Learning‐style instruments have specific purposes and certain limitations.

The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections. Generic vocational education and on-the-job-training had significant positive relationships with total earnings, whereas occupationally specific vocational education did not have any significant relationships with total earnings. All types of vocational education had inverse significant relationships with the dropout rate. Vocational education had no beneficial relationships with the use of public assistance or with contact with the Department of Corrections. The authors conclude that students with E/BD should be encouraged to have some type of vocational education in secondary school, although occupationally specific vocational education did not appear to have as many significant relationships as the other two types of vocational education.

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The purpose of this study was to determine the quality of an e-mentoring program and the impact of participation on at-risk high school students enrolled in dropout prevention programs. The quality of the program was evaluated based on the ease of implementation, use of technology, and overall satisfaction. Indicators of student's self-esteem, career decision, attendance, and GED test scores were used to gauge the impact of participation. Design-based research methods were used to compare the participation of students in mentored and control groups. The results indicated a high level of satisfaction with ease of implementation, use of technology, and overall program quality. However, there were no significant differences between the mentored and control groups regarding self-esteem, career indecision, attendance, and GED test scores. Since the GED dropout prevention program provides guidance and mentorship by the coordinator, further research is suggested to account for the role of program and other contributing variables. Also, further research is suggested on the ancillary benefits of e-mentoring.

Meeting the needs of English language learners (ELLs) in career and technical education (CTE) represents a growing challenge for all teachers in the field. The challenge is especially overwhelming given the widespread agreement that teachers are not well prepared to meet the needs of ELLs. The implications for schools and CTE teachers are discussed in connection to appropriate instruction for ELLs addressing language development considerations. The underlying premises of effective instruction aligned with contextual teaching and learning, relation to teaching practice in CTE programs, and the implications for using technology to facilitate ELLs’ learning are also examined.