Helping Disadvantaged Youth Succeed in School: Effects of CTE-Based Whole-School Reforms. In Essence: Key Findings from the National Research Center for Career and Technical Education.

Autor/in	Naylor, Michele
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Helping Disadvantaged Youth Succeed in School: Effects of CTE-Based Whole-School Reforms. In Essence: Key Findings from the National Research Center for Career and Technical Education.
Quelle	(2002), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adjustment (to Environment); Administrative Change; Administrator Effectiveness; Advantaged; Career Academies; Career Exploration; Cohort Analysis; Computer Uses in Education; Cooperative Education; Cooperative Planning; Counseling Services; Course Selection (Students); Developed Nations; Disadvantaged Youth; Educational Change; Elective Courses; Enrollment Trends; Equal Education; Fused Curriculum; General Education; High Schools; Holistic Approach; Leadership; Longitudinal Studies; Needs Assessment; Outcomes of Education; Partnerships in Education; Professional Development; School Effectiveness; School Restructuring; School Shops; Secondary Education; Sex Fairness; Shared Facilities; Student Educational Objectives; Student Projects; Success; Teacher Collaboration; Teacher Effectiveness; Vocational Education; Vocational High Schools + Suchen Sie Ihr Suchwort? Schulleistung; Berufsakademie; Berufserkundung; Kohortenanalyse; Computernutzung; Kooperativer Unterricht; Course selection; Student; Students; Kurswahl; Developed countries; Industriestaat; Industrieland; Benachteiligter Jugendlicher; Bildungsreform; Elective course; Wahlkurs; Allgemein bildendes Schulwesen; Allgemeinbildung; High school; Oberschule; Holistischer Ansatz; Führung; Führungsposition; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bedarfsermittlung; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Schuleffizienz; Schulreformplan; Schulumwandlung; Schulkiosk; Sekundarbereich; Sexualaufklärung; Gemeinschaftsküche; Schulprojekt; Erfolg; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausbildung; Berufsbildung
Abstract	Largely qualitative data were examined in the second year of a 5-year longitudinal study of the effectiveness of career and technical education (CTE)-based reforms in helping disadvantaged youth in grades 7, 9, and 11 succeed in school. Students were enrolled at three school sites with these differing program foci: (1) career pathways; (2) vocational-technical high school with shops; and (3) career academies. Preliminary findings and conclusions were as follows: (1) curriculum integration appeared easier to achieve when teaching was interdisciplinary in nature; (2) whole-school reform was closely associated with faculty professional development; (3) computer technology was commonly used in all the schools studied; (4) middle school reform focused on strong academic foundations and connection to feeder high schools; (5) strong leadership appeared crucial to effecting change; and (6) high schools organized by career pathways enable gender and racial equity more readily than schools divided into shops or academies. Issues of focus outlined for the next phase of the study were as follows: (1) quantitative analysis of student outcome data; (2) sustainability of ongoing reforms; (3) effect of transitions in leadership on reform continuity; (4) students' transitions to new schools; and (5) effectiveness of whole-school reforms in narrowing the gap between disadvantaged and advantaged students. (AJ)
Anmerkungen	For full text: http://www.nccte.org/publications/infosynthesis/in-essence/in-essence3/disadvantaged-IE3.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC