Tesi: "Technical education"

1

Yu, James Hur. "Technical competencies for the electromechanical technician /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511713688.

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2

Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. "Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.

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3

Helaire, Atlas III. "Career Technical Education instructors' perceptions of adult students' academic ability in Career Technical Education classes". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610819.

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The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the Pygmalion Effect Theory, which postulates that instructors create a Self-Fulfilling Prophecy based on the instructors' perceptions of student academic abilities.

Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions:

1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance.

2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class.

3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses.

4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program.

Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.

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4

Alandas, Saleh N. "Attitudes of freshmen in Saudi technical colleges toward vocational-technical education". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277380259.

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5

Mohammad, M. S. "Technical/vocational secondary education planning in Iraq". Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has proposed that economic growth in developing countries can best be achieved through a good delivery of technical/vocational education targeted to the specific needs of the country and its economy. In Iraq, the state regards technical/vocational education within the secondary system of education as the main source of the middle-rank skilled labour needed to satisfy the requirements of the economy. This study analyses the development of technical/vocational secondary education policies in Iraq. It seeks to examine this system in relation to the country's geopolitical, economic, social and cultural circumstances. The first chapter considers the arguments for and against I technical and vocational: education. The second chapter is concerned with Iraq's geopolitical position and examines the structure of its society. It will also examine the evolution and development of the Iraqi economy, with the main focus on the period after 1968. The third chapter is an analysis of the existing Iraqi educational system, including principles, aims and priorities, levels of education and quantitative growth, education finance and administration, curriculum and examination system. The fourth chapter reviews the nature of and growing need for technical and vocational education throughout the history of the country. The fifth chapter evaluates the existing system of technical and vocational education by firstly, examining its characteristics and then the problems facing it. Implications for planning and the reform of technical and vocational education in Iraq emerge from the conclusions and suggestions which constitute the final part.

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6

Fairman, Joyce Johnson. "Career and technical education: General office occupations". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2795.

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Develops a culturally and linguistically sensitive curriculum that provides unskilled and underemployed African Americans living in San Bernardino County with vocational education for technical and office occupations. This project will operate as a resource for teachers, counselors, and trainers who assist unskilled African Americans entering the workplace and that are in need of career and professional development in office protocol, computer software applications, and verbal and written communication skills.

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7

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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8

Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.

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9

Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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10

Семенець, В. В., І. В. Свид, О. В. Воргуль, В. С. Чумак, О. С. Митцева e Н. В. Бойко. "Aspects of Quality Assurance of the Educational Process of Higher Technical Education". Thesis, MC&FPGA, 2021. https://openarchive.nure.ua/handle/document/18107.

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The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well.

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11

Ertell, Ricky D. Beckner Weldon. "A study of Tech Prep program administrator perceptions of factors promoting or threatening Tech Prep program continuance". Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5052.

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12

Yu, Kuang-chao. "A comparison of program goals emphasized in technology education among selected groups of professionals in the state of Virginia /". This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-02032004-161608/.

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13

Preston, Lesley Florence. "Second rate : reflections on South Tech and secondary technical education 1960-90 /". Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001070.

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14

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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15

Forsell, Caroline. "Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.

