A Look at Leadership: An Examination of Career and Technical Administrator Preparation in the United States

2015 ◽  
Vol 40 (1) ◽  
pp. 63-80
Author(s):  
Robert W. Clark ◽  
Belinda Cole
Keyword(s):  
United States ◽  
The United States ◽  
Administrator Preparation ◽  
Career And Technical

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.

Exploring Participation in SkillsUSA Among Postsecondary Students

2020 ◽  
Vol 45 (3) ◽  
pp. 21-44
Author(s):  
Laura G. Maldonado ◽  
Audrey J. Jaeger
Keyword(s):  
United States ◽  
Community College ◽  
Qualitative Case Study ◽  
The United States ◽  
Postsecondary Students ◽  
Campus Community ◽  
Career And Technical ◽  
Psychology Of Working ◽  
Work Choices

Industries across the United States are facing a shortage of skilled technical workers. This qualitative case study investigated how participation in SkillsUSA, a career and technical student organization, influenced community college students' preparedness for the workforce and their connection to campus. Data were gathered from interest questionnaires, interviews, resumes, and observations. Using the psychology of working theory to frame the study, findings revealed participation in SkillsUSA influenced students' work choices, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided an extension of the psychology of working theory to community college populations and has implications for practitioners and policymakers.

A 2015 Status Study of Career and Technical Education Programs in the United States

2015 ◽  
Vol 40 (3) ◽  
pp. 191-211 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Howard R. D. Gordon ◽  
Paul Asunda ◽  
Chris Zirkle
Keyword(s):  
United States ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
Education Programs ◽  
Career And Technical

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

2021 ◽  
pp. 003465432199524
Author(s):  
Elisabeth H. Kim ◽  
Clare Buckley Flack ◽  
Katharine Parham ◽  
Priscilla Wohlstetter
Keyword(s):  
United States ◽  
Literature Review ◽  
Career And Technical Education ◽  
Large Scale ◽  
Longitudinal Research ◽  
Technical Education ◽  
The United States ◽  
Future Research ◽  
Career And Technical ◽  
State And Local

Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

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