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The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness./
作者:	Salvadore, Francesca Florio.
面頁冊數:	1 online resource (158 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339696119

The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness.
Salvadore, Francesca Florio.

The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness. - 1 online resource (158 pages)

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Urban education settings often struggle to meet the academic needs of students to best prepare them for postsecondary study or career readiness (ACTE, 2015; Gordon, 2014; Treschan & Mehrotra, 2014). Consequently, students who enter college may not have the baseline skills to be successful and may take longer to graduate, or may drop out altogether (ACTE, 2015; Stone & Lewis, 2012; Treshcan & Mehrotra, 2014). One program shown to improve student preparedness for college and career is Career and Technical Education (CTE) programs in urban areas.

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

Mode of access: World Wide Web

ISBN: 9781339696119Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness.
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Scott L. Borstel.
502 $a Thesis (Ed.D.) $c Johnson & Wales University $d 2016.
504 $a Includes bibliographical references
520 $a Urban education settings often struggle to meet the academic needs of students to best prepare them for postsecondary study or career readiness (ACTE, 2015; Gordon, 2014; Treschan & Mehrotra, 2014). Consequently, students who enter college may not have the baseline skills to be successful and may take longer to graduate, or may drop out altogether (ACTE, 2015; Stone & Lewis, 2012; Treshcan & Mehrotra, 2014). One program shown to improve student preparedness for college and career is Career and Technical Education (CTE) programs in urban areas.
520 $a In examining difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to self-efficacy for achievement, attendance support, and college and career readiness, this convergent mixed methods design addressed the following research questions: 1. Is there a significant difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to self-efficacy for achievement, attendance support, and college and career readiness after controlling for initial differences in self-reported grades? 2. Is there a significant difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to the following demographic variables: self-reported grades, gender, and race? 3. How do students in an urban high school Biotechnology CTE program and non-CTE students describe their school experience with respect to self-efficacy for achievement, attendance support, and college and career readiness?
520 $a Quantitatively, a survey determined if significant differences existed between 12th grade students in an urban high school Biotechnology CTE program (n=21) and non-CTE (n=69) students. Qualitatively, conducted focus groups further determined if differences existed between CTE students (n=14) and non-CTE students ( n=14).
520 $a Quantitatively, there were no significant differences found within dimensions. Qualitative findings indicated that CTE students felt more prepared for college and career than non-CTE students. CTE students reported that challenging teachers prepared them for college and career, while non-CTE students reported that encouraging teachers prepared them.
520 $a The findings from this study may help school, district and national educational leaders increase CTE programming in order to provide students with more job-embedded training and a more contextualized approach to traditional course-offerings.
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538 $a Mode of access: World Wide Web
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