ethanporcaro/eric-fulltext-meta huggingface dataset:
Georgia's Workforce Development Pipeline: One District's Journey
Author: Williams, Melissa H.
Date: 2011-02-00
Type: Journal Articles
Subjects: Readiness,Graduation Rate,Job Training,Labor Force Development,Partnerships in Education,Employment Potential,Effective Schools Research,Skill Development,Incentives,Program Descriptions,Certification,Eligibility

Launched in 2006, the Georgia Work Ready initiative seeks to improve the job training and marketability of Georgia's workforce and drive the state's economic growth. Georgia Work Ready is a partnership between the state and the Georgia Chamber of Commerce. Comprised of three components, Georgia's initiative focuses on job profiling, skills assessment, and education/training. To become a Work Ready Community in Georgia, counties must demonstrate a commitment to improving the high school graduation rate as well as produce a specified number of Work Ready Certificates from the available workforce pool. This article describes how Bartow District became a Work Ready community in 18 months by improving high school graduation rates, assessing work readiness skills, and providing job training.
Serving Adult and Returning Students: One College's Experience
Author: Kennamer, Michael A.
Date: 2011-02-00
Type: Journal Articles
Subjects: Community Colleges,Adult Learning,Adult Students,Educational Opportunities,Enrollment Influences,Enrollment Management,Enrollment Trends,Academic Support Services,Best Practices,Change Strategies,Educational Change,Educational Environment,Continuation Students,Reentry Students,Program Descriptions

In 2009, &quot;Community College Week&quot; named Northeast Alabama Community College (NACC) one of the fastest growing community colleges in America. In the early 2000s, the college, which is located in the rural Appalachian region of Alabama, had begun efforts to increase enrollment. These efforts included providing online registration, online classes, an expanded class schedule, a student loan program, dual enrollment courses at area high schools, intensified student recruiting, focused marketing and promotions, and community events on campus to bring area residents to the college. As a result, the college saw a jump in credit headcount enrollment. Those enrolling at the college due to the economic downturn added to the college's already surging numbers, and many of these new students were adult learners. This article describes how NACC provided educational opportunities and support for everyone, in particular for those adult learners who are enrolling in large numbers as a consequence of the economic downturn and its ravaging effect on local industries.
Online Learning in Public Health Education
Author: Stamatikos, Alexis
Date: 2011-02-00
Type: Journal Articles
Subjects: Electronic Learning,Health Education,Distance Education,Online Courses,Public Health,Internet,Educational Technology,Computer Uses in Education,Higher Education,Instructional Effectiveness,Web Sites

With the advancement of technology over the years, there has been a vast expansion in the use of distance learning for employment training purposes. One of the main benefits of online versus traditional training is that it gives instructors the opportunity to teach pupils who, because of traveling distance and transport limitations or other access challenges, would be unable to participate if the content weren't offered via the Internet. Another advantage most are unaware of is the effectiveness of online education. Distance learning is becoming an invaluable tool for many instructors in the field of public health. Unfortunately, there are many problems that may arise from public health training because of the overall complexity and nature of public health in the United States. In this article, the authors provide tips for online training instructors and those seeking training in the health care field. (Contains 3 endnotes.)
Should Your School Offer Apprenticeship Training?
Author: Lewis, Morgan V.
Date: 2011-03-00
Type: Journal Articles
Subjects: Apprenticeships,Education Work Relationship,Job Training,Educational Opportunities,Experiential Learning,Skill Development,Competence,Performance Factors,Educational History,Educational Needs,Youth Opportunities,Training Methods

Apprenticeship is one of several approaches to work-based learning (WBL). Apprenticeships have all the features needed to prepare workers for occupations that require extended study to attain competence. Apprentices begin with relatively simple tasks and progress to those requiring more complex skills. Apprenticeship has had a long history in the United States giving workers the opportunity to learn a trade while they earn. This article looks at the scope of apprenticeship today, and why it remains an invaluable form of work-based learning. (Contains 9 endnotes.)
50,000 Reasons Why Registered Apprenticeship Works!
Author: Oates, Jane
Date: 2011-03-00
Type: Journal Articles
Subjects: Industry,Apprenticeships,Education Work Relationship,Employment,Job Skills,Skill Development,Models,Credentials,Salaries

