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AutorenAlfeld, Corinne; Bhattacharya, Sharika
TitelPrograms of Study: What "Mature" Sites Tell Us
QuelleIn: Techniques: Connecting Education and Careers, 87 (2012) 1, S.32-35 (4 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1527-1803
SchlagwörterEvidence; High Schools; Vocational Education; Educational Change; Transitional Programs; Developmental Studies Programs; Longitudinal Studies; Effective Schools Research; Program Implementation; Change Strategies; Interviews; Student Surveys; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Observation; Program Effectiveness; Program Evaluation
AbstractAlthough career and technical education (CTE) Programs of Study (POS) were introduced in the Perkins IV legislation, neither the spirit nor the elements of POS are new in the history of CTE as a vehicle for high school reform. POS have evolved over several decades of efforts to create effective transition programs from secondary to postsecondary education or the workforce. As POS are relatively new, in name if not in practice, research evidence on their implementation and effectiveness is still in progress. Over the past three years, researchers have been conducting a longitudinal study at sites where POS have been implemented for several years to determine how they were developed and why they work. Findings indicate that POS have the potential to create a more tangible future (or set of possible futures) for students by giving them structure. Through POS offerings and career guidance about a range of education and career options beyond high school, students can be better prepared to achieve college and career success. (Contains 2 endnotes.) (ERIC).
AnmerkungenAssociation for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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