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  • Math in Career and Technical Education | NRCCTE
    Center Videos Podcasts Webinars Presentations About the NRCCTE at SREB About SREB About James R Stone III NRCCTE Staff Contact Us Jim s Corner Math in Career and Technical Education You are here Home Publications Resources Videos Math in Career Math in Career and Technical Education Dec 2005 Presenter James R Stone III National Research Center for Career and Technical Education Abstract This webcast addresses math in career and technical education The main message of the last two decades of educational reform is that we have to expect higher performance from all of our students including those in career and technical education And the academic area in which most students have the most problems is mathematics For the past two years the National Research Center at the University of Minnesota has been conducting a study that has enhanced the math instruction in traditional career and technical education curricula Read the Transcript Research Reports Impact Reports Brochures Journal Magazine Articles The Idea Center Videos Podcasts Webinars Presentations Core Issues View All Career Pathways Programs of Study Curriculum Integration Retention Completion Accountability Assessment Core Issues Career Pathways Programs of Study Curriculum Integration Dual Enrollment Retention Completion Accountability Assessment Career Guidance Counseling Industry

    Original URL path: http://www.nrccte.org/resources/videos/math-career-and-technical-education (2016-01-08)
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  • Videos | NRCCTE
    About the NRCCTE at SREB About SREB About James R Stone III NRCCTE Staff Contact Us Jim s Corner Videos You are here Home Professional Development Math in CTE Videos Overview In response to hundreds of requests from CTE educators and school administrators across the United States for more information about its Math in CTE curriculum integration and professional development model the NRCCTE developed a series of videos about the model Enhanced Math in CTE Jim Stone discusses methods for increasing the math skills of CTE students reporting on a number of studies being conducted by the National Research Center that are based on a basic principle that virtually all educators would agree with And that principle is that students learn better material which is relevant and useful to their lives The NRCCTE s studies are examining that basic principle one in a very rigorous experimental test to see if there is evidence which supports it Read more Previous 3 of 3 Teaching to Lead Math in CTE Curriculum Maps Lesson Plans Videos Literacy in CTE CTEDDI Core Issues View All Career Pathways Programs of Study Curriculum Integration Retention Completion Accountability Assessment Core Issues Career Pathways Programs of Study Curriculum

    Original URL path: http://www.nrccte.org/professional-development/math-cte/math-cte-videos?page=2 (2016-01-08)
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  • Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary CTE Graduates | NRCCTE
    a standardized technical skill assessment at or near the end of their program Results of technical skill assessments are used for a number of purposes including recognizing student achievement supporting program improvement and professional development efforts and holding educators accountable for their students performance Interest in such assessments and their use are increasing nationwide particularly in response to the 2006 Perkins Act requirement for reporting on career and technical skill proficiencies Research however has yet to fully relate technical skill levels to students career and college outcomes To address this gap in the research this study analyzed data on over 21 500 Pennsylvania high school graduates with a CTE concentration who completed a workplace readiness or occupation specific assessment developed by the NRCCTE s partner NOCTI Results indicated that when controlling for race ethnicity gender number of advanced science and math courses passed during high school and GPA the odds of CTE program graduates enrolling in higher education were greater for those with the highest level of technical skill than those with the lowest level as measured by performance on an occupation specific assessment Among CTE graduates who took a workplace readiness assessment the odds of enrolling in postsecondary education among those scoring at the highest skill level were greater than those scoring at the lowest skill level Although data on industry recognized certifications were more limited no statistically significant relationship was found between earning a certification and enrolling in higher education Related Reports Research Based Pedagogies for Career and Technical Education Read more High Quality CTE A Systems Approach to Benefitting All Students Read more Building a College and Career Ready System By Building Collaborations Read more View all Reports Related Multimedia What Career Ready Means for Students and the Role of Private Business Read more An Introduction to

    Original URL path: http://www.nrccte.org/resources/studies/technical-skill-attainment-and-post-program-outcomes-analysis-pennsylvania (2016-01-08)
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  • Alternative Licensure CTE Teacher Induction Model | NRCCTE
    is developing an induction model for new CTE teachers pursuing an alternative route to certification that will increase their competence self efficacy and retention The model builds the capacity of beginning CTE teachers to offer instruction that is intellectually demanding and standards focused and thus more likely to improve CTE students academic achievement The model also builds CTE teachers capacity to design instruction that is actively engaging using strategies such as project based learning and cooperative learning Students who are actively engaged intellectually and emotionally in their high school courses are more likely to stay in school acquire high school diplomas in four years and enter postsecondary institutions without the need for remediation The induction model targets malleable factors associated with high quality alternative certification and induction programs through two primary components professional development and support The professional development component emphasizes four areas of knowledge and skill that teachers need to improve student achievement and preparedness for further learning and the workplace The four areas developed field tested and revised as separate modules from 2008 2010 are planning standards based instruction using research based instructional strategies assessing students to promote learning and effectively managing classrooms Support elements of the model include mentoring from an educator in the teacher s school coaching from an experienced instructional coach the guidance of a school principal and the support of electronic communities of practice with cohort peers In 2010 2011 SREB conducted a pilot test of this professional development system in preparation for a national full scale launch Download Project Overview Related Reports Research Based Pedagogies for Career and Technical Education Read more High Quality CTE A Systems Approach to Benefitting All Students Read more Building a College and Career Ready System By Building Collaborations Read more View all Reports Related Multimedia What Career

