The new federal legislation focusing on student achievement, critical reports of the public educational system, and the artificial distinction between academic and career and technical education, have combined to create an urgent need for the integration of academic and career and technical education (Finch & Crunkilton, 1999). The literature suggests that integration is one alternative to raising student achievement of all students and helps to prepare them for the workplace (Benson, 1989; Lankard, 1994; Brown, 1998; Stasz, Kaganoff, & Eden, 1994). The purpose of this study was to determine the extent to which teachers and principals in HSTW sites perceive precursors (consisting of integration strategies and conditions) to integrate academic and career and technical education are present in their schools. In addition, comparisons of perceptions were examined based on school type, school size, and school location. The sample included 168 academic and career and technical education teachers and 36 principals from 36 HSTW sites in Virginia. Based on the findings from the factor analysis, precursors to integrate academic and career and technical curricula can be grouped into two relatively coherent latent factors: collaboration and academic skill preparation. Multivariate analysis of variance (MANOVA) revealed that there were significant differences in the perceptions of teachers and principals. The multivariate analysis of variance also revealed significant differences based on school type only. Recommendations were made to assist teachers and principals to devise a plan to identify integration precursors that teachers perceive are not present in their schools. This information will be useful to principals and educational leaders for evaluating integration activities so they can provide support and guidance to increase integration activities in schools. / Ph. D.

Identifying a research agenda and critical research activities is crucial for continuous development of Career and Technical Education (CTE) programs that meet the needs of students, industry, and society. Previous studies have expressed a need for relevant and focused research for the CTE profession. The primary purpose of this study was to identify consensus among CTE experts using a Delphi technique regarding problems, objectives, and activities that serve as a research agenda for CTE. The study panel was composed of experts from 25 states in the United States and represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey™. The qualitative data were analyzed using the Affinity Diagram method of data analysis. At the conclusion of the data analysis from the Delphi rounds, the basic structure for the National CTE Research Agenda was developed. Rounds Four and Five served as validation rounds for the findings from the Delphi process. Data collection methods included online instruments using an internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the National CTE Research Agenda structure. Findings from this study also revealed a CTE Research Agenda Logic Model which illustrated a systematic form of the research structure developed from this study. The National CTE Research Agenda is further defined in a color model which included the five research problem areas and 15 CTE research objectives identified in this study. At the conclusion of the validation rounds, the National CTE Research Agenda Logic Model was developed and the National CTE Research Agenda structure was accepted by the expert panel with a 97% acceptance rate. Based on the findings of this study, a sustained effort for research in CTE should be made by scholars in collaboration with national and international associations and organizations. The results of this study suggest a structure in which researchers should engage in focused and meaningful research in CTE. Future research is recommended to examine the issues identified by this expert panel.

Thesis (D.Ed.)--Pennsylvania State University, 2007.

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Mode of access: World Wide Web. Thesis co-advisors: Cynthia A. Pellock, Kenneth C. Gray.

AN ABSTRACT OF THE DISSERTATION OF Sandra D. Sloan, for the Doctor of Philosophy degree in Workforce Education and Development, presented on October 23, 2008 at Southern Illinois University Carbondale. TITLE: ENROLLMENT, ATTAINMENT, AND OCCUPATIONAL OUTCOME PATTERNS OF SUBBACCALAUREATE BUSINESS STUDENTS: A NATIONAL ANALYSIS MAJOR PROFESSOR: Dr. MARCIA A. ANDERSON Participation in postsecondary education has increased in the last few decades, and subbaccalaureate career and technical education (CTE) is an important part of that educational system. By federal mandate, the National Center for Education Statistics (NCES) has collected data and compiled statistical reports regarding participation in subbaccalaureate CTE through the Career and Technical Education Statistics System. Within subbaccalaureate CTE, one of the most popular programs is business. Although data is collected on subbaccalaureate CTE business students, and even though there are some reports that have specifically included findings regarding these students, very little extensive research has been done on their enrollment, attainment, and occupational outcomes leaving a gap in the research for shareholders in business education. This study attempted to fill that gap. Conclusions from this study indicated that the most significant change in subbaccalaureate CTE business programs over a 15-year period was the decrease in overall enrollment. However, aside from a few exceptions, the composition of subbaccalaureate CTE business students remained stable. The majority population enrolling into subbaccalaureate CTE business programs over a 15-year period were unmarried, White females under the age of 24. The few significant changes included a decrease in the proportion of the White population, an increase in the proportion of the Black population, an increase in the proportion of the Asian/Pacific Islander population, and an increase in the proportion of students 24 and older. Additionally, there was a statistically significant increase in the proportion of Black, non-Hispanics attaining associate degrees and/or bachelor's degrees. Recommendations for practice included suggesting that shareholders in subbaccalaureate CTE business programs have discussions about the current population being served by subbaccalaureate CTE business programs and determines whether efforts to encourage and recruit members from populations not currently being served should be made in order to diversify the population in this field of study.

