Capitalizing on Context: Curriculum Integration in Career and Technical Education. A Joint Report of the NRCCTE Curriculum Integration Workgroup

Autor/inn/en	Pearson, Donna; Sawyer, Jennifer; Park, Travis; Santamaria, Laura; van der Mandele, Elizabeth; Keene, Barrett; Taylor, Marissa
Institution	National Research Center for Career and Technical Education
Titel	Capitalizing on Context: Curriculum Integration in Career and Technical Education. A Joint Report of the NRCCTE Curriculum Integration Workgroup
Quelle	(2010), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Experimental Groups; Curriculum Development; Educational Change; Vocational Education; Technical Assistance; Teaching Methods; Integrated Curriculum; Control Groups; Educational Research; Literacy; Mathematics Education; Science Education; Academic Achievement; Mathematics Achievement; Science Achievement; Secondary Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausbildung; Berufsbildung; Technische Hilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematische Bildung; Naturwissenschaftliche Bildung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarbereich; Post-secondary education; Tertiäre Bildung
Abstract	The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as "Building Academic Skills in Context"; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to ensure fidelity of the treatment. This report contains a summary of findings from the Math-in-CTE study, with emphasis on the five core principles that emerged from the study. Evaluation data collected from Math-in-CTE technical assistance sites further illustrate these principles. This report also contains findings from the Authentic Literacy in CTE pilot study and evidence from that study supporting the five core principles. (Contains 1 table and 6 footnotes.) (ERIC).
Anmerkungen	National Research Center for Career and Technical Education. University of Louisville, College of Education and Human Development, Louisville, KY 40292. Tel: 877-372-2283; Tel: 502-852-4727; Fax: 502-852-3308; e-mail: nrccte@louisville.edu Web site: http://www.nrccte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10