Browsing by Subject "CTE"

Now showing 1 - 4 of 4
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    CTE teachers’ perspectives on the process of CTE and science content integration: a grounded theory.
    (2011-10) Spindler, Matthew Kenneth
    The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.
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    English Language Learners and Career and Technical Education: Focus Group Report
    (2021) Chazdon, Scott; Diaz, Alejandra; Spanier, Tobias; Hernandez-Swanson, Jocelyn
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    Minnesota Career and Technical Education: MnSCU Applicants and the Influence of Homophily
    (2017-05) Baker, LTC Patricia
    This study explored the relationship between community college applicant educational aspirations, proximity of college to home, and the influence of homophilic factors on applicant choices. This quantitative study was conducted with archived applicant data from the 2013 academic year of Minnesota State Colleges and Universities (MnSCU) applicants. The 2013 applicants intent to attending a MnSCU community college or technical college were included in the study; applicants intent on attending any of the seven state universities were excluded from the study. The dataset was assembled from the answers given by 28,520 applicants on the MnSCU Universal Application. The study results indicate a direct relationship between the applicants’ distance from home to MnSCU college of choice for both rural and metropolitan applicants. The study found a slight relationship between racial diversity with proximity of college of choice to home of record. The results showed no relationship to gender and proximity of college to home. This study also explored overall dispersion of educational levels that community and technical college applicants aspire for and their parents obtained in the population of 2013 MnSCU Universal Applications. The applicant educational aspiration trends were studied comprehensively among the 31 distinct MnSCU colleges across the state of Minnesota. The study conclusions were threefold: applicants overwhelmingly chose colleges within 5 miles of home; demographic factors had little influence on applicant decisions regarding educational degrees they intended to pursue; and demographic factors were highly prevalent in applicant choices of fields of study, especially in the rural community and technical college applicant cohorts. Keywords: Homophily, career and technical college, postsecondary education, CTE
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    Rethinking Adolescence and Education Policy
    (2024-05-01) Piper, Lauren; Leopold, Melanie; Reese, Sophie; Trueblood, Isabelle
    We were commissioned to conduct the research for this report by an organization called The Civic Affairs Trust, or TCAT. TCAT is a Minnesota-based trust whose purpose is to facilitate the redesign of community services and systems so they are self-improving. To date, TCAT's focus has been the K-12 public education system. TCAT approached the Humphrey School with the hypothesis that current policies governing eligibility for two alternative pathways programs, Postsecondary Enrollment Options (PSEO) and the General Education Development test (GED), are creating barriers for students because these policies limit participation based on age. We used qualitative research methods to answer three research questions: 1. What is adolescence? 2. Are age-restricted education policies creating unnecessary barriers to GED and PSEO programs in Minnesota? 3. If age is not a useful measure of readiness for PSEO and GED programs, what alternative measures might we consider? Our conclusions and recommendations around these three questions are based on our qualitative research findings.