This quantitative study evaluated the gains and evaluation outcomes of the compulsory Career and Technical Education (CTE) Introduction course. All Utah public school seventh-grade students are required to enroll in this school-year course. The matched-pair design used preexisting data to analyze 6,078 pre- and postsurvey responses collected at the beginning of the course and again at the end of the course during the 2011-2012 school year. The evaluation was viewed through a postpositivist lens and employed a theory-based evaluation model as the framework for analysis. The research questions addressed four student variables: career planning, career self-efficacy, career knowledge, and course evaluations. Gender differences along school counselor relationships were also evaluated as possible predictors on course evaluations.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-2479 |
| Date | 01 May 2013 |
| Creators | Spielmaker, Debra Marie |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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