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  • U.S. Dept. of Education Releases Blueprint to Transform CTE | NRCCTE
    postsecondary credentials will grow by about twice as much as jobs for high school graduates and dropouts Yet educational attainment rates are not keeping up with demand Iowa s percentage of bachelor s degrees is the lowest in the Midwest In the knowledge based economy lifelong learning is so critical And that means that the traditional mission of career and technical education has to change Secretary Duncan said It can no longer be about earning a diploma and landing a job after high school The goal of CTE should be that students earn an industry certification and postsecondary certificate or degree and land a job that leads to a successful career The Carl D Perkins Career and Technical Education Act of 2006 introduced important changes in federal support for CTE These changes helped to improve the learning experiences of students but did not go far enough to systemically create better outcomes for students and employers competing in a 21st century global economy Through a 1 billion investment in the Obama Administration s FY 2013 budget the Administration s blueprint for reauthorizing the Perkins Act will transform the Perkins program in four key areas Alignment Ensuring that the skills taught in CTE programs reflect the actual needs of the labor market so that CTE students acquire the 21st century skills necessary for in demand occupations within high growth industry sectors Collaboration Incentivizing secondary schools institutions of higher education employers and industry partners to work together to ensure that all CTE programs offer students high quality learning opportunities Accountability Requiring CTE programs to show through common definitions and related performance measures that they are improving academic outcomes and enabling students to build technical and job skills Innovation Promoting systemic reform of state level policies to support effective CTE implementation and innovation at

    Original URL path: http://www.nrccte.org/news-events/newsroom/us-dept-education-releases-blueprint-transform-cte (2016-01-08)
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  • Miss Our CTEDDI Data Use Webinars? Access the Archived Versions | NRCCTE
    Our CTEDDI Data Use Webinars Access the Archived Versions You are here Home Miss Our CTEDDI Miss Our CTEDDI Data Use Webinars Access the Archived Versions 3 8 2012 Interested in learning more about the NRCCTE s CTEDDI professional development model NOCTI recently presented two webinars about this research based model CTEDDI Career Technical Educators using Data Driven Improvement is focused on helping both administrators and teachers find and interpret data and apply data based plans to their programs to enhance teaching and learning The first webinar held on Thursday February 9 emphasized postsecondary implementation of the CTEDDI model partial recording the second webinar held on March 8 emphasized use of the model at the secondary level Download the PPT PDF Calendar of Events Press Releases Core Issues View All Career Pathways Programs of Study Curriculum Integration Retention Completion Accountability Assessment 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 the

    Original URL path: http://www.nrccte.org/news-events/newsroom/miss-our-cteddi-data-use-webinars-access-archived-versions (2016-01-08)
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  • News & Events | NRCCTE
    t forget to sign up for our newsletters to be notified about forthcoming events Jim Stone on Wisconsin Public Radio Center Director Jim Stone chatted about CTE and community and technical colleges with Kathleen Dunn of the Kathleen Dunn Show Wisconsin Public Radio on Monday January 30th at 10 00 a m Central Read more NRCCTE Cited in the Wall Street Journal NRCCTE Deputy Director Pradeep Kotamraju was quoted in a January 29 article in the Wall Street Journal entitled Flaws Seen in Vocational Education The article by Lisa Fleisher addresses efforts spearheaded by the city of New York s Mayor Bloomberg to improve the quality of its CTE and to open 12 new programs aligned with the new economy Advocates for career education say vocational programs have been proven to prevent students from dropping out a point Mr Bloomberg has made Read more NRCCTE Personal Pathways Study Featured in the Journal of Mixed Methods Research A Mixed Methods Sampling Methodology for a Multisite Case Study by Julia L Sharp Catherine Mobley Cathy Hammond Cairen Withington Sam Drew Sam Stringfield and Natalie Stipanovic of the NRCCTE s South Carolina Personal Pathways project appears in the January 2012 Vol 6 pp 34 54 of the Journal of Mixed Methods Research Read more NRCCTE Programs of Study Research in January 2012 Techniques Magazine Over the past five years the NRCCTE has sponsored five research studies of Programs of Study POS including three ongoing longitudinal projects with the goal of informing the field about how and under what conditions POS impact student engagement achievement and transition to postsecondary education and employment POS mandated under Perkins IV increase program accountability in the areas of academic achievement technical skills achievement and alignment with postsecondary education Read more The NRCCTE at ACTE and ACTER 2011 Presentations

    Original URL path: http://www.nrccte.org/news-events?page=12 (2016-01-08)
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  • Analysis of The Integration of Skill Standards into Community College Curriculum | NRCCTE
    skill standards are currently used by community colleges as a key component of curriculum development delivery and assessment Current literature available on skill standards however describes their purpose initial development and evolution Much of the information available is intended for secondary rather than postsecondary CTE The purpose of this study was to examine the extent to which various industry and state based skill standards are integrated into CTE community college curricula Using a descriptive survey design a nationally represented sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry based skill standards For those institutions implementing industry based skill standards the questionnaire sought additional information on assessment and credentialing practices Data were collected across 10 CTE program areas including agriculture construction trade automotive commercial mechanic and commercial driver s license family and consumer sciences graphic arts health occupations hospitality and hotel management manufacturing industrial and business administrative and information technology Key findings include the following Three quarters 75 7 of the reporting institutions use skill standards within postsecondary CTE curricula The program areas in which respondents reported the highest level of awareness of national industry based skill standards included manufacturing construction automotive and health occupations While colleges are implementing both national industry based and similar state level standards more institutions implement the national standards The program areas in which the highest numbers of community colleges were implementing skill standards included construction 77 automotive mechanical 95 and health occupations 99 The majority of the community colleges are implementing standards for the purpose of developing curriculum The purpose least used for implementing skill standards is that of selecting CTE faculty members For those community colleges that assess students achievement of skill standards the split is fairly equal between the use of

    Original URL path: http://www.nrccte.org/resources/publications/analysis-integration-skill-standards-community-college-curriculum (2016-01-08)
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  • The Effect of CTE-Enhanced Whole-School Reform on Student Coursetaking and Performance in English and Science | NRCCTE
    English and Science Jul 2004 Authors Marisa Castellano Johns Hopkins University James R Stone III University of Minnesota Sam Stringfield Elizabeth N Farley Jeffrey C Wayman Johns Hopkins University Abstract This is the fourth annual report from a 5 year longitudinal project that examines diverse and promising programs for integrating career and technical education CTE previously called vocational education with whole school reform in schools that serve predominantly disadvantaged students Prior annual reports have reviewed the research base on the integration of CTE and whole school reform provided preliminary qualitative findings in areas such as leadership and analyzed student outcome data for mathematics coursetaking and progress toward graduation This report continues the analysis of selected measures of student progress in this case student coursetaking in English and science compared to students attending demographically similar control schools that were not involved in concerted reform efforts On measures of quantity difficulty and success of coursetaking students from the schools with CTE enhanced reforms either a fared better than students from control schools or b were behind control school students in the early high school years and closed this gap during the later high school years With respect to English students from the study schools fared better than students from the control schools Science results were more mixed but generally favored students from the study schools These findings are consistent with previous reports from this project and together provide evidence that CTE curricula can be offered successfully without sacrificing core subjects such as English and science Results presented in this annual report are necessarily preliminary pending final integration of the data Castellano M Stone J R III Stringfield S Farley E N Wayman J C 2004 July The effect of CTE enhanced whole school reform on student coursetaking and performance in English and