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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitative analysis was done on all the questions except the open-ended questions, where a qualitative analysis was used. Results show that approximately half of the students did not think technology in lower secondary school had much effect on their choice to select Teknikprogrammet in upper secondary school. Male and female students did not like technology much in lower secondary school, and there was no difference between genders. Approximately half of the students said that lower secondary school effected their choice of Teknikprogrammet, at least a little. None of the things specifically looked at had any special effect, like the book used and more than half of the students did not have a course book at all. When looking at the open-ended questions the students’ interest seemed to lie in the technique that they were going to study, like computers, programming and games. The lower secondary school technology did not have much influence. That the students did not seem to like the Technology education was not correlated to the amount of theoretical versus practical education they have had.
Uppsatsen undersöker om intresse för teknik på högstadiet påverkar valet till gymnasieskolans Teknikprogram. Vissa faktorer, läroboken, läraren, den praktiska delen och den teoretiska delen av tekniken undersöktes speciellt. När det gällde lärobok ingick frågor om hur många som använt bok och hur mycket. Skillnaden mellan kvinnliga och manliga studenter studerades. Studien utfördes med hjälp av en webbform som skickades ut till 145 studenter som gick första året på Teknikprogrammet. En kvalitativ och en kvantitativ analys gjordes på olika delar av svaren. Resultaten visar att ungefär hälften av eleverna inte tyckte att tekniken i högstadiet hade stor inverkan på valet till gymnasieskolan, Teknikprogrammet. Ingen skillnad mellan könen sågs när det gällde vad åsikter om teknikundervisningen på högstadiet. Cirka hälften av eleverna som genomförde studien tyckte högstadet påverkade åtminstone lite, men ingen av de specifika sakerna som studerades var speciellt betydelsefulla. Läroboken hade ingen stor effekt och mer än hälften av eleverna hade inte haft någon lärobok alls. Sammantaget så tyckte studenterna inte om teknikundervisningen på högstadiet särskilt mycket, inga könsskillnader sågs här. Intresset hos eleverna tycks snarare ligga i tekniken som de skulle studera mer om på Teknikprogrammet som datorer, programmering och spel än Tekniken som de pluggade på högstadiet. Att studenterna inte verkade gilla undervisningen var inte korrelerat till mängden praktisk versus teoretisk undervisning de haft.

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16

Teske, David L. "The comprehensive level of Kiel Elementary teachers with the philosophy of technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999tesked.pdf.

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17

Schroeder, James. "Professional development in technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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18

Chonjo, P. N. "Secondary technical education and industrial development in Tanzania". Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356688.

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19

Yershov, D., A. Bakhareva e O. Pitak. "Problems of environmental education of technical universities students". Thesis, Національний технічний університет "Харківський політехнічний інститут", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/39334.

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The issue of the need to improve the quality of modern environmental education and training of technical universities students regarding of issues of productions environmental safety was considered. Because of the environmental burden increasing, it is impossible to solve the problems facing humanity without changing of the attitude of all mankind towards them.
Розглянуто питання про необхідність підвищення якості сучасної екологічної освіти та підготовки студентів технічних університетів стосовно питань екологічної безпеки виробництв. Через зростаюче навантаження на навколишнє середовище неможливо вирішити проблеми, що стоять перед людством, не змінюючи відношення всього людства до них.

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20

Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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21

Jaime, Laura Eileen. "On-Time Graduation of Career and Technical Education Concentrators in Arizona". Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603371.

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The purpose of this quantitative causal-comparative study was to examine the effect that Career and Technical Education (CTE) concentrators, non-CTE concentrators and academic concentrators have on the on-time graduation of 1035 high school students in 7 high schools in Arizona for the 2015–2016 school year. There were three research questions that drove this study: 1) What effect does CTE concentration and non-CTE concentration have on on-time graduation? 2) What effect does CTE concentration and academic concentration have on on-time graduation? And 3) What effect does non-CTE concentration and academic concentration have on on-time graduation? The theoretical foundation for this study was social cognitive theory with a focus on academic self-efficacy. The research questions were addressed using a chi-squared analysis and binary logistic regression (logit). The Chi-square test showed that there is a statistically significant association between CTE concentrators and on-time graduation χ² (1) = .15.893, p = .000. On-time graduation was not independent of CTE program completion for CTE concentrators and non-CTE concentrators, but on-time graduation was associated with program status. The binary logistic regression (logit), showed that CTE concentrators were 4.088 times, R² = .061, p = .000, and non-CTE concentrators were 1.907 times, R² = .015, p = .047, more likely to have higher on-time graduation over academic concentrators. These findings suggest that students who take or complete a CTE program will graduate on-time.

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22

Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.

