Literaturnachweis - Detailanzeige
Autor/inn/en | Theobald, Roddy; Goldhaber, Dan; Mallett Moore, Erica |
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Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
Titel | CTE Teachers and Non-Test Outcomes for Students with and without Disabilities. Working Paper No. 278-0123 |
Quelle | (2023), (46 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | High School Students; High School Teachers; Students with Disabilities; Outcomes of Education; Vocational Education; Vocational Education Teachers; Teacher Certification; Teacher Qualifications; Attendance; Discipline; Grade Point Average; Educational Attainment; Teacher Characteristics; Washington High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Disability; Disabilities; Behinderung; Lernleistung; Schulerfolg; Ausbildung; Berufsbildung; Ausbilder; Lehrqualifikation; Anwesenheit; Disziplin; Bildungsabschluss; Bildungsgut |
Abstract | We use data on high school students and teachers from Washington state to connect the observable characteristics of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grade point average, grade progression, and on-time graduation) of students with and without disabilities in their classrooms. We find that students participating in CTE tend to have better non-test outcomes when they are assigned to a CTE teacher from the state's Business and Industry pathway--designed for CTE teachers with 3 years of industry experience but no formal teacher preparation--relative to being assigned to a traditionally prepared CTE teacher. These results can inform efforts in Washington and across the country to develop and support similar alternative routes to CTE teacher licensure. (As Provided). |
Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |