ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Instruction for the Distance Learner
Author: Asunda, Paul A.
Date: 2010-09-00
Type: Journal Articles
Subjects: Distance Education,Instructional Design,Delivery Systems,Educational Technology,Educational Resources,Technology Uses in Education,Online Courses,Courseware,Influence of Technology

A changing education landscape, diverse learner needs and technological advancements make this the perfect time for online and distance learning. Distance learning is increasingly becoming a preferred means for individuals to gain access to education and job preparation opportunities; this meets the public's learning needs "and" that of an ever-changing workforce. In this article, the author defines distance education and presents criteria that could be applied to decisions as to how to deliver content over distance using technology. The technologies, tools and resources being used by educators to facilitate learning from afar are highlighted.
Benefits of Online Courses in Career and Technical Education
Author: Metz, Kimberly
Date: 2010-09-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Vocational Education,Blended Learning,Influences,Trend Analysis,Delivery Systems

Although only a very small portion of the U.S. K-12 students are taking online courses, interest in and attention to online learning is growing fast and furious. Visionaries believe this online learning movement is just the beginning of a transformation of the school system for the first time in more than 50 years, when the current traditional industrial aged one-size-fits all system was implemented. The interest in the online learning movement is seen by the rapid increase in enrollment in online courses, especially in academics. Online learning is moving at a slower pace in career and technical education (CTE) than in general education; but it is sure to catch up as learners demand alternatives to the traditional classroom, access to classes not available locally, education on demand, and learning that appeases the digital age student. This article discusses the benefits of online courses in CTE.
How to Go Online with Your CTE Courses
Author: Bogner, Len
Date: 2010-09-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Design,Instructional Development,Delivery Systems,Change Strategies,Educational Change,Technology Uses in Education,Vocational Education

Online learning has changed all levels of education forever; but then again, education has always been in a state of transition. Online learning started in earnest in the mid-1990s. It has now grown to the point that there are thousands of courses being offered from all types of schools; millions of students are enrolled in them all over the world; and students are taking advantage of these opportunities every day. It is estimated that online learning will continue to grow along with the technology. In this article, the authors explain step by step how to turn traditional courses into online content. They also highlight how Francis Tuttle Technology Center turned its Database Technologies program into an online course to meet demand.
A Hybrid Course Design: The Best of Both Educational Worlds
Author: Poirier, Sandra
Date: 2010-09-00
Type: Journal Articles
Subjects: Electronic Learning,Course Objectives,Online Courses,Blended Learning,Curriculum Design,Curriculum Development,Technical Education,Career Education,Technology Uses in Education,Teaching Methods,Educational Strategies

Career and technical educators are constantly being challenged to have their courses meet the changing needs of their students in this fast-paced world people live in. As the name implies, the hybrid online course is a melding of traditional and online learning. In this article, the author describes her experience designing hybrid courses that meet her traditional course objectives, while providing convenience and flexibility to a diverse student population.
24/7 Online Learning: Lessons Learned
Author: Butler, Jeffrey W.
Date: 2010-09-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Career Centers,Blended Learning,Formative Evaluation,Delivery Systems,Program Descriptions,Courseware,Instructional Design,Instructional Development,Change Strategies,Educational Change,Barriers

It is evident that the more people believe, the more they can conquer. This is true especially in moving instructors and students into the world of online and blended learning environments. There are a number of things to consider when moving courses to an online learning format. In this article, the author writes about the lessons learned at Auburn Career Center as the institution developed its online courses; in particular, the challenges it faced and how the institution overcame them.
Bringing Effective Professional Development to Educators
Author: Reese, Susan
Date: 2010-09-00
Type: Journal Articles
Subjects: Faculty Development,Vocational Education Teachers,Delivery Systems,Online Courses,Web Sites,Knowledge Base for Teaching,Pedagogical Content Knowledge,Program Effectiveness,Educational Opportunities,Professional Continuing Education

Career and technical education (CTE) teachers, through ongoing professional development, gain a deeper understanding of the content they teach, stay informed of the latest research, and ensure that the skills they teach are aligned to the most current workplace standards. Professional development has long been a part of educators' lives, but the Internet has brought new ways for delivering it. While teachers may still participate in summer workshops, attend conferences of their professional organizations, and work toward advanced degrees, there are now many new sources of professional development available to them. Webcasts and Webinars, statewide Web-based applications and a plethora of sessions--many through which they can earn credentials--are just some of the tools available to educators at the click of a mouse.
Where's the Chicken? Virtual Reality Brings Poultry Science to the Community College
Author: Kloepper, Marcia Owens
Date: 2010-09-00
Type: Journal Articles
Subjects: Computer Simulation,Agricultural Education,Learning Experience,Animal Husbandry,Food Processing Occupations,Agricultural Skills,Partnerships in Education,Intercollegiate Cooperation,Virtual Classrooms

This article highlights how two institutions--Redlands Community College (RCC) and Auburn University--teamed up to create a virtual world called Eagle Island, where learners enter to learn all they need to know about poultry science. Eagle Island, located in Second Life, provides an opportunity to tour a real-life food processing facility--virtually. The Eagle Island design provides a more engaging learning experience than a traditional brick and mortar campus setting. Collaboration between the two institutions has given RCC students an opportunity to learn about the poultry industry virtually--RCC utilizing Eagle Island to augment classroom presentations and encourage critical thinking. Though Eagle Island was built based on the design of real facilities, some creative liberties were taken.
Teaching Business Online
Author: MacKillop, Robyn
Date: 2010-09-00
Type: Journal Articles
Subjects: High Schools,Business Education,Teaching Methods,Online Courses,Technology Uses in Education,Marketing,Educational Change,Educational Strategies,Best Practices,Educational Practices,Instructional Innovation,Instructional Design,Influence of Technology

Business is integral to the functioning of the national economy, politics, education and everyday living. It is without question that business education is a vital part of the high school experience, and should be seen as required courses rather than electives. Preparing high school students for real life beyond high school happens in the business classroom, whether face-to-face or online. Online business courses prepare students for the real world. In this article, the author outlines what constitutes a quality online business course, how to teach it, and the role that new technologies like social media can play in developing and teaching business online.
Student Peer Mentoring in a Hospitality Management Program
Author: Lynn, Christine
Date: 2010-09-00
Type: Journal Articles
Subjects: Mentors,Educational Practices,Peer Groups,Program Effectiveness,Models,Program Descriptions,Change Strategies,Aptitude Treatment Interaction,Performance Factors,Hospitality Occupations,Business Administration Education,Teaching Methods

Mentoring programs are a well recognized means to quicken students' assimilation and increase retention, but not all mentoring programs are successful. It seems that for a peer student mentoring program to be effective, the program would need mandatory participation on both ends. Perhaps both mentors and mentees could voluntarily enroll in one-credit mentor/mentee courses administered by a faculty or staff member or an administrator. Mentors would need some training in how to mentor. They would need a mechanism for keeping track of interactions, and their participation would need to be graded by an instructor or administrator. Mentees would also be required to interact with their mentors and to attend specified activities and be graded on their participation. The entire program should be formally assessed to determine just how effective it is--and if it is worth the cost. There have been failed efforts over the past 15 years to establish successful student peer mentoring programs at Northern Arizona University; this article shares the findings in order to perhaps help other programs.
A Leading Role for Career Guidance Counselors
Author: Reese, Susan
Date: 2010-10-00
Type: Journal Articles
Subjects: Counseling Services,Guidance Programs,School Counseling,School Counselors,Career Guidance,Vocational Education,Career Counseling,Counselor Role,Models,Comprehensive Guidance,Comprehensive Programs

Without structured guidance activities, students may drift through high school without learning about all of the career opportunities available and without gaining the skills that can help them take advantage of those opportunities. They may also be in danger of failing to continue on to postsecondary education, or even worse, of dropping out of high school. As career and technical education (CTE) has evolved from the old vocational-technical model, guidance and counseling programs have had to evolve as well. Today, there are career pathways and Career Clusters that help define occupational opportunities and the ways in which students can reach them. Many programs use these initiatives in their school counseling programs. The Utah Comprehensive Counseling and Guidance program supports the Career and Technical Education Pathways initiative, which provides templates for school counselors to utilize when working with students on developing their individual Student Education Occupation Plans (SEOPs). Through the SEOP process, counselors identify appropriate pathways that meet each student's interests, abilities and goals. In Missouri, the Big Ideas include &quot;applying career exploration and planning skills in the achievement of life/career goals,&quot; as well as skills that will help students in postsecondary education and the workforce. The Nebraska school counseling program aligns with the Career Cluster Initiative, and its tools for individual student planning include a Career Cluster interest checklist. The Career Cluster Initiative is also part of the planning process at the Greenville Middle Academy, where eighth-graders are asked to develop an individual graduation plan and select a preferred cluster of study. There is no doubt that the job of today's career guidance counselor is a challenging one, as is even recognized by the education secretary. But despite those challenges acknowledged by Secretary Arne Duncan and others, today's CTE programs can play a unique role in assisting counselors' efforts to provide students with career guidance. The new CTE is much broader and more inclusive and includes philosophy that all education is career education. This new CTE philosophy provides career development to all students, for all levels of education and for all career fields. (Contains 9 online resources.)
Choosing High School Courses with Purpose
Author: Ayotte, Steve
Date: 2010-10-00
Type: Journal Articles
Subjects: High Schools,Career Guidance,Career Education,College Preparation,Course Selection (Students),Majors (Students),Guides,Vocational Interests,Comprehensive Guidance,Educational Counseling,Prerequisites

