eric.ed.gov har udgivet: An educational crisis has been reported from many scholarly platforms for the last quarter century. The United States is faced with the challenge of providing a secondary science, technology, engineering, and math (STEM) education, especially in secondary pre-engineering, that will lead its students to the fulfillment of academic and domestic success. Educational reform is paramount in defining goals for the future and in reaching those goals both in secondary education institutions and in the nation. The educational crisis addressed in this research is characterized by K-12 public education not producing students who have the necessary skills or inclination to be successful in college and university engineering programs across the nation. Today, there are many programs available for public schools to participate in pre-engineering. The purpose of this… Continue Reading →
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eric.ed.gov har udgivet: All public schools are required to meet Adequate Yearly Progress (AYP) in order to avoid stiff penalties, per the No Child Left Behind (NCLB) Act. This presents a unique challenge for comprehensive career and technical (CTE) schools. While there is an emphasis on the CTE path that students are interested in pursuing, academic areas must be mastered with proficiency in order for a school to be successful (in this case, as defined by the Pennsylvania System of School Assessment, or (PSSA)). In addition, graduation in select districts is dependent upon proficiency. For a comprehensive CTE school to survive, it must have a sustainable teaching model that aligns and integrates career and technical skills with math and reading anchors. Central Tech, a comprehensive career and technical school in… Continue Reading →
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eric.ed.gov har udgivet: In a more consistent and viable manner than ever before, education in Alabama is moving toward its ultimate goal of providing every student with a quality education, thereby preparing them for work, college, and life after high school. Alabama’s graduation rates from 2002 to 2008 increased significantly, tripling the national average increase and ranking fourth in the country. Alabama’s progress in reading continues to prove the state’s reading initiative is effective. Educational assessments clearly show the historic gains Alabama made in reading in 2007 (greatest gains in Reading in America and in the history of the National Assessment of Educational Progress) continue to remain steady. Alabama’s trailblazing distance learning program, ACCESS, remains a spectacle of achievement recognized and reported on by national television programs and newspapers across… Continue Reading →
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eric.ed.gov har udgivet: This report describes the conduct and outcomes of an experimental pilot study conducted in Spring 2004 to develop and test a model that aimed to enhance career and technical education (CTE) instruction with the mathematics already embedded in the curricula of six occupational areas. Although present in the CTE curriculum, math is largely implicit to both teachers and students. The impetus for the study is that many high school students, particularly those in enrolled in CTE courses, do not have the math skills necessary for today’s jobs or college entrance requirements. This research project was aimed at using an authentic context for teaching math skills. Preparation for the study began in the summer of 2003 with the nationwide recruitment of teacher-participants. CTE teachers who were interested in… Continue Reading →
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eric.ed.gov har udgivet: Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind (NCLB) has greatly affected the current status of career and technical education (CTE). Since the implementation of NCLB, there has been increased course-taking in science, math, and the other traditional academic subjects by high school students in this country. Research shows that the consequence has been a loss of opportunity for many students to enroll in CTE–resulting in declines in CTE enrollments at the secondary level. A 2002 study found that over the coming decade, the country will be facing increases in public secondary school CTE enrollments, which will mean an increase in demand for new CTE teachers. Due to declines in secondary CTE enrollment, CTE teacher education programs rapidly withered across the country. Now, the CTE community faces a huge problem.… Continue Reading →
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eric.ed.gov har udgivet: This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been actively engaged in the promotion of Career and Technical Education (CTE) curriculum integration over the past decade. The genesis of the Oregon Applied Academics Project began in 2006, with an initial implementation of the Math-in-CTE model with teachers from Lane County Educational Service District. The Math-in-CTE model was developed and tested as an intervention for CTE teachers. As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics.… Continue Reading →
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eric.ed.gov har udgivet: An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n = 57) or control (n = 74) group. The experimental teachers worked with math teachers in communities of practice to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons averaging 10% of class time, students in the experimental classrooms performed significantly better on 2 tests of math ability-the TerraNova and ACCUPLACER[R]-without any negative impact on measures of occupational/technical knowledge. (Contains 23 tables, 5 figures, and 11 appendices.)… Continue Reading →
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