Rozprawy doktorskie: „Vocational education progams”

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

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

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

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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

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Navaratnam, K. K. "Cost-benefit analysis of secondary vocational education programs". Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76461.

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The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Ed. D.

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Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.

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Tang, Yat-mun. "Managing change in a prevocational school : a case study /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057672.

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

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

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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

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

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Straquadine, Gary Samuel. "Vocational agriculture program quality and factors related to program quality /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992903534.

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Eckert-Stewart, Sandra S. "Articulation among programs as perceived by Missouri vocational-technical education administrators /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841281.

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Coward, Louis Antonia. "Graduates' perceptions of program processes and outcomes of selected postsecondary technical and vocational education programs in Barbados /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504293788.

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Peasley, Donald D. "Ratings of quality indicators for secondary vocational education programs by education policy makers". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243604095.

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Moore, Judith A. "Certification competencies for teachers of Missouri's vocational industrial education programs /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841201.

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Heil, Anton William. "Employers' perceptions of regional occupational program graduates". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/633.

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

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

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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student". Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.

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Makin, Richard C. "The relationships between selected teacher presage variables and supervised occupational experience quality in vocational horticulture programs in Ohio /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011225172.

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Clarkson, Cheryl Diane. "The development of caring within a vocational nursing education program". Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902468.

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Caring has been linked with the practice of nursing throughout history. As modern nursing strives to establish itself as a profession of caring, the need to identify the basic components of caring and how caring components are learned or transmitted has evolved. The purpose of this study was to determine if caring attitudes and behaviors were learned during the vocational educational process.Madeline Leininger's theory of caring provided the theoretical framework for this study. A comparative descriptive research design was employed. The Caring Ability Inventory (Nkongho, 1990) was used to assess a baseline for student caring and to determine any changes in the caring ability over time. The Nursing Clinical Teacher Effectiveness Inventory (Knox & Mogan, 1985) was used to establish student and faculty perceptions of caring attitudes and behaviors in the nursing faculty. A curriculum survey designed by Slevin and Harter (1987) was used to examine the nursing curriculum for various aspects of caring. Demographic data sheets were completed by students and faculty.Descriptive and multivariant statistics were used to analyze the data. The sample consisted of basic and advanced level nursing students (N = 142) and full time nursing faculty (N = 12) in a midwestern vocational nursing program. The results indicated that caring behaviors were not significantly changed during the program Faculty rated utilization of caring behaviors higher than did the students, particularly behaviors related to student evaluation. Faculty had difficulty identifying caring theory, caring concepts, and methods of teaching caring to students. The conclusion was that faculty lacked sufficient information about caring to effectively utilize the concept in curriculum presentation.
School of Nursing

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Mosier, Virginia L. (Virginia Lou). "A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331607/.

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The research problem was to determine the perceived mean self-concept attitudes of academically at-risk students in Coordinated Vocational Academic Education (CVAE) cooperative education programs with at-risk students in regular academic programs as measured by the Piers-Harris Children's Self-Concept Scale.

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Ding, Anning. "Programs and curricula at a Chinese vocational university: A case study". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280691.

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This study attempted to investigate the characteristics of vocationalization and localization of program structure and curricular system at Chinese vocational universities. As a case, Nantong Vocational College was chosen for an in-depth study. Both interviews and document analysis were applied as data collection to reveal the nature of programs and curricula. A field research strategy was adopted. Institutional administration and external management network were examined and organizational behavioral change was analyzed. Both vocationalism and localism were developed and adopted at Chinese vocational universities along with China's modernization campaign and China's involvement into the global world. In this unique social transitional process, localization of global influence was visited as both significant and magnificent. The local economic structure was altered and a new labor market rose. In addition, China's national bureaucratic structure under the Communist Party of China and the central government played a decisive role in guiding the transition from the mandatory planned economy to a market oriented economy. In this turbulent social economic context, Nantong Vocational College was forced to internalize the institutional initiatives for adaptation to the external transformation. Consequently, the college organizational structure and management mechanisms altered both at the institutional and departmental levels. Business management strategy was adopted. Programs and curricula were further vocationalized and localized as a result in line with the globalized local economic structure. Academic pursuance retreated to vocational training, to job skill building and competency acquisition for local economic development and the needs of the labor market. Following conclusions are drawn: (1) Program structure and curricular system has changed and is changing toward vocationalism and localism. (2) Chinese vocational universities have become semi-political and semi-economic institutions serving the national interests under the guidance of the Party and the central government. (3) Program restructuring and curricular reconfiguration were initiated and managed to serve the changing local economic needs. (4) Institutional administration adopted business type mechanism for marketization and competition. (5) Global forces contributed to the localization of the institutional change.