Given the current state of public education reform and policy conversations, a fundamental component of effective teaching is left out of the dialogue: teacher identity. At present, few studies were found in the literature that focus specifically on the construction of the perceived teacher identity of secondary family and consumer sciences (FCS) teachers in career and technical education (CTE) classrooms. Thus, exploring teachers' experiences and perceptions of how their professional identities developed is important not only for FCS teachers, but for all educators because examining the beliefs held by teachers can improve practice by helping teachers respond to the changes in education. The first purpose of this study was to gain an in-depth understanding of the lived experiences of secondary FCS teachers in CTE classrooms as they relate to their beliefs about teaching. The second purpose was to further examine the meanings that these teachers make of these experiences and influences as they are connected to the construction of their perceived teaching identities. The researcher used a qualitative research design to examine the lived experiences of 10 FCS teachers. Guided by a theoretical framework of reflective practice, data were gathered using semi-structured participant interviews, researcher reflexive journal, and field notes. The findings are presented in narratives, one for each participant. Themes are identified within each narrative and common themes emerged across narratives. Among the results of the study were that beliefs about teaching are: reflective of the teacher, responsive to students' needs, and related to the teacher-student relationship. These beliefs were shaped by experiences in education, interactions with students, and significant life events. The reported teacher identity of the participants was described as serving as a role model, teaching FCS, caring, and being supportive. Distinct types of support are necessary to encourage teacher longevity and job satisfaction, both of which are constructs linked to teacher identity. A better understanding of how FCS teachers construct their sense of teacher identity offers new insight into job satisfaction, retention, professional development, and the improvement of practice. Recommendations for future research are suggested as part of the conclusions of this study. / Ph. D.

Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education. The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960. Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: <i>A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991,</i> by Thomas Brewster (2000) and <i>A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987,</i> by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County. / Ed. D.

Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula. / Doctor of Philosophy / Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The Findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and to provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula.

An Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development. Margaret A. Rubin, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Career and Technical Education, Career Exploration, Career Guidance, Evaluation, Web Sites. This research study was designed to provide for the ongoing development and improvement of the Wisconsin Career Pathways Web site. The Web site aids secondary educators in the development of secondary-to-postsecondary programs of study, assists middle and high school students in career exploration and academic planning, and helps middle and high school counselors and advisers guide students for success in college and careers by providing them with access to school-wide and individual student Web-site activity. The Web site was developed in phases following a year of planning during the 2008-09 fiscal year. The concept of programs of study is a relatively new and emerging school-reform initiative, and the Wisconsin Career Pathways Web site project was initiated as a Web-based dynamic data-driven resource to help Wisconsin stakeholders. The Web site has been in a constant state of development, expansion, upgrade, and improvement since the launch of its 1st phase in 2010. A developmental evaluation approach was utilized to address the evolving nature of the Web site. The writer developed online surveys to gather input from 3 stakeholder groups: technical college career-prep administrators, middle and high school counselors and advisers, and secondary program-of-study builders. Following quantitative and qualitative data analysis of the surveys, the writer developed a preliminary plan for the Web site's ongoing development and followed up with a focus-group session of interested survey participants representing each of the stakeholder groups. Based on the analysis of qualitative data collected at the focus-group session, the researcher finalized the preliminary plan. The final plan includes a discussion of the data collected and analyzed as well as recommendations for ongoing development and improvement of the Web site. The sequential mixed-methods approach was instrumental in exposing the satisfactory components of the Web site. In general, the data reflected satisfaction with the Web site, namely its user-friendliness, which was one of the project team's earliest goals for the Web site. The Web site is seen as an essential resource for Wisconsin stakeholders. To keep moving forward with Wisconsin's program-of-study and college and career planning initiatives, addressing the unmet needs of stakeholders will not only increase Web-site usage but will lead to a clearer understanding of those initiatives. Based on the results of this study, the researcher developed a comprehensive plan. The plan suggests that improving the online program-of-study builder tool, providing more training, building reporting capacity, developing a marketing plan, and increasing Web-site interactivity based on push-notification technology are necessary actions for the ongoing development and improvement of the Web site. The findings of the study will be submitted to the Wisconsin Technical College System.

This research study originated as a result of a paucity of information available regarding how secondary welding teachers in Mississippi perceive the value of professional development they have received within the previous two years. The purpose of this study was to examine the perceptions of Mississippi’s secondary welding teachers regarding how professional development had affected their teaching methods and collaboration with peers. Also, this study sought to determine whether the teachers had positive motivation in attending professional development activities, and how motivated they were to pursue their own professional development, other than school-mandated activities. Finally, the study examined the barriers teachers perceived to hinder them from pursuing their own professional development. The findings in this study revealed that Mississippi’s secondary welding teachers had a positive perception regarding how current professional development had changed their teaching methodology, student expectation, content comprehension, and confidence in teaching. Furthermore, respondents indicated that they had experienced enhanced collaboration with other welding teachers within the state as a result of professional development sessions; however, data revealed that collaboration between their academic counterparts was nearly nonexistent. Financial incentives and improving their teaching skill were found to be positive motivators for teachers. Personal costs, distance traveled to professional development sessions, and perceived value of professional development were determined to be barriers to attending professional development opportunities. It was recommended that future studies should include determining if welding teachers with welding certifications outperform teachers who do not have welding certifications, determine the consistency of laboratory equipment among school districts, whether the laboratory equipment in the local schools match those found in the actual employment environment, determine whether the teachers have the most up-to-date skills needed to match those skills found in industrial employment and investigate the perception of local businesses and industries about the quality of the student they have hired who graduated from Mississippi secondary welding programs. Lastly, it is recommended that administrators consider including academic teachers, career and technical teachers, and industry representatives in professional development activities to increase collaboration between stakeholders.