Registered Apprenticeship has long been known in the United States as a great training option for workers looking to learn a new skill and become an expert-level crafts person in their trade. Be it traditional industries or those that are only now becoming better known, the apprenticeship model has long been part of the training strategies employers in the United States have relied on to prepare their workforce. Increasingly, this model offers workers a head start on their way to a lifelong career. In this article, the authors note that, even in these economic times, the Registered Apprenticeship program is a successful model that is giving thousands of workers high-level training in an expanding list of industries. They explore 50,000 reasons Registered Apprenticeship works.
21st Century Apprenticeships: Embracing Nontraditional Partnerships and Technologies
Author: Stoner, Gayla
Date: 2011-03-00
Type: Journal Articles
Subjects: Apprenticeships,Partnerships in Education,Trade and Industrial Education,Educational Trends,Alignment (Education),Education Work Relationship,Job Skills,Skill Development,Skilled Occupations,Occupational Surveys,Barriers,Change Strategies,Technology Uses in Education

While concerns for skill shortages within the world of trades workers have been a focal point of a variety of recent studies and reports, the reactive alarm has not been sounded in the modernized registered apprenticeship program. Registered apprenticeship is a combination of on-the-job learning (OJL) and related classroom and shop instruction. A number of existing federally registered apprenticeship programs (RAPs) have proven to be proactive and forward-thinking in their approach to meeting the needs of skilled trades workers. Modernizing the National Apprenticeship System through the addition of classroom instruction via electronic media delivery, encouraging positive &quot;attitudes&quot; of skilled trades workers, and thinking outside the box in regard to technical training, have the potential to impact in a positive manner the global competitiveness of the skilled workforce within the United States. This article looks at how changes have evolved and highlights some of the best practices. (Contains 11 resources.)
A Legacy of Learning
Author: Reese, Susan
Date: 2011-03-00
Type: Journal Articles
Subjects: Apprenticeships,Job Training,Vocational Education,Career Development,Skill Development,Job Skills,Auto Mechanics,Construction Programs,Food Service,Training Methods,Training Objectives,Educational Opportunities

Apprenticeships are a time-honored way of passing along skills in an art, trade, or craft. Apprenticeships have long been an important element of career and technical education (CTE). From automotive technology to the construction trades to the culinary arts and beyond, community colleges across the nation are still using apprenticeships to integrate systemic on-the-job training, led by skilled professionals, with classroom and laboratory instruction. In today's complex workplace and ever-changing economy, apprenticeships are not just for young people entering the workforce. They may also help older workers find new careers or upgrade their skills. There are many ways that apprenticeships are being utilized in today's CTE to help young people find a craft and acquire the skills to master it, but this traditional path also has been modernized to help adults upgrade their careers. What still remains, however, is the goal of transforming novices into masters so that valuable skills can be passed on to the next generation and continue to benefit society.
Apprenticeship--Our Little Secret
Author: Cimino, Carl
Date: 2011-03-00
Type: Journal Articles
Subjects: Refresher Courses,Apprenticeships,Vocational Education,Job Skills,Skill Development,On the Job Training

The Loyd E. Williams Pipe Trade Training Center in San Jose, California, prides itself in going beyond the scope of traditional apprenticeship by offering a comprehensive &quot;Journey Level Training Catalog,&quot; thus encouraging journeyman graduates to continue their training. The catalog contains a full slate of courses that can be utilized to add new skills in the form of certification such as medical gas installer, backflow prevention, foreman training, green awareness, and biopharmaceutical piping. The center also offers a variety of no-cost refresher courses to assist journeymen in updating skills in a process they may not regularly use in the field, such as rigging and tube bending.
Introducing Interactive Technology--"Toy Story 3"
Author: Nikirk, Martin
Date: 2011-03-00
Type: Journal Articles
Subjects: Popular Culture,Toys,Video Games,Animation,Production Techniques,Computers,Games,High Schools,Counties,Films,Mass Media,Interaction,Systems Approach,Units of Study

"To infinity and beyond!" is the catchphrase of Buzz Lightyear, Universe Protection Unit space ranger, a character in the Disney/Pixar "Toy Story" franchise. The three films in the franchise--"Toy Story," 1993; "Toy Story 2," 1999; and "Toy Story 3," 2010--incorporate an innovative blend of many different genres, having spun off video games and dozens of film and game-related consumer products. The film was used to introduce students at Washington County Technical High School--located in Hagerstown, Maryland--to interactive media. In this article, the author discusses how Washington County Technical High School uses the blockbuster movie "Toy Story 3" as a tool to help students learn the ins and outs of interactive media. Computer Game Development and Animation (CGDA) program students and students from the multimedia program worked together to discover and explore the components of interactive media with the Disney/Pixar "Toy Story 3" theme. (Contains 3 resources and 6 online resources.)
Real Integration--Where the Rubber Meets the Road
Author: Moye, Johnny J.
Date: 2011-03-00
Type: Journal Articles
Subjects: Vocational Education,Integrated Curriculum,Relevance (Education),STEM Education,Interdisciplinary Approach,Federal Aid,Compliance (Legal),Academic Standards

