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  • Online Occupational Education Project Overview | NRCCTE
    Articles The Idea Center Videos Podcasts Webinars Presentations About the NRCCTE at SREB About SREB About James R Stone III NRCCTE Staff Contact Us Jim s Corner Online Occupational Education Project Overview You are here Home Online Occupational Education Online Occupational Education Project Overview Jun 2012 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 have quickly become the most dominant providers of online education and as occupational education continues to adapt to economic and workforce development demands community colleges will continue to play an important role by providing flexible low cost job specific and high quality opportunities for diverse groups of students Although online education permeates most community colleges some offer more online programs than others and programs in some fields are more widely offered than others Read the Report 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 Recognized Credentials Professional

    Original URL path: http://www.nrccte.org/resources/publications/online-occupational-education-project-overview (2016-01-08)
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  • Vanguard Practices in CTE | NRCCTE
    Home Research Research Studies Vanguard Practices in Project Overview Principal Investigators Oscar A Aliaga Program Director NRCCTE An important function of the NRCCTE is to help improve practice Although the ideal is to base practice on scientifically based research the reality is that little scientifically based research is available regarding educational practices However many other methods activities curricula and even programs have lesser levels of evidence suggestive of their value Still other practices have been created by practitioners in their own classrooms or schools and shared with others informally or through exchanges at professional meetings Others employ novel approaches to CTE that may be untested but nonetheless show promise Although their level of evidence varies these educational practices attract attention because they are considered innovative Vanguard practices a type of innovative educational practice may be thought of as unique teaching methodologies that have demonstrated success in high performing schools and have been deemed capable of producing change with longer systemic impacts To be deemed effective such practices much be tested in research settings and generate published evidence in the scholarly literature When actualized in daily use changes attributed to vanguard practices can be shared transferred modeled or replicated somewhere else This field based study seeks to identify teaching methodologies that have a demonstrable impact on school and student outcomes Related Reports Tapping the Wisdom of Practitioners Read more View all Reports Related Multimedia An Introduction to the NRCCTE Read more Vanguard Practices in CTE A Podcast with Oscar Aliaga Read more Welcome to the Career and Technical Education Research News Podcast Series Read more View all Multimedia Research Studies Secondary Data Analyses Core Issues View All Career Pathways Programs of Study Curriculum Integration Retention Completion Accountability Assessment Newsletter Signup Get the latest NRCCTE updates by signing up for our newsletter

    Original URL path: http://www.nrccte.org/resources/studies/vanguard-practices-cte (2016-01-08)
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  • Improving Secondary Career and Technical Education through Professional Development: Alternative Certification and Use of Technical Assessment Data | NRCCTE
    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 includes 196 hours of professional development delivered through a 10 day summer institute prior to the first year of teaching three two day workshops during the first year and a 10 day summer institute following the first year In addition the model includes the support of coaching from the professional development instructor on site guidance from a mentor and administrator and participation in an electronic community of practice An iterative development process is being used to design the model This report presents the findings of the first round of field tests of four training modules that comprise the professional development component of the model The content of the modules was field tested between June 2009 and February 2010 in a series of four sessions each including three six hour days of training Two of the four field test sessions were held in Oklahoma and two were held in South Carolina A total of 46 teachers participated representing different levels of education work experience and CTE content area An analysis of the field test data provided clear guidance on changes to make in program materials to meet the needs of alternative route teachers Many learning activities were revised to fit the audience in order to provide more time for reflection or to clarify content Field test participants identified key elements of the modules that they felt would be necessary for new teachers prior to entering the classroom including 1 the use of rubrics 2 formative and summative assessment 3 how to use a table of specifications to align their instructional goals and assessments to technical standards and 21st century skills 4 getting to know students 5 engaging students in developing classroom rules and procedures and 6 classroom management scenarios Data suggested that three strategies used by program developers were particularly effective in supporting participant learning 1 use of examples in participants content areas 2 use of floating one on one and small group coaching during cooperative learning segments and 3 facilitated small group discussion in the afternoon or evening to structure reflection Field testing on the model will continue through 2012 when the fully developed model will be ready for rigorous experimental testing Use of Technical Assessment Data The term data driven decision making has become ubiquitous in education and yet it seems to be most often discussed with reference to policy decisions related to reporting requirements and accountability With the increasing emphasis on the use of standardized tests for reporting on school teacher and student achievement the true purpose of testing that of program instructional improvement could be

