Career and technical education (CTE) is often examined to study its effectiveness in meeting student goals of retention, graduation, employment, and continuing education. A review of this literature revealed a lack of experimental studies that provide definitive best practices. The bulk of the research examines student and staff perceptions of CTE meeting its goals and objectives in our schools. Longitudinal studies in this literature review are providing evidence of CTE benefits. The studies congregate on the consensus that CTE impacts areas of student retention and completion. More scientific-based research partnered with constant review of issues, trends, and needs affecting the CTE should be conducted.
Keywords: vocational, career and technical education, pathways, outcomes
Residential instability effects millions of children and youth, it creates barriers to getting the education and the services they need to achieve in school and life. There are more than 1.4 million children, and youth experiencing homelessness enrolled in public schools. Research shows that these students experience substantial academic, social, and socio-emotional challenges. The McKinney–Vento Homeless Assistance Act, has requirements to address the needs of individuals who are homeless and provide education rights and safeties for children and youth facing homelessness (USED, 2016). Best practices for helping youth experiencing residential instability is through the implementation of homeless assistance requirements at the state and local levels in the schools that coordinate the support services. The school community guarantees collaboration with other service providers, including public and private child welfare and social service agencies. The collaboration of these providers is key to assisting the youth who are experiencing homelessness. The studies provide interventions of academic mixed with recreational and vocational programs aimed at mitigating losses experienced by students who are experiencing homelessness.
Keywords: residential instability, homeless, intervention, support, children, education
Examining the future of math teacher efficacy and student achievement in mathematics begins with an examination of the perceptions of preservice teachers. This study examined factors that contribute to 1, 207 preservice math teacher perceptions of mathematics education in the United States and compared them with their counterparts outside of the United States. 25 variables were selected from the 2012 Future Teacher Survey as part of the Mathematical Teaching in the 21st Century Project. This study reports the results of an exploratory factor analysis (EFA) conducted to reveal the underlying latent structure and views about mathematics among pre-service teachers. Factor analysis revealed a 3-factor solution comprising: (F1) Perceptions of Mathematics as a Rigorous Procedural Price, Correct Activity; (F2) Perceptions of Mathematics as a Creative Process of Discovery; and (F3) Perceived Value and Applicability of Mathematics. The three factors cumulatively explain 98.7 % of the variance in 24 Likert-type items. Statistically significant differences based on nationality were found for F1 (one-sided: t(1, 205) =.4.402, p < .001), where non-USA future teachers had lower mean scores than pre-service teachers from the USA, F3 (one-sided: t(1, 205) = -14.809, p < .001), where future teachers from the U.S. had greater mean scores than those from other countries. There was inclusive evidence to confirm a difference between pre-service teacher groups with regard to F2 (one-sided: t(1, 205) = 0.963, p = .168). The authors recommend that teacher education programs devote continued emphasis to the view of math as a creative activity and to the practical value of math.
Keywords: exploratory factor analysis, mathematics education, pre-service teachers, teacher perceptions
The purpose of this study was to determine the relative influence of 8 school district factors that were expected to affect the rates at which the districts’ graduated enrolled in 4-year higher education programs in the year after graduation. The study utilized multiple regression analysis on selected variables from 92 Long Island school districts that submitted data to the New York State Department of Education School District Report Cards for the 2004-2005 school year. The regression model was found to be highly statistically significant (F(8, 28), p < .001) and explains 62% to 65% of the variance in school districts’ college-going rates (R2 = .65, Adjusted R2 = .62). The predictors which were found to be statistically significant are: (a) per pupil expenditures in $1.000s (b = 2.09, p < .001, β = .41); (b) median teaching experience in districts in years (b = -1.24, p = .029, β = .19); and (c) average pass rate on the high school Regents exams in percentage (b = .67, p < .001, β = .51). The authors recommend a continued school district level emphasis on evaluating predictors of post-secondary college-going rates. Further implications include course taking pathways, teacher professional development and how district budgetary dollars are spent.
