{"title":"What Does It Mean to Be College-Ready for Career Technical Education?","authors":"Sonya L. Armstrong, N. Stahl, J. King","doi":"10.1177/0091552120982031","DOIUrl":null,"url":null,"abstract":"Objective/Research Question: Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses. Methods: This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups. Results: This study’s findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels. Conclusions/Contributions: This study’s findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"49 1","pages":"131 - 155"},"PeriodicalIF":1.7000,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120982031","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0091552120982031","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Objective/Research Question: Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses. Methods: This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups. Results: This study’s findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels. Conclusions/Contributions: This study’s findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas.
期刊介绍:
The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.