    Original URL path: http://www.nrccte.org/resources/publications/improving-secondary-career-and-technical-education-through-professional (2016-01-08)
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  • Conducting Return on Investment Analyses for Secondary and Postsecondary CTE: A Framework | NRCCTE
    A Framework You are here Home Publications Resources Research Reports Conducting Return on Conducting Return on Investment Analyses for Secondary and Postsecondary CTE A Framework Jan 2011 Author Kevin M Hollenbeck Upjohn Institute Abstract In recent work Kevin Hollenbeck has estimated the rate of return for several workforce development programs in the State of Washington including secondary and postsecondary career and technical education CTE Hollenbeck 2008 The returns are based on estimates of the net impact of CTE on individuals labor market experiences and government income supports after encountering programs In particular these net impacts were estimated using a non experimental approach that relies on administrative data sources The purpose of this paper is to discuss the estimation approach and to present estimates for postsecondary and secondary CTE from a recent study The next section of the paper discusses net impact estimation which is the basis for the rates of return estimates Hollenbeck K M 2011 January Conducting return on investment analyses for secondary and postsecondary CTE A framework Louisville KY National Research Center for Career and Technical Education University of Louisville Read the Report Research Reports Impact Reports Brochures Journal Magazine Articles The Idea Center Videos Podcasts Webinars Presentations

    Original URL path: http://www.nrccte.org/resources/publications/conducting-return-investment-analyses-secondary-and-postsecondary-cte (2016-01-08)
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  • Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary Career and Technical Education Graduates | NRCCTE
    characteristics and educational experiences assessment score record data for the 2005 2006 and 2006 2007 academic years were merged with student level administrative records maintained by the Bureau of Career and Technical Education PDE Follow up data on graduates post program work experiences were obtained from a state survey administered to all CTE program graduates to ascertain their job status in the second quarter following their high school completion Postsecondary enrollment data were obtained by matching student identifiers with records maintained by the National Student Clearinghouse NSC to determine whether individuals enrolled in a postsecondary institution at any time between completing high school and the fall of 2009 Descriptive statistics identify the demographic high school academic and CTE program characteristics of graduates who took workplace readiness and occupation specific technical skill assessments and show graduates who had earned industry certifications by program type and skill level The second half of the analysis estimates logistic regression models of the effect of technical skill level as measured by a technical skill assessment or industry recognized certification on the odds of postsecondary enrollment following high school graduation Although Pennsylvania is one of the most advanced states in administering technical assessments to all secondary CTE program graduates associating test performance with post program placements is compromised by low response rates Of the nearly 30 000 graduates for whom NOCTI test scores were available researchers were able to match educational records for just over 21 500 individuals 72 Of these researchers were able to identify self reported employment outcomes for nearly 6 100 29 and postsecondary enrollment outcomes for roughly 8 800 41 CTE graduates Missing data were greatest for students scoring at the lowest level of the technical assessments Among the graduates for whom record matches were achieved descriptive statistics indicate positive associations between

    Original URL path: http://www.nrccte.org/resources/publications/technical-skill-attainment-and-post-program-outcomes-analysis-pennsylvania (2016-01-08)
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  • Report to the Congress of the United States: Program Year 3 | NRCCTE
    and the Southern Regional Education Board SREB which administers High Schools that Work an education reform initiative that is being implemented in over 1 200 high schools in 31 states These organizations working in cooperation with four research universities the University of Louisville the University of Minnesota Clemson University and Cornell University are conducting a program of work that addresses issues of high concern to policymakers as well as to those who have the day to day responsibility for the delivery of CTE to young people and adults Our program of work includes research dissemination professional development and technical assistance A main focus of our research has been on programs of study POS as defined and mandated by the Carl D Perkins Career and Technical Education Improvement Act of 2006 P L 109 270 otherwise known as Perkins IV In Year 3 we conducted projects that examined POS from four perspectives We also conducted research on the following topics Methods to enhance the literacy skills of CTE students Enhancement of science instruction in agricultural education Interventions to promote student success in community colleges Online occupational programs offered by community colleges Performance on NOCTI tests and postsecondary outcomes All four of the research universities are involved in one or more of these projects With the NRCCTE ACTE shares responsibility for disseminating the results of our research and uses a variety of media to do so Our professional development projects are being conducted by NOCTI and SREB The NOCTI project focuses on how CTE administrators and teachers use the results from technical assessments to guide program improvement SREB is developing a system for assisting individuals who enter teaching without formal preparation to learn the skills necessary to plan deliver and assess instruction Our technical assistance activities are being carried out by our

