Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Technical Appendix B

Autor/inn/en	Hammond, Cathy; Drew, Sam F.; Withington, Cairen; Griffith, Cathy; Swiger, Caroline M.; Mobley, Catherine; Sharp, Julia L.; Stringfield, Samuel C.; Stipanovic, Natalie; Daugherty, Lindsay
Institution	National Research Center for Career and Technical Education
Titel	Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Technical Appendix B
Quelle	(2013), (153 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Policy; Vocational Education; Longitudinal Studies; Program Effectiveness; High School Students; State Legislation; Educational Legislation; Outcomes of Education; School Counselors; Mixed Methods Research; Cohort Analysis; Surveys; Educational Change; Career Planning; Economic Factors; Program Implementation; Interviews; Focus Groups; South Carolina + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Landesrecht; Bildungsrecht; Schulgesetz; Lernleistung; Schulerfolg; School counselor; Beratungslehrer; Pädagogischer Berater; Kohortenanalyse; Survey; Umfrage; Befragung; Bildungsreform; Karriereplanung; Ökonomischer Faktor; Interviewing; Interviewtechnik
Abstract	This Technical Appendix discusses how researchers from the National Research Center for Career and Technical Education (NRCCTE) conducted the five-year longitudinal study of South Carolina's Personal Pathway to Success initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005, and how they defined and constructed the variables used in the analyses. One of the major challenges the researchers confronted was using the available data to identify those CTE programs that met the Perkins IV definition for Programs of Study (POS). The six different definitions developed and applied are described. This report also contains several appendices including the Office of Vocational and Adult Education's (OVAE's) Design Framework for POS, a list of papers and presentations that emerged from the study, copies of data collection instruments, protocols for site visits and focus groups, coding schemes used for some variables, and eight figures discussed in the main report. Those readers who need only a brief summary of the methodology can find it in the main report. The following appendices are included: (1) OVAE Career and Technical Programs of Study: A Design Framework; (2) Papers and Presentations on Study Findings; (3) EEDA Policy Implementation and Study Timeline; (4) Spring 2009 Site Visit Protocols; (5) Fall 2009 POS Protocols and Measurement Tools; (6) School Guidance Personnel Surveys; (7) School Counselor In-Depth Follow-Up Phone Interview Protocol; (8) Student Engagement/POS Experiences Survey, with Frequencies; (9) Student Focus Group Interview Protocol; (10) EEDA Level of Implementation (LOI) Coding Scheme; (11) Study-Defined Perkins IV POS (POS4) Development and Identification; and (12) Analyses of Graduation Rates by Key Definitions of POS. [For the full technical report, see ED574462. For the executive summary, see ED574465. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467.] (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	2020/1/01