Journal of Research in Technical Careers最新文献_第5页

A Case Study of the Development of a Career Academy: Good Intentions Not Enough? 职业学院发展案例研究:光有良好的初衷还不够吗?

Journal of Research in Technical Careers Pub Date : 2019-01-01 DOI: 10.9741/2578-2118.1059

Victor M. Hernández-Gantes, E. Fletcher, Sasha Keighobadi

{"title":"A Case Study of the Development of a Career Academy: Good Intentions Not Enough?","authors":"Victor M. Hernández-Gantes, E. Fletcher, Sasha Keighobadi","doi":"10.9741/2578-2118.1059","DOIUrl":"https://doi.org/10.9741/2578-2118.1059","url":null,"abstract":"The purpose of this study was to explore how a career academy featuring an information technology (IT) theme approached the adoption of the model and the particular curricular focus. We used a case study design to explore the experiences of school personnel and community partners associated with the implementation of the career academy. We found that growing enrollment in the local district was a major driver to pursue small school designs as an alternative to the traditional high school comprehensive model. The small school size associated with small learning communities was valued by stakeholders and used to adopt and implement a career academy around a technology curricular theme. Another factor in the adoption decision was the availability of existing building infrastructure in the community. While the premises of the career academy model appeared to be a good fit in the district and community, we also found that good intentions are not enough to guarantee consistent fidelity throughout the career academy implementation. When new crises arise, input from all stakeholders may be shortchanged and decisions can turn into a top-down approach.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133223144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students 结合学生成功和职业准备的最佳实践:为少数民族本科生建立STEM职业道路的探索性研究

Journal of Research in Technical Careers Pub Date : 2019-01-01 DOI: 10.9741/2578-2118.1034

Kimberly D. Kendricks, Anthony Arment, K. V. Nedunuri, C. Lowell

{"title":"Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students","authors":"Kimberly D. Kendricks, Anthony Arment, K. V. Nedunuri, C. Lowell","doi":"10.9741/2578-2118.1034","DOIUrl":"https://doi.org/10.9741/2578-2118.1034","url":null,"abstract":"Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133002707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

An Analysis of Cooperating Teacher Feedback: A Qualitative Inquiry 合作教师反馈分析:一种定性调查

Journal of Research in Technical Careers Pub Date : 2019-01-01 DOI: 10.9741/2578-2118.1058

Christopher J. Eck, Jon W Ramsey

{"title":"An Analysis of Cooperating Teacher Feedback: A Qualitative Inquiry","authors":"Christopher J. Eck, Jon W Ramsey","doi":"10.9741/2578-2118.1058","DOIUrl":"https://doi.org/10.9741/2578-2118.1058","url":null,"abstract":"Cooperating teachers are a key component to the success of student teaching internships, serving an integral part in “raising” a teacher. To effectively facilitate the student teaching internship, teacher preparation programs must identify cooperating teachers who align philosophically with the pedagogical training delivered by university programs (Korthagen & Kessels, 1999; Tom, 1997), specifically, cooperating teachers who can reinforce the theoretical framework underpinning the professional coursework pre-service teachers experience in university teacher preparation programs. This qualitative study sought to better understand the feedback provided to future school-based agricultural education (SBAE) teachers during their student teaching experience. Through initial and secondary coding, the research team identified themes among the feedback provided to student teachers by their cooperating teachers. The study revealed cooperating teacher feedback reflects the pedagogical training provided via the teacher preparation program, specifically, around effective teaching behaviors. Understanding the cooperating teacher feedback provides insight for teacher preparation programs.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129552682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Contributors to Success on the Automotive Service Excellence (ASE) Student Certification Exam 在汽车卓越服务(ASE)学生认证考试中取得成功

Journal of Research in Technical Careers Pub Date : 2017-10-03 DOI: 10.9741/2578-2118.1049

Robert K. Vlacich

引用次数: 0

The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program 翻转课堂及其对烹饪艺术、职业和技术教育项目中学生参与和学业成绩的影响

Journal of Research in Technical Careers Pub Date : 1900-01-01 DOI: 10.9741/2578-2118.1072

Michael Holik

引用次数: 0