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.

What Is CTE?

2016 ◽  
pp. 241-257
Author(s):  
Edward C. Fletcher Jr. ◽  
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.

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.

The History of Career and Technical Education

2010 ◽  
pp. 1-14
Author(s):  
Ernest W. Brewer
Keyword(s):  
Vocational Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
Main Body ◽  
Career And Technical ◽  
Time Period ◽  
History Of ◽  
Primary Focus ◽  
Government Legislation

This chapter examines the history of career and technical education in the United States beginning with its earliest forms in the 16th and 17th centuries and continuing on through present-day society. Chronologically formatted, the primary focus is on how the nation’s domestic and international issues during each time period affected the development of vocational education, leading to major federal government legislation. Following a brief introduction of the subject, the background section will provide the reader with basic definitions of career and technical education as discussed by various authors, noting the changes of such definitions over the years. The main body of the chapter is divided into several sections based upon time periods. Each section will discuss national issues and major legislation reflecting changes in vocational education. Finally, the future of career and technical education will be examined, followed by a brief conclusion.

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.

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