Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance

2019 ◽  
Vol 44 (2) ◽  
pp. 88-113
Author(s):  
Victoria P. Whitley ◽  
Travis D. Park ◽  
Wendy J. Warner ◽  
Erin T. Horne
Keyword(s):  
Student Teachers ◽  
Career And Technical Education ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Technical Education ◽  
Education Student ◽  
Career And Technical ◽  
Quasi Experimental ◽  
And Performance

The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.

The Impact of Mathematically Enhanced Curriculum on Career and Technical Education Student Math Scores

2019 ◽  
Vol 44 (2) ◽  
pp. 4-31
Author(s):  
Kemaly Parr ◽  
Brian Parr ◽  
Victoria Mohon
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Positive Influence ◽  
Education Student ◽  
Testing Environment ◽  
Career And Technical ◽  
Teachers And Students ◽  
Post Test ◽  
Placement Exam ◽  
The Impact

The purpose of this study was to test the hypothesis that students who participated in mathematically-enhanced, high school career and technical education (CTE) curriculum would reflect a better understanding of basic math concepts. This hypothesis was based on the posit that learning may be more difficult to achieve outside of a contextual setting (Piaget, 1970) and that teachers may, at times, struggle to convey abstract concepts to their students (Dewey, 1943). This study included teachers and students enrolled in at least one CTE course in the fall of 2017. Students continued their studies through the spring of 2018. The Kentucky Online Testing (KYOTE) mathematical placement exam was used to determine students' levels of mathematical comprehension. Students were tested before implementation of the mathematically enhanced curriculum and at the end of the course of study. A t-test was used to compare student scores. The pre- and post-test score analysis indicated that the results of the KYOTE exam were statistically significant suggesting that the curriculum had a positive influence on math comprehension. Due to variance in testing environment and teaching implementations, a replication of this study is recommended.

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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