Curriculum Development for Adult Learners in Career and Technical Education

2009 ◽  
pp. 617-627
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Curriculum Development ◽  
Vocational Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
Adult Learning Theory ◽  
Career And Technical ◽  
Foreign Countries ◽  
Competency Based

This chapter addresses pertinent issues concerning the development of meaningful curricula for adult learners in career and technical education. Although developing a curriculum or a course in adult vocational education depends on a competency-based model which has been borrowed from foreign countries, adult learning theory promotes a humanistic orientation for the development of self-actualizing persons. The chapter discusses how the two different models contribute to curriculum development in career and technical education.

Teaching Adult Learners in Online Career and Technical Education

2010 ◽  
pp. 144-162
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Curriculum Design ◽  
Technical Education ◽  
Traditional Learning ◽  
Career And Technical ◽  
Emerging Trends ◽  
The Status

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.

Teaching Adult Learners in Online Career and Technical Education

2009 ◽  
Vol 4 (4) ◽  
pp. 32-49 ◽  
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Adult Development ◽  
Curriculum Design ◽  
Technical Education ◽  
Career And Technical ◽  
Use Of Technology ◽  
The Status

Online education is becoming an important component of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth, and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and the implications for curriculum design, instruction, and use of technology. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.

Teaching Adult Learners in Online Career and Technical Education

2010 ◽  
pp. 101-119
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Curriculum Design ◽  
Technical Education ◽  
Traditional Learning ◽  
Career And Technical ◽  
Emerging Trends ◽  
The Status

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.

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

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.

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

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.

Adult Learning and CTE

2010 ◽  
pp. 180-196 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learning ◽  
Web 2.0 ◽  
Career And Technical Education ◽  
Technical Education ◽  
Printing Press ◽  
Career And Technical ◽  
History Of ◽  
Efficient Learning ◽  
Future Growth

While the fields of adult learning and career and technical education began in isolated silos, as the fields emerged, their histories became entwined and technology had a profound influence on their growth and direction. This chapter will begin by exploring the beginnings of adult learning and CTE as two fields developing in parallel paths and serving two different audiences. However, as the fields developed, there is evidence of their entwinement in both the literature and programs within organizations. In addition, from the Gutenberg printing press to today’s Web 2.0, technology has played an important part in the development and direction of both of these fields This chapter will examine this history of silos and connections and continue to explore the role of technology in the future growth and meshing of these fields to generate even more effective and efficient learning.

Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas

2017 ◽  
Vol 33 (7) ◽  
pp. 1002-1046 ◽  
Author(s):  
Matt S. Giani
Keyword(s):  
High School ◽  
Vocational Education ◽  
Career And Technical Education ◽  
Social Stratification ◽  
Technical Education ◽  
Underrepresented Students ◽  
Economic Benefits ◽  
Career And Technical ◽  
Postsecondary Access ◽  
Perkins Iv

Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2018 ◽  
pp. 57-71
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

What is CTE?

2013 ◽  
Vol 4 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Edward C. Fletcher ◽  
Johanna L. Lasonen ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
Vocational Education ◽  
Career And Technical Education ◽  
Phenomenological Study ◽  
Technical Education ◽  
Graduate Programs ◽  
Education For All ◽  
Career And Technical ◽  
Integral Component ◽  
New Directions ◽  
Masters Students

The purpose of this phenomenological study was to capture the perspectives of 13 masters’ students, who are also practitioners in Career and Technical Education (CTE), regarding how they conceive of the field. A few recurring themes emerged: (a) transitional identity as the field tries to distance itself from the stigma of vocational education; (b) purpose of CTE reflecting the tension between narrow and broad preparation for work; and (c) perspectives on new directions in the field viewing CTE as an integral component of education for all students aligned with calls for more rigorous integration of academic and CTE. Curricular recommendations for CTE graduate programs are articulated, including implications to develop coherent and shared consensus regarding the purpose and mission of the field to provide programmatic direction and vision.

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