Integration of core academics into career and technical education (CTE) is not new. Putting core academics into context, CTE courses provide an excellent platform for students to learn the relevance of science, technology, engineering, and mathematics (STEM) as well as literature, arts, and social studies. Students learn to use this information by applying it to real-world situations. Not only is integration a good idea, it is also a requirement if a school division uses federal Perkins Act funds. A teacher desiring to integrate core academic information into his or her CTE course needs to understand integration as well as what and how to integrate. This article discusses two forms of integration, integrated curriculum and interdisciplinary curriculum. Both terms identify valuable approaches to integration. (Contains 14 resources.)
Crosswalks and Quality: Linking Math Language and CTE Standards
Author: Often, Elizabeth
Date: 2011-03-00
Type: Journal Articles
Subjects: Core Curriculum,State Standards,Academic Achievement,Academic Standards,Vocational Education,STEM Education,Mathematics Education,High Schools,Technology Education

The quality of math standards within career paths is an important one, as it can indicate whether career and technical education (CTE) students are receiving a rigorous academic and technical curriculum. This is especially important as the CTE field has expanded to include technology and pre-engineering (often called STEM fields) as well as more &quot;traditional&quot; fields, and many CTE concentrators go on to postsecondary education. In this article, the author describes the results of her review of the embedded academic standards in CTE disciplines in eight states--Nebraska, Georgia, New Hampshire, Massachusetts, Connecticut, Maine, Alabama, and Louisiana. Through a review of state CTE standards, state academic standards, and crosswalk documents, the amount and type of state math standards linked to CTE was evaluated. These standards were compared with the Common Core (2010) academic standards to determine whether the requirement for academic rigor that Perkins IV requires was being met. The data revealed a wide variation in presentation of state standards, and the levels of math knowledge linked to CTE areas. Overall, the results of the data review show that states are making progress toward defining a curriculum that is both rigorous and integrated. The level of math achievement in CTE continues to be a problem, though, with many standards not truly reaching the levels set forth in the Common Core curriculum for high school math courses.
Changing the Image of CTE
Author: Kidwai, Sabrina
Date: 2011-04-00
Type: Journal Articles
Subjects: Vocational Education,Educational Change,Consciousness Raising,Institutional Advancement,Educational Development,Educational Policy,Educational Needs,Educational Philosophy,Educational Trends,Integrated Curriculum,Partnerships in Education

Times have changed. Global economic competition is increasing and the need to develop a workforce with advanced skills is critical. The push to find sources of sustainable energy, the growing demands of the health care field and that of science, technology, engineering, and math (STEM)-related sectors are all driving the high-demand jobs in today's growing workforce. Vocational education is now career and technical education (CTE) and it is evolving and adapting its programs to meet the needs of business and industry. While the field of CTE is changing, the perception of it has not. The general public, policymakers, and media have a misconception about the quality, rigor, and relevance of CTE programs today. In order to change the perception of CTE, CTE educators, students, and the business community need to collaborate and launch a local and national public awareness campaign. This movement should inform media, policymakers, and parents about how CTE has changed; an integral part of that campaign has got to be the inclusion of success stories, information about how programs are evolving and training the future workforce, and how CTE is helping students stay engaged in their learning.
Changing Approaches--Changing Perspectives
Author: Park, Travis
Date: 2011-04-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Vocational Education,Models,Integrated Curriculum,Educational Practices,Teacher Collaboration,Educational Quality,Attitude Change,Change Strategies,Educational Research,Professional Development

Over the past seven years, research teams from the National Research Center for Career and Technical Education (NRCCTE) have been at work testing curriculum integration models. Each of three studies--Math-in-CTE, Authentic Literacy-in-CTE, and Science-in-CTE--has focused on the development of pedagogic frameworks and delivery of professional development. An unintended but powerful outcome of this research has been a growing respect between the career and technical education (CTE) and academic worlds and changing perspectives about CTE and its contribution to student academic achievement.
Advancing a New Image of CTE via High-Quality Teacher Preparation
Author: Sass, Heather Boggs
Date: 2011-04-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Beginning Teachers,Vocational Education Teachers,Educational Quality,Teacher Education Programs,Alternative Teacher Certification,Beginning Teacher Induction,Models,Classroom Techniques,Change Strategies,Educational Strategies,Educational Improvement