Keywords: college-going rate, class size, teacher experience, multiple regression analysis, New York, per-pupil expenditures, poverty, Regents exam, school district
Education is not solely achieved traveling a one-way path to reach the destination of learning. The act of learning is interdisciplinary, acquired through synthesizing prior knowledge with new and different concepts to construct an understanding of present issues and challenges. Students need to experience borderless education in which student development consists of what has learned academically with life experiences and interests. Career and Technical Education (CTE) fosters the connections of disciplines which integrate traditional classroom learning with personal interests and future aspirations.
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The implementation of vocational training will develop a connection between education and economic competitiveness for the youth in the U.S. with employers in need of a skilled workforce, and the unskilled youth in need of training for employment. An effective dual system of vocational training combines work-based and school-based learning in a highly-structured way. The objective of this study was to gather as much information as possible and draw conclusions about how effective career and technical/vocational education programs would be in all high schools. The perceptions of this sample number of students reflect the impact of being trained in a career while in high school. There has been successful execution of the dual system of vocational education model in a few U.S. states and more widespread internationally. The business industry and the educational system would see the economic benefits of vocational education in high school for students who want to make the transition directly from school to work and for those who want to use it as a foundation for taking a trade to a profession, career and college success.
Keywords: career, vocational, education, labor, pathways, apprenticeship
As of June 2017, under groundbreaking initiative, the Excelsior Scholarship, in combination with other student-financial aid programs, allows students to attend a SUNY or CUNY college tuition-free. A recipient of an Excelsior Scholarship is eligible to receive award payments for not more than two years of full-time undergraduate study in a program leading to an associate's degree or four years of full-time undergraduate study, or five years if the program of study normally requires five years in a program leading to a bachelor's degree. You must live in New York State for the length of time you received the award.
Adolescence is a time when the self-system is redefined (Erikson,1950). The core of this selfsystem consists of personality traits. The adolescent stage is the time of maturation through the emerging identity and personality. The five-factor model of personality (FFM) is a set of five broad trait dimensions or domains, often referred to as the “Big Five”. Research has been centered on the personality traits that have come to be known as the “Big Five”, because they represent the five major clusters of personality (Feldman, 2017). Erikson’s (1959) theory of psychosocial development puts a great deal of emphasis on the adolescent period, feeling it was a crucial stage for developing a person’s identity. The five personality traits are neuroticism, extroversion, openness, agreeableness and conscientiousness. Many studies find that the Big Five traits are relatively stable past the age of 30 (Feldman, 2017). Some studies examine the role of parents in shaping their children’s personalities. Self-reports generally have important implications for the study of personality characteristics and other psychological attributes in childhood and adolescence. Adolescent personality development in transitioning into adulthood involves relations between Big Five personality traits and job-search outcomes (Baay, Van Aken, De Ridder, & Van Der Lippe, 2014). Research is being conducted on both personality development and identity formation, including new approaches to adolescent personality development (Klimstra, 2013).
Keywords: personality, development, adolescent, Big Five, identity, transition
The Brookings Institution is an American think tank on Think Tank Row in Washington,
D.C. One of Washington's oldest think tanks, Brookings conducts research and education in the social sciences, primarily in economics, metropolitan policy, governance, foreign policy, and global economy and development.