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23

Odora, R. J. "Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme". Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/590.

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Published Article
Providing quality Technical education and training has for a long time been an area of concern for most African countries, given the fact that every year governments allocate huge part of national budget to this sector. The study sought to determine the perceptions of employers regarding the quality of the Botswana Technical Education Programme (BTEP) graduates in terms of three main attributes, namely: survival, technical and employability skills. The main participants for the study were drawn from employers of BTEP graduates. Altogether 62 employers participated in the survey. The study found that although 50.7 % of employers rated survival and practical skills of the BTEP graduates as high, a much greater percentage (60 %) of them rated the level of occupational and employability skills as average. The study also found that while outcomes-based BTEP programme provides relatively high level of survival and practical skills, the level of most work related skills are still below the employers' expectation.

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24

Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t-test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

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Oman, John M. "Student perceptions of set inductions in technology education". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002omanj.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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Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education". Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

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Ching, Yiu-yuen. "Review of prevocational education since the 1970s : the need for change /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18716829.

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Hughes, Edward J. "Girls and technology education why are there so few girls studying technology education at West Bend high schools? /". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hughese.pdf.

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Chan, Man-lok. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&T curriculum through project work". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627346.

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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

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Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.

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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.

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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /". Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.

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Al-Marzooki, Ahmed Mohamed. "The development of vocational and technical education in Qatar". Thesis, Durham University, 1994. http://etheses.dur.ac.uk/965/.

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Nelson, Kevin R. "Critical analysis of XYZ Secondary School's technology education safety protocol". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003nelsonk.pdf.

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Khoury, Nabil Michael. "A technical training program for international students in a mid-western aviation technical school an administrative perspective /". Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8826998.

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Reid, Paul W. "A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf.

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Browder, Angela. "Students views of careerand [sic] technical education a qualitative study /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4985.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on May 11, 2009) Includes bibliographical references.

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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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40

De, Clute Darryl. "Assessment methods used by technology education teachers in southeastern Wisconsin high schools". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003decluted.pdf.

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Bennett, Tracy Michelle White Bonnie J. "Defining the importance of employability skills in career/technical education". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/BENNETT_TRACY_49.pdf.

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Tucker, Sheri Lynn. "PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/874.

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The purpose of this study is to identify the perception influenced by phenomena impacting core-subject teacher perceptions of career technical education (CTE). Studies show that CTE is highly successful at preparing California’s students for college and career (Friedman, 2006). However, some educators see “CTE maintain less value in helping to encourage student success” (Shanklin, 2014, p. 3). The phenomenological study examined the perception influencing lived experiences with focus groups and one-on-one interviews. Core-subject teachers participated in these face-to-face interviews. Findings show that core-subject teachers are biased against CTE. Analysis of the survey results determined perception influenced by phenomena experienced by core-subject instructors included perfectionistic characteristics among parents, a society obsessed with outdoing the other person and very little evidence of educational reforms. The study asked questions to raise the teachers’ perceptions of the rigor and relevance in CTE, to identify support that teachers give students applying to CTE instead of college, and how do teachers support the integrated curriculum. Future results will see educational leaders and teachers improve the perception of CTE using new training. A policy change would allow English Language Learners exiting an English Language Development centered schedule on being eligible for CTE at any age. Essential to the future of CTE are (1) lengthening the school day to accommodate a more diversified schedule and (2) eliminating the requirement to stay in one industry sector for up to four years.

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43

Spielmaker, Debra Marie. "Evaluating the Effectiveness of the Utah Career and Technical Education Introduction Course". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1494.

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This quantitative study evaluated the gains and evaluation outcomes of the compulsory Career and Technical Education (CTE) Introduction course. All Utah public school seventh-grade students are required to enroll in this school-year course. The matched-pair design used preexisting data to analyze 6,078 pre- and postsurvey responses collected at the beginning of the course and again at the end of the course during the 2011-2012 school year. The evaluation was viewed through a postpositivist lens and employed a theory-based evaluation model as the framework for analysis. The research questions addressed four student variables: career planning, career self-efficacy, career knowledge, and course evaluations. Gender differences along school counselor relationships were also evaluated as possible predictors on course evaluations.