In choosing high school courses, students often seem to focus on everything except preparation for an intended major or career. They consider graduation requirements, weighted classes, easy classes...but rarely are these types of choices preparing students for postsecondary education. This article describes the &quot;Career Companion Guide&quot; which the Rockwood School District in Eureka, Missouri, developed to help students choose courses in high school that match their career interests and goals. The guide includes course offerings, a sample five-year plan and suggestions for extracurricular activities.
Virginia's Academic and Career Plan Emphasizes Middle School
Author: Jones, Virginia R.
Date: 2010-10-00
Type: Journal Articles
Subjects: Career Planning,Comprehensive Guidance,Comprehensive Programs,Transitional Programs,Career Counseling,Program Implementation,Parent Participation,Parent Attitudes,Student Attitudes,Developmental Studies Programs,Middle Schools,Educational Counseling

To have a meaningful, fulfilling career in the 21st century workplace, students need technical and academic skills as well as the ability to think and work collaboratively with others. Career education must begin in middle school or earlier to allow students time to develop the aptitudes, skills and attitudes necessary to develop an awareness of their chosen career. Middle school is an important transition stage between elementary and high school and provides the perfect opportunity for life or career planning through the development of skills, knowledge, attitudes and awareness of careers. This article discusses the positive steps undertaken by the Virginia Department of Education to reinforce career planning through its implementation of the Academic and Career Plan (ACP). The ACP is a personalized learning plan that aligns academic and career goals with the student's course of study. Slated to begin in the 2011-2012 academic year, all schools are required to develop a personal ACP for each seventh-grade student with completion by the fall of the student's eighth-grade year.
Saving the Freshman
Author: Brown, Joyce V.
Date: 2010-10-00
Type: Journal Articles
Subjects: Educational Change,Developmental Studies Programs,Comprehensive Guidance,Comprehensive Programs,Program Effectiveness,Change Strategies,Interpersonal Competence,Interpersonal Relationship,Secondary Education,Transitional Programs

The current educational reform agenda requires that stakeholders in the school community help all students graduate. The U.S. Department of Education's "A Blueprint for Reform: Reauthorization of the Elementary and Secondary Education Act" sends all stakeholders a clear message to take action that results in every student completing high school both college and career ready. This message and other reform measures have strong implications for school counselors, who are often excluded from conversations about academic achievement and college and career readiness planning. The author suggests that to help freshman stay in school and reach their full potential, an effective strategy must be put in place. This strategy is to establish relationships between ninth-grade students and their high schools, and to help them develop interpersonal relationships with their counselors, teachers, principals and other staff members in order to enhance their achievement. The author says, the more educators get to know students, the more they can help them be successful.
Providing Comprehensive Career Guidance Services through a Career Pathways Framework
Author: Stipanovic, Natalie
Date: 2010-10-00
Type: Journal Articles
Subjects: School Counseling,Career Guidance,Career Development,Education Work Relationship,State Legislation,Counseling Objectives,Counseling Services,Counseling Techniques,Developmental Studies Programs,Student Personnel Services,Program Effectiveness,Comprehensive Guidance

In 2005, the state of South Carolina enacted the Education and Economic Development Act (EEDA), commonly known as the Personal Pathways to Success, to improve student achievement, graduation rates, and preparation for postsecondary education and the workforce. One of the timely aspects of this legislation is the prominent role that school counselors play in the career development of students. In this article, the author takes a look at how the EEDA is impacting school counseling by emphasizing the importance of comprehensive counseling for all.
Career Guidance--Now and Then: High Tech and High Touch
Author: Newell, Eugenia
Date: 2010-10-00
Type: Journal Articles
Subjects: Educational Technology,Career Guidance,Career Awareness,Technology Uses in Education,Change Strategies,Experiential Learning

