Lives in Transition: The Impact of Career and Technical Education on Under-Served High School Students' Career Growth and Development

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Smith, Merris A.
Titel	Lives in Transition: The Impact of Career and Technical Education on Under-Served High School Students' Career Growth and Development
Quelle	(2017), (196 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-7554-2
Schlagwörter	Hochschulschrift; Dissertation; Career Education; Technical Education; Case Studies; High School Students; Disadvantaged; Allied Health Personnel; Educational Experience; Labor Force; Administrator Attitudes; Assistant Principals; Career Exploration; Career Planning; Teacher Student Relationship; Guidance; School Counselors; Accountability; School Districts; Strategic Planning; Decision Making; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitslehre; Technikunterricht; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungserfahrung; Labour force; Arbeitskraft; Erwerbsbevölkerung; Principal; Principals; Stellvertretende Schulleitung; Berufserkundung; Karriereplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Verantwortung; School district; Schulbezirk; Strategy; Planning; Strategie; Planung; Decision-making; Entscheidungsfindung
Abstract	This case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016--2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three sub-themes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students' career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decision-making self-efficacy. Moreover, instructors,' administrators,' and students' perceptions of students' CTE experiences and engagement in career exploration learnings supported their career growth and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01