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Puck, Brenda S. "Developing and validating a knowledge-base for professional development activities in gender equity for the study of technology". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009puckb.pdf.

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45

Grimm, Gretchen K. "Preparation of Fox Valley Technical College faculty for multicultural education". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000grimmg.pdf.

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46

Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges". Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1435.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.

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47

Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges". Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.

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Abstract (sommario):

The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.
The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.

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48

Fitzpatrick, Christine Y. "Peer review in an online technical writing course". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239656.

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Thesis (Ed.D.)--Indiana University, Dept. of Instructional System Technology, 2006.
Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3786. Adviser: Theodore W. Frick.

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Molla, Girma. "Vocational and technical education in Ethiopia : an analysis of the demand for, and supply of, middle level technical skills". Thesis, University of Strathclyde, 1989. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21297.

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This study is about the state of vocational and technical education (VTE) in Ethiopia with particular focus on the factors governing the demand for and supply of middle level technical skills. Ethiopia is a low income agrarian country with a weak industrial base. Economic growth here presupposes, inter alia, the effective use of technologies. This, in turn, would call for the provision of middle level technical skills for deployment in various sectors of the economy. The theme of the study turns on the observations that: a) there is a chronic shortage of supply of middle level technical skills of various categories in Ethiopia; and b) VTE enrolment and expenditure on VTE are both assuming a declining trend. The burden of the thesis is to explain why VTE enrolment and expenditure have to be on the decline while shortfalls in the supply of VTE-based skills prevail. This problem, set in chapter IV, is investigated with the aid of data obtained from primary and secondary sources. The primary data derive from a sample survey covering a total of 420 individuals, including VTE and non-VTE students and employees. The secondary data were gleaned from a wide range of published and unpublished sources. Chapter V explains the problem set in chapter IV in terms of the prevalence of constraints circumscribing the activities of educational planners. Planners in Ethiopia are acutely constrained by the limited investment resources at their disposal. This, coupled with the fact that VTE is 14 to 19 times more expensive than non-VTE and the absence of any coherent manpower planning, would make planners reluctant to spend more on VTE. The consequence of this policy bias is to deprive VTE of qualified teachers and of adequate teaching facilities, thereby constraining the quality and quantity supply of VTE graduates. In chapter VI, the Problem is explained further in terms of the attitudes of individuals towards VTE and their demand for VTE. Results of the analysis of the survey data show that there is an underlying decline of interest in VTE, precipitated mainly by the socially and economically unattractive career prospects associated with VTE-related occupations. Those already in VTE-related employment are - much unlike their non-VTE counterparts - shown to be given to a high 'rate of frustration', arising from poor remuneration and unfulfilled educational and occupational aspirations. The persistence of frustration would make VTE employees ineffective in their jobs. It would also make entry into VTE less attractive thus constraining the scope for the expansion of VTE-based skill supply. The Preponderance, as at present, of such factors as cultural prejudices against VTE, the failure of the labour market to reflect shortages of skill supply by bidding up wage rates for the relevant skills, and policy restrictions on the vertical and horizontal mobility of labour, would only exacerbate the problem of excess demand over supply with respect to VTE skills. The study indicates the need for liberalisation of the labour market by removing the bureaucratic constraints on its operation, the adoption of policy measures enhancing educational and occupational prospects for VTE graduates, the adoption of cost-effective methods of providing VTE to be able to release resources for purposes of VTE expansion, and the reorganisation of VTE curricular structure in such a way as to make VTE professionally appealing to both employers and students.

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50

Ong, Bryan Eng Choy 1970. "Review of engineering education and some technical and non-technical expectations of a new entry level structural engineer". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80181.

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Tesi sul tema "Technical education"

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