Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
A comparative study between career-technical programs and college preparatory programs on student performance.
A Comparative Study Between Career-technical Programs and College Preparatory Programs on Student Performance
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
A comparative study between career-technical programs and college preparatory programs on student performance.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
A comparative study between career-technical programs and college preparatory programs on student performance.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
Book Description
Tech Prep
Author: John Fredrick Ball
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 268
Book Description
This research compared the academic achievement of Tech Prep students to similar non-Tech Prep students attending Idaho State University's College of Technology. Methodology replicated and expanded on a Sinclair Community College study that compared college placement test scores, college GPA, and success rates in first-year college mathematics and English courses for Tech Prep and non-Tech Prep students. Results found that college students who had been involved in high school career and technical education programs with established Tech Prep agreements were better prepared to succeed in college. They earned a higher first-year mean GPA, they recorded higher COMPASS mathematics scores, and a significantly higher percentage of Tech Prep students qualified to begin college in non-remedial, for-credit English and math classes.
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 268
Book Description
This research compared the academic achievement of Tech Prep students to similar non-Tech Prep students attending Idaho State University's College of Technology. Methodology replicated and expanded on a Sinclair Community College study that compared college placement test scores, college GPA, and success rates in first-year college mathematics and English courses for Tech Prep and non-Tech Prep students. Results found that college students who had been involved in high school career and technical education programs with established Tech Prep agreements were better prepared to succeed in college. They earned a higher first-year mean GPA, they recorded higher COMPASS mathematics scores, and a significantly higher percentage of Tech Prep students qualified to begin college in non-remedial, for-credit English and math classes.
Research in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
Book Description
The ERIC Review
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 652
Book Description
Provides information on programs, research, publications, and services of ERIC, as well as critical and current education information.
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 652
Book Description
Provides information on programs, research, publications, and services of ERIC, as well as critical and current education information.
Thesaurus of ERIC Descriptors
Author:
Publisher:
ISBN:
Category : Subject headings
Languages : en
Pages : 664
Book Description
4th-7th eds. contain a special chapter on The role and function of the thesaurus in education, by Frederick Goodman.
Publisher:
ISBN:
Category : Subject headings
Languages : en
Pages : 664
Book Description
4th-7th eds. contain a special chapter on The role and function of the thesaurus in education, by Frederick Goodman.
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Resources in Women's Educational Equity
Author:
Publisher:
ISBN:
Category : Women
Languages : en
Pages :
Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Publisher:
ISBN:
Category : Women
Languages : en
Pages :
Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
The Road Less Traveled
Author: Nancy Shulock
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
Book Description
The Career Technical Education (CTE) mission of California's community colleges is not well understood by policymakers in comparison to the transfer mission of the colleges. This exploratory study, to be followed by a more comprehensive research agenda, is motivated by the belief that CTE is a vital piece of the college completion agenda but is not receiving sufficient attention. While students can be successful in CTE in ways besides earning a certificate or degree, the issuing of workforce-related credentials is an undeniably important function of the colleges. As a basis for exploring CTE more generally, the authors studied patterns of student enrollment and progress in four high-wage, high-need pathways (information technology, engineering technology, engineering, and nursing), visited CTE programs, interviewed faculty and staff, and reviewed college catalogs and other materials. The authors know they can't generalize to all programs in all colleges, given the great variety in both, but the following findings strike them as important to any effort to understand and improve student outcomes in CTE programs: (1) Data constraints limit knowledge and college actions; (2) Good student progress is not translating into credentials; and (3) Pathway structures do not promote attainment of technical credentials. The authors have much to learn from the work ahead, but this exploratory research, in the context of national momentum to increase structure and simplify pathways for students, leads them to make the following recommendations: (1) Require students to declare a program of study and colleges to ensure access to programs; (2) Consider fewer and more consistent program offerings; (3) Focus on basic skills for CTE; (4) Reexamine associate degree; and (5) Conduct additional research. (Contains 10 figures, 4 tables and 44 notes.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
Book Description
The Career Technical Education (CTE) mission of California's community colleges is not well understood by policymakers in comparison to the transfer mission of the colleges. This exploratory study, to be followed by a more comprehensive research agenda, is motivated by the belief that CTE is a vital piece of the college completion agenda but is not receiving sufficient attention. While students can be successful in CTE in ways besides earning a certificate or degree, the issuing of workforce-related credentials is an undeniably important function of the colleges. As a basis for exploring CTE more generally, the authors studied patterns of student enrollment and progress in four high-wage, high-need pathways (information technology, engineering technology, engineering, and nursing), visited CTE programs, interviewed faculty and staff, and reviewed college catalogs and other materials. The authors know they can't generalize to all programs in all colleges, given the great variety in both, but the following findings strike them as important to any effort to understand and improve student outcomes in CTE programs: (1) Data constraints limit knowledge and college actions; (2) Good student progress is not translating into credentials; and (3) Pathway structures do not promote attainment of technical credentials. The authors have much to learn from the work ahead, but this exploratory research, in the context of national momentum to increase structure and simplify pathways for students, leads them to make the following recommendations: (1) Require students to declare a program of study and colleges to ensure access to programs; (2) Consider fewer and more consistent program offerings; (3) Focus on basic skills for CTE; (4) Reexamine associate degree; and (5) Conduct additional research. (Contains 10 figures, 4 tables and 44 notes.).