ethanporcaro/eric-fulltext-meta huggingface dataset:
Animal Science Experts' Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study
Author: Slusher, Wendy L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Agricultural Education,Animal Husbandry,High School Graduates,Expertise,Opinions,Employment Potential,Job Skills,Employment Qualifications,Entry Workers,Human Capital,Delphi Technique

Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food and Natural Resources, animal systems pathway. In all, 33 non-technical statements describing skills which students need to be employable were generated from the panel of experts. All 33 reached consensus in Round Two of the study. Panelists agreed unanimously that being honest was the most important non-technical skill for a potential employee to possess. Because all 33 skills reached agreement, it is recommended that secondary agricultural education instructors integrate all 33 into their existing curriculum whenever appropriate to increase human capital holding value related to the entry-level employment of high school graduates. (Contains 1 table.)
A Framework for the Preparation of Accomplished Career and Technical Education Teachers
Author: Adams, Elaine
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Vocational Education Teachers,Teacher Effectiveness,Teaching Skills,Models,Teacher Education Programs,Preservice Teachers,Student Attitudes

Reforms in teacher preparation continue to spark national interest. In a statewide reform effort to improve teacher quality in Georgia, the State Department of Education, Board of Regents, and Professional Standards Commission have all adopted the Georgia Framework for Accomplished Teaching (Georgia Department of Education, 2003.). The Georgia Systemic Teacher Education Program (GSTEP, n.d.) developed this framework with a grant funded by the U.S. Department of Education. The Georgia Framework provides a description of accomplished teaching using six broad categories of teaching skills and abilities: curriculum and content, knowledge of students and their learning, learning environments, assessment, planning and instruction, and professionalism. This qualitative study focused on a Career and Technical Education (CTE) preservice teacher education program that has been structured around the Georgia Framework. Student teachers provided in-depth reflections on their skills and abilities in the six broad areas described in the Framework. Findings support use of the Georgia Framework for Accomplished Teaching in CTE teacher preparation. Students felt most prepared in the areas of curriculum and content, knowledge of students and their learning, planning and instruction, and professionalism. Students felt less prepared in the areas of learning environments and assessment. (Contains 7 tables.)
Psychosocial Differences by CTE Discipline and Personality Type in Student Teachers
Author: Kitchel, Tracy
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Student Teachers,Student Teacher Attitudes,Personality,Cooperating Teachers,Social Support Groups,Agricultural Education,Home Economics

The purpose of the study is to describe differences in career and technical education (CTE) student teachers' perceptions of psychosocial support provided by student teachers, as separated by CTE discipline(Agricultural Education and Family and Consumer Sciences Education) and personality type, at a southern state university. The group was more female than male. The most frequent personality types for the sample were ESTP, ENFP, and ESFJ. ESTP was the most frequent personality type for Ag Ed student teachers; ESFJ was the most frequent for FCS Ed. Psychosocial assistance is being provided to student teachers by their cooperating teachers from some extent to a large extent. The acceptance function was reported as the largest extent provided by the sample and by the Ag Ed student teachers; friendship for FCS Ed. Social was reported the lowest function for both groups. The E-I personality type dichotomy experiences the largest difference. (Contains 4 tables and 1 figure.)
Career and Technical Education Administrators' Perceptions of Secondary Teachers' Attire as Indicated by Selected Professional Attributes
Author: Gordon, Howard R. D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Secondary School Teachers,Administrator Attitudes,Clothing,Questionnaires,Satisfaction,Gender Differences

The purpose of this study was to assess the perceptions of career and technical education (CTE) administrators toward secondary teachers' attire as indicated by 10 occupational attributes. The population consisted of CTE administrators employed by West Virginia Department of Education during 2006-2007 academic school year. The top three attributes perceived by CTE respondents as influencing women's and men's traditional clothing were: professionalism, responsibility, efficiency. In the leisure attire category, the top three attributes for women's and men's clothing were: responsibility, honesty, and knowledgeability. Commonalities existed between women's and men's business casual clothing on the following top two attributes: responsibility and professionalism. Business casual was perceived by CTE respondents as the dominant category of attire on their campus. Overall, CTE administrators perceived that secondary teachers' attire does affect the professionalism of teachers. (Contains 6 tables.)
Teacher Preparation in Career and Technical Education: A Model for Developing and Researching Early Field Experiences
Author: Retallick, Michael S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Preservice Teacher Education,Field Experience Programs