    Original URL path: http://www.nrccte.org/resources/publications/report-congress-united-states-program-year-3 (2016-01-08)
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  • A Common Postsecondary Data Dictionary for Perkins Accountability | NRCCTE
    for Perkins Accountability Apr 2010 Authors Pradeep Kotamraju National Research Center for Career and Technical Education University of Louisville Amanda Richards Jolene Wun Steven G Klein MPR Associates Inc Abstract This project assesses the feasibility of creating a voluntary nationwide data dictionary that can be used to standardize the reporting of postsecondary accountability reporting requirements for the Carl D Perkins Career and Technical Education Act of 2006 otherwise known as Perkins IV Variables field codes and programming instructions defined in collaboration with state postsecondary data analysts offer a framework that states can use to crosswalk data from their existing information systems into a common database format In this project researchers from the NRCCTE and MPR Associates Inc worked together to meet two objectives develop a common data dictionary and perform a quality check on the data dictionary by asking states to populate it with actual data A critical finding of the project is that participating states were able to uniformly define many data elements that can be used to construct and report on postsecondary accountability measures required by the Perkins Act States and the project team selected data elements with a view toward what information might be needed if and when the Perkins Act is reauthorized The study acknowledges that there may be differences in how states collect data however a common data dictionary provides a standard goal to which all states can crosswalk their own data Using a common data dictionary and with sufficient support many states should be able to generate relatively similar information for Perkins accountability purposes Kotamraju P Richards A Wun J Klein S G 2010 April A common postsecondary data dictionary for Perkins accountability Louisville KY National Research Center for Career and Technical Education University of Louisville Read the Research Snapshot Read the Report Research

    Original URL path: http://www.nrccte.org/resources/publications/common-postsecondary-data-dictionary-perkins-accountability (2016-01-08)
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  • Research Reports | NRCCTE
    National Programs of Study Institute Online Occupational Education in Community Colleges Professional Development for Educators on the Use of Assessment Data Programs of Study A Cross Study Examination Relative Impact of Interventions to Improve Postsecondary Achievement and Retention Rigorous Tests of Student Outcomes in CTE POS Science in CTE Secondary Data Analyses Six Stories About Six States Programs of Study Systematic Reviews of Research Postsecondary Transitions Technical Assistance Academy Green Programs of Study Technical Skill Attainment and Post Program Outcomes of Pennsylvania CTE Graduates Vanguard Practices in CTE Professional Development for Secondary Career and Technical Education Implications for Change This paper addresses the professional development needs of secondary level CTE teachers and examines the research base underlying our understanding of what skills and knowledge teachers need to identify their students leaning needs and deliver instruction that responds to those needs This paper also presents what its joint authors judge to be the types of skills and knowledge that secondary CTE teachers require to respond to CTE s broadened purpose of enhancing academic skills and preparing students for an array of occupations within defined occupational clusters Read more Authentic Literacy in Career and Technical Education Technical Appendices to the Spring 2009 Pilot Study The purpose of this research study was to determine the impact of disciplinary literacy strategies on the reading comprehension and motivation to read for students enrolled in CTE courses The objective was to compare the effects of literacy strategy instruction under a control condition and two models of content area reading interventions a CTE framework and the MAX Teaching Framework Read more Capitalizing on Context Curriculum Integration in Career and Technical Education The Math in CTE study began as a pilot in the spring semester of 2004 the full year study spanned the 2004 2005 academic year Volunteer teachers assigned to the experimental groups worked with math teacher partners to examine the CTE curricula and develop math enhanced CTE lessons The experimental CTE teachers implemented the math enhanced lessons in their classrooms while the control group teachers taught their courses without changing their curricula After one year of learning math enhanced lessons students in the experimental classrooms performed significantly better on two of the three standardized measures of math achievement This result was accomplished without reducing students occupational knowledge and skills Read more Online Occupational Education in Community Colleges This report based on the Center project of the same name examined the current state of online occupational programs in community colleges and explored issues related to institutional economic and social indicators that influence a the offering of online programs and b the programmatic connection to workforce development needs This project is the first national study that categorizes and inventories specific types of online occupational programs in community colleges As online education will play an increasingly central role in the nation s workforce development efforts this study will provide institutions and policymakers with national data to influence future decisions Read more Mature Programs of Study A Longitudinal Analysis Year

    Original URL path: http://www.nrccte.org/publications-resources/research-reports?tid_1=All&page=5 (2016-01-08)
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