<p>The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the <i>t</i>-test indicated there was no significant difference (at <i>p</i> &lt; .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students. </p>

<p> This mixed-methods study analyzed student perceptions regarding the impact of career and technical education (CTE) programs on student engagement, mind-set, support of teachers, and school climate. The Tripod 7C instrument was utilized to gather quantitative data, while focus groups were utilized for gathering qualitative data. Survey results showed statistically significant differences between CTE and non-CTE subjects in the areas of <i>care, captivate, </i> and <i>clarify.</i> These findings were used to develop the questions and structure for the focus group discussions. The focus groups revealed four student-perception themes: <i>teacher, environment, student engagement,</i> and <i>content.</i> In the settings studied, CTE programs were noted to have significantly higher levels of student engagement, environments that are welcoming and warm, and caring adults.</p><p>

<p> Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit. </p><p> The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects. </p><p> This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.</p>

<p> This study examined the influences the Early Childhood Education Pathway (ECEP) had on secondary students' career choice and postsecondary decisions. ECEP's with onsite laboratory settings or off campus practicum were utilized in the study. The hands-on experiences in a secondary setting provided students with authentic work experiences. Students' knowledge of the Early Childhood Education and Care profession was measured using the National Occupational Competency Testing Institute (NOCTI) Early Childhood Education and Care Basic assessment. A dependent t test calculated the difference between the pretest and posttests. Eighty-six students participated in this assessment. There were 100 participants who completed the GA College 411 Interest Profiler. A Wilcoxon Signed Rank test calculated the differences in ranks of how students' career interest profile ranks changed from the eighth grade to the students' experience in the ECEP. Lastly, interviews were conducted to determine if perceptions of the education profession changed and if the student planned to continue a career in education or working with children. The results indicate that the ECEP does significantly influence students' knowledge about the profession. The findings of this study suggest that the ECEP does help students to make career decisions and postsecondary choices. Keywords: secondary education pathway, onsite laboratory school, early childhood education pathway, secondary education training, child development, career preparation</p>

<p> Due to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question:<i> &ldquo;What are the effects of Career and Technical Education?&rdquo;</i> through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.</p><p>

The purpose of this study was to review successful models for school reform with a focus on the efficacy of the High Schools That Work model in vocational-technical high schools in Massachusetts. This study compared and analyzed the results of learner outcomes in Massachusetts vocational-technical high schools by using the results in the Failing category from the Massachusetts Comprehensive Assessment System, which is a high-stakes test based on increased standards (The Massachusetts Frameworks). The study compared an equal number of Massachusetts vocational-technical high schools that are members of the High Schools That Work network with an equal number of those that are nonmembers. The study compared the Massachusetts Comprehensive Assessment System Failing category results in English Language Arts and Mathematics from 1999, 2000, 2001, and 2002 between High Schools That Work vocational-technical high schools in Massachusetts and non-High Schools That Work vocational-technical high schools in Massachusetts. Students not in the Failing category for English Language Arts and Mathematics would be eligible to receive a high school diploma, while those students in the Failing categories would not be eligible to receive diplomas. The study also compared dropout rates between 1999, 2000, and 2001 to learn if increased standards and highstakes testing have led to a significant increase in the dropout rate in High Schools That Work vocational-technical high schools in Massachusetts when compared to dropout rates in non-High Schools That Work vocational-technical high schools in Massachusetts. Based on the comparative results of the dropout rates, this study has concluded that implementing the High Schools That Work model in vocational-technical high schools in Massachusetts has done no harm in terms of significant increases in the dropout rates. Based on these results, this study has concluded that implementing the High Schools That Work model in Massachusetts vocational-technical high schools has done some significant good in effectively increasing learner outcomes on high-standards, high-stakes testing. (Abstract shortened by UMI.)

American employers are concerned that our schools are continuing to produce an increasing number of graduates who are undereducated, unskilled, and unable to cope with the needs of business in this technological age. Schools are struggling to become accountable and must recognize the problems that affect the performance and success of students in and out of school. This study focuses on the perceptions that secondary school students have of the training they receive for entry-level positions, how it affects their performance, and its relationship to the perceptions/expectations and level of satisfaction of employers in the workplace. A Likert-style rating scale was used to measure the students' and businesses' perceptions of the secondary school training. One hundred eighty-students and twenty-eight businesses participated in the surveys. Data analysis included descriptive and inferential statistics--frequency distributions, measures of central tendency and dispersion, Pearson correlations, cross-tabulations, and chi-squares. Four specific research questions guided the study. The analysis of the data indicated that the majority of students show positive perceptions toward their school training for entry-level positions. However, variables such as gender, grade level, ethnic background, academic achievement, and employment status influenced the perceptions held by students. There was a significant and positive relationship between students' academic achievement and their overall perceptions of their school academic training. A large proportion of the participating businesses showed negative perceptions toward the secondary school training for entry-level positions in the workplace. Variable factors such as in-service training and type of product produced influenced the businesses' perceptions. While businesses were satisfied with some aspects of the school training, the overall majority expressed dissatisfaction with such training and complained about spending thousands of dollars annually for in-service training. Data from the study indicate that indeed there is a mismatch between the training students receive in school and the skills needed for successful entry-level employment. The researcher supports the recommendation offered by both students and businesses that School-Business partnerships are needed for improvement of student training and their success in the workplace.

The concept of a school-business partnership offered education a tool to forge linkages with business organizations to smooth the transition from school to work for noncollege-bound students. Massachusetts became the first state to charter student branch banks under the sponsorship of a school-bank partnership. The purpose of the descriptive study was to document the initiation process that promotes the implementation of a public high school student branch bank with a collaborating financial partner. Using two dimensional samples of secondary administrators and financial executives, perceptions were obtained for clarification of four basic research questions: (1) How does the high school student-bank innovation become a component of the school curriculum? (2) What are the perceptions of educators and financial executives concerning their roles and responsibilities in the evolvement of a school-bank collaboration? (3) How does the school structure affect the learning environment of student branch bank (SBB) students? (4) How does the student-bank partnership contribute to the learning experience? Qualitative research methodology--including in-depth, semi-structured interviews; a survey questionnaire; field observations; and analysis of related documents--was used to collect data from 37 educators and 34 financial executives. Data gathered in the study indicated the catalysts of school-bank partnerships were mainly educators seeking to offer noncollege-bound students experiences to aid them in their transition from school to work. The research also showed that financial institutions used the student-branch-bank innovation as an investment in the youth of the community and as a future pool of trained, qualified teller-employees. The findings of the study revealed the success of welding the relationship between education and bank organizations rested heavily on leadership efforts to provide solutions to difficult problems, particularly those identified with scheduling and interorganizational communication. A review of literature covered the theoretical parameters of partnership, change, interorganizational relations, and leadership that were associated with innovation. Research design; data presentation and analysis; summary, conclusions, and recommendations; and further research implications are included in final chapters.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 24, 2004. Dissertation Committee: Clayton Thomas (chair), Elwood Egelston, Bessie Hackett, Ronald Halinski, David Livers. Includes bibliographical references (leaves 106-108) and abstract. Also available in print.

The purpose of this study is to learn about the ways in which female Technology Education Teachers understand sources of influence on their career choice. The findings from this study are intended to provide key insights in the participants' perspectives that might shed light on how to encourage females to aspire to and enter Technology Education as a profession. The objective of this study is to create a deeper understanding of how some women moved beyond cultural barriers and make "unexpected transitions" to become female technology education teachers. This qualitative study is based on a purposive sampling of ten female technology education teachers.