Literaturnachweis - Detailanzeige
Autor/inn/en | Jocson, Korina M.; Martínez, Itza D. |
---|---|
Titel | Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change |
Quelle | In: Equity & Excellence in Education, 53 (2020) 1-2, S.165-176 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1066-5684 |
DOI | 10.1080/10665684.2020.1763552 |
Schlagwörter | Vocational Education; Educational Opportunities; Experiential Learning; Youth; Action Research; Participatory Research; High School Students; Vocational High Schools; Educational Change; Theories; Praxis Ausbildung; Berufsbildung; Bildungsangebot; Bildungschance; Experiental learning; Erfahrungsorientiertes Lernen; Jugend; Jugendlicher; Jugendalter; Projektforschung; Forschungstätigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Theory; Theorie |
Abstract | In career and technical education (CTE), the vocational-academic divide continues to influence practices and policies that shape students' experiences. Drawing on a qualitative study and retrospective analysis, we argue that hands-on learning "with" critical praxis is important for engaging students in CTE. A theory of change, focused on the human potential of students in the process of becoming, offers possibilities for extending learning opportunities. For educators, enacting a theory of change in any learning environment is difficult and, at times, still not enough. In this article, the authors reflect on their experiences working with students interested in multimedia production who engaged in youth participatory action research at one particular CTE high school. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |