EXAMINATION OF CONTENT ACQUISITION USING PROBLEM-BASED LEARNING IN CAREER AND TECHNICAL EDUCATION COURSES AT THE MIDDLE SCHOOL LEVEL

2015 ◽  
pp. 131-146
Author(s):  
Kimberly Hodges
Keyword(s):  
Middle School ◽  
Career And Technical Education ◽  
Technical Education ◽  
Problem Based Learning ◽  
School Level ◽  
Career And Technical ◽  
Content Acquisition ◽  
Education Courses ◽  
Middle School Level

Diversity in Career and Technical Education On-Line Classrooms

2010 ◽  
Vol 1 (3) ◽  
pp. 46-59
Author(s):  
Mary C. Ware ◽  
Mary F. Stuck
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Traditional Students ◽  
Career And Technical ◽  
The Past ◽  
Brick And Mortar ◽  
On Line ◽  
Non Traditional Students ◽  
On Line Learning ◽  
Education Courses

Designers and instructors of courses in career and technical education have realized the value of on-line delivery of instruction during the past several decades. Many students enrolled in career and technical education courses are what have been labeled “non-traditional” students. On-line learning is helpful to these students because it provides the flexibility to do coursework from home, or to do schoolwork at hours when brick-and-mortar colleges are not traditionally offering classes. However, it is increasingly being realized that all students may not equally embrace, or equally succeed in the on-line environment. In this paper, the authors examine recent research studies in an effort to see if there have been documented differences in preference for, or success in, on-line learning based on gender, race and/or age.

Diversity in Career and Technical Education On-Line Classrooms

2012 ◽  
pp. 116-130
Author(s):  
Mary C. Ware ◽  
Mary F. Stuck
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Traditional Students ◽  
Career And Technical ◽  
The Past ◽  
Brick And Mortar ◽  
On Line ◽  
Non Traditional Students ◽  
On Line Learning ◽  
Education Courses

Designers and instructors of courses in career and technical education have realized the value of on-line delivery of instruction during the past several decades. Many students enrolled in career and technical education courses are what have been labeled “non-traditional” students. On-line learning is helpful to these students because it provides the flexibility to do coursework from home, or to do schoolwork at hours when brick-and-mortar colleges are not traditionally offering classes. However, it is increasingly being realized that all students may not equally embrace, or equally succeed in the on-line environment. In this paper, the authors examine recent research studies in an effort to see if there have been documented differences in preference for, or success in, on-line learning based on gender, race and/or age.

Systems of Support to Prepare Students for College and Career Readiness

2019 ◽  
pp. 192-213
Author(s):  
Mary Ann Remsen
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Secondary Level ◽  
Intervention Strategies ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Career And Technical ◽  
College And Career ◽  
Education Courses ◽  
Systems Of Support

Successful implementation of response to intervention (RTI) models at the secondary level is dependent on schoolwide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within career and technical education courses to strengthen college and career readiness. This chapter examines RTI practices at the secondary level with a focus on schoolwide implementation to incorporate systems of support in career and technical education courses. Current practices to support college and career readiness within schoolwide reform movements to incorporate RTI components and protocols are described. A revised model that incorporates a systems framework is discussed within career and technical education. Attention to career pathways, curriculum design, and intervention strategies are included as they specifically relate to college and career readiness. The information presented herein will be useful for educators seeking to improve RTI outcomes through schoolwide integration of intervention strategies to support student success after high school.

RTI in Career and Technical Education

2015 ◽  
pp. 178-197
Author(s):  
Mary Ann Remsen
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Secondary Level ◽  
Intervention Strategies ◽  
Successful Implementation ◽  
Secondary Educators ◽  
Career And Technical ◽  
Primary Focus ◽  
Education Courses ◽  
Academic Content

Successful implementation of Response to Intervention (RTI) models at the secondary level is dependent on school-wide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within elective courses, such as career and technical education courses. This chapter examines RTI practices at the secondary level with a focus on school-wide implementation to include career and technical education courses. RTI components and protocols, a proposed revised RTI framework and inclusive elements, and specific intervention strategies are discussed, all as they specifically relate to career and technical education. The information presented herein will be useful for educators seeking to improve RTI outcomes through school-wide integration of intervention strategies.

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