    Original URL path: http://www.nrccte.org/resources/studies/alternative-licensure-cte-teacher-induction-model (2016-01-08)
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  • Current Studies | NRCCTE
    of CTE and academic content knowledge and skills postsecondary student retention and completion and professional development for educators in the areas of data use for program improvement and support for alternatively certified CTE educators Online Occupational Education in Community Colleges Prevalence Context and Organizational Approaches A growing number of students rely on the access and convenience afforded by online postsecondary education to develop job skills achieve economic mobility and increase their contributions to society Demand for online courses is expected to continue growing Two year colleges Read more Programs of Study as State Mandate A Longitudinal Study of the Personal Pathways to Success Initiative In 2005 the state of South Carolina initiated an innovative approach to career focused education through the Education and Economic Development Act EEDA Developed with the backing of the state s business community EEDA aims to improve student achievement and preparedness for Read more National Programs of Study Institute To assist states in addressing barriers to the implementation of federally mandated programs of study POS the NRCCTE launched its first National POS Institute a six month program of research based technical assistance intended to support states in improving the quality of Read more Programs of Study A Cross Study Examination of Programs in Three States In order to evaluate the impact of programs of study POS career pathways the NRCCTE commissioned three longitudinal field based studies that focus on efforts being made to implement POS across the country NRCCTE researchers conducted a cross site evaluation of these three Read more Six Stories About Six States Programs of Study In this qualitative case study project NRCCTE researchers from the University of Minnesota conducted site visits to six states and local districts within those states to describe the implementation of programs of study POS career pathways during the

    Original URL path: http://www.nrccte.org/research/current-studies?page=3 (2016-01-08)
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  • Programs of Study - A Cross-Study Examination of Programs in Three States | NRCCTE
    of researchers conducted visits to three of the sites identified by the three longitudinal studies researchers as strong implementers of POS The goal of the current study was to review each site s strengths identify the contributing factors to their development of POS and examine their implementation of the 10 elements of POS defined by OVAE Using the six state study as a starting point the research team developed five interview protocols and used those instruments to interview and observe key stakeholders in the identified POS sites More than 40 interviews were conducted with teachers administrators counselors and business and industry representatives at these three sites which were visited from December 2010 through February 2011 Interviews were transcribed and analyzed using conventional analytic approaches Maxwell Loomis 2002 Miles Huberman 1985 as well as through the use of qualitative software NVivo9 The results of these analyses produced several themes and recommendations Six Themes Six themes arose from our analysis of the data collected at the three sites The first theme was engagement At every site and in many interviews people talked about the power of POS to engage students in learning primarily through connecting academic learning to meaningful learning through work and other applications NVivo9 analysis confirmed that engagement was the most frequently mentioned concept in the data The second theme that emerged from the data was a strong focus on student learning POS in these sites were established to ensure that learning both academic and skills based was the primary activity of students Systems were put in place to aid in this process At every level and in every situation discussion focused on how each program and course could promote learning The third theme was the certification of knowledge and skills At these sites the career and technical components of the legislation were clearly intended to result in some kind of certification from business and industry However interviewees believed that academic knowledge also had to meet levels of certification or generate outcomes that could be measured against a set of standards This was part of sites efforts to ensure articulation and rigorous academic learning in which all forms of learning could be verified through the demonstration of knowledge and skills The fourth theme was connecting secondary and postsecondary systems with the goal of making CTE a seamless system starting early in students educational careers and focusing on both academic and skills based learning Career education was much broader and more generic than job training spanning a longer period of students lives and requiring planning and coordination for students to develop career goals The fifth theme indicated that POS raised the understanding of and respect for CTE among stakeholders Although CTE has traditionally been perceived as a dumping ground for less able students POS appeared to reverse that perception Interviewees reported that students of all abilities were increasingly attracted to CTE especially when several dual credit systems provided parity with highly regarded academic programs At one site POS dual credit courses

