A Longitudinal Study of Alternatively Licensed Career and Technical Teachers

2019 ◽  
Vol 44 (1) ◽  
pp. 23-47
Author(s):  
Chris Zirkle ◽  
Jeremy Jeffery ◽  
Laine Shrewe

Retaining qualified career and technical education teachers (CTE) is crucial to the continued supply and reduced demand of these types of teachers. Demographic data and emerging trends of CTE teachers were analyzed for those teachers who completed a summer workshop as part of alternative licensure. Some of the emerging trends included shifts in retention rates during certain school years, years in which enrollment was highest for each gender, and changes in employment status within education. Conclusions and discussions derived from the study were a need for teacher educators to become aware of a diverse classroom of alternative CTE teachers, CTE teachers completing continuing education and degree requirements, and legislative policies that impact retention rates.

2010 ◽  
pp. 144-162
Author(s):  
Victor M. Hernández-Gantes

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.


Author(s):  
Vivian W. Mott

This chapter explores first the evolution of adult learning primarily in a Western context and particularly in terms of career and technical education. The discussion includes not only lifelong and self-directedlearning, but also the various contexts and venues in which career and technical education occurs. The chapter concludes with both the challenge and promise of e-learning in the field of adult and continuing education, asking what the impact of e-learning specifically may be for learners, stake-holders, instructors, and the field itself.


Author(s):  
Victor M. Hernández-Gantes

As online education continues to grow, there is a consensus that online courses and programs should be designed based on the needs of adult learners. This premise is also relevant to growing career and technical education (CTE) programs offered online. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE offered in higher education, and discusses adult learning development as a means to inform curriculum design and instruction. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.


Author(s):  
Victor M. Hernández-Gantes

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.


Author(s):  
Chris Zirkle ◽  
Edward C. Fletcher Jr.

Distance learning opportunities have rapidly burgeoned in educational environments across disciplines. The result of its growing use has been felt by the career and technical education (CTE) teacher education community. This chapter examines the literature and implications regarding the implementation of distance education in the delivery of CTE teacher preparation programs, along with the issues and challenges it brings. First, a brief historical account of distance education in institutes of higher education is provided. Secondly, a review of the research on distance education’s presence in (CTE) programs is discussed. Thirdly, future trends are articulated for CTE teacher educators, CTE teacher candidates, and CTE researchers.


2021 ◽  
Author(s):  
Matthew Briggs ◽  
Christine Ulses ◽  
Lucas VanEtten ◽  
Cody Mansfield ◽  
Anthony Ganim ◽  
...  

Abstract Objective The objective of this study was to xamine primary factors which may predict patients’ failure to show at initial physical therapist evaluation in an orthopedic and sports outpatient setting. Methods A retrospective analysis of patients’ demographic data for physical therapist evaluations between January 2013 and April 2015 was performed. A binary logistic regression model was used to evaluate the odds of a no-show at evaluation. Demographic variables of age, employment status, days waited for the appointment, payer source, and distance traveled to clinic were analyzed. Independent variables were considered significant if the 95% Cis of the odds ratios did not include 1.0. Results A total of 6971 patients were included in the final analysis with 10% (n = 698) of the scheduled patients having a no-show event for their initial evaluation. The following factors increased the odds of patients having a no-show event: days to appointment (OR = 1.058; 95% CI = 1.042 to 1.074), unemployment status (OR = 1.96; 95% CI = 1.41 to 2.73), unknown employment status (OR = 3.22; 95% CI = 1.12 to 8.69), Medicaid insurance (OR = 4.87; 95% CI = 3.43 to 6.93), Medicare insurance (OR = 2.22; 95% CI = 1.10 to 4.49), unknown payer source (OR = 262.84; 95% CI = 188.72 to 366.08), and distance traveled ≥5 miles (OR = 1.31; 95% CI = 1.01 to 1.70). Female sex [OR = 0.73; 95% CI = 0.57 to 0.95) and age ≥ 40 years (OR = 0.44; 95% CI = 0.33 to 0.60) decreased the odds of a no-show event. Conclusion Results from this study indicate there may be some demographic factors that are predictive of patients failing to attend their first physical therapist visit. Impact Understanding the predictive factors and identifying potential opportunities for improvements in scheduling processes might help decrease the number of patients failing to show for their initial physical therapy appointment, with the ultimate goal of positively influencing patient outcomes.


Sign in / Sign up

Export Citation Format

Share Document