There is a lot new in career guidance. Technology is a driving force in the workplace, and it has changed how educators teach and what they teach. The digital age has provided new depth to career awareness and exploration and new responsibilities for career guidance professionals. As career and technical teachers must be current with software and business trends, the career guidance professional must keep up with the needs and skills of a changing workplace in order for them to best serve students. In this article, the author contends that while technology provides students with a wealth of information about careers at the click of a mouse, equally important is high touch--the use of shadowing opportunities, internships and mentoring to give students hands-on experiences. She stresses that career guidance specialists must use the strategies of high tech and high touch to be effective. They must balance both as they create a framework for students to investigate and prepare for their future in a rapidly changing workplace.
Employability Transcripts: Proactive Career Planning
Author: Metcalf, Elaine
Date: 2010-10-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Student Records,Employment Potential,Job Skills,Career Planning,School Districts,Career Education

With high school dropout rates at about 30 percent nationwide and an anticipated severe workforce shortage as baby boomers retire, now is the time to engage future workers. Educators must encourage high school students to be proactive career planners. Today's high school students will fuel the workforce pipeline with educated, skilled workers who are ready to fill quality, high-paying jobs in industries such as health care, manufacturing, technology and engineering. The Lee's Summit R-7 School District, located in suburban Kansas City, is a large district of 17,400 students that is committed to raising the priority of career planning for students. In this article, the author discusses how the school district implemented employability transcripts and a focused learning model so that each student graduates with an area of focus and a transcript outlining their areas of career readiness.
Achievement Coaches Provide Adult Students with the Guidance Needed for Success
Author: Jeffries, Kim
Date: 2010-10-00
Type: Journal Articles
Subjects: Academic Achievement,Adult Students,Coaching (Performance),Guidance Programs,Student Personnel Services,Counselor Role,Educational Strategies,Developmental Studies Programs,Educational Counseling,School Guidance

Central New Mexico Community College (CNM) began as a small trade school in 1965. It has now become the largest institution of higher education in New Mexico in terms of enrollment. While most educational institutions offer student support in the form of academic advisers and counselors, CNM is a trailblazer. Beyond academic advisers, it has a unique collection of special student advocates--achievement coaches--who are there to encourage and help students overcome obstacles and personal life challenges. At CNM, achievement coaches are found in all of the college's six schools; their focus is to help students with challenges in areas such as test taking, time management, and study skills. To achieve student success, achievement coaches use coaching tools and strategies to acknowledge and build on the strengths of students. Through the use of coaching strategies, achievement coaches partner with students to foster critical thinking, decision making, goal setting, and action planning that empower the student as the expert and the one responsible for implementing these tools.
Career Pathways in Indiana
Author: McCaskey, Steve
Date: 2010-10-00
Type: Journal Articles
Subjects: Education Work Relationship,Vocational Education,Barriers,State Programs,Program Descriptions,Organizational Objectives,Program Implementation,Transitional Programs,Developmental Studies Programs

The revisions to the Carl D. Perkins Career and Technical Education Act of 2006 require that career and technical education (CTE) programs provide students with a clear pathway from secondary to postsecondary education, and into high-wage, high-skill and high-demand careers. States nationwide are developing programs, called career pathways, to provide students with a clear route beginning in middle school through to secondary education and beyond. Indiana is actively engaged in the process of developing a state-level model for the implementation of career pathways. This article gives an overview of the project, goals and challenges. (Contains 1 figure.)
The Future Is Bright for Skilled Automotive Technicians
Author: Ellner, Jerry
Date: 2010-10-00
Type: Journal Articles
Subjects: Labor Market,Career Counseling,Career Education,Career Guidance,Demand Occupations,Educational Demand,Auto Mechanics,Developmental Studies Programs,Technical Education,Skilled Occupations,Skilled Workers

Educators must prepare today's youth not only for jobs requiring a four-year college experience, but also for careers that demand more than a high school diploma but something other than a traditional university degree. This is why technical schools can be a viable option for training students with skills needed for a particular type of employment, such as automotive technology. According to the U.S. Bureau of Labor Statistics' (BLS) "Occupational Outlook Handbook, 2010-2011 Edition," the automotive industry will need 35,000 new technicians nationally through 2018, and some estimates put this number as high as 50,000 a year. As graduating high school students deal with labor market challenges, including international outsourcing and high unemployment rates, counselors should help students expand their career search to consider new option beyond two- and four-year colleges. Counselors can provide resources and information to students that outline promising career paths as an automotive, diesel, collision repair, marine or motorcycle technician. By helping students consider all of their options after high school, including a technical career, counselors could open the door to new opportunities.