Endorsement of Career and Technical Education: Phenomena Influencing Core-Subject Teacher Perceptions

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

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Strategies for Handling Missing Data with Maximum Likelihood Estimation in Career and Technical Education Research

Career and Technical Education Research ◽

10.5328/cter37.3.297 ◽

2012 ◽

Vol 37 (3) ◽

pp. 297-310

Author(s):

In Heok Lee

Keyword(s):

Education Research ◽

Missing Data ◽

Maximum Likelihood ◽

Maximum Likelihood Estimation ◽

Career And Technical Education ◽

Technical Education ◽

Likelihood Estimation ◽

Career And Technical

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Career and Technical Education

Encyclopedia of the UN Sustainable Development Goals ◽

10.1007/978-3-319-95870-5_300018 ◽

2020 ◽

pp. 67-67

Keyword(s):

Career And Technical Education ◽

Technical Education ◽

Career And Technical

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Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch118 ◽

2014 ◽

pp. 2026-2042

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Education ◽

Adult Learning ◽

Career And Technical Education ◽

Technical Education ◽

Education And Training ◽

Career And Technical ◽

Culturally Informed ◽

E Learning ◽

Learning Research ◽

And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

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Critical Components of Curriculum Development for Career and Technical Education Instructors in the United States

Vocational Education Technologies and Advances in Adult Learning ◽

10.4018/978-1-4666-0252-6.ch007 ◽

2012 ◽

pp. 73-85

Author(s):

Victor X. Wang

Keyword(s):

United States ◽

Curriculum Development ◽

Career And Technical Education ◽

Technical Education ◽

The United States ◽

Curriculum History ◽

Career And Technical ◽

History Curriculum ◽

Critical Components ◽

Centralization And Decentralization

Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation and evaluation, CTE instructors will fail to develop sound/meaningful curriculum(s). This article attempts to discuss those critical components in order to help instructors in the field. As curriculum development in the United States is characterized by both centralization and decentralization, it is essential that CTE instructors should be equipped with necessary skills, knowledge and attitudes to develop practical curriculum(s) that they can use to benefit their own teaching.

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