Career and Technical Education in Light of the No Child Left Behind Legislation

2009 ◽  
pp. 495-507 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Chris Zirkle
Keyword(s):  
No Child Left Behind ◽  
Career And Technical Education ◽  
Recent Literature ◽  
Technical Education ◽  
Educational Legislation ◽  
Content Areas ◽  
Career And Technical ◽  
Left Behind ◽  
Education Improvement ◽  
Academic Content

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core academic content areas, the CTE community has desired to understand its impact on CTE programs. Based on a review of the recent literature on NCLB and CTE, this chapter examines the primary NCLB legislation provisions, presents the issues and challenges that have manifested as a result of the enactment of NCLB, investigates its impact on CTE, and assesses the coordination of NCLB and the new Carl D. Perkins Career and Technical Education Improvement Act of 2006. This chapter concludes with solutions and recommendations for further research.

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.

Community College Participation in Distance Learning for Career and Technical Education

2008 ◽  
Vol 32 (9) ◽  
pp. 665-687 ◽  
Author(s):  
Angela D. Benson ◽  
Scott D. Johnson ◽  
John Duncan ◽  
Olga N. Shinkareva ◽  
Gail D. Taylor ◽  
...  
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Career And Technical ◽  
College Participation

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

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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