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Anderson, Trudy J. "Responsibilities and evaluation criteria for Idaho vocational-technical education professional development programs /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822881.

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Plowman, Tiffany Danielle. "India's vocational education and training programs is women's participation improving household incomes? /". Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/441971613/viewonline.

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Gibson, Garry L. "Factors associated with the Supervised Occupational Experience programs of Kentucky vocational agriculture seniors /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541709758.

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Liang, Yental C. T. "The effects of economic transformation upon selected high school vocational education programs in Southern California". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1165.

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Bowermeister, Robert R. "Factors related to the use of competency test results as a means of conducting program evaluations for secondary vocational drafting programs /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945744573991.

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

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

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Black, Vicky K. "Graduates perceived effectiveness of an Ohio vocational school entrepreneurship education program /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14879292307428.

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Zirkle, Christopher John. "Perceptions of Vocational Educators and Human Resource/Training and Development Professionals Regarding Skill Dimensions of School-to-Work Transition Programs". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391760951.

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Wang, Tsu-Yin. "A study to identify the program elements for an elementary school technology teacher education program in Taiwan, R.O.C. /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946308.

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Shockley, Denise A. "Factors Which Influence Ohio Appalachia Secondary Vocational Education Students to Plan to Enroll in Postsecondary Education Programs /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649988592.

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Malone, Debra. "A nutrition education kit for food service training programs". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1215.

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Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School". Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.

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The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?

Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?

This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.

The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.

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Darney, Kelly S. "Vocational Nursing Programs in Appalachia: The Effects of Technology Efficacy Across Traditional and Non-traditional Post-secondary Students". Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1495187661028258.

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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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Short, Christine M. "Comparison of Employability Skill Subjects Taught Statewide to Junior and Senior Programs in a Vocational School". Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281639544.

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Barton-Cox, Florence Faye. "The Effects of a Career Education Program on the Career Choices of Fifth-grade Students". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4978/.

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The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.

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40

Shaw, Joseph. "An analysis of regional occupational programs that offer academic credit, college articulation, state licensing, and apprenticeship training credit". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/941.

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This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

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

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Hernandez, Jason F. (Jason Francis). "Perception of an Alternative Model for the Vocational Education Program at Secondary Comprehensive Schools in Trinidad and Tobago". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278059/.

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This study was designed to compare perceptions of an alternative model for the vocational education program at secondary comprehensive schools in Trinidad and Tobago. The groups compared were vocational education teachers, academic teachers of related subjects, secondary comprehensive principals and vice principals, and vocational education curriculum supervisors. A survey instrument was developed and was tested to ensure its validity and reliability. The instrument utilized a seven-point Likert-type scale to measure the intensity of agreement or disagreement. The items related to the proposed model were subdivided into administration and planning, curriculum and instruction, and evaluation components.

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Goins, Lester Keith. "Selected secondary school counselors' perceptions of Virginia's marketing education programs". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164742/.

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Headley, W. Scot. "Factors associated with training-related placement rates of high school vocational auto-repair programs /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906261255.

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Prasad, Vandita. "Designing and Implementing an Evaluability Assessment of a Career-Technical Education Program as the First Step towards Validating Program Effectiveness: A Case Study of Toledo Technology Academy". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493376254695467.