The implementation of vocational training will develop a connection between education and
economic competitiveness for the youth in the U.S. with employers in need of a skilled workforce, and the unskilled youth in need of training for employment. An effective dual system of vocational training combines work-based and school-based learning in a highly structured way. The objective of this paper is to gather as much information as possible and draw conclusions about how effective vocational education programs would be in all high schools. There has been successful execution of the dual system of vocational education model in a few U.S. states. The business industry and the educational system would see the economic benefits of vocational education in high school for students who want to make the transition directly from school to work and for those who want to use it as a foundation for taking a trade to a profession. Keywords: vocational, education, labor, pathways, apprenticeship
Power – the capacity to make others do what you would have them do
The purpose of this study was to conduct a second-order meta-analysis, using previous meta-analyses of the effects of homework on student achievement, to summarize decades of research activity addressing the question, does homework affect student achievement? A literature search of meta-analyses from Hattie (2009) and various outside sources resulted in the inclusion of two meta-analyses, encompassing 43 primary studies. The total overall mean effect size was found to be a statistically significant effect of d = 0.42 (p < .001) with a 95% CI = [0.23, 0.60] and common language effect CLE = 61.6%. The distribution was found to be heterogeneous, requiring a random effects model (I2 = 93.1%, p < .001). Despite the overall positive effect, the various effect sizes give mixed educational implications for students concerning the importance of student homework achievement and its relationship to time spent (d = 0.29), frequency (d = 0.24), effort (d = 0.64), teacher feedback (d = 0.80), the quantity of homework (d = 0.36), and homework review (d = 0.45). No conclusion could be drawn from the funnel plot about the risk of publication bias due to the low number of studies analyzed, but the plot suggests some potential bias. Both Egger’s statistic for small study effects and asymmetry (p = .545) and also the fail-safe N estimate (N = 7) provide evidence against the likelihood of publication bias.
Keywords: homework, meta-analysis, student achievement |
The purpose of this literature review is to identify and create a “blueprint” for successful best practices utilized by college and career readiness programs and initiatives across K-12 and post-secondary institutions, within the United States, that effectively prepare students to exit high school with the success and acumen needed to be successful in college and graduate in 4 to 6 years. These best practices will be utilized to improve existing programs, design new programs, and target specific performance indicators that administrators in K-12 and college institutions can employ in their collaborative efforts to improve the level of preparedness of students entering college and on track for graduation. The common theme evident in successful college and career readiness programs and initiatives is support. Therefore, this study reveals that best practices in college and career readiness can be exemplified using the following conceptual framework: Supportive Leadership, Supportive Structures, Supportive Curriculum and Instructional Practices and Supportive Interventions. This paper will discuss the specific strategies and practices that successful college and career readiness programs and initiatives exhibit within this framework that lead to increased academic outcomes for students.
Keywords: college and career readiness, best practices, support, academic outcomes
The U.S. Department of Education operating under the Trump administration with Betsy DeVos at the helm is dismantling the policies created by the department itself. They are systematically making it impossible for the U.S. “to strengthen the Federal commitment to ensuring access to equal educational opportunity for every individual”.
This review incorporates several journal articles that examine the benefits of vocational education in various countries which see the need to create a more productive generation of learners and future workers. Globally, numerous nations of the world are concerned about their citizens’ ability to become skilled workers and entrepreneurs. They are examining their current systems of education to see where they can be improved upon thus furthering that nations advancements. Many countries of the world see a current investment of vocational development leading to economic, technologic and social advancement that can be sustained for generations to come. Due to the high dropout rate and unemployment of the youth in secondary education, vocation and educational training has been examined and retooled extensively. The relationship between school and work has become more interwoven in a nations desire to create an adaptable, youth-filled workforce. The belief exists that there are many students who would benefit from a technical track, not only an academic track, after completing their basic education. The journal articles researched from Australia, Finland, the Netherlands, Sweden and the United Kingdom as well as International publications that all uphold the matter of developing and maintaining vocational education.
Keywords: vocational, sustainable, entrepreneurship, collaboration, adaptability
This literature review presents a compilation of current research on gangs, specifically those in Brentwood, NY (Suffolk County), the poverty and changing demographics in Brentwood, why youth join gangs, what makes some youth more susceptible to joining than others, and what parents, schools, and communities can do to combat this problem.
Keywords: gangs, Brentwood, NY, immigrants Denver Public School reforms face both a local and national audience that seems uncertain about claiming efforts as either a success or failure. Despite its imperfections and perhaps unrealistic time framework, DPS has made marked improvement that cannot and should not be ignored.
The most effective leaders are extraordinarily competent at handling conflict… They learn to embrace conflict not as an organizational enemy but as an opportunity for growth and a source of creative energy. (p. 115)
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