eric.ed.gov har udgivet: Over the past seven years, research teams from the National Research Center for Career and Technical Education (NRCCTE) have been at work testing curriculum integration models. Each of three studies–Math-in-CTE, Authentic Literacy-in-CTE, and Science-in-CTE–has focused on the development of pedagogic frameworks and delivery of professional development. An unintended but powerful outcome of this research has been a growing respect between the career and technical education (CTE) and academic worlds and changing perspectives about CTE and its contribution to student academic achievement. Link til kilde
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eric.ed.gov har udgivet: This guide is designed to provide teachers with materials they can use with young women to help them to achieve in mathematics and to encourage them to take as many math courses as possible in high school. During their early school years, students develop skills and attitudes toward learning that form the basis of future academic growth. This guide for elementary school teachers includes strategies, activities and resources that deal with five major topics. Part 1, “Attitudes and Math,” includes materials on mathematics confidence, math aspirations and expectations, and attribution patterns. Part 2, “Math Relevance,” contains materials related to interest in mathematics, making mathematics more relevant and useful, and positive role models for girls. Part 3, “The Learning Environment,” contains materials on teacher-student interaction patterns, cooperative learning,… Continue Reading →
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eric.ed.gov har udgivet: This guide is designed to provide teachers with materials they can use with young women to help them to attain higher levels of mathematics achievement and to encourage them to take as many math courses as possible in high school. During their early school years, students develop skills and attitudes toward learning that form the basis of future academic growth. This guide for elementary school teachers includes strategies, activities and resources that deal with five major topics. Part 1, “Attitudes and Math,” includes materials on mathematics confidence, math aspirations and expectations, and attribution patterns. Part 2, “Math Relevance,” contains materials related to interest in mathematics, making mathematics more relevant and useful, and positive role models for girls. Part 3, “The Learning Environment,” contains materials on teacher-student interaction… Continue Reading →
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eric.ed.gov har udgivet: Technology and the job of educating students about technology has been changing and evolving since the dawn of humanity. Many technology education (TE) teachers have readily adapted to recent changes and seek to educate a diverse group of students about the ever changing world of technology. However, there are some within the TE community that have been slow to react to curricular, social, and perceptual changes of the past two decades. In a story entitled, “Kids Build Soybean-Fueled Car,” that was aired on CBS “Evening News” on February 17, 2006, it demonstrated both the positive effects that technology education can have on secondary students and the negative stereotypes that continue to exist about TE. In this article, the authors discuss three reasons why stereotypes persist. These include:… Continue Reading →
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eric.ed.gov har udgivet: The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15… Continue Reading →
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eric.ed.gov har udgivet: This document contains the efforts of a group of teachers to develop curricular materials designed to correlate the subject matter of mathematics with that of a shop course in power mechanics. It is not an adaptation of traditional courses in mathematics, but an attempt to integrate the subject matter of mathematics into the concepts utilized in power mechanics classes. Content is presented under the following chapter headings: Fractions, Decimals, Per Cent, Ratio and Proportion, Directed Numbers, Formulas, Metric System, Geometry, Powers and Roots, and Shop Business. These sections of study are designed to be as inclusive as possible. Included are all activities with which a student will be involved in a teaching situation, along with evaluation materials, worksheets, guides, and other materials that will be used. Each… Continue Reading →
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eric.ed.gov har udgivet: This article describes a 21st century how-to model for successful career and technical education (CTE) programs. The Geometry in Construction program is the brainchild of two educators, a CTE and a math teacher, who wanted to design a rigorous geometry course taught through a project-based curriculum. This article discusses how they did it, and how one can use the basic principles they outline to do some core content integration of one’s own. Link til kilde
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eric.ed.gov har udgivet: Although science and math are increasingly important in the workplace, many students, especially females, avoid these subjects. One route to the achievement of National Education Goal 3–increasing student competence in challenging subject matter–is through integration of vocational education with science and math, enabling students to apply academic knowledge to specific occupational tasks. Among recent integration projects in PHYS-MA-TECH, a collaborative effort of the Illinois Board of Education, Northern Illinois University, five industries, and five high schools. The project features an integrated curriculum developed and delivered by teams of math, physics, and technology teachers in a nontraditional learning environment through team teaching and innovative delivery models. The Technology/Science/Mathematics Integration Project in Virginia middle schools focuses on applying science and math principles to real-world technological problems. In Washington State,… Continue Reading →
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eric.ed.gov har udgivet: The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as “Building Academic Skills in Context”; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to… Continue Reading →
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