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Sandell, Amanda C. "Profiles of secondary vocational students enrolled in programs nontraditional for their sex". Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45889.

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Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans?

Master of Arts

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Hammons, Frank Tipton. "The first step in tech-prep program evaluation: the identification of program performance indicators". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39880.

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Little information is available which specifically applies to determining Tech-Prep program quality, effectiveness, and goal attainment as determined by the directors/coordinators of the programs. This research sought to determine if program performance indicators exist that Tech-Prep directors/coordinators deem necessary to determine their programs' quality, effectiveness, and goal-attainment. If so, is there consensus of agreement among the directors/coordinators on which performance indicators to utilize, and is there a pattern of preference when grouped into evaluation focus components? A questionnaire was developed by the researcher and distributed to Tech-Prep directors/coordinators in the Southeastern United States and Puerto Rico. Sixty-seven program directors/coordinators were asked to participate, and 85 percent responded to the survey. The following conclusions can be reached from analysis of the data: 1) The responding Tech-Prep directors/coordinators are in agreement on which program performance indicators to use to determine the quality, effectiveness, and goal attainment of their programs. These findings are contrary to the existing literature which suggest a lack of consensus on which performance indicators to utilize for vocational education programs. 2) Three different techniques -- consensual agreement, consideration of the questionnaire non-response rate, and data analysis ensuring a 95 percent confidence interval of the standard error of the mean -- were used to analyze the extent of agreement among the surveyed Tech-Prep directors/coordinators on appropriate program performance indicators. Using the three techniques, the extent of majority agreement on the program performance indicators ranged from 97 to 67 percent of the sixty selected indicators. These data support the conclusion that agreed upon performance indicators are available for comparison and evaluation of Tech-Prep programs among this population. These data fill the void in the literature that addresses generalizable performance indicators that can be used in the evaluation and assessment of vocational programs, such as Tech-Prep. 3) Program performance indicators were grouped into six focus components. Although the determination of which focus components are more appropriate for vocational evaluation depend on many factors, data from this survey indicate the STUDENTS focus component is perceived as most important, the RESOURCES focus component is least important, and CAREERS, PROFESSIONAL DEVELOPMENT, ATTITUDE/PERCEPTIONS, and FACILITATORS focus components are deemed equally important by Tech-Prep directors/coordinators in the determination of program quality, effectiveness, and goal attainment.
Ed. D.

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Pareja, Enrique Manuel. "The development of PCK in a post-baccalaureate certification program| A longitunal study of the development of teacher knowledge of students as learners and assessment". Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157760.

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This study focused on the development of specific aspect of beginning teacher Pedagogical Content Knowledge (PCK) in an Alternative Certification Program (ACP). Data was collected over a period of over two years and included lesson plans, interviews with the participants and their mentors as well as classroom observations and participant reflections. Four participants were purposefully selected to represent one cohort in the ACP. Individual profiles constructed for each case and the subsequent cross-case analysis revealed that the participants shifted their beliefs about students as learners and assessment based on the influence of the context under which they were developing at each point in time. These shifts, while dependent on their views of the context, were strongly influenced by their initial views as they relate to these aspects of PCK. Participants would resolve any conflict arising with new views presented to them in a subjective manner, prioritizing coherence with their prior knowledge on the specific aspect of PCK and with the other aspects of their PCK. These findings provide an alternative perspective on the nature of the shift in knowledge that occurs during teacher preparation and the initial years of teaching. It allows us to provide a different angle on the dynamics among PCK components based on the interaction among them as they develop over time. Moreover they allow us to see that this development is neither linear nor unidirectional. Additionally it shows us that teachers constantly revalue their views of students as learners and assessment based on the experiences provided by both their academic and professional context.

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Keeling, Sheila Riggs. "An analysis of Regional Occupational Center/program administrators' perceptions regarding the utilization of computer technology as a management tool". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1098.

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

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

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