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Career and Technical Education Completers' Perspectives of College and Career Readiness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Career and Technical Education Completers' Perspectives of College and Career Readiness./
Author:	Daniels, Dandi L.
Description:	1 online resource (175 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Vocational education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369413342

Career and Technical Education Completers' Perspectives of College and Career Readiness.
Daniels, Dandi L.

Career and Technical Education Completers' Perspectives of College and Career Readiness. - 1 online resource (175 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

At a southeast United States high school career center, career and technology education (CTE) programs failed to meet the state career and college readiness benchmarks. Meeting these benchmarks is necessary for students who transition from high school to the workplace or a postsecondary education program. Bandura's social learning theory served as the conceptual framework for this study. The purpose of this bounded, qualitative case study was to explore students' perspectives of their career and college readiness or nonreadiness after completing a CTE program. Purposeful sampling was used to identify 10 participants who had completed a vocational technical center (VTC) CTE program. Data were collected using semi-structured interviews composed of open-ended questions. Interview data were analyzed thematically using open coding. Participants stated that CTE diversity and leadership training did not prepare them for a career or a college degree. They determined they would benefit from project-based learning, collaborative work groups, on-site work experiences, technology integration, creating and developing ideas and products, and interpersonal skills in CTE programs. Based on the findings of this study, a 9-week CTE curriculum was designed to increase career and college readiness outcomes grounded on the Secretary's Commission on Acquiring Necessary Skills (SCANS) framework. This endeavor may contribute to positive social change by assisting administrators and teachers in the decision-making process for CTE courses and programs; ultimately, improving career and college readiness for CTE program completers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369413342Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

Career and Technical Education Completers' Perspectives of College and Career Readiness.
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Donald Poplau.
502 $a Thesis (Ed.D.) $c Walden University $d 2016.
504 $a Includes bibliographical references
520 $a At a southeast United States high school career center, career and technology education (CTE) programs failed to meet the state career and college readiness benchmarks. Meeting these benchmarks is necessary for students who transition from high school to the workplace or a postsecondary education program. Bandura's social learning theory served as the conceptual framework for this study. The purpose of this bounded, qualitative case study was to explore students' perspectives of their career and college readiness or nonreadiness after completing a CTE program. Purposeful sampling was used to identify 10 participants who had completed a vocational technical center (VTC) CTE program. Data were collected using semi-structured interviews composed of open-ended questions. Interview data were analyzed thematically using open coding. Participants stated that CTE diversity and leadership training did not prepare them for a career or a college degree. They determined they would benefit from project-based learning, collaborative work groups, on-site work experiences, technology integration, creating and developing ideas and products, and interpersonal skills in CTE programs. Based on the findings of this study, a 9-week CTE curriculum was designed to increase career and college readiness outcomes grounded on the Secretary's Commission on Acquiring Necessary Skills (SCANS) framework. This endeavor may contribute to positive social change by assisting administrators and teachers in the decision-making process for CTE courses and programs; ultimately, improving career and college readiness for CTE program completers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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