Leading educational researchers have called for a framework for implementing and researching early field experiences (EFE). Yet, a review of literature revealed that a comprehensive model focusing on the structure and content of EFE was an important element missing from the literature. The primary purpose of this study was to synthesize the literature related to the structure and content of EFE. This study resulted in the development of a four-component model depicting a framework for EFE programs. The four primary components of the model are foundation, organization, implementation, and evaluation. The model provides the structure for developing a variety of early field experiences while maintaining continuity among programs and allowing for cultural diversity and individual flexibility. The EFE model provides a framework for focused research within EFE as well as the development, reorganization, and assessment of EFE programs. (Contains 1 table and 1 figure.)
Math and Science Instructors' Perceptions of Their American Indian Students at a Sub-Baccalaureate Technical College: A Delphi Study
Author: Schmidtke, Carsten
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Science Teachers,College Faculty,Technical Institutes,Teacher Attitudes,American Indians,College Students,Success,School Holding Power,Delphi Technique

Instructors have long been known to be a major influence on American Indian student success in college, but much is still unknown on exactly how and where this influence exerts itself. Based on the perceptions of math and science instructors at one college of their American Indian students, this article seeks to pinpoint areas where more detailed research on American Indian student success factors appears promising. (Contains 1 table.)
Professional Development: Implications for Illinois Career and Technical Education Teachers
Author: Drage, Karen
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Faculty Development,Educational Needs,Teacher Motivation,Barriers,Federal Legislation,Teacher Surveys

Teacher turnover inhibits student achievement, and professional development can reduce the onset of teachers leaving the profession (The Center for Comprehensive School, 2007). No Child Left Behind and the new Perkins Act have redefined teacher professional development. In Illinois, according to the Illinois State Board of Education (n.d.), meaningful professional development must be standards led and research based. This study provides research based professional development needs of Career and Technical Education (CTE) teachers in Illinois based upon the Illinois Professional Teaching Standards. The study provides answers to the following questions: 1) What are the professional development needs of CTE teachers? 2) What motivates CTE teachers to participate in professional development? 3) What barriers exist for CTE teachers in professional development? (Contains 5 tables.)
Cooperative and Concurrent Enrollment and College Retention
Author: Foster, Regina
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Colleges,High Schools,Adult Education,Dual Enrollment,School Holding Power,College Graduates,High School Students,Adult Students,Associate Degrees,College School Cooperation,Partnerships in Education,Vocational Schools

Oklahoma has a unique system of high schools, technology centers and community colleges that work together to enable students to receive education in technical areas. Given Oklahoma's shortage of technical degree recipients, the Cooperative Alliance Program (CAP) was developed to encourage additional students to begin technical programs during high school (or as adults) at regional technology centers and then continue the programs at community colleges. The CAP program was expected to increase the number of technical graduates in the state. This study reviewed first-year data on the CAP program and found CAP students had earned more credit hours, were more likely to be retained in their degree programs and had higher GPAs than students who did not participate in CAP. (Contains 1 table and 3 figures.)
The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education
Author: Clark, Robert W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Secondary Education,Experiential Learning,Teacher Education,Vocational Education Teachers,Learning Theories,Cognitive Style

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as to the level of authentic experiential learning instructional practices that are actually taking place. This paper explores the tenets of experiential learning and considers the application of true experiential learning pedagogy into secondary career and technical programs along with teacher education programs in career and technical education. If the concept of experiential learning instructional pedagogy is to provide an authentic context in which students can benefit from it, educators should expand their knowledge of implementing experiential learning into their programs. Additionally, career and technical education teacher educators may enhance their programs by providing instruction to pre-service teachers in authentic experiential learning pedagogy. (Contains 3 figures.)
Retention of Construction Teachers Engaged in Missouri's Secondary School System
Author: McCandless, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Faculty Mobility,Teacher Persistence,Alternative Teacher Certification,Beginning Teachers,Mentors,Differences,Teacher Surveys,Interviews

