44 items of technological competencies (tasks). 2.The three statistic indicators in the “technical difficulty ”, “importance ”, and “future need ” will provide reference of “learning time”, “curriculum design” and “learning ordinal” to become the professional curriculum of each items of technical competencies in the future. 3.In the “Catalog for Mechanical Technical Competency ” the developing of each item of technical competency was developed and written by “constructional behavioral object ” method through analyzing from “Cognitive ”, “Psychomotor ” and “Affective ” Domains. It can provide a reference for further education content revising consideration of professional curriculum. Apart from providing managing educational authorities and curriculum specialists with a revised reference to comprehensive high school mechanical technical program, this study can also be used in the evaluation of comprehensive high school mechanical technical program contents.

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Chang, Hsiu-Ching, et 張秀菁. « The Study of Students’ Learning Satisfaction in Junior High School Technical Education Program－A Case of a Vocational High School Hospitality Program ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/x25gwd.

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碩士
國立高雄餐旅大學
餐旅管理研究所在職專班
101
Taking students studied “Hotel and Restaurant” of the technical curriculum at vocational schools (junior high school) at Kaohsiung City as an example, this study is to explore the influenced factors in relation to leaning satisfaction of the students studying at Technical Class of the junior high school and analyze various factors that could affect students’ satisfactory degree, together with analyses on the differentiation amid learning satisfaction of the students with different backgrounds. The research findings discovered, students’ satisfied “Influencing Factor” has an obviously positive impact on assessing indexes of students’ satisfied “Integral satisfaction”, especially, the “Curriculum Arrangement” has the highest influence on “Learning Satisfaction”. The diversely individual backgrounds partially vary on students’ learning satisfaction, and the “Integral Satisfaction” has distinct difference on “The main motive to come of my choosing technic-art program in middle school”, “The projection after graduated from middle school”, and “Studying in middle school”。

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楊佳諭. « Development of the Hospitality Aptitude Test for Technical Arts Program in Junior High School ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60362924360473980916.

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碩士
國立臺灣師範大學
工業教育學系
97
The main purpose of the research was to develop the hospitality aptitude test for Technical Arts Program in junior high school. To achieve the purpose of the study, organized relevant theories of special aptitude test and hospitality curriculum were required and also interviewed the experts with conducted 2 rounds Delphi method to complete the formal test. A total of 549 valid tests were collected, with 86.19% return rate. For the aspect of reliability, test-retest and Kuder-Richards reliability was adopted in the test. As for validity of test, according to three perspectives: the relation between the grades of the sub-tests consisting hospitality aptitude test for Technical Arts Program in junior high school, espert validity and content validity. The Kuder-Richards reliability showed between.73～.77 and the test-retest reliability showed .62～.79.The results showed not only good reliability with the Kuder-Richards reliability between .73～.77 and the test-retest reliability.62～.79 but also statistically satisfactory with the internal consistency was between .40～.56 Descriptive statistics method, t-test, one-way ANOVA were adopted for data analysis and discussions. The results of this study were summarized as follows: 1. The reliability and validity analysis of hospitality aptitude test for Technical Arts Program in junior high school. 2. There was a significant difference in 9th grade students for the hospitality aptitude test for Technical Arts Program in junior high school with different groups. Based upon the conclusions drawn from the study, concrete suggestions were proposed for educational authourity and the future researchers.

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