    Original URL path: http://www.nrccte.org/resources/publications/effect-cte-enhanced-whole-school-reform-student-coursetaking-and-performance (2016-01-08)
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  • Assessment of Professional Development Activities, Instructional Needs, and Delivery Methods of Part-Time Technical and Occupational Faculty in U. S. Community Colleges | NRCCTE
    of occupational education officers concerning the instructional professional development needs and their appropriate delivery method s for these faculty members within the community colleges in the United States were identified Concerning the factors related to the amount of professional development activities provided to part time faculty members introduction to the policies and procedures of the college and or department introduction to other college faculty staff orientation to the course classroom and help in meeting administrative requirements were found to occur at least once a quarter or semester Staff assistance at the program division or institutional level was shown to be the most common method of meeting the part time faculty professional development needs by the respondents community colleges The types of professional development help part time faculty members were perceived to need most were concentrated in the following areas a identifying the learning characteristics of students b alternating teaching methods to accommodate different learning styles c participation in web based instruction and d participation in distance learning Information addressing the ways in which professional development should be delivered to part time faculty indicated that they were perceived to be willing to participate in at least 1 activity per semester or quarter Seminar discussions group classroom activities and computer assisted instruction or multimedia interaction were perceived as the preferred ways part time faculty would most like to learn An evening night format was stipulated as the best time of day and the fall was indicated as the best time of year for providing professional development activities Concerning the types of compensation that should be provided to part time faculty for participation in professional development activities per diem and travel expenses was selected as the most important with personal growth being second Other job commitments travel distance remuneration issues personal motivation and

    Original URL path: http://www.nrccte.org/resources/publications/assessment-professional-development-activities-instructional-needs-and (2016-01-08)
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  • Career and Technical Education, Career Pathways, And Work-Based Learning: Changes in Participation 1997–1999 | NRCCTE
    1997 1999 Dec 2003 Authors James R Stone III Oscar A Aliaga NRCCTE Abstract We examined the extent to which high school students are choosing to participate in work related education after a decade of education reform in the United States Using data from the National Longitudinal Survey of Youth 1997 we first examined the characteristics of students enrolled in alternative curriculum concentrations career and technical CTE academic dual combining academic and CTE and general We then examined the characteristics of students who enroll in career pathways tech prep or any work based learning WBL activity defined as cooperative education job shadowing mentoring school sponsored enterprise and internship apprenticeship Secondly we analyzed socioeconomic school experience and CTE related variables that could be predictors of participation in curriculum concentrations career pathways tech prep and WBL activities high school academic achievement and risky behaviors We concluded that CTE related programs supported by the school reforms have helped in changing the coursetaking pattern of youth participating in those programs and significantly contribute to students high school achievement Stone J R III Aliaga O A 2003 December Career and technical education career pathways and work based learning Changes in participation 1997 1999 St Paul

    Original URL path: http://www.nrccte.org/resources/publications/career-and-technical-education-career-pathways-and-work-based-learning (2016-01-08)
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  • Early Measure of Student Progress in Schools With CTE-Enhanced Whole-School Reform: Math Course-Taking Patterns and Student Progress to Graduation | NRCCTE
    Graduation Nov 2003 Authors Marisa Castellano Johns Hopkins University Sam C Stringfield Johns Hopkins University James R Stone III University of Minnesota Jeffrey C Wayman Johns Hopkins University Abstract This report provides third year findings from a 5 year longitudinal study The study examines diverse and promising programs for integrating career and technical education CTE previously called vocational education with whole school reform in schools that serve predominantly disadvantaged students This interim report provides early measures of academic progress for students attending schools with CTE enhanced reforms It examines the progress to graduation and the mathematics course taking patterns of students at CTE enhanced schools compared to demographically and geographically similar students at control schools without such reforms For each measure percentage difference was computed along with 95 confidence intervals for this difference With respect to progress to graduation two of the three CTE enhanced schools had more students on target or one year behind but still attending school than the control schools This is a positive record of persistence at the CTE enhanced high schools With respect to overall student outcomes in mathematics we are cautiously optimistic that students at the CTE enhanced high schools fared better on many measures of mathematics coursework than their counterparts at the control schools For example students at the CTE enhanced schools stayed in their schools mathematics sequences longer than students at the control schools Analyses and refinement of student outcome data continue as two additional years of student data are being collected Results presented in this report are necessarily preliminary Within this caution the findings to date appear promising for improving student outcomes in schools implementing CTE enhanced whole school reform Castellano M Stringfield S Stone J R III Wayman J C 2003 November Early measures of student progress in schools with

    Original URL path: http://www.nrccte.org/resources/publications/early-measure-student-progress-schools-cte-enhanced-whole-school-reform-math (2016-01-08)
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