The purpose of this study was to investigate the reasons construction teachers in the CTE field left the teaching profession in their first five years of service. The study also sought to determine if there was a significant difference in the retention rate of two-year alternatively certified teachers and four-year teaching degreed teachers and if there was a significant difference in why two-year certified and four-year teaching degreed teachers had considered leaving the profession. This was done through the triangulation of 44 mixed-design surveys with open-ended questions and six semi-structured interviews. (Contains 3 tables.)
High School Teachers Teaching College Courses to Career Technical Education Students? A Story of Success
Author: Bishop-Clark, Cathy
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Dual Enrollment,College School Cooperation,Partnerships in Education,Student Attitudes,High School Students,College Mathematics,College Science,Physics,Algebra,Statistics,Calculus,Secondary School Teachers,Vocational Education Teachers

A university and a career technical education (CTE) center joined forces to offer dual credit courses. Two institutions worked together to create and implement five different dual credit courses in the areas of physics and mathematics. This paper presents two major findings. First, results of the student's evaluations of their dual credit experience at a CTE center are presented and discussed. Sixty-four students in the program were telephone interviewed and two different groups of students participated in focus groups. Second, the development and implementation of the program is described. Emphasis is placed on relationships, course identification, mentoring, rigor, assessment, authenticity and providing a showcase for the work. This paper provides evidence that successful dual credit programs at CTE centers can be implemented with a university partner in a very short period of time and provides guidelines for those wishing to do the same. (Contains 5 tables.)
An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics
Author: Threeton, Mark D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Academic Education,Student Organizations,Competition,Occupational Safety and Health,Academic Standards,Grade 11,Faculty Advisers,Secondary School Students

Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical Education (CTE) priority, and CTSOs named integral partners in meeting requirements of the 2006 Perkins legislation, this study has been conducted for the purpose of (a) determining what students need to know and do to prepare for the SkillsUSA Occupational Health and Safety national competition, and (b) to determine if contest competencies naturally align with Pennsylvania 11th Grade Academic Standards to identify if academic rigor is associated with contest preparation. Findings may be useful to SkillsUSA advisors preparing students for the occupational health and safety competition or those interested in learning about the integration of challenging and rigorous academics in context via CTSO involvement. (Contains 2 tables and 2 figures.)
The Impact of Appearance Management Training, Work Status, and Plans after High School on Opinions Regarding Appearance at Work and School
Author: Freeburg, Beth Winfrey
Date: 2010-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Opinions,Employment Level,Consumer Education,Vocational Education,Daily Living Skills,Clothing,Aspiration

The purpose of this study was to measure the effect of appearance management training, work status, and plans after high school on students' opinions about appearance at school and at work. A nonprobability sample of 132 high school juniors and seniors in a consumer education class were administered the Appearance Management Survey before and after appearance management training as part of a four-lesson life skills curricular unit. The Wilcoxon Signed-Rank test revealed that participants' opinions about appearance for school and work were significantly different before and after appearance management training. The Kruskal-Wallis test revealed that work status and plans after high school did not impact opinions about the influence of appearance on school and work. Implications for life skills education, specifically appearance management, within career and technical education are discussed. (Contains 2 tables.)
Democratic Learning in U.S. Career Education
Author: Benjamin, Amanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Democracy,Educational Principles,Secondary School Curriculum

This paper analyzes various U.S. career education programs through a democratic learning framework that adopts three foundational principles: 1) Democratic career education respects student rationality by encouraging student critique and evaluation of course material; 2) Democratic career education includes alternative perspectives on vocationally related issues such as labor market structure, environmental impact and sustainable development, the labor movement and labor history, acceptable working conditions and economic globalization; 3) Democratic career education emphasizes that economic, labor market and working conditions are constructed through human agency and can be reconstructed through democratic participation (Hyslop-Margison &amp; Graham, 2001). The authors conclude the reviewed career education programs undermine democratic learning in a variety of ways.
Formative Assessment: Policy, Perspectives and Practice
Author: Clark, Ian
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Formative Evaluation,Educational Change,Culturally Relevant Education,Academic Achievement,Lifelong Learning,Test Results,Academic Standards,State Standards,Student Evaluation

Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community about the benefits of FA in improving student learning, examination performance and promoting life-long learning, the standards-based reform agenda found in the US has created a politically inhospitable climate for the assessment-driven transformation of classroom practice. This article draws from some 75 sources on instruction and assessment in order to make sense of a) the debate surrounding FA in the US and b) the cultural and individual developmental issues encapsulated within the extensive conceptual territory that is FA. The article has five main sections: the emergence of the term &quot;formative assessment&quot;; FA in the context of the US; the strategies and principles on which formative practices are founded; the debate in the US on formative assessment; formative assessment and culturally responsive pedagogy.
Beliefs and Instructional Practices among Secondary Teachers within Selected High- and Low-Performing High Schools
Author: Peabody, Dayle
Date: 2011-00-00
Type: Journal Articles
Subjects: Standardized Tests,Academic Achievement,Grade 10,Teaching Methods,At Risk Students,Scores,Secondary School Teachers,Educational Practices,High Schools,High School Students,High Stakes Tests,Beliefs,Reading Tests

Previous research has demonstrated a correlation between student demographic factors and standardized test scores in Florida. The researcher examined the impact teacher beliefs and instructional practices had on students' performance on Florida Comprehensive Reading Assessment Test in 10th grade. Teachers at four schools with a majority of at-risk students were observed and interviewed. Findings showed that teachers at high performing schools emphasized learner-centered teaching and teachers at low performing schools emphasized teacher-centered behaviors. These findings suggest that there is a positive relationship between student-centered learning and Florida Comprehensive Reading Assessment Test performance, and a negative correspondence between Florida Comprehensive Reading Assessment Test emphasis and student success. (Contains 3 tables.)
Bridging the "Widest Street in the World": Reflections on the History of Teacher Education
Author: Mirel, Jeffrey
Date: 2011-00-00
Type: Journal Articles
Subjects: Schools of Education,Core Curriculum,Liberal Arts,Pedagogical Content Knowledge,Educational Methods,Educational History,Educational Philosophy,Educational Objectives,Intellectual History,Educational Development,Teacher Education,Elementary Secondary Education

For at least a half century, education reformers have quipped that 120th Street in New York City, the street that separates Teachers College from the rest of Columbia University, "is the widest street in the world." Underlying this quip is the belief that Columbia's liberal arts faculty members regularly dismiss the child-centered educational methods promoted by their colleagues at Teachers College as at best misguided and at worst anti-intellectual. In turn, professors at Teachers College routinely denounce their liberal arts colleagues as musty traditionalists who fail to recognize that most elementary and secondary students in American schools find discipline-based education useless and irrelevant to their lives. And for more than a century, teacher educators and their colleagues in the liberal arts have failed to collaborate in linking two of the most vital aspects of the instructional experience--subject matter and pedagogy. Today, however, with the movement toward a common core curriculum and the growing influence of pedagogical content knowledge (PCK) in schools and colleges of education, there is a new and exciting opportunity to span the subject matter and methods divide. Realizing this opportunity will take a great deal of work, long-term commitments, and lots of goodwill. But if the last century of failed unilateral reforms teaches people anything, it is that both sides need each other and that even the widest street in the educational world can be bridged if colleagues on both sides agree to meet each other halfway. (Contains 40 endnotes.)
Pedagogical Content Knowledge for World History Teachers: Bridging the Gap between Knowing and Teaching
Author: Harris, Lauren McArthur
Date: 2011-00-00
Type: Journal Articles
Subjects: World History,Pedagogical Content Knowledge,Misconceptions,Teaching Skills,History Instruction,Historical Interpretation,Intermode Differences,Preservice Teachers,Experienced Teachers,Concept Mapping,Knowledge Base for Teaching,Theory Practice Relationship,Teaching Methods,Teaching Styles

The authors are conducting studies to determine what knowledge world history teachers need and how they can use it to plan instruction. In this article, they report on a small but in-depth study designed to examine how four pre-service and six in-service world history teachers think about, organize, and make meaning of separate world historical events, for themselves and their students. The key difference between the novice and experienced teachers appeared to be the teachers' knowledge of global world history "and" their ability to attend to students' needs in learning world history, including likely misconceptions and points of interest. (Contains 3 figures.)