    Original URL path: http://www.nrccte.org/resources/publications/programs-study-cross-study-examination-programs-three-states (2016-01-08)
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  • Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative: Year 3 Technical Report | NRCCTE
    Two site visits have been conducted at sample schools and partner postsecondary institutions to interview school personnel about implementation of the reform policy the progress made in career focused education the development of POS at their schools and the characteristics of these POS Preliminary Year 3 Observations Across Study Sites The information presented in this report represents only a portion of the data we have gathered during this third study year In addition since a large amount of data still remains to be collected and analyzed over Years 4 and 5 any findings or observations described here are tentative and subject to further examination We can however offer some preliminary observations and findings across schools related to three of our four research questions EEDA Policy Implementation Levels at Sample High Schools By the end of the 2009 2010 school year the third year of our study implementation of EEDA activities in high schools was in its fourth year Although EEDA was not expected to be fully implemented until the end of the 2010 2011 school year data collected after two and a half years in the field indicate that EEDA has already increased the amount and variety of career planning activities and guidance that students are receiving in our sample high schools and changed the roles of many guidance counselors in these schools Early data indicate that a variety of career focused activities are being offered as a result of the reform policy with school counselors playing key roles in providing these activities The types of activities were found to vary across sample schools like the nature of the events and the types of career experiences they provided for students Research Question 1 To what extent does South Carolina s EEDA facilitate the development of POS Early evidence suggests that components of EEDA are helping to build some of the foundations and framework for the development and successful implementation of Perkins IV defined POS One component that is influencing academic CTE integration is the IGP process that has become a viable vehicle in many of the sample schools to facilitate academic CTE discussions reduce the stigma of taking CTE courses and increase the knowledge of CTE among school staff We found that EEDA has affected the role of counselors and the depth and breadth of information that students receive about their educational and career opportunities in career and technical fields EEDA emphasizes the need of students to engage in career development activities such as exploration interest assessments and talking about career issues and career options with knowledgeable adults thus making school counseling an essential service This emphasis in EEDA and the requirements of the IGP process have led to an increase in the amount of time counselors spend engaging in one on one career based counseling with students with an increased effort toward meeting with every student on an annual basis Further there has been a greater effort towards engaging parents in the course and career planning of their children A key to much of the change in sample schools is the development and maintenance of students four year IGPs A central purpose of these plans is to provide students with an academic blueprint toward graduation and beyond based on their career goals and within the context of their selected career pathway From comparisons to findings in the other NRCCTE POS studies it appears that when an increased emphasis is placed on these types of plans as is the case under EEDA students are likely to receive more academic and career guidance services The demands of EEDA mandated duties such as developing IGPs have also caused work overloads for counselors with these new duties being added onto old ones IGPs were reported by counselors as being a major factor in adding to work loads Counselors also reported continuing involvement in inappropriate activities as defined by EEDA guidelines e g testing and course scheduling which contributed to work overloads Despite challenges counselors were perceived as being enthusiastic about many aspects of the state policy and reported feeling prepared to carry out the new duties required by EEDA some reported finding creative ways to manage work loads There is also evidence of changes in participation in CTE resulting from EEDA implementation CTE teachers at a number of schools reported not only an increase in the numbers of students being directed into their courses but also more appropriate placement of students in CTE courses and programs The students want to be there and want to do the work In addition it is clear at several schools that any stigma associated with taking CTE courses or attending a career center has been reduced in recent years although it remains present at some of the study schools One barrier to POS development at sample schools is the challenges that students face with CTE course taking and scheduling and tradeoffs between CTE Advanced Placement AP and dual credit courses There is often limited space for students in CTE courses and limited time offerings for these courses making it difficult for students to schedule CTE courses around the required core academic courses or difficult to get into desired classes In addition some students may not take CTE courses because these courses rarely carry honors AP credit or dual credit which are more heavily weighted than most CTE courses in calculations of high school GPAs College bound students interested in CTE courses have to balance CTE with other courses to maintain their GPAs These challenges may hamper efforts to integrate CTE and academic programs into seamless POS pathways As mandated by both Perkins IV and EEDA there has been progress in developing and or strengthening articulation agreements among schools and districts community colleges and four year colleges and universities with increases in dual credit and credit transferability options for students at many sample schools Research Question 2 What impact does the level of local economic resources have on the implementation of EEDA and the development and implementation of

    Original URL path: http://www.nrccte.org/resources/publications/programs-study-state-policy-mandate-longitudinal-study-south-carolina (2016-01-08)
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  • Report to the Congress of the United States: Program Year 4 | NRCCTE
    adults The NRCCTE operates under a cooperative agreement between the University of Louisville and the Office of Vocational and Adult Education OVAE at the U S Department of Education This is the annual report for the fourth year of this agreement the period August 1 2010 to July 31 2011 Our program of work during Year 4 of the NRCCTE included research dissemination professional development and technical assistance A main focus of our research has been on programs of study POS which were mandated by the Carl D Perkins Career and Technical Education Improvement Act of 2006 P L 109 270 Perkins IV In Year 4 we conducted projects that examined POS from four perspectives We also conducted research on Methods to improve the literacy skills of CTE students Enhancement of science instruction in agricultural and health science courses Interventions to promote student success in community colleges All four universities and FHI 360 are involved in one or more of these projects ACTE works with the NRCCTE to disseminate information about our research We use a variety of media to do so primarily our website http www nrccte org as well as web based videos podcasts electronic newsletters mailings print publications and representation at the annual meetings of relevant professional associations Our professional development projects are being conducted by NOCTI and SREB In previous years of the current NRCCTE NOCTI developed a model to train CTE administrators and teachers in how to use the results from technical assessments to guide program improvement In Year 4 NOCTI refined that model and began offering training in its implementation In previous years of its NRCCTE contract SREB developed a system for assisting individuals who enter teaching without formal teacher preparation that is alternatively certified CTE teachers to learn the skills necessary to plan

    Original URL path: http://www.nrccte.org/resources/publications/report-congress-united-states-program-year-4 (2016-01-08)
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