There is perhaps no better place to start in advancing a new image of career and technical education (CTE) than by creating the kind of classroom instruction that will prepare students for further learning and the workplace. The quality of teachers and their capacity to construct rich learning experiences for students represents the "front line" of the work in CTE. Teachers shape the learning experiences that produce competent and confident graduates who are ready to begin their career paths; well-trained graduates are both advocates and evidence that the field is truly living up to a new image. To improve CTE teacher quality and ultimately the quality of CTE programs and their image, the Southern Regional Education Board (SREB) is working in collaboration with the National Research Center for Career and Technical Education (NRCCTE) to develop an induction model for teachers seeking an alternative route to enter the profession. The induction model is based on high-quality professional development and high-quality support during the first year of teaching, and is designed to increase beginning teachers' competence, self-efficacy and career commitment. The model, once developed, can be used by states, teacher preparation programs, and school districts to boost teacher quality.
CTE's Focus on Continuous Improvement
Author: Foster, John
Date: 2011-04-00
Type: Journal Articles
Subjects: Student Evaluation,Program Improvement,Program Effectiveness,Accountability,Vocational Education,Total Quality Management,Evaluation Utilization,Evidence,Professional Development,Use Studies,Case Studies,Academic Standards,Educational Research

Just one of the ways career and technical education (CTE) is revamping its image is through increased attention to data-driven instructional techniques as a means of improving and focusing instruction on what matters most. Accountability and data have increasingly become a core focus of research, news, and commentary about education in recent years. Though some of the attention to accountability and data use may be tied to regulatory requirements, there is also recognition among educators that metrics matter. Throughout its existence, CTE has focused on performance and on measuring that performance. The use of evaluation and assessment data will continue to be a challenge for all of education. The authors argue that it is imperative that CTE shows its commitment to the continuous improvement of programs based on teacher-led data usage and analysis. They describe NOCTI's focus which is to research, design, refine and launch a program to help CTE educators understand and use technical data to create real and sustainable program improvements. They also describe CTEDDI (Career and Technical Educators using Data-Driven Improvement) as a new tool for program improvement and take a look at case studies of professional development.
DECA: Repositioned and Rebranded for the Future
Author: Young, Christopher
Date: 2011-04-00
Type: Journal Articles
Subjects: Position Papers,Distributive Education,Business Education,Institutional Mission,Educational Development,Educational History,Educational Change,Change Strategies,Institutional Advancement,Institutional Characteristics,Organizational Change,Administrative Principles

By enhancing its mission statement and guiding principles and developing a new ad campaign, DECA is responding to the changing educational environment and demands of the economy. However, one thing remains the same--the organization's firm commitment to help teachers prepare students for college and careers. Founded as the Distributive Education Clubs of America in 1946, the organization adopted the tagline, "an association of marketing students," and dropped its acronym in 1991 as distributive education programs began to evolve into marketing education programs. Today, DECA prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management in high schools and colleges across the globe. The new mission statement highlights DECA's connection to four of the 16 career clusters--marketing, finance, hospitality and tourism, and business management and administration.
Utah CTE: Running in New Circles
Author: Dobson, Kristine
Date: 2011-04-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Vocational Education,Social Networks,Best Practices,Technology Uses in Education,Partnerships in Education,Parent Student Relationship,Program Descriptions

Although the authors admit that they do not have any fool-proof formulas to offer for using Web site, blog, Facebook, Twitter, or YouTube in order to more successfully share one's career and technical education (CTE) story, they share a story of their own journey and hope that it may help people to run faster and more effectively in these new social circles. They describe how they launched UtahCTE.org in 2004 as a partnership between the Utah State Office of Education and the Utah System of Higher Education. The site was a first go at providing a Web site that was student-parent focused versus educator focused. What began as the launch of a new CTE Web site has become a thriving CTE community, one that uses blogs, Facebook, Twitter, and YouTube to galvanize support among students' parents, educators and other organizations.
Reinventing the Image of CTE through Sustainability
Author: Bernardino, Ruben
Date: 2011-04-00
Type: Journal Articles
Subjects: Education Work Relationship,Vocational Education,Misconceptions,Sustainability,Environmental Education,Social Responsibility,Change Strategies,Educational Change,Institutional Advancement,Enrollment Management,Energy Education,Conservation (Environment),Reputation

Career and technical education (CTE) carries a long-held image misconception--an outdated observation harbored by students, parents and the general public that CTE lacks academic rigor and only leads students to low-skill jobs. Despite these misconceptions, CTE is often a perfect option for many students to discover their passions, and to develop skills to enter the workforce or to continue on to college. The Partnership for 21st Century Skills identifies skills such as critical thinking, problem solving, communication and collaboration as vital skills for the future. The hands-on approach to education in CTE equips students with all of these skills. Indeed, the CTE community has made excellent strides toward image change, but how can it become more prolific? How can CTE enhance its image so as to attract new students? One solution is through sustainability. Sustainability in education is about teaching students to be environmentally and socially responsible, therefore protecting the planet for future generations. An increasing number of global environmental challenges, combined with growing public awareness about the need for sustainability, provide CTE with an opportunity to develop programs that focus on the new green economy and set an example of